Clinical Psychology (CPSY)
(Part 1) This course is designed to provide structure for scientific and doctoral-level writing. These writing skills are deemed critical to successful communication in the PsyD program and the field of professional psychology.
In-Person
(Part 2) This course is designed to provide structure for scientific and doctoral-level writing. These writing skills are deemed critical to successful communication in the PsyD program and the field of professional psychology.
In-Person
(Part 3) This course is designed to provide structure for scientific and doctoral-level writing. These writing skills are deemed critical to successful communication in the PsyD program and the field of professional psychology.
In-Person
This course is designed to provide an overview of theories of learning and critical concepts and constructs related to human learning. Consideration is given to basic principles and laws of learning and how they apply to understanding and predicting human behavior. Clinical applications of learning theory and research are reviewed.
In-Person, Lecture
This course familiarizes students with different empirically supported treatment approaches and their clinical application and integration in clinical practice. Students review primary elements of Psychodynamic and Existential Psychotherapy, Structural Family Systems Therapy, Acceptance Commitment Therapy (ACT), Dialectical Behavior Therapy (DBT), Cognitive Behavioral Therapy (CBT) and Motivational Interviewing (MI). The course focuses on clinical application of these treatment approaches and the process of integrating these interventions in clinical practice.
In-Person
This course is designed to provide an overview of essential content for the preparation of clinical psychologists practicing in primary care and other related medical settings. Particular emphasis is placed upon the clinical psychologist as a practitioner, consultant, teacher, researcher, administrator and role model in the medical setting.
In-Person, Lecture
This course is designed as an overview of the history of psychology in the Western world. The historical approaches to this task will include a historical developmental approach to origins and changes of ideas over time, the study of great persons and schools of thought, and a look at the Zeitgeist of each.
In-Person
This course emphasizes theoretical, conceptual, empirical and clinical issues to better understand the cognitive-affective-behavioral interaction. Areas of concern will include modes of thinking, sensation and visual and other sensory perception, motivation, emotion, concept formation, construction of reality and the self.
In-Person
This course is designed to help the student understand basic principles and concepts of psychology related to the behavior of individuals in social contexts. Special emphasis is placed upon the social-clinical psychology interface and the role of the clinical psychologist as an applied social psychologist.
In-Person
This course offers a multifaceted approach to learning about human development. It provides both an empirical and theoretical examination of human development across the lifespan. It is the intention of this course to acquaint the student with essential concepts and models of development. Psychological principles and historical and recent research in the areas of prenatal, cognitive, language, socio-emotional and physical development will be explored, and cultural considerations will be incorporated. Overall, this course is aimed at providing a comprehensive, clinically oriented overview of lifespan development.
In-Person, Lecture
The goal of this course will be to familiarize students with the current diagnostic nosology as well as prominent features associated with psychological disorders across the lifespan.
In-Person
This course familiarizes the student with the APA Code of Ethics, the Pennsylvania Licensing Law for Psychologists and the Specialty Guidelines for the Delivery of Services. It will also discuss the difference between legal and ethical issues and a variety of professional issues.
In-Person, Lecture
The intent of this course is to present an overview of issues and methods that will serve as a guide to developing multicultural competence, i.e., the knowledge, skills and attitudes necessary to understand, communicate with and treat a culturally diverse patient population.
In-Person
Course objectives are to understand the basic research designs in clinical psychology and the methodological issues in formulating, planning, designing, implementing, analyzing and interpreting the results of research investigations. Prerequisite: Undergraduate or graduate statistics course.
In-Person
This course has three major goals. The first goal is to teach doctoral students fundamental and advanced theory principles and essential concepts in measurement applied to psychological phenomena (commonly referred to as Test Theory or Psychological Measurement). The second major goal is to teach doctoral students fundamental and advanced principles and essential concepts in planning, selecting, conducting, and interpreting statistical analyses of empirical research studies in clinical psychology. The third major goal is to help students develop basic proficiency in the use of SPSS as a tool for analyzing data sets.
Prerequisites: CPSY 624
In-Person
This course identifies the relevant issues/criticisms related to intelligence and intelligence testing. Students will be able to administer, score and interpret the most current edition of the WISC and WAIS, analyze data and organize it in a meaningful way to communicate to the client and prepare complete comprehensive written reports.
In-Person, Lecture
This course covers the definition, identification and assessment of a variety of personality functions through the use of objective assessment instruments. Prerequisite: CPSY 626 completed with a grade of B- or better.
Prerequisites: CPSY 626
In-Person
This course identifies the relevant issues/criticisms related to intelligence theories and intelligence testing. Students will be exposed to and achieve competency in the administrating, scoring, and interpretation practices of a wide variety of accepted instruments in psychological testing. Students will be able to administer, score and interpret the most current edition of the Wechsler Memory Scale (WMS-IV) and The Wechsler Individual Achievement Test, Fourth Edition (WIAT-4). Use and abuse issues will be discussed along with their level of sensitivity and validity with special populations.
In-Person
This course introduces the student to the structures and functions of the brain and central nervous system. In addition, the interrelationship between biochemical, physiological and neurological influences on human behavior will be explored.
In-Person, Lecture
The two primary goals of this course are to introduce the student to the history, philosophy and conceptual model of cognitive therapy and to address the practice issues revolving around models of treatment, standards of care and the importance of empirically validated treatment.
In-Person, Lecture
This course provides an informative and useful introduction to understanding and working more effectively with lesbian, gay, bisexual, and transgender clients. A CBT lens will be applied to understand the developmental and ongoing experiences of LGBT people, how these can affect their psychological functioning, and what issues to be most aware of when treating them. Students will become more aware of some of the stressors that can affect the psychological vulnerability of LGBT persons, and identify ways to speak and relate to these clients to facilitate greater honesty and openness. The course will clarify characteristics of good and bad psychotherapeutic practice in working with these clients.
In-Person
This course provides students with an overview of the relationship between children’s physical health and their mental health, academic functioning and socio-emotional wellbeing. A systems approach emphasizes strategies to collaborate with the family, school and health care system. Prevention and wellness promotion programming are discussed. Culturally responsive assessment and intervention strategies to address chronic medical conditions are taught. Legal issues, ethical practice and professional development pertaining to children with health-related issues are also emphasized.
In-Person
This course consists of a comprehensive description of everything practitioners need to know if they plan to start a private clinical practice, including marketing, developing referral sources, advertising, brochure designing, picking the best location, providing office amenities, selecting phone systems and billing software and hiring of staff. The history of mental health managed care will be discussed, and students will gain knowledge of various insurance vehicles. The advantages of insurance-free practice, general versus specialty practice, sole proprietor versus partnerships or corporations, and child-focused services versus adult and geriatric services will be presented. All issues concerning fees, such as setting fees, collections, dealing with no-shows and responding to late cancellations, will be described. Malpractice insurance, risk management, and quality management will be discussed in depth, as will the advantages of being a cognitive-behavioral therapist in the private sector. Ethical issues related to the development of a private practice will also be addressed.
In-Person
The content of this course follows a progression from basic sleep issues, circadian rhythms and sleep function to methods of evaluating sleep disorders. Common sleep disorders and their treatment will be presented along with sleep issues unique to children and the elderly. Sleep disturbances associated with mood, anxiety and other psychological disorders will also be presented.
In-Person
This course focuses on the treatment of dyadic relationships. Various theoretical and technical models of couple-based therapy will be discussed and demonstrated. Prerequisites: CPSY 602, CPSY 603, and CPSY 630.
In-Person
This course teaches the theory, principles, research, and core skills of child and adolescent psychotherapy through didactics and real-world applications. Students will be introduced to empirically-supported interventions for common presenting problems, emphasizing an individualized, developmentally-appropriate, culturally-sensitive, strength-based approach to treatment. Possible ethical issues and legal considerations related to conducting psychotherapy with children and adolescents will be examined.
In-Person
The psychologist working with the physician must be knowledgeable about the main effects, side effects and synergistic effects of both psychopharmacologically specific and other medically prescribed drugs. This course introduces the student to the rationale and choices of drugs used in medical practice. Prerequisite: CPSY 607.
Prerequisites: CPSY 607
In-Person
The purpose of this course is to provide an overview of the assessment and treatment of acute and chronic pain. Topics include but are not limited to historical foundations, the biopsychosocial model, psychological factors, assessment and treatment strategies including cognitive-behavioral approaches, special populations and future directions. Prerequisites: CPSY 603, CPSY 607 and CPSY 630.
In-Person
Minimum of 18 hours per week at practicum site (20 to 24 hours per week is recommended) and a biweekly seminar at PCOM performing the basics of evaluation, psychological assessment, psychotherapy, consultation, evidence-based intervention/psychotherapy and other work appropriate to the role of a beginning psychologist. Additional elective practicum hours are an option. Course material includes teaching, modeling and practice with a work sample demonstrating a manually informed, empirically supported approach to treatment, identifying factors in patients’ readiness to change, describing how to form a working therapeutic alliance with diverse clients and populations, and applying motivational interviewing techniques in order to maximize treatment participation. Students are expected to serve as peer consultants during weekly case discussions with a focus upon diversity issues.
Prerequisites: CPSY 102, CPSY 601, CPSY 603, CPSY 605, CPSY 607, CPSY 608, CPSY 616, CPSY 620, CPSY 622, CPSY 623, CPSY 624, CPSY 625, CPSY 626, CPSY 627, CPSY 628, CPSY 629, CPSY 630, CPSY 662, CPSY 695A, CPSY 695B, CPSY 695C
In-Person
Minimum of 18 hours per week at practicum site (20 to 24 hours per week is recommended) and a biweekly seminar at PCOM performing the basics of evaluation, psychological assessment, psychotherapy, consultation, evidence-based intervention/ psychotherapy and other work appropriate to the role of a beginning psychologist.. Additional elective practicum hours are an option. Course material includes teaching, modeling and practice with work samples demonstrating skills for forming a working alliance with clients with a variety of individual and culturally diverse characteristics; describing the components of Persons’s model of cognitive case conceptualization and practicing the application of the Persons’s model to cases seen on practicum, practicing selected cognitive therapy techniques, and critically evaluating a faculty STEPPS video in terms of case formulation, intervention strategies, and social context factors including issues of power and privilege. Students are expected to serve as peer consultants during weekly case discussions with a focus upon diversityissues. Prerequisite: CPSY 652.
In-Person
Minimum of 18 hours per week at practicum site (20 to 24 hours per week is recommended) and a biweekly seminar at PCOM performing the basics of evaluation, psychological assessment, psychotherapy, consultation, evidence-based intervention/psychotherapy and other work appropriate to the role of a beginning psychologist. Additional elective practicum hours are an option. Course material builds upon skills learned in Practicum I and II, and includes describing and practicing the application of the functional analytic model of case conceptualization and treatment planning, practice applying selected behavioral techniques and providing a strategic rationale for using each technique, and using the Psychotherapy Skills Inventory in evaluating psychotherapy sessions as a form of self- evaluation and peer consultation of psychotherapy skill. Prerequisites: CPSY 652 and CPSY 653.
In-Person
Minimum of 18 hours per week at practicum site (20 to 24 hours per week is recommended) and a biweekly seminar at PCOM performing the basics of evaluation, psychological assessment, psychotherapy, consultation, evidence-based intervention/psychotherapy and other work appropriate to the role of a beginning psychologist.. Additional elective practicum hours are an option. Course material builds upon skills learned in Practicum I, II and III, and includes describing principles of collaborative assessment and integrative psychological test report writing, strategies for integrating psychological test data that tap different dimensions of cognitive processing, affective functioning, and personality functioning into a coherent description of the whole person, and proving jargon-free strategies for providing feedback of standard psychological test and assessment results to diverse individuals and groups that accounts for health literacy and enhances treatment adherence. Students view a video of a faculty providing assessment feedback and provide critical feedback. Students are expected to serve as peer consultants during weekly case discussions with a focus upon diversity issues. Prerequisites: CPSY 652, CPSY 653 and CPSY 654.
In-Person
Group psychotherapy will examine the unique strengths and “curative” factors associated with this modality. Boundaries, group composition and other critical aspects of group dynamics will be examined. Various group models including cognitive-behavioral, problem solving and other behavioral approaches, interpersonal and developmental models will be reviewed. Prerequisites: CPSY 603 and CPSY 630.
In-Person, Lecture
This practicum is designed for doctoral students interested in obtaining additional practicum experience and includes a seminar at PCOM and 8 hours/week at a practicum site doing evaluation, psychological assessment, psychotherapy and other work appropriate to the role of a psychologist. Each credit represents 84 hours of work.
In-Person
This course is designed to provide students with the skills for conducting clinical supervision, mental health consultation, and the management of mental health services associated with a variety of administrative and clinical supervisory positions. Prerequisites: CPSY 652 and CPSY 653.
In-Person
This course is designed to introduce students to the philosophy and practice of behavior therapy. A major goal of this course is to help students effectively utilize basic behavioral techniques. Emphasis will be placed on understanding how learning principles inform the application of these techniques and the importance of implementing these techniques within the context of a carefully considered behavioral case conceptualization. Students will gain experience in a functional behavioral assessment and numerous behavioral intervention strategies (e.g., contingency management, relaxation training, systematic desensitization, exposure, response prevention). Prerequisite: CPSY 601 with a grade of B- or better.
In-Person
Students will learn fundamental concepts and skills related to assessment and treatment of anxiety-related disorders, including OCD, PTSD, social anxiety disorder, specific phobias, panic disorder, and generalized anxiety disorder. CBT-informed assessments of these disorders will be a focus of this course. Manualized cognitive and behavioral treatments, with an emphasis on exposure-based therapies, will be covered. Prerequisites: CPSY 630 and CPSY 662.
In-Person
PsyD students must register for each academic term in which the internship is served.
In-Person
This course is designed to provide an in-depth survey of problem-solving therapy and its applications. The course focuses on training students to conduct this empirically supported, manually driven approach, and also teaches students to adopt a problem solving approach to clinical decision-making. Emphasis is on problem-solving therapy for persons with medical conditions such ascancer, irritable bowel syndrome and multiple sclerosis; discussion and examples of problem- solving therapy’s application to treatment of anxiety and depression are also highlighted. Prerequisites: CPSY 603, CPSY 630 and CPSY 662.
In-Person
In this course, students will receive advanced and additional practice in conducting integrative assessments and report writing. Students will administer various assessments and/or be given completed data to write integrative reports. The work will be supervised by faculty.
In-Person
This course teaches students the step-by-step processes involved in the dissertation process from beginning to end. Students develop a research question, secure a dissertation chair, and compile an extensive bibliography related to their doctoral dissertation research project. Prerequisites: CPSY 624 and CPSY 625 completed with a grade of B- or better; CPSY 681, CPSY 682 (2020 entering cohorts and earlier only)
In-Person
Students begin the process of completing the literature review based on their outlines and bibliographies that were developed in Research III. Furthermore, students develop specific hypotheses to be tested based on their research questions. Finally, students develop the method for completing their dissertation research project. Issues such as selection of an appropriate design model and subject recruitment and assignment are covered.
Prerequisites: CPSY 674
In-Person
During this course, students select the proper data analytic models, complete their dissertation proposals, secure all three members of their dissertation committee, and schedule. Finally, they conduct a practice run of the defense of their dissertation proposals which includes an oral presentation of their research project in a PowerPoint presentation.
Prerequisites: CPSY 674A
In-Person
After students have completed Research V, they continue to work on the completion of their doctoral thesis and meet with dissertation committee members and work on their own to complete all the steps through final approval. Students register for this course each and every term in which they are enrolled until they have successfully defended their final dissertation thesis. Prerequisites: CPSY 674, CPSY 674A and CPSY 674B.
In-Person
This course introduces the student to ACT and related mindfulness-based practices and its application to clinical psychology. This course is designed as a graduate-level introduction to the knowledge and skills associated with ACT, including conceptualizing cases from an ACT perspective, applying the six core processes to cases, and developing an understanding regarding ACT interventions. This hands-on course involves practicing skills, such as mindfulness exercises and the use of metaphor, as a major component of learning ACT. In addition to these skills, this course emphasizes an advanced understanding of the current research on ACT and its impact on a clinician’s decision to utilize ACT when working with specific individuals or groups. Prerequisites: CPSY 630 and CPSY 662.
In-Person
This course provides an overview of the epidemiology, etiology, and assessment and treatment of addictive behaviors, including substance abuse, gambling and excessive sexual behavior. The focus is on research-based understanding of addictive behaviors and on current theoretical and technical knowledge and controversy in the field. Prerequisites: CPSY 630 and CPSY 662.
In-Person
Students register for this portion of the comprehensive exam during the first term in which the exam is offered upon students’ eligibility.
Students register for this portion of the comprehensive exam during the first term in which the exam is offered upon students’ eligibility.
In-Person
This course is an introduction to the assessment and treatment of complex traumatic stress and dissociative disorders in adults. The etiology of chronic trauma, major features of complex traumatic stress and dissociative disorders, its clinical picture, tools of assessment, and core components of effective treatment will be reviewed. The emphasis throughout the course will be on a strengths- based perspective, incorporated within the tri-phasic model of treatment. The focus will be on cognitive-behavioral strategies, while highlighting the critical importance of the therapeutic relationship. Additionally, the risks of chronic exposure to traumatic material, vicarious traumatization, and ways to mitigate it will be discussed.
In-Person
In-Person
This course expands upon principles learned in earlier foundation courses through case based learning. Students approach clinical case discussions in mixed-discipline student groups including Physician Assistant Studies, Doctor of Osteopathic Medicine, School Psychology, Mental Health Counseling, and Organizational Developmental Leadership Program students that will be facilitated by a clinical psychologist, physician assistants, and physicians, among other guestprofessionals. The purpose of the course is to further develop an appreciation and understanding for collaborative and integrative health care. Prerequisite: CPSY 603.
In-Person
This course expands upon principles learned in earlier foundation courses through case based learning. Students approach clinical case discussions in mixed-discipline student groups including Physician Assistant Studies, Doctor of Osteopathic Medicine, School Psychology, Mental Health Counseling, and Organizational Developmental Leadership Program students that will be facilitated by a clinical psychologist, physician assistants, and physicians, among other guestprofessionals. The purpose of the course is to further develop an appreciation and understanding for collaborative and integrative health care. Prerequisite: CPSY 603.
In-Person
This course expands upon principles learned in earlier foundation courses through case based learning. Students approach clinical case discussions in mixed-discipline student groups including Physician Assistant Studies, Doctor of Osteopathic Medicine, School Psychology, Mental Health Counseling, and Organizational Developmental Leadership Program students that will be facilitated by a clinical psychologist, physician assistants, and physicians, among other guestprofessionals. The purpose of the course is to further develop an appreciation and understanding for collaborative and integrative health care. Prerequisite: CPSY 603.
In-Person
Each term of a 1 credit Professional Development Seminar is designed to expose students to focused topics relating to competencies of clinical psychologists that will prepare them to function in a multitude of practice settings. Topics may include leadership, diversity and individual differences as pertaining to current concerns in psychology, interprofessional collaboration and integrated health care, leading health and psychosocial problems, advocacy, trends in evidence- based practice, business practices in psychology, self-care, and others.
In-Person
Each term of a 1 credit Professional Development Seminar is designed to expose students to focused topics relating to competencies of clinical psychologists that will prepare them to function in a multitude of practice settings. Topics may include leadership, diversity and individual differences as pertaining to current concerns in psychology, interprofessional collaboration and integrated health care, leading health and psychosocial problems, advocacy, trends in evidence- based practice, business practices in psychology, self-care, and others.
In-Person
Each term of a 1 credit Professional Development Seminar is designed to expose students to focused topics relating to competencies of clinical psychologists that will prepare them to function in a multitude of practice settings. Topics may include leadership, diversity and individual differences as pertaining to current concerns in psychology, interprofessional collaboration and integrated health care, leading health and psychosocial problems, advocacy, trends in evidence- based practice, business practices in psychology, self-care, and others
In-Person
This course offers a survey of clinical research as it relates to behavioral recovery following damage in the central nervous system. Recent theories and literature are stressed. Case studies and direct application to clinical work will be emphasized.
In-Person
The Clinical Research Practicum is designed to instruct students in the process of research development, data collection, data management and analysis, and data reporting of applied clinical research designed and led by core faculty. Students will often have opportunity and responsibility for direct client/patient contact, learning about empirically supported treatments or development of empirical testing of treatments, grant submission, and administering and scoring clinical measures that can be used for research and practice. Student participation and advisement/instruction may be individual or in groups.
In-Person
This course is designed to prepare and inform clinical work using mindfulness as an intervention. Students will learn the historical context, and receive guidance for their own personal practice as a foundation for building competency in this area. While this elective course may not quality participants as experts in the field at its conclusion, it will provide individuals the ability to select and apply mindfulness interventions effectively in a clinical setting with a broad variety of clients/patients.
In-Person
Working with military veterans is a specialized area of psychological practice which depends on knowledge of the structure and culture of the military, the characteristics of those who serve, and the impact of the experience of service. This course provides an introduction to the extensive research literature regarding the experiences of those who have served, as well as their families, the psychological consequences of service, and the evidence base for treatment approaches which will be valuable for any psychologist who provides services to veterans or members of their families.
In-Person
Minimum of 18 hours per week at practicum site (20 to 24 hours per week is recommended) and a biweekly seminar at PCOM performing the basics of evaluation, psychological assessment, psychotherapy, consultation, evidence-based intervention/psychotherapy and other work appropriate to the role of a beginning psychologist. Additional elective practicum hours are an option. Course material builds upon skills learned in Practicum I, II, III, and IV, and includes practice with applying selected standard behavioral and cognitive techniques designed to defuse resistance and improve motivation for change, and the rationale for using each technique; discussing the theoretical bases for understanding therapeutic resistance, and a variety of perspectives and methods for improving treatment participation and successful outcomes; and describing the Nezu and Nezu Problem Solving Model for formulating case conceptualizations and applying it to cases seen on practicum. Students are expected to serve as peer consultants during weekly case discussions with a focus upon diversity issues. Prerequisites: CPSY 652, CPSY 653, CPSY 654, and CPSY 655.
In-Person
Minimum of 18 hours per week at practicum site (20 to 24 hours per week is recommended) and a biweekly seminar at PCOM performing the basics of evaluation, psychological assessment, psychotherapy, consultation, evidence-based intervention/psychotherapy and other work appropriate to the role of a beginning psychologist. Additional elective practicum hours are an option. Course materials build upon Practicum I through V, and includes being able to describe and apply Needleman’s cognitive case conceptualization model to cases seen on practicum; describing the salient features of Recovery-oriented clinical supervision; and practice applying a cognitive behavioral model of supervision with a junior colleague or trainee by making effective use of agenda-setting, formative feedback, and case conceptualization, while encouraging self-reflection and discovery. Crisis management will also be addressed, and an interprofessional educational experience simulation will enrich the learning. Students are expected to serve as peer consultants during weekly case discussions with a focus upon diversity issues. Prerequisites: CPSY 652, CPSY 653, CPSY 654, CPSY 655, and CPSY 710.
Minimum of 18 hours per week at practicum site (20 to 24 hours per week is recommended) and a biweekly seminar at PCOM performing the basics of evaluation, psychological assessment, psychotherapy, consultation, evidence-based intervention/psychotherapy and other work appropriate to the role of a beginning psychologist. Additional elective practicum hours are an option. Course material builds upon skills learned in Practicum I through VI and includes describing the roles and methods of consultation and education in seeking resolution of problems within the medical, psychological and social contexts, describing a cognitive-behavioral model of patient-centered case consultation, and relevant concepts and theories of consultation and education based upon the scientific literature, including foundational knowledge of systemic conceptualizations while taking into account taking into contextual and diversity variables; engaging in a collaborative consultative relationship with others within psychology and other disciplines; and conducting an inservice on a clinical topic of interest to staff at the practicum site, including a PowerPoint of an in-service training session led by the student, with evaluations from participants. Students are expected to serve as peer consultants during weekly case discussions with a focus upon diversity issues. Prerequisites: CPSY 652, CPSY 653, CPSY 654, CPSY 655, CPSY 710, and CPSY 711.
In-Person
Minimum of 18 hours per week at practicum site (20 to 24 hours per week is recommended) and a biweekly seminar a tPCOM performing the basics of evaluation, psychological assessment, psychotherapy, consultation, evidence-based intervention/psychotherapy and other work appropriate to the role of a beginning psychologist.. Additional elective practicum hours are an option and includes explaining the legal and ethical considerations in handling special situations (e.g., homicidality, suicidality, abuse, neglect, ethical challenges), and the need for supervision in handling them; analyzing and discussing one’s responses to therapeutic interventions or ethical dilemmas in a variety of settings, with supervision; developing a plan addressing the need for self-care in professional practice, and a commitment to maintaining a regular program of self-care as part of life-long learning; developing a personal self-care plan with components that involve regular practice and anticipate and plan for how to overcome potential barriers to regular practice; and discussing the development of a commitment to understanding and incorporating Individual and Cultural Diversity into personal ethical values and into ethical principles in all professional activities. Students are expected to serve as peer consultants during weekly case discussions with a focus upon diversity issues. Prerequisites: CPSY 652, CPSY 653, CPSY 654, CPSY 655, CPSY 710, CPSY 711, and CPSY 712.
In-Person
This course will explore a broad range of topics related to psychology that are often missing from both foundational and content-specific courses. A response to the narrowness that accompanies hyper- specialization, which can thwart scientific progress, while celebrating multiple, diverse lines of psychological inquiry, this course is for those curious about all things psychology. Some topics include: The Sociopolitical History of the DSM and Consequences for Practitioners, An Evolutionary Perspective on Suicide and Implications on Predictability, The Hidden Culture and Science of Bisexuality, and The Psychology of Secrets, among other topics. Special Topics in Psychology is designed to expose students to underappreciated pockets of the scientific literature as well as the contexts from which they emerge. Cultural and ethnic diversity issues will be discussed as they pertain to these topics.
In-Person
This course is designed to engage the student in the investigation of the principles of ethics and their implementation is addressing decision-making and management of challenging issues.
In-Person
The Integrative Behavioral Health Seminar is a clinical seminar focused on increasing knowledge, skills, and attitudes related to clinical psychologists taking an interprofessional approach to patient care. This course reinforces the IPEC principles introduced in Behavioral Medicine and reinforced in Integrative Behavioral Healthcare. The emphasis in this higher-level course is on the integration of scientific knowledge from core courses (i.e., physiological bases of behavior, cognitive, social, or developmental psychology) as they contribute to the development and maintenance of common clinical problems, such as suicidal ideation/behavior, sleep disorders, substance use/misuse, maladaptive eating behaviors, pain, and trauma. Social determinants of health and health literacy are key social components to the assessment and treatment of these conditions. Given the prevalence of the clinical symptoms presenting in primary care and other medical settings, interprofessional educational case discussions, simulations, and role-plays will be incorporated.
In-Person
The Integrative Behavioral Health Seminar is a clinical seminar focused on increasing knowledge, skills, and attitudes related to clinical psychologists taking an interprofessional approach to patient care. This course reinforces the IPEC principles introduced in Behavioral Medicine and reinforced in Integrative Behavioral Healthcare. The emphasis in this higher-level course is on the integration of scientific knowledge from core courses (i.e., physiological bases of behavior, cognitive, social, or developmental psychology) as they contribute to the development and maintenance of common clinical problems, such as suicidal ideation/behavior, sleep disorders, substance use/misuse, maladaptive eating behaviors, pain, and trauma. Social determinants of health and health literacy are key social components to the assessment and treatment of these conditions. Given the prevalence of the clinical symptoms presenting in primary care and other medical settings, interprofessional educational case discussions, simulations, and role-plays will be incorporated.
In-Person
The Integrative Behavioral Health Seminar is a clinical seminar focused on increasing knowledge, skills, and attitudes related to clinical psychologists taking an interprofessional approach to patient care. This course reinforces the IPEC principles introduced in Behavioral Medicine and reinforced in Integrative Behavioral Healthcare. The emphasis in this higher-level course is on the integration of scientific knowledge from core courses (i.e., physiological bases of behavior, cognitive, social, or developmental psychology) as they contribute to the development and maintenance of common clinical problems, such as suicidal ideation/behavior, sleep disorders, substance use/misuse, maladaptive eating behaviors, pain, and trauma. Social determinants of health and health literacy are key social components to the assessment and treatment of these conditions. Given the prevalence of the clinical symptoms presenting in primary care and other medical settings, interprofessional educational case discussions, simulations, and role-plays will be incorporated.
In-Person
This course introduces the current state of the field and well-recognized and commonly used approaches in the clinical understanding of the human brain in behavior relationships.
In-Person
This course focuses on the application of the APA Code of Ethics, the Pennsylvania Licensing Law for Psychologists and the Specialty Guidelines for the Delivery of Services to delivery in multidisciplinary health care settings and in care of medical patients. The difference between legal and ethical issues and a variety of professional issues will be addressed. Emphasis will be placed on ethical decision making often encountered in working with clinical health and neuropsychology/rehabilitation populations.
In-Person
This advanced course familiarizes students with diagnostic techniques and clinical assessment tools and skills necessary for practice in various medical, surgical, and multidisciplinary health care settings. Measures used for clinical practice and research investigations will be covered. Students will be guided to adopt appropriate clinical decision-making skills for selection of assessment approaches, and will gain practice in the use of appropriate instruments in these settings. Students are required to have had clinical psychology assessment courses prior to enrolling in this course.
In-Person
This course will focus on the psychological aspects of reproductive events such as pregnancy, postpartum, infertility, NICU admission, pregnancy loss, etc. It will include discussion of the psychological and psychosocial factors related to these issues, including diagnostic considerations and psychological interventions.
Prerequisites: CPSY 627
In-Person