Department of Psychology
Dr. Gary Levine
All courses were three semester hours except for PSYC744, the Internship, which was 12 credit hours. All courses were offered once a year. Each class during the Fall and Spring semesters was held once a week in either the evening or the daytime. In general, all courses that were held during the daytime were offered in the evening the following year and courses that were offered in the evening were offered in the daytime the following year. This schedule was designed to facilitate the needs of working part-time students.
This course introduced students to the anatomy and functions of the mammalian peripheral and central nervous systems under both healthy and pathological conditions. Students investigated topics including historical concepts, cellular physiology, synaptic neurotransmission, transmitter agents, psychopharmacology, neuroanatomy, and contemporary brain imaging systems. Students also surveyed brain-behavior relationships as they related to sensation, perception, emotion, cognition, and selected mental disorders.
This course reviewed major theories of personality development and related these theories to clinical activities such as case conceptualization, assessment and intervention. The basic premises of each theory were discussed and theories were compared and contrasted.
Students developed an in-depth understanding of childhood psychopathology from birth through adolescence. A developmental conceptualization was utilized. Theories/approaches used to understand disorders, classification systems, and research strategies were addressed. Emphasis was placed on etiology, prevalence, assessment, diagnosis, and treatment of each disorder discussed.
This course provided students with an opportunity to practice skills obtained in psychotherapy, assessment, and theory classes, in an applied setting of interest. In addition, students had an opportunity to consider ethical principles as they related to actual clinical practice and developed greater sensitivity to clients from diverse backgrounds.
Prerequisite: Students must have been accepted into the M.A. Clinical Psychology program and have completed their first year of coursework (or eight courses for part-time students) in the program.
This course provided a fifteen week full-time internship.
Prerequisite: Satisfactory completion of the comprehensive examination for the Clinical Psychology degree program. NOTE: The grading system used for this course is "S" (satisfactory) or "U" (unsatisfactory).
This course was intended for students preparing for careers in the professional practice of clinical psychology. This course adopted a scientist-practitioner approach to the definition, etiology, epidemiology, diagnosis, assessment, and treatment of adult disorders included in the Diagnostic and Statistical Manual of Mental Disorders-Fourth Edition-Text Revision (DSM-IV-TR).
This course addressed fundamental theoretical and applied issues associated with cognitive assessment. It included an overview of basic psychometric principles, the historical context of intelligence testing, major theories of intelligence, the APA ethical principles, test bias, and multicultural assessment. Primary emphasis was placed on the administration, scoring, and verbal and written interpretation of major cognitive assessment instruments.
Prerequisite: Acceptance into the M.A. Clinical Psychology Program or permission of the instructor.
This course addressed the administration, scoring, interpretation, and psychometric properties of several contemporary structured personality tests. Fundamental methods of test development were discussed, including logical/rational, theoretical, empirical criterion keying, and factor analytic test construction. In addition to this applied emphasis on specific instruments, critical topics related to the theory and practice of personality assessment were also addressed.
Prerequisite: PSYC 762 or permission of the instructor.
This course was intended to provide the student with sufficient knowledge of psychotherapeutic drugs to allow for effective communication with medical practitioners and for successful integration of psychotherapy with pharmacotherapy in the treatment of psychopathology.
Prerequisite: PSYC 761.
This course was designed to provide the student with a thorough understanding of learning-based strategies for behavior change within a clinical context. Students reviewed basic learning theories and contemporary psychological interventions based upon behavioral and cognitive-behavioral theories. The theory and techniques of applied behavioral analysis were reviewed, along with a sample of empirically validated cognitive-behavioral interventions for specific psychological disorders.
This course was designed to provide an understanding of the theory and practice of psychotherapy. There were two main foci: (1) pragmatic skills for doing short-term psychotherapy, and (2) theoretical and practical information on classic and contemporary schools of psychotherapy, which includes psychodynamic, humanistic, cognitive, and solution-oriented therapies. Relevant issues, such as biological models of therapy, empirically validated treatments, and delivery of services, were also covered.
This course was composed of two general topics, statistical techniques in clinical psychology and research design problems in clinical settings. The intent was to teach the student the basic principles of psychological research design for use in applied settings and the use of the appropriate analytical procedures for the interpretation of clinical data.
Prerequisite: Undergraduate course in statistics or permission of instructor.
Students developed an in-depth understanding of ethical, legal, and related professional issues in psychology, including suicide, dangerousness, mandated reporting, involuntary commitment, managed care, and multi-culturalism. Other economic, political and societal factors that affect the mental health system were also discussed.
This was the third in a series of courses designed to train clinical psychology graduate students in the art and science of psychodiagnostic evaluation. This course focused on the use of projective techniques with an emphasis on the Comprehensive System for the Rorschach Inkblot Test. Students were introduced to procedures for administering, scoring and interpreting the Rorschach. The projective hypothesis and other projective tests such as the Thematic Apperception Test were also reviewed.
Prerequisite: PSYC 763.