Curriculum

This course examines how developmental pathways are shaped by the interaction of biological (e.g., genetics) and environmental factors. Various theoretical frameworks for the study of development are explored, with an eye toward those that have received empirical support. Particular attention is paid to the ways that developmental processes are similar and dissimilar across various socio-cultural groups, and to the clinical implications of such processes. 3 credits

This course provides students with basic competencies in the practical application of psychometrics and the selection, administration, scoring and interpretation of individually administered tests of intelligence, achievement, and executive function. The Wechsler scales are highlighted. Issues of theory, research, clinical utility and ethics are addressed. Special attention is given to issues relating to culturally sensitive assessment methodology. 3 credits

This is a foundational course in psychometrics and serves as the first course in the measurement/statistics/research methodology progression. Students are introduced to fundamental principles and concepts of reliability, validity, measurement theory and psychometrics. In addition, students develop a fundamental understanding of the foundation of statistical procedures and data analysis and develop the statistical skills necessary for selection and accurate interpretation of clinical psychological measures, with an emphasis on Factor Analytic Procedures, Item Analysis, Analysis of Variance and Linear Regression. In learning statistical procedures, students also gain proficiency in SPSS. Methods of reporting results in APA style are also stressed. 4 credits

This first course of a three-semester sequence is designed to familiarize students with the roles and functions of clinical psychologists in a variety of settings, including: clinics, hospitals, private practice settings, post-secondary education settings, and other alternative service delivery systems seen as part of the integrative health care movement seen across the United States. Focus is on the values, attitudes, and behaviors that are expected of professionals in this discipline. Professional ethics, legal issues and professional standards, public policy (including legislation and regulations), professional trends, quality of practice, and the organization and operation of mental health settings are also addressed. Resource-speakers with expertise in specific areas of discussion are invited to participate. 1 credit

This course is designed to provide students with an understanding and appreciation of the main research trends and findings with regards to contemporary cognitive psychology and emotion science, with particular attention to the study of basic cognitive processes of attention and memory, the function of emotions, emotion regulation, and the role of cognitive mechanisms in the processing of affective. 3 credits

This course involves an intensive exploration of historical and contemporary models of human personality, individual differences, and learning. The focus in this course is on an in-depth examination of the range of major theoretical models that explain and describe human behavior and differences between individuals in learning and behavioral functioning. Attention to both categorical and dimensional models of personality are examined. 3 credits

This course is designed to help students develop knowledge and skills related to the selection, administration, and interpretation of representative objective personality and behavioral assessment instruments commonly used in practice {MMPI-II, MMPI-II-RF, MMPI-A, PAI, nonclinical assessment (e.g. 16PF), projective techniques (Rorschach), and brief measures (e.g. BDI)}. This course takes a life-span approach to personality and behavioral assessment, and addresses issues of theory, research, clinical utility, cultural competence, and professional ethics. Students also learn to begin the process of integrating data obtained from multiple sources to write comprehensive psychological assessment reports. 3 credits

This course offers an exploration of the major diagnostic categories and specific psychological disorders affecting adults, with an emphasis on epidemiological factors, etiology, symptomatology, maintaining factors, pathological processes, and common treatment options. Special attention is given to differential diagnosis and comorbidities among disorders. Students become proficient in the use of the DSM5. 3 credits

This second course of a three-semester sequence is designed to continue to familiarize students with the roles and functions of clinical psychologists in a variety of settings, including; clinics, hospitals, private practice settings, post-secondary education settings, and other alternative service delivery systems seen as part of the integrative health care movement seen across the United States. There is continued focus on the values, attitudes and behaviors that are expected of professionals in this discipline. Professional ethics, legal issues and professional standards, public policy (including legislation and regulations), professional trends, quality of practice, and the organization and operation of mental health settings are also addressed. Resource-speakers with expertise in specific areas of discussion are invited to participate. 1 credit

This is the second course in the measurement/statistics/research methodology progression. The purpose of this course is for students to develop a keen understanding of research design and the skills necessary for the implementation of a research project. In particular, students become familiar with issues, concepts, and procedures in clinical efficacy and effectiveness research, including single-case experimental design. An expanded consideration of the ethics of research, IRB requirements and APA style of data reporting and manuscript writing are included. Students also gain experience with manuscript reviewing. 4 credits

A laboratory-based clinical skills course designed to develop foundational interviewing and intervention skills essential to obtaining relevant clinical information, determining appropriate diagnoses, assessing and managing suicide risk, establishing an effective therapeutic relationship, and promoting behavior change. In addition, this course examines psychotherapy as a change agent. The empirical foundations of psychotherapy are addressed with an emphasis on practice implications of current therapy research on readiness for change, efficacy and effectiveness, client-therapist variables and the therapeutic relationship. In addition, consideration is given to issues relating to matching clients to therapy type as well as the theoretical, empirical, and practical consideration of essential mechanisms of change in psychotherapy. 3 credits

This course focuses on an examination of the biological substrates and physiological processes of behavior from the cellular to the systemic to the behavioral level. The course examines basic aspects of functional neuroanatomy and brain-behavior relationships, as well as the relationship between the nervous system, endocrine system, and human behavior. Models of mind, consciousness, and cortical functioning are explored. 3 credits

This course is designed to provide the student with an understanding of foundational knowledge and skills required for provision of effective evidence-based psychological treatment of adults. Students are encouraged to think critically about psychological treatment selection and are exposed to the range of approaches to individual psychological treatment utilized in contemporary clinical practice, with particular attention and emphasis given to the mechanisms by which behavioral, cognitive-behavioral, interpersonal psychotherapy and emotion-focused psychotherapy, may achieve their results. These psychological treatment modalities are discussed in terms of efficacy, clinical utility, including adaptations when necessary for working with diverse populations. Issues relating to psychotherapy integration and unified treatment protocols, ethical considerations in treatment selection, and issues in the treatment of diverse populations are also covered in this class. 3 credits

This third course of a three-semester sequence is designed to continue to familiarize students with the roles and functions of clinical psychologists in a variety of settings, including; clinics, hospitals, private practice settings, post-secondary education settings, and other alternative service delivery systems seen as part of the integrative health care movement seen across the United States. There is continued focus on the values, attitudes and behaviors that are expected of professionals in this discipline. Professional ethics, legal issues and professional standards, public policy (including legislation and regulations), professional trends, quality of practice, and the organization and operation of mental health settings are also addressed. Resource-speakers with expertise in specific areas of discussion are invited to participate. 1 credit

A second course in psychopathology looking at psychological disorders found in childhood and adolescence. Issues of etiology, symptomatology, diagnosis, prevention, treatment and impact on systems over the life span are discussed. Students will become proficient in the use of the DSM5 and related diagnostic systems for disorders of childhood and adolescence. Students gain mastery in conceptualizing and synthesizing clinical information to formulate a clinical diagnosis based upon DSM5. In addition to a broad overview of child clinical disorders seen in childhood and adolescents, a number of key themes including 1) a developmental perspective for understanding childhood disorders; 2) the role of risk and resilience; and 3) how social, cultural, and economic diversity impacts symptom presentation and prognosis are examined. 3 credits

In this course, students are exposed to available child and adolescent psychological treatments, understand how to critically select and evaluate available treatments, gain a foundational understanding of how psychological treatments for children and adolescents are implemented, consider relevant issues pertaining to diversity and cultural competence, and relevant ethical issues. The course emphasizes treatments that have a strong evidence base, although newer and/or other interventions with less empirical support are discussed as well. 3 credits

This course is intended to provide the historical development, theoretical rationale and the empirical base for current models and methods of evidence-based psychological treatments with adult populations. Discussion emphasizes specific therapeutic models, techniques, and efficacy in the treatment of a wide range of psychological disorders and with diverse populations. Issues relating to psychotherapy integration and treatment of diverse populations are also covered in this class. 3 credits

This first course of a three-semester (4-credit total) sequence includes both didactic and discussion components, and focuses on issues important to professionals about to enter the field including an orientation to issues in day-to-day practice and professional development in modern clinical psychology, including issues in education and training of psychologists. Ethical and legal issues are covered in detail, with particular reference to the everyday issues of practice, and special emphasis to integrate these legal, ethical and professional issues into a thorough discussion and monitoring of students' current externship experiences. 2 credits

In this course, students develop an understanding of the foundations of clinical health psychology. This course reviews theory and research relevant to clinical health psychology from a biopsychosocial perspective. Theories of health behaviors are introduced in relation to behavioral risk factors. The relevance of health psychology to health-relevant constructs, as well as specific diseases and health problems (e.g., stress, behavior change, adherence, mental status, sleep, pain, and substance use) are introduced and discussed. The roles of clinical health psychologists in research and clinical practice spanning primary to tertiary care are discussed. Issues pertaining to inter-professional education, training, and practice are covered throughout. 3 credits

This first course of a three-semester course sequence taken during the first full-year of supervised clinical work. An educational experience that allows students to develop a professional identity and translate the knowledge and theory of clinical science into practical clinical skills while they provide direct assessment, consultation, and treatment services to children, adolescents, families, and/or adults in community-based externship placements. In this course, students receive case consultation with an emphasis on discussion of professional roles, responsibilities, ethical issues, clinical quandaries, and problems that are faced during student externship experiences. 1 credit

This course explores major topics in the study of health and health care delivery. We will discuss determinants of health, the social distribution of health and disease, and health disparities; the organization and financing of the U.S. health care system, its historical context, the roles and behaviors of its key actors, and its comparison to health systems of other nations; the quality, cost and accessibility of health care services; and health care delivery system improvement and reform. In particular, we delve into the history of the system, describing both the initial development of the system and the impetus for and structure of the Patient Protection and Affordable Care Act. After a grounding in the history and systems approach to the health care system, we learn about each of the components of the system, including finance and reimbursement, managed care, and behavioral health services. The objective of this course is to build understanding of fundamental ideas, issues and problems in health policy and management and thereby to provide a strong foundation for careers in a health care field. 3 credits

This second course of a three-semester (4-credit total) sequence includes both didactic and discussion components, and focuses on issues important to professionals about to enter the field including an orientation to issues in day-to-day practice and professional development in modern clinical psychology, such as issues in education and training of psychologists. Ethical and legal issues are covered in detail, with particular reference to the everyday issues of practice, and special emphasis on integrating these legal, ethical, and professional issues into a thorough discussion and monitoring of students' current externship experiences. 1 credit

This integrative assessment course will teach students how to incorporate relevant cognitive, projective, and objective personality test data into comprehensive psychological evaluations for use in a variety of clinical settings, including medical settings. Students will be able to write evaluations using professional style and technical language appropriate for the setting that: 1) Describe and predict complex behaviors within the context of the whole person, 2) accurately provide a diagnostic formulation, and 3) lead to pragmatic recommendations for interventions. 3 credits

The purpose of this course is to present an overview of health-promoting behaviors from the perspective of clinical health psychology. This course emphasizes changing behaviors to improve health and prevent disease. Psychological approaches for conceptualizing and changing behaviors to improve health represent the major focus of the course. While the primary focus of the course is intervention at the individual and group level, public health approaches that focus on change at the community or organizational level are reviewed, and we will touch upon the contributions of sociology, epidemiology, medicine, political science and economics to understanding health and illness. The specific topics chosen for in-depth exploration during the course comprise the major health issues facing our population, namely, obesity, nutrition, physical activity, and the use of tobacco. The behavioral antecedents of major diseases, particularly alcohol, opioid, and other drug misuse, heart disease and cancer are examined, by reviewing epidemiological and population-based studies of associations between behavioral and psychosocial variables and the occurrence of chronic disease conditions and decreased longevity. Behavioral interventions to modify risk factors for disease, including the clinical trial data supporting their efficacy, and their application in the practice of clinical health psychology are explored and discussed. 3 credits

An understanding of medical procedures and terminology is necessary for anyone who aspires to work in the healthcare field. Throughout this course, students have an opportunity to explore the language of medicine, learning about the importance of word structure in medical fields, focusing on technical terms used in medical terminology. In addition, this course is designed to develop a basic knowledge and understanding of the rationale for a variety of diagnostic procedures likely to be seen in primary care settings (e.g. history taking, EKG, X-Ray, laboratory procedures, etc.) 1 credit

This second course of a three-semester course sequence is taken during the first full-year of supervised clinical work. An educational experience that allows students to develop a professional identity and translate the knowledge and theory of clinical science into practical clinical skills while they provide direct assessment, consultation, and treatment services to children, adolescents, families, and/or adults in community-based externship placements. In this course, students receive case consultation, with an emphasis on discussion of professional roles, responsibilities, ethical issues, clinical quandaries, and problems that are faced during student externship experiences. 1 credit

This course provides the student with knowledge about and understanding of the development of psychology as a science and profession. The course is also concerned with the nature of science, and aims at providing the student with an understanding of how scientific ideas develop, are applied, and change over time. Four general topic areas are examined: psychology’s historical roots in philosophy, natural science, and national cultures; the work of the early psychologists; the development of various “systems” or “schools” of psychology in the 20th Century; and contemporary evolution of professional psychology as a Health Service Profession increasingly embedded in the broad health care system. 3 credits

This third course of a three-semester sequence includes both didactic and discussion components, and focuses on issues important to professionals about to enter the field including an orientation to issues in day-to-day practice and professional development in modern clinical psychology, including issues in education and training of psychologists. Ethical and legal issues are covered in detail, with particular reference to the everyday issues of practice, and special emphasis on integrating these legal, ethical and professional issues into a thorough discussion and monitoring of students' current externship experiences. 1 credit

This course carefully considers the importance of the psychologist-physician relationship in the treatment of acute and chronic medical conditions, and the role of psychological interventions in primary care and specialty settings. This course provides an in-depth look at working in medical settings, and covers working in primary care as well as working with specific specialty populations such as oncology. Included are discussions of the practical side of setting up behavioral consultation services in medicine, specific issues related to various diseases seen in primary care, and integration of issues that have been found to be important when working within primary care or specialty services. The medical field, medical professionals, patient perspectives in health care, and communications between health care providers and patients will be discussed. Psychological treatment techniques appropriate for primary care and specialty settings, including brief (time limited) therapy, pain management, smoking cessation, stress management, mindfulness interventions, and low-intensity cognitive behavioral interventions are presented and discussed. 3 credits

This third course of a three-semester course sequence s taken during the first full-year of supervised clinical work. An educational experience that allows students to develop a professional identity and translate the knowledge and theory of clinical science into practical clinical skills while they provide direct assessment, consultation, and treatment services to children, adolescents, families, and/or adults in community-based externship placements. In this course, students receive case consultation with an emphasis on discussion of professional roles, responsibilities, ethical issues, clinical quandaries, and problems that are faced during student externship experiences. 1 credit

This course provides an overview of theory, research, and professional practice in pediatric psychology. The course reviews medical and behavioral aspects of the most common chronic pediatric illnesses, theories explaining the etiology and maintenance of behavioral aspects of pediatric illness, and considerations for psychological assessment and intervention in areas such as adherence to medical interventions, emotional difficulties related to chronic illness and coping with medical procedures. Course content also includes discussion about the evolving role of psychologists in pediatric settings. 3 credits

This first course of a three-semester (4-credit total) course sequence provides students with the knowledge needed to be clinically sensitive psychologists able to work with a range of individuals from diverse backgrounds in clinical and medical settings. Cultural differences and how they relate to the diagnosis of psychopathology and a variety of medical conditions are explored, as well as how cultures differ on important issues such as violence, suicide, expression of emotions, childrearing, etc. The APA guidelines for multicultural competency are also presented. Other ways individuals are diverse and therefore can be treated unfairly in our society such as gender, religious practices, sexual orientation, disability, socioeconomic status, or medical conditions are also explored, as well as health disparities in the broad medical system. Finally, special emphasis is on integrating these issues within a thorough discussion and monitoring of their relevance to students' current externship experiences. 2 credits

This first course of a three-semester course sequence s taken during the second full-year of supervised clinical work. An educational experience that allows students to continue to develop a professional identity and translate the knowledge and theory of clinical science into practical clinical skills with increasing sophistication, while they provide direct assessment, consultation, and treatment services to children, adolescents, families, and/or adults in community-based externship placements. In this course, students receive case consultation with an emphasis on discussion of professional roles, responsibilities, ethical issues, more complex clinical quandaries, and problems that are faced during student externship experiences. 1 credit

This course is the first in a three-course dissertation seminar series. Dissertation seminars provide structure and guidance through all stages of the doctoral dissertation (DD) completion process. This course focuses on developing a dissertation idea; conducting a preliminary literature search, developing an appropriate methodology, and considering advanced strategies for statistical analyses. The course includes deeper discussion about the use of advanced statistical methods such as multivariate, mediation and/or moderation analyses. The dissertation is intended to help students develop the skills necessary to become informed consumers of the psychological literature and apply these skills in the production of an original and independent scholarly product. The dissertation also provides students the opportunity to further enhance their critical thinking and provides an opportunity to deepen knowledge and thought about a particular clinical area of interest. 2 credits

This course is designed to introduce students to the foundations of neuropsychological assessment. Interview-based and psychometric approaches will be examined. The course emphasizes the development of skills for recognizing and describing deficits in major aspects of cognitive functioning. The relationship between neuropsychological assessment techniques and procedures and brain-behavior relationships is highlighted. The role of brief and comprehensive neuropsychological assessment procedures in the evaluation of neurobehavioral disorders is explored. Both psychometric and qualitative aspects of the assessment process are explored along with the selection and use of appropriate normative comparison standards. Special attention is paid to the appropriate neuropsychological assessment of issues and/or conditions frequently seen in primary care. 3 credits

This is the third course in the measurement/statistics/research methodology progression. The goal of this course is to enhance skills with a range of procedures and programs for multivariate data analysis and qualitative research methodology. The focus is on practical issues such as selecting the appropriate analysis, preparing data for analysis, menu-driven and syntax programming, interpreting output, and presenting results of a complex nature. Topics include qualitative data collection and analysis procedures, analysis of covariance, MANOVA, discriminant analysis, logistic regression, cluster analysis, structural equation modeling, hierarchical linear modeling, and approaches to mediation and moderation analysis. 3 credits

This second course of a two course sequence (4 credits in total) continues to provide students with the knowledge needed to be clinically sensitive psychologists able to work with a range of individuals from diverse backgrounds in clinical and medical settings. Cultural differences and how they relate to the diagnosis of psychopathology and a variety of medical conditions are explored, including how cultures differ on important issues such as violence, suicide, expression of emotions, childrearing, etc. The APA guidelines for multicultural competency are also presented. Other ways individuals are diverse and therefore can be treated unfairly in our society such as gender, religious practices, sexual orientation, disability, socioeconomic status, or medical conditions are also explored, as well as health disparities in the broad medical system. In addition, this section of the course will address aspects of living with disability, including physical disability and cognitive disabilities. Finally, special emphasis is made to integrate these issues within a thorough discussion and monitoring of their relevance to students' current externship experiences. 1 credit

This second course of a three-semester course sequence s taken during the second full-year of supervised clinical work. An educational experience that allows students to continue to develop a professional identity and translate the knowledge and theory of clinical science into practical clinical skills with increasing sophistication, while they provide direct assessment, consultation, and treatment services to children, adolescents, families, and/or adults in community-based externship placements. In this course, students receive case consultation with an emphasis on discussion of professional roles, responsibilities, ethical issues, more complex clinical quandaries, and problems that are faced during student externship experiences. 1 credit

This course is the second in a three-course dissertation seminar series. Dissertation seminars provide structure and guidance through all stages of the doctoral dissertation (DD) completion process. This course is a continuation of PSGN 832 and focuses on the continued development, under supervision, of an individual doctoral dissertation. This course focuses on organization of data, and manuscript preparation, in preparation for the completion of the written and oral portion of the Dissertation Project. Graded on a credit granted (CG) or credit not granted basis. 1 credit

This course involves the study of how psychoactive drugs impact human behavior. Emphasis is on how selected drugs interact with neurotransmitter systems and how neurotransmitter systems modulate behavior. Particular reference is made to reaction of the central nervous system to chemically effective drugs (anti-anxiety, anti-depressant, anti-psychotic). Indications and contraindications are stressed as well as management strategies. 3 credits

This course consists of work between student and dissertation chair developing a dissertation idea; conducting a thorough literature search; and writing up and orally defending the dissertation proposal. 1 credit

This third course of a three-semester course sequence s taken during the second full-year of supervised clinical work. An educational experience that allows students to continue to develop a professional identity and translate the knowledge and theory of clinical science into practical clinical skills with increasing sophistication, while they provide direct assessment, consultation, and treatment services to children, adolescents, families, and/or adults in community-based externship placements. In this course, students receive case consultation with an emphasis on discussion of professional roles, responsibilities, ethical issues, more complex clinical quandaries, and problems that are faced during student externship experiences. 1 credit

This course is a continuation of PSGN 841 and consists of continued work between student and dissertation chair, based on a successfully defended dissertation proposal, to complete an Institutional Review Board application and prepare to collect data. 1 credit

PSGN 864 - Health Care and Aging: This course is intended to familiarize students with promotion of health in an aging population, the notion that aging is a natural part of the lifecycle, community, state and federal health programs and services for the aged. Students become acquainted with the process of and problems associated with aging in order to effectively manage this important public health issue. Specific health concerns of the elderly including the increase in life expectancy, current life extending research and technology, and successful aging are also examined. Knowledge and understanding of biological, psychological, and sociological aspects of aging as related to health and wellness are discussed. 3 credits

PSGN 899 - Global Mental Health: The field of Global Mental Health combines elements of clinical psychology, cultural psychology, epidemiology, public health, human rights, and international development to address the mental health gap between high- and middle- and low-income countries. This course provides a survey of models, mechanisms, and critiques surrounding Global Mental Health. Materials are drawn from the burgeoning global mental health literature (e.g., Vikram Patel, Bonnie Kaiser, Brandon Kohrt), transcultural psychiatry (e.g., Laurence Kirmayer, Arthur Kleinman), post-conflict psychosocial mental health field (e.g., Alistair Ager, Judy Bass, Paul Bolton, Joop de Jong, Andrew Rasmussen), and mental health capacity building. A section on methods in the middle of the course provides opportunities for students to review research design. Students are encouraged to critique, criticize and question all readings, implicit assumptions, and even professorial utterances throughout the course.

This first course of a two-semester course sequence s taken during the third full-year of supervised clinical work. An educational experience that allows students to further develop their professional identity and translate the knowledge and theory of clinical science into practical clinical skills with increasing sophistication, while they provide direct assessment, consultation, and treatment services to children, adolescents, families, and/or adults in community-based externship placements. In this course, students receive case consultation with an emphasis on in depth discussion of professional roles, responsibilities, ethical issues, more complex clinical quandaries, and problems that are faced during student externship experiences. 1 credit

This course is the third in a three-course dissertation seminar series. Dissertation seminars provide structure and guidance through all stages of the doctoral dissertation (DD) completion process. This course is a continuation of PSGN 832 and PSGN 842 and focuses on providing support and information for students actively engaged in the final stages of completing and writing their dissertation, preparing for the dissertation defense, and submitting the final document. 1 credit

Supervision has become an increasingly important role of the doctoral level clinical psychologist, requiring both theoretical and conceptual understanding for the supervision process, as well as the acquisition of the necessary supervisory competencies. Both knowledge of supervision models and practice and skills to implement them is required. Management consists of those activities that direct, organize, or control the services of psychologists and other offered and rendered to the public. It includes knowledge about the business aspects of psychological practice and the laws, standards, and regulations affecting practice. This course focuses upon the supervisory and management roles of the clinical psychologist. The goal is to empower the student to become an effective supervisor and leader in their professional area of interest. 3 credits

This course is a continuation of PSGN 841 and PSGN 851 and focuses on providing support and information for students actively engaged in the final stages of completing and writing their dissertation, preparing for the dissertation defense, and submitting the final document. This course must be repeated until the dissertation is fully complete. 1 credit

This course focuses on an in-depth consideration of major theories and empirical findings of social behavior, with an emphasis on how social psychological theories and research may relate to phenomena outside the laboratory, such as physical and mental health outcomes, conflict resolution, vaccine-hesitancy, and attitudes toward climate change. This course covers topics such as aggression, social perception, attitudes (including health attitudes and beliefs), prejudice, stigma, social influence and conformity, group dynamics, and interpersonal attraction and intimate relations. 3 credits

This course focuses on providing students with the foundational skills needed to work in teams to effectively collaborate and coordinate patient care, and provide consultation as a psychologist member of the health care team. Special emphasis is on inter-professional evidence-based care planning, care coordination and patient engagement, and data analytics and reporting of outcomes. Key themes focused on inter-professional communication, consultation, collaboration, leadership, and professionalism are ingrained throughout. This course is primarily designed to prepare students for professional roles as a behavioral consultant, with an emphasis on the health care system. As such, this course focuses on the dynamics of working with groups in a variety of settings and on developing effective interventions at a systemic level. 3 credits

This second course of a two-semester course sequence s taken during the third full-year of supervised clinical work. An educational experience that allows students to further develop their professional identity and translate the knowledge and theory of clinical science into practical clinical skills with increasing sophistication, while they provide direct assessment, consultation, and treatment services to children, adolescents, families, and/or adults in community-based externship placements. In this course, students receive case consultation with an emphasis on in depth discussion of professional roles, responsibilities, ethical issues, more complex clinical quandaries, and problems that are faced during student externship experiences. 1 credit

First course in a year-long sequence, in which the student is placed at a full-time clinical internship consisting of no less than 1,750 hours in a setting approved by the PsyD program coordinator of clinical training. 1 credit

Second course in a year-long sequence, in which the student is placed at a full-time clinical internship consisting of no less than 1,750 hours in a setting approved by the PsyD program coordinator of clinical training. 1 credit

Third course in a year-long sequence, in which the student is placed at a full-time clinical internship consisting of no less than 1,750 hours in a setting approved by the PsyD program coordinator of clinical training. 1 credit