Psychology
2 Hillhouse, 432.4518
M.S., M.Phil., Ph.D.
Chair
Kelly Brownell (432.4545, kelly.brownell@yale.edu)
Director of Graduate Studies
John Bargh (432.4518, john.bargh@yale.edu)
Professors
Woo-kyoung Ahn, J. Truett Allison (Veterans Administration
Medical Center), Stephen Anderson (Linguistics), John Bargh,
Linda Bartoshuk (Surgery; Otolaryngology), Sidney Blatt (Psychiatry),
Paul Bloom, Thomas Brown, Kelly Brownell, Marvin Chun, Ravi
Dhar (School of Management), Carol Fowler (Haskins Laboratories),
Patricia Goldman-Rakic (Neurobiology), Louis Goldstein (Linguistics),
Donald Green (Political Science; ISPS), James Hampton (Visiting),
Marcia Johnson, Alan Kazdin, Frank Keil, Marianne LaFrance
(Women’s & Gender Studies), James Leckman (Pediatrics),
Lawrence Marks (Epidemiology & Public Health), David Pauls
(Child Study Center), Donald Quinlan (Psychiatry), Peter Salovey,
Jerome Singer, Robert Sternberg, Fred Volkmar (Child Study
Center), Victor Vroom (School of Management), Allan Wagner,
Karen Wynn
Associate Professors
Larry Davidson (Psychiatry), Elena Grigorenko (Child
Study Center), Jeannette Ickovics (Epidemiology & Public
Health), Robert Kerns (Veterans Administration Medical Center),
Linda Mayes (Child Study Center), Mary Schwab-Stone (Child
Study Center), Kathleen Sikkema (Psychiatry)
Assistant Professors
David Armor, Maria Babyonyshev (Linguistics), Geoffrey
Cohen, William Corbin, Richard Eibach, Karyn Frick, Jeremy
Gray, Joseph Mahoney, Christy Marshuetz, Douglas Mennin, Nathan
Novemsky (School of Management), Maria Piñango (Linguistics),
Mitchell Prinstein, Laurie Santos, Mark Schaefer (Child Study
Center), Glenn Schafe, Brian Scholl, Teresa Treat, Robin Weersing
(Child Study Center)
Lecturers
Mark Brackett, Nancy Close, Nelson Donegan, Carla Horwitz,
Kent Kiehl, Janet Kremenitzer, Kristi Lockhart, Michelle Patterson,
Leonid Rozenblit, Golan Shahar, Joseph Stevens
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 502b, Learning Theory. Allan Wagner. TTh 9–10.15
The development of learning theory from its beginnings
in associationism, behaviorism, and the Darwinian revolution
to its present “connectionistic,” neural-network
expressions.
[PSYC 503a, Memory.]
PSYC 504b, Cognitive and Social Neuroscience. Christy
Marshuetz. T 1.30–4.20
In this course, we discuss core issues in cognitive psychology
and social cognition from the perspective of cognitive and
social neuroscience. The emphasis is on understanding the
importance of an interplay of traditional experimental psychology,
neuroimaging research, and evidence from patient populations
in understanding how “brain” gives rise to “mind.”
Students without a background in cognitive neuroscience are
welcome; in addition to attending regular class meetings,
students are required to attend selected lectures in PSYC
320.
[PSYC 505a, Creativity.]
[PSYC 506b, Introduction to Brain and Behavior.]
[PSYC 507, Health Psychology: Clinical and Social Foundations.]
[PSYC 509b, Social Development.]
[PSYC 510a, Self and Identity.]
[PSYC 511b, Cognitive Development.]
[PSYC 512b, The Cognitive Sciences.]
[PSYC 513b, Personality Development and Psychopathology.]
PSYC 514b, Applied Developmental Science. Joseph
Mahoney. Th 2.30–5
This course surveys the emerging, broad discipline of
applied developmental science. Course content includes the
applications of developmental theory and research to salient
contemporary social issues/problems, and how current social
and historical changes have impacted developmental theory
and the research agenda. Main themes of the course are the
theoretical and historical context of developmental science;
integration of research and practice; university and community
contexts of applied developmental research; conceptual issues
in the prevention of disorder and promotion of competence;
ethical issues in conducting applied research; and the roles
that ethnicity, culture, community, and economy play in applying
developmental theory and research to social problems.
[PSYC 515b, Structural Equation Modeling.]
PSYC 518a, Data Analysis: Quantitative Variables. Leonid
Rozenblit. TTh 2.30–3.45
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. Leonid
Rozenblit. MW 2.30–3.45
A survey of multivariate techniques for discovering latent
structure in psychological data; unidimensional and multidimensional
scaling, clustering, factor analysis.
[PSYC 521bu, Multivariate Data Analysis with Observable
Variables.]
[PSYC 525a, The Minds of Infants.]
PSYC 527a, Psychotherapy: Historical and Scientific
Foundations. Jerome Singer. Th 1.30–3.20
This course places modern psychotherapeutic practice
in a historical and current psychological scientific context.
Traces the evolution of modern practice from hypnosis through
interpersonal psychoanalysis and various cognitive-behavioral
approaches.
[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.]
[PSYC 540b, Changing Behavior in Applied Settings.]
[PSYC 541b, Research Methods in Psychology.]
[PSYC 554b, Human Intelligence and Its Development.]
[PSYC 556, Developmental Psychopathology.]
PSYC 570b, Nonverbal Communication. Marianne
LaFrance. TTh 3.30–5
Exploration of the psychological and social functions
of nonverbal behavior (e.g., facial expression, gesture, posture,
paralanguage, proxemics). Several levels of analysis are considered,
including individual, interactional, group, intergroup, and
cultural.
PSYC 572a, Neurobiology of Learning and Memory. Thomas
Brown. M 11.30–2
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. Also NSCI 614a.
PSYC 601au, Serious Mental Illnesses. Larry
Davidson. W 1.30–3.20
This course provides a brief overview of the history
of the understanding and treatment of serious mental illness
in Western society as a prelude to current approaches. The
majority of the course focuses on contemporary approaches
to psychosis, ranging from psychopharmacology and cognitive-behavioral
psychotherapy, to psychiatric rehabilitation and self-help/mutual
support, to political and personal empowerment.
[PSYC 605bu, The Relation of Speech to Language.]
[PSYC 607au, Human Thinking and Reasoning.]
[PSYC 608b, Behavior Genetics.]
PSYC 610a, Genocide and Terrorism: Probing the Mind
of the Perpetrator. Dori Laub. Th 1.30–3.20
The course begins by establishing a historical framework,
which examines on the one hand Russian intellectuals’
fascination with violence at the end of the nineteeth and
into the twentieth century, and on the other hand Nazi state-sponsored
terror and its similarities with and differences from contemporary
global terrorism. We then address the questions of the psychology
of individual terrorists and suicide bombers, in lectures
conducted by psychologists and psychoanalysts who attempt
to develop theoretical models on the basis of their clinical
experience and field work. A sociological perspective examines
individuals in the context of their social environment, focusing
especially on the link between modernity and the rise of religious
violence. Case studies of the Islamic Jihad, Christian fundamentalism
in the United States, and atrocities committed by Japan during
WWII add breadth to this exploration. Also INRL 556a.
PSYC 612au, Neuroimaging Analyses Techniques. Kent
Kiehl. Th 2.30–5.20
This course covers basic through advanced techniques
for the analyses of brain imaging data. Analyses techniques
for Electroencephalography (EEG), Event-related Potentials
(ERPs), Positron Emission Tomography (PET and SPECT), functional
magnetic resonance imaging (fMRI), and Magnet Resonance Spectroscopy
(MRS) are examined. Special emphasis is placed on fMRI analyses
using Statistical Parametric Mapping (SPM). Students are given
example brain imaging data sets and are expected to analyze
the data within the SPM framework. The course is designed
for social scientists with emphasis on understanding the principles
of brain imaging analyses, and successful completion of the
course relies heavily on the mathematical implementation of
image analyses.
[PSYC 614bu, Neurobiology of Learning and Memory.]
[PSYC 616au, Psychopathology and Cognitive Processing.]
[PSYC 617bu, Evolutionary Psychology.]
[PSYC 618b, Visual Cognition and Attention.]
[PSYC 620, Topics in Cognitive Development.]
[PSYC 622au, Social Intervention.]
[PSYC 626b, Modularity and Cognition.]
[PSYC 627au, Topics in Infant Cognition.]
[PSYC 628au, Working Memory, Attention, and Executive
Processing.]
[PSYC 632b, Comparative Psychology.]
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 642a, Social Psychology and Social Change. Geoffrey
Cohen. Th 3.30–5.20
An examination of the major ideas and theories of social
psychology and their relevance to social problems and social
change.
PSYC 648b, Cellular Analysis of Learning and Memory:
Model Systems. Glenn Schafe. HTBA
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 habit-uation,
sensitization, Pavlovian and instrumental conditioning, and
declarative memory formation.
PSYC 649au, Topics in Syntax: Bilingualism. Maria
Babyonyshev. Th 9.30–11.20
An investigation of the interactions between the two
grammars of a bilingual speaker. Topics include transfer,
first language attrition, and code-switching. Focus on the
implications of these processes for syntactic theory. Prerequisite:
one course in syntax or permission of instructor. Also
LING 662au.
PSYC 650bu, Topics in Syntax: The Mental Lexicon. Maria
Piñango. Th 1.30–3.20
A discussion of theories of real-time language comprehension
and how they interact with theories of linguistic representation.
It focuses on computational and representational models of
the mental lexicon which are evaluated in the context of online
processing evidence, as well as lesion and imaging studies.
Also LING 660bu.
[PSYC 651bu, Object Cognition.]
[PSYC 652au, Topics in Cognitive Neuroscience.]
[PSYC 654bu, Sensory Processes.]
[PSYC 657a, Social and Behavioral Influences on Health.]
[PSYC 658b, Behavioral Decision Making.]
PSYC 659au, 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.]
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 673bu, Clinical Cognitive Neuroscience.]
[PSYC 677bu, Introduction to Computational Neuroscience.]
[PSYC 678a, Psychology’s Contribution to Gender
and Vice Versa.]
[PSYC 682a, Child and Adolescent Peer Relations.]
PSYC 684a, Psychotherapy Technique: Process and Outcome. Michelle
Patterson. HTBA
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.
PSYC 684b, Case Conceptualization and Diversity. Michelle
Patterson. HTBA
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).
[PSYC 688b, Psychotherapeutic Process: Clinical and
Research Perspectives.]
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.
PSYC 690b, Clinical Ethics and Practice. Michelle
Patterson. HTBA
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.
PSYC 702, Current Work in Cognition. Woo-kyoung
Ahn. 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. Frank
Keil. 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. Richard
Eibach. 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
in Clinical Psychology. William Corbin. Th 12–1.30
PSYC 718b, Ethnic and Cultural Diversity: Current Work
in Clinical Psychology. Kelly Brownell. Th 12–1.30
[PSYC 719a, History and Systems of Psychology: Current
Work in Clinical Psychology.]
[PSYC 720b, Current Work in Clinical Psychology.]
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 723, 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. Karyn
Frick.
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 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.
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 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. 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 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.
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