Doctorate in Clinical Psychology (PsyD)
Sequential Core Courses and Clinical Training Sequence
The PsyD curriculum provides for in-depth study in several mandatory content areas. It should be noted that the two Lifespan Development courses are also linked. Each of the following required domains are covered by a sequence of at least three-linked courses that are cumulative and graded-in complexity:
• Multicultural Competency Training • Psychological Assessment
• Research Methods and Analysis • Biological Basis of Behavior • Clinical Concentrations: • Basic: Adult or Child
• Elective or “Special” population: Forensic or Health Psychology • Professional Seminar
• Dissertation Seminar
First Year Curriculum and Clinical Training Sequence
The PsyD program curriculum and training plan is designed to ensure that every student receives a broad and doctoral-level training as “generalists” based on current and evolving trends in the field of clinical psychology. For entering students with either a bachelor’s or graduate degree, the 701-703 series is a three course cumulative sequence with three foci and multiple goals. The three broad foci are: clinical counseling, orientation to graduate program and multicultural
competency. All students are exposed to general introductory knowledge of the doctoral program, such as degree planning and requirements for licensure; as well as course material that facilitate students’ greater understanding of multicultural diversity and competence. In addition, all entering students will participate in a service-oriented “Social Justice Practicum” during the first year.
Multicultural Competency Training
Students entering with a bachelor’s degree are introduced to basic counseling skills integrated and intertwined with a multicultural worldview that emphasizes a social justice approach to psychology.
Students entering with bachelor’s degree. For those students who are entering the program at the bachelor’s degree level, and/or with no prior clinical training or experience, the
701A-703A course sequence focuses on learning foundational counseling skills in the first two quarters with introduction to evidence-based psychotherapy in their third quarter. Typically, students who enter with a bachelor’s degree will enroll in the following sequence:
• PSYC701-A: Cultural Differences in Social Systems and Counseling Skills-I (3 cr.)
• PSYC702-A: Individual Differences in Behavior and Counseling Skills-II (3 cr.)
• PSYC703-A: Issues in Diversity and Counseling Skills-III (3 cr.)
Students entering with a clinical graduate degree. For those students entering the program with a graduate degree in a mental health related field, the 701-703 course explores the fundamental distinctiveness of psychology’s place in the field of mental health related professions and introduces students to the basics of doing clinical work as psychologists in the capacity of change agents. Students with a master’s degree or transferring from a different doctoral-level program may request a credit transfer up to 24 credits, including certain core courses, and thus may take more electives than their bachelor’s level
counterparts.
• PSYC701: Cultural Differences in Social Systems and Professionalization-I (3cr.)
• PSYC702: Individual Differences in Behavior and Professionalism-II (3 cr.)
• PSYC703: Issues in Diversity and Professionalism-III (3 cr.)
Social Justice Service Practicum
Definition:The Social Justice Practicum begins in the first year with a 120 hour (80 hour service/ 40 hours of which is supervision) Service Practicum where the student engages in service with a
diverse community that is unfamiliar to the student.
Goals:
The purposes of this non-clinical Service Practicum are:
1. To expose the student to a population that is socially and ethnically diverse and different from populations that the student is familiar with and/or groups that are underserved, thereby addressing a core component of the Antioch University social justice mission
2. To facilitate the development of basic counseling skills such as reciprocal relating, learning how to be in a helping relationship, and providing opportunity to practice listening and reflecting skills, self-reflection and observation of self and others.
3. To allow the faculty to observe first year students in a social context and mentor their basic counseling and helping skill development
4. To provide a service to non-profit or qualified organizations that are valuable resources to marginalized and underserved populations.
Assignment to a Social Justice Service Practicum site
The site will be assigned in the 701 course during the first quarter, and the student will provide the service between the second and fourth quarters of the first year in the PsyD program. The student may choose a site from a list of sites that AUS has current affiliation, with the consent of the course instructor. Note that a list of current sites will be posted on an ongoing basis and updated on the Sakai Clinical Hub. Site lists are maintained by the DCT (see
Section IV Clinical Training for additional details).
Psychological Assessment
Students are trained in psychological assessment through a mandatory four course sequence in their first year that prepares them to take on complex assessment cases through the AUS clinic placement in the second year. Students may elect to further deepen their
understanding of psychological assessments through enrollment in elective assessment courses such as projective testing, and a three-course sequence in neuropsychological
assessment. Students may prepare for more focused professional practice of assessment with enrollment in the forensic special population clinical treatment focus. The 4-credit
assessment courses include supervised practicum (formerly referred to as a “lab”) • PSYC735: Psychometrics (4 cr.)
• PSYC711: Assessment: Intelligence & Practicum (4 cr.)
• PSYC713: Assessment: Personality & Practicum (4 cr.)
• PSYC717: Assessment: Integration & Practicum (4 cr.)
•
Second Year Curriculum Structure and Clinical Training Sequence
Basic Clinical Concentration
Beginning in 2008 each student is to select one basic clinical concentration and one special or “elective” concentration, or take both adult or child clinical concentrations. The basic clinical concentrations are designed to provide broad theoretical and scientific foundations of the practice of clinical psychology in general that is integrated with the existing and evolving body of knowledge, skills, and competencies of applied psychology. The basic concentrations provide the same general clinical training (e.g., diagnostic formulation, treatment planning, evidence-based practice), but one uses examples from child clinical cases and the other from adult cases. The focus on age differences in clinical practice is the main distinction between the two basic clinical concentrations.
Each basic clinical concentration consists of three theoretical and conceptually-based courses. The basic concentrations also carry concurrent enrollment with Professional
Seminars (a supervised clinical experience). In consultation with their Faculty Advisor, students decide on either the adult or child clinical concentration during their first year. In the Second Year, students enroll in one of the basic clinical concentrations and a professional seminar concurrent to their course. In addition, students are placed in the AUS Community Counseling and Psychology Clinic, and on a case-by-case basis may be placed at an alternate suitable community practicum site. Students at the AUS Community Counseling and
Psychology Clinic are required to carry at a minimum five (5) clients/hours of availability with a minimum caseload of 2-5 clients at any one time.
Adult Psychotherapy Concentration
• PSYC780: Adult Diagnostics and Psychotherapy I (3 cr.)
• PSYC782: Adult Psychotherapy II: Interventions (3 cr.)
• PSYC784 : Adult Psychotherapy III: Interventions (3 cr.)
Child Clinical Psychology Concentration
• PSYC772: Child and Adolescent Assessment (3 cr.)
• PSYC777: Child & Adolescent Therapy (3 cr.)
• PSYC778: Child & Adolescent Therapy II (3 cr.)
•
Social Justice Clinical Practicum
DefinitionDuring the second year the student will formally begin clinical training with placement in the Antioch Community Counseling and Psychology Clinic and will provide direct service to diverse client populations. The student will have the opportunity to provide psychological services under the supervision of a licensed psychologist using observation and videotaping as supervision tools. The Social Justice Clinical Practicum (180 hours/60 hours of which is
supervision) occurs simultaneously with enrollment in the Professional Seminar. During the
Professional Seminar (also called “Prose”), the student will receive individual and group supervision from a licensed psychologist faculty member who will also be instructing the student on relevant clinical practice information including clinical note documentation, risk assessment, suicidality, and best practices in the provision of psychological services. This coincides with the student choosing the basic concentration of either Adult Psychotherapy or Child Clinical Psychology.
Goals
The goals of the Social Justice Clinical Practicum include:
1. Opportunity to provide supervised clinical work providing direct assessment and intervention services to adult and child clients through the AUS clinic. Supervision will be provided by a
faculty member, who is a licensed psychologist, and who make use of observation, discussion, and review of videotaped sessions to help the student develop their clinical skills.
2. “Generalist” training including exposure to clients of varied ages and backgrounds.
3. Opportunity for case discussion and processing of learning and practicum experiences with peers and faculty in the simultaneous Professional Seminar
Social Justice Clinical Practicum Site Assignment
1. All students will initially be placed in the AUS clinic and will be required to see 2-5 clients per week under supervision (both BA entry and MA entry- for qualified MA entry students, this placement may be Pre-internship I).
2. Students will be considered for community placements either simultaneous to, or after completion of the clinical practicum, on a case-by-case basis. Lists of prospective sites that would provide training toward the Clinical Practicum will be posted on Sakai. Most students will fully complete their Clinical Practicum in the AUS Clinic.
Upon completion of the 300 hour Social Justice Practicum, the student will be ready to begin their Pre-internship-I placement. Pre-internship-I hours can be earned by continued work at the AUS clinic or through a community placement.
Professional Seminars
The basic clinical concentrations and pre-internship coincide with an integrative cumulative sequence of three (3 credit) consecutive supervisory seminars entitled “Professional Seminar” (ProSem) that students will typically take in their Second Year. In the ProSem, instructors provide clinical supervision for students who are accumulating clinical experience hours, either practicum or pre-internship. Professional Seminars are offered each year, and each quarter. Students carry at least two to five clients each week of their Professional Seminar, including during term breaks. In addition, students who pick up clients in the second or third Professional Seminar may be expected to continue with those clients past the end of the third Professional Seminar, depending on the client’s needs.
• PSYC791: Professional Seminar I (3 cr.)
• PSYC792: Professional Seminar II (3 cr.)
• PSYC793: Professional Seminar III (3 cr.)
In pursuit of the goal of training “generalists,” and to ensure basic clinical competence, all students regardless of entering degree status (e.g., bachelors or master’s degree), or choice of basic clinical concentration (e.g., adult or child), must start their clinical training in the AUS Community Counseling and Psychology Clinic during the second year, and typically remain in the clinic for the duration of the year. All students will spend at least one quarter initially training in the AUS Clinic and will be expected to see 2-5 clients concurrently. Students may also apply to a pre-internship site which may include an outside or additional pre-internship placement (approved on a case by case basis). By initially requiring students to demonstrate their clinical skills in Antioch’s clinic and concentration courses, faculty have the opportunity
to observe the student’s developing clinical skills and confidently recommend students to outside placement sites.
Because one Professional Seminar sequence lasts three consecutive quarters, it offers students the opportunity for in-depth clinical study with a faculty member using a specific theoretical perspective. While the format may vary slightly from one ProSem to another, all ProSems alternate between group supervision meetings and bi-weekly individual supervision with the ProSem instructor. The ProSem group meetings involve presentation of audio/video segments of the student’s clinical cases, mock Clinical Oral Examinations, and other required clinical trainings per Washington State licensing laws. Individual supervision meetings will typically include review of video/audio taped sessions and clinical documentation.
Research Methods and Analysis
Fundamental to all doctoral training is basic grounding in social science research. PsyD students study social science research methods through a three-curse linked sequence in the second year of their graduate training. These course introduce students to both quantitative and qualitative research methods.
• PSYC731: Research Ethics, Quantitative Methods & Analysis I (3 cr.)
• PSYC732: Quantitative Methods & Analysis II (3 cr.)
• PSYC733: Qualitative Methods & Analysis I (3 cr.)
• PSYC734: Qualitative Methods & Analysis II (3 cr.)
•
Third Year Curriculum Structure and Clinical Training
Biological Bases of Behavior
Linking and explaining the interplay between human psychology and human biology are set of courses that introduce students to the basics of relevant human physiology and
psychopharmacological aspects of behavior. Students may elect to further develop their capacity to work in a primary healthcare setting through the Health Psychology
concentration.
• PSYC720: Biological Bases of Behavior I: Clinical Medicine (3 cr.)
• PSYC722: Biological Bases of Behavior II: Psychophysiology (3 cr.)
• PSYC723: Psychopharmacology I (3 cr.)
Elective Clinical Concentration
The elective clinical concentration is a special population focus that includes Forensic Psychology, Neuropsychology, and Health Psychology (and Art Therapy if students were admitted before 2012 and are enrolled in the Art Therapy program), or the basic clinical concentration not taken in year two (e.g., Adult Psychotherapy or Child Clinical Psychology). The elective clinical concentration, similar to the basic concentration, consists of three conceptually-based, sequential classes of graded complexity, but without the mandatory concurrent enrollment in Professional Seminars. Neuropsychology is offered annually, while Forensic and Health Psychology are offered on a rotating basis every other year.
Forensic Psychology Concentration • PSYC760: Forensic I (3 cr.)
• PSYC762: Forensic II (3 cr.)
• PSYC764: Forensic III (3 cr.)
Health Psychology Concentration • PSYC750: Health Psychology I (3 cr.)
• PSYC752: Health Psychology II (3 cr.)
• PSYC754: Health Psychology III (3 cr.)
Neuropsychology Concentration • PSYC802: Neuropsychology (3 cr.)
• PSYC803: Assessment: Neuropsychology (3 cr.)
• PSYC808: ADHD/LD Assessment and Practicum (3 cr.)
•
Pre-internship II (Third Year)
During Year 3, the student will obtain an additional Pre-internship II placement (450 hour). Several Clinical Milestones are scheduled to occur toward the end of Year 3 and these include: the Clinical Oral Examination; the optional awarding of the non-terminal MA degree in
Psychology; the acceptance of the Dissertation Proposal (meeting two) and following these, obtaining Internship Eligibility status (Refer to the PsyD Program Handbook for details regarding completion of the Clinical Oral Examination, MA degree, and the Dissertation Proposal). It is important that the student plan and be prepared to meet the requirements of these Clinical Milestones prior to the fall of the fourth year or before the student plans to apply for the Clinical Internship.
The Clinical Oral Examination (Third Year)
The Clinical Oral Examination (COE) is modeled after the oral examination by the American Board of Professional Psychology (ABPP), that similarly provides a competency-based comprehensive learning experience in helping students consolidate academic, clinical, and research training in a meaningful, coherent manner. The COE is an important part of the ongoing process of evaluating and revising students’ training and is usually taken toward the end of the third year (after Pre-internship I ) and is required before applying for clinical
internship. The COE is designed to assess the student’s basic clinical skills and competence across several domains deemed necessary to be ready for clinical internship. Students submit a professional statement, curriculum vitae, and a practice sample that includes a detailed written case formulation and video-taped session, and will discuss an ethical vignette. The COE is administered in October and July.
Internship Eligibility Qualification (usually late Third year)
Once a student has completed the Clinical Oral Examination, a 300 hour practicum, a minimum of 300 pre-internship hours, achieved the designated “internship readiness” competencies, and has had their dissertation/IRB proposal approved, the student may request to apply for the clinical internship by completing an internship eligibility verification form which is evaluated by the student’s Faculty Advisor and the DCT. The DCT will determine whether the student meets eligibility criteria. If so, the DCT will assist the student with the internship site selection and application process.Fourth-‐Fifth Year Curriculum and Clinical Training Sequence
The Doctoral Dissertation
The doctorate degree at Antioch University Seattle is awarded only after the completion of the doctoral Dissertation. The PsyD Dissertation is viewed primarily as an educational vehicle that contributes to the development of a practitioner with the knowledge and skills of a scholar, capable of bringing scientific inquiry into the various realms of professional psychology. Purposive, disciplined inquiry and formal research for the PsyD are seen as
integral to, rather than distinct from, his or her professional practice in real, locally meaningful situations.
Dissertation Seminar
Antioch University Seattle’s Clinical Psychology Program has a serious commitment to students successfully completing their dissertation projects within a reasonable time period.
The student’s first independent research project with their dissertation is supported by the Dissertation Seminar sequence. The Dissertation Seminar is delivered in a hybrid format comprised of in-person and online modalities Every Dissertation Seminar starts and ends with a face-to-face meeting where small work-groups of students at similar stages in the
dissertation process form a cluster (see Section VI: Dissertation).
The small groups work together throughout the term, either meeting in person or online every week to work on their dissertations, and post their material for their peers and the instructor to review. Students are also required to give an in-class presentation of the progress they have made on their dissertations each quarter.
Dissertation Seminar Course Requirement • PSYC810: Dissertation Seminar I (3 cr.) Approval of dissertation topic
• PSYC820: Dissertation Seminar II (3 cr.) *Approval of dissertation proposal
• PSYC830: Dissertation Seminar III (3 cr.) Data collection, analysis, and write-up
• PSYC840: Dissertation Seminar IV (3 cr.) Final Oral Defense and Approval
*Required before applying for Clinical Internship
Optional Advanced Pre-internship (Fourth Year)
Students often use the 4th year to make progress on their dissertation, complete any additional required courses and, ideally, complete the dissertation prior to the beginning of the Clinical Internship.
The optional Advanced Pre-internship is a 300-500 hour pre-internship (or 300-500 hour
Advanced practicum for cohorts entering 2004-2007) that is an option for students who desire
to augment their clinical training experiences in varied community settings and provide increased depth of training in preparation for the Clinical Internship. After becoming
Internship Eligible, the student may apply to internship sites, which is usually done during the Fall of the 4th year.
Fifth-‐Sixth Year Curriculum and Clinical Training
Clinical Internship
The Clinical Internship is an organized 1500-2000 hour full-time (or 20 hour/week part-time two year) clinical internship training experience. All students must complete at least 1500
hours of clinical internship in order to graduate. The student will work to complete
Competency Benchmark levels 5 & 6 during the Clinical Internship (Level 5 for 2004-2007 cohorts).
Program Goals & Objectives
The PsyD program uses a “practitioner-scholar” training model, meaning that clinical training is emphasized, along with a foundation in research design and an emphasis on evidence-based practices to educate students as professionals in clinical psychology and as scholars in psychology in order to promote health, education, social justice, and human welfare. To accomplish this, we have identified three broad goals and nine objectives with the
overarching goal of preparing students for competent entry into the practice of psychology. Below are the goals, objectives, and competencies for our program:
Goal #1: Graduates function as professional psychologists in multiple roles
• Objective 1.A: Students intervene to alleviate suffering and promote health o Competency: Intervention
• Objective 1.B: Students assess clients and communicate their findings o Competency: Assessment
• Objective 1.C: Students design, analyze, and report on research and evaluations o Competency: Research & Evaluation
• Objective 1.D: Students accept and offer supervision and consultation o Competency: Supervision & Consultation
Goal #2: Graduates are reflective practitioner-scholars
• Objective 2.A: Students build meaningful relationships with clients, organizations, and
their community
o Competency: Relationship
• Objective 2.B: Students integrate science with theory and practice o Competency: Scientific Knowledge and Methods
• Objective 2.C: Students practice ethically and professionally
o Competencies: Ethical/Legal Standards & Policy Professionalism
Goal #3: Graduates are socially responsible and work for social justice
• Objective 3.A: Students celebrate diversity and avoid oppressing others o Competency: Individual/Cultural Diversity
• Objective 3.B: Students are agents of social change o Competency: Advocacy
Minimal levels of acceptable achievement. The PsyD program utilizes several mechanisms
to ensure that all students can demonstrate substantial understanding of, and competence in all required curriculum and clinical training areas. These include:
• Instructors must include the minimal level of acceptable achievement for each of the performance measures in their syllabi, typically via use of rubrics
• A compilation of rubrics developed by faculty for a wide-range of performance measures, are centrally stored and accessible to students
• Students who do not achieve the minimal level required, do not receive approval to post their work as demonstrating the competency benchmark, which is reflected in their course narrative assessment
• Students must receive credit in all courses, which is equivalent to work that is at least at a “B” level for typical grade-based doctoral programs
• Clinical Oral Examination (COE) – minimum threshold to satisfactorily complete the COE is a combined average rating across the written formulation and oral case presentation performance dimensions greater than “2”
• Annual Review – the minimum acceptable threshold is an overall rating of “pass, pass
with verbal comment; or pass with written comment.”
Annual Review
What is it? The practice of professional clinical psychology necessitates that PsyD program
graduates be well-rounded, competent, and mature individuals. Therefore, students must demonstrate they are functioning at a doctoral level on the following four dimensions along which they will be evaluated: (1) personal character and interpersonal skills, (2) professional standards of conduct, (3) clinical/therapeutic competence, and (4) scholarship.
How does it work? Each year at the end of summer quarter, the faculty will meet to review the
performance of each student in the program. In the meeting, the Faculty Advisor will “present” their advisee’s work to the other core faculty for each of the four dimensions as evidence of: doctoral level performance, some performance concerns, or serious performance
concerns.
Research Opportunities
Our students also are encouraged to work closely with faculty on cutting edge research on issues of social justice and social change. For example, working on a multi-disciplinary research team with a nationally renowned expert and establishing Director of the nations’ first-ever Institute of War Stress Injuries and Social Justice dedicated to the study, identification, and elimination of contributing factors responsible for cyclic failure in meeting the military mental health needs of the warrior class. Students are an integral part of departmental and university-wide committees, which helps prepare them for future careers in administration, research, therapy, academia, public policy, and higher education. There are several different opportunities for students to join research teams with faculty and community based research teams of their interests. For instance, students have joined one of our expert faculty on a research project regarding multicultural training, and others have assisted the same faculty member in authoring a recently published acclaimed text on ethics for psychologists.
Core Courses
For students who already hold a master's degree in psychology, counseling or a related mental health field, some of the following “core” or foundational courses may be waived based on a syllabus review:
PSYC705: Cognition and Affect (3)
PSYC707: Theories: Cognitive-Behavioral (3) PSYC708: Theories: Psychodynamic (3)
PSYC709: Theories: Individual Differences Humanistic Psychology (3) PSYC719: Theories: Systems Perspective in Family Therapy (3) PSYC720: Biological Bases of Behavior I: Clinical Medicine (3) PSYC721: Psychopathology (3)
PSYC722: Biological Bases of Behavior II: Psychophysiology (3) PSYC723: Psychopharmacology I (3)
PSYC724: Learning Theory (3)
PSYC725: Life Span Development I - Child (3) PSYC726: Life Span Development II - Adult (3) PSYC727: History and Systems of Psychology (3) PSYC728: Psychopharmacology II: Drugs of Abuse (2) PSYC730: Ethics (3)
PSYC736: Social Psychology (4)
PSYC737: Group Processes and Therapy (3) PSYC745: Advanced Ethics (2)
PSYC776: Psychopathology II: Developmental Psychopathology (3) PSYC804: Community Psychology (3)
PSYC805: Professional Issues in Career Management (1) PSYC806: Consultation and Supervision (3)
PSYC807: Advanced Professional Issues in Career Management (2) WRTG700: Writing Seminar for PsyD (1)
Assessment Courses
PSYC735: Psychometrics (4)
PSYC711: Assessment: Intelligence & Practicum (4) PSYC713: Assessment: Personality & Practicum (4) PSYC717: Assessment: Integration & Practicum (4)
Note. Additional assessment related courses offered as electives include: PSYC715: Assessment: Projectives & Practicum (4)
See Neuropsychology and Forensic Concentrations
Research Courses
PSYC810: Dissertation Seminar I (3) PSYC820: Dissertation Seminar II (3) PSYC830: Dissertation Seminar III (3) PSYC840: Dissertation Seminar IV (3)
PSYC731: Research Ethics, Quantitative Methods & Analysis I (3) PSYC732: Quantitative Methods & Analysis II (3)
PSYC733: Qualitative Methods & Analysis I (3) PSYC734: Qualitative Methods & Analysis II (3)
Clinical Training Courses
In concert with our mission, the PsyD program admits students with differing status (i.e., master’s or bachelor’s degree). In order to prepare all students at each of these levels, for doctoral-level training, the learning experience is designed to be sequential, cumulative, and of graded complexity. All students, regardless of prior training and full-or part-time status are required to complete a one-year, full-time residency to make sure foundational conceptual and experiential competencies are met.
The PsyD program curriculum and training plan is designed to ensure that every student receives a broad and doctoral-level training as “generalists” based on current and evolving trends in the field of clinical psychology. For example, three (3) first-year courses focus on developing basic clinical skills, professionalization, and multicultural competency while students engage in a social justice practicum:
Students entering with BA degree:
PSYC701-A: Cultural Differences in Social Systems and Counseling Skills-I (3) PSYC702-A: Individual Differences in Behavior and Counseling Skills-II (3) PSYC703-A: Issues in Diversity and Counseling Skills-III (3)
Students entering with a MA degree:
PSYC701: Cultural Differences in Social Systems and Professionalization-I (3) PSYC702: Individual Differences in Behavior and Professionalism-II (3) PSYC703: Issues in Diversity and Professionalism-III (3)
Basic Clinical Concentration (Second Year)
There are two “basic” clinical concentrations consisting of a three (3) course conceptually-based sequence in either: Adult (Integrative) Psychotherapy or Child Clinical Psychology. The basic clinical concentrations are designed to provide broad theoretical and scientific foundations for the practice of clinical psychology in general that is integrated with the existing and evolving body of knowledge, skills, and competencies of applied psychology. The basic concentrations provide the same basic clinical training (e.g., diagnostic formulation, treatment planning, evidence-based practice), but one uses examples from child clinical cases and the other from adult cases. The focus on age differences in clinical practice is the main distinction between the two basic clinical concentrations.
Adult Psychotherapy Concentration
PSYC780: Adult Diagnostics and Psychotherapy I (3) PSYC782: Adult Psychotherapy II: Interventions (3) PSYC784: Adult Psychotherapy III: Interventions (3) Child Clinical Psychology Concentration
PSYC772: Child & Adolescent Assessment (3) PSYC777: Child & Adolescent Therapy (3) PSYC778: Child & Adolescent Therapy II (3)
Professional Seminars
PSYC791: Professional Seminar I (3) PSYC792: Professional Seminar II (3) PSYC793: Professional Seminar III (3)
Elective Concentration (Third Year)
Elective concentrations include three (3) conceptually-based, sequential classes in either Forensic Psychology, Health Psychology, Neuropsychology or the basic concentration not taken in year two (2) (e.g., Adult Psychotherapy or Child Clinical Psychology). Forensic and Health Psychology are offered on a rotating basis, every other year. Neuropsychology is offered on an annual basis.
Forensic Psychology Concentration
PSYC760: Forensic I (3) PSYC762: Forensic II (3) PSYC764: Forensic III (3)
Health Psychology Concentration
PSYC750: Health Psychology I (3) PSYC752: Health Psychology II (3) PSYC754: Health Psychology III (3)
Neuropsychology Concentration
PSYC802: Neuropsychology (3)
PSYC803: Assessment: Neuropsychology (3)
PSYC808: ADHD/LD Assessment and Consultation (3)
