Psychology
2 Hillhouse, 432.4500
www.yale.edu/psychology/
M.S., M.Phil., Ph.D.
Chair
Marcia Johnson (432.4545, marcia.johnson@yale.edu)
Director of Graduate Studies
Susan Nolen-Hoeksema (432.0699, susan.nolen-hoeksema@yale.edu)
Professors Woo-kyoung Ahn, Stephen Anderson (Linguistics), John Bargh, Sidney Blatt (Psychiatry), Paul Bloom, Thomas Brown, Kelly Brownell, Marvin Chun, Margaret Clark, Ravi Dhar (School of Management), John Dovidio, Carol Fowler (Haskins Laboratories), Donald Green (Political Science; ISPS), Marcia Johnson, Alan Kazdin, Frank Keil, Marianne LaFrance (Women’s, Gender & Sexuality Studies), James Leckman (Pediatrics), Lawrence Marks (Epidemiology & Public Health), Gregory McCarthy, Susan Nolen-Hoeksema, Donald Quinlan (Psychiatry), Peter Salovey, Fred Volkmar (Child Study Center), Victor Vroom (School of Management), Allan Wagner, Karen Wynn
Associate Professors Karyn Frick, Elena Grigorenko (Child Study Center), Jeannette Ickovics (Epidemiology & Public Health), Robert Kerns (Veterans Administration Medical Center), Ami Klin (Child Study Center), Linda Mayes (Child Study Center), Laurie Santos, Brian Scholl, Mary Schwab-Stone (Child Study Center), Jane Taylor (Psychiatry), Teresa Treat
Assistant Professors Maria Babyonyshev (Linguistics), William Corbin, Richard Eibach, Walter Gilliam (Child Study Center), Jeremy Gray, Joan Kaufman (Psychiatry), Julia Kim-Cohen, Douglas Mennin, Nathan Novemsky (School of Management), Kristina Olson, Maria Piñango (Linguistics), Valerie Purdie-Vaughns, Mark Schaefer (Child Study Center), Glenn Schafe
Lecturers Marc Brackett, James Charney, Nancy Close, Nelson Donegan, Carla Horwitz, David Klemanski, Kristi Lockhart, David Pantalon, Daniel Rothschild, Burton Saxon, Barbara Shiller
Fields of Study
Fields include behavioral neuroscience; clinical psychology; cognitive psychology; developmental psychology; social/personality psychology.
Special Admissions Requirement
The department requires that scores from the GRE General Test accompany an application.
Special Requirements for the Ph.D. Degree
In order to allow each student to be trained in accordance with his or her own interests and career goals, the general requirements of the department are kept to a minimum. The formal requirements are: (1) Course work selected to meet the individual’s objectives with a minimum of three basic-level courses and one course in data analysis. Two of the three required basic-level courses must be in two different areas of psychology outside the student’s main area of concentration. The basic-level course requirement must be completed by the end of the second year. Students must attain an Honors grade in at least two term courses by the end of the second year of study. (2) Nine units of teaching are required in years two through four. (3) Completion of a First-Year Research Paper due by May 1 of the second term. (4) Completion of a predissertation research project, to be initiated not later than the second term and completed not later than May 1 of the second year. Certification of this research project as well as performance in course work and other evidence of scholarly work at a level commensurate with doctoral study, as judged by the faculty, are necessary for continuation beyond the second year. (5) Submission of a dissertation prospectus, and a theme essay that demonstrates the candidate’s comprehensive knowledge and understanding of the area of concentration. Certification of the theme essay completes the qualifying examination. (6) Approval of the dissertation by an advisory committee and the passing of an oral examination on the dissertation and its general scientific implications. The theme essay and the dissertation prospectus are completed during the third year. Students are then formally admitted to Ph.D. candidacy. There are no language requirements.
The faculty considers teaching to be an essential element of the professional preparation of graduate students in Psychology. For this reason participation in the Teaching Fellow Program is a degree requirement for all doctoral students. They are expected to serve as teaching fellows for a total of nine teaching fellow units over the course of the second through fourth years in the program. Opportunities for teaching are matched as closely as possible with students’ academic interests.
Combined Ph.D. Program
A combined Ph.D. degree with African American Studies is available. Students must apply to the African American Studies department with Psychology as the secondary department. Consult departments for details.
Master’s Degrees
M.Phil. The academic requirements for the M.Phil. degree are the same as for the Ph.D. degree except for the submission of a prospectus, a dissertation area review, and the completion and defense of a dissertation, which define the Ph.D.
M.S. (en route to the Ph.D.) The M.S. degree is awarded upon satisfactory completion of the second year of the program leading to the Ph.D. degree and also of the departmental predissertation research requirement.
Program materials are available online at www.yale.edu/psychology.
Courses
PSYC 501b, Social Cognitive Development Kristina Olson
How does children’s understanding of their social world develop and change? This core course examines the flourishing field of social cognitive development, drawing on work from each component field—developmental, social, and cognitive psychology. Topics include classics such as theory of mind and intentionality, as well as more recent work on young children’s social preferences, morality, pro-social behavior, and the relationship between social information and language and memory. T 9:25–11:15
PSYC 502au, Learning Theory Allan Wagner
This course is concerned with the development of Learning Theory from its beginnings in Associationism, Behaviorism, and Darwinian revolution to its present “connectionistic,” neural-network expressions. It emphasizes the systematic implication of studies of animal learning for commenting on the theoretical representations of knowledge and the principles of behavior modification. T 1:30–3:20
[PSYC 503a, Memory]
PSYC 505a, Stereotyping and Prejudice John Dovidio
Seminar on the literature on the categorization of social groups that leads to stereotyping and consequent prejudice and discrimination. Topics emphasize modern cognitive approaches that inform about category learning and use, the role of memory in stereotype expression, the cognitive and affective bases of inaccurate and accurate person and group perception, the unconscious operation of stereotypes, and the role of prior knowledge, goals, and expectancies. T 9:25–11:45
PSYC 506b/LING 540bu, Computational Models in Cognitive Science Robert Frank
This course introduces a range of computational techniques for the modeling of cognitive processes. We explore the role of modeling in cognitive science, and the explanatory power of a number of symbolic, statistical, and neural network models in a variety of empirical domains, including language, categorization, and reasoning. MW 9–10:15
[PSYC 507a, Health Psychology: Clinical and Social Foundations]
[PSYC 511b, Cognitive Development]
PSYC 514au, Topics in Infant Studies Karen Wynn
This course investigates selected advanced topics in infant cognitive, social, and/or emotional development. The topic varies from year to year. Some examples: infants’ concept of object, concept of number, early social cognition, and early emotional development. Th 9:25–11:15
PSYC 518a, Data Analysis: Quantitative Variables Teresa Treat
Introduction to the analysis of quantitative data from experiments—primarily the analysis of variance and contrast analyses. Some coverage of correlation and regression. Required of first-year students except with instructor’s permission. MWF 9–10:15
[PSYC 520bu, Multivariate Data Analysis with Latent Variables]
[PSYC 521bu, Multivariate Data Analysis with Observable Variables]
PSYC 522au, Mapping the Human Brain Gregory McCarthy
An introduction to the physiology, physics, and biophysics of methods used to relate human brain structure and function; that is, for brain mapping. Topics include functional MRI and positron emission tomography, direct and transcranial brain stimulation, field potential recording, electroencephalography and magnetoencephalography, lesion analysis, and imaging genomics. The course examines critical assumptions underlying each technique, their relative strengths and weaknesses, and the inferences about brain function that may be drawn from their use. TTh 1–2:15
[PSYC 523b, Cognitive Neuroscience]
[PSYC 524au, Concepts and Categorization]
[PSYC 525a, Minds of Infants]
PSYC 526au, Research Methods in Human Neuroscience Gregory McCarthy
This laboratory course provides students with experience in the major methods used in human neuroscience research. The focus is on functional magnetic resonance imaging, electroencephalography, and evoked potentials. Psychophysiological techniques such as the measurement of skin conductance are also covered, but in less detail. Students acquire a firm understanding of each technique, and design experiments, acquire data, and perform analyses. The course makes extensive use of Matlab. Students who wish to enroll in Research Methods in Human Neuroscience are strongly encouraged to be concurrently registered in Mapping the Human Brain (PSYC 522a). W 1–5
[PSYC 528a, Gender and Psychopathology]
[PSYC 532bu, Gene-Environment Interplay in Human Behavior]
PSYC 539a, Psychopathology and Its Treatment Douglas Mennin
Research design, methodology, and evaluation considered in the context of clinical research. Emphasis on experimental and quasi-experimental designs, threats to validation, confounding, sources of artifact and bias, alternative assessment strategies, and data evaluation methods. M 1:30–3:20
[PSYC 540b, Changing Behavior in Applied Settings]
[PSYC 541a, Research Methods in Psychology]
[PSYC 543a, History and Development of Psychological Theory]
PSYC 553a, Behavioral Decision Making I
[PSYC 554b, Behavioral Decision Making II]
PSYC 556b, Developmental Psychopathology]
[PSYC 557b, Social Psychology and Relationships]
[PSYC 569a, Psychology’s Contribution to Gender and Vice Versa]
[PSYC 570b, Nonverbal Communication]
PSYC 572b/CMP 675b/NSCI 614b, Neurobiology of Learning and Memory Thomas Brown
The goal is to comprehend the field of memory across several levels of analysis, including synapses, neurons, circuits, systems, behavior, and cognition. The emphasis is on mammalian memory systems that are sufficiently well understood to begin unifying facts and principles across these levels using suitable combinations of theoretical approaches to computational neuroscience. T 1:30–3:20
[PSYC 605bu, The Relation of Speech to Language]
PSYC 607bu, Causal Thinking and Perception Frank Keil
Examination of how people and animals track causal patterns in the world around them. Topics include the perception of causality; mechanistic, teleological, and psychological causation; variations in causal thinking across domains; the role of counterfactuals, biases, and heuristics in causal thought; and the development of causal thinking. M 1:30–3:20
[PSYC 608bu, Cognitive Science of Ignorance]
PSYC 610au, The Modern Unconscious John Bargh
This seminar focuses on modern psychological research on unconscious phenomena, relating this research to historical conceptions and notions of the unconscious, and applying the course concepts to issues of free will, extent of personal control over one’s feelings, judgments, and behavior, as well as social issues such as prejudice and discrimination, influence of advertising, and other forms of “mind control.” W 1:30–3:20
PSYC 611bu, What We Eat and Why Kelly Brownell
This course covers a range of topics pertaining to food, nutrition, and behavior. The goal is for students to learn about the broad array of forces that affect what humans eat, the impact of modern food conditions, and the actions that might be taken to improve the nutrition landscape. This involves an understanding of many factors, including the business of modern agriculture, food industry practices, human biology, the law, politics, and globalization. Students receive considerable writing and speaking experience in this class and engage in unique endeavors (e.g., writing and submitting OpEds, dissecting public policy, planning how technology advances can be harnessed to improve human nutrition). M 3:30–5:20
PSYC 613bu, Mind, Brain, and Society Marvin Chun
Examines how recent advances in modern neuroscience can inform or complicate issues in society, as traditionally studied by disciplines such as psychology, philosophy, economics, political science, law, and religion. W 9:25–11:15
PSYC 615a, Psychology, Psychotherapy, History, Systems, and Practice Jerome Singer
This course seeks to place modern psychotherapeutic practice in an historical and current psychological scientific context. The evolution of modern practice from hypnosis through interpersonal psychoanalysis and cognitive-behavioral approaches is traced. A foundation for an approach to current practice based on contemporary personality theory and behavioral science is presented. The research literature on studying psychotherapy (process and outcome) is also examined. T 1:30–3:20
[PSYC 617bu, Evolutionary Psychology]
[PSYC 620, Topics in Cognitive Development]
[PSYC 621bu, Cognitive Science of Pleasure]
[PSYC 625a, Emotion and Cognitive Control]
PSYC 628au, Social and Emotional Learning Jeremy Gray
We review work in social cognitive and affective neuroscience, with some consideration of its relevance for learning and education. Topics are likely to include emotion, emotion regulation, altruism, close relationships, aggression, autism, mindfulness meditation, personality, moral reasoning, emotional intelligence, and self-control/impulsivity. We consider the plasticity and development of social-emotional abilities, as well as their expression in adults. T 3:30–5:20
[PSYC 637bu, Emotion Function and Dysfunction: Applications to Psychopathology]
[PSYC 639bu, Interpersonal Attraction and Relationships]
[PSYC 644bu, Neurobiology of Emotion]
[PSYC 645a, Neuropsychology of Aging]
PSYC 648au/NSCI 648b, Cellular Analysis of Learning and Memory: Vertebrate Model Systems Glenn Schafe
We focus on the brain circuitries and cellular/molecular mechanisms involved in learning and memory, with particular emphasis on vertebrate model systems. Review of work on habituation, sensitization, Pavlovian and instrumental conditioning, and declarative memory formation. Th 9:25–11:15
[PSYC 649au, Topics in Syntax: Specific Language Impairment]
[PSYC 650au, Topics in Syntax: The Syntax-Semantics Interface]
PSYC 654bu, Sensory Information Processing Lawrence Marks
A functional examination of the ways that sensory systems transduce stimulus energies and information. Topics include sensory anatomy and physiology, psychophysical analysis of the qualitative dimensions of sensory experience, selective attention, and interactions among sensory, perceptual, and cognitive mechanisms. TTh 9:25–11:15
PSYC 657a/CDE 505a, Social and Behavioral Influences on Health Becca Levy
This course provides students with an introduction to social and behavioral science issues that influence patterns of health and health care delivery. The focus is on the integration of biomedical, social, psychological, and behavioral factors that must be taken into consideration when public health initiatives are developed and implemented. This course emphasizes the integration of research from the social and behavioral sciences with epidemiology and biomedical sciences. T 1–2:50
[PSYC 659bu, Addictive Behaviors]
PSYC 664a/CDE 531a, Health and Aging Becca Levy
Since 1900, the number of individuals sixty-five years and older has tripled and life expectancy has increased by about thirty years. In this seminar we examine some of the health issues related to this growing segment of the population. The class discussions address such questions as (1) How does the aging process differ between cultures? and (2) What kinds of interventions can best reduce morbidity in old age? This course integrates psychosocial and biomedical approaches to the study of aging.
PSYC 670bu, Personality and Individual Differences Michael Pantelon
In this course we focus on the second level of study described in this well-known quote: “Every person is in certain respects (a) like all other people, (b) like some other people, (c) like no other person” (H.A. Murray & C. Kluckhohn, 1953). Particular emphasis is placed on personality, or a person’s dynamic and unique set of characteristics that influence what he/she does, thinks, and feels. We seek to distinguish an individual differences approach to psychology from the more common study of group effects (e.g., randomized controlled trials of psychotherapy effectiveness) by emphasizing dimensions shared by all individuals but upon which individuals differ. T 9:25–11:15
PSYC 684a, Introduction to Psychotherapy: Technique David Klemanski
Introduction to basic clinical skills and clinical issues. Topics for discussion include developing a therapeutic relationship, barriers to effective communication, strategies for managing resistance, and developing a professional identity. Class format includes informal discussion, assigned readings, and student case presentations. Permission of instructor required. Enrollment limited to fifteen. HTBA
PSYC 684b, Introduction to Psychotherapy: Technique David Klemanski
The focus of this seminar is on formulating and conceptualizing psychological problems from a cognitive-behavioral perspective. Special consideration is paid to individual and cultural diversity in conceptualizing cases and planning treatment. Also discussed are ways in which cognitive-behavioral perspectives can be integrated with other theoretical orientations (e.g., interpersonal theory, experiential therapy). HTBA
PSYC 689a, Psychopathology and Diagnostic Assessment Douglas Mennin
Didactic practicum for first-year clinical students. Main emphasis is initial assessment. Treatment planning and evaluation of progress also covered. Students first observe and then perform initial interviews. Applicable ethics and local laws reviewed. HTBA
PSYC 690b, Ethics and Clinical Practice: Legislation and Diversity Issues David Klemanski
Introduction to ethical and legal guidelines for clinical practice. In addition, supervision on diagnostic interview using the Structured Clinical Interview for DSM-IV is provided. HTBA
PSYC 702, Current Work in Cognition Marvin Chun
A weekly seminar in which students, staff, and guests report on their research in cognition and information processing. T 12–1:30
PSYC 704, Current Work in Behavioral Neuroscience Allan Wagner
An informal student/faculty seminar in which each participant chooses, lays groundwork for, and presents some current work in behavioral neuroscience. Currently emphasizes the psychobiology of learning, but involves a variety of research approaches, designs, and methods. Th 3–4:30
PSYC 708, Current Work in Developmental Psychology Kristina Olson
A luncheon meeting of the faculty and graduate students in developmental psychology for reports of current research and discussion on topics of general interest. W 12–1:30
PSYC 710, Current Work in Social Psychology and Personality Richard Eibach
Faculty and students in personality/social psychology meet during lunchtime to hear about and discuss the work of a local or visiting speaker. M 12–1:30
PSYC 711, Current Work in Child Development and Social Policy Walter Gilliam, Edward Zigler, Sandra Bishop-Josef
A series of lectures by guest speakers from academia, various levels of government, community organizations, service agencies, the business world, and the media. Speakers discuss their work and its social policy implications. Topics may include early childhood education, child care, intervention programs for children and families, education reform, mental health, child and family policies, research at the intersection of psychology and social policy, and media presentation of child and family issues, among others. F 10:35–12:25
PSYC 720, Current Work in Clinical Psychology Teresa Treat
Basic and applied current research in clinical and community psychology is presented by faculty, visiting scientists, and graduate students, and examined in terms of theory, methodology, and ethical and professional implications. Th 12–1:30
PSYC 721, Research Topics in Infant Cognition Karen Wynn
Investigation of various topics in infant cognition: early mechanisms for representing and reasoning about number; infants’ ability to represent time; early object knowledge; foundations of intentional understanding. Permission of instructor required. HTBA
PSYC 722, Research Topics in Food, Nutrition, and Obesity Kelly Brownell
In-depth discussion and analysis of current research topics on bulimia, anorexia nervosa, and obesity. Topics include, but are not limited to, physiology, cultural influences, treatment studies, body image, binge eating, and epidemiology. HTBA
[PSYC 723a, Research Topics in Child and Adolescent Therapy]
PSYC 725, Research Topics in Human Neuroscience Gregory McCarthy
Discussion of current and advanced topics in the analysis and interpretation of human neuroimaging and neurophysiology. HTBA
PSYC 726, Research Topics in Mood Regulation and Mental Health Susan Nolen-Hoeksema
HTBA
PSYC 729, Research Topics in Language and Cognition Paul Bloom
Seminar focusing on ongoing research projects in language, cognition, and development. Permission of instructor required. HTBA
PSYC 730, Research Topics in Addictive Behaviors William Corbin
A forum for graduate students conducting research on alcohol and drug abuse. HTBA
PSYC 731, Research Topics in Cognition and Development Frank Keil
A weekly seminar discussing research topics concerning cognition and development. Primary focus on high-level cognition, including such issues as the nature of intuitive or folk theories, conceptual change, relations between word meaning and conceptual structure, understandings of divisions of cognitive labor, and reasoning about causal patterns. HTBA
PSYC 732, Research Topics in Visual Cognitive Neuroscience Marvin Chun
Examines current research in visual cognitive neuroscience, including discussion of proposed and ongoing research projects. Topics include visual attention, perception, memory, and contextual learning. HTBA
PSYC 734, Research Topics in Anxiety Disorders Douglas Mennin
We examine current conceptualizations of anxiety disorders, with particular emphasis on generalized anxiety disorder. Topics include the utility of an emotion-regulation perspective in understanding and treating anxiety disorders. HTBA
PSYC 735, Research Topics in Thinking and Reasoning Woo-kyoung Ahn
HTBA
PSYC 736, Research Topics in Stereotyping and Prejudice John Dovidio
Explores the nature of prejudice in its traditional and contemporary forms. Although the emphasis is on the causes and consequences of racial bias in the United States, the dynamics of intergroup relations are considered more broadly, as well. Emphasis is on developing critical thinking, reading, and research skills to test ideas relevant to understanding and combating stereotyping, prejudice, and discrimination. HTBA
PSYC 738, Research Topics in Cultural Diversity and Social Psychology Valerie Purdie-Vaughns
Examines current research related to culture, intergroup relations, group processes, and diversity in social psychology. Discussions include proposed and ongoing research projects. Emphasis placed on building research skills for conducting empirical investigations (hypothesis testing, design, and analysis). HTBA
PSYC 739, Research Topics in Autism and Related Disorders Fred Volkmar, Ami Klin
Focus on research approaches in the study of autism and related conditions including both psychological and neurobiological processes. This seminar emphasizes the importance of understanding mechanisms in the developmental psychopathology of autism and related conditions. F 9–10
PSYC 741, Research Topics in Emotion and Relationships Margaret Clark
Members of this laboratory read, discuss, and critique current theoretical and empirical articles on relationships and on emotion (especially those relevant to the functions emotions serve within relationships). In addition, ongoing research on these topics is discussed along with designs for future research. HTBA
[PSYC 746b, Research Topics in Developmental Psychopathology]
PSYC 747, Research Topics in Affective Neuroscience Glenn Schafe
HTBA
PSYC 748, Research Topics in Emotion and Cognitive Control Jeremy Gray
This course covers (1) research in emotion and cognitive control, and (2) science communication skills. For research, the emphasis is on the design, conduct, and analysis of behavioral and fMRI studies, emphasizing individual differences. Once a month, we have a session on science communication skills, with topics chosen by students to meet their interests and needs (spoken research presentations, persuasive communication, graph design, Web design, and so on). Students may enroll in the course and attend only the science communication skills component. HTBA
PSYC 749, Research Topics in Memory Marcia Johnson
Examines current research on cognition and memory, including discussion of proposed and ongoing research projects. Topics include issues in design, analysis, and interpretation of empirical studies exploring human memory. Th 2:30–4:20
PSYC 750, Research Topics in the Neurobiology of Learning and Memory Thomas Brown
Discussion and analysis of current work on the neurobiological foundations of learning and memory systems in mammals. Informal weekly discussions span several levels of analysis, including molecular and biophysical studies, cellular and systems neurophysiology and neuro-anatomy, and contemporary behavioral neuroscience. HTBA
PSYC 751, Research Topics in Memory, Aging, and Neurobiology Karyn Frick
HTBA
PSYC 766, Research Topics in Perception and Cognition Brian Scholl
Seminar-style discussion of recent research in perception and cognition, covering both recent studies from the literature and the ongoing research in the Yale Perception and Cognition Laboratory. HTBA
PSYC 767, Research Topics in Emotion, Health, and Social Behavior Peter Salovey
A forum for graduate students conducting research in the Health, Emotion, and Behavior Laboratory. HTBA
[PSYC 768, Research Topics in Psychopathology and Cognitive Processing]
[PSYC 770, Research Topics in Animal Learning]
PSYC 771, Research Topics in Nonconscious Processes John Bargh
The lab group focuses on nonconscious influences of motivation, attitudes, social power, and social representations (e.g., stereotypes) as they impact on interpersonal behavior, as well as the development and maintenance of close relationships. HTBA
PSYC 775, Research Topics in Animal Cognition Laurie Santos
Investigation of various topics in animal cognition, including what nonhuman primates know about tools and foods; how nonhuman primates represent objects and number; whether nonhuman primates possess a theory of mind. Permission of instructor required. HTBA
PSYC 777, Research Topics in Gender and Psychology Marianne LaFrance
The “Gender Lab” meets weekly to consider research being done in the department that bears on some gender-related issue. HTBA
PSYC 801, Clinical Internship (Child) Faculty
Advanced training in clinical psychology with children. Adapted to meet individual needs with location at a suitable APA-approved internship setting.
PSYC 802, Clinical Internship (Adult) Faculty
Advanced training in clinical psychology with adults. Adapted to meet individual needs with location at a suitable APA-approved internship setting.
PSYC 806, Practicum in Childhood Intervention Faculty
Advanced supervised work in settings where child and family policies are developed and/or implemented. Adapted to meet individual needs with location at suitable sites.
PSYC 808, Practicum in Child Psychology Faculty
The Yale Child Study Center offers a yearlong practicum, which includes assessment of children, psychotherapy, team meetings, supervision, and didactic experiences.
PSYC 809, Practicum in Assessment of School-Aged Children Faculty
An optional extension of PSYC 661. Students gain practical experience in testing with children.
PSYC 810, Practicum in Developmental Assessment Linda Mayes
Practicum in early childhood screening and assessment of infants and toddlers at high risk for social adaptive and emotional developmental problems.
PSYC 811, Anxiety Disorders Practicum Douglas Mennin
Discussion of current topics in psychopathology and treatment of anxiety disorders. Group supervision of therapy cases involving OCD, panic, social phobia.
PSYC 812, Conduct Problem Practicum Alan Kazdin
Provides training in the diagnosis, assessment, and treatment of aggressive and antisocial children and their families. Permission of the instructor required.
PSYC 813, Eating and Weight Disorders Practicum Kelly Brownell, Marlene Schwartz
Practical work for graduate students in clinical psychology on therapeutic interventions for eating and weight disorders. Assessment, diagnosis, and treatment are covered.
PSYC 815, Mood Disorders Practicum David Klemansky
Supervised practicum in the assessment and treatment of mood disorders, with an emphasis on cognitive-behavioral perspectives. HTBA
PSYC 816b, Practicum in Developmental Disabilities and Developmental Assessment Fred Volkmar, Ami Klin
An introduction to approaches in developmental assessment in infants and young children (under age five years) with a range of developmental difficulties. Students observe and/or participate in developmental assessments. Students are exposed to a range of assessment instruments including developmental tests, speech-communication assessments, and psychiatric diagnostic instruments appropriate to this age group. Permission of instructor required. HTBA
PSYC 817, Other Clinical Practica Faculty
For credit under this course number, clinical students register for practicum experiences other than those listed elsewhere in clinical psychology, so that transcripts reflect accurately the various practicum experiences completed.
PSYC 883, Practicum in Clinical Assessment Donald Quinlan
Supervised psychological assessment using measures of intellectual functioning, projective testing, and neuropsychological testing with patients.
PSYC 923, Individual Study: Theme Essay
By arrangement with faculty.
PSYC 925, Individual Tutorial
By arrangement with faculty and approval of director of graduate studies.
PSYC 930, Predissertation Research
By arrangement with faculty.
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