Course Descriptions

PY702 Supervising Counselors and Psychotherapists: Clinical Skills and Practice in Supervision (1 cr.)

Prerequisite(s): Completed PY710 
In this course, students learn and practice fundamental skills associated with the effective supervision of counselors and psychotherapists. The acquisition and application of supervision skills are emphasized. Ethics and diversity issues are addressed in the context of acquiring and applying supervision skills.

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate a repertoire of basic supervision skills.
2. Describe and employ supervision techniques and strategies that facilitate positive supervision outcomes and relationships.
3. Comprehend how theories of supervision relate to and inform supervision practices.
4. Apply appropriate supervision skills to a variety of supervision events and situations.
5. Explain the similarities and differences between basic counseling skills and basic supervision skills.
    

PY703 Issues, Ethics, & Research in Supervision (1 cr.)

Prerequisite(s): Completed  PY710 
This course examines some of the primary issues, ethical challenges, and research areas focused on the supervisory process from both the supervisor and supervisee standpoint. Issues addressed include multicultural awareness, transference and counter-transference, sexual and other attractions, and gender misunderstandings. Students also explore the components of critical thinking as it applies to the supervisory process. Opportunities to examine the self in the supervisory process are provided.

Upon completion of this course, students are expected to be able to do the following:

1. Understand major research and ethical issues in supervision.
2. Apply ethical principles to supervision.
3. Apply professional psychological writing style.
4. Articulate a personal theory of supervision and define personal style.
5. Evaluate the cultural implications of supervision.
6. Apply an awareness and appreciation of diversity to supervision.
7. Analyze current supervision process and needs, and articulate a process to continue development as a supervisor.
    

PY704 Clinical Treatment Planning (2 cr.)

Prerequisite(s): PY605 , PY606 , PY607 , PY608 , PY613 
This course examines the therapeutic process of clinical treatment planning. Emphasis is placed on the integration of assessing client needs and readiness, case conceptualization, counseling techniques and strategies, treatment models, and therapeutic relationships. Current professional issues about use of evidence based treatments and culturally competent interventions are examined in the context of measurable and meaningful treatment goals.

Upon completion of this course, students are expected to be able to do the following:

1. Use assessment information to develop a case-sensitive treatment plan that accounts for clinical setting, treatment format, client factors, and therapist competence.
2. Utilize basic understanding of normal development, psychopathology, and client’s in-session behavior in the process of conceptualization.
3. Abstract salient features of a case from which to draw hypotheses, inferences, and prognoses; and develop measurable treatment goals.
4. Demonstrate ability to think divergently about possible effects of different interventions, balancing current best-practice with culturally competent approaches.
5. Translate case sensitive treatment plans into language and concepts congruent with professional expectations of reimbursement entities.
    

PY705 Evaluation Methodologies (2 cr.)

Prerequisite(s): PY620 , PY613 , PY621 , PY625  
This course examines a range of evaluation methodologies to assess the effectiveness and efficiency of a range of clinical interventions, including individual and group therapy and programmatic services. The course focuses on critically evaluating and utilizing information from existing research literature, implementing and evaluating best practice guidelines and evidence-based practices (EBP), and conducting original evaluation projects.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate the outcome research literature to evaluate the effectiveness and efficiency of clinical interventions.
2. Locate, evaluate and implement evidence-based practices (EBP) for the assessment and treatment of mental disorders.
3. Develop and implement single-subject (N of 1) research studies.
4. Develop and implement program evaluation studies.
    

PY706 Writing for Professional Practice (1 cr.)

Prerequisite(s): Completion of core
This course provides students with information they need to do writing required of professionals in the field of psychology. Students practice writing casenotes and treatment plans.

Upon completion of this course, students are expected to be able to do the following:

1. Understand the information expected by community standards of practice that would be included in casenotes, treatment plans, and other psychological writing.
2. Demonstrate the ability to write casenotes and treatment plans.
3. Analyze the ethical implications involved in psychological writing.
    

PY707 Advanced Multicultural Counseling (1 cr.)

Prerequisite(s): PY648 
This course builds on the knowledge and skills developed in the first multicultural counseling course, PY648. Students practice advanced multicultural counseling skills intended to develop multicultural counseling competencies applicable to specific populations. Students have the opportunity to focus their learning on a specific ethnic group.

Upon completion of this course, students are expected to be able to do the following:

1. Utilize knowledge of sociopolitical histories, cultural practices, and dynamics when counseling African Americans, American Indians, Asian Americans, and Latinos.
2. Identify and demonstrate appropriate communication style patterns for specific cultural groups.
3. Demonstrate counseling interventions that incorporate an understanding of intercultural differences.
4. Gain specific expertise with one ethnic group based on research and practice that is based on professional objectives.
5. Conceptualize and articulate personal and professional awareness, values, and ethics as related to multicultural counseling.
6. Demonstrate self-reflection skills related to unintentional consequences of therapeutic process on multicultural populations.
7. Identify specific cross-cultural competencies, standards, and applied skills that are consistent with culturally competent mental health workers.
    

PY708 Practicum I - Early Entry Psy.D Applicants (2 cr.)

Students work in a counseling or mental health setting under the supervision of a licensed psychologist, for a minimum of 20 hours per week for a total of 350 hours.  Half of the hours at the practicum site are in counseling and other direct services.  A practicum seminar must be taken concurrently as part of the practicum requirement.  The supervision seminar provides an environment for discussion of case materials as well as problems and concerns that arise in the practicum setting.  Personal and professional issues relevant to the practicum experience are examined.

Upon completion of this course, students are expected to be able to do the following:

1. Apply effective communication and therapeutic skills in professional work at practicum site.
2. Integrate knowledge of psychological theories, assessment, research, and ethics into the practice of psychology.
3. Integrate feedback from on-site supervision and seminar supervision into effective diagnosis, treatment interventions and therapeutic process.
4. Apply professional perspective regarding clinical issues in the practice of psychology.
5. Demonstrate inclusivity and multicultural perspective with clients and colleagues.
    

PY709 Integrative Wellness: Using Mind-Body and Psychotherapeutic Approaches for Healing (1 cr.)

PY710 Practicum I (3 cr.)

Prerequisite(s): Core, PY625 , PY621 , (PY631  or PY632  or PY633 ), 3 of PY665 , PY642 , PY604 , PY648  (GCP3 must have PY665 )
Students work in a counseling or mental health setting under the supervision of a licensed psychologist, for a minimum of 30 hours per week for a total of 350 hours. Half of the hours at the practicum site must be in counseling and other direct client services. A practicum seminar must be taken concurrently as part of the practicum requirements. The supervision seminar provides an environment for discussion of case material as well as problems and concerns that arise in the practicum setting. Personal and professional issues relevant to the practicum experience are examined. Planning for the integration paper is introduced.

Upon completion of this course, students are expected to be able to do the following:

1. Apply effective communication and therapeutic skills in professional work at practicum site.
2. Integrate knowledge of psychological theories, assessment, research, and ethics into the practice of psychology.
3. Integrate feedback from on-site supervision and seminar supervision into effective diagnosis, treatment interventions and therapeutic process.
4. Apply professional perspective regarding clinical issues in the practice of psychology.
5. Demonstrate inclusivity and multicultural perspective with clients and colleagues.
6. Plan for final integration paper.
    

PY711 Practicum II (3 cr.)

Prerequisite(s): PY710 
Students work in a counseling or mental health setting under the supervision of a licensed psychologist, for a minimum of 30 hours per week for a total of 350 hours. Half of the hours at the practicum site must be in counseling and other direct client services. A practicum seminar must be taken concurrently as part of the practicum requirements. The supervision seminar provides an environment for discussion of case material as well as problems and concerns that arise in the practicum setting. Personal and professional issues relevant to the practicum experience are examined.

Upon completion of this course, students are expected to be able to do the following:

1. Apply effective communication and therapeutic skills in professional work at practicum site.
2. Integrate knowledge of psychological theories, assessment, research, and ethics into the practice of psychology.
3. Integrate feedback from on-site supervision and seminar supervision into effective diagnosis, treatment interventions and therapeutic process.
4. Apply professional perspective regarding clinical issues in the practice of psychology.
5. Demonstrate inclusivity and multicultural perspective with clients and colleagues.
6. Plan for final integration paper.
    

PY712 Practicum III (2 cr.)

PY713 Counseling and Psychological Services and Addiction Studies Practicum I (3 cr.)

Prerequisite(s): Completion of Counseling and Psychological Services core coursework: PY 605  , PY 607  , PY 608  , PY 613  , PY 621  , PY 625  , PY641 , PY 642  , PY 648  , PY 665 , and PY 620  AND Completion of all Addiction Studies Coursework: ADS 551  through ADS 558  
Students work in a setting which emphasizes the treatment of individuals with addictions, alcohol and drug abuse problems, and co-occurring mental health concerns. This practicum must consist of a minimum of 880 total hours with the experience divided into two 440 hours at a site licensed by the State of Minnesota to provide alcohol and drug and mental health treatment. The accompanying on-campus seminar sessions, facilitated by a dually-licensed mental health professional, provide opportunities for discussion of case materials and concerns related to the practicum setting. Personal and professional issues relevant to the practicum experience are examined and discussed. Planning for the integration paper is introduced.

This dual-licensed practicum provides a combined clinical experience that meets the Board of Behavioral Health and Therapy’s practicum hour requirements for applications for the LADC and the LPCC. .A dually-licensed mental professional (LADC and LPCC or LP) provides student supervision on site. In addition, the supervisor must be on the BBHT approved list for supervision.

PY714 Supervising Counselors and Psychotherapists: A Comprehensive Approach (Rochester only) (3 cr.)

Prerequisite(s): PY710  
In this course, students learn and apply theoretical models and fundamental skills for supervision of counselors and psychotherapists.  Goals of supervision and relationship roles are discussed and opportunities to examine one’s own developmental learning needs and styles are provided.  Primary issues, ethical challenges, and research areas focused on the supervisory process from both the supervisor and supervisee standpoint are addressed, including multicultural awareness, transference and counter-transference, sexual and other attractions and gender misunderstandings.

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate critical thinking skills to conceptualize supervisory events and processes.
2. Integrate current research on effective supervisor qualities and developmental level of supervisees according to various supervision theory models.
3. Describe and employ supervision techniques and strategies that facilitate positive supervision outcomes and relationships.
4. Explain the similarities and differences between basic counseling skills and basic supervision skills.
5. Apply ethical principles to supervision.
6. Apply professional psychological writing style.
7. Articulate a personal theory of supervision and define personal style.
8. Evaluate the cultural implications of supervision.
9. Analyze current supervision process and needs, and articulate a process to continue development as a supervisor.

PY715 Motivational Interviewing: Facilitating Behavior Change (1 cr.)

This course will introduce students to the theory, principles, and key strategies of motivational interviewing. Students will develop skills for using motivational interviewing in a wide variety of settings.

Upon completion of this course, students are expected to be able to do the following:

1. Understand the history and the underlying theory of motivational interviewing.
2. Develop a working understanding of ambivalence and how to effectively work with clients to resolve their ambivalence in favor of change.
3. Demonstrate beginning proficiency of the skills involved in motivational interviewing and apply them to diverse populations with a variety of behavioral issues.

PY716 Practice in Counseling Skills (1 cr.)

This course builds on the knowledge and skills developed in the first skills course in the program.  The course provides an opportunity for students to further develop their counseling skills and apply an understanding of the influence of race, culture, gender, as well as self-of-the-therapist in therapy.

Upon completion of this course, students are expected to be able to do the following:                              

1. Demonstrate ability to apply counseling skills.
2. Evaluate and apply appropriate techniques to specific stages of counseling.
3. Evaluate and apply ethical and legal principles to case presentation and simulations.
4. Apply understanding of race, culture, and gender influences in counseling.
5. Apply significant research evidence and community standards of practice in selecting counseling skills.

PYD875 Counseling With Immigrants and Refugees (2 cr.)

Prerequisite(s): Completion of first year coursework (24 credits)
This course focuses on cultural premises, history, life experiences, and worldviews of immigrant and
refugee groups. Research, theory, and clinical issues and implications are examined. This course also
focuses on roles of the psychologist as educator, researcher, clinician, organizational change agent, and
policy developer.

Upon completion of this course, students are expected to be able to do the following:

1. Articulate the common factors of working with Immigrant and refugee groups as well as factors unique to specific immigrant and refugee communities in the U.S.
2. Evaluate research and theory regarding evidenced-based practices applied to work with immigrant and refugee populations.
3. Identify cultural assumptions underlying theory, research, and program development in the field of psychology and present barriers to service.
4. Conceptualize individuals according to multiple cultural contexts that intersect with and overlap ethnicity and immigration or refugee status.
5. Integrate culturally appropriate skills into counseling, supervision, consultation, and other applied psychological practices.

PYD800 First Year Proseminar (1 cr.)

This small group experience is conducted in a seminar format and is taken during the student’s first semester in the program. The proseminar is designed to introduce the student to professional functioning as a counseling psychologist, review program requirements and expectations, provide support for the transition into doctoral level study, and foster the development of the student’s identity as a psychologist. This course is graded on a pass/no credit basis.

Upon completion of this course, students are expected to be able to do the following:

1. Articulate the unique perspective on professional practice offered by counseling psychology.
2. Understand current developments in the profession of psychology in the context of political, economic, and cultural forces.
3. Understand program requirements and expectations, and develop an individual plan for progressing through the program.
4. Develop relationships with fellow students and faculty for mutual support and learning.
5. Began to formulate and articulate the student’s own professional identity as a professional psychologist.

PYD801 Historical Foundations of Psychology (2 cr.)

Prerequisite(s): MA course in Personality Theory or Theories of Counseling
This course emphasizes understanding professional practice in historical and cultural context, and traces the development of collective understandings and assumptions about psychology since the 18th century. The development of major theories of personality and psychotherapy are considered in historical context. Historical developments in both theoretical and applied psychology are reviewed.

Upon completion of this course, students are expected to be able to do the following:

1. Develop a framework for understanding and integrating major theoretical perspectives on personality and psychotherapy.
2. Organize information about major events and individuals in the history of all areas of psychology, showing relations between historical events and people.
3. Evaluate the impact of historical and cultural context on the development of the theory and practice of psychotherapy.
4. Describe the development of psychology as a profession, and to consider future trends and directions.
5. Demonstrate critical analytic skills in reading psychological literature and in oral and written presentation on psychological topics.
    

PYD802 Physiological Psychology and Psychopharmacology (3 cr.)

Prerequisite(s): MA course in Physiological Psychology
This interdisciplinary course explores explanations of the human experience in terms of biological substrates. Topics covered include neural development over the lifespan, neural plasticity, genetic vulnerabilities, imbalance of neurotransmitters and hormones, and brain dysfunctions. This course also covers interactions of psychoactive drugs with the central nervous system and neurotransmitters to influence cognition, emotion, and behavioral processes. Emphasis is on psychiatric medication with the spectrum of psychiatric disorders and drugs of abuse. The biopsychosocial perspective is used to integrate and acknowledge the dynamic bidirectional relationships among the multiple causal factors that contribute to behavior and mental disorders.

Upon completion of this course, students are expected to be able to do the following:

1. Discuss with clients a proficient knowledge of neuroanatomy, neural plasticity, neuron, gilal, and synaptic physiology.
2. Explain the neurobiology of normal behavior and how disruptions of these neurobiological substrates lead to pathological stress and mental disorders.
3.  Demonstrate knowledge of biological (pathophysiologic) mechanisms involved in the onset and progression of mental disorders.
4. Demonstrate knowledge of the pharmacology of therapeutic drugs (e.g., pharmacokinetics/ pharmacodynamics of drugs) associated with the treatment of the spectrum of Axis I and Axis II disorders and drugs of abuse.
5. Analyze major theoretical issues and controversies surrounding the use of psychoactive drugs.
6. Discuss professionally with the client and/or significant support persons how a particular drug treats a mental disorder, the clinical efficacy relative to the side effect profile, and treatment alternatives and combinations.
    

PYD803 Social and Organizational Psychology (3 cr.)

1. Demonstrate the ability to use theories and concepts to diagnose the problem and develop possible solutions for prescribed assessment, treatment issues, and professional practice issues with special attention to cultural diversity issues.
2. Critically evaluate social constructs and theoretical perspectives of social psychology’s explanation of social interactions and the individual’s role therein.
3. Synthesize the implications of theory and research in the social psychological basis of behavior into practice.
4. Identify and assess the significance of social influences at work in a variety of interactions on self and client thinking and behavior.
5. Evaluate the different methodologies social psychologists use to research social issues.
6. Apply the research on organizational psychology to a variety of organizations, communities, and situations.
7. Integrate ethical parameters with organizational assessments and change principles.

PYD804 Cognitive - Affective Bases of Behavior (3 cr.)

This course focuses on current research and theory in cognitive and affective psychology and neuroscience. Topics include perception, attention, memory, problem solving, reasoning, language, and emotion. The interaction of both cognitive and affective processes is emphasized throughout. Applications of these processes to clinical assessment and intervention are discussed.

Upon completion of this course, students are expected to be able to do the following:

1. Understand and evaluate current research on the cognitive and affective bases of behavior.
2. Apply the principles of cognitive and affective bases of behavior to emotional development and vulnerability to disorders.
3. Synthesize and articulate the implications of theory and research in cognitive neuroscience for clinical practice.
4. Utilize cognitive and affective theories of behavior to understand the therapeutic process and developmental changes.
    

PYD806 Psychometric Theory and Application (3 cr.)

Prerequisite(s): MA courses in Statistics and Psychological Assessment
This course focuses on techniques for measuring psychological variables with emphasis on standardization, reliability, validity, item analysis, scores, and reporting. The statistical underpinnings of psychometric research are reviewed, including properties of distributions, descriptive statistics, correlation, and factor analysis. Concepts, principles, and methods of modern measurement theory are addressed. The cultural validity of assessment techniques and instruments are examined. Procedures for constructing psychological scales, collecting data on the scales, and evaluating the psychometric properties of the scales are reviewed and practiced.

Upon completion of this course, students are expected to be able to do the following:

1. Understand and apply statistical concepts fundamental to psychometric research.
2. Utilize psychometric principles in the selection of instruments to evaluate psychological functioning.
3. Design and evaluate psychological measurement with consideration of cultural sensitivity and validity.
4. Construct and analyze psychometrically supported assessment instruments.
5. Evaluate psychometric features of tests to ascertain that instruments are reliable, valid, and adequately standardized for the anticipated clinical population.

PYD807 Quantitative Research and Statistical Analysis (2 cr.)

Prerequisite(s): PYD806  
This course focuses on developing suitable research designs, selecting appropriate measures, and the appropriate analysis of data for conducting research in clinical practice. Development of the essential skills needed to comprehend, interpret and critically evaluate published research in the field of counseling psychology and related fields is emphasized. Topics include theory and use of factorial ANOVA, factor analysis, correlation and regression analysis, theory and use of multiple regression, discriminant analysis, multivariate analysis of variance, structural equation models including path analysis, and selected nonparametric approaches.

Upon completion of this course, students are expected to be able to do the following:

1. Develop meaningful research questions and evaluate and select research methodologies which are appropriate to answer these questions.
2. Analyze quantitative data using appropriate statistical procedures.
3. Present and interpret the results of statistical analyses.
4. Critically analyze research articles in professional psychology and related fields.
5. Identify relevant ethical issues, and demonstrate competency in the application of the APA Code of Ethics with respect to research methods.

PYD808 Qualitative Research Methods (2 cr.)

Prerequisite(s): PYD806  
This course familiarizes students with fundamental concepts, attitudes, and applied skills in the qualitative methodological approaches most applicable to the counseling psychology field. Students have the opportunity for “hands on” experience with qualitative research, including critical literature analysis, the formulation of research questions, proposal development, data collection, data analysis, and writing results in professional prose. Understanding of ethical issues and the development of ethical practice is emphasized throughout.

Upon completion of this course, students are expected to be able to do the following:

1. Describe the comparative strengths and weaknesses of qualitative and quantitative methods and how these approaches can be integrated.
2. Evaluate published qualitative research with an emphasis on critique of design strength, rigor, and study limitations.
3. Evaluate methodological and ethical considerations associated with employing qualitative methods.
4. Develop appropriate research questions for qualitative methods of inquiry.
5. Design a qualitative research study and develop a research proposal.
6. Analyze qualitative data, interpreting and presenting results in professional prose.

PYD809 Outcome Research and Program Evaluation (2 cr.)

Prerequisite(s): PYD806 , PYD807 , PYD808 
This course provides evidence-based practice training in the understanding of scientific research which supports the practice of psychology. Students gain skills in both the critical analysis of existing research and in the conduct of research to evaluate the effectiveness of interventions. The course focuses on the practical implementation of outcome assessment and program evaluation strategies in applied clinical settings.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate professional practice in the context of the scientific evidence which supports it, and describe contemporary understandings of the relationship between science and practice in professional organizations and societies.
2. Analyze the contribution various research designs and methodologies make to the evidence-based practice of psychology.
3. Critically evaluate and apply published research studies to the practice of psychology.
4. Conduct research to evaluate the effectiveness of psychological interventions in applied clinical settings.

PYD811 Advanced Developmental Psychology (3 cr.)

Prerequisite(s): MA course in Developmental Psychology
This course provides an in-depth review of contemporary theory and research on normative lifespan development. The course is advanced in the sense that it assumes the student has knowledge of basic developmental processes and theories from previous course work. Factors that impact development over the entire lifespan are explored, including biological, cultural, familial, educational and social issues. Implications of developmental considerations in the understanding of clinical concerns are explored.

Upon completion of this course, students are expected to be able to do the following:

1. Review the process of normative human lifespan development from birth through adulthood and aging.
2. Apply clinical objectivity, curiosity, open mindedness, and ethical principles in the understanding of lifespan development in clinical settings.
3. Demonstrate understanding of both differences and similarities in lifespan development across diverse cultures and minority groups.
4. Evaluate the impact of developmental processes on the presentation of clinical symptoms and concerns.
5. Demonstrate competence in the use of research on lifespan development to create strategies for the prevention of psychological distress and to increase the promotion of psychological well-being, including the development of resilience and positive growth models.
    

PYD812 Advanced Psychopathology (3 cr.)

Prerequisite(s): Ma course in Psychopathology; PYD811 
This course examines current theory and research about abnormal development and psychopathology. The primary focus of the course is on the prevention, etiology, diagnosis, prognosis, and treatment of mental illness. Biological, cultural, familial, educational and social factors that impact psychopathology are explored. The role of the initial clinical interview in assessment, diagnosis, and case formulation is addressed. The role of age-related changes in cognitive and physical functioning in understanding psychopathology is also considered. The course is advanced in the sense that it assumes students have basic knowledge of the DSM-IV and or DSM-V from previous coursework.

Upon completion of this course, students are expected to be able to do the following:

1. Apply clinical objectivity, curiosity, open mindedness, and ethical principles in diagnostic assessment and case formulation.
2. Apply currently accepted diagnostic criteria to the assessment and diagnosis of mental disorders in children, adolescents and adults.
3. Identify, analyze, and utilize clinical data to make differential diagnoses between co-occurring disorders.
4. Evaluate and utilize professional and culturally relevant sources of information specifically related to the prevention, etiology and prognosis of mental disorders across the lifespan.
5. Identify, evaluate and utilize appropriate assessment strategies, including biopsychosocial data, for diagnosis and case formulation based on empirically supported guidelines.
6. Demonstrate competence in initial clinical interviewing and diagnostic procedures in clinically complex situations.

PYD813 Developmental Psychopathology (3 cr.)

Prerequisite(s): MA courses in Developmental Psychology and Psychopathology
This course examines developmental theory and research to aid in distinguishing between normal and abnormal developmental pathways of children and adolescents. Factors impacting normal development and psychopathology are explored and include biological, cultural, family, educational, and social issues. Issues related to prevention, etiology, diagnosis, prognosis, and treatment of these disorders are addressed within a developmental context.

Upon completion of this course, students are expected to be able to do the following:

1. Understand the process of human development from birth through adolescence.
2. Assess children with emotional and behavioral problems in the context of normal development.
3. Apply currently accepted diagnostic criteria to assess for and diagnose mental disorders in children and adolescents.
4. Evaluate and utilize professional sources of information specifically related to the prevention, etiology, and prognosis of mental disorders in children and adolescents.
5. Analyze clinical data to make differential diagnoses between typically co-occurring disorders in children and adolescents.
6. Identify, evaluate, and utilize appropriate assessment strategies and treatment.

PYD815 Cognitive Assessment (3 cr.)

Prerequisite(s): PYD806 
This course covers administration, scoring, and interpretation of standardized individual tests of cognition and cognitive abilities. These instruments include current versions of standard intelligence and memory scales and their use in the assessment of functioning in areas such a memory and executive functioning. The impact of clients’ culture and background on test results, the incorporation of results into psychological reports, and ethical issues are examined.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate and select cognitive assessment instruments using rigorous psychometric principles and practices.
2. Utilize cognitive assessment instruments to evaluate cognitive ability and cognitive functioning in children, adults, and older adults.
3. Demonstrate the ability to administer, score, and interpret selected cognitive tests in a manner that is consistent with standard practices and is culturally appropriate.
4. Integrate test information with interview, collateral, and background information and cultural features.
5. Effectively communicate test results to colleagues, clients, and other appropriate parties.
6. Apply ethical standards in the conduct of cognitive assessment.

PYD816 Personality Assessment (3 cr.)

Prerequisite(s): PYD806 
This course explores the theories and concepts of personality assessment and the instruments typically used to assess personality traits and characteristics. Both objective and projective instruments are examined. Topics include administering, scoring, interpreting, and integrating personality test information with interview, collateral, and background information and cultural features. Emphasis is placed on incorporating personality test results into psychological reports and communicating the results to colleagues, the client, and other interested parties. Ethical issues associated with personality assessment are examined.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate and choose sound personality assessment instruments using rigorous psychometric principles and practices.
2. Identify and account for strengths and weaknesses of both objective and projective instruments.
3. Demonstrate the ability to administer, score, and interpret selected personality tests in a manner that is consistent with standard practices and is culturally appropriate.
4. Communicate test results to colleagues, the clients, and other appropriate parties.
5. Apply ethical standards to the use of personality tests.
6. Integrate test information with interview, collateral, and background information and cultural features.
7. Communicate test results to colleagues, the clients, and other appropriate parties.

PYD818 Multiculturalism and Diversity (3 cr.)

This course focuses on how cultural premises and differences in history, life experiences, and world views influence understanding and communication. Emphasis is placed on the perspectives and experiences of underrepresented populations. This course also focuses on roles of the psychologist as educator, researcher, clinician, organizational change agent and policy developer, and the application of the constructs of multiculturalism and diversity to various professional settings.

Upon completion of this course, students are expected to be able to do the following:

1. Explain the processes that underlie the range of attitudes and beliefs that influence perceptions of and interactions with individuals and systems.
2. Identify personal cultural contexts, biases, and values from a multi-systemic and ecological perspective.
3. Evaluate professional practices with regards to multicultural responsiveness to and knowledge and understanding of individuals and systems.
4. Critically evaluate research and theory regarding evidenced based practices from a multicultural psychological perspective, and identify cultural assumptions underlying all research in psychology.
5. Demonstrate the ability to conceptualize, analyze, and evaluate individual and group behavior within and across multiple cultural contexts.
6. Demonstrate an understanding of how one might integrate culturally appropriate skills into clinical and other applied psychological practices.

PYD820 Common Factors in Counseling and Psychotherapy (3 cr.)

Prerequisite(s): Master’s level course in clinical intervention skills
In this course the theoretical foundations of common factors and efficacy of interventions are examined and applied to the practice of counseling psychology, with an emphasis on the scientific basis for the effectiveness of specific counselor attitudes and behaviors. Specific skills in implementing empirically supported counselor behaviors and attitudes are demonstrated and practiced.

Upon completion of this course, students are expected to be able to do the following:

1. Identify factors common to effective approaches of psychotherapy.
2. Evaluate the research relating to efficacy of therapy interventions and evidenced-based practice.
3. Create appropriate interventions leading to positive client functioning and sense of well-being.
4. Synthesize an understanding of approaches to psychotherapy to articulate a personal theory of psychotherapy.
5. Demonstrate interpersonal and clinical skills requisite for the development of a good therapeutic alliance.
6. Interpret behavior from multiple perspectives and recognize strengths and limitations of the various theoretical perspectives.
    

PYD821 Advanced Cognitive-Behavioral Theories and Techniques (3 cr.)

Prerequisite(s): PYD820 
In this course theories and techniques of cognitive behavioral approaches are evaluated and applied to the practice of counseling psychology. Particular emphasis is placed on empirically supported interventions for specific disorders.

Upon completion of this course, students are expected to be able to do the following:

1. Explain the underlying principles of cognitive behavioral theory.
2. Demonstrate knowledge to the neurological bases of cognition and connection as it informs case conceptualization and therapy.
3. Evaluate research in the area of cognitive behavioral approaches, including outcome and process research.
4. Apply cognitive behavioral techniques in therapy, and identify when utilization of the approach is most appropriate.
5. Integrate an understanding of diversity into the application of cognitive behavioral approaches with individual clients.
6. Examine ethical implications when employing cognitive behavioral approaches, from the perspective of a professional psychologist.

PYD822 Advanced Psychodynamic Theories and Techniques (3 cr.)

Prerequisite(s): PYD820 
This course provides advanced training in contemporary psychodynamic theory and its application in psychotherapy, psychoanalysis, and consultation. Evidence-based models of psychodynamic and experiential practice are explored. The course emphasizes practical application including case formulation, clinical strategies and techniques, and the integration of complex dynamic insights into other treatment modalities.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate the theoretical principles of psychodynamic and experiential approaches to psychotherapy.
2. Evaluate research in the area of psychodynamic approaches, including outcome and process research.
3. Apply psychodynamic principles to therapy, and identify when the approach is most appropriately used.
4. Integrate an understanding of diversity into the applicability of psychodynamic approaches to individual clients.
5. Examine ethical implications in applying psychodynamic approaches.
6. Generate meaningful clinical inferences and interpretations based on psychodynamic principles.
7. Function confidently in psychodynamic oriented treatment settings.

PYD825 Ethics and Professional Issues (3 cr.)

Prerequisite(s): Master’s course in Professional Ethics
This course reviews and applies professional ethics codes including the American Psychological Association’s Ethical Principles of Psychologists, and statutes and rules relevant to psychologists to professional issues. An ethical decision-making framework integrating these standards is developed. The implementation and application of ethical standards in professional practice are examined through the workings of professional organizations and licensing boards.
 

Upon completion of this course, students are expected to be able to do the following:

1. Understand how ethics are applied and enforced through the work of licensing boards and professional organizations.
2. Evaluate cultural contexts in ethical decision making.
3. Incorporate professional compassion with professional standards in evaluating ethical dilemmas.
4. Identify trends in professional issues in psychology and their impact on professional practice.
5. Articulate an ethical decision-making framework which integrates evolving professional and individual standards.
6. Interpret and apply legal guidelines within an ethical framework to resolve professional dilemmas.
7. Identify relevant ethical issues and demonstrate an understanding of the APA Code of Ethics with respect to research and practice of psychology.

PYD827 Vocational Assessment and Career Counseling (2 cr.)

This course examines theories of career development and the assessment of interests, abilities, aptitudes, and characteristics of the individual and work environment. Topics include sources of educational and occupational information, career trends, various forms of vocational assessment and problem conceptualization, effective vocational intervention, and issues of cultural and individual diversity relevant to the world of work. Emphasis is placed on the integration of work and career issues with other developmental and personal information. The course also provides an introduction to organizational consultation and techniques to analyze work culture and environment.
 

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate theories of career development and career choice as a basis for assessment.
2. Select career assessment instruments and strategies for their appropriateness for individuals, settings, cultures, and situations.
3. Demonstrate the ability to administer, score, and interpret career tests and inventories within standard practices and with cultural sensitivity.
4. Integrate vocational assessment results with other personal and cultural information.
5. Provide career development interventions to diverse individuals throughout the lifespan.
6. Identify techniques for consultation with organizations regarding the analysis of work cultures and environments.
    

PYD828 Supervision and Consultation (3 cr.)

Prerequisite(s): PYD841 
This course examines basic theoretical models of supervision and consultation and an introduction to applications in counseling practice. Clinical dilemmas are examined using case examples, with a particular focus on ethics and practice within a multicultural context. In addition to supervision competencies and practical resources for future supervisors, topics include the use of psychological skills in a consultation and the challenges encountered in various consultation venues.
 

Upon completion of this course, students are expected to be able to do the following:

1. Examine the theoretical underpinnings of supervision and consultation.
2. Demonstrate skills applicable to supervision and consultation.
3. Articulate their personal definition of supervision and consultation.
4. Articulate issues and feedback needed to improve personal performance.
5. Evaluate and revise one’s personal supervision and consultation model.
6. Integrate theories and feedback into practical application.
    

PYD829 The Contemporary Practice of Professional Psychology (3 cr.)

Prerequisite(s): PYD842 
This course critically examines current trends, controversies, and opportunities in the professional practice of psychology, utilizing the scholarly literature and newsletters, journals, listservs, and other venues where timely developments in the profession are being proposed and discussed. Students articulate a plan for the further development of their identity as a professional psychologist.

Upon completion of this course, students are expected to be able to do the following:

1. Examine current trends and controversies in the practice of psychology.
2. Identify opportunities in and potential obstacles to the specific areas of practice relevant to the student’s career goals.
3. Participate as an informed professional in the activities of local, state, and national professional organizations.
4. Anticipate and shape future developments in the profession.
5. Develop an individualized plan for accomplishing the next stages of development as a professional psychologist.

PYD840 Practicum I-A (2 cr.)

Prerequisite(s): PYD806 , PYD812 , PYD813  , PYD815 , PYD816 , PYD818 , PYD820 , PYD825 
This is the first course of a two-semester introductory doctoral practicum experience which includes supervised training in assessment and psychological interventions and focuses on building foundational clinical skills. The relative proportion of assessment and intervention work may vary depending on the practicum site and the individual student’s background and training needs. The practicum requires a minimum of 300 hours each of the two semesters. Students on practicum work under the supervision of a doctoral level psychologist. Students also attend a weekly practicum seminar on campus led by a faculty member.

Upon completion of this course, students are expected to be able to do the following:

1. Form productive professional relationships with supervisors and peers.
2. Demonstrate assessment and counseling skills at the level expected for a doctoral student who is prepared for a second practicum.
3. Conceptualize case material according to various theoretical orientations.
4. Apply clinical research to practice.
5. Present clinical cases for consultation.
6. Identify cultural and diversity issues relevant to clinical material and professional development.
7. Integrate feedback from supervisors to improve performance.

PYD841 Practicum I-B (2 cr.)

Prerequisite(s): PYD806 , PYD812  , PYD813 ,PYD815 , PYD816 , PYD818 , PYD820 , PYD825 
This is the second course of a two-semester introductory doctoral practicum experience which includes supervised training in assessment and psychological interventions and focuses on building foundational clinical skills. The relative proportion of assessment and intervention work may vary depending on the practicum site and the individual student’s background and training needs. The practicum requires a minimum of 300 hours each of the two semesters. Students on practicum work under the supervision of a doctoral level psychologist. Students also attend a weekly practicum seminar on campus led by a faculty member.

Upon completion of this course, students are expected to be able to do the following:

1. Form productive professional relationships with supervisors and peers.
2. Demonstrate assessment and counseling skills at the level expected for a doctoral student who is prepared for a second practicum.
3. Conceptualize case material according to various theoretical orientations.
4. Apply clinical research to practice.
5. Present clinical cases for consultation.
6. Identify cultural and diversity issues relevant to clinical material and professional development.
7. Integrate feedback from supervisors to improve performance.
    

PYD842 Practicum II-A (2 cr.)

Prerequisite(s): PYD 821  , PYD822 , PYD841 , PYD840 
This is the first of a two-semester advanced doctoral practicum experience which builds on the skills and experience gained in Practicum I. Practicum sites for Practicum II are individually selected to complement the training received in Practicum I. The practicum requires a minimum of 300 hours each of the two semesters. Students on practicum work under the supervision of a doctoral level psychologist, and attend a weekly practicum seminar on campus led by a faculty member.

Upon completion of this course, students are expected to be able to do the following:

1. Maintain productive professional relationships with supervisors and peers.
2. Demonstrate assessment and counseling skills at the level expected for a doctoral student prepared for internship.
3. Demonstrate a complex understanding of how theory influences practice.
4. Demonstrate a working knowledge of evidence-based interventions in the application of research to clinical practice.
5. Prepare and present formal case presentations (in preparation for the Clinical Case Presentation).
6. Synthesize feedback from multiple sources.
7. Demonstrate insight into the impact of self on others and others on self.
8. Identify contextual variables that influence clinical practice, research, and professional practice.
    

PYD843 Practicum II-B (2 cr.)

Prerequisite(s): PYD840 , PYD841 , PYD821 , PYD822 
This is the second of a two-semester advanced doctoral practicum experience which builds on the skills and experience gained in Practicum I. Practicum sites for Practicum II are individually selected to complement the training received in Practicum I. The practicum requires a minimum of 300 hours each of the two semesters. Students on practicum work under the supervision of a doctoral level psychologist, and attend a weekly practicum seminar on campus led by a faculty member.
 

Upon completion of this course, students are expected to be able to do the following:

1. Maintain productive professional relationships with supervisors and peers.
2. Demonstrate assessment and counseling skills at the level expected for a doctoral student prepared for internship.
3. Demonstrate a complex understanding of how theory influences practice.
4. Demonstrate a working knowledge of evidence-based interventions in the application of research to clinical practice.
5. Prepare and present formal case presentations (in preparation for the Clinical Case Presentation).
6. Synthesize feedback from multiple sources.
7. Demonstrate insight into the impact of self on others and others on self.
8. Identify contextual variables that influence clinical practice, research, and professional practice.

PYD849 Supplemental Practicum (1 cr.)

This practicum experience is designed to supplement the required practicum courses in the Psy.D. program providing additional training, advanced training, or remedial training depending on the needs of the student. The supplemental practicum focuses on a specific area of training of interest to the student, and may include supervised training in assessment and/or psychological interventions. Students in practicum work under the supervision of a doctoral level psychologist.

Upon completion of this course, students are expected to be able to do the following:

1. Practice and demonstrate specific assessment and/or counseling skills.
2. Integrate theories and clinical research into practical application.
3. Articulate the impact of clinical experiences on professional functioning including diversity issues.
4. Record clinical activities and evaluate one’s own clinical ability and disposition.
    

PYD851 Counseling with Children and Families (2 cr.)

Prerequisite(s): Completion of first year coursework (24 credits)
This course covers current research and clinical approaches to the assessment, diagnosis, and treatment of emotional, behavioral, and developmental disorders for children and adolescents and their families. Cultural and ethical issues in the practice of child and family therapy are highlighted. The multiple systems children live in and the stakeholders in the treatment process, including schools, parents, law enforcement, child protection, and welfare agencies, are addressed.

Upon completion of this course, students are expected to be able to do the following:

1. Identify cultural factors that impact child development, family constellations, and therapy.
2. Integrate test and interview data, collateral information, and cultural features to develop recommendations for family interventions in school, community, and therapy settings.
3. Practice a variety of therapy interventions and evaluate their effectiveness with specific ages, issues, and settings.
4. Evaluate current literature in evidenced-based practice with youth and families.
5. Present information in ways appropriate to the culture, setting, and education of various stakeholders.
6. Delineate the ethical issues and concerns involved in assessing and treating mental health and mental illness in children and adolescents.

PYD852 Neuropsychological Assessment (2 cr.)

Prerequisite(s): Completion of first year coursework (24 credits), PYD802 , PYD804 
This course is an introduction to neuropsychological assessment. Procedures for conducting brief assessments to screen for neuropsychological functioning are presented. Instruments to conduct more complete assessments of attention, memory, executive functioning, effort, sensory-motor functioning, and other cognitive processes are demonstrated and discussed. The course reviews communication of findings from neuropsychological assessments as appropriate for various settings and populations.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate and choose sound neuropsychological assessment instruments using rigorous psychometric principles and practices.
2. Administer, score, and interpret selected neuropsychological assessments in a manner that is consistent with standard practices and is culturally appropriate.
3. Integrate test information with interview, collateral, and background information and cultural features.
4. Communicate test results to colleagues, the clients, and other appropriate parties.
5. Apply ethical standards in the use of neuropsychological tests.

PYD853 Treatment of Trauma and Abuse (2 cr.)

Prerequisite(s): Completion of first year coursework (24 credits), PYD821 ,PYD822 ,PYD841 
This course examines the nature of trauma, psychological responses to trauma, and the treatment of trauma. A variety of types of trauma are addressed from a bio-psychosocial perspective, including trauma related to such events as domestic violence, rape, child abuse, terrorism, civilian and combatant exposure to war, and natural disasters. The prevention and treatment of vicarious traumatization are also considered.

Upon completion of this course, students are expected to be able to do the following:

1. Integrate knowledge of the neurological, biological, psychological, and social sequelae of trauma and critically evaluate the factors that attenuate or exacerbate responses to trauma.
2. Apply the transtheoretical model of trauma treatment.
3. Integrate an understanding of complex multicultural issues into the conceptualization of clients impacted by trauma and the treatment of such.
4. Analyze different models for treating trauma and the research that supports which treatments to use when and with whom.
5. Evaluate research in the area of trauma studies across disciplines and theoretical approaches.
6. Examine the ethical implications of working with trauma survivors.
7. Demonstrate an understanding of secondary trauma and develop strategies for selfcare.

PYD854 Projective Assessment (2 cr.)

Prerequisite(s): Completion of first year coursework (24 credits), PYD822 
This course is an introduction to projective personality assessment. The main focus of the course is on the administration, scoring, and interpretation of the Rorschach using contemporary scoring protocols. Selected commonly used projective tests are also presented. The communication of findings from projective assessments as appropriate for various settings and populations is reviewed. The psychometric properties of projective tests are discussed.
 

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate the ability to select, administer, score, and interpret selected projective tests in a manner that is consistent with standard practices and is culturally appropriate.
2. Integrate test information with interview, collateral, and background information and cultural features.
3. Communicate test results to colleagues, the clients, and other appropriate parties.
4. Apply ethical standards in the use of projective tests.

PYD855 Group Therapy (2 cr.)

Prerequisite(s): Completion of first year coursework (24 credits)
This course applies theories and research of group process and dynamics to the practice of group therapy. Multicultural and ethical issues are evaluated. Group skills and techniques are developed and applied to various types of groups comprised of different populations in diverse settings.
 

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate theories and research for application to different group settings and populations.
2. Select the appropriate group processes for different settings and populations.
3. Evaluate ethical issues involved in the delivery of group therapy.
4. Apply an understanding of ethics in group therapy to practice.
5. Develop and apply group therapy skills and techniques to different types of groups, populations, and settings.
    

PYD858 Counseling with Substance Use and Addictions (2 cr.)

Prerequisite(s): Completion of the first year coursework (24 credits)
This course examines addiction and recovery from both the individual’s and the clinician’s perspective. It provides the student with an understanding of the use of and addiction to alcohol, drugs, medications, gambling, and sex. The course provides skills for the assessment, intervention, treatment, and aftercare of addiction in the context of work as a professional psychologist.

Upon completion of this course students are expected to be able to do the following:

1. Examine research and theory on the assessment and treatment of addictions.
2. Articulate the impact of addictions on the professional practice of counseling psychology.
3. Understand current developments in the profession of psychology regarding comorbid/co-occurring mental health and chemical health disorders.
4. Integrate theories of the development, intervention, and treatment of addiction issues with psychological theory.
5. Differentiate between mental health concerns and addiction problems.
6. Implement interventions to address addiction problems as distinct from mental health concerns.

PYD859 Couple and Family Assessment (2 cr.)

Prerequisite(s): Completion of first year coursework (24 credits)
Issues in the research and the clinical assessment of couples and families are the focus of this course. Specific protocols, techniques, and instruments are discussed, evaluated, and administered. Psychometric basis of the instrumentation are reviewed. Ethical and legal issues are discussed.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate the instrumentation used in couple and family assessments from a psychometric perspective.
2. Design, implement, and interpret appropriate assessment protocols for a variety of couples, families, and situations.
3. Describe the connections between research, theory, and clinical practice in the assessment of couples and families.
4. Recognize the legal, ethical, cultural, and clinical issues associated with the use of assessments with couples and families.

PYD861 Counseling in Health Care Settings (2 cr.)

Prerequisite(s): Completion of first year coursework (24 credits)
This course provides an overview of the role of the psychologist in contemporary healthcare, including integrated care settings. The course emphasizes the medical and psychological aspects of medical conditions which are commonly addressed in health psychology, and the development of basic clinical skills for working in a medical setting. Opportunities for psychologists to practice in healthcare homes, affordable care organizations, and hospitals are explored.

Upon completion of this course, students are expected to be able to do the following:

1. Analyze and compare evolving and predominant models of behavioral health integration and health psychology.
2. Analyze the biological, psychological, social, cultural, and economic factors as well as barriers to care that affect health and behavior, disease, treatment outcomes, and wellness.
3. Demonstrate knowledge of patterns of health behavior and disease risk in the United States and specific health problems that are common in industrialized nations.
4. Develop collaboration and consultation skills and a capacity for leadership as a member of a health care team.
5. Demonstrate understanding of economic factors, ethical-legal standards, and information technology within the health care system.
    

PYD863 Counseling in the Schools (2 cr.)

Prerequisite(s): Completion of first year coursework (24 credits), PYD821 
This course examines the roles psychologists play in K-12 school settings. Topics include conducting assessments for learning disability and emotional, behavioral, and developmental disorders; working with students, parents and teachers; the development of individualized education plans; and working with mental health issues in a school setting.

Upon completion of this course, students are expected to be able to do the following:

1. Identify cultural and economic factors that impact child development and social and academic success.
2. Evaluate and select sound child and adolescent assessment instruments for various presenting difficulties.
3. Integrate test information with interview, collateral, and background information and cultural features and develop recommendations for individualized education plans (IEPs) and classroom interactions.
4. Practice a variety of therapeutic interventions and evaluate their effectiveness with specific ages and issues, and their appropriateness for the school setting.
5. Evaluate current literature in evidenced based practice with children and adolescents.
6. Present information in ways appropriate to the culture, setting and education of parents, teachers, and administrators.
7. Delineate the legal and ethical issues and concerns involved in treating mental health issues in school settings.
    

PYD864 Counseling in Forensic Settings (2 cr.)

Prerequisite(s): Completion of first year coursework (24 credits)
This course provides an introduction to forensic psychological practice. The psychologist’s role in procedures and evaluations for cases involving civil commitment, psychosexual functioning, custody, disability, competency, and sexual harassment are discussed. Standards for the completion of written forensic evaluations and ethical requirements specific to forensic practice are reviewed.

Upon completion of this course, students are expected to be able to do the following:

1. Understand the legal basis for the structure and the role of psychologists in the judicial system.
2. Examine ethical requirements and practice standards in forensic psychological practice.
3. Demonstrate competence with specific methodologies and report-writing styles for addressing a number of psycho-legal questions.
4. Examine the relationships among law, psychology, and the mental health system, mental illness, and criminal conduct.
5. Analyze the ways in which psychology interacts with the legal and governmental systems.

PYD865 Industrial Organizational Psychology (2 cr.)

Prerequisite(s): Completion of first year coursework (24 credits)
This course provides an introduction to the practice of psychology in the workplace. The role of the psychologist in managing human resources functions such as job analysis, employee appraisal, assessment of employee performance, and employee selection is presented. The role of the psychologist as an organizational consultant is also reviewed. The course emphasizes the knowledge, skills, and attitudes requisite for psychologists to successfully function in applied workplace settings.

Upon completion of this course, students are expected to be able to do the following:

1. Select and apply commonly utilized employee assessment procedures.
2. Recommend procedures for assessing and improving organizational processes in companies and agencies.
3. Demonstrate the attitudes and skills necessary for successful psychological practice in the workplace.
4. Identify opportunities for practice as an industrial organizational psychologist.
    

PYD866 Rural Practice (2 cr.)

This course provides an introduction to the practice of psychology in rural areas. Research on mental health delivery in rural areas, including prevention, health promotion, integrated care, and consultation is reviewed.  The roles and functions of a psychologist in a rural setting and the influence of the rural context upon professional practice are discussed. The course also provides urban-bound students with knowledge and competencies to provide tele mental health services and to serve rural clients referred to urban specialty clinics. Opportunities to learn from and talk with rural practitioners from around the country are provided.

Upon completion of this course, students are expected to be able to do the following:

1. Articulate the unique perspectives of psychological practice in rural settings.
2. Demonstrate knowledge of the empirical foundations of work in rural settings.
3. Examine ethical and professional issues encountered in rural practice.
4. Critically evaluate published research about rural practice.
5. Develop knowledge, skills, and attitudes for working as a psychologist who provides services to rural clients.

PYD871 Counseling in Diverse Ethnic Communities (2 cr.)

Prerequisite(s): Completion of first year coursework (24 credits)
This course focuses on how cultural premises and differences in history, life experiences, and worldviews influence understanding and communication within and between ethnic groups. Research, theory, and clinical issues and implications are examined. This course also examines the role of the psychologist as educator, researcher, clinician, organizational change agent and policy developer, and the application of the constructs of multiculturalism and diversity to various professional settings.
 

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate professional practices with regards to multicultural responsiveness to and knowledge and understanding of individuals and systems.
2. Critically evaluate research and theory regarding evidenced-based practices from a multicultural psychological perspective.
3. Identify cultural assumptions underlying research and program development in the field of psychology.
4. Conceptualize individuals according to multiple cultural contexts that interact with and overlap ethnicity.
5. Integrate culturally appropriate skills into counseling, supervision, consultation and other applied psychological practices.
    

PYD872 Clinical Issues in Aging (2 cr.)

Prerequisite(s): Completion of first year coursework (24 credits)
This course focuses on attitudes, understanding, and behaviors related to the developmental process of aging. Research, theory, and clinical issues and implications are examined. Issues related to cultural differences, social justice and a personal exploration process are addressed.

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate a comprehensive understanding of the psychology of aging.
2. Evaluate the research and theory of gerontology regarding the normative aging process, aging difficulties, and the impact of aging on families.
3. Evaluate clinical issues and applications for aging individuals, and their families, including the use of professional literature and research in clinical settings.
4. Examine ethical issues in clinical work with an aging population.
5. Integrate and incorporate sensitivity and responsiveness in clinical applications of aging individuals and their families.
    

PYD873 Counseling with Diverse Sexual and Gender Identities (2 cr.)

Prerequisite(s): Completion of first year coursework (24 credits)
This course focuses on the research, theory, ethical considerations, and clinical implications concerning affirmative clinical work with individuals who have been marginalized because of their sexual orientation and/or gender identity. Issues of stigma, discrimination, social justice, and personal reflection are addressed.
 

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate how cultural and social stigmatization impact the psychological status of sexual minorities.
2. Utilize psychological research to formulate treatment plans and therapeutic approaches for sexual minorities.
3. Evaluate benefits and risks associated with therapeutic interventions in this population.
4. Understand how public policy, social justice, and psychology intersect in addressing the concerns of sexual minorities.
5. Critically explore how personal experiences and attitudes influence clinical work with sexual minorities.

PYD874 Economic Disparities in Counseling (2 cr.)

Prerequisite(s): Completion of first year coursework (24 credits)
This course focuses on attitudes, understanding, and behaviors related to poverty and other monetary issues. Research, theory, and clinical issues and implications are examined. This course also focuses on roles of the psychologist as educator, researcher, clinician, organizational change agent and policy developer, and the application of the constructs of multiculturalism and diversity to various professional settings. Issues related to social justice and a personal exploration process are addressed.
 

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate professional practices with regards to economic conditions and barriers to treatment.
2. Evaluate research and theory regarding evidenced-based practices from a multicultural psychological perspective.
3. Identify class values and assumptions underlying research and program development in the field of psychology.
4. Conceptualize individuals according to multiple cultural contexts that intersect with economic realities in people’s lives.
5. Integrate culturally appropriate skills into counseling, supervision, consultation and other applied psychological practices.
    

PYD879 Special Topics: Counseling with Diverse Populations (2 cr.)

1. Evaluate the historical and sociopolitical contexts of the population of interest.
2. Analyze relevant psychological issues for individuals in the population of interest.
3. Integrate theoretical concepts with evidence-based intervention practices for the population of interest.
4. Respond professionally when faced with ethical dilemmas involving the population of interest.
5. Engage in critical reflection and evaluate their own level of skill in working with the population of interest.
    

PYD881 Doctoral Qualifying Examination (0 cr.)

PYD882 Clinical Case Presentation (0 cr.)

PYD885 Individualized Mentorship (3 cr.)

Prerequisite(s): PYD843 
This unique course allows the student to pursue a clinical experience in an area of his or her choosing under the supervision of a licensed doctoral level psychologist. Taken just prior to the internship, the individualized mentorship includes a combination of supervised clinical experience, independent study, research, attendance at workshops, and other learning activities. The individualized mentorship is designed to provide in-depth training in the student’s area of specialization, and to develop skills for lifelong learning. Unique student learning outcomes are developed for each mentorship experience.

Upon completion of this course, students are expected to be able to do the following:

1. Create and develop a plan for the development of a new area of professional competency.
2. Use the necessary professional, research, and community resources to develop a new area of competency.
3. Document the development of a new area of competency.
    

PYD990 Internship I (1 cr.)

PYD991 Internship II (1 cr.)

PYD992 Internship III (1 cr.)

PYD995 Dissertation: Proposal Development (1 cr.)

Prerequisite(s): PYD807 , PYD808 , PYD809 
In the first of three required clinical dissertation courses, the student develops the proposal for the clinical dissertation. Attendance at a weekly Dissertation Seminar is required as part of this course.

Upon completion of this course, the student is expected to have completed his or her clinical dissertation proposal, and secured approval from the dissertation committee and the Research Review Board.

PYD996 Dissertation: Data Analysis and Writing (1 cr.)

Prerequisite(s): PYD995 
This course continues the student’s supervised work on his or her clinical dissertation, as data are collected and analyzed and the final paper is written. Much of this work is conducted independently; however, the student is expected to seek regular consultation which his or her committee chairperson throughout the process.

Upon completion of this course the student is expected to have completed a draft of the final write-up of his or her clinical dissertation, and secured committee approval to move to final editing and the dissertation defense.

PYD997 Dissertation: Colloquium and Final Editing (1 cr.)

Prerequisite(s): PYD996 
Students register for this course in the semester they complete work on the Clinical Dissertation.

Upon completion of this course the student is expected to have passed the final defense of the dissertation, completed final editing, and submitted the bound copy of the dissertation to the library.

EDMA600 Orientation Session (0 cr.)

EDMA601 Seminar I: Strategies for Change and Transition (1 cr.)

EDMA602 Seminar II: Transforming Learning into Action (1 cr.)

EDMA603 Summative Presentation (0 cr.)

EDMA604 Reflection and Resiliency (3 cr.)

In this seminar, processes for critical thinking and reflection are applied to significant changes in professional practice. Strategies for maintaining personal resiliency in a field of rapidly continuing change are explored. The purpose, criteria, and methods of reflection are introduced and applied.

Upon completion of this course, students are expected to be able to do the following:

1. Understand and apply frameworks for change and resiliency; analyzing and evaluating the practical application and continued use of these frameworks in professional practice.
2. Apply critical thinking skills and reflective processes related to significant changes in professional practice.
3. Examine personal and professional goals identifying specific actions, anticipated challenges, use of resiliency strategies and plan for continued growth.
4. Understand the purpose, methodology and application of reflective practice showing evidence of personal growth and competency related to program outcomes.
    

EDMA610 Child Growth and Development (3 cr.)

The educational theories, including those of Maslow, Piaget, Kohlberg, Gesell, Jensen, Erikson, and Vygotsky, are studied to describe the typical and abnormal development patterns of children from birth to adolescence. These theories are used to describe students in the current work environment. Early warning signs of mental health disorders, abuse, and/or addiction are identified.

Upon completion of the course, students are expected to be able to do the following:

1.  Identify and explain the major educational theories of Maslow, Piaget, Kohlberg, Gesell, Jensen, Erikson and Vygotsky.
2.  Apply theories of child development to identify typical and abnormal growth and behavioral patterns of children from birth to adolescence.
3. Use multiple behavioral theories to identify possible causes for the behavior of selected students in the work environment.
4. Explain the responsibility of the teacher in recognizing and reporting the early warning signs of mental health disorders, abuse, and/or addiction.
    

EDMA612 Engaging Learning Environment (3 cr.)

Effective classroom management methods which establish positive environments focused on learning are studied. Principles of child growth and development, brain compatible learning, and cultural competence are applied to create an equitable student-centered environment.

Upon completion of the course, students are expected to be able to do the following:

1. Identify and explain classroom management models that establish a positive learning environment.
2. Develop awareness of cultural competence through self-assessment of assumptions and biases.
3. Understand and apply principles of cultural competence to create a classroom environment of respect and rapport.
4. Plan and create a learning environment that supports the academic achievement and personal development of each learner.
    

EDMA614 Communication and Collaboration (3 cr.)

Skills of written and oral communication for a variety of purposes and audiences are reviewed and practiced. Effective collaboration skills to facilitate consensus and promote conflict resolution are developed. Processes of academic writing using the APA style are learned and applied.

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate competent writing skills including correct grammar, structure, form and tone appropriate to the audience.
2. Use the APA style when writing papers and referencing research.
3. Develop a coherent summary and analysis of literature on a selected topic..
4. Demonstrate public speaking skills including adapting one’s speaking style to the audience and using appropriate technology.
5. Demonstrate ability to facilitate collaboration and resolve conflicts.
6. Apply a model of decision making to plan for a collaborative process in the work environment.
    

EDMA620 Curriculum Design (3 cr.)

National and state standards, selected curriculum design models, knowledge of content, and child development are used as tools to develop curriculum with considerations for diversity in culture, gender, and aptitude/achievement. Course and unit plans are developed/refined within a student’s specific academic area.

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate knowledge of standards-based education concepts and processes.
2. Plan curriculum, instruction and assessment to meet educational standards.
3. Create a unit of study by stating objectives, identifying materials and resources, planning assessments and identifying key instructional strategies.
4. Analyze curriculum documents to determine their theoretical basis, their alignment with state standards, and their effectiveness in directing instruction.
5. Apply a multicultural framework to address the needs of a diverse student population.
6. Plan for implementation of critical/creative thinking processes into unit design.
    

EDMA622 Assessment and Evaluation (3 cr.)

Prerequisite(s): EDMA620 
Methods and tools for diagnosis, evaluation, and grading of student learning are studied. Strengths and limitations of various types of assessments are examined. Classroom assessments that are aligned to standards, curriculum, and instruction are planned, created, and used. Assessment data to monitor student progress, inform continuing instruction, and assign grades are analyzed and interpreted.

Upon completion of this course, students are expected to be able to do the following:

1. Interpret assessment data, recognizing strengths and limitations of various types of assessments
2. Use assessment data to identify student needs and establish flexible, differentiated instructional groups
3. Understand basic concepts of statistics to interpret test results
4. Plan assessment and grading procedures that align with student objectives, state standards and course/grade level content
5. Apply principles of test construction to create classroom tests aligned with instructional objectives
6. Develop performance tasks and scoring procedures to determine students’ ability to apply, analyze and synthesize information.
7. Understand issues of equity, validity and reliability associated with various methods of grading.

EDMA624 Effective Instruction (3 cr.)

Prerequisite(s): EDMA622 
This course focuses on researched-based best practice principles for meeting the needs of diverse learners. Methods of planning and designing differentiated instruction based on pre-assessment and achievement indicators are applied. Unit lessons are designed using information on student readiness, interest, and ability to be appropriate to the outcomes of content and a variety of best practice techniques. Methods to foster creative and critical thinking skills among all students are explored and applied.

Upon completion of this course, students are expected to be able to do the following:

1. Examine current theories and research-based literature to understand multiple components of effective instructional practice
2. Demonstrate the ability to plan instruction, utilizing a lesson design model
3. Create an instructional plan that addresses a curricular objective by using multiple instructional strategies
4. Plan instruction using critical and/or creative thinking processes that deepen learning and increase rigor
5. Adapt lessons to differentiate instruction for groups of students with differing abilities as determined by assessment data
6. Demonstrate ability to monitor student learning during a lesson and adjust instruction accordingly.
    

EDMA630 Educational Research (3 cr.)

This course focuses on recognizing, designing, and conducting valid, reliable, and ethical educational research for improving teaching and learning. Published studies are critiqued by identifying strengths and limitations of the methodology and evaluating potential impact on educational practice. Action research design, evaluation of literature and published studies, decision analysis, and methods for communicating and implementing results are practiced through several experiences.

Upon completion of this course, students are expected to be able to do the following:

1. Recognize and differentiate between the appropriate use of and the processes involved in conducting descriptive/experimental research and conducting quantitative/qualitative research.
2. Develop skills to generate research questions, review relevant literature and devise a plan for research.
3. Critique published educational research by identifying limitations, assumptions, and biases of the studies.
4. Determine appropriate sources of data and data analysis for action research.
5. Design basic action research incorporating accepted design and reporting methods.
6. Design a plan for communicating and implementing action research findings within an educational organizational setting.
    

EDMA632 Ethics and Law (3 cr.)

The focus of this course is on the laws and ethics that govern school districts and their employees. Key federal and state laws and case law are studied in relation to current educational issues. Distinctions are made among personal beliefs, cultural norms, ethical codes, and legal standards in the educational environment. The role of an ethical educational leader in a school community is explored.

Upon completion of this course, students are expected to be able to do the following:

1. Understand how personal beliefs, cultural norms, ethical codes and legal standards affect expectations for professional behavior in an educational setting.
2. Review, analyze and interpret federal and Minnesota statutory law related to education.
3. Examine landmark court cases to understand, analyze and apply legal precedent to K-12 education.
4. Apply legal requirements and ethical considerations to educational decision making.
5. Explore responsibilities of teachers in situations where personal beliefs and organizational/professional expectations conflict.

EDMA633 Child Abuse and Neglect (1 cr.)

EDMA634 Action Research Project (3 cr.)

Prerequisite(s):

Upon completion of this course, students are expected to be able to do the following:

1. Compare and contrast descriptive/experimental research and quantitative/qualitative research identifying their application to educational practice.
2. Critique published educational research by identifying limitations, assumptions, and biases of the studies.
3. Apply skills to create and implement a research plan.
4. Use academic writing skills and APA style in the development of an action research project.
5. Demonstrate public speaking skills including adapting one’s speaking style to the audience and using appropriate technology.
    

EDMA637 Integrating Technology in the Curriculum (3 cr.)

Instructional technology models are analyzed. A variety of technology tools for enhancing productivity, teaching, and learning and their professional and ethical implications are explored. Projects, lessons, and teaching materials to integrate technology into the curriculum are examined and created.

Upon completion of the course, students are expected to be able to do the following:

1. Use desktop publishing, database applications, spreadsheet applications, word processor applications, multimedia applications, online resources, and Internet web page applications.
2. Explain the ethical and professional implications and their personal philosophy regarding the use of technology in the classroom and curriculum.
3. Using technology, design and/or integrate lessons and assessments into the curriculum.
4. Research and critically analyze technological tools and their impact on the learning environment.

EDMA638 Program Design for Gifted and Talented Education (3 cr.)

EDMA639 Program Design for Special Education (3 cr.)

EDMA645 Creativity (3 cr.)

EDMA651 Implications of Culture & Style for Learning & Teaching (3 cr.)

EDMA656 Media Literacy (2 cr.)

EDMA657 Implications of Culture & Style for Learning & Teaching (3 cr.)

EDMA667 Teaching Strategies for the Gifted & Diverse Classroom (1 cr.)

EDMA677 Service Learning, Mentoring, and Ethical Leadership (2 cr.)

This course is a theoretical and practical exploration of tutoring adult undergraduate learners. Learning strategies for adults (androgogy) and individual tutoring techniques are covered along with the ethical decision making process involved in designing a tutorial plan. The course includes at least 20 hours of tutoring with an assigned undergraduate student.

Upon completion of this course, students are expected to be able to do the following:

1. Explain two different theories of adult learning.
2. Apply adult learning theory to an assigned mentee
3. Use an ethical decision making process in designing a tutorial plan for an adult.
4. Construct and implement a cohesive, androgogically, and theoretically sound tutorial plan
5. Evaluate the application and effectiveness of adult learning theories and tutoring strategies.
    

LDT600 Inquiry and Information (3 cr.)

In this course students learn to advance their own learning, practice, and the profession by uncovering, critiquing, synthesizing, and incorporating new information into current knowledge, experience, and values. Students integrate technology and multimedia communications as continuous learning tools.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate the traditions and practices in the field that are often accepted unquestioningly.
2. Formulate viable, significant questions.
3. Construct advanced searches to yield pertinent information.
4. Evaluate the quality, relevance, and perspective of resources.
5. Synthesize a variety of points of view to broaden thinking.
6. Use current awareness technologies to stay versed in research.
7. Combine text, audio, and graphic modalities in multimedia communications.
8. Evaluate the ethical, privacy, and intellectual property issues of digital media.

LDT602 Investigations of Learning and Teaching (3 cr.)

In this course students explore how to re-invigorate themselves and their teaching by developing research skills and habits to contribute to their success as learners and professionals. The course focuses on research-based rationale and study of the selection and utilization of technologies for designing, implementing, or evaluating instruction.
 

Upon completion of this course, students are expected to be able to do the following:

1. Differentiate between types of research.
2. Critique educational research.
3. Form a research strategy, including the selection of appropriate research tools.
4. Articulate how research influences teaching mindset and practice.
5. Share research work with peers in digital formats.
    

LDT610 Dispositions and Mindsets (3 cr.)

In this course students examine the changing role of the teacher, student and teacher engagement, and the dispositions required for continual learning and discovery. Students develop creative processes for play, exploration, reflection, and design thinking, especially around how technology transforms learning.

Upon completion of this course, students are expected to be able to do the following:

1. Use reflective practices to advance personal awareness and professional development.
2. Evaluate personal experiences and background which have shaped current mindsets.
3. Illustrate a personal philosophy regarding the 22nd century teacher’s role.
4. Create strategies to develop key teaching and learning dispositions, mindsets, and habits.
5. Identify critical friends for regular feedback.
6. Integrate culturally relevant educational awareness into practices and plans.
7. Apply a design thinking process to a learning-through-technology problem.
    

LDT612 How Learning Occurs (3 cr.)

In this course students examine the social, physical, and psychological conditions to optimize learning and ignite creativity. Students explore ideas and contexts to create and sustain deep learning while exploring theories and practices to bring meaning to learning via collaboration, intention, and the use of technology as a mind tool to enable learning that could not happen in any other way.

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate an understanding of the educational psychology theory underpinning developmental appropriateness for learning.
2. Demonstrate the ability to use culture as a conduit for learning.
3. Define what understanding means for the diverse range of learners and how mindset affects capacity to learn.
4. Identify conditions to optimize learning and creative processes.
5. Apply synthesized learning theories to classroom practices.
6. Evaluate the role of collaboration and relationships in learning and creating processes along with other factors to foster engagement and motivation.
    

LDT620 Designs for Learning (3 cr.)

In this course students meld an understanding of how learning occurs with content knowledge, pedagogical knowledge, technological knowledge, and design principles to create meaningful learning opportunities for students. Students use a design process to integrate and optimize enduring and conceptual understanding, assessment practices, and instructional strategies.

Upon completion of this course, students are expected to be able to do the following:

1. Design concept-based units that demonstrate mastery of how knowledge is constructed to enable deep understanding.
2. Utilize data and assessment strategies to inform instruction and advance learning.
3. Align instructional activities and assessment practices with state and national standards.
4. Research best practice in teaching and learning in a specific content discipline as well other core areas including literacy and technology.
    

LDT622 Personalizing Learning with Digital Technology (3 cr.)

In this course students combine culturally relevant awareness and adapted or created digital applications for personalizing learning and promoting self-directed learning. Assessment data and learning analytics are used to refine and tailor instruction. Trends in online social networking, game-based learning, and other technological advances challenge students to transform their practices and achieve new levels of media literacy.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate principles of ethics and digital literacy as factors in the teaching, learning, and design process.
2. Integrate technology including the use of social media to enhance the learning process.
3. Apply principles of culturally responsive teaching to emerging technology learning trends.
4. Analyze and implement informal and do-it-yourself activities as a part of learning design to personalize the learning process.
5. Use formal and informal assessments to evaluate the effectiveness of design and instruction.
    

LDT630 Interdependence and the Collective Advantage (3 cr.)

In this course students use collaboration strategies focused on student success to enhance teaching and learning perspectives, techniques, and connections. Students explore their own self-efficacy as a team member promoting educational success for all preK-12 learners, and learn to identify and integrate available resources from the school and community. Students utilize collaborative technologies to communicate, problem solve, and showcase learning excellence.

Upon completion of this course, students are expected to be able to do the following:

1. Devise and implement a technology-enhanced collaborative problem solving strategy that promotes optimized learning design and student success
2. Assess one’s own collaboration skills and evolving mindset and the relationship to the mindsets of others to work together effectively for change
3. Locate and integrate learning and community resources.
4. Employ collaborative technologies to advance learning and to communicate among community members.
5. Present, as part of a group, a collective vision for advancing technology as a learning tool.