PSYCHOLOGY
Undergraduate
Student Guide
Autumn 2012-13
DePaul University
Department of Psychology
Byrne Hall, 420
773-325-7887
Please consider the environment before printing this guide
Contents:
1. Psychology Majors Share Advice …3-6
2. Psychology Department Advising Resources… 7
3. Our Faculty and Research Interests…8-13
4. Goals by Year…14
5. Undergraduate Psychology Courses..15-20
6. Overview: Bachelor of Arts or Bachelor of Science?...21
7. Liberal studies requirements by year…22
8. Bachelor of Arts Requirements…23
9. Concentrations…24-31
10. Bachelor of Science Requirements…32
11. Concentrations…33-36
12. Minors…37
13. Timeline for Graduate School…38
14. How to work on Research Teams…39
15. Getting Started – Career Checklist...40
16. Possible Career Paths in Psychology…41-44
17. Senior Year Checklist…45
18. Plan your schedule…46
19. Additional resources…47
20. Transfer guide…48
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Welcome incoming class!
Here are some words from your peers who have travelled this journey you are
about to embark upon. Please share your own experiences with us, so that we
can learn from you too! Advising services are available by drop-in, so stop on
by: Byrne A-B-C. Your psychology professors will be excellent resources.
PSYCHOLOGY MAJORS SHARE THEIR ADVICE – tools for school
“Consider laughing at least one more time today.” (best student signature motto)
Advice to students planning to apply to graduate programs (from student in graduate
program) Maintain good GPA in undergraduate – at least 3.2 or above! Programs look at
undergraduate record.
Advice to new or transfer students (from 2nd quarter transfer student) Things not to do: You
don’t move during the first week of the quarter. You don’t start a paper in the 6th week. What do
to: You do the project the first day you get it – this is one the biggest things you do! Show up to
the first day of class here because they actually teach and not just give syllabus (especially
chemistry who have a test the first day).
Course scheduling
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This might help you decide classes you might want to pair with courses, as you can’t
change the order in which you take LSP 120/121. LSP 120 math and technical
literacy I had more word problems and using Excel sheets and use of math skills.
LSP 121 math and technical literacy II was more learning how to use SPSS and
Access and Excel. The tutoring was helpful before and after class talking to teacher
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for LSP 120. It would be helpful to take LSP 121 with PSY 241 Research Methods
because you need to use SPSS in both.
Take LSP 121 before PSY 241. You will learn SPSS in LSP 121 which will help with
PSY 241.
Take LSP 120 and LSP 121 right after each other.
Take your SI LAB during freshman year because other classes are less complex than
later years.
If you choose Bachelor of Science, make sure to take the BIO sequences as soon as
possible, along with PSY 105, PSY 106 and statistics I.
Take PSY 240 statistics before you take PSY 380 Industrial Organizational PSY.
You have to be able to read numbers and know what’s going on before you take
this course.
Stick with what you enjoy the most and don’t worry about what you “should
study”. You’ll be good at what you enjoy.
If taking PSY 377 Physiological PSY be aware is not a blow off class and requires a
lot of work and effort. So pick other light courses to take in same quarter.
Use your “planner report” to test how the classes you want to take will meet your
requirements. You can access by course cart, “my planner”
Goal Setting
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Have goals, but be flexible and take advantage of the opportunities presented to
you. Even if they are not what you hoped, they can still provide useful experience
and help you form important connections.
Concentrate on required courses early on. This will expose you to classes related to
possible majors/minors/concentrations and allow you to decide earlier if you need
to change your career path. Also, this permits more flexibility later on as courses
become more challenging and you need to do more work outside of school, such as
research and internships.
Deadlines matter…keep them!
Do what you have to do when you have to do it, so that you can do what you want
to do, when you want to do it.
You have to really try hard to get ”F” and less hard to get “A”. Just do the work, go
to class, even if you don’t like the readings – go over them. Teachers are not out to
fail you – they want to see you succeed!
Don’t wait until the end to figure out what you want to do after graduation – you
have to do something; either working or graduate school.
Make sure whichever goal it is ….that you’re happy first and what you want to do,
not what you’re supposed to do.
Research
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Get involved with research labs.
If you take a psychology class ask the professor if they have research going on at
DePaul and if you’re interested in their subject matter ask to be a part of their
team.
Form relationships with faculty…they will help you in more ways than you know.
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If you’re trying to decide whether to go into clinical or research, start early
(sophomore year) by working on research team.
Research is a luxury everyone who is interested in psychology should do. It can be a
one-on-one relationship with the professor who can help with graduate school
questions and personal statements too!
Get involved as early as possible if interested in graduate school!
Do a summer research program at another institute in Chicago or vicinity, so can
continue during the school year. I did one for two months in summer and it became
internship of 10-20 hours (paid!!!) during the year. McNair Scholars program
encourages this.
Balancing work with school
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Have a set schedule at work. No more than 15 hours a week.
Request every day before an exam off work!! This is a must. Work before class that
way you have all after class to do homework.
You have to think of school like your job; you have to be on time and do your work
or you’ll get fired!
Stay on top of your degree and what you want to do, especially if you want to
attend graduate school. The dates will come up – you need to plan ahead!
Putting priorities and setting them before you start your job helped. I decided that
school was going to be the priority.
Time Management and Study Strategies
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Time management is key!!! Be sure to have enough time to sleep as well as to
study.
Make school a priority…don’t worry there will be time for everything else!
Try to use notes alongside text books.
Don’t be afraid to go to office hours. Teachers want you to succeed.
If text books are too expensive check the library, they are often on reserve. This is
also a great way to encourage studying.
Set short term and long term goals
Give yourself time to complete your homework. Stay organized and plan ahead J
Stay organized! Use different color fluorescent note sheets for each class and
assignments.
Was able to graduate a quarter early because planned ahead — did all requirements
early, had 8 hours AP credit, so took 20 hours during two quarters.
Plan to stay on top of what you have to do and want to do.
Playing in Club La Crosse taught me to stay on top of my work so I could participate
in the games — also is fun, relaxing and helps keep me fit.
Don’t leave things until the last minute. Study for exams several days in
advance…it’s less stressful!
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Handling emotions
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Don’t stress out about your classes in the first week of quarter! Be open to change
and do what’s best for you! Think about the big picture and don’t worry about all
the small details.
Make sure you’re doing what you love.
Don’t be afraid to reach out for help when you need it.
Do not put things off to the last quarter.
Don’t freak out about not having a major! You will experience a lot of new things
and change your mind. Take your gen educational classes first as a way to get
ahead and have room to explore. Enjoy college!
My advice to DePaul students is to always stay motivated, and to keep the goal in
mind. Also try your very best on your work. The first part of done is Do!!!
Don’t stress…it will all come together in the end.
Don’t be afraid to be undecided. I was undecided for half of my college career —
and now I’m interested in psychology graduate program in research!
Study Abroad
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I recommend studying abroad if you have the opportunity. It’s nice to take a break
and re-evaluate what your priorities are.
Focusing on class and grades all the time can be hectic and getting away for a short
time can give you a new perspective on life!
It gives you a different perspective on whichever discipline studying. They
definitely approach psychology differently in Argentina.
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Department Undergraduate Advising Resources
We have many levels of support for you. Firstread undergraduate guide and drop by Byrne
451 A/B/C for overviewor contact PSYAdvising@depaul.edu with your preliminary questions.
Nexttake a PSY class to connect with your instructor. Plan to attend a PSI CHI event.
People:
 Christina Reyna PhD, Associate Chair creyna@depaul.edu
For questions that require departmental approval, such as substitution requests
 Theresa Luhrs PhD, Director of Undergraduate Studies, 451-A, tluhrs@depaul.edu, 773-3254256 Faculty mentor for PSI CHI, Approves Independent Studies, reviews transfer PSY courses
for articulation, answers questions about graduate and professional school preparation, as well
as undergraduate advising issues
 Elizabeth T. Jackson, Academic Advisor (staff), 451-B, ejackson@depaul.edu, 773-325-4789
Temporary advisor for sophomores and students transferring into DePaul, contact for all
students for degree completion and general administrative questions (waivers, registration,
taking classes pass/fail, and adjustment of degree progress report)
 Your faculty advisor
By end of sophomore year, you will be assigned to a faculty advisor to mentor you in psychology
programs
 Psyadvising@depaul.edu
Use this email reach Ellen Dulaney, PSY graduate student, to request to be assigned to faculty
advisor (include your ID#, name and interests in the request) and to ask questions about our
undergraduate and graduate programs, including the Cities Stress and Coping Project.
 Peer Leaders New Resource - advanced undergraduate students available to share their
experience and answer basic advising questions about our concentrations.
Tutoring:
Statistics: The department offers tutoring services in statistics for students in PSY 240 Statistics and PSY
340 Statistics II. Our tutors are available in the Tutoring Center in O’Connell 300 which offers tutoring in
all CSH areas, and writing as well (Our tutors are graduate and undergraduates selected by Dr. Halpert).
Career Advising:
Career Center: The department has partnership with the Career Center which provides on-site Career
Advising at Byrne Hall. During autumn/winter/spring there will be interns with office hours (TBA) in
Byrne 451-C. These students are earning their masters in counseling.
Student Clubs, Ways to be Involved and Other Student Organizations:
 PSY Club is open to any interested student
 PSI CHI ΨΧ International honor society: http://psichidepaul.wordpress.com/join/
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Research Lab opportunities: http://psichidepaul.wordpress.com/match-maker/
Pre-law student organization: contact Dr. David Barnum in PSC dbarnum@depaul.edu
Pre-health advising: http://csh.depaul.edu/student-resources/advising-studentservices/pre-health-advising/Pages/default.aspx
Other student organizations: https://orgsync.com/welcome/list_organizations?school_id=413
for student organizations in health, neuroscience and other areas
Online Resources:
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Liz Jackson’s Corner: What’s new - http://psichidepaul.wordpress.com/liz-jacksons-corner/
Catalog and Student Handbook: for academic requirements and policies:
http://sr.depaul.edu/CourseCatalog/CurrentCourseCatalog/index.asp
PSY Department website: see for additional advising resources
http://csh.depaul.edu/departments/psychology/Pages/default.aspx
Scholarships: http://csh.depaul.edu/student-resources/advising-studentservices/Pages/Scholarships.aspx
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Our faculty and their research interests
David Allbritton, Ph.D.
Associate Professor, Experimental Psychology
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Suzanne Bell, Ph.D.
Associate Professor, Industrial/Organizational Psychology
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Karen Budd, Ph.D.
Parenting
Treatment of young children with disruptive behavior
Cultural issues in psychology
Prevention of child maltreatment
Early school and family interventions
Director Experimental Psychology, Professor - Experimental Program
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Jocelyn Carter, Ph.D.
Predictors of job performance
Organizational training
Feedback acceptance
Team selection
Training
Conflict
Cross-cultural issues
Director of Clinical Training, Professor, Clinical - Child Psychology
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Linda Camras, Ph.D.
Text comprehension
Inference during reading
Intelligent tutoring systems
Applications of technology to learning
Behavioral assessment
Social and emotional development
Cross cultural studies of infant expressive behavior
Nonverbal communications
Assistant Professor, Clinical-Child Psychology
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Child clinical and pediatric psychology
Depression and anxiety
Adolescent development
Parenting
Family and peer relationships
Stress and coping in chronic illness
Trauma
Prevention and intervention
Psychological Assessment
Group and family therapy
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Doug Cellar, Ph.D. Associate Professor, Industrial/Organizational Psychology, Community Psychology
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Jessica Choplin, Ph.D.
Associate Professor, Experimental Psychology
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Sheldon Cotler, Ph.D.
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Socialization of children and adolescents
Child and family therapy
Evaluation of community interventions
Medical decision-making and compliance with treatment
Socialization and adjustment of children in family, peer and academic
settings
Program evaluation in applied settings
Professor, Experimental Psychology
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Joseph Ferrari, Ph.D.
Judgment & Decision Making
Attribute evaluations (e.g., evaluations of price and other consumerproduct attributes, food, body size)
Consumer fraud and protection
Professor, Clinical – Child Psychology
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Ralph Erber, Ph.D.
Behavioral assessment
Impact of cognition and personality variables on motivation and
performance
Training
Employee development
Self-regulation of mood and emotions
Ironic processes in mental control
Interpersonal relationships
Holocaust studies
MS Program Director, Professor, General Psychology, Community Psychology
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Chronic Procrastination
Impostor Phenomena
Self-Handicapping & Attribution
Attitude Change & Persuasion
Community-based Service-Learning & Volunteerism
Community Building & Sense of Community
Recovery from Addiction
Health Psychology and Program Evaluation
Behavior Analysis in the Community
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Patrick Fowler, Ph.D.
Assistant Professor, Clinical Psychology, Community Psychology
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Pablo Gomez, Ph.D.
Associate Professor, Experimental Psychology
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Kathryn Grant, Ph.D.
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Leonard Jason, Ph.D.
Stress effects on the health, academic engagement, and well-being of
adolescents.
Development of interventions to promote the health, academic
engagement, and well-being of adolescents exposed to stress.
I/O Program Director, Professor, Industrial/Organizational Psychology
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Frederick Heilizer, Ph.D.
Memory models and interaction between recognition and recall
Lexical decision task
Time courses of processing
Dual choice task modeling: diffusion models
Decision stage in the LDT
Consumer behavior on the internet
Professor, Clinical – Child Psychology
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Jane Halpert, Ph.D.
Mental health policy
Prevention and intervention
Developmental psychopathology
Program evaluation
Child welfare and housing problems
Residential and family instability
Emerging adulthood
Mindfulness-based interventions
Personnel selection
Decision-making
Women in management
Non-profit organizations
Associate Professor, Experimental Psychology
Director of Center for Community Research, Professor, Clinical Psychology, Community
Psychology
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Community psychology
Public policy
Sense of community
Community building
Primary prevention
Alcohol and drug abuse
Health psychology
Chronic health conditions (chronic fatigue syndrome)
Smoking prevention
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Christopher Keys, Ph.D.
Associate Dean for Research, CSH, Professor, Clinical Psychology, Community
Psychology
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Yan Li, Ph.D.
Television viewing among children
Oxford Houses
Media Interventions
Advocacy and empowerment of people with disabilities from a community
psychology perspective
Developing and evaluating programs of competence development
Mentoring
Peer mentoring
Intensive case management for youth of color with disabilities
The positive psychology of disability
Culture, race and disability
Participatory community research methods
Community psychology
Empirically supported interventions for people with disabilities
Assistant Professor, Experimental Psychology
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Developmental psychology
Social development
Child and adolescent aggression
Popularity
Social network
Theresa Luhrs, Ph.D.
Long-Term Teaching Professional, Director of Undergraduate Studies
Susan McMahon, Ph.D.
Chair, Psychology, Professor, Clinical Psychology, Community Psychology
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Joseph Mikels, Ph.D.
Assistant Professor, Experimental Psychology
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Antonio Polo, Ph.D.
Building competencies of urban, at-risk youth through school-based
interventions
Understanding risk and protective factors
Enhancing the educational system through creative approaches to
teaching reading
Violence prevention
Program evaluation
Aging and life-span development
Social and emotional development
Judgment and decision making
Assistant Professor, Clinical-Child Psychology
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Treatment of youth depression and the delivery of evidence-based
interventions into community settings such as schools and mental health
clinics
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Christine Reyna, Ph.D.
Etiology and correlates of mental health problems across cultural groups in
the United States, including among Latino and immigrant groups
Department Associate Chair, Associate Professor, Experimental Professor
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Impression formation and the consequences on interpersonal relationships
Achievement striving
Political attitudes
Attributions and stereotypes
Stereotypes as legitimizing ideologies
The influence of stereotypes on political decision-making
The use of stereotypes to convey identity
Attributions and social justice
The influence of social goals on impression formation strategies
Developing a cognitive model of implicit attitudes
W. LaVome Robinson, Ph.D. Professor, Clinical Psychology, Community Psychology
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Minority mental health
Health promotion
Adolescent risk and protective factors
Adolescent violence and depression prevention
School-based interventions
Bernadette Sanchez, Ph.D. Community Program Director, Associate Professor, Community Psychology
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Alice Stuhlmacher, Ph.D.
Professor, Industrial/Organizational Psychology
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Nathan Todd, Ph.D.
Community psychology
Ethnic minority youth
Education and academic achievement
Mentoring
Social support
Transition to adulthood
Racial disparities in mental health
Quantitative and qualitative methods
Negotiation and conflict resolution
Decision-making
Safety
Performance appraisal
Gender issues in the workplace
Computer-mediated communication
Assistant Professor, Clinical Psychology, Community Psychology
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Religious settings
Whiteness
Social justice
Quantitative methodology
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Annette Towler, Ph.D.
Associate Professor, Industrial/Organizational Psychology
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Sandra Virtue, Ph.D.
Employee training and development
Leader development and effectiveness
Attitudes and motivation at work
Associate Professor, Experimental Psychology
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Neural activity during reading
The role of the hemispheres on the brain and language
Inference generation during text comprehension
Neural activity during discourse comprehension
Hemispheric processing of language
Individual differences
The role of text difficulty
Bridging and predictive inferences
Spatial representations during reading
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First year goal:
48 hrs
( transfer students w/ 30 + transfer
credit, replace discover/explore/focal
point with other learnng domains.
Students with semester PSY intro credit,
may substitute PSY 106 with upper level
PSY class)
Second year goal:
96 hrs
Third year goal:
144 hrs
(transfer students must fulfill senior
residency of 60 hrs/15 classes, plus
majority of PSY classes at DePaul)
Fourth year goal:
192 hrs
•Maintain GPA, overall 2.0 or better
•Must earn C- or better in WRD 103 &104 and
PSY
•LSP I & II - Math & Technical Literacy -prereq is
place out or take MAT 100 (BA) or 101 (BS). .
•Meet with department academic advisor
•Bachelor of Science students must take or place
out of MAT 130 Pre-calc to take allied field
•Learn about interests and career options
•Attend annual PSY Night to learn more!
•Get assigned to faculty advisor by end of year
•decide on PSY concentration
•Work on research team
•BS program, core PSY classes and allied field
•BA program, meet language requirement
•Join PSY Club
•Explore other intrests with liberal studies
classes and extracurricular activities and
consider using general electives for minor.
•Attend annual PSY Night to learn more!
•Connect with faculty to build relationships for
letters of recommendation.
• Apply to PSI CHI (3.5 GPA), join research team
•Get internship (apply human services/
community) or volunteer, use Career Center
•Monitor GPA
•Meet with advisor for Graduation plan
•Plan for taking GRE or other tests
•Attend annual PSY Night to learn more!
•Graduation audit with academic advsisor
•Ask letters of recommendation from faculty
•Take senior capstone- PSY 361 History & Systems
•Attend PSI CHI workshops, join research team
•Apply for degree conferral by deadline for quarter
will complete requirements: Fall - 10/1; Winter 1/15; Spring 2/1; summer 7/15
•RSVP for annual June commencement,order cap &
gown & Celebrate !!!
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Psychology Undergraduate Courses
Highlighted five core classes required for all psychology majors.
PSY 105 INTRODUCTORY PSYCHOLOGY I (SSMW)
History and present status of psychology; statistics as a research tool; human development; learning,
memory, and intelligence; personality, stress, and coping; social psychology. PSY 105 and PSY 106 will
include a research participation requirement of no more than six hours.
PSY 106 INTRODUCTORY PSYCHOLOGY II (SSMW)
Methods of psychology; biological basis of behavior; sensation and perception; altered states of
awareness; language and thought; motivation and emotion; abnormal psychology and psychotherapy.
PSY 105 and PSY 106 will include a research participation requirement of no more than six hours.
PSY 210 PSYCHOLOGY OF BUSINESS AND INDUSTRY (SSMW)
Applications of theories and methods of psychology to the study of human behavior in business, industry
and other work environments. Cannot be used as psychology major course. PREREQUISITE(S): PSY 105
or 106.
PSY 213 LESBIAN, GAY, BISEXUAL AND TRANSGENDER PSYCHOLOGY
Overview of psychological and social issues relevant to lesbian, gay, bisexual, and transgendered (LGBT)
individuals and communities. The course will examine key concepts, LGBT psychological research, and
efforts to promote liberation and well being.
PSY 215 HUMAN SEXUALITY (SSMW)
Historical, cultural, psychological and physiological aspects of human sexuality. Cannot be used as
psychology major course. PREREQUISTE(S): PSY 105 or 106.
PSY 218 PSYCHOLOGICAL PROBLEMS OF CONTEMPORARY FAMILY (SSMW)
An overview of the major psychological issues facing the contemporary family. Cannot be used as
psychology major course. PREREQUISITE(S): PSY 105 or 106.
PSY 220 LATINA/O PSYCHOLOGY (SSMW)
The purpose of this course is to examine the psychological research literature on the mental health and
well being of Latina/o populations in the United States. A number of relevant topics will be examined,
including the current state of Latinas/os in psychology, cultural characteristics and values, immigration,
acculturation, ethnic identity, stereotypes and discrimination, health, and education. The goal of this
course is for students to be better equipped in understanding the factors that influence the psychology of
the Latina/o population.
PSY 221 ASIAN AMERICAN PSYCHOLOGY (SSMW)
This course provides an overview of historical and current issues related to the psychology of Asian
Americans. Factors such as changing demographics, ethnic identity and acculturation will be examined.
PSY 240 STATISTICS I
Descriptive and inferential statistics in the behavioral sciences. PREREQUISTE(S): PSY 105 or 106 and ISP
120.
PSY 241 RESEARCH METHODS I (SI: QUANT)
Introduction to methods of psychological research to enable students to become more sophisticated
consumers of research information. Students will learn and apply basic methodological concepts and skills.
Students will conduct a non-experimental research project, analyze the data, and write a paper based on
the project. PREREQUISITE(S): PSY 105 or 106 and 240 or its equivalent. Psy 241 and 242 may be taken in
15
either order.
PSY 242 RESEARCH METHODS II
Design, execution, analysis and interpretation of psychology research, with an emphasis on experimental
design. Students will conduct an experimental research project, analyze the data, and write a paper based
on the project. PREREQUISITE(S): PSY 105 or 106, 240 or its equivalent. Psy 241 and 242 may be taken in
either order.
PSY 280 CONTEMPORARY ISSUES
Psychological aspects of topics of current interest and relevance. PREREQUISITE(S): PSY 105 or 106.
PSY 302 PERSONAL ADJUSTMENT AND MENTAL HEALTH (SSMW)
Psychological principles involved in personality and interpersonal adjustments. May only be taken for credit
toward psychology major by students in the Comprehensive Evening Program. May be taken as general
elective by all students. PREREQUISITE(S): PSY 105 or 106.
PSY 303 HUMAN DEVELOPMENT (SSMW)
Principles of development from conception through maturity. May only be taken for credit toward
psychology major by students in the Comprehensive Evening Program. May be taken as general elective by
all students. PREREQUISITE(S): PSY 105 or 106.
PSY 305 PSYCHOLOGY AND SOCIAL JUSTICE (JYEL)
This course is designed to provide students with both in-class and applied experience within the field of
psychology, including an overview of psychology as an academic discipline. Offered every quarter.
PSY 306 SERVICE LEARNING (JYEL)
This course is designed to provide students with both in-class and applied experience in a specific area of
psychology. Course focuses on one particular topic per term, such as Mental Health Problems in
Contemporary Society, Chronic Fatigue Syndrome, etc. Check course schedule for current offerings.
PSY 310 CONNECTING WITH YOUTH THROUGH RESEARCH, ADVOCACY AND SERVICE (JYEL)
PSY 311 CONNECTING WITH YOUTH THROUGH RESEARCH, ADVOCACY AND SERVICE
PSY 312 CONNECTING WITH YOUTH THROUGH RESEARCH, ADVOCACY AND SERVICE
This course is the third in a three-quarter service learning sequence designed to teach students the latest
research on stressors affecting low-income urban communities and effective strategies for making a
difference in those communities. Students will put their learning into practice by connecting as mentors
and advocates with low-income urban adolescents.
PSY 317 PSYCHOLOGY OF INTERPERSONAL RELATIONSHIP (CROSS-LISTED AS PSY 435)
(SSMW)
A review of psychological issues, theory, and research related to close relationships, e.g., attraction, love,
attachment, friendship, sexuality, jealousy, conflict and power. PREREQUISITE(S): PSY 105 or 106.
PSY 325 PSYCHOLOGY OF WOMEN
A review of research and theory on women, including sexist bias in methodology, violence and
discrimination against women, gender differences in power and nonverbal behavior in relationships.
PSY 326 PSYCHOLOGY OF MEN
This course evaluates and investigates research and theory of the psychology of males in present society.
PSY 333 CHILD PSYCHOLOGY
16
Infancy and childhood. Description and evaluation of principles and theories of development from
conception through childhood. PREREQUISITE(S): PSY 105 or 106.
PSY 334 ADOLESCENT PSYCHOLOGY
Biological, cognitive, emotional and social development. Covers theories and research on normal and
abnormal development during adolescence. PREREQUISTE(S): PSY 105 or 106.
PSY 340 STATISTICS II
Introduction to advanced statistical techniques such as analysis of variance and regression models.
PREREQUISTE(S): PSY 240 or its equivalent.
NEW!! PSY 342 RESEARCH METHODS III: SPECIAL TOPICS IN PSYCHOLOGICAL RESEARCH
Topics will vary by instructor, but will focus on learning a particular method and/or technology used in
psychological research. Students will discuss, design and conduct research using the methodologies
covered in the course. PREREQUISITE(S): PSY 240, 241 and 242; PSY 340 highly recommended.
PSY 343 INTRODUCTION TO PSYCHOLOGICAL MEASUREMENT
Measurement in psychology; emphasis on standardization, reliability, validity; test and scale
development. Prerequisite(s): PSY 105 or 106, and 240, 241, and 242.
PSY 345 CULTURAL ISSUES IN PSYCHOLOGY
Race and ethnic relations in the U.S. is not a fixed, static phenomenon, but rather a dynamic, everchanging pattern of relationships. This course assists students in understanding the diversity,
heterogeneity, and complexity of race relations in American society. PREREQUISITE(S): PSY 105 or 106.
PSY 346 PSYCHOLOGY OF THE AFRICAN-AMERICAN CHILD (CROSS-LISTED AS PSY 521)
Development and socialization of the African-American child from infancy to adolescence. Emphasis on
psychological and cultural factors which influence these processes. Understanding the child, family and
the child, language and IQ, education and learning styles, and cultural identity are all emphasized.
PREREQUISTE(S): PSY 105 or 106. Cross-listed as PSY 521.
PSY 347 SOCIAL PSYCHOLOGY
Survey of social psychological theory and research on how individual behavior, thoughts, and feelings are
influenced by the social context in which they occur. PREREQUISTE(S): PSY 105 or 106.
PSY 348 SOCIAL COGNITION AND MENTAL CONTROL (CROSS-LISTED AS PSY 560)
Theory and research dealing with major aspects of social cognition and mental control, including social
perception, stereotyping, memory and affect, as well as the self-control of thought, emotion and
behavior. PREREQUISTE(S): PSY 347.
PSY 351 THEORIES OF PERSONALITY
Survey of major personality theories with separate emphasis on clinically-derived and research-derived
theories. Freudian psychoanalysis is especially emphasized in the clinical area. Personality research
philosophy is presented separately and as part of the research-derived theories. PREREQUISITE(S): PSY
105 or 106.
PSY 353 ABNORMAL PSYCHOLOGY
Description of the nature, symptoms, treatment applications, and cause of psychological disorders.
PREREQUISTE(S): PSY 105 or 106.
PSY 354 COMMUNITY PSYCHOLOGY (CROSS-LISTED AS PSY 654)
Focus on systemic and ecological theories of human behavior, diversity, social support, community
17
intervention and evaluation, empowerment, social change, and working with underserved populations.
Community service project strongly encouraged. Prerequisite: Psy 105 or 106.
PSY 355 TEAMS AND WORK GROUPS IN ORGANIZATIONS
Behavior of individuals in groups and the function of groups in organizational settings. Theories and
models of organizational structure. PREREQUISITE(S): PSY 347 or 380 or consent.
PSY 356 PRINCIPLES OF FIELD RESEARCH AND ACTION
Basic knowledge of program development, program evaluation, consultation, human diversity, ethics,
group dynamics, and interpersonal skills.
PSY 357 APPLIED PSYCHOLOGY I
Overview of behavioral principles, strategies, and system approaches to individual, organizational, and
community change. Offered winter quarter, and generally taken in junior year. PREREQUISTE(S):
Departmental approval (acceptance to Human Services program).
PSY 358 APPLIED PSYCHOLOGY II
Approaches to counseling, psychotherapy and helping relationships. Offered spring quarter, and
generally taken in junior year. PREREQUISITE(S): PSY 357.
PSY 359 FIELD WORK IN COMMUNITY RESEARCH AND ACTION (JYEL)
Field work in community research and action. Prerequisite(s): PSY 356 & senior standing.
PSY 360 THEORIES OF LEARNING AND COGNITION
Classical and modern theories. PREREQUISTE(S): PSY 105 or 106.
PSY 361 HISTORY AND SYSTEMS OF PSYCHOLOGY (SENIOR CAPSTONE)
Historical development of psychology and its fields. PREREQUISTE(S): PSY 105 or 106, 241 and 242.
PSY 363 ALCOHOLISM, DRUG ADDICTION AND RECOVERY
Survey of major research findings in the area of alcoholism and drug addiction. Description of treatment
programs for recovery and explorations of drug free ways to alter consciousness. Prerequisite(s): PSY
105 or 106.
PSY 364 HEALTH PSYCHOLOGY AND STRESS MANAGEMENT
Considers interaction of mind and body in maintaining health and resisting disease. Contributions of
exercise, lifestyle, psychological functioning, and spirituality to wellness will be examined. Students will
practice and document their experience with a wide range of stress management/exercise techniques.
PREREQUISITE(S): PSY 105 or 106.
PSY 366 BEHAVIOR PROBLEMS OF CHILDREN
Factors associated with deviance in children and adolescents. Examination of personal and social
consequences. Review treatment programs for children. PREREQUISITE(S): PSY 105 or 106.
PSY 367 PSYCHOLOGY OF EXCEPTIONAL CHILDREN
Comprehensive introduction to the study of special children--those children who do not reach their
fullest potential because of physical, social, cognitive, or behavioral factors. PREREQUISITE(S): PSY 105
or 106.
PSY 368 CHILD ABUSE AND NEGLECT (CROSS-LISTED AS PSY 678)
This course investigates in detail the causes, consequences, and contextual factors associated with child
maltreatment (abuse and neglect) and interventions for children and families. The course considers
maltreatment within an ecological context and examines issues of culture and diversity (e.g., race,
18
gender, ethnicity, socioeconomic status, sexual identity, family structure) in relation to maltreatment. It
is designed for students with prior coursework in psychological research methods and child psychology
or equivalent. Prerequisite(s): PSY 240, PSY 241, and PSY 333 or equivalent).
PSY 369 EMOTIONAL AND BEHAVIORAL DISORDERS CHILDREN AND ADOLESCENTS
This course examines the major developmental and emotional difficulties experienced by children and
adolescents. Factors that lead to the development of disorders, classification and treatment methods
will also be examined. Students will be required to complete 25 hours of service in an organization which
provides services to this population. Prerequisite: PSY 105 or 106.
PSY 370 SOCIAL AND EMOTIONAL DEVELOPMENT (CROSS-LISTED AS PSY 555)
This course focuses on the development of emotions, social relationships and social interactions. Both
theoretical perspectives and research findings are present and analyzed. Topics to be covered may
include primary emotions and their development, nonverbal communication of emotion, socialization
within the family, friendship and peer relations, aggression, moral development, sex role development
and attachment. PREREQUISITE(S): PSY 333.
PSY 373 HAPPINESS, JUDGMENT AND DECISION MAKING (CROSS-LISTED AS PSY 473)
An introduction to research in judgment and choice behaviors. Judgment refers to how people evaluate
information and make predictions. Choice concerns how people select a course of action among
alternatives. PREREQUISITE(S): PSY 105 or 106.
PSY 377 PHYSIOLOGICAL PSYCHOLOGY
Nervous system and endocrine functions as related to behavior. PREREQUISITE(S): PSY 105 or 106 and
241, 242.
PSY 380 INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY (CROSS-LISTED AS PSY 680)
Application of theories and methods of psychology to the study of human behavior in business, industry,
and other organizations. PREREQUISITE(S):PSY 105 or 106.
PSY 381 PERSONNEL PSYCHOLOGY
Application of concepts from differential psychology and measurement to employee selection,
performance appraisal, placement and training in business and other organizations. PREREQUISITE(S):
PSY 380 or consent.
PSY 382 ORGANIZATIONAL BEHAVIOR
Theories in learning, personality, work motivation, job attitudes, and organizational culture, and
application to employee behavior. PREREQUISITE(S): PSY 380 or consent.
PSY 385 TRAINING AND DEVELOPMENT IN ORGANIZATIONS
Issues related to training in industry and other organizations. Such topics as needs assessment, training
program design, and program evaluation will be covered, along with relevant ethical, social and
economic issues. PREREQUISITE(S): PSY 380 or consent.
PSY 388 TOPICAL SEMINAR IN INDUSTRIAL ORGANIZATIONAL PSYCHOLOGY
PSY 394 ADVANCED TOPICS IN PSYCHOLOGY
PREREQUISITE(S): Senior standing and consent of chair.
PSY 395 FIELD WORK/INTERNSHIP (JYEL)
Supervised experience in selected off-campus settings and associated readings. Generally taken during
senior year. PREREQUISITE(S): PSY 357, 358 and consent of Human Services Program director.
19
PSY 396 HONORS IN PSYCHOLOGY (JYEL)
Attendance at monthly Honors Seminar is required. Honors thesis is completed during the student's
senior year. Can be registered for more than once. PREREQUISITE(S): Senior standing and departmental
approval.
PSY 397 EXPERIENTIAL LEARNING/PSYCHOLOGY RESEARCH (JYEL)
Experiential Learning/Psychology Research. Prerequisite(s): Consent.
PSY 398 TUTORING AND MENTORING IN PSYCHOLOGY
Supervised experience tutoring classes and/or mentoring and advising in psychology. PREREQUISITE(S):
Departmental consent.
PSY 399 INDEPENDENT STUDY
PREREQUISITE: departmental approval. Hours may vary.
20
Choosing your plan: Bachelor of
Arts or Bachelor of Science?
What you need to know
 Students must select either Bachelor of Arts or Bachelor of Science
 Students must also select a concentration area by the junior year.
 Students must complete the requirements for one degree and concentration to graduate
 Double majors and minors are optional and would count toward general electives and possibly
some liberal studies. You only fulfill liberals studies for primary major. You need to decide early
if this is your plan so that can fit all into 4 years.
How do you decide?
 Collect the facts, research your options, talk with your professors
 Where do you want to build your areas of knowledge?
 Where do you shine? What do you do easily and well?
 Your GPA will matter when applying to graduate/professional programs, so if need to build
strength in area, plan strategically for success
 Which careers are you preparing for? Occupational Outlook Handbook:
http://www.bls.gov/oco/
 Is your career path pre-health and do you want to take BIO and possibly CHE, PHY? Do you want
advanced research classes? Did you score well on the math placement? Is there time to fit in the
required classes and 5-6 allied field? If yes consider Bachelor of Science
 Are you planning to double major? Have you met the modern language requirement? Are you
thinking about pre-law or other professional program and want flexibility? Do you want an
applied clinical or field experience? Do you want to study abroad? Do you want to work in
human resources or consulting If yes, considerBachelor of Arts
How are degrees similar?
 Both require common core: PSY 240 statisticsPSY 241, PSY 242 research methods
 Both require 14 PSY classes including capstone, PSY 361- History and Systems
 Therefore, could start with common core and then decide. With Bachelor of Science important
to complete as early as possible because fulfills prerequisites.
 Both strong undergraduate degrees, may do research, take advanced classes to strengthen
What is math requirement?
 Bachelor of Arts: MAT 100 (or placement out)LSP 120 Math & Tech LiteracyPSY 240
 Bachelor of Science: MAT 101(or placement out)LSP 120 Math & Tech LiteracyPSY 240.
MAT 130 pre-calculus (or placement out) will be required for allied field classes in BIO.
 Note: students who have taken calculus are except from LSP 120 requirement.
What is language requirement?
 Only required for Bachelor of Arts and may be met by 4 years of high school language or
equivalent of one year college, or placing out by taking online placement test.
 Language sequences start in autumn with 101-102 (winter)-103 (spring).
 If you have taken extra language courses, or are Bachelor of Science student with language
credits, may have earned modern language option credit to apply to your learning domains.
21
Liberal Studies overview by year
LIBERAL STUDIES: Explore many disciplines and fulfill CSH college requirements
Year One:
 Complete WRD 103WRD 104 with grades of C- or better , FOCAL POINT
 Complete or move forward with Math and Technical Literacy. Must place out of MAT 101/100 to
take LSP 120. (see more by BA/BS). LSP 120(found under CSH)LSP 121 (found under CDM) in
first year or early second year to have the best foundation.
o If you take both, you earn 1 waiver for learning domains (not SSMW or SI lab).
o If you have calculus credit, you are exempt from LSP 120.
o There is also a placement test at QRC that you can take to place out of one or both
classes, for more information see: http://qrc.depaul.edu/
Year Two:
 Search under “liberal studies requirements” to see your options for learning domains – you’ll be
surprised at all the options. You might find another area that you wish to learn more about or
build a minor or double major on.
 Fulfill your sophomore seminar: LSP 200. Focus is on multiculturalism topic, but taught by
faculty from different areas.
 Explore options for Junior Year Experiential Learning to plan ahead.
Year Three
 Meet the Junior Year Experiential Learning requirement - get experience you need!
o Psychology Internships: our department has two internships supervised by our faculty:
human services and community (see concentrations for more info)
o The Career Center offers many options for internships that require 100 hours per
quarter, plus class. http://careercenter.depaul.edu/jobs/default.aspx
o Study abroad programs must be applied several quarters in advance and require careful
planning. Please see SA website http://studioabroad.is.depaul.edu/
o Search under “junior year experiential learning” to see other classes (25 hours in field)
offered by other departments of interest that also meet this requirement.
o Students preparing for graduate study encouraged to work on research teams.
Year Four
Take the capstone for psychology PSY 361 (or if university honors or double major, have choice).
22
PUTTING IT ALL TOGETHER – BACHELOR OF ARTS
Liberal
Studies
Major
field (14)
(20)
General
electives
LIBERAL STUDIES (20 classes): Explore other disciplines and fulfill college requirements
 Must place out or take MAT 100 (if BA) MAT 101 Algebra (if BS)
 Finish your first year writing: WRD 103 & 104 and math requirements: LSP 120 Math and
Technical Literacy I (found under CSH) & 121 Math and Technical Literacy II (found under
College of DM)
 When you do class search, use “liberal studies requirements” to see your options for learning
domains
 Select courses that complement your learning goals and might double count for minor
 Plan for Junior Year Experiential Learning: may be fulfilled by internship, study abroad, class or
research – that best suits your interests!
MAJOR FIELD (14 classes w/capstone): See if psychology fits you! Try PSY 105 or 106




Register for core requirements (PSY 240 statistics, PSY 241 research I, PSY 242 Research II) to
have the best foundation for major level (PSY 317 and above) classes
Declare a concentration that matches your interests: standard, human development, human
services (apply autumn quarter junior year for senior year internship), industrial organizational
or community (apply winter quarter junior year for senior year internship)
http://sr.depaul.edu/catalog/catalogfiles/Current/College%20of%20Liberal%20Arts%20and%20
Sciences%20Undergraduate%20Studies/pg274.html
Meet with academic advisor for your tentative graduation plan
Get connected with a faculty advisor early in your academic career!
GENERAL ELECTIVES (14 classes): Invest time developing your areas of interest further




Build a minor or double major for strength in other disciplines
Finish up your language requirement if not yet met
Be open to opportunities that you encounter
Take additional psychology classes and work on research teams!
23
OVERVIEW OF 5 BACHELOR OF ARTS CONCENTRATIONS
(select one)
Five Core Classes required 1) PSY 105 Intro, 2) PSY 106 Intro,3) PSY 240 Statistics4) PSY 241 Research
Methods I, 5) PSY 242 Research Methods II. Take early for best foundation. Senior capstone class is PSY 361
History & Systems
Human
Services
Internship
program
Community
Field work
program
Industrial
Organizational
333 Child
347 Social
353 Abnormal
354 Community
380 Industrial
333 Child
Organizational
334 Adolescent
2 from: 355 Teams
347 Social
& Work Groups,
381 Personnel
+
Psychology
382 Organizational
5 major level PSY*
Behavior
385 Training and
Development in
Organizations
388 Topical
Seminar; +
343 Psychological
Measurement
Or 340 Statistics II
+
4 major level PSY*
How to get experience?
One diversity
from:
325 Women, 326
Men
345 Cultural, 346
African American
Either
347 Social or 380
I/O
Either
333 Child or 334
Adolescent
Apply to
program
November 1 of
Junior year
If accepted take
357 Applied I
(winter junior
year)
358 Applied II
(spring junior
year)
Apply to
program
February 20 of
junior year







Human
Development
Standard
347 Social
377 Physiological
One from: 342
Research III, 340 Stats
II, 343 Measurements
One from: 351
Theories or 360
Cognitive
+
4 major level PSY *
The goal is to provide
a preparation for
graduate program in
psychology with
advanced research
courses. Please
consult with faculty
advisor to plan.
Fulfill Junior Year Experiential Learning with a variety of
options: class, internship, study abroad, research
Connect with the Career Center to learn about University
internship Programs
Volunteer
Work on research teams from sophomore – senior year
Consider doing a senior year honors project
Study Abroad
Take an approved junior year experiential learning class in
psychology (PSY 305/306) or in another area of interest.
356 Principles of
Field Research &
Action (spring
junior year)
INTERNSHIP EXPERIENCE
395
359 Field work
(autumn/senior)
(autumn/senior)
395
359 Field work
(winter/senior)
(winter/senior)
395
(spring/senior)
*Your choice, but recommended to consult with your faculty advisor for best PSY course selection, must
be 317 and above.
24
How do you keep on Track with PSY classes?
Meet with faculty advisor for best class sequencing & selection
(Sample Schedule is for BA Human Development Concentration)
Year
1
Autumn
Winter
Spring
Hours Earned
Psy 105
Psy 106
LSP 112 Focal Pt
48
LSP 120
LSP 121
Learning Domain
WRD 103
WRD 104
Learning Domain
LSP 110 (or 111)
Learning domain
Learning Domain
2
240 Stats
Psy 241 Research I
Psy 242 Research II
96
Learning Domain
Psy 333 Child
PSY 334 Adolescent
LSP 200 Seminar
General Elective
Learning Domain
General Elective
Learning Domain
General Elective
3
Psy 347 Social
Psy (317 and above)
Psy (317 and above)
144
General Elective
Learning Domain
General Elective
Learning Domain
General Elective
Learning Domain
Learning Domain
Junior Year Exp.
General Elective
4
Psy 361 capstone
Psy (317 and above)
Psy (317 and above)
192
Psy (317 and above)
General Elective
General Elective
General Elective
General Elective
General Elective
General Elective
General Elective
General Elective
First Year:
o Explore DePaul and department resources
o understand policies and academic calendar
o learn about major and liberal studies requirements, fulfill prerequisites
o evaluate interests and abilities, look ahead to internships, volunteer, research and study abroad
options.
o Finish writing and math & tech literacy classes.
o Meet with academic advisor and make sure you’ve met modern language requirements.
Second Year:
o Determine major and minor requirements (earn C- or better)
o Pursue opportunities
o Connect with faculty advisor
o Take PSY core classes: PSY 240241 & PSY 242
o Work on research teams
o Attend PSI CHI events
o Be on track with hours and GPA*
Third Year:
o Meet with faculty advisor for best selection of psychology classes and
o Work on research teams
o Explore graduate/professional school requirements; Prepare for entrance exams; if planning to
take GRE PSY subject test, plan to take PSY 361 capstone to prepare
o Consider volunteer or internship and utilize Career Center resources
o Finalize degree requirements by meeting with academic advisor
Fourth Year:
o Make connections and clarify your plans
o Use Career Center resources and attend workshops and events
o Participate on research teams or volunteer or internships
o Request letters of recommendation
o Take Advanced PSY classes to strengthen application to PSY programs
o Meet with Academic Advisor for a graduation review (see graduation checklist) and apply for
degree conferral by deadlines.
25
TWO INTERNSHIP PROGRAMS
How do you decide if either of these
are for you?
#1. Human Services (see overview)
Q: What would I be doing in internship?
A: Here are some recent activities: Undergraduates co-facilitate weekly drop-in
support group, plan special events, work with small groups of children to build
socialization skills, assist victim witness associates during court process, work with
children to alleviate anxiety, and perform intake assessments.
Q: Where would the internship be?
A: There are many sites that we use and you’ll have a chance to meet representatives
from organizations. You may also request to use a different site that meets your
interests and the goals of the program. Here are some recent locations: Catholic
Charities Homeless Prevention Call Center, Chicago Children’s Advocacy Center for
Child Life, Cook County State’s Attorney Office- Domestic Violence branch, Illinois
Advocate Masonic Hospital – Pediatric Developmental Center, The Awakening Center,
Q: How is program structured?
A: Apply in autumn of junior year (application on website) each year @40 students
are selected for program this group of students take applied class in winter and
spring to prepare senior year participate in internship 8-10 hours per week autumn,
winter, spring.
Q: Is there anything I can do now to prepare?
A: Yes, there are several steps to take:
o Take required classes: PSY 333 child, PSY 347 Social, PSY 353 Abnormal
and work on completing core: PSY 240 Statistics PSY 241 & PSY 242
Research Methods.
o Have recent and extensive volunteer experience.
o Secure a faculty letter of recommendation.
o Have application in by November 1st deadline.
26
#2 Community Program (see overview)
Q: What would I be doing in internship?
A: Here are some recent projects: Mapping project, Feed a Teen, Latino Oxford
House, Impact Program, Extended Day School, Asian-American Catholic Identity,
Street Outreach and HIV/STI prevention, Housing Study, Head-start program, Chronic
Fatigue Syndrome. Here are some recent activities: creating databases, conducting
analyses, contributing to journal, presentations, outreach to community, supervision of
children, organizing events, and meeting with clients.
Q: Where would the internship be?
A: Here are some recent sites: Chicago Fair Trade, Kids off the Block, Center for
Community Research, UIC Institute of Juvenile Research, International Charter Schools,
Archdiocese of Chicago, Howard Brown Center, Christopher House, Jumpstart, and Dr.
Fowler’s research lab.
Q: How is program structured?
A: Students must apply to program in winter of their junior year if accepted to the
program, register for PSY 356 Fieldwork in spring of junior yeartake PSY 359
Fieldwork in autumn and winter of senior year.
Q: Is there anything I can do now to prepare?
A: PSY 354 Community psychology is a prerequisite to the program. It is helpful to
have completed the research methods sequence as well.
27
HUMAN SERVICES CONCENTRATION
The Department of Psychology offers a Human Services Concentration intended for students who have
an interest in learning how data and theory from the behavioral sciences, can be applied in real-life
settings. This is especially advantageous for students who are exploring working in clinical field, but is
relevant to other professions as well. Juniors must meet requirements to apply to the program in autumn
(November 1 deadline) and a letter of recommendation is needed from psychology faculty. Juniors take
applied courses in winter and in spring of junior year. Students also take internship class each quarter of
senior year. Required courses include the Common Core plus PSY 333 Child Psychology, PSY 347 Social
Psychology and PSY 353 Abnormal Psychology. Juniors are required to take PSY 357 – Applied
Psychology I (winter) and Applied Psychology II (spring). Seniors apply for internships in area of interest
and take PSY 395 fieldwork each quarter. The internship is approximately 8 hours per week and is
typically unpaid.
Goals of Human Services Concentration:

Assisting students in developing and/or applying technical communication and interpersonal
skills in a work environment.
 Assisting students in developing and applying research methodology in both professional and
academic areas.
 Students learn how data and theory from the behavioral sciences, can be applied in real-life
settings.
 Strengthening students' confidence in their ability to function effectively in a professional
setting.
 Providing students with an opportunity to explore career possibilities in the mental health area
on a first hand basis.
 Enhancing students' employability in their chosen field by providing them with work experience
in that field.
Possible Career Paths: (see Occupational Outlook Handbook, U.S. Dept. Labor, BLS)
 Work with a not-for-profit community service agency (such as those for children, families, the
homeless, older citizens, disabled persons or those with mental illness)
 Manage educational, social services, religious, or volunteer programs
 Medical and public health social workers
 Community relations officer
 Residential youth counselor
 Case worker or child care worker
 Child protection worker
 Group home coordinator
 Employment counselor
 Probation officers
 Director of volunteer services
 Research coordinator
Potential degrees might pursue: Clinical psychology, Social work, Education, School Psychology,
Community psychology, Nursing, Law Criminal Justice, Physical & Occupational Therapy, Public service,
Public health, Nonprofit management.
Preparing for graduate school: Additional Courses, Research experience, Internships & Field
experience, GRE & GPA, Statement of Purpose, Letters of recommendation, Important Skills: Research
and statistical skills, Oral & written communication, Interpersonal & collaboration skills.
Other
recommendations: If pursuing Psy D plan to take PSY 351 Theories of Personality and PSY 343
Psychology Measurements. If planning to be school counselor it is recommended to take PSY 366
Behavioral Problems of Children.
28
COMMUNITY PSYCHOLOGY CONCENTRATION
The Department of Psychology offers a Community Psychology concentration which is intended for
students who have interest in the relationships of individuals with communities & societies. Students
study how research and action, can be used to empower individuals and communities. Juniors must
take PSY 354 Community Psychology to be eligible to apply to program (February deadline) and a letter
of faculty recommendation is needed.
Required courses include Common Core plus PSY 354 Community Psychology, PSY 356 Principles of
Field Research and Action (spring/junior year), PSY 359 Field Work in Community Research and Action
(taken twice: autumn and winter/senior year); One diversity course from PSY 325 Psychology of Women,
PSY 326 Psychology of Men, PSY 345 Cultural Issues in Psychology, and PSY 346 Psychology of AfricanAmerican Child; One course from PSY 347 Social Psychology or PSY 380 Industrial and Organizational
Psychology; One course from PSY 333 Child Psychology and PSY 334 Adolescent Psychology; and One
course from PSY 351 Theories of Personality and PSY 353 Abnormal Psychology.
Goals of Community Concentration:
 Providing unique training in community psychology, emphasizing collaboration, and change
strategies to promote well-being.
 Understanding people within their social, cultural, economic, geographic, and historical
contexts.
 Promoting health and empowerment and preventing problems in communities, groups, and
individuals.
 Providing students with knowledge and practical skills to work effectively in the community.
 Facilitating the development of students as community advocates of social justice and
empowerment.
 Actively illustrating the relevance of academic work in applied settings.
 Providing opportunities to apply concepts and ideas learned in classroom to community
settings.
 Enhancing students’ employability by providing them with community-based skills and work
experiences.
Sample career paths:
 Director of educational, social services, religious, or volunteer programs
 Medical and public health social workers
 Community relations officer
 Residential youth counselor
 Case worker or child care worker
 Group home coordinator
 Court arbitrator, mediator, or conciliator
 Probation officers
 Community organizer
 Research coordinator
Potential Career Paths for MA, PhD in Community: Educators, Professors, Program Directors,
Consultants, Policy Developers, Executive Director of Nonprofit Organization, Program Developers,
Program Evaluators, Researchers, Community Organizers
Preparation for Graduate School: Courses, Research experience, Internships & Field experience, GREs &
GPA, Statement of Purpose, Letters of recommendation, Important Skills, Understanding of context,
intervention, research, & evaluation, Research and statistical skills, Oral & written communication,
Interpersonal & collaboration skills
29
HUMAN DEVELOPMENT CONCENTRATION
The Department of Psychology offers a Human Development Concentration intended for students who
are interested in working with children or adolescents in a variety of settings. It may be supplemented
with additional courses and extracurricular experiences in order to prepare students for graduate work in
nursing, or several forms of clinical practice. This concentration also would be appropriate for students
seeking a career in education via participation in DePaul’s 5-year Combined-Degree Teacher (B.A./B.S.M. Ed) Teacher-Education Program. It also may be combined with a minor in Early Childhood Education
or Physical Education to be followed by post-graduate work leading to teaching certification. Required
courses include the Common Core plus 333 Child Psychology; 334 Adolescent Psychology; 347 Social
Psychology; and five additional Psychology courses numbered 317 and above. In addition, 370 Social and
Emotional Development is recommended but not currently required. Students planning to work in
educational field take PSY 366 Behavioral Issues of Children and PSY 367 Psychology of Exceptional
Child.
Goals of the Human Development Concentration:

To prepare students for entry-level positions in careers involving work with children and
adolescents
 To prepare students for graduate study leading to careers that involve working with children
and/or adolescents
 To prepare students for their role as parents by providing a foundation of knowledge about child
development
 To prepare students for their role as science consumers by building critical thinking skills and
the ability to evaluate research related to children as presented in the popular media.
Possible Career Paths: (see Occupational Outlook Handbook, U.S. Dept. of Labor, BLS)
 Sample B.A. Level Positions:
o Teacher assistant
o Child care worker
o Social and human services assistant
o Other positions obtainable with a Psychology B.A. (e.g., in sales, service, or
business management)
 Sample Positions Requiring Less than 4 Years of Advanced Training (typically 2 yrs):
o Counselor (e.g., educational, vocational, school counselors)
o Social Worker
o Teacher
o Nurse
o Physician assistant
o Lawyer
 Sample Positions Requiring 4 Years or More of Advanced Training:
o University Professor (Teaching and Research)
o Clinical Psychologist
Supplementary Experience: Relevant volunteer, internship, research experience is desirable for
students either seeking careers or applying to graduate school in clinical or human services.
Undergraduate courses in biology, chemistry, anatomy, and/or physiology may be required for
admission into graduate nursing programs. Students should consult the requirements of advanced
training programs related to their targeted career path.
30
INDUSTRIAL ORGANIZATIONAL PSYCHOLOGY
CONCENTRATION
The Department of Psychology offers a concentration in Industrial Organizational Psychology intended
for students who have an interest in the scientific study of the workplace. Rigor and methods of
psychology are applied to issues of critical relevance to business and organizations, including talent
management, coaching, assessment, selection, training, organizational development, performance,
work-life balance, human resources, and employee well being. Even if students specialize in other fields
of Psychology, an I-O class or two can provide useful skills and knowledge related to the workplace. For
those students that are interested in the concentration, several options are available for careers or
advanced training in the field. Students are strongly encouraged to meet with an I-O Psychology
faculty member for advising relating to their goals and interests.
Required courses include psychology core classes (105, 106, 240,241, 242), PSY 380 Intro to I/O, two I-O
electives (choice of 355, 381, 382,388), PSY 343 or PSY 340, and four psychology electives. An I-O minor
is available for students in other departments and is a popular option for Communication and Business
students.
Possible Career Paths:
 Possible Career Paths with a Bachelor’s in Psychology with an I-O Concentration
Entry level jobs include
 Human Resource Careers such as
 Recruitment, selection, placement (recruiter)
 Compensation managers
 Benefits analyst
 Job analyst (position classifiers)
 Training specialist (orientation specialist)
 Human resource assistant or specialist
 Personnel assistant or specialist
 Employee relations specialist
 Management Consulting
 Organizational development consultant
 Survey project manager
 Research Consultant
 Marketing research (research assistant)
 Data mining (warehousing) professionals
 Management or sales
Potential degrees might pursue: Many options exist for continuing study and graduate school including
masters or doctoral work in I-O or related business fields such as Human Resources, Business
Administration, and Organizational Development and DePaul’s 5 year BA/MS in I-O. See an I-O faculty
advisor for more specific information on any of these options.
31
Bachelor of Science: Allied field Requirements
Allied
field 5-6
classes
Major
field 14
classes
Liberal
Studies
General
Electives
Allied field is required for both Bachelor of Science programs




Make sure you have a strong math/biology foundation prior to tackling these courses. *MAT
130 pre-calculus or placing out required. Must place out or take MAT 101.
Biology general sequences starts in autumn and then again winter, BIO 191192193. Be
sure you do well in each course before continuing in sequence.
General program: 5 major level math and or bio required
Cognitive neuroscience: 6 major level biology, including 3 from general BIO sequence.
32
Two Bachelor of Science Concentrations:
How do you decide which one is for you?
OVERVIEW OF TWO BACHELOR OF SCIENCE
CONCENTRATIONS (PICK ONE)
Five Core Classes required for all concentrations: 1) PSY 105 Intro, 2) PSY 106 Intro,3) PSY 240
Statistics4) PSY 241 Research Methods I, 5) PSY 242 Research Methods II. Recommended to take early to
fulfill prerequisites for five advanced core classes.
Senior capstone class is PSY 361 History & Systems
Five Advanced Core Classes required for both Bachelor of Science concentrations: PSY 340 Statistics II,
PSY 342 Research III, PSY 343 Psychological Measurements, PSY 360 Theories of Learning and Cognition,
PSY 377 Physiological Psychology*
General
Cognitive Neuroscience
3 major level PSY classes, must be numbered 317
and higher.
3 major level PSY classes from the following:
PSY 348 Social Cognition & Mental Control, PSY 353
Abnormal Psychology
PSY 363 Alcoholism, Drug Addiction & Recovery
PSY 364 Health Psychology & Stress Management,
PSY 373 Happiness, Judgment and Decision Making
Prerequisite for Allied field: MAT 130 pre-calculus, must take or place out
Allied Field:
(MAT 130 pre-calculus prerequisite)
5 Major Level Biology and or/Math courses
Allied Field:
6 Major Level Biology Courses:
BIO 191 autumn, BIO 192 winter, BIO 193 Spring
(required for higher level BIO) Sequence also starts
in winter with BIO 191.
3 additional major level BIO courses (see course
scheduling guide for allied field)
*PSY 377 is prerequisite to some BIO course so
recommended to take after complete PSY core.
33
COGNITIVE NEUROSCIENCE CONCENTRATION
The Department of Psychology offers a concentration that will enable students to structure their classes
to gain a thorough understanding of Cognitive Neuroscience related topics. (e.g., Cellular Neurobiology,
Abnormal Psychology, Biotechnology, etc.). With the recent technological advances in the field of
Psychology (e.g., genetic testing, neuro-imaging techniques, etc.) and the increased focus on
understanding the relation between the nervous system and behavior of an organism, the field of
Cognitive Neuroscience has expanded significantly in the last twenty years and takes a multidisciplinary
approach to understanding behavior.
This concentration will help prepare students for a variety of careers in a Cognitive Neuroscience related
field (e.g., a neurologist, a nurse, a cognitive neuroscientist, etc.) and assist them in the future study of
topics related to the field of Cognitive Neuroscience (e.g., neuropsychological disorders, genetic
underpinnings of diseases, brain-behavior relationships, etc.).
Required courses (13) include the Common Core (5) plus (5) PSY 340 Statistics II, PSY 342 Research
Methods III: Special Topics in Psychological Research, PSY 343 Psychological Measurements, PSY 360
Learning & Cognition and PSY 377 Physiological Psychology. The additional psychology electives (3)
should be chosen from: PSY 348 Social Cognition & Mental Control, PSY 353 Abnormal Psychology, PSY
363 Alcoholism, Drug Addiction and Recovery, PSY 364 Health Psychology & Stress Management, PSY
373 Happiness, Judgment and Decision Making, and PSY 398 Topics in Neuroscience.
Allied Fields (6): Biology 191 – General I, Biology 192- General II, Biology 193 – General III are required.
Three more major level Biology courses are selected with their faculty advisor. Some recommended
courses are: BIO 339 Cellular Neurobiology, BIO 340 Systems Neurobiology and BIO 341 Topics in
Neurobiology. Students may meet prerequisite for some advanced Biology courses by taking PSY 377
Physiological Psychology early in program.
Goals of the Cognitive Neuroscience Concentration: Allow students the opportunity to develop
curriculum to prepare for career or future study in the field
Possible Career Paths: Employment options for those with a Ph.D. in cognitive neuroscience or a
cognitive neuropsychology specialty include conducting research for a university, public or private
institutes, or working for a pharmaceutical company.
Supplementary Experience:
Chemistry courses are prerequisites for some advanced Biology courses. Therefore, students might
want to include these sequences in their undergraduate programming. In addition, the MAT calculus
series could also be helpful. Students need to connect with allied health advisors to learn more about
prerequisites for a variety of health fields. Working on a research team is a definite plus. Some students
might want to participate in senior honors program.
34
Planning for Allied Field Courses in Biology
Autumn Winter
Quarter Quarter
Take sequence in first
or second year:
Bio 191 General Biology
I LAB
Bio 193 General Biology
III LAB
Bio 192 General Biology II
LAB
Sequence starts again
in winter:
Bio 191 General Biology I
LAB
Spring
Quarter
Biology 193 General Biology
IIl LAB
Biology 192 General
Biology ll LAB
Bio 220 Principles of
Biotechnology (191) LAB
Bio 230 Epidemiology
(193) LAB
Bio 340 Systems
Neurobiology* (BIO 193
and PSY 377)LAB
Bio 341 * Topics in
Neurobiology (193)
Bio 260 Genetics (193)
LAB
Bio 260 Genetics (193)
LAB
Bio 339
Cellular Neurobiology* (
Bio 193 and PSY 377)




Math requirements: MAT 130 Pre-calculus is prerequisite for major level Biology
courses. Students may take or place out of this requirement. Students intending
to take Chemistry must also take a CHE placement test. Students who plan to
take Physics, must take or place out of MAT 131 Trigonometry.
Biology requirements: The full year of general biology is required: BIO 191->
192-> 193 or transfer equivalent. Students may start sequence in autumn or
winter. This sequence is required for higher level Biology courses.
*PSY 377 Physiological Psychology: This PSY class meets the prerequisite for
many advanced Biology courses for psychology majors. It is recommended to
take early in undergraduate program.
Three more allied: Students have option to select from classes listed above,
other major level BIO classes if have met the prerequisites (see BIO guide).
Chemistry is a prerequisite to BIO 250 Cell Biology and BIO 375 Introduction to
Pharmacology .
35
How do you keep on Track with PSY classes?
Meet with faculty advisor for best class sequencing & selection
(Sample Schedule is for BS Cognitive Neuroscience Concentration)
yr
1
Autumn Quarter
o
o
o
o
2
o
3
o
o
o
o
o
o
o
4
PSY 105 intro (core)
LSP 120
WRD 103 (C- or
above)
LSP 110 or 111
PSY 240 statistics
(core)
BIO 191 General I
LD
LSP 200 seminar
LD
LD
PSY 342 Research III
PSY 377
Physiological
Winter Quarter
o
o
o
o
o
o
o
o
o
o
o
PSY 106 intro (core)
LSP 121 (earn
waiver*)
WRD 104 (C- or
above)
LD
PSY 241 Research
I(core)
BIO 192 General II
LD
PSY 340 Stats II
PSY 343
Measurement
JYEL
BIO (220 Biotech,
340 Systems, 260
Genetics)
PSY 360
PSY (see list**)
GE
GE
GE
Spring Quarter
o
o
o
o
LSP 112 Focal Pt
LD
LD
LD
o
PSY 242 Research II
(core)
BIO 193 General III
LD
LD
PSY (see list*)
General elective
BIO (230
Epidemiology, 341
Topics, 260
Genetics)
LD
PSY (see list**)
GE
GE
GE
o
o
o
o
o
o
Total Hours
Earned
48 hours
96 hours
144 hours
o
o
PSY (see list**)
o
o
192 hours
PSY 361 capstone
o
o
BIO 339 Cellular
o
o
Neurobiology
o
o
o GE
GE = General elective LD = learning domain (note: BIO 191, 192, 193 will count for SI requirements and
open up 3 general electives)
o
o
o
*Students who take both LSP 120 and LSP 121 will earn one liberal studies waiver to apply toward
learning domains (not SSMW or SI lab).
** Students select courses from PSY 348 Social Cognition & Mental Control, PSY 353 Abnormal
Psychology, PSY 363 Alcoholism, Drug Addiction and Recovery, PSY 364 Health Psychology & Stress
Management, PSY 373 Happiness, and Judgment and Decision Making.
36
MINOR IN PSYCHOLOGY
MINOR IN PSYCHOLOGY
For students who are majoring in another department, the Psychology Department offers three minors,
each requiring six courses overall in Psychology. If transfer student has credit for introduction to
psychology, PSY 106 would not be required, however there must be 6 courses overall. The majority, at
least 3, must be taken at DePaul.
1.
Experimental minor: PSY 105, PSY 106 and at least two courses in
Experimental/Biological foundations: PSY 360 Theories of Learning and
Cognition, PSY 373 Happiness, Judgment and Decision-making, 377
Physiological PSY, plus two PSY classes. It is recommended that all classes be
major level (317 and above).
2.
Industrial Organizational minor: PSY 105, PSY 106, 380 Industrial
Organizational PSY and one more course from the following list: PSY 355
Teams and Work Groups in Organizations, 381 Personnel Psychology, 382
Organizational Behavior, 385 Training and Development in Organizations,
388 Topical Seminar and two additional PSY electives. It is recommended that
all classes be major level (317 and above).
3.
Applied Psychology minor: PSY 105, 106 and at least two from the following
list: PSY 317 Interpersonal, 345 Cultural Issues, 347 Social, 348 Social Cognition,
353 Abnormal, 363 Alcoholism, Drug Addiction & Recovery, 364 Health PSY
and Stress Management, 366 Behavioral Issues of Children and two additional
PSY electives. It is recommended that all classes be major level (317 and
above).
37
TIMELINE FOR APPLYING TO GRADUATE SCHOOL
Applying to grad school can feel like a seven-month scavenger hunt. Here's a map to help you find your
way.
SEPTEMBER
Apply to take the Graduate Record Examinations (GREs) in October, and start studying.
Tip: Take practice exams and focus on areas where you need the most improvement.
OCTOBER
List the programs you want to apply to and schedule campus visits to your top choices.
Tip: Call the department to see if any faculty can meet with you while you're there.
NOVEMBER
Request that your undergraduate transcripts be mailed to the institutions to which you're applying.
Contact your favorite former professors and ask for letters of recommendation.
Tip: Send an information packet to the people who write your letters, including your resume,
undergraduate transcript and a list of accomplishments.
DECEMBER
Write your essays. Finalize and mail applications and financial aid forms.
Tip: Make a backup copy of your application packet. Consider sending it through registered mail.
JANUARY
File your Free Application for Federal Student Aid. Confirm that your professors sent their
recommendation letters.
MARCH
Accept and decline offers.
Tip: As soon as you have two offers in hand, pick the one that you prefer and immediately decline the
other.
APRIL
Celebrate (or regroup).
Adapted from Getting In: A Step-by-Step Plan for Gaining Admission to Graduate School in Psychology,
Second Edition (pp. 8-9). Copyright ©2007 by APA.
38
HOW TO WORK ON RESEARCH TEAMS
How to apply:
1.
2.
3.
4.
5.
Use match-maker to find ongoing research projects
http://psichidepaul.wordpress.com/match-maker/
Interview with research project supervisor for permission
If approved, inquire if is for credit
If for credit, there are several course # options, listed below
 PSY 399 = PSY elective credit 2-4 hours
 PSY 397 = Junior year experiential learning credit (JYEL) and must be for 4 hours in same
quarter; may be taken only once, not repeatable.
 PSY 396 honors credit = JYEL or PSY elective 4 credits, may register up to 3 times in senior
year.
If for PSY honors, must first submit honors application and be approved by Dr. Cotler,
scolter@depaul.edu application. You will find the application at this link:
http://csh.depaul.edu/academics/undergraduate/psychology/Pages/honors-program.aspx
How to register:
1.
2.
3.
4.
5.
6.
7.
Student must complete application for independent study which is at this link:
http://csh.depaul.edu/student-resources/advising-student-services/undergraduateadvising/Forms/Pages/default.aspx
Select the appropriate course # from above.
Research supervisor provides goals & plan of work contract with the application for
department approval (not required for honors).
Student drops off these forms to the department (Attn: Elizabeth Jackson) for registration
processing. Dr. Luhrs will sign-off.
Student and research supervisor will receive email notification when added. Registration is open
for studies for the first 4 weeks of quarter.
It is student’s responsibility confirm accuracy of registration, prior to last day to drop. The study
is for credit, so is subject to tuition guidelines.
th
If there is a registration hold, it will be student’s responsibility to resolve prior to 4 week of
quarter.
39
GETTING STARTED
CAREER CHECKLIST
1.
2.
3.

Attend relevant Career Center workshops
Research majors in Undergraduate catalog
Research career resources:
What can I do with this major?
www.careercenter.depaul.edu/advice/majorcareerpath.aspx
 Occupational Outlook Handbook www.bls.gov/oco
 O*Net - www.online.onetcenter.org
4. Consider finding on-campus and other part-time work, including an internship
or co-op
5. Consider volunteer and community service
6. Gain professional experience through experience
7. Meet with career peer advisor to create or enhance your resume
8. Attend more workshops!
9. Join student and/or professional organizations.
10. Talk with your advisor about recommended courses
11. Create a portfolio of your work and accomplishments.
12. Meet with Career Advisor to discuss strategies
QUESTIONS TO ASK A CAREER ADVISOR
1. Where can I search for jobs and internships?
2. What can I do with my major?
3. How should I go about putting together a resume and cover letter?
4. What questions will I get asked during interviews?
5. How do I secure research opportunities?
6. If I want to go into clinical psychology, how important is it to have research
experience before graduate school?
7. What happens if I don’t get into grad school?
8. How can I pursue a “helping” career and still live comfortably?
40
Possible Career Paths in Psychology
There are two main paths you can choose from: Applied and Research.
Applied
Human Factors
Therapeutic
I/O
 Therapeutic Careers: (Social Worker, Counselor, or Clinical Psychologist)
Clinical psychologist (PhD, Psy D)
Psychoanalyst (MD or PhD)
Licensed Social Worker (LSW- MSW, DSW)
Counselor or School Psychologist (PhD, Ed D)
Marriage Therapist, Counselor in Mental Health, School Guidance, Substance Abuse, etc.
(MFCC/MFT- MA, MS)

Industrial Psychologists: (MA or PhD)
Employee testing and selection
Job Analysis
Performance Appraisal
Organizational Psychologists (subfield of Industrial)
Organizational Development (intervenes in an organization to enhance effectiveness)

Human Factors Psychologists: (MA or PhD)
Generally, this profession is responsible for making sure devices and instruments people use
match people’s abilities and
limitations. There are five broad categories of work human factors psychologists do:
 Basic Research- Human capabilities and limitations (e.g. what the human eye is
capable, useful in designing displays)
 Applied Research- Research to solve specific problems (e.g. developing display airplane
pilots can see while looking out the window)
 Engineering - Member of design team; ensures design is usable and safe
 Research Interpretation- Apply research to solve practical problems
 Teaching - Teach undergrads or grad students
RESEARCH
Agency
Academic

Research Psychologists in Academia (PhD)
Teach, Conduct research, Publish, Attend professional conferences, specialize—focus on one
area of interest.

Research Psychologists in Government/Industry (MA, PhD)
Perform research in a variety of areas. Examples are CDC, NORC, Legal Consulting Firms, RAND
41
Frequently Asked Questions
Psychologist vs. Counselor?
Both help people deal with emotional stress, but licensed clinical, counseling, or educational
psychologists must have a doctorate in psychology, which requires 5-to-7 years of postgraduate work.
Most licensed counselors have master's degrees, which requires 2-to-3 years of postgraduate work.
Doctorate vs. Master's in Psychology?
This depends on your career goals and what area of psychology you'd like to practice. People with
master's degrees usually work in group counseling practices, clinics, program for specific populations
(drug abusers, battered wives, chronic psychiatric patients, etc.), and employee assistance programs. In
today’s market of managed health care, Ph.D. level psychologists are more recognized by health insurers
and HMOs, have more privileges in the area of testing and assessment, and receive higher per-session
fees. They are also more competitive in receiving teaching posts at colleges and universities. Doctoral
degrees will enable you to earn more money, to work in positions with more responsibility (and status),
and to have more independence. Of course, doctoral programs are hard to get into, and take more time
and effort to complete--typically at least 4-6 years beyond the bachelor's degree. A master's degree gives
you more occupational advantages than a bachelor's degree, but less than a doctoral degree. On the
other hand, master's programs are easier to get into than doctoral programs; they are also less difficult
and take less time to complete (typically 2 years beyond the bachelor's degree).
What can I do with a Master’s Degree?
People with Master’s degrees work in a variety of settings. Many conduct research and work with
interviewing, data collection, and data analysis in university, medical, government, and private settings.
Others work in health settings, businesses, and schools. Many people with Master's degrees and state
licenses work as therapists in community clinics and medical settings, or as counselors, supervisors, and
administrators of residential treatment facilities. Some work under the direction of a Doctoral
psychologist, especially in clinical, counseling, and school settings, where they may be involved in testing
and assessment. Still others work in organizations with jobs in personnel selection, training, and job
satisfaction. According to the APA, only about 1/3 of those with a master's degree in psychology find
work in the field. Generally, work with a Master’s is not as highly paid as work with a Ph.D. degree.
Difference between a Ph.D. in Clinical Psychology and a Ph.D. in Counseling Psychology?
Clinical psychologists assess and treat mental, emotional, and behavioral disorders. These range from
short-term crises, such as difficulties resulting from adolescent rebellion, to more severe, chronic
conditions, such as schizophrenia. Some clinical psychologists treat specific problems exclusively, such as
phobias or clinical depression. Others focus on specific populations: youngsters, ethnic minority groups,
gays and lesbians, or the elderly.
Counseling psychologists help people to accommodate to change or to make changes in their lifestyle.
They might provide vocational and career assessment and guidance or help someone come to terms with
the death of a loved one. They help students adjust to college, and people to stop smoking or overeating.
They also consult with physicians on physical problems that have underlying psychological causes.
Differences Between PhD, Psy D, Ed D, and MD?
A PhD (Doctor of Philosophy) is the traditional psychology degree which places an equal emphasis on
research and clinical training. PhD programs are offered by traditional universities and are highly
competitive; some programs select only 6 students per year.
A PsyD (Doctor of Psychology) is a newer professional degree. It is awarded only in psychology and only
in the "professional" areas of clinical and counseling psychology--not, for example, in subfields like social
or developmental psychology. The major difference between the PsyD and the PhD is the emphasis on
42
research. The PhD degree prepares clinical psychologists to be researchers (as well as practitioners);
whereas, the PsyD prepares clinicians to be consumers of research (as well as practitioners). Thus, PhD
programs require students to take more courses in research design and statistics and to conduct research
compared to PsyD programs. In addition, PsyD programs place considerable emphasis on the provision
of psychological services.
The EdD is normally offered by an education department and usually signifies expertise in relating
psychology to education or counseling. Graduate programs in counselor education place less emphasis
on research than do psychology programs—including those in clinical and counseling psychology. In
education programs, students typically get less coursework and practical experience in psychological
assessment than do students in psychology programs. Moreover, preparation in this area is usually
limited to educational testing--e.g., occupational interest inventories. Counselor education programs will
require you to take courses and have supervised experiences in the appraisal and treatment of
psychological problems. Thus, if you want to do counseling, but are not interested in doing psychological
testing or research, a degree in counselor education (agency counseling or school counseling) may be just
what you want.
MD leads to a profession in Psychiatry. After earning their M.D. or D.O. degrees and completing any
necessary internships, psychiatrists still need to complete a psychiatric residency, typically lasting four to
six years. During the residency, psychiatrists generally choose to specialize in a specific subfield within
psychiatry, such as neuropsychiatry, child and adolescent psychiatry, forensic psychiatry or addiction
psychiatry.
What can I do with a Bachelor’s Degree?
To be a "psychologist," one must have a doctoral degree in psychology (PhD, Psy D, or, sometimes, an Ed
D). This is because the nature of the work that psychologists do requires much more extensive education
and training than can be gained in four years of undergraduate course work.
Nonetheless, there are numerous entry-level jobs that are open to those with a bachelor's degree in
psychology--although this often seems like the world's best-kept secret! You will need to do some
detective work to search out job options for psychology majors. The types of entry-level jobs for which
undergraduate psychology majors are typically prepared are those that use "people skills" (for example,
communicating with and relating to individuals from diverse backgrounds as is required for case workers,
counselor's aides, and in sales, marketing, personnel, and management positions), analytical skills (for
example, figuring out why a certain problem occurs and how to minimize or eliminate it), writing skills
(for example, writing a logically developed report), and research skills (for example, using statistics,
tables, and graphs to analyze problems and communicate relevant findings). It doesn't take a rocket
scientist to see that these skills can be used in a wide variety of work settings. Human services
(counseling, social work), business, criminal justice (probation officer, corrections officer), health and
recreation, and education are areas that come readily to mind.
43
Business Area
(A minor in business would be helpful)
advertising trainee
insurance agent
personnel worker/administrator
administrative assistant
job analyst
public information officer
advertising agent
loan officer
public relations
airline reservations clerk
management trainee
sales representative
claims specialist
marketing representative
small business owner
customer relations
marketing researcher
store manager
employee counselor
media buyer
staff training and development
employment counselor
occupational analyst
warehouse manager
Mental Health/Social Services Area
(A minor in family and child studies, justice studies, health and aging studies, or sociology would be
helpful)
behavior analyst
director of volunteer services
probation/parole officer
case worker
drug/substance abuse counselor
program manager
child protection worker
employment counselor
rehabilitation advisor
corrections officer
family service worker
residential youth counselor
counselor aide
group home coordinator
social service director
day care center supervisor
mental retardation unit manager
veterans' advisor
Other Positions
(Various other minors may be helpful when combined with psychology in these fields)
affirmative action officer
community relations officer
hospital patient service
representative
child care worker
congressional aide
newspaper reporter
college admissions counselor
director of alumni relations
(college)
park and recreation director
college admissions recruiter
director of fund raising (college)
statistical assistant
community recreation
worker
fast food restaurant manager
technical writer
44
Congratulations on your achievements! Here are steps to graduation
Department of Psychology - senior “to do” list
o
o
o
o
o
o
o
o
o
o
o
Check your degree progress report online, to see if you are on track to graduate. Typically
students earn 48 hours/12 classes per yr. 18 hours are covered by tuition package rate.
Requirements: 192 hrs minimum; senior residency=last 60 at DePaul, majority of major at
DePaul = 7; Modern language if BA;GPA 2.0 +
Schedule quarterly meetings with your faculty advisor for guidance on graduate school goals
and keeping the door open for future opportunities. Classes or activities to do? Will GPA meet
graduate school criteria? Need tests for graduate/professional programs? Do you have letters of
recommendation?
Meet with Career Center counselors Assess your job readiness and experience. Get help with
your resume and interview skills. Explore and learn about different career paths.
Apply for Degree Conferral on Campus Connect This notifies college that you plan to finish
your degree in a specific term. Deadlines are: 10/1 (if done autumn); 1/15 (if done winter); 2/1 (if
done spring); 7/15 (if done summer). In Campus Connect, “For Students”  “Graduation” 
“Apply for Degree Conferral”. There is a confirmation page you may print out. If your plans
change you can edit this application. If needed, update your Mailing Address in Campus
Connect. Diplomas mailed 4-6 weeks after conferral.
Meet for degree conferral review: Contact Liz Jackson, academic advisor,
ejackson@depaul.edu to schedule a review. It’s best to check-in end of junior year and twice in
senior year. If you are university honors or double major, be sure to check-in with those
advisors as well.
When you register for last quarter, re-check your degree progress to make sure all areas
green (done) or yellow (in progress). If any are red, contact ejackson@depaul.edu
RSVP to the Commencement Ceremony by May 1. Please tell DePaul whether you plan to
walk across the stage in June. There is only 1 ceremony per year and you are eligible to
participate if you plan to finish all degree requirements this academic year (Autumn 2012 or
Winter, Spring, Summer 2013.) To RSVP, Campus Connect  “For Students”  “Graduation”
 “Commencement RSVP”. Must apply for degree conferral first. There are no tickets to
purchase.
Order your Cap and Gown by May 1. After you RSVP for commencement, Campus Connect
automatically directs you to a link to order your cap and gown. There is no charge for cap and
gown. You will get to keep the tassel, but the cap and gown is returned after ceremony.
Pick up your Cap and Gown on the DePaul campus before the ceremony. If you do not pick up
your cap and gown on the designated pick-up days (TBA), then you will have to get your cap and
gown on the morning of the commencement ceremony (you’ll be very busy that morning, so
better to get beforehand!).
Attend the Almost Alumni Fair in March (TBA): This is where you can take photos in a loaner
cap & gown (at the end of the graduation ceremony, there’s no opportunity for photos), order
your class ring, and learn about joining the Alumni Association (a great way to do some
professional networking!).
The 2013 Commencement Ceremony (TBA) This is where you will walk the stage and receive a
cover for your diploma. …Celebrate!
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PLAN YOUR ALL YOUR TIME COMMITMENTS
Tuesday
Wednesday* Thursday
Monday*
8:00-9:30
8:00-9:30
8:30-9:30
9:40-11:10
11:2012:20
1:00-2:30
8:00-9:30
8:30-9:30
9:40-11:10
9:40-10:40
11:2012:50
8:00-9:30
9:40-11:10
11:20-12:50
9:40-11:10
1:00-2:00
1:00-2:30
12:00-3:15
9:40-10:40
11:2012:50
11:20-12:20
1:00-2:30
8:30-11:45
8:30-9:30
9:40-10:40
11:2012:50
Friday*
11:20-12:20
1:00-2:30
1:00-2:00
1:00-2:00
2:40-4:10
2:40-4:10
2:40-4:10
2:40-4:10
4:20-5:50
4:20-5:50
4:20-5:50
4:20-5:50
6:00-9:15
6:00-9:15
6:00-9:15
6:00-9:15
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Saturday
Sunday
Some Additional Resources
As a student we realize that you are faced with many challenges on a
day-to-day basis that may have a direct impact on your academic
success. Please see the examples listed below of strategies and resources
to assist you with maintaining a successful GPA. Here are a few of many
options…
o
Use the “what if” in your degree progress report, to see if changing your
major/concentration/minor would be the best plan for you.
o
Repeat courses which you previously received a grade of “D”, “F”, or “FX”. If you
earned credit previously, you will not earn additional hours. Remember this when
you’re calculating how many classes needed to graduate.
o
Meet with your professors and your academic advisor/faculty advisor on a regular basis.
To schedule an appointment with Psychology Advisor, Elizabeth Jackson please email:
ejackson@depaul.edu to make arrangements.
o
For students with learning disabilities, contact the Plus Program.
(http://studentaffairs.depaul.edu/plus/)
o
Visit the University Counseling Center for affordable and confidential counseling for
currently enrolled DePaul students. (http://studentaffairs.depaul.edu/ucs/)
o
Visit the Writing Center for assistance with editing papers for grammar and mechanics
and for other literacy-based activities for school. (http://condor.depaul.edu/~writing/) –
o
Visit the Math Department to learn about tutoring availability.
(http://las.depaul.edu/math/StudentResouces/index.asp click on “Tutoring Schedule”)
o
Utilize additional resources for support, such as the Excel Initiative
http://www.studentaffairs.depaul.edu/omss/excel.html
o
It is also beneficial to be aware of the upcoming class drop deadlines for each quarter,
found at: http://oaa.depaul.edu/what/calendar.jsp.
Science and Math Learning Center, O’Connell Hall 300 - Tutoring help
in Biology, chemistry, physics, Psychology (statistics), and Quantitative
Reasoning – and writing!
http://csh.depaul.edu/student-resources/advising-studentservices/Pages/Science-and-Math-Learning-Center.aspx
47
Transfer guide for Psychology
Our Concentrations
o
o
Our department has two degree paths -- and you select a concentration within:
o Bachelor of Arts: Concentrations are Standard, Human Development,
Industrial Organizational, Community, and Human Services.
o Bachelor of Science: General and Cognitive Neuroscience
How do you choose?
o Learn more about concentrations and see timeline for each.
o Talk with staff and faculty at department
o Take a class, then decide
o Research career paths (see student guide and resources)
o Learn about other majors & minors (see catalogs)
o Know yourself as a student
 What is your language placement?
 What is your math placement?
o Know the requirements
 BA: need to meet modern language (4 years highs school language or
one year college level language – or placement out)
 BS: allied field requirements in math and or biology requiring taking or
placement out of MAT 130 Pre-calculus
Your credits, items to discuss with an advisor
o
o
o
o
o
o
o
o
Degree Progress report is overview of your requirements to graduate (areas in green =
complete, yellow = in progress, red = to do) and advisors verify if correct
If you have pending credit, requirements will change when transcript posted
If you attended a semester school, you may have some liberal studies waived (not
required) because of excess credit. This may require follow-up with advisor.
IAI (Illinois Articulation Initiative) students have met most liberal studies.
Standard is the default BA and General is default BS concentration
You can do the “what if” to try different college, degree, concentrations, major, and
minor programs within DePaul. On Campus Connection may declare ( for
students>records& registration>change college, major, concentration, minors)
If you have semester transfer credit for PSY 105 (4.5 credit hours) , you are not required
to take PSY 106, but will need to substitute another PSY class to cover hours needed. It
is okay to take PSY 106 if you require a refresher.
If you have transfer credit for Statistics, LSP 120 Math & Tech Lit I, not required, but
might consider taking if you feel your computer skills need work. It is recommended to
take our PSY 240 Statistics to have best foundation although transferred statistics
courses that are equivalent to MAT 242 will most often be acceptable.
What’s next?
o
o
o
o
Stop by the department of psychology, 4th floor Byrne Hall
Drop in to meet with Liz Jackson, Byrne 451-B, ejackson@depaul.edu if have any
follow-up questions. If you email, be sure to include your student ID#.
Meet with our Career interns who have office hours in Byrne Hall
Be aware of the academic calendar, especially last day to add and drop classes.
48