GSAPP COURSE DESCRIPTIONS
18:820:502
THEORETICAL FOUNDATIONS OF INTERVENTIONORGANIZATIONAL (2 crs.) (Last 10 weeks of Spring)
Using both experiential and didactic methods, the course offers an introduction to the effects of individuals,
groups, leadership, and inter-group relations in organizations. Students form 8-10 person groups, which serve
as focal learning units throughout the duration of the course. Classroom activities include semi-structured
exercises matched to readings and brief lectures. Each person will be asked to prepare a paper describing
and analyzing his or her group experience.
18:820:503
THEORETICAL FOUNDATIONS OF INTERVENTION-ANALYTIC
APPROACH (2 crs.)
(Last 5 Weeks Fall, First 5 weeks Spring – School students)
(First 10 weeks Fall, Clinical and Org students)
The model of human functioning offered by psychoanalytic theory, with a focus on understanding the person
in the context of his or her history: Topics include drives, inferred psychic structures, dreams,
psychopathology, ego psychology, object relations, research in psychoanalysis, and psychoanalytic
psychotherapy; integration of theory and application with examples from everyday life and clinical practice.
18:820:504
THEORETICAL FOUNDATIONS INTERVENTIONCOGNITIVE-BEHAVIORAL (2 crs.)
(All first year students take during the last 5 weeks Fall
and the first 5 weeks Spring. Register for Spring term.
Students will be assigned to sections 1 or 2 to ensure a mix of clinical and school students in each section.
An introduction to the, theoretical foundations of the cognitive behavioral paradigm for understanding
human experience and behavior. Learning theory concepts will be reviewed and explored. Cognitive
behavioral concepts will be learned and applied to generate explanations for case examples from the
community, clinic, schools, businesses, and the students’ own lives.
18:820:505
COGNITIVE/AFFECTIVE PSYCHOLOGY (1.5 crs.)
Mini Course – Recommended for Clinical Students
Introductory overview of topics in cognition and emotion. Includes theories of positive and negative emotion,
intuition, emotion and rationality, attention, perception, language and thought, comprehension, memory,
problem solving, and decision making.
18:820:506
SOCIAL PSYCHOLOGY (1.5 crs.)
Mini Course – Recommended for Clinical Students
This course covers a broad range of theory and research in social psychology. Emphasis will be placed on
research in the areas of social influence, interpersonal aggression, and intergroup relations.
18:820:531
SYSTEMATIC OBSERVATION AND INTERVIEWING
(3 crs. – 15 weeks)
All school and clinical students will be assigned to section 1 or 2 to ensure a mix
of students from both programs.
Preparation for clinical work through experiential training. Demonstration and practice of basic helping skills
and strategies for facilitating communication and change, with exploration and feedback on one's helping
style. This course provides the basic orientation to the role of the practicing psychologist.
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18:820:543
HUMAN DEVELOPMENT (3 crs.)
Required for School Psych students; elective for all others.
Overview of norms, transitions, & crisis in the life structure from birth to old age, to provide
Students with an understanding of life span development that will be useful in their clinical work
Topics covered include developmental milestones for infancy, childhood, adolescence, early, middle and late
adulthood, effect of divorce on children, developmental trajectories, gender differences and cultural/ethnic
variation in life span development, “successful” aging, etc. Life-span interview and report required, as well as
one term paper.
18:820:550
SYSTEMS OF PSYCHOLOGY (3 crs.)
Compares the different metatheoretical paradigms in psychology. Considers historical and
epistemological roots of the different images of the person underlying contemporary approaches to study of
personality, psychopathology, and psychological assessment and treatment. Focuses on the
value framework within which these perspectives operate. Considers a variety of methods in research
including both qualitative approaches and group and individual case study models. Develops ability to examine
critically the different epistemological and theoretical approaches in professional psychology. Explores
approaches to evaluate the efficacy of therapy. Paradigms include positivism and associated philosophy-ofscience models; pragmatism; postmodernism; hermeneutics; psychoanalysis; existential, humanistic, and
phenomenological approaches.
18:820:560
SELF, PSYCHOPATHOLOGY AND THE MODERN AGE (3 crs.)
An interpretive or hermeneutic perspective on psychological aspects of modern culture and society. Focuses
on various forms of psychopathology: schizoid and schizophrenic conditions, narcissistic personality,
depression, and eating disorders, and exemplary expressions of modernist and postmodernist culture--each
used to shed light on the nature of the self and subjectivity in the modern era. An introduction to
hermeneutics, phenomenology, and cultural psychology as alternative approaches to an understanding of
personality and psychopathology.
18:820:563
CHILD PSYCHOPATHOLOGY (3 crs.)
Descriptive and experimental psychopathology of childhood covers disorders usually first evident
in infancy, childhood, or adolescence; includes mental retardation, attention deficit disorders,
conduct disorders, anxiety disorders, pervasive developmental disorders, disorders with physical
manifestations, and related DSM-IV categories. Demonstrations, interviews and observation.
18:820:565
ADULT PSYCHOPATHOLOGY (3 crs.)
(Students may be assigned to a section to attain balanced numbers in each section.)
Introduction to adult descriptive and experimental psychopathology – its history, its practice, important
findings, and its likely role in the student’s professional future. Sources of teaching material may include:
interactive group exercises and roleplays, website-based resources, field laboratories, as well as lectures,
readings, videotapes, and student papers.
18:820:570
PSYCHOLOGICAL INTERVENTIONS WITH ETHNIC MINORITY
CLIENTS & FAMILIES (3 crs.)
Limited to 10 students
Prerequisite: At least second year GSAPP student
Focuses on the psychological and cultural experiences of African-American, Hispanic/Latino, Asian, Asian
Indian, and gay and lesbian populations. Implications of these findings discussed in terms of their impact on
assessment, intervention, research and training in the cross-cultural context. The need for alternative
strategies in the delivery of psychological services to minority clients will be addressed. Both terms (Fall &
Spring) include both didactic and experiential group process formats.
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18:820:575
DIVERSITY & RACIAL IDENTITY (3 crs.)
Limited to 10 students
Prerequisite: At least second year GSAPP student
Using an empirically and theoretically based seminar format with both didactic and discussion components,
provides knowledge of important advances in racial, ethnic, and diversity issues. Teaches about the history,
experiences, and backgrounds of African-Americans, Asian, and Latino populations likely to be encountered in
one’s practice. Examines how diverse factors such as one’s sexuality, gender, religion, socioeconomic status,
and tendency to stereotype pertain to human functioning. Students learn to alter and improve consideration
of what is healthy or abnormal, while acquiring a broader repertoire of effective practices with diverse
populations in the areas of intervention, assessment, research, and training as well as cross-cultural
societal and organizational contexts. Course meets diversity requirement and may facilitate preparation for
dissertation and/or comprehensive exams.
18:820:579
GENDER AND PSYCHOTHERAPY (2 crs.)
(First 10 weeks of spring semester)
Course will examine gender issues in psychotherapy: gender roles, development & socialization, gender
issues in diagnosis and assessment, gender issues and incidence of mental health disorders, gender in couples
and family therapy, and gender of the psychotherapist. Post-modern theories of gender, research on biology
and sex differences, psychology of women, psychology of men and masculinity will be included. Focus will be
on psychotherapy with adults and adolescents from a variety of theoretical perspectives.
18:820:581
STATISTICAL METHODS AND DESIGN ANALYSIS (3 crs.)
Limited to 15 students
Develops a practical conceptual understanding of statistical data analysis, the logic of hypothesis testing and
statistical inference. Covers analysis of variance and Pearson correlation and use of MYSTAT/SYSTAT
computer software for data analysis.
18:820:585
ADVANCED STATS & RESEARCH DESIGN (3 crs.)
Limited to 15 students
(Students may be assigned to a section to attain balanced number in each section.)
Covers multiple regression and Cook & Campbell's (1979) threats to validity (construct, statistical conclusion,
internal, and external). Provides the necessary foundation for critically analyzing and evaluating research.
18:820:593
COMMUNITY PSYCHOLOGY (3 crs.)
Prerequisite: 18:820:502-Foundations of Intervention-Organizational or advanced standing at
GSAPP.
Presents the primary constructs of the community psychology perspective and explores how these can help
psychologists better understand and improve the functioning of community groups and organizations. Also
examines innovative strategies for preventing psychological disorders and promoting psychological well-being.
In different terms, course emphasis is on schools, organizational settings, or mental health systems.
OP students are strongly encouraged to take the section that emphasizes organizational
settings, and School Psychology students are encouraged to take the section that emphasizes
schools.
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18:820:595
SELF REGULATIONS METHODS: MIND BODY INTERVENTIONS (3 crs.)
This course focuses upon the clinical use of relaxation methods, breathwork, imagery and meditation.
Biofeedback and neurofeedback are introduced and practiced. The kinds of psychological and medical
disorders that can be helped by these interventions will be discussed. Research studies as well as the
theoretical bases for these interventions will be presented. Class time will be divided between didactic and
practice. Students will be evaluated by observation, audiotape practices and exam, and are expected to
demonstrate personal competence with the practices, a theoretical understanding of the psychological and
psychophysiological aspects of these practices, and an ability to teach clients.
18:820:601
INDEPENDENT STUDY IN PROFESSIONAL PSYCHOLOGY (BA cr.)
(Register for "By Arrangement" credits.)
Prior to registration, students should consult faculty members to determine whether independent study
arrangements can be made. Students will be required to submit papers based on their studies. Faculty
member must sign-off on gold "Independent Study" form. *See Student Services Coordinator for
Index Number and form.
18:820:609
CRISIS INTERVENTION (2 crs.) (First 10 weeks of Spring semester)
Limited to 12 students
Historical and conceptual bases for crisis intervention as a distinct treatment and modality. Students learn
generic individual and community-based crisis intervention strategies, current approaches for the assessment
and outpatient management of suicidal individuals, and basic disaster response approaches.
18:820:610
SEMINAR IN PROFESSIONAL PSYCHOLOGY: PSYCHOLOGY, SICKNESS
AND HUMAN SUFFERING (3 crs.)
Serious illness can shatter everyday assumptions, create unwanted dependencies, force examination long held
values, and call out the best and worst in most of us. This course examines the role of the psychologist in
understanding and, where possible, making more tolerable, the psychological component of bodily
misfortunes. Specific illnesses will be considered (e.g., HIV/AIDS, cancer, cardiac disorder) and attention will
be paid to the role of the psychologist in medical settings. Clinical topics include: paid and pain management;
recognition and treatment of psychological comorbidities of illness; and hospice, death and end of life
interventions. Throughout, the course will emphasize the links between well-developed research areas and
clinical interventions, as well as the influence of social context on the understanding of biomedical
phenomena.
18:820:613
PROFESSIONAL ETHICS, STANDARDS, AND CAREER DEVELOPMENT (3 crs.)
Prerequisite: 1 and 1/2 years at GSAPP or equivalent.
Issues involved in the delivery of professional psychology services, including general ethical principles,
professional self-definition and self-regulation, and governmental sanctions (judicial, legislative, and
executive). Sample areas covered: history and identity of professional psychology; APA's Ethical Standards;
involuntary commitment; right to treatment; confidentiality vs. access to clinical information; and managed
care and the funding of mental health services.
18:820:614
PROFESSIONAL ETHICS, STANDARDS, AND CAREER DEVELOPMENT (3 crs.)
Recommended for 2nd and 3rd year students
The course will focus on the professional development of psychologists in schools and other organizations,
including the development of course participants as professionals and development of psychology as
profession. Topics include: professional values, ethics and regulations; the development of professional
psychology as a field with diverse clients, objectives and practices; and the professional development interests
and experiences of course participants.
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18:820:615
FAMILY TREATMENT OF CHILDHOOD DISORDERS (3 crs.)
This course provides a representative sampling of empirically supported cognitive behavioral and systems
oriented treatments for families having children with a range of behavioral, emotional and developmental
disorders. These disorders include internalizing, externalizing and developmental disorders, as well as
disorders related to common family issues. Via the lectures and readings, students will be exposed to the
theoretical and philosophical underpinnings of an integrated cognitive behavioral especially parent training)
and family systems (especially structural) orientation, and will participate in experiential in-class activities such
as role plays. This class is for students of all levels who want to learn a CBT or systems approach
to treating families, however, to enable application of the material, students must pick up a
family case, have had experience working with a family in the past six months, or work with Dr.
Kelly in devising an appropriate application experience.
18:820:616
QUALITATIVE RESEARCH METHODS (1 cr.)
(First 5 wks of Spring Semester)
This course will provide an overview of the broad range of qualitative research methods that are available
from ore traditional coding of narrative information into quantitative categories, to ethnographic methods, to
hermeneutic studies. Three possible goals of qualitative research will be covered: description, theory
development and program evaluation. Finally, the course will provide an opportunity to practice qualitative
research skills by designing, conducting and writing up systematic, semi-structured narrative.
18:820:617
CRISIS INTERVENTION IN SCHOOLS (1 cr.)
(Last 5 weeks of Spring Semester)
Provides students with strategies, materials, and resources for helping school systems to develop and
implement programs and planned responses to a variety of crises including natural disasters, suicide and other
traumatic losses and violence. Core elements of prevention programming are also addressed.
18:820:618
CASE-BASED PROGRAM EVUALUATION (2 crs.)
(Last 10 wks of Spring Semester)
This course builds upon the course “Qualitative Methods.” This class will explore the nature, historical
background, many forms and many uses of program evaluation, with particular emphasis upon: (a) comparing
and contrasting the use of qualitative and quantitative research methods in program evaluation and (B) How
to translate evaluation questions into the design of multiple case studies. In addition, the overlap between
psychotherapy outcome research and program evaluation studies will be explored. To learn how to apply the
course’s concepts and methods, each student will design, conduct and write up a systematic evaluation case
study employing both qualitative and quantitative data.
18:820:622
PSYCHOPHARMACOLOGY (3 crs.)
Prerequisite: Undergraduate course in physiological psychology or equivalent or 18:820:500.
Basic principles necessary for understanding mind-body relationships; emphasis on linkage between models of
neuropsychological functions, physiological mechanisms, and biochemical processes; issues, methods, and
problems fundamental to understanding the role and limitations of psychotropic drugs in management and
treatment of major clinical problems such as pain, anxiety, major affective disorders, schizophrenia, other
psychoses, and alcohol/drug dependencies.
18:820:632
COGNITIVE ASSESSMENT (3 crs.)
The process of integration of various means of assessment, and communication of assessment
findings; recent theory, research, principles of measurement and socio-cultural factors relevant
to individual cognitive assessment; instruction and supervision in administration and scoring of
individual intelligence tests, interpretation of findings in written reports and use of findings for
relevant intervention.
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18:820:633
COGNITIVE ASSESSMENT (3 crs.)
Limited to 12 students
Integrates the skills of administration of the major cognitive assessment instruments with recent
theory and research, social and educational implications of assessment; development of
communication skills and of appropriate interventions.
18:820:634
PSYCHODYNAMIC INTERVIEW (2 crs.)
(Last 5 weeks Fall & First 5 weeks Spring for Clinical
students. You must register for Spring term.
Training in enhancing interviewing skills, formulating a case within a broad, psychodynamic and life-history
framework, arriving at a diagnostic impression along with appropriate recommendations for treatment.
Students interview clients and receive feedback on interviewing style and assessment reports based on
videotaped interviews.
18:820:635
COGNITIVE-BEHAVIORAL ASSESSMENT OF PSYCHOLOGICAL
DISORDERS (2 crs.) (Last 10 weeks of Spring)
Limited to 12 students
:01 Adult
:02 Child *recommended for 1st year school students
An introduction to cognitive behavioral assessment and treatment planning psychological disorders. The use
of evidence-based assessment and treatment strategies is emphasized. Course focuses on providing step-bystep instructions so students can learn to systematically assess patients and implement cognitive behavioral
treatment interventions to resolve symptoms. Evaluations of the effectiveness of treatment used are
discussed. Separate sections are developed to focus on either child or adult disorders.
18:820:636
PERSONALITY ASSESSMENT/CHILD (3 crs.)
Limited to 10 students
This course is required for first year School Psychology students.
Prerequisites: 18:820:503, 18:820:531 or equivalent as determined by instructor.
Theory, administration, scoring, and interpretation of projective techniques and objective tests with children
and adolescents. Primary concentration on objective measures used in the schools, clinical interviewing,
projective drawings, and various apperception techniques. Critical evaluation of the legal and ethical issues
surrounding personality testing in the schools, the use of projective techniques and psychological report
writing.
18:820:637
OBJECTIVE ADULT/CHILD AND FAMILY ASSESSMENT (3 crs.)
Course covers the following five areas of assessment: 1) Broad band individual measures (e.g. the Child
Behavior Checklist, SCL-90-R, etc), 2) Broad band family measures (e.g. the Dyadic Adjustment Scale, the
Parenting Stress Index, the Family Environment Scale, etc.), 3) Measures of specific child/adult problems (e.g.
Depression Inventories, self concept scales, etc.), 4) Diagnostic Interviewing (e.g. SCID), 5) Individual
personality measures (e.g. the MMPI). Students will learn basics of assessing a child, adult, and family, and
will demonstrate basic competency in administering and interpreting an integrated assessment of a child,
adult, and/or family using at least three assessment instruments.
18:820:638/639
PERSONALITY ASSESSMENT/ADULT (3 crs.)
No special permission is necessary.
Fall Term: An introduction to the use of the major (so-called) "projective" techniques in psychological
assessment: the Rorschach Inkblot Method and the Thematic Apperception Test. The main focus will be on
learning to administer, code (in the case of the Rorschach), and interpret these tests. Individual supervision is
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provided.
Spring Term: A continuation of the fall semester course ON PERSONALITY ASSESSMENT/ADULT. Provides a
more advanced introduction to personality assessment, with emphasis on
interpretation and the preparation of integrated psychological reports. Individual supervision is provided.
Prerequisites: The fall term course on Personality Assessment-Adult, or its equivalent; course on cognitive
assessment, or permission of the instructor.
Not offered ON A YEARLY BASIS year. Prerequisites: 18:820:531, 632, and 634; or permission of instructor
18:820:689
PROFESSIONAL PRACTICUM PLACEMENT (3-E crs. = one day)
18:820:690:01
PROFESSIONAL PRACTICUM PLACEMENT
(3-E crs. = second day)
If you have a two (2) day a week practicum, register for
both 18:820:689:01 AND 18:820:690:01 simultaneously.
18:820:691
PROFESSIONAL PRACTICUM PLACEMENT (1-E cr. By arrangement)
18:820:700
ADVANCED DISSERTATION RESEARCH (3 crs.)
Research methods. Individualized readings and group supervision in dissertation research. This course can
be used to meet some of the 9 required dissertation credits.
18:820:702
DISSERTATION IN PROFESSIONAL PSYCHOLOGY (3 crs.)
Students must register with a particular faculty advisor.
Required of all Psy.D. students actively involved in preparation, literature research, data
collection, and writing of a doctoral project.
A1 Alderfer
B1
B2
B3
C1
C2:
E1
E2
F1
F2
G1
H1
K1
K2
L1
M1
M2
M3
M4
M5
O1
P1
P2
S2
S3
S5
W1
W2
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Boyd-Franklin
Brodzinsky
Bry
Cherniss
Chu
Elias
Epstein
Fagley
Fishman
Gantwerk
Harris
Kalafat
Kelly
Langenbucher
Maher
McCrady
McWilliams
Messer
Morgan
Orenstein
Pandina
Petronko
Sass
Schneider
Skean
Walkup
Wilson
18:820:703
DISSERTATION IN PROFESSIONAL PSYCHOLOGY
(1 cr. - permission only)
To be used if student will graduate in October, and expects to complete the dissertation defense successfully
between September 1st and September 15th. See registration policies in Student Handbook. *Contact
Student Services Coordinator for Index #
18:820:800
MATRICULATION CONTINUED (0 cr)
For students who will have completed all course work and the dissertation defense by Sept. 1. Also may be
used if a student has a written official Leave of Absence granted by the Department Chair. *Contact
Student Services Coordinator for Index #.
18:820:811
GRADUATE FELLOWSHIP (BA – 0 cr)
18:820:866
GRADUATE ASSISTANTSHIP (BA)
To register, students must be appointed by the University
(PT-3 crs, FT-6 crs)
18:820:877
TEACHING ASSISTANTSHIP (BA)
To register, students must be appointed by the University
(PT-3 crs, FT-6 crs)
Series 821 - Clinical Psychology Courses
18:821:535
PSYCHOANALYTIC THEORY OF PERSONALITY AND
PSYCHOPATHOLOGY (3 crs.)
A comparative study of the major psychoanalytic understandings of personality and psychopathology, with an
emphasis on bridging theory and practice. Readings will address the contributions of Freud and ego
psychology, Klein and Bion, British Object Relations theories, self-psychology, and contemporary relational
psychoanalysis. Students encouraged to use the course material in application to a clinic case to learn about
the relationship of theory to the development of a case formulation and the evolving clinical process. May be
taken as a theory course without commitment to a clinical case.
18:821:544 (2 crs.)
18:821:545 (2 crs.)
18:821:546 (1 cr.)
PSYCHOLOGICAL CLINIC PRACTICUM
Learn experientially how to function as a member of the professional outpatient staff in the GSAPP
Psychological Clinic, with weekly supervision by licensed psychologists: a) provide therapy and assessment
services (according to your training goals) to clients with adult, child, marital and family problems, b) meet
with assigned supervisors weekly, one hour for each client session, c) collect fees, d) submit required clinical
records. Register every semester in which new or on-going clients will be seen through the Psychological
Clinic, either for assessment or therapy. ALL FIRST YEAR STUDENTS MUST REGISTER FOR AT LEAST
ONE CREDIT for the Fall Semester.
1
2
3
4
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client = 1 credit 18:821:546:01
clients = 2 credits 18:821:544:01
clients = 3 credits 18:821:544:01 + 18:821:546:01
clients = 4 credits 18:821:544:01 + 18:821:545:01
18:821:544
PSYCHOLOGICAL CLINIC PRACTICUM (2-E crs.)
You must register for all clients seen in the Psychological Clinic: 1 Client=1E credit. If you have completed
your GSAPP Clinic requirements, or if you choose to meet course experiential requirements in off-campus
settings with supervision in that setting, then you are not required to register for Psychological Clinical
practicum. Second-year clinical Psy.D. students are expected to work with two clients.
18:821:545
PSYCHOLOGICAL CLINIC PRACTICUM (2-E crs.)
Students seeing four clients, register for both 821:544 and 821:545.
18:821:546
PSYCHOLOGICAL CLINIC PRACTICUM (1-E cr.)
Students seeing one client, register for this course.
18:821:547
INTRODUCTION TO GROUP PSYCHOTHERAPY (3 crs.)
Prerequisite: Preference given to students who have previously taken at least one
psychotherapy course.
The study of group leadership and group therapy from a psychodynamic perspective covered through the use
of lectures, readings, and experiential process group and/or observation of an ongoing psychotherapy group,
sharing or group leadership experiences, and observation of videotapes.
18:821:555
COGNITIVE BEHAVIOR THERAPY: ESSENTIAL SKILLS FOR THE TREATMENT
OF ANXIETY, DEPRESSION, AND PERSONALITY DISORDER
(3 crs. each semester)
Prerequisite: 18:820:504 and 18:820:635 or instructor’s approval.
This two term course focuses on the clinical application of specific treatment protocols that have been shown
to be effective in controlled research studies to address anxiety and depression. Students learn how to
conduct a multidimensional assessment using structured clinical interviews, generate a cognitive-behavioral
case conceptualization, and implement specific cognitive-behavioral strategies targeting the diagnosed
symptoms and problems. Students will have a variety of opportunities to gain experiential practice that may
include treating a case in conjunction with the class, receiving consultation on a current case the student is
treating, or completing other practice-oriented assignments. The emphasis for experiential practice will be on
implementing cognitive-behavioral strategies and implementing outcomes and psychotherapy process
assessment in clinical cases. Topics will focus primarily on adult anxiety and depression. Students must take
both Fall and Spring semesters to receive credit.
18:821:556
CLINICAL RESEARCH AND TREATMENT FOR YOUTH ANXIETY AND
DEPRESSION (3 crs.)
Prerequisite: Student must be selected by instructor to take this course.
This clinical applications course will provide didactic and experiential training in state-of-the-art diagnostic,
assessment, and treatment procedures for youth anxiety and mood disorders (ages 8 – 15). Students will
become competent in the administration of common structured diagnostic interviews (e.g. KSADS, KID-SCID)
and objective measurement (e.g., Child Depression Inventory, Multidimensional Anxiety Scale for Children,
Child Behavior Checklist). Students will develop a knowledge base of theoretical and empirical research on the
phenomenology, assessment, and treatment of internalizing disorders in youth, focusing on evidence-based
protocols. Students will receive didactic and experiential training in multiple manual-based treatments that
have received empirical support for their outcomes and conduct therapy with at least two clinical cases
seeking treatment through the Youth Anxiety and Depression Clinic (YAD-C). All students will be participating
in a clinical research setting, recruiting research participants, collecting data, administering assessments, and
providing treatment. This will provide a model for how research can be completed within a service setting.
Students must receive permission from the instructor prior to enrolling for or attending this
course.
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18:821:562
BEHAVIOR COUPLES THERAPY (3 crs.)
Limited to 12 students
Theoretical and empirical bases of behavioral couples therapy, and clinical applications; topics
include self-report and observational assessment procedure, treatment planning, and intervention
techniques such as reciprocity, communication skills, and cognitive affective interventions.
Applications of behavioral couples therapy to couples from diverse ethnic/racial backgrounds and
to gay/lesbian couples. One couples case with supervision required
18:821:564
PLAY AND MILIEU THERAPY WITH CHILDREN (3 crs.)
(Students required to carry one play therapy case with
supervision)
Focuses on theory and techniques used in play therapy with children under the age of twelve. Use of play
in assessment and treatment of children. Play therapy interventions in treatment of specific disorders
including behavioral disorders, anxiety and depressive disorders, traumatic/stress disorders. Focus on work
with child, parents, and teachers.
18:821:567
BEHAVIOR THERAPY/CHILD (3 crs.)
Prerequisite: 18:820:504.
This practically oriented course reviews behavioral assessment and therapy applied to selected topics of child
disorders typically encountered on an outpatient basis. Some of the topics covered include: clinical interviews,
observations, rating scales and questionnaires used in behavioral assessment, Attention Deficit Hyperactivity
Disorder, Oppositional Defiant Disorder, Pervasive Developmental Disorder, Obsessive Compulsive Disorder,
and fears and phobias. The major theoretical approach is cognitive-behavior therapy. Lecture,
demonstration, case material, audio and videotapes will be used as primary teaching tools. Students required
to carry at least one case and conduct a behavior change project for which they will receive behavioral
supervision from an outside supervisor.
18:821:568
EATING AND WEIGHT DISORDERS (3 crs.)
The course provides and overview of the epidemiology, causes and treatment of obesity and eating disorders.
The focus is on the interplay among biological, psychological, and cultural factors of the development and
maintenance of these disorders. The course is open to students from doctoral programs in Psychology and
Nutrition.
18:821:601
INDEPENDENT STUDY IN CLINICAL PSYCHOLOGY (3 crs.)
(Register for "By Arrangement" credits.)
Prior to registration, consult faculty members to determine arrangements. Students required to submit papers
based on their studies. Faculty member must sign-off on gold-colored "Independent Study" form.
Submit signed form to Student Services Coordinator.
18:821:605
WORKING WITH TRAUMA (3 crs.)
This course will focus on clinical work with patients suffering from reactions to traumatic experiences, in
particular, Posttraumatic Stress Disorder (PTSD). From its initial application to Vietnam veterans, our
understanding of PTSD has more recently been expanded to include the effects of such experiences as child
abuse and adult rape, as well as exposure to such catastrophic experiences as 9/11. The goal of the course
will be to increase understanding of traumatic symptoms and syndromes and to describe two approaches
(psychodynamic and cognitive-behavior) to clinical work with these patients.
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18:821:610
SERIOUS MENTAL ILLNESS (3 crs.)
Introduces modern therapeutic approaches to the treatment of serious mental illness. Topics covered include:
(1) treatment of basic psychopathology and core psychological issues involved in recovery; (b) evolution and
rationale of various approaches to and components of hospital and community care; (c) special systematic and
clinical issues associated work with this population (e.g., interaction with physicians, use of restraints,
medical-legal issues, etc.)
18:821:615
FAMILY THERAPY (3 crs.)
Limited to 10 students
Prerequisite 1: Advanced Standing
Prerequisite 2: Previous counseling/therapy experience and course work required.
YEAR LONG COURSE, BOTH terms required for credit to be given.
Family systems theory as a new paradigm for conceptualizing human dilemmas; the major theoreticians and
schools in the family therapy field; core concepts and their relevance for clinical application; phases of
psychotherapy with a family, basic interventions, implementation of change, and the main attitudes of a family
therapist exemplified through a variety of clinical experiences; formulation of a psychosocial assessment of a
family as well as the therapist's use of self within the “therapeutic system." Second term: participants study
their own clinical work and focus on specific strategies of intervention according to different types of families.
Family therapy case with supervision required.
18:821:616
FAMILY THERAPY (3 crs.)
YEAR LONG COURSE, BOTH terms required for credit to be given.
Second term: participants study their own clinical work and focus on specific strategies of intervention
according to different types of families. Family therapy case with supervision required.
18:821:623
INTRODUCTION TO NEUROPSYCHOLOGICAL ASSESSMENT (3 crs.)
Prerequisite: Psychopharmacology and cognitive assessment
Modules cover eight specific brain functions (sensory-motor, attention, memory, language, perception,
executive, intellect, and person/behavior) and the neuropsychometric measures designed to assess them.
Each module has hands-on training and discussion of interpretation of test findings. Test reports including
behavioral observations, results, and interpretation required for each module. Requirement for testing
outside the class will be approximately 15-20 hours across the semester plus two to three reports. (An
additional set of test instruments has been purchased and is available at GSAPP.)
18:821:624
THEORY & PRACTICE OF CBT II (3 crs. each semester)
*(continued from Spring)
Limited to 10 students
Special Permission # required-contact Dr. Terry Wilson
The course will be required of all first-year Ph.D. students in the Clinical Program and will be open to selected
students from the Psy.D. program. The description of the graduate clinical program at Rutgers University
embodies a theory-driven and evidence-based cognitive-behavioral orientation to assessment and
treatment. The course provides comprehensive and in-depth coverage of cognitive behavior therapy for
adult clinical disorders. The guiding principles of social learning (social cognitive) theory are emphasized
throughout the course. Consistent with the stated philosophy of the clinical program, the course
integrates theory, research methodology, and clinical application.
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18:821:625
THEORY AND PRACTICE OF COGNITIVE BEHAVIOR THERAPY I
(3 crs. each semester)
Prerequisite: This is designed as a year long course starting in Spring and continuing in Fall
semester, (only students who took the Spring segment may register for Fall).
Analysis of the theoretical and clinical foundations of cognitive behavior theory; clinical practice of
CBT with adult disorders.
18:821:630
ASSESSMENT TREATMENT ALCOHOL ABUSE (3 crs.)
Provides a critical overview of theory and research on the nature of alcohol problems, alcohol
abuse and alcohol dependence; models to conceptualize how people with drinking problems
change; approaches to assessment; and models of treatment. An experiential element is
included. Opportunities for direct clinical experience are available through PACT at GSAPP
Psychological Clinic.
18:821:633
EXISTENTIAL, PHENOMENOLOGICAL, AND HERMENEUTIC APPROACHES TO
CLINICAL PSYCHOLOGY (3 crs.)
Introduction to phenomenological, existential, and hermeneutic approaches to clinical psychology, with
emphasis on psychopathology. Includes some discussion of the relevant philosophical background and
possibly of certain poststructuralist developments. In the past, readings have included philosophers
(selected from the following: Husserl, Heidegger, Merleau-Ponty, Sartre, Foucault) and various psychiatrists
and psychologists (Jaspers, Binswanger, Minkowski, Blankenburg, Schachtel, and Laing). Student interests
taken into account.
18:821:634
THE SCHIZOPHRENIA SPECTRUM: MULTI-DISCIPLINARY PERSPECTIVES
(3 crs)
The course provides a comprehensive introduction to schizophrenia and the schizophrenia spectrum of
disorders, with a focus on the nature of the psychopathology, its causes, and current psychological forms of
treatment. Emphasis will be placed on considering these disorders from a variety of different perspectives,
including psychology and cognitive science, psychiatry, phenomenology, philosophy, and cultural
anthropology. Special attention will be paid to the subjective dimension—the patient’s own experience of, and
perspective on, his or her illness.
18:821:637
BASIC PRINCIPLES AND METHODS OF PSYCHOANALYTIC THERAPY (3 crs.)
Limited to 12 students
Prerequisite: Permission of instructor plus Psychodynamic Interview and either Psychoanalytic
Theories of Personality or Psychoanalytic Approaches to Psychopathology. Psychoanalytic process
described with case illustrations and references to the literature on analysis and analytic psychotherapy.
Topics include: psychoanalytic attitude and approach to data; resistance, transference, countertransference,
free association, interpretation; the real relationship and the working alliance; use of dreams; the "relational
turn" in psychoanalysis and its clinical implications; phases of treatment; gender, sexual orientation
and cultural diversity issues, and other topics of current importance in psychoanalysis. Minimum of two cases
in analytic therapy, with weekly supervision, required.
18:821:639
SHORT-TERM PSYCHODYNAMIC THERAPY (3 crs.)
Limited to 10 students
Prerequisite: A previous course in psychoanalytic theory or therapy and/or supervised
experience in psychodynamic therapy. YEAR LONG COURSE, BOTH terms required for credit to
be given.
Psychodynamic understanding and technique as applied to the short-term treatment (10-35 sessions) of
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selected clients; first semester emphasizes current models of practice based on either drive/structural,
relational, cognitive/dynamic, or integrative concepts; theory and application demonstrated through use of
videotapes; discussion topics in the second semester include psychotherapy integration, transference and
resistance, curative factors, research approaches, gender and sociocultural factors, and values and visions in
psychotherapy. Therapy case with supervision required.
18:821:640
SHORT-TERM PSYCHODYNAMIC THERAPY (3 crs.)
Prerequisite: Psychoanalytic Theories of Personality OR Basic Principles and Methods of
Psychoanalytic Therapy; YEAR LONG COURSE, BOTH terms required for credit.
Psychoanalytic understanding and technique as applied to the short-term treatment (10-35 sessions) of
selected clients; current models of practice based on drive/structural, relational, cognitive/dynamic, and
eclectic concepts; theory and application demonstrated through use of videotapes; discussion topics include
psychotherapy integration, mechanisms of change, psychotherapy process research, and managed care.
Therapy case with supervision required.
18:821:643
ADVANCED ANALYTIC GROUP SUPERVISION (1-E cr.)
Limited to 10 students
Prerequisite: Permission of instructor for both sections.
Students present ongoing cases to each other and discuss issues of diagnosis, transference and
countertransference, resistance, enactment, working through, and termination. Instructor permission
required. There is a waiting list for this course; once admitted, a student may stay as many semesters as
desired.
18:821:644
MULTICULTURAL SUPERVISION (1-E cr.)
Advanced students seeing diverse clients in cross-cultural therapy will present their work for help in areas of
cross cultural formulation and treatment. Cultural diversity is defined broadly including differences (between
client and therapist) in race, ethnicity, national status, religion, and sexual identity. The supervision will
emphasize self-awareness in the therapist regarding their own cultural beliefs and assumptions and facilitate a
cross-cultural understanding of individual and group transference, counter transference and resistance
configurations to enhance treatment effectiveness. Although the focus will largely be on individual and couples
cases, students interested in presenting cross-cultural group therapy or outreach activities are also welcome.
18:821:650
GAY, LESBIAN AND BISEXUAL ISSUES (1 cr.)
This course is intended to provide an introduction to psychological issues facing gay, lesbian and bisexual
populations. Among the topics to be covered are: theoretical issues, development and identity formation, the
effects of heterosexism and prejudice, same-sex couples, HIV and other special topics.
18:821:653
CLINICAL SUPERVISION (1E cr.)
Required for first year Clinical PsyD students.
Bi-weekly supervision to discuss cases and issues that arise in practicum settings.
18:821:657
INTERNSHIP IN CLINICAL PSYCHOLOGY (3 crs.)
Required of all Psy.D. students in the Clinical Psychology program usually
during the fourth or fifth year of training.
A twelve month, 1750 hour supervised experience in a setting determined by the program chairperson and the
student. Students must have no outstanding incompletes in required courses, and must have a signed
dissertation proposal all by Oct. 15 of the year in which you apply; also the written comprehensive exams
must be successfully completed by Jan. 15 in order to allow you to place your name in the computer match
for internship.
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18:821:658
INTERNSHIP IN CLINICAL PSYCHOLOGY (3 crs.)
Required of all Psy.D. students in the Clinical Psychology program usually during the fourth or
fifth year of training.
A twelve month 1750 hour supervised experience in a setting determined by the program chairperson and the
student. Students must have completed all course work, required pre-internship practicum hours, and
successfully passed the written comprehensive exams. Students who entered the program in Fall 1999 will
have to have a signed dissertation proposal as well.
18:821:659
PART-TIME INTERNSHIP IN CLINICAL PSYCHOLOGY (2 crs.)
*Requires special permission from the Dept. Chair. For students who have approval to complete the
supervised experience over a two year period. Register for 2 credits Fall and 1 credit for the Spring
semester, totaling 3 credits each year. Same requirements on course work, practica, and comprehensives as
full-time internship above.
18:821:665
SEMINAR IN SEX THERAPY (1 cr.)
Prerequisites: Background in interview and general therapy techniques.
Principles of sexual therapy; includes medical aspects and couples/interpersonal therapy, in addition to CBT.
The new pharmacology and sexology. Cultural and interpersonal perspectives. Biopsychosocial formulation of
sexual problems. Assessment and treatment strategies. Male and female sexual dysfunction. Rose of
cognitive and educational interventions. Treatment outcomes. Legal, ethical and professional issues
18:821:668/9
ADVANCED BEHAVIORAL SUPERVISION (3-E crs.)
Advanced Therapy Skills and Techniques for Working with Difficult Client Problems.
This advanced course will guide students in clinical approaches to working with clients "acting out"
behavior, affect dysregulation, self injurious behavior, transient psychosis, and other Axis II related
symptoms. The focus will be two fold: we will teach skills training based on Marsha Linehan's Dialectical
Behavioral Therapy as well as behavior and crisis management. In addition, we will explore other
innovative approaches to working effectively and compassionately with this population. Clinicians will be
asked to identify or take on a client whose treatment can be discussed in class, as well as with the
clinician's individual supervisor. A supportive class atmosphere will be created to facilitate discussion of
therapists' experiences treating difficult problems.
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Series 826 - School Psychology Courses
18:826:506
GROUP SUPERVISION--SCHOOL PSYCHOLOGY (1 E cr.)
Required of all FIRST-YEAR NON ADVANCED SCHOOL PSYCHOLOGY STUDENTS during
their first semester of practica. Bi-weekly group supervision discussing issues that arise in practicum
settings.
18:826:550
INTRODUCTION TO SCHOOL PSYCHOLOGY (2 crs.)
(First 10 weeks of Fall semester)
Historical confluences of school psychology and psychological services in the schools. Topics: roles and
functions of school psychologists, current practices, models, relevant educational laws and the culture of
schools. Class presentations by practicing school psychologists will help to familiarize students with the roles
of school psychologists.
18:826:555
EXCEPTIONAL CHILDREN IN THE SCHOOL, FAMILY, COMMUNITY (3 crs.)
Trends and issues which influence exceptional citizens; definition and comparison of mentally
retarded, gifted and creative, communications disabled, auditorially impaired, visually impaired,
physically disabled; implications of federal and state legislation for professional psychologists;
educational, vocational, social, and mental health resources associated with exceptional children
and adults; the implications of classification on behavior; the impact of an exceptional child on the family,
school, and community.
18:826:557
PSYCHOEDUCATIONAL FOUNDATIONS OF LEARNING DISABILITIES (3 crs.)
Prerequisite: Completion of the equivalent of the first year of full-time
study at GSAPP. Conceptual and technical issues of assessment including psychometric theory as applied to
reliability and validity; current issues within the broad field of learning disorders. Emphasis on empirical
investigations and conceptual issues as they impact upon theory and practice. Two cases needed by each
student to meet course requirements.
18:826:558
IMPLEMENTING INNOVATIONS IN EDUCATIONAL AND HUMAN
SERVICE ORGANIZATIONS: RESEARCH TO PRACTICE (3 crs.)
Prerequisite: Permission of instructor
Examines theory, research and practice of innovation implementation in schools and other organizational
settings. Emphasizes the process of bringing psychological research to professional practice. Examines case
studies of attempts to implement new practices and programs within organizational contexts.
18:826:602
ADVANCED STUDIES IN SCHOOL PSYCHOLOGY: SEMINAR IN
PSYCHOEDUCATIONAL INTERVENTIONS (3 crs.)
Limited to 10 students
Prerequisite: 18:820:502, 503, 504; 18:826:605, 606, or employment experience in a school
setting or work with children/adolescents pertaining to school-based problems; familiarity with
theory, principles, and practice of behavioral assessment and intervention.
School-based psychological intervention strategies and programs designed to improve the emotional,
behavioral, and social functioning of children and adolescents. Emphasis on evidence-based practices. Topics
include: school-based individual counseling; implementing group interventions; use of play and storytelling
with young children; behavioral and cognitive-behavioral approaches (self-management training, relaxation
training, social skills training, decision-making and social problem-solving training, anger control training,
anxiety management, rational emotive therapy); reality therapy approaches; preventive interventions for
violence, substance abuse, risky adolescent sexual behavior, and suicide; ethical, legal, and multicultural
considerations. Requires implementation of an intervention with an individual or group.
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18:826:605
ADVANCED SUPERVISION IN SCHOOL PSYCHOLOGY (3-E crs.)
Required of all School Psychology students from 2nd year for two years.
Provides for personal and professional growth and development through small group supervision provided by
faculty and peer group. Content largely group determined, but focuses on self-awareness and the integration
of GSAPP activities with the professional, ethical, and legal issues encountered in school practicum
placements.
18:826:606
ADVANCED PRACTICUM SUPERVISION IN SCHOOL PSYCHOLOGY
(3-E crs.)
Required of all students for two years, starting with the 2nd year.
Focuses on the integration of GSAPP activities with the professional, ethical and legal issues encountered in
school practicum placements and on the development of workplace related emotional competencies, including
self-awareness.
18:826:612
CONSULTATION METHODS & OTHER INNOVATIVE ROLES FOR
SCHOOL PSYCHOLOGISTS (3 crs.)
Prerequisite: Advanced Standing.
Familiarity with conceptual foundations and contemporary developments in behavior therapy and intervention.
Training applied to problems manifested by individuals and groups in psychoeducational settings.
Students locate consultation cases at their practice or job placements. Supervision and monitoring are
provided.
18:826:615
PROGRAM PLANNING AND EVALUATION (3 crs.)
YEAR-LONG COURSE required of all third year School Psychology and second year Organizational
Psychology students. Students are not permitted to audit this course.
Develops knowledge, skills, and abilities that contribute to effective planning and evaluation of programs that
add value to individuals and groups in organizations (profit, nonprofit) and related community settings. Utilize
four phases that constitute the program planning and evaluation process: (a) clarifying the target population
(individual, group) to be served, their human service needs, and the relevant context; (b) designing a
program that addresses important needs of the target population; (c) implementing the program, making
adjustments as indicated; and (d) evaluating the merit of the program. Reading materials, strategies,
methods, and techniques integrated into class sessions and the out-of-class learning activities including
completion of two "real time" program planning and evaluation projects each semester, under supervision of
course instructor. Additionally, learn about procurement of external funds for program planning and
evaluation, proposal development, marketing of professional services, and professional self-management.
Extra projects and learning experiences can be made available. Students will need to carry 2 course projects,
one with a client.
18:826:616
PROGAM PLANNING AND EVALUATION (3 crs.)
YEAR-LONG COURSE required of all third year level School Psychology students and second-year
Organizational Psychology students. (Continued from Fall semester.).
Develops knowledge, skills, and abilities that contribute to effective planning and evaluation of programs that
add value to individuals and groups in organizations (profit, nonprofit) and related community settings. Utilize
four phases of the program planning and evaluation process: (a) clarifying the target population to be served,
their human service needs, and the relevant context; (b) designing a program that addresses important needs
of the target population; implementing the program, making adjustments as indicated; and (d) evaluating the
merit of the program. Reading materials, strategies, methods, and techniques integrated into class sessions,
and the out-of-class learning activities which include completion of two "real time" program planning and
evaluation projects each semester, under supervision of course instructor. Discusses procurement of external
funds for program planning and evaluation, proposal development, marketing of professional services, and
professional self-management. Extra projects and learning experiences can be available.
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18:826:617
ASSESSMENT AND INTERVENTION IN SPORTS PSYCHOLOGY (3 crs.)
Provides students with opportunities to become knowledgeable about and skilled in frameworks, methods, and
procedures for assessment and intervention with athletes, coaches, teams, parents, and administrators.
Assessment will be considered as a process of gathering information about individual athletes and teams as a
basis for intervening to provide quality sport psychology services. Intervention will be considered as the
process of designing, implementing, and evaluating programs and services for athletes and others, based on
trustworthy assessment of personality, reasoning and problem solving abilities, competitive performance,
mental skills, and related behaviors. Issues of intervention that will be addressed include methods and
procedures for personal development and adjustment of athletes, programs for education and treatment of
athletes with substance use/abuse concerns, individual performance enhancement, and team development.
Students will complete one project that involves supervised experience in assisting athlete or coach in
personal development or performance enhancement and another project where they construct a business plan
for development of a sport psychology practice.
18:826:618
SPORT PSYCHOLOGY – THEORY, PRACTICE & RESEARCH (3 crs.)
Provides students with an overview of sport psychology along theoretical, research, and practice dimensions.
Initial focus will be on the place of sport psychology in the history of sport worldwide at youth, competitive,
and elite levels. Next, attention will center on reviewing diverse theories, concepts and frameworks that have
contributed to advancement of sport psychology including those that are social learning, cognitive, behavioral,
social psychological, and informational in nature and scope. Then current status of empirical research that
forms the structure of sport psychology will be considered in relation to extant theories. Finally and most
importantly, the practice of sport psychology will be discussed, demonstrated, and illustrated in a range of
settings, with diverse populations. Students will be expected to participate in all class sessions and complete
two projects, one having to do with designing a sport psychology service and the other in describing the
practice of a professional who applies sport psychology. Students will receive as much feedback and
individualized interaction as desired.
18:826:631
INTERNSHIP IN SCHOOL PSYCHOLOGY (3-E crs.)
Required of all students in the School Psychology Program except those
entering at the advanced level.
10-12 months supervised experience in a setting determined by the internship coordinator
and student, totaling a minimum of 1,750 hours. Students must have successfully completed
all required practicum credits and all required courses, and taken the written comprehensive
examinations.
18:826:632
INTERNSHIP IN SCHOOL PSYCHOLOGY (3-E crs.)
Required of all students in the School Psychology Program except those entering at the
advanced level.
10-11 months paid, supervised experience in a setting determined by the internship coordinator and the
student, after completion of all coursework, required practica, and written comprehensive exams.
18:826:635
PART-TIME INTERNSHIP IN SCHOOL PSYCHOLOGY (1-E or 2-E crs)
Required of all School Psychology students who enter at the advanced level.
1,750 hours of supervised experience in settings determined by the internship coordinator and
the student. Same criteria as above.
18:826:636
PART-TIME INTERNSHIP IN SCHOOL PSYCHOLOGY
(1-E or 2-E crs.--Note E in last column and 1 or 2 credits in next-to-last
column--total of 3 credits per year)
Required of all School Psychology students who enter at the advanced level.
1,500 hours of supervised experience in a setting determined by the internship coordinator and the student.
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Series 829--Organizational Psychology Courses
18:829:521
OBSERVATION & INTERVIEWING IN ORGANIZATIONS (3 crs.)
Students learn skills of observation and interviewing within an organizational context. Introduces nature of
fieldwork, theory of role relations in organizations and how to work with one’s subjective experience while
engaging in recent entry into organizational settings.
18:829:525
EXPERIENTIAL GROUP DYNAMICS AND DIVERSITY (3 crs.)
Teaches group and intergroup dynamics using a combination of experiential and didactic methods.
Experiential sessions focus on the “here-and-now” experiences of people in the class. As events unfold,
attention may turn to the dynamics of the several groups represented in the course. Didactic sessions provide
opportunities to step back from the here-and-now events and reflect upon what has occurred. Students learn
by observing their own and others’ behavior, by writing and reviewing their journals, by “here-and-now”
comments from the staff, by participating in lecture-discussion sessions led by staff, by reading, by listening to
tapes of the experiential sessions, and by preparing a paper on which they receive feedback.
18:829:531
GROUP RELATIONS AND ORGANIZATIONAL DIAGNOSIS (3 crs.)
Students must register for both 829:531 and 829:532
Prerequisite: successful completion of 18:829:525, Experiential Group Dynamics .
This methodology of organizational diagnosis calls for the consultant to be competent in the conventional use
of social science tools (observation, interviews, and questionnaires) and to possess a sophisticated theory and
the related behavioral skills to enter, collect, and feed back information to complex multigroup organizations.
The consultant uses the techniques and theory of diagnosis to understand a client system on its own terms,
not to impose preconceived methods or conclusions. Each step in the diagnosis depends on an effective
working relationship between client and consultant. Every phase in the process builds on the work of
preceding phases. If properly executed, the methods are self-correcting; each phase provides opportunities to
discover and to alter limitations of the preceding phases. This methodology provides the opportunity for client
systems whom wish to learn, if it is employed by consultants who have been thoroughly and appropriately
trained.
18:829:532
GROUP RELATIONS & ORGANIZATIONAL DIAGNOSIS – ADVANCED
PRACTICE (3 crs.)
Supervised field experience of conducting an organizational diagnosis. Combination of lectures,
discussions, classroom exercises, and a field project for those who choose it.
18:829:535
PSYCHODYNAMIC INTERVIEW – ORG (2 crs.)
Limited to 10 students
Focuses on enhancing interviewing skills and learning to formulate a case within a broad psychodynamic and
life-history framework. Each student will present one interview in class for discussion and feedback. Explores
contribution of dynamic understanding of personality to such goals as executive coaching, career counseling
or organizational diagnosis.
18:829:548
PSYCHOLOGY OF WORK AND CAREERS (3 crs.)
Reviews basic research and theory concerning work and careers: examines various strategies for improving
the quality of life at work and promoting career development.
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18:829:559
ADULT LEARNING & TRAINING (3 crs.)
This is a competence-based course that provides instruction and practice in the preparation, presentation, and
evaluation of training programs. Topics include needs assessment, learning climate, media, instructional
objectives, trainer and learning styles, and critical incidents in training.
18:829:560
GROUP DEVELOPMENT AND ADULT LEARNING (3 crs.)
We will examine the issues and problems that confront adults in training groups: issues of trust, resistance to
change, power and authority, norms and practices, cultural diversity, and conflict management. Emphasis will
be on building the capacity of adults using a shared leadership model applicable in schools, community groups
and corporations. Knowledge and practice in designing, leading, and assessing adult training modules.
18:829:565
EXECUTIVE COACHING (3 crs.)
Prerequisites: 18:829:521 and 18:829:531 or permission of instructor
Introduction to a disciplined, theory-based approach to Executive Coaching emphasizing multi-level forces
impacting individual behavior. Student will apply theory and methods learned through readings, class
discussion and case study analysis to a supervised Executive Coaching project.
18:829:601
INDEPENDENT STUDY IN ORGANIZATIONAL PSYCHOLOGY (BA)
Prior to registration, students should consult faculty members to determine arrangements. Students will
be required to submit papers bases on their studies. Faculty member must sign-off on gold
"Independent Study" form. *See Student Services Coordinator for Index Number and form.
18:829:603
ADV. SUPERVISION IN ORGANIZATIONAL PSYCHOLOGY (E-3crs.)
Focusing on the practice experiences of each member of the class, emphasis will be placed on analysis from a
multi-level perspective. The here-and-now experience of the group also will be examined in order to identify
parallel processes that group members may be importing from or exporting to client organizations.
18:829:604
THE GROUP PSYCHOLOGY OF ORGANIZATIONS (3 crs.)
Examines the group dynamics of organizations using both historical and contemporary materials. Aims to
develop a sense of organizations as entities through an understanding of their intergroup dynamics rooted in
authority, function, gender race and ethnicity and generation. Investigates the balance between personality
and group representational forces in accounting of the behavior of leaders.
18:829:605
SUPERVISION IN ORGANIZATIONAL PSYCHOLOGY (3-E crs.)
Required for all 1st and 2nd year Organizational Psychology students.
Provides personal and professional development through group supervision; practicum and educational
experiences analyzed to facilitate integration of thought and action.
18:829:606
SUPERVISION IN ORGANIZATIONAL PSYCHOLOGY (3-E crs.)
Limited to 12 students
Required for all Organizational Psychology students involved in a practicum placement. Personal and
professional development through group supervision, facilitating integration of thought and action.
Students analyze and learn from educational and practicum experiences.
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18:829:610
PROSEMINAR ON THEORIES IN ORGANIZATIONAL PSYCHOLOGY:
A COMPARATIVE, CASE-BASED APPROACH (3 crs.)
This course will provide the opportunity to learn a variety of theoretical models of assessment and intervention
in organizational psychology (OP). Each specific model will be presented by an
instructor who specializes in that approach. The instructors will generally be drawn from the resources of the
larger OP community outside GSAPP - e.g., non-GSAPP OP faculty at Rutgers -- adding to the span of
students' exposure to OP theories and practice. The focus will be a systematic, comparative approach that will
be facilitated by examining the application of the multiple theories to the same, detailed OP case situations. A
coordinating faculty instructor will be a resource in all classes and will provide continuity throughout the class.
Students from all 3 programs are encouraged to attend, and there are no prerequisites.
18:829:616
FAMILY SYSTEMS THEORY FOR ORGANIZATIONAL PSYCHOLOGISTS
(3 crs.)
Family systems theory as a new paradigm for conceptualizing human dilemmas; the major theoreticians and
school in the family therapy field; core concepts and their relevance for application; basic interventions,
implementation of change, and the main attitudes of a family therapist exemplified through a variety of
systemic experiences; formulation of a psychosocial assessment as well as the psychologists use of self. A
number of different schools of Family Therapy will be explored, including; structural, Bowenian, strategic,
behavioral, narrative and multisystemic.
18:829:617
CURRENT TOPICS ORGANIZATIONAL PSYCH: EMOTIONAL
INTELLIGENCE AT WORK (3 crs.)
Reviews research on the link between social and emotional competence and work performance.
Considers actual programs and strategies designed to enhance these competencies, and the empirical
research concerning their effectiveness. Addresses implementation, dissemination, and evaluation issues.
18:829:631/2
INTERNSHIP IN ORGANIZATIONAL PSYCHOLOGY (3-E crs.)
Required of all students in the Organizational Psychology program.
At least 10 months of paid, supervised experience in a setting determined by the program director and the
student, after completion of all course work, required practicum credits, and successful completion of written
comprehensive exams.
18:829:635
P-T INTERNSHIP IN ORGANIZATIONAL PSYCHOLOGY (1-E, 2-E crs.)
Two to three days per week of paid, supervised experience in a setting approved by the Organizational
Psychology program director and department chair. Student must have successfully completed all required
practicum credits, and all required courses, and have taken the written comprehensive exams.
18:829:636
P-T INTERNSHIP IN ORGANIZATIONAL PSYCHOLOGY (1-E or 2-E crs.)
Two to three days per week of paid, supervised experience in a setting approved by the organizational
psychology director. Student must have completed all required practicum credits, all required courses, and
passed the written comprehensive exams.
18:829:682
JUDGMENT AND DECISION MAKING (3 crs.)
Limited to 10 students
Explores theory and research on judgment and decision making, including decision theory and Judgmental
heuristics. Includes research from cognitive, social and clinical psychology as well as organizational behavior
and management.
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SELECTED CLINICAL Ph.D. COURSES RECOMMENDED FOR PSY.D. STUDENTS
16:830:653
STRENGTHS-BASED CONSULTATION TO RELIGIOUS, PUBLIC, & PRIVATE
EDUCATION SETTINGS: A COMMUNITY PSYCHOLOGY APPROACH (3 crs.)
Limited to 15 students
Education settings are becoming increasingly important as sources of transmission of the knowledge, skills,
attitudes, and values that future generation of children will bring with them into their adult roles. Relatedly,
more and more adults are turning to formal and informal education settings as a source of fulfillment or a
place to “catch up” on current issues, trends, or areas of interest. Either way, those who work in education
settings in Public School, Private School, and Religious contexts will find themselves standing at the threshold
of opportunities for impacting on people that are new, exciting and important. Combined with this are
advances in the areas of “emotional intelligence,” “social and emotional learning,” and “multiple intelligences.”
This course will illustrate these concepts and practical methods needed to bring them alive in educational
settings using a strengths-based approach. The course is especially concerned with the socialization
institutions through which our children and youth pass (such as schools and families) and with the systems we
have set up to help people when they have difficulties. Our focus in this course will be on educational settings
and the ecological surround that impact so strongly on their effectiveness. Course participants will also
become familiar with the operation of CASEL, the Collaborative to Advance Social and Emotional Learning, and
the CASEL and other web sites that are the source of much energy and networking in the field.
2/12/2016