Psychology
2 Hillhouse, 432.4518
M.S., M.Phil., Ph.D.
Chair
Peter Salovey
Director of Graduate Studies
Kelly Brownell (432.4518, kelly.brownell@yale.edu)
Professors
J. Truett Allison (Veterans Administration Medical Center), Stephen Anderson (Linguistics), Linda Bartoshuk (Surgery; Otolaryngology), Sidney Blatt (Psychiatry), Paul Bloom, Thomas Brown, Kelly Brownell, Celia Fisher (Visiting), Carol Fowler (Haskins Laboratories), Patricia Goldman-Rakic (Neurobiology), Louis Goldstein (Linguistics), Donald Green (Political Science; ISPS), Marcia Johnson, Alan Kazdin, Frank Keil, Marianne LaFrance (Women's & Gender Studies), James Leckman (Pediatrics), Nicholas Mackintosh (Visiting), Lawrence Marks (Epidemiology & Public Health), Donald Quinlan (Psychiatry), Tomi-Ann Roberts (Visiting), Peter Salovey, Jerome Singer, Sara Sparrow (Child Study Center), Robert Sternberg, Fred Volkmar (Child Study Center), Victor Vroom (School of Management), Allan Wagner, Karen Wynn, Edward Zigler
Associate Professors
Amy Arnsten (Neurobiology), Elena Grigorenko (Child Study Center), Jeannette Ickovics (Epidemiology & Public Health), Robert Kerns (Veterans Administration Medical Center), Jeansok Kim, Linda Mayes (Child Study Center), Mary Schwab-Stone (Child Study Center), Kathleen Sikkema (Psychiatry)
Assistant Professors
David Armor, Geoffrey Cohen, William Corbin, Karyn Frick, Joseph Mahoney, Christy Marshuetz, Douglas Mennin, Mitchell Prinstein, Laurie Santos, Mark Schaefer (Child Study Center), Brian Scholl, Teresa Treat, Robin Weersing (Child Study Center)
Lecturers
James Charney, Nancy Close, William Cunningham, Nelson Donegan, Carla Horwitz, Kent Kiehl, Janet Kremenitzer, Valerie Kuhlmeier, Kristi Lockhart, Jianjian Qin, Marlene Schwartz, Golan Shahar, Joseph Stevens, Charles Yang
Fields of Study
Fields include behavioral neuroscience; clinical psychology; cognitive psychology; developmental psychology; social/personality psychology; and abilities and expertise.
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 predissertation research project, to be initiated not later than the second term and completed not later than March 15 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, is necessary for continuation beyond the second year. (4) Submission of a dissertation prospectus, a dissertation area review of the literature, 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. (5) 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. The dissertation area review of the literature must be approved prior to receipt by the readers of a preliminary draft of the dissertation. 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. 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 upon request to the Registrar, Department of Psychology, Yale University, PO Box 208205, New Haven CT 06520-8205.
Courses
[PSYC 501a, Perception.]
[PSYC 502a, Learning Theory.]
PSYC 503a, Memory. Marcia Johnson. T 10–12
A consideration of major theoretical ideas and empirical findings about human memory.
[PSYC 505a, Creativity.]
PSYC 506b, Introduction to Brain and Behavior. Jeansok Kim. Th 3–5
Introduction to basic principles of brain function, including fundamentals of synaptic transmission, organization of the CNS, sensory and motor integration, and higher processes such as the neurobiology of language, learning, and memory. Also NSCI 506b.
[PSYC 507, Health Psychology: Clinical and Social Foundations.]
PSYC 509b, Social Development. Joseph Mahoney. Th 1.30–4
A critical review of the foundations and current theories of social development, including views on the development of attachments, empathy, aggression, morality, and friendships.
PSYC 510a, Self and Identity. David Armor. TTh 1–2.30
In-depth analysis of central issues in psychological analyses of self and identity, drawing from classic and contemporary sources. Topics include content and structure of self-knowledge, accuracy and bias in self-evaluation, and self-regulation.
PSYC 511b, Cognitive Development. Paul Bloom. HTBA
This course explores how fundamental questions in perception, language, and cognition are informed by a developmental perspective. It surveys developmental theories and experimental research on several topics, including color, object, and depth perception; speech and multimodal perception; perceptual motor coordination and imitation; cognition about number, space, and physical objects; grammatical and semantic competencies; theory of mind; conceptual change; and cognitive skills.
[PSYC 512b, The Cognitive Sciences.]
[PSYC 513b, Personality Development and Psychopathology.]
PSYC 515b, Structural Equation Modeling. William Cunningham. Th 9.30–11.20
Covers introductory and advanced issues in structural equation modeling. Examines strengths and weaknesses of general latent-variable approaches. Surveys major programs for such analyses (e.g., LISREL, EQS, Amos, Mx, Calis).
PSYC 518a, Data Analysis: Quantitative Variables. Teresa Treat. MWF 10.30–11.20
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.
[PSYC 520bu, Multivariate Data Analysis with Latent Variables.]
PSYC 521bu, Multivariate Data Analysis with Observable Variables. Jianjian Qin. TTh 9–10.15
A survey of multivariate techniques for discovering relations among observable variables; multivariate analysis of variance, profile analysis, discriminant analysis, multiple and canonical regression. Limited enrollment.
[PSYC 525a, The Minds of Infants.]
[PSYC 527, Psychotherapy: Historical and Scientific Foundations.]
[PSYC 530b, Advanced Quantitative Methods.]
[PSYC 533, The Nature of Cognition.]
PSYC 534a, Theories of Development.
[PSYC 535, Foundations of Behavioral Neuroscience.]
PSYC 539a, Psychopathology and Its Treatment. Kelly Brownell. M 1.30–3.20
The major forms of psychopathology approached from a cognitive-behavioral perspective. Diagnosis, assessment, conceptualization, and treatment are emphasized, drawing from both theory and current research.
[PSYC 540b, Changing Behavior in Applied Settings.]
PSYC 541b, Research Methods in Psychology. Alan Kazdin. Th 1.30–4.20
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.
[PSYC 542, Research Methods in Psychology: Investigating Social Thought and Behavior.]
[PSYC 554b, Human Intelligence and Its Development.]
[PSYC 556, Developmental Psychopathology.]
[PSYC 570b, Nonverbal Communication.]
PSYC 572b, Neurobiology of Learning and Memory. Thomas Brown. MW 11.30–12.45
The goal is to comprehend the field and 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.
PSYC 605bu, The Relation of Speech to Language. Carol Fowler. TTh 2.30–3.45
A study of the relation between the speech signal and the linguistic message it conveys. Special attention to those characteristics of speech that fit it to humans and make it a uniquely efficient vehicle of communication. Also LING 621bu.
[PSYC 607au, Human Thinking and Reasoning.]
PSYC 608au, Spatial Cognition. Andrew Hollingworth. W 1.30–3.20
A multidisciplinary examination of the cognitive and neural mechanisms supporting spatial abilities in humans and other animals. Topics include the perception of and memory for spatial information, spatial representation for the purpose of navigation, and the development of spatial competencies in humans.
PSYC 608b, Behavior Genetics. Elena Grigorenko. M 3.30–5.20
Behavioral genetics is an area of scientific investigation devoted to the study of the genetic and environmental bases of individual differences in behavior. As a discipline, behavior genetics combines knowledge and methodologies from psychology, genetics, and statistics. The course provides a brief overview of the principles and techniques used in developmental genetics, molecular genetics, pharmacogenetics, and quantitative genetics as applied to the analysis of behavior. In addition, the course surveys current conceptions of the genetic etiologies of individual differences in cognitive abilities/disabilities, personality/temperament, and selected psychopathologies.
[PSYC 614bu, Neurobiology of Learning and Memory.]
[PSYC 615au, Psychology and Psychotherapy: History, Systems, and Practice.]
[PSYC 616au, Psychopathology and Cognitive Processing.]
PSYC 617bu, Evolutionary Psychology. Laurie Santos.
This course provides an in-depth look at the newly emerging field of evolutionary psychology. We begin by examining the central tenets of evolutionary psychology and then discuss several main topic areas including human mate choice, sexual conflict, the nature of violence, and the evolution of morality.
[PSYC 618b, Visual Cognition and Attention.]
[PSYC 620, Topics in Cognitive Development.]
PSYC 621au, Bioethics: Issues in Mental and Physical Health Care, and Biomedical and Behavioral Science Research. Celia Fisher. T 2.30–4.20
This course examines ethical issues in medical and mental health practice and research. Through readings and case examples, the course explores the influence of moral, sociopolitical, cultural, and religious values on ethical decision making within a relational framework emphasizing respect and partnership between patients and professionals.
PSYC 622au, Social Intervention. Joseph Mahoney. Th 1.30–3.20
Theory and research on social intervention from a developmental perspective. Discussion of interventions for school failure, aggression, substance use, disadvantaged children, high-risk infants, and antisocial youth.
PSYC 623bu, Topics in Bioethics. Celia Fisher. T 2.30–4.20
This course examines ethical issues in medical and mental health practice and research. Through readings and case examples, the course explores the influence of moral, sociopolitical, cultural, and religious values on ethical decision making within a relational framework emphasizing respect and partnership between patients and professionals.
[PSYC 626b, Modularity and Cognition.]
PSYC 627au, Topics in Infant Cognition. Karen Wynn. W 2.30–4.20
The course investigates selected advanced topics in infant cognition, such as infants' concept of object, concept of number, understanding of intentional agency and goals, and representation of space.
[PSYC 628au, Working Memory, Attention, and Executive Processing.]
PSYC 631a, Topics in Associative Learning. Nicholas Mackintosh. M 1.30–3.20
The course evaluates different theoretical approaches to the phenomena of conditioning and associative learning, generalization and discrimination—ranging from theories of selective association to those emphasizing performance rules, to non-associative theories. We also discuss how adequately such theories apply to other learning phenomena such as spatial memory and navigation and primate social behavior.
[PSYC 632b, Comparative Psychology.]
PSYC 633au, IQ and Intelligence. Nicholas Mackintosh. T 1.30–3.20
In addition to the standard questions asked about IQ tests—heredity vs. environment, group differences—the course concentrates on trying to understand the cognitive operations and neuropsychological mechanisms underlying performance on IQ tests; i.e., what they do and do not measure. We also discuss the social and political uses and misuses to which the tests have been put.
PSYC 640b, Transdisciplinarity: A New Research Approach to Address Complex Scientific Problems. Suchitra Krishnan-Sarin. W 9.30–11.20
The traditional method of addressing scientific and health problems has been to study the question within a single discipline in depth. However, the complexity of most disorders requires a more integrated approach. A new approach, transdisciplinarity, has arisen in an effort to address these complex issues from the standpoint of many disciplines at the same time. The course faculty uses a case-based approach, with examples from their own work, to illustrate and define how transdisciplinary approaches might be used to come up with a more meaningful understanding of complex problems.
[PSYC 642b, Social Psychology and Social Change.]
PSYC 643a, Diagnosis and Assessment. Marlene Schwartz. T 9.30–11.20
This course focuses on the theoretical underpinnings of psychological assessment as well as covering the administration of major cognitive, projective, and personality instruments and the basics of report writing.
[PSYC 646b, Advances in Cognitive Neuroscience: Prefrontal Cortex and Memory.]
[PSYC 648, Cellular Analysis of Learning: Vertebrate Model Systems.]
PSYC 651bu, Object Cognition. Brian Scholl. T 2.30–4.20
The exploration of how the mind processes the world in terms of discrete persisting objects. Topics include object-based attention, the infant's "object concept," objects in higher-level cognition, and perception vs. cognition. Instructor's permission required for undergraduates.
PSYC 652au, Topics in Cognitive Neuroscience. Christy Marshuetz. M 1.30–3.20
Students learn about and discuss recent developments in cognitive neuroscience. The course consists of (1) an introduction to neuroimaging techniques, (2) topics in experimental design for neuroimaging, using primary research articles as examples, (3) recent developments in cognitive neuroscience, with a focus on memory and higher-order cognitive processing.
PSYC 654bu, Sensory Processes. Lawrence Marks, Joseph Stevens. T 3.30–5.20
A course on the senses, emphasizing functional properties of human vision, hearing, taste, smell, and skin senses.
[PSYC 656, Teaching Undergraduate Psychology.]
[PSYC 657a, Social and Behavioral Influences on Health.]
PSYC 658b, Behavioral Decision Making. Ravi Dhar, Nathan Novemsky.
This seminar examines research on the psychology of judgment and choice. Although the normative issue of how decisions should be made is relevant, the descriptive issue of how decisions are made is the main focus of the course. Topics of discussion include choice, judgment heuristics and biases, decision framing, prospect theory, mental accounting, context effects, task effects, regret, and other topics. The goal of the seminar is threefold: to foster a critical appreciation of existing knowledge in behavioral decision theory, to develop the students' skills in identifying and testing interesting research ideas, and to explore research opportunities for adding to that knowledge. Also MGMT 753b.
PSYC 659bu, Addictive Behaviors. William Corbin. W 1.30–3.20
This seminar course introduces students to important issues in the field of addictive behaviors. Three areas of focus include: defining, assessing, and diagnosing addictive behaviors and reviewing epidemiological research on alcohol and drug abuse and negative consequences of normative alcohol and drug use; examining factors that contribute to alcohol and drug related problems, including genetic, physiological, neurochemical, cognitive, and social factors; and evaluating current prevention and treatment approaches for addictive behaviors.
[PSYC 660bu, Child Development and Social Policy.]
PSYC 661a, Clinical Diagnostic Evaluation of Children. Sara Sparrow, Mark Schaefer.
Covers major testing instruments used in the evaluation of children's cognitive, emotional, and academic development as well as adaptive functioning. Limited enrollment.
PSYC 662a, Abilities, Competencies, and Expertise I. Robert Sternberg. T 4.30–6
This seminar is a forum for students to discuss contemporary issues related to intelligence and thinking. In some classes, we discuss the work of researchers outside Yale. Occasionally there are presentations from researchers outside our community. Most of the classes consist of informal presentations by seminar members aimed at helping them clarify their ideas for theory and research
PSYC 663b, Abilities, Competencies, and Expertise II. Robert Sternberg. T 4.30–6
For description, see PSYC 662a.
[PSYC 669b, Neurochemical and Hormonal Modulation of Learning and Memory.]
[PSYC 672, Concepts, Categories, and Word Meanings.]
PSYC 673au, Clinical Cognitive Neuroscience. Kent Kiehl. F 2.30–4.20
The tools and techniques of cognitive neuroscience (i.e., EEG/ERP, PET, fMRI, MRS) as applied to the study of clinical populations. Each session focuses on how cognitive neuroscience has elucidated the underlying neurobiological correlates of major clinical disorders, including depression, anxiety disorders, borderline personality disorder, psychopathy, schizophrenia, and eating disorders. Special emphasis is placed on how brain imaging can be used to assess neural changes associated with cognitive and/or pharmacological treatment.
[PSYC 676au, Neuroscience Simulation Lab.]
[PSYC 677bu, Introduction to Computational Neuroscience.]
[PSYC 678a, Psychology's Contribution to Gender and Vice Versa.]
[PSYC 680au, Consciousness, Volition, and Responsibility.]
[PSYC 682a, Child and Adolescent Peer Relations.]
PSYC 684, Case Conference Seminar.
Interdisciplinary seminar in which students and faculty discuss case conceptualization and treatment planning for clinic patients.
[PSYC 688b, Psychotherapeutic Process: Clinical and Research Perspectives.]
PSYC 689a, Assessment and Clinical Practice. 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.
PSYC 690b, Advanced Diagnostic Skills.
This course provides first-year clinical students with extensive supervision on how to conduct diagnostic evaluations using the Structured Clinical Interview for DSM-IV.
PSYC 702, Current Work in Cognition. Faculty. T 12–1.30
A weekly seminar in which students, staff, and guests report on their research in cognition and information processing.
PSYC 704, Current Work in Behavioral Neuroscience. Allan Wagner. F 4–5.30
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.
PSYC 705, Current Work in Abilities and Expertise. Robert Sternberg. M 1.30–2.30
This seminar discusses current work in abilities and expertise viewed from a multidisciplinary approach. It consists of both presentations and discussions of recent readings.
PSYC 708, Current Work in Developmental Psychology. Faculty. W 12–1.30
A luncheon meeting of the faculty and graduate students in developmental psychology for reports of current research and discussion on topics of general interest.
PSYC 710, Current Work in Social Psychology and Personality. David Armor. M 12–1.30
Faculty and students in personality/social psychology meet during lunchtime to hear about and discuss the work of a local or visiting speaker.
PSYC 711, Current Work in Child Development and Social Policy. Edward Zigler. F 11.30–12.30
Guest lectures and discussion on recent topics in child development and social policy, and its influence on public policy in the United States.
[PSYC 717a, Ethical Issues in Psychology, Current Work and Current Research in Clinical Psychology.]
[PSYC 718, Ethnic and Cultural Diversity: Current Work in Clinical Psychology.]
PSYC 719a, History and Systems of Psychology: Current Work in Clinical Psychology. Jerome Singer. Th 12–1.30
This course examines the current status of research and scientific knowledge bearing on issues of history and systems as they relate to clinical practice. Weekly speakers present research that is examined methodologically. Recent significant journal articles or technical books are also reviewed.
PSYC 720b, Current Work in Clinical Psychology. Faculty. Th 12–1.30
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.
PSYC 721, Research Topics in Infant Cognition. Karen Wynn. HTBA
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.
PSYC 722, Research Topics in Eating and Weight Disorders. Kelly Brownell. T 12.30–1.30
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.
PSYC 723b, Research Topics in Child and Adolescent Therapy. Alan Kazdin.
This course focuses on the development and execution of research related to child and adolescent treatment, and the factors with which clinical dysfunction and therapeutic change are associated.
PSYC 724, Research Topics in Child Development and Social Policy. Edward Zigler. M 5–6
The course focuses on major policy issues pertaining to children and families (particular issues are determined by course participants). The goal of the course is to fully investigate the policy issues under study, discovering what is occurring at several different levels (federal policy, state policy, international policy, best practices, and research) on the issues. The knowledge gained is used to develop a written product by the end of the semester or academic year (e.g., journal article, book chapter, monograph). In addition to the substantive knowledge gained on the issues examined, participants also learn how to do research in the policy arena, a skill which can then be used to study other issues.
[PSYC 727, Professional and Conceptual Issues in Psychology.]
PSYC 728, Research Topics in Prevention Research. Joseph Mahoney. F 9.30–11
The course discusses current theory and research on social intervention research and social policy. Format involves student presentation and discussion of original research, student- and faculty-led discussions of current topics in prevention research and social policy, and student development and career training in social intervention research and policy.
PSYC 729, Research Topics in Language and Cognition. Paul Bloom. Th 10–11.45
Seminar focusing on ongoing research projects in language, cognition, and development. Permission of instructor required.
PSYC 731, Research Topics in Cognition and Development. Frank Keil. W 2.30–4.20
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.
PSYC 749, Research Topics in Memory. Marcia Johnson. Th 1–2.30
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.
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 neuroanatomy, and contemporary behavioral neuroscience.
[PSYC 751, Research Topics in Memory, Aging, and Neurobiology.]
PSYC 766, Research Topics in Perception and Cognition. Brian Scholl. F 2–4
A 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.
PSYC 767, Research Topics in Emotion, Health, and Social Behavior. Peter Salovey. W 3.30–5.20
A forum for graduate students conducting research in the Health, Emotion, and Behavior Laboratory.
PSYC 768, Research Topics in Psychopathology and Cognitive Processing. Teresa Treat. Th 10–12
Weekly discussion and analysis of theoretical and measurement models relevant to examination of the role of cognitive processing in psychopathology. Permission of instructor required.
PSYC 769, Research Topics in Intelligence and Thinking. Robert Sternberg.
A forum for students to discuss contemporary issues related to intelligence and thinking. Discussion of works of researchers within and outside the Yale community. Primarily consists of informal presentations by seminar members seeking to help them clarify their ideas for theory and research.
PSYC 772, Research Topics in Self and Social Judgment. David Armor. T 4–5.30
Weekly lab focusing on current research projects in self-evaluation, social judgment, and decision making.
PSYC 773, Research Topics in Working Memory. Christy Marshuetz.
Students have a chance to discover what it is like to be involved in academic research. The course consists of weekly discussion and analysis of theoretical developments in cognitive neuroscience, especially the cognitive neuroscience of memory. Students in the course have a chance to help design experiments and discuss data, and read research papers. Students may also become involved in ongoing research. Permission of instructor required.
PSYC 777, Research Topics in Gender and Psychology. Marianne LaFrance.
This "gender lab" meets weekly to consider research being done in the department that bears on some gender-related issue.
PSYC 779, Research Topics and Current Work in Child and Adolescent Peer Relations. Mitchell Prinstein.
Lab meeting for ongoing studies of child and adolescent peer relationships and adjustments.
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 806a, Practicum in Childhood Intervention. Edward Zigler.
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. Sara Sparrow.
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. Sara Sparrow.
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 812b, 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 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 821, Practicum in Clinical Child and Adolescent Treatment.]
PSYC 883b, Practicum in Clinical Assessment. Donald Quinlan.
Supervised psychological assessment using measures of intellectual functioning, projective testing, and neuropsychological testing with patients.
PSYC 920, Individual Study: Dissertation Area Paper.
By arrangement with faculty.
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.
Next: Religious Studies
|
