2005–2006 - the chicago school of professional psychologyintegrating theory, professional practice...

TheChicagoSchoolof ProfessionalPsychology

Doctoral Programs2 0 0 5 – 2 0 0 6

• E D U C A T I O N • I N N O V A T I O N • S E R V I C E • C O M M U N I T Y •

• M A K I N G A P R O F O U N D D I F F E R E N C E •

325 North Wells StreetChicago, Illinois 60610312.329.6666www.csopp.edu

E D U C A T I O N • I N N O V A T I O N • S E R V I C E • C O M M U N I T Y

TheChicagoSchoolof ProfessionalPsychology

The School 2MissionPhilosophyStudent Focused LearningSummary of ProgramsCenter for Multicultural

and Diversity StudiesAdmission Requirements

Policies 6

The Doctoral Programs

Business Psychology 8Program DescriptionList of CoursesSample ScheduleCourse Descriptions

Clinical Psychology 15Program DescriptionConcentration AreasCertificateList of CoursesSample ScheduleCourse Descriptions

Doctoral Programs

Non-DiscriminationThe Chicago School of ProfessionalPsychology acknowledges its ethical andstatutory responsibility to afford equaltreatment and equal opportunity to allpersons, and thus complies with allapplicable laws and directives whichpromulgate non-discrimination and equalityof opportunity. In keeping with the spiritand letter of the law, The Chicago Schoolprohibits discrimination against itsemployees, students, and applicantsbased on race, gender, religion, age,national ancestry of origin, sexualorientation, disability, marital status,sources of income, military dischargestatus, or other impermissible reason;sexual harassment is also prohibited. The Chicago School also bars retaliationagainst an employee, student, or applicantwho files a complaint of discriminationagainst the administration and/or Facultymembers of The Chicago School.

AccreditationThe Chicago School of ProfessionalPsychology is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools.30 North LaSalle Street, Suite 2400Chicago, Illinois 60602-2504312.263.0456

The Clinical Psychology doctoral program is accredited by the American Psychological Association750 First Street, NEWashington, DC 20002-4242202.336.5500

The course offerings, policies, proceduresand other matters contained herein werecurrent as of the time of publication. TheChicago School retains the right to, at anytime, make modifications to its courseofferings, policies, procedures and othermatters. Such changes will be applicableto all students. Additional policy andprocedure information is located in theStudent Handbook, which is available onthe school’s website: www.csopp.edu.

Mission Integrating theory, professional practice and innovation, The Chicago School of Professional Psychology providesan excellent education for careers in psychology and related behavioral and health sciences. The school iscommitted to service and embraces the diverse communities of our society.

Reflecting the systemic integration of our mission, our logo symbolizes:

Education Service

Innovation Community

PhilosophyThe Chicago School educates professionals whose practices exemplify a commitment to understand and respectindividual and cultural differences. The application of humane professional judgment is achieved through theintegration of psychological theory, scientific research, and professional practice. The curriculum and trainingopportunities prepare graduates to deliver outstanding professional services emphasizing the need to understanddiversity and the importance of working with underserved populations.

From this statement of purpose, we derive our institutional goals, which are attained through individual programs ofstudy. Our consistent focus on student learning ensures that the institution provides excellent career education.Each program regularly identifies the learning expectations, determines the outcomes of these student-learningexpectations across academic programs, and uses assessment results to improve student learning.

Our institutional learning goals for students completing our degree programs are:

Scholarship: By completion of the program, students will be able to use scientific research and theory to informtheir practices and contribute to the body of work extending the reach of their specialties in professional psychology.

Diversity: By completion of the program, students will be able to apply theoretical and practical knowledgeabout ethnic, racial, gender, sexual, cultural and religious, age, and disability difference in their professional work.

Professional Behavior: By completion of the program, students will be able to function in a professional andethical manner in classroom, off-site training, and work settings.

Professional Practice: By completion of the program, students will be able to conduct assessments, developappropriate interventions, and implement interventions in their specialty area of professional psychology.

Student Focused LearningTo ensure an effective and high quality educational experience, The Chicago School faculty systematicallymonitor student learning to inform future planning and to generate creative, responsive initiatives to improve theprogram. Data are gathered, analyzed and presented to the learning community for review. Based on theseresults, the program revises the student learning assessment plan, the curriculum, and the approach to learningin the classroom. Student learning assessment offers the school a critical opportunity to evaluate theeffectiveness of its programs and to develop innovative, student-focused learning environments.

To optimize the learning environment offered by the program, students are strongly encouraged to be activelearners. Active student learners reflect on the conditions and activities that engage their learning style, and workindependently, with peers and with faculty, to enhance their learning in the classroom.

Summary of ProgramsThe Chicago School offers two Doctor of Psychology (Psy.D.) degrees at the main campus in the River Northneighborhood of downtown Chicago.

The Business Psychology doctoral program integrates Industrial and Organizational psychology, business, andindividual intervention course work, emphasizing the skills and knowledge needed to assume professionalresponsibilities in human resource, consulting, organization-development, and management positions. Theprogram provides students with the scientific and theoretical principles of psychology and the application ofthese principles to the variety of work settings in which business psychologists are employed. Internship trainingensures that students are able to transfer classroom knowledge to the “real-world” of work.

The APA-accredited Clinical Psychology doctoral program bases its training on the practitioner-scholar model ofeducation, integrating eight core competencies endorsed by NCSPP for professional psychologists. Faculty areactively engaged in practice and scholarship, and incorporate a wide variety of clinical examples into classroomactivities. Students learn through rigorous coursework, challenging practica, an integrative internship and aninnovative, applicable dissertation. The program has been nationally recognized for its excellent training inculturally competent service provision and offers students a remarkably wide variety of training opportunities.

In addition, The Chicago School offers Master of Arts degrees in Industrial and Organizational Psychology,Forensic Psychology, and Clinical Psychology with specialization tracks in Counseling or Applied Behavior Analysis.

The Center for Multicultural and Diversity Studies The Center for Multicultural and Diversity Studies is an example of The Chicago School’s core commitment todiversity and multicultural studies in their broadest contexts. Through research, training and guidance, theCenter broadens awareness and skill sets necessary to work with diverse and underserved communities. The Center promotes and facilitates recognition, understanding and communication across all cultural contexts.Within The Chicago School, the Center serves as a catalyst for educational and cultural activities such ascolloquia and cultural immersion trips.

Each year, The Chicago School awards three scholarships to second year students in support offurthering the research and mission of the Center for Multicultural and Diversity Studies. Thesescholarships are open to students from any program. Each scholarship is awarded for one yearin the amount of $5,500. Students may reapply for the scholarship for one additional year;however, renewal is not guaranteed. In addition, each year the school awards one three-yearGrip Fellowship to an incoming Clinical doctoral student.

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Admission RequirementsIndividuals who meet the minimum academic requirements and who believe they possess backgrounds whichare characterized by accomplishments that suggest aptitude for doctoral level work are encouraged to apply. Wecontinuously strive to recruit and maintain a diverse student body, reflecting the school's mission and philosophy.

ApplyingApplication to The Chicago School’s Doctoral programs is open to any person who has earneda bachelor’s degree from an accredited institution. The school admits students whom itjudges to possess sufficient academic aptitude, as well as the emotional and social maturityto function effectively as professional psychologists. Applicants will be judged on their overallability to do graduate work. Factors considered in admission are: GPA from undergraduateand any graduate schools; Graduate Record Examinations (GRE) scores; successful workhistory after completion of the baccalaureate degree; essays; and, letters of recommendationfrom academic professors or supervisors from professional or volunteer experiences.Generally, an undergraduate GPA of a 3.2 or higher on a 4.0 scale is required for admissionto the school’s doctoral programs.

Required undergraduate courses must be completed prior to enrollment, with a grade earnedof ‘C’ or better (please note the required course work by program). Based on the evaluation of these materials selected candidates may be invited to interview for further consideration of their application.

All applicants must submit the following:

• Completed Application form

• Official college/university transcripts from all undergraduate and graduate schoolsattended (regardless of whether a degree was earned at that institution)

• Official General GRE Test Scores (GRE School Code: 1119)*

• Essays (based on the questions in the application)

• Résumé/Curriculum Vitae, highlighting relevant work, volunteer, or research experiences

• Three letters of recommendation

Appropriate recommendations are from professors or administrative officers at your undergraduate or graduateinstitution and supervisors from significant work or volunteer experiences.

Applications must be submitted with a $50.00 (US) fee in order to be evaluated.*If you have taken the MCAT, GMAT, or LSAT within one year of the date of application, those scores may be submitted in lieu of the GRE.

Applicant NotificationIf, after initial review of all application materials, the Admission Committee so recommends, the candidate will beinvited for an interview day with members of the faculty. Interviews are by invitation only and mandatory for fullconsideration.

Post interview, the candidate will be notified of the Admission Committee’s decision regarding his or herapplication. The Chicago School does not share information or provide any feedback regarding admissiondecisions.

If a student is offered admission, in order to secure a place in the incoming class, a non-refundable tuitiondeposit of $500 will be required by the deposit deadline indicated in the offer of admission. The non-refundabledeposit will be applied in full toward the student’s tuition upon enrollment.

Required Course WorkPrior to enrollment in the Doctoral programs the following required course work must be completed, with a gradeearned of ‘C’ or better.

Business PsychologyA minimum of 12 semester hours or 18 quarter hours of course work in psychology is required, including thefollowing courses:

Statistics or Quantitative Psychology

Research Methods or Experimental Psychology

Clinical PsychologyA minimum of 18 semester or 27 quarter hours of course work in psychology is required, including the following courses:

Abnormal Psychology

Statistics

Child/Human Development or Life Span

Clinical program students may waive the required course work by attaining a score in the 70th percentile orhigher on the Psychology Subject Test of the Graduate Record Examinations (GRE). Although the GREPsychology Subject Test is not a requirement for admission, the GRE General Test is required. Scores should be sent directly to The Chicago School (School GRE Code: 1119).

TOEFL & International CredentialsIf English is not your primary language, you must submit official TOEFL scores (TOEFL School Code: 7161) withyour application. Students with course work from non-U.S. institutions must obtain and submit an official“course-by-course” evaluation, through an evaluation agency such as World Education Services (www.WES.org),or Educational Credential Evaluators, Inc. (www.ECE.org). Students must have a U.S. equivalent bachelor’sdegree. You must also submit to The Chicago School all official undergraduate and graduate transcripts inaddition to the agency evaluation.

Application Deadlines – FallApplications are accepted for admission into the Fall semester entering class.

Early Consideration January 15

General Consideration* March 1

Space Available** June 1**International Students must have a completed application file by

March 1 for admission into the Fall term in order to allow sufficient timeto obtain the additional documentation required to study in the U.S.

**Offers of admission are made on a rolling basis and class sizes are limited. Please contact the Office of Admission regarding space availability.

All questions regarding admission requirements shouldbe directed to the Office of Admission, 312.329.6666 or [email protected].

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Transfer of CreditStudents interested in receiving credit for previous course work are required to submit a Transfer of CreditRequest Form to the Office of Academic Records prior to registration. The Petition for Transfer of Credit form isavailable on the school website under ‘Office of Academic Records.’ Please submit all required documentationwith each petition. Any credit approved for transfer will not be added to the student’s academic record until afterthe second week of their first semester. Transfer of credits is subject to the following conditions:

• A maximum of 21 semester hours of credit for course work completed prior to matriculation at The Chicago School may be transferred.

• Transferred course credit is restricted to graduate level courses from a recognized,regionally accredited, graduate degree granting institution.

• Transfer of credit is awarded only for required courses.

• Transfer of credit is not granted for clinical practicum or for internship.

• Transfer of credit is granted only for courses in which the grade obtained was a ‘B’or higher.

• The school reserves the right to require satisfactory performance on an examinationbefore awarding a transfer of credit. Satisfactory completion of a competency examinationis required before transfer of credit is awarded for required clinical courses.

• The school normally may require satisfactory performance on a competency examinationwhen the course in question has been taken more than five years prior to admission;transfer of credit cannot be granted for course work older than ten years.

• Each hour of credit accepted for transfer will be assessed a fee of $75 per credit hour.

Waiver of Courses An international student, who has completed an undergraduate course(s) that, in the judgmentof the Program Director, is equivalent to a required course at The Chicago School, may applyfor the course to be waived.

In addition, any student (domestic or international) with previous graduate course work whohas already received the maximum transfer credit may request a waiver of additional coursework to be completed at The Chicago School.

Students may seek a waiver for a total of 21 credit hours. Those seeking both a waiver and transfer of credithours may not exceed a total of 30 credit hours. Waiver will not apply to undergraduate courses offered by U.S. educational institutions.

Graduation Requirements All requirements for the doctoral programs, including the Dissertation, are designed to be completed within thedesignated program length. Program duration may not exceed seven years. Students who meet the followingrequirements are eligible to graduate:

• Satisfactory completion of all program required credit hours

• Cumulative grade point average of 3.00 or higher

• Satisfactory completion of the Competency Exam

• Satisfactory completion of Internship(s)

• Successful defense of the Dissertation and submission of bindable copy

Additional, requirements for the Clinical program:

• Satisfactory completion of four semesters of practica

• Cumulative PPE average of 2.7 or higher

Satisfactory Progress Matriculated students must be continuously enrolled in the program until graduation; the program requiresattendance during the Fall, Spring, and Summer semesters. Each student must take a minimum of 6 semesterhours of course work in the Fall and Spring semesters and 3 semester hours in the Summer semester, unlessthe student has fewer than the required number of hours of course work remaining or is on an approved Leaveof Absence. Satisfactory progress semester hours do not include waiver or transfer credit hours. A student mustmaintain satisfactory academic progress by complying with the following requirements:

Credit Hours Per YearBusiness program students must complete, at minimum, 18 semester hours of credit each year during Fall,Spring, and Summer semesters.Clinical program students must complete, at minimum, 20 semester hours of credit each year during Fall,Spring, and Summer semesters.

Credit Hours Per SemesterAll Business program students must be enrolled for a minimum of 6 semester hours during Fall and Springsemesters and a minimum of 3 semester hours in Summer semester to be classified as full-time.Clinical program students must be enrolled for a minimum of 12 semester hours during Fall and Springsemesters and a minimum of 5 semester hours in Summer semester to be classified as full-time. All studentsmust be enrolled for a minimum of 6 semester hours in the Fall and Spring semesters.

Program Length• The Business program is five years in length.

Students must complete all requirements within seven years.

• The Clinical program is five years in length. Students must complete all requirements within seven years.

Students in the Clinical program with at least 12 semester hours of transferred graduate course work, an M.A.degree in psychology or a related field, or significant experience in the field may petition to accelerate theprogram to be completed in four years. Petitions are submitted to a student’s advisor after the student hascompleted his or her first semester in the program.

Residency RequirementIt is expected that students will fulfill all degree requirements through courses offered at The Chicago School.Under unusual circumstances, and subject to the approval of the Program Director, a student may be permittedto complete certain course requirements at another institution.

The Clinical program has an additional APA-mandated residency requirement as a condition for graduation. Thisrequirement may be satisfied in either of the following ways:

1. Completion of two consecutive semesters of full-time study (12 credit hours or more).Excluding Summer semester, this may be either the Fall and following Spring semesters or the Spring and following Fall semesters.

2. Completion of 30 credit hours within one twelve-month period, including Summer semester.

P o l i c i e s

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The Business ProgramThe Business Psychology program trains doctoral-level applied psychologists for corporate and other worksettings. The curriculum is a unique blend of industrial and organizational psychology, individual assessmentand intervention, and business coursework that prepares Chicago School students for both traditional Industrialand Organizational (I/O) work, as well as individual assessment and professional coaching. Students gain theessential diagnostic and consultative skills to help organizations and the individuals within them solve problemsand perform effectively. They also are trained in interpersonal skills and business acumen to help them be moreeffective in their roles as consultants.

The Business Psychology program at The Chicago School is distinctive in that it applies the discipline’sassessment skills and feedback mechanisms within the program itself. Students learn how to design andimplement assessment centers and 360 degree feedback tools and benefit from participating in these samepractices. This permits students to increase their awareness of and develop an action plan for their ownstrengths and weaknesses. In addition, the comprehensive exam and dissertation process are conductedthrough small group seminars in order to provide our students with the highest level of support and structure.

Intensive coursework that balances theory and practice is accompanied by two supervised internships. A comprehensive examination (based on the assessment center model of evaluation) and applied Dissertationproject will provide ways to measure the integration of knowledge and skills acquired throughout the program.Students must successfully complete 97 credit hours to graduate.

Chicago School students have secured internships and jobs at organizations such as Chicago Board of Trade,U.S. Navy, Chicago Tribune, United Airlines, AC Neilson, Red Cross, Allstate, Rush Health Medical Systems, GM Electromotive Division, Buck Consulting, YMCA, Aon Consulting, United Health Care, Bank of America,North Central College, Pearson Reid Londonhouse, Red Prairie Software, United Parcel Service, MaryvilleAcademy, Ernst & Young as well as the school’s own Center for Sustainable Solutions.

Program Objectives

1. To provide students with a broad foundation in the discipline of psychology and in-depth understanding of I/O theory and research.

2. To provide students with the necessary skills in research and statistical methods, enabling them to design and conduct applied, empirical research in I/O psychology.

3. To provide students with the knowledge, attitude and skills necessary for professional roles in the businessenvironment. This includes:a. the knowledge and skills necessary for assessing and coaching individuals on workplace-related issues;b. knowledge of basic business processes, such as finance and accounting, marketing, and strategic

business planning.

Required CoursesCourse Title Credit HoursPB 400 Professional Development Seminar 3PB 439 Life Span II 3PB 447 Cognitive Psychology 3PB 451 Social Psychology 3PB 455 Research Methods 3PB 468 Systems Theory 3PB 510 Organizational Behavior 3PB 511 Organizational Culture & Design 3PB 512 Organizational Consulting Skills 3PB 520 Foundations of Applied Industrial Psychology 3PB 521 Statistics 3PB 522 Performance Appraisal 3PB 523 Job Analysis and Employee Selection 3PB 524 Training: Theory, Design and Evaluation 3PB 525 Organizational Leadership 3PB 528 Advanced Statistics 3PB 529 Business Marketing 3PB 530 Individual Interviewing and Assessment 3PB 531 Organizational Attitudes & Survey Development 3PB 532 Work and Career Development 3PB 533 Business Accounting and Finance 3PB 552 Professional Coaching 3PB 553 Micro-Economics 3PB 555 Work Team Dynamics 3PB 557 Managing Organizational Diversity 3 PB 590 Statistics Lab 1

Internship: PB 595 Internship I 3 PB 596 Internship II 3

Dissertation:PB 610 Dissertation Development I 3 PB 611 Dissertation Development II 3 PB 612 Dissertation Development III 3

Competency Examination:PB 620 Competency Examination 3

ElectivesPB 550 Compensation and Benefits Administration 3 PB 554 Data Management 3 PB 556 Strategic Human Resource Management 3

B u s i n e s s P s y c h o l o g y P r o g r a m

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L i s t o f C o u r s e s

Year 1

Fall PB 400 Professional Development Seminar 3PB 510 Organizational Behavior 3PB 521 Statistics 3PB 590 Statistics Lab 1

—–10

Spring PB 511 Organizational Culture & Design 3PB 512 Organizational Consulting Skills 3PB 520 Foundations of Applied

Industrial Psychology 3—–9

Summer PB 595 Internship I 3—–3

TOTAL CREDITS YEAR 1 22

Year 2

Fall PB 523 Job Analysis and Employee Selection 3PB 524 Training: Theory, Design & Evaluation 3PB 525 Organizational Leadership 3

—–9

Spring PB 522 Performance Appraisal 3PB 531 Organizational Attitudes

& Survey Development 3PB 596 Internship II 3

—–9

Summer PB Elective I 3PB Elective II 3

—–6


Year 3Fall PB 439 Life Span II 3

PB 447 Cognitive Psychology 3—–6

Spring PB 449 Systems Theory 3PB 533 Business Accounting and Finance 3

—–6

Summer PB 529 Business Marketing 3PB 530 Individual Interviewing

& Assessmment 3—–6


Year 4

Fall PB 455 Research Methods 3PB 610 Dissertation Development I 3

—–6

Spring PB 553 Micro-Economics 3PB 556 Professional Coaching 3

—–6

Summer PB 528 Advanced Statistics 3PB 532 Work & Career Development 3

—–6


Year 5Fall PB 451 Social Psychology 3

PB 557 Managing Organizational Diversity 3—–6

Spring PB 611 Dissertation Development II 3PB 620 Competency Examination 3

—–6

Summer PB 612 Dissertation Development III 3


TOTAL CREDITS FOR PROGRAM 97

Course Descriptions: Business Psychology (Listed in numerical order)

PB 400 Professional Development SeminarThis course is designed to provide students with (1) the core professional skills necessary for competingsuccessfully for I/O positions, (2) socialization into the profession of I/O psychology and (3) opportunities toexplore and clarify their career goals. Topics covered include: journals and resources in I/O psychology, writingfor professional publication, data and time management skills, professional organizations and networks, businessetiquette, and competencies needed for successful job placement. (3 credits)

PB 439 Life Span IIThis course explores developmental issues from early adulthood through advanced age. Topics consideredinclude the process of consolidation of the middle years and the psychological, social and biological issuessurrounding late life adjustment. Current clinical approaches are examined from diverse theoretical viewpointsand in view of research findings. Cultural diversity and individual differences are integral to this course. (3 credits)

PB 447 Cognitive PsychologyThis course develops an empirically based model of the ontogenesis and functioning of psychological structuresresponsible for adaptation. The evolution of cognitive structures and affective processes will be discussed. Therole of cognition and affective processes in the human creation of meaning and its use in clinical contexts is alsoexplored. (3 credits)

PB 449 Systems TheoryThis course focuses on the exploration of General Systems Theory, major models of family therapy, couplestherapy theory, group approaches and organizational structure. (3 credits)

PB 451 Social PsychologyThe course focuses on the role of societal and environmental factors in the initiation and maintenance of humanbehavior patterns. The course will consider the implications of socio-environmental factors for the practicingpsychologist. Cultural and individual differences are also considered. (3 credits)

PB 455 Research MethodsPrerequisite: PB 595. This course focuses on the appropriate methodologies for program andintervention outcome analysis, linkage research, and model testing. Specific attention will be paidto organizational measurement and assessment for the purpose of demonstrating theeffectiveness of organizational interventions on desired outcomes such as customer retention,return on investment, and organizational effectiveness. Mastery of these methods will bedemonstrated by an applied project. (3 credits)

PB 510 Organizational BehaviorThis course explores organizations at the individual and team level, examining the relationshipbetween employees and managers, and employees and teams. It examines the factors that driveproductivity and success in organizations including motivation, diversity, work stress, conflict andnegotiation, decision-making, personality and attitudes. (3 credits)

PB 511 Organizational Culture & DesignThis course explores organizations at the organizational level, examining the relationship betweenculture and organization design, structure and environment. It examines the impact of change instrategy and technology, environmental turbulence and organizational maturity, and reviewsorganization development as a means to advance the changing nature of organization. Supportingtopics include corporate ethics, life cycle and control, organizational climate and globalization.Students create an organizational change strategy for a company in turmoil. (3 credits)

PB 512 Organizational Consulting SkillsPrerequisites: PB 400 and PB 510. This course provides students with the knowledge and skillsto serve as internal and external consultants to business and non–profit organizations. The classreviews individual, group and organizational assessment strategies. Through case analysis andin–class experiential exercises, students gain skills in project proposal, problem framing, contractdevelopment, client relations and presentation of findings. Legal and ethical issues specific to the consulting rolewill also be addressed. At the completion of this class, students will participate in an assessment center exerciseand receive feedback to prepare them for their internship requirement. (3 credits)

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Sample Schedule Full-time

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PB 530 Individual Interviewing and AssessmentPrerequisite: PB 595. This course introduces the principles of individual assessment and its role in workplacepsychology. It includes frameworks for conceptualizing the assessment process, specific strategies for assessingindividual personality style, cognitive ability and work place relevant behaviors (such as leadership skills,managerial styles, teamwork and other interpersonal skills, etc). The emphasis is on how to develop an ethical,individually-focused assessment process, choose appropriate, valid and reliable instruments, incorporate non-test assessment strategies such as interviewing and behavioral analysis, interpret and integrate assessment data,and write useful and informative assessment reports for the consumer. (3 credits)

PB 531 Organizational Attitudes & Survey DevelopmentPrerequisites: PB 512 and PB 525. This course reviews and integrates the extensive literature on thedeterminants and consequences of job satisfaction, involvement, culture and commitment with a focus on usingthis research base for organization diagnosis and intervention. Questionnaire use and development, as well asother methods of measurement, will be addressed. This course will also include psychometrics in relation tosurvey development. (3 credits)

PB 532 Work and Career DevelopmentThis course provides an understanding of career development theories and decision-making models,occupational educational information sources and systems, assessment instruments and techniques relevant tocareer planning and decision-making, career, lifestyle and leisure counseling, guidance and education, careerdevelopment program planning, resources and effectiveness evaluation. (3 credits)

PB 533 Business Accounting and FinanceThis course prepares students to analyze the impact of business transactions on financial statements. Studentsalso work on teams analyzing the financial statements of organizations to determine their financial condition.Internal control systems are discussed along with the importance of ethical conduct. In addition, this courseexamines the concepts, practices and institutional framework of financial management. Emphasis is placed onthe analytical tools utilized by managers in the context of global financial markets. Some of the topics coveredinclude the valuation of fixed-income securities and stocks, capital budgeting and the choice of investmentprojects, the notion of market efficiency, and management of working capital. Decision making within the contextof financial objectives is stressed. (3 credits)

PB 550 Compensation and Benefits AdministrationPrerequisites: PB 400, PB 510, and PB 520. This elective will teach students the theories, approachesand practices of wage and salary administration and provide a basic understanding of employee benefitsadministration. Specific topics covered include base pay and incentive design, executive compensation,skill-based pay, pay-for-performance, rewarding group performance, benefits administration andorganizational culture in relation to compensation. (3 credits)

PB 552 Professional CoachingPrerequisites/Requirements: PB 400 and PB 520. Effective coaching of managers requires the ability to establish rapport, listen effectively, and conduct interviews. Coaches also work with managers tounderstand the data provided by 360 instruments and other leadership assessment tools, identifystrengths and developmental needs, formulate skill-building development plans, and provide non-threatening feedback. This course is designed to introduce students to the roles, responsibilities, andethical considerations involved in individual coaching. Using role-playing and hands-on exercises, thiscourse enables students to begin to develop the skills needed to establish individual coachingrelationships. Students will also work with their own development plans in order to become directlyfamiliar with the challenges and opportunities involved in formulating and implementing those plans. (3 credits)

PB 553 Business Microeconomics This course will provide students with an understanding of the basics of microeconomic theory and withexamples of its application. In the presentation of microeconomics, the firm's immediate economicenvironment is analyzed with discussions of demand and supply, consumer behavior, cost analysis, andpricing and output decisions within various market structures. All topics are discussed with an emphasis on real-world application. (3 credits)

PB 520 Foundations of Applied Industrial PsychologyPrerequisites: PB 521 and PB 590. This course further develops the students’ conceptual foundation in I/Opsychology by providing an in-depth overview of all areas of industrial psychology. These areas include ethicalguidelines, case and statutory law, job analysis, selection, training, criterion development, performance appraisal,test development, reliability, validity, cut score, utility analysis and training. It features technical knowledge fromstandard sources, as well as recent research and case studies. Students will analyze research and applicationreadings as they continue to develop their critical thinking skills. (3 credits)

PB 521/590 StatisticsThe course presents the descriptive and inferential statistical techniques used in decision-making. This coursealso examines problem-solving research methods currently used in industrial and organizational psychology.Topic areas include ethics in research, experimental and quasi-experimental design, and how these methods areused in practice. Students will apply univariate and multivariate statistics using computer programs designed tofulfill the needs of practitioners to address real organizational problems using research methods. (4 credits, including a one-hour lab)

PB 522 Performance AppraisalPrerequisites: PB 512 and PB 520. This course initially focuses on criterion theory as a framework fordeveloping standards to indicate the effectiveness of individuals, groups and organizations. Students will acquirean understanding of performance appraisal instruments, rating accuracy, rater training, rater motivation andrater cognition. Students will also learn about contextual moderators, individual moderators, legal issuesconcerning performance appraisal and multi-source performance appraisal. (3 credits)

PB 523 Job Analysis and Employee SelectionPrerequisites: PB 512 and PB 520. This course familiarizes students with the requirements for creating a legallydefensible selection system. The major domain areas, job analysis, fair employment practices, and selection testconstruction and validation, are explored with an emphasis on understanding and reducing test bias that couldresult in disparate impact. The course is supplemented by conducting a selection test project with a client,conducting a job analysis using the PAQ and analyzing data to assess criterion related validity. (3 credits)

PB 524 Training: Theory, Design and EvaluationPrerequisites: PB 512 and PB 520. This course provides an examination of the design and implementation ofeffective training programs in organizations. It addresses critical areas such as conducting needs analyses of theorganization, the job, and the individuals performing the job. Students will learn and apply modern learningtheories, principles of adult learning and cross-cultural issues. Also, they will develop their ability to evaluatetraining, especially the transfer of training to the workplace. (3 credits)

PB 525 Organizational LeadershipPrerequisites: PB 511, PB 512, and PB 520. This course reviews the principal theories of leadership and howleadership is developed. It examines leadership in the context of managing continuous change, emphasizing thechallenges of multinational corporations working across cultures. It supports self-assessment as students gainknowledge in the key theories and principles of the management/leadership continuum. Finally, it reviewspractices that PB psychologists are using to develop organizational leaders. (3 credits)

PB 528 Advanced StatisticsPrerequisite: PB 521. This course focuses on using statistics for organizational research with a focus on thosemethods used routinely in applying theoretical models to applied problems. Students will learn advancedmultivariate methods including specialized techniques in multiple regression, logistic regression, MANOVA anddiscriminant function analysis, and confirmatory factor analysis. Mastery of these techniques will bedemonstrated by an applied project. (3 credits)

PB 529 Business Marketing Prerequisite: PB 595. This course provides the student with a basic knowledge of marketing principles and theability to solve marketing problems and implement marketing strategies within a global environment. Emphasis is placed on the role of the marketing organization, its relationship to other functions within the firm, and theimportance of developing and maintaining customer relationships. Areas of study in the course include marketresearch and assessment, marketing strategy development, positioning, and differentiation. Course work alsoincludes instruction in tactical choices regarding product, pricing, communication and channel alternatives.Students develop a marketing plan to effectively compete in the marketplace and present it to an impartial panelof marketing professionals during the last class session. (3 credits)

PB 554 Data ManagementPrerequisites: PB 400, PB 510, and PB 520. This course is an intensive, hands-on lab using current andcommonly available statistical and database software packages. Students will learn to work with data in eachprogram, as well as between programs. Students will also learn how research or applied questions drive datacollection and management, and how to answer questions using data. Skills developed in this class includebuilding relational databases, manipulating and parsing data, analyzing data and reporting data. (3 credits)

PB 555 Work Team DynamicsPrerequisites: PB 400, PB 510, and PB 520. Most organizations use team-based processes to leverageindividual strengths and to maximize productivity. Often, these teams have fairly complex reporting relationshipsand no formal leadership structure. The most productive teams are facilitated by skilled process managers whounderstand how to build teams and to keep them productive over their life span, both as informal and formalleaders. Learn how to create effective, productive work teams, manage meetings, and get things done whilebuilding long term mutually beneficial relationships. This course is designed to give the participant the skillsneeded to manage team processes in a way that helps the organization reach its objectives. (3 credits)

PB 556 Strategic Human Resource ManagementPrerequisites: PB 400, PB 510, PB 511, and PB 520. This course focuses on how HR adds value to theorganization’s business strategy. It addresses four human resource agendas: employee champion, administrativeexpert, change agent and, especially, strategic partner. It reviews the changing nature of HR, and builds on thebest of contemporary HR practices. Emphasis is placed on strategic alignment, return on investment andbecoming an employer of choice. The course yields a portfolio of key HR practices, designed to support anorganization’s strategic focus. (3 credits)

PB 557 Managing Organizational DiversityPrerequisites: PB 400, PB 511 and PB 520. In today’s global marketplace, the idea of diversity is valuedcommodity. So valued that Fortune magazine names the top 100 companies for Minority workers each year, andthis impacts the stock value of those organizations. To be competitive, many companies have a Diversity Officerwho is responsible to create diversity awareness, promote the idea of a diverse workforce, recruit Women andMinorities, and ensure that the organization operates within all applicable Equal Opportunity Laws. But what is“diversity?” What is the role of the Diversity Officer? How is this role evolving, and where will it be in the future?What are the “land mines” for a person in such a position? What does it take to do this job well, both from aninterpersonal and from an administrative point of view? This course is designed to answer those questions andprepare the participant to fill such a role or to advise those who do. (3 credits)

PB 595/PB 596 InternshipPrerequisites: PB 512 and PB 595. The internship provides an opportunity for students to apply understandingof key concepts of industrial and organizational psychology in the work place. The internship involves two workexperiences (minimum of 300 hours for each). While on internship, students also attend a weekly or bi-weeklyseminar at the Chicago School in which they discuss their internship experiences and receive peer supervision.Students will also select a specific organizational project to research, write a paper summarizing their researchand present an oral summary of their work to the class. Students will also be evaluated by their internshipsupervisors. Students may conduct their internship at their place of employment or at another site identified bythe student with the assistance of the Office of Placement & Training, which must approve all internship sites. (3 credits per semester; 6 credits total)

PB 610/ PB 611/ PB 612 Dissertation Development I/ II/ IIIThese three courses provide support and structure to the dissertation process. All courses consist of weeklymeetings of their designated small research group. The faculty member who is the dissertation chair for theresearch group leads these meetings. The first course (610) offers students the opportunity to present theirdissertation ideas and present their dissertation proposal by the end of the semester. The second course (611)provides continued support through peers and dissertation chair as the student continues to work on thedissertation and secure IRB approval. The third course (612) prepares the student for the end of the semesterdissertation defense. During these three courses, specific deadlines are set for committee approval, IRBapproval, and submission of dissertation draft to the committee and oral defense. (3 credits per semester; 9 credits total)

PB 620 Competency ExaminationThis course is designed to provide support and structure to the competency exam process. All courses consist ofweekly meetings with their advisor and other advisees. This course provides students the support of their peersand advisor as they prepare to participate in the Competency Exam at the end of the semester. (3 credits)

The Clinical ProgramThe Doctor of Psychology degree (Psy.D.) is the degree of choice for those interested in the highest levelpractitioner or “hands-on” career in Clinical Psychology. It is the leadership degree in the field and providesindependence and career flexibility for practitioners. For students seeking an academic research career, thePh.D. remains the degree of choice. For students who wish to apply psychology to human problems andbehavior and practice at the highest professional level, the Psy.D. is the degree of choice. The Psy.D.psychologist is a principal health care provider, behavioral consultant and clinician capable of deliveringoutstanding direct and indirect services to patients, clients and organizations.

The APA-accredited Clinical doctoral program of The Chicago School provides an outstanding and innovativecurriculum, taught by experienced practitioner faculty, with an emphasis on innovation, community, diversity andmulticultural awareness. Chicago School students develop essential diagnostic, therapeutic and consultativeskills through immersion in intensive coursework, field placements and internship. The ChicagoSchool has been recognized for its distinguished service and outstanding contributions to culturaldiversity by the National Council of Schools and Programs of Professional Psychology.

Our students obtain their practicum training at over 230 agencies and organizations ranging fromthe Marjorie Kovler Center for the Treatment of Survivors of Torture, to Children’s Memorial Hospitaland the Metropolitan Correctional Center. Our internship Match Day placement rate consistentlyranks among the best in the country with students securing positions across the U.S. and Canadain a variety of settings, from major academic medical centers to community-based agencies. Ouralumni are successful psychologists practicing around the world as clinicians, educators,supervisors, advocates, consultants and administrators.

The program has adopted the practitioner-scholar model of training, which is predicated on thebelief that a competent practitioner must have both a broad knowledge of the scientific andtheoretical principles in the clinical practice of psychology and the ability to apply that knowledge tospecific clinical situations. The program does not advocate any single theoretical orientation. Rather,students receive an excellent generalist base in theory, conceptualization and technique and thenchoose a theoretical orientation in which to specialize.

There are four Intervention tracks in which a student may specialize including Cognitive/Behavioral,Psychodynamic, Humanistic/Existential, and Systems. After completing basic course work in all four intervention tracks, students select one in which to specialize, completing advanced course work and theirClinical Competency Examination within that intervention track. Students are continually challenged to reflect on the art and craft of professional practice, as well as on its scientific basis. A Master of Arts in ClinicalPsychology is awarded following the successful completion of 48 semester hours of required courseworkincluding two semesters of practicum. In addition, students may complete specific electives to be eligible to sit for the Licensed Practical Counselor (LPC) exam in Illinois for practice at the master’s level.

Disclosure of Personal Information and PsychotherapySelf-reflection, introspection and an ability to examine personal reactions to clinical material are consideredcritical skills in student development. Students in the Clinical program will be required to examine their personalreactions and the impact of their personal histories on the clinical services they are training to provide. Studentswill not be required to disclose personal information related to sexual history, history of abuse or neglect, personalpsychotherapy or in-depth information regarding intimate relationships in course or program related activities.

The program believes that personal psychotherapy can be an extremely valuable and effective tool throughwhich to better understand ourselves and our clinical work with others. Students are strongly encouraged to seekout personal psychotherapy during their training; however, it is not required to complete the program.

Program Objectives1. To produce graduates who possess the scientific and theoretical knowledge base necessary

for successful entry into the practice of professional psychology;

2. To produce graduates with strong clinical skills through graduated exposure to clients and clinical issues; and

3. To produce graduates who are informed, critical consumers of scholarship and who contribute to theprofession in a scholarly manner.

14 15

C l i n i c a l P s y c h o l o g y P r o g r a m

Students must focus their study in a particular area of interest and choose from among several ConcentrationAreas: Generalist; Child/Adolescent; Health; Multicultural/Community; Forensic; and Organizational Psychology.All concentrations require a student to complete 8 credit hours of specialized coursework.

GeneralistThe Generalist Concentration offers students the opportunity to sample elective course work across a range ofareas including, but not limited to, the other Concentration areas. Building a generalist foundation throughexposure to a broad range of topics and specialized populations offers excellent clinical preparation for entrylevel practice. Students are encouraged to use the Generalist Concentration to broaden their areas of interest orto sample a wide variety of course work in an effort to determine a special area of interest. Students who areconsidering rural practice or who plan to work within community mental health systems are strongly encouragedto obtain a broad base of exposure to working with a range of population issues and presenting problems.

Through the Generalist Concentration, students can gain expertise in teaching, supervision and administration,learn applied behavior analysis, take a series of courses in trauma, loss, or expressive therapies, develop anadditional theoretical area of specialty, design a unique area of independent study, or complete an AdvancedPracticum. There are no specific required courses for the Generalist Concentration, although the electives listedbelow would meet the Concentration requirement of 8 credit hours:

PY 514/PY 515 Advanced Practicum PY 556 Psychology, Creativity and Community

PY 525 Independent Study PY 558 Introduction to Drama Therapy

PY 527 Qualitative Methods of Research PY 568 Trauma Therapy in Clinical Practice

PY 533 Psychology of Women PY 586 Supervision

PY 535 Separation, Loss and Mourning PY 588 Learning to Teach

PY 542 Expressive Therapies

PY 544 Interdisciplinary Arts Studio

PY 548 Therapeutic Uses of Dance/Movement in Psychology

PY 551 Brief Psychotherapy

PY 554 Intentional Use of Music and Sound in Health, Psychology and Education

Students may also take additional Advanced Intervention courses, or any of the following Concentration orCertificate courses, toward their elective requirement.

Child/Adolescent The Child/Adolescent Concentration enhances the preparation of students interested in serving the mentalhealth needs of children and adolescents. Throughout the course work and related practicum experiences,emphasis is placed on developing a conceptual and experiential background in working with children andadolescents representing a wide range of family and cultural life styles. The Concentration provides studentswith opportunities to study child and adolescent psychopathology, diagnostic evaluation and therapeuticinterventions.

In addition to working with diverse economic, social and ethnic/racial populations, students have opportunities toexplore a full range of professional experiences through practica, including hospital inpatient and outpatientclinics, community and/or school-based centers, forensic settings and private practice settings. Students are alsoable to work with children representing the full age spectrum, from early childhood through adolescence.

For this Concentration, the following course work is required:

PY 574 Play Assessment and Treatment

PY 575 Child and Adolescent Psychopathology

PY 576 Assessment and Treatment of Child and Adolescent Trauma

PY 577 Assessment of Children and Adolescents

PY 579 Psychotherapy with Children and Adolescents

Students who wish to supplement their concentration course work may enroll in related electives, includingfamily therapy, treatment of underserved youth or juvenile offenders, and mental health administration.

HealthHealth psychology specializes in the application of psychological principles and techniques to the problemsof health, especially in a clinical context of working with people whose primary problems are medical innature. Health psychologists use the base skills of professional psychology to assess the impact ofpsychosocial factors in the origin and course of many physical conditions, illnesses and disabilities. Theyalso use a variety of interventions aimed at helping people prevent illness, recover quickly, or live withchronic conditions in a way that maximizes their functional capacities for living. Professional psychology isnot just a “mental health” profession; it is a health care profession that can address the whole person, mindand body.

Students in the Health Psychology Concentration gain an overall awareness of the role of professionalpsychologists as researchers, clinicians, patient-educators, and above all, as members of inter-disciplinarytreatment teams that work with specific disease or health related problems. Upon completion of the coursesequence, students should be prepared to enter into an advanced practicum or internship opportunities inthe field for supervised exposure and experience in treatment of health related problems.


PY 540 Wellness, Health and Prevention

PY 546 Biopsychosocial Aspects of Medical Conditions

PY 564 Applied Stress Management

In addition, students must complete two credit hours from the following courses:

PY 547 Hypnotherapy

PY 557 Substance Abuse

PY 571 Psychology of Aging

PY 582 Perinatal and Neonatal Stress and Adjustment

Multicultural/CommunityThe Multicultural/Community Concentration augments basic psychologicalparadigms by integrating clinical, political, economic and social information thatmust be considered when working with clients, regardless of their membership incultural/ethnic groups. Moreover, students are introduced to external factors, suchas privilege, power and world view, which influence the manner in which students,clients and others express and view their lives and the lives of others.

Students will develop clinical and teaching skills through a series of courses and supervised training that will enhance their ability to be culturally sensitive and aware.


PY 578 Diversity in Clinical Psychology III

PY 580 Cultural and Social Contexts Impacting Gay, Lesbian, Bisexual andTransgendered Clients

PY 596 Cultural Considerations in Working with Underserved Youth

PY 597 Cultural Considerations in Working with Underserved Adults

PY 598 Cultural and Social Contexts Impacting Females, Males and the Transgendered

PY 599 Cultural Considerations in Working with International Populations

16 17

C o n c e n t r a t i o n A r e a s

ForensicForensic Psychology is a rapidly growing field that focuses on the application of the science and profession ofpsychology to questions and issues relating to law and to the legal system. The course work provides studentswith basic knowledge regarding psychologists’ roles in the legal system, including employment options in thefield, mental health law, and the treatment and evaluation of offenders. Students will also be introduced totestifying as an expert witness and forensic report writing.

Those specializing in this area will be among the highest in demand for the delivery of services to correctionalfacilities, law enforcement agencies, courts, attorneys, and lawmakers. Organizations, administrations anddevelopment of programs in those organizations will be enhanced by the employment of those trained in thearea of forensic psychology.


PY 510 Introduction to Forensic Psychology

PY 523 Mental Health Law

PY 537 Forensic Documentation, Report Writing and Testifying

In addition, students must complete one of the following courses:

PY 520 Evaluation and Treatment of the Adult Offender

PY 521 Evaluation and Treatment of the Juvenile Offender

The Chicago School has affiliations with a number of practicum sites that are exclusively or substantially forensic in nature.

Organizational PsychologyClinical psychologists increasingly find themselves assuming consulting management roles within organizational settings, serving as:

• Administrators in community agencies, hospitals and managed care organizations;

• Management consultants to corporations, not-for-profit agencies and family firms;

• Managers of human resources, diversity programs, EAPs, wellness and outplacementprograms, and training and organizational development departments within corporations.

In addition to clinical skills, these roles require familiarity with organizational and groupdynamics, corporate language and culture, business literacy, application of assessment andintervention strategies to organizational issues and the unique aspects of a consultant role. The Chicago School’s curriculum in organizational psychology has been designed to providethis training. Ethical issues and current issues and topics within organizational psychology are addressed. Particular attention is given to individual differences/diversity issues as theyrelate to organizational structure and processes.


PY 534 Organizational Behavior

PY 536 Organizational Consulting Skills

PY 538 Mental Health Administration

Students in this Concentration have the opportunity to complete an advanced practicum in organizational psychology.

Applied Behavior AnalysisStudents may choose to utilize the majority of their elective hours to obtain a certificate in Applied BehaviorAnalysis (ABA). To complete an ABA certificate, a student must successfully complete the following courses (in addition to required coursework in the Psy.D. program):

PY 403 Theory of Conditioning and Learning

PY 404 Analysis and Treatment of Developmental Disabilities

PY 405 Observation and Measurement

PY 408 Behavioral Consultation in Organizations

PY 493 Advanced Intervention: Behavioral

No practicum is required to earn the certificate;however, to be eligible for certification as a BoardCertified Behavior Analyst®, an ABA practicum isrequired. Given a student’s progression through theprogram, it may be possible to satisfy the Board ABApracticum requirement through a specialized ABAtherapy or advanced practicum that also meetsgraduation requirements for the Psy.D. program.Students should consult their Faculty Advisorthroughout their program in order to meet BoardCertification requirements.

18 19

C e r t i f i c a t e

ElectivesCourse Title Credit HoursPY 403 Theory of Conditioning and Learning 3PY 404 Analysis and Treatment of Developmental Disabilities 3PY 405 Observation and Measurement 3PY 408 Behavioral Consultation in Organizations 2PY 427 Statistics I 2PY 510 Introduction to Forensic Psychology 2PY 518 Career Counseling and Vocational Assessment 2PY 520 Evaluation and Treatment of the Adult Offender 2PY 521 Evaluation and Treatment of the Juvenile Offender 2PY 523 Mental Health Law 2PY 525 Independent Study 1–3PY 527 Qualitative Methods of Research 2PY 533 Psychology of Women 2PY 534 Organizational Behavior 3PY 535 Separation, Loss and Mourning 2PY 536 Organizational Consulting Skills 3PY 537 Forensic Documentation, Report Writing and Testifying 2PY 538 Mental Health Administration 2PY 540 Wellness, Health and Prevention 2PY 542 Expressive Therapies 2PY 544 Interdisciplinary Arts Studio 2PY 546 Biopsychosocial Aspects of Medical Disorders 2PY 547 Hypnotherapy 1PY 548 Therapeutic Uses of Dance/Movement in Psychology 1PY 551 Seminar in Brief Psychotherapy 2PY 554 Intentional Use of Music and Sound in Health, Psychology and Education 1PY 556 Psychology, Creativity and Community 1PY 557 Substance Abuse 2PY 558 Introduction to Drama Therapy 1PY 564 Applied Stress Management 2PY 566 Special Topics in Psychotherapy 1–3PY 568 Trauma Therapy in Clinical Practice 2PY 570 Applied Neuropsychology 2PY 571 Psychology of Aging 2PY 572 Special Topics in Assessment 1–3PY 574 Play Assessment and Treatment 1PY 575 Child and Adolescent Psychopathology 2PY 576 Assessment and Treatment of Child and Adolescent Trauma 1PY 577 Assessment of Children and Adolescents 2PY 578 Diversity in Clinical Psychology III 2PY 579 Psychotherapy with Children and Adolescents 2PY 580 Cultural and Social Contexts Impacting Gay, Lesbian, Bisexual

and Transgendered Clients 2PY 582 Perinatal and Neonatal Stress and Adjustment 2PY 586 Supervision 2PY 588 Learning to Teach 2PY 596 Cultural Considerations in Working with Underserved Youth 1PY 597 Cultural Considerations in Working with Underserved Adults 1PY 598 Cultural and Social Contexts Impacting Females, Males

and the Transgendered 1PY 599 Cultural Considerations in Working with International Populations 1

Non-credit Elective courses

PY 330 Advanced Spanish for Mental Health ProfessionalsPY 399 Cultural Impact ConferencePY 402 Cultural Impact Conference

Required CoursesCourse Title Credit HoursPY 400/PY 401** Cultural Impact Conference 0PY 415/PY 416 Professional Development Group 1PY 423 Psychopathology I 2PY 424 Psychopathology II 2PY 425 Intellectual Assessment 3PY 426 History and Systems of Psychology 2PY 428 Statistics II 3PY 429 Clinical and Diagnostic Interviewing 2PY 437 Psychology of the Life Span I 3PY 439 Psychology of the Life Span II 3PY 441 Personality Assessment 4PY 443 Diversity in Clinical Psychology I 2PY 445 Professional Issues and Ethics 2PY 446 Diversity in Clinical Psychology II 2PY 447 Cognitive-Affective Bases of Behavior 3PY 449 Biological Bases of Behavior 3PY 451 Social Bases of Behavior 3PY 453 Advanced Assessment 3PY 455 Research Methods 3PY 462 Basic Intervention: Psychodynamic 3PY 464 Basic Intervention: Cognitive-Behavioral 3PY 466 Basic Intervention: Existential-Humanistic 3PY 468 Basic Intervention: Systems 3PY 479 Introduction to Neuropsychology 2PY 481 Introduction to Clinical Psychopharmacology 2PY 483 Seminar in Professional Practice 2PY 490* Advanced Intervention: Intrapsychic 2PY 491* Advanced Intervention: Interpersonal 2PY 492* Advanced Intervention: Cognitive 2PY 493* Advanced Intervention: Behavioral 2PY 495* Advanced Intervention: Advanced Existential-Humanistic 2PY 496* Advanced Intervention: Group 2PY 497* Advanced Intervention: Family 2PY 498* Advanced Intervention: Couples 2PY 609 Proposal Development Seminar 3PY 610 Dissertation Maintenance 0PY 611 Copy Editing 0PY 620 Internship 0

** Students are required to take the two advanced courses in their declared intervention track.** Students are required to attend two Cultural Impact Conferences.

Clinical Practica† (12 hours required)PY 459/PY 461 Assessment Practicum Sequence 3PY 475/PY 477 Therapy Practicum Sequence 3PY 514/PY 515 Advanced Practicum Sequence (elective) 2

† Students are required to take two semesters each of Assessment and Therapy Practica.

20 21

L i s t o f C o u r s e s

22 23

Year 1Fall PY 415 Professional Development Group 1

PY 423 Psychopathology I 2PY 425 Intellectual Assessment 3PY 429 Clinical & Disgnostic Interviewing 2PY 443 Diversity in Clinical Psychology I 2One of the following: 3PY 447 Cognitive-Affective Bases of BehaviorPY 451 Social Bases of Behavior

—–13

Spring PY 416 Professional Development Group 1PY 424 Psychopathology II 2PY 426 History & Systems of Psychology 2PY 437 Psychology of the Life Span I 3PY 441 Personality Assessment 4PY 446 Diversity in Clinical Psychology II 2

—–14

Summer PY 453 Advanced Assessment 3One of the following: 3PY 447 Cognitive-Affective Bases of BehaviorPY 451 Social Bases of Behavior

—–6


Year 2Fall PY 400 Cultural Impact Conference 0

PY 439 Psychology of the Life Span II 3PY 459 Assessment Practicum 3

Basic Intervention I 3Basic Intervention II 3

—–12

Spring PY 455 Research Methods 3PY 461 Assessment Practicum 3

Basic Intervention III 3Basic Intervention IV 3

—–12

Summer PY 449 Biological Bases of Behavior 3Advanced Intervention I 2

—–5


Year 3Fall PY 401 Cultural Impact Conference 0

PY 475 Therapy Practicum 3PY 479 Introduction to Neuropsychology 2PY 609 Proposal Development Seminar 3

Advanced Intervention II 2Elective 2

—–12

Spring PY 428 Statistics II 3PY 477 Therapy Practicum 3PY 481 Introduction to Clinical

Psychopharmacology 2Elective 2

PY 610 Dissertation Maintenance 0Clinical Competency Exam

—–10

Summer Elective 2PY 610 Dissertation Maintenance 0

—–2


Year 4Fall PY 483 Seminar in Professional Practice 3

PY 610 Dissertation Maintenance 0One of the following: 2PY 514 Advanced Practicum

ElectiveInternship Application

—–4

Spring PY 445 Professional Issues & Ethics 2Elective 2

PY 610 Dissertation Maintenance 0One of the following: 2PY 515 Advanced Practicum

Elective—–6

Summer PY 611 Copy Editing 0


Year 5Fall PY 620 Internship

Spring PY 620 Internship

Summer PY 620 Internship

TOTAL CREDITS FOR PROGRAM 96

Sample Schedule Full-time

Course Descriptions: Clinical Psychology (Listed in numerical order)

PY 330 Advanced Spanish for Mental Health ProfessionalsThis course will offer students with advanced language skills a strong focus on skills necessary for the use ofSpanish in a mental health setting. Areas addressed will include cultural descriptions of distress, interviewing,assessment, crisis intervention, therapy and supervision. (0 credits)

PY 399 Cultural Impact Conference (First Year Students)Completion of this course requires attendance at a school sponsored Cultural Impact Conference (CIC). EachCIC centers learning around a chosen theme (i.e., a specific cultural issue or population). This course integratesthe theme with a specific focus on culturally competent service provision for students beginning the program. (0 credits)

PY 400 Cultural Impact Conference (Assessment)Prerequisite: PY 453. Completion of this course requires attendance at a school sponsored Cultural ImpactConference (CIC). Each CIC centers learning around a chosen theme (i.e., a specific cultural issue orpopulation). This course integrates that theme with a specific focus on assessment and diagnosis for studentscompleting their Assessment Practicum. (0 credits)

PY 401 Cultural Impact Conference (Therapy)Prerequisite: PY 461. Completion of this course requires attendance at a schoolsponsored Cultural Impact Conference (CIC). Each CIC centers learning around a chosentheme (i.e., a specific cultural issue or population). This course integrates that themewith a specific focus on therapy and intervention for students currently completing theirTherapy Practicum. (0 credits)

PY 402 Cultural Impact Conference (Advanced)Prerequisite: PY 477. Completion of this course requires attendance at a schoolsponsored Cultural Impact Conference (CIC). Each CIC centers learning around a chosentheme (i.e., a specific cultural issue or population). This course integrates that themeand advanced level learning in assessment, therapy, supervision, prevention or advocacyfor students currently completing their Advanced Practicum or Internship, Alumnae,Practica/Internship Supervisors and Faculty. (0 credits)

PY 403 Theory of Conditioning and LearningThis course focuses on behavioral principles and their applications to diversepopulations. Both classical and operant conditioning are reviewed, with a heavyemphasis on operant. Students will learn behavioral principles and procedures toincrease, reduce or promote the generalization and maintenance of behavior. Althoughno official prerequisites, an undergraduate course in behavior analysis or related workexperience will be helpful. (3 credits)

PY 404 Analysis and Treatment of Developmental DisabilitiesThis course builds upon basic principles of learning and applied behavior analysis. The course will offer advanced coverage of special topics and will include behavioranalysis in applied settings such as schools and hospitals; parent training; assessmentand treatment procedures for improving communication skills of individuals withdevelopmental disabilities; managing problem behaviors such as self-injury, food refusal,noncompliance; and working with special populations such as children with autism. (3 credits)

PY 405 Observation and MeasurementThis course addresses data collection, inter-observer agreement, social validity, treatment integrity, functionalassessment, and stimulus preference assessment. The course content is based on current state-of-the-artprocedures in applied behavior analysis. (3 credits)

PY 408 Behavioral Consulting in OrganizationsThis course focuses on applying behavior analytic principles in the domain of behavioral consultation andmanagement. The course emphases understanding the various stages of successful behavioral consultation,identifying potential problems that may arise during the consultation process and overcoming those problems.School based consulting is a major focus. (2 credits)

PY 415/PY 416 Professional Development GroupThe Professional Development Group is a two-course series (Fall and Spring semester) in which students exploreissues of professional and career development in clinical psychology; become orientated to The Chicago Schooland the field of psychology as a whole; review policies and procedures of the program; learn and discuss theimplementation of APA ethical guidelines; plan for progression through the program; develop skills in self-evaluation and reflection; and prepare to begin their first practicum. (1 credit each)

PY 423 Psychopathology IThis course surveys the major theories of the etiology of mental disorders emphasizing abiopsychosocial approach and familiarizes students with the DSM approach to diagnosis andclassification. Disorders of childhood and adolescence are covered, as well as dementias,schizophrenia, mood disorders and substance abuse. Cultural and developmental factors relatedto mental illness are emphasized. (2 credits)

PY 424 Psychopathology IIPrerequisite: PY 423. This course surveys additional components of psychopathology emphasizinga biopsychosocial approach. Mood, anxiety, personality, dissociative, and adjustment disorders, as well as other Axis I and V code conditions are covered. Issues of child and elder abuse andneglect are included. The DSM approach to diagnosis and classification is utilized and culturalfactors related to mental illness are emphasized. (2 credits)

PY 425 Intellectual Assessment This course introduces students to models of intellectual assessment and explains theadministration, scoring and interpretation of the most widely used intellectual assessmentinstruments. Specific emphasis is placed on interpretation and report writing using the WISC-IVand WAIS-III. In the lab portion of this course, students will demonstrate their knowledge andskills in administering, scoring and interpreting these instruments. (3 credits)

PY 426 History and Systems of Psychology This course explores the historical and theoretical foundations of professional psychology.Particular attention will be placed on the history of mental health and psychological healingpractices in a cross-cultural context, as well as modern developments of the science andprofession of psychology. The philosophy of science and epistemological foundations of clinicalwork will also be covered, allowing the student to understand theories of therapy in a broaderperspective. (2 credits)

PY 427 Statistics I Students must register for this course if they fail to proficiency into PY 428 or if they opt to complete this coursein lieu of the PY 428 proficiency exam. This course is designed to teach students basic statistical techniques atboth the conceptual and applied levels. Emphasis will be placed on learning to choose the appropriate statisticaltechnique for a given research question, computation of statistics and the interpretation of statistics withreference to research hypotheses. Topics covered include: central tendency (e.g., mean, median), variance (e.g.,standard deviation), z-scores and the normal curve, hypothesis testing, t-tests, correlation, simple regression,analysis of variance, power analytic and nonparametric techniques (e.g., Chi-Square). (2 credits)

PY 428 Statistics IIPrerequisite: PY 427 or successful proficiency and PY 455. This course is designed to teach students advancedstatistical techniques at both the conceptual and applied levels. Students will learn how statistical techniquescan be used to answer research questions in Clinical Psychology. Emphasis will be placed on learning to choosethe appropriate statistical technique for a given research question and the interpretation of statistics withreference to research hypotheses. Topics covered include: complex factorial ANOVA, repeated measures ANOVA,multiple regression, power analysis, MANOVA and factor analysis. (3 credits)

PY 429 Clinical and Diagnostic Interviewing Techniques of clinical and diagnostic interviewing will be presented. Students will learn several techniques forinterviewing, including listening skills, aids for giving and receiving feedback and establishing a relationship witha client. Students also will learn ways of incorporating these techniques into models of diagnostic interviewing.Consideration of cultural differences in establishing a relationship and conducting an interview is integral to thiscourse. (2 credits)

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PY 437 Psychology of the Life Span IThis class examines normal development from infancy to early adulthood. Areas of study include thedevelopment of perceptual and cognitive processes, psychosexual roles and familial interpersonal processes.Current clinical approaches are examined from diverse theoretical viewpoints and in view of recent researchfindings. Cultural diversity and individual differences are integral to this course. (3 credits)

PY 439 Psychology of the Life Span IIPrerequisite: PY 437. This course explores developmental issues from early adulthood through advanced age.Topics considered include the process of consolidation of the middle years and the psychological, social andbiological issues surrounding late life adjustment. Current clinical approaches are examined from diversetheoretical viewpoints and in view of research findings. Cultural diversity and individual differences are integral to this course. (3 credits)

PY 441 Personality Assessment Prerequisite: PY 425. This course introduces models of objective and projective personality assessment andaddresses variation in measurement of personality based upon conceptualization of the construct. Emphasis is placed on the administration, scoring and interpretation of the majorpersonality instruments, including the Millon, PAI, MMPI-2/A, Rorschach(Exner system and content analysis), the Thematic Apperception Test, andother projective techniques (i.e., Incomplete Sentence Blank, ProjectiveDrawings). In the lab portion of this course, students will demonstrate theirknowledge and skills in administering, scoring and interpreting theseinstruments. (4 credits)

PY 443 Diversity in Clinical Psychology I This course provides a basic framework for understanding the mechanismsused to maintain privilege and the balance of power, as well as the methodsused to limit, oppress and restrict members of less privileged groups. It willspecifically address the psychological, socio-political and economic impactthat power and privilege has on our understanding of culture, diversity,gender, ethnicity, religion, class, race, abledness, immigrant status andidentity. Moreover, students will address the intersection of multiple identitiesembedded in themselves and their clients, stereotypes, transferencedynamics, socio-economic status and the impact of gender roles. (2 credits)

PY 445 Professional Issues & Ethics Prerequisites: PY 415, PY 416. Professional, ethical and legal issues relatedto the practice of clinical psychology and the psychologist as clinician,consultant, educator and researcher are critically examined in this course.Issues considered include privacy, privilege, confidentiality and itslimitations, informed consent, patients’ rights, malpractice, client-therapistrelationships, collegial relationships and other regulations influencing thepractice of psychology. (2 credits)

PY 446 Diversity in Clinical Psychology II Prerequisite: PY 443. This course requires students to apply knowledge andskills acquired in Diversity I. Using a systems approach, it will address privilege, its inherent characteristics andmechanisms, and the ways those mechanisms affect the lives of less privileged individuals and groups. Identitydevelopment models (ethnicity and sexual orientation) will be covered as well as the quality of life, challengesand coping mechanisms of diverse populations. This course will specifically address clinical considerations inrelation to gender, ethnicity, religion, class, race, abledness, immigrant status, identity, social disability, sexualorientation, and language. (2 credits)

PY 447 Cognitive-Affective Bases of Behavior This course presents an empirically based model of the ontogenesis and functioning of psychological structuresresponsible for adaptation. The evolution of cognitive structures and affective processes will be discussed. The role of cognition and affective processes in the human creation of meaning and its use in clinical contexts is also explored. (3 credits)

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PY 449 Biological Bases of BehaviorThis course introduces students to the structure and functions of the central nervous system, the autonomicnervous system and the endocrine system. Areas covered include sensory and perceptual processes,physiological regulation of the sleep and waking cycles, motivation and affect. The etiology and major focus of

psychopathology will be considered from a biological perspective. (3 credits)

PY 451 Social Bases of Behavior This course focuses on the role of societal and environmental factors in the initiation andmaintenance of human behavior patterns. The course will consider the implications ofsocio-environmental factors for the practicing psychologist. Cultural and individualdifferences are also considered. (3 credits)

PY 453 Advanced Assessment Prerequisites: PY 423, PY 424, PY 425, PY 429 and PY 441. The primary objective ofthis course is the development of skills essential to the interpretation of test findings.Emphasis is placed upon the integration of test material into a comprehensiveunderstanding of the client. Students will continue to develop their skills in reportwriting, differential diagnosis and formulation of effective therapeutic recommendations.(3 credits)

PY 455 Research Methods This course is designed to teach students experimental and quasi-experimental researchdesigns at both the conceptual and applied levels. Areas of emphasis includeexperimental control, validity, reliability, sampling, correlational research, qualitativeresearch, single subject designs, independent group designs, repeated measures andcomplex designs, and design confounds. Descriptive research methods will also bediscussed. Students will learn how to generate research designs, how to select variablesfor study and how to critique designs in psychological research. This course will requirestudents to designate the designs utilized in published research, identify and explaindesign confounds and think critically about published psychological research. (3 credits)

PY 459/PY 461 Assessment Practicum SeminarPrerequisites: PY 415, PY 416 and PY 453. This course provides a small consultationgroup in which students examine relevant clinical and professional development issuesthat arise as the result of participation in the assessment practicum. Students presentpracticum cases to gain mastery in the integration of theory and practice. Caseconceptualizations consider rapport development, broad system issues (e.g., family,

school, community, court, political, other treatment professionals/programs), and areas of diversity anddifference (e.g., race, ethnicity, gender, age, sexual orientation, disability, socioeconomic status) as contextualvariables. (3 credits each)

PY 462 Basic Intervention: PsychodynamicThe development of major psychodynamic theories is presented from historical, clinical and conceptualperspectives. Drive, ego, object, self and relational perspectives will be addressed. The development ofpsychoanalysis as a method of psychotherapy will be presented. In addition to readings in theory and technique,case studies will be used to exemplify the various theoretical approaches to therapy. Particular emphasis will begiven to conceptions of change in dynamic therapy, the nature of the psychotherapeutic situation and therelationship between client and therapist. The relationship between theory and practice will be exploredthroughout the course. (3 credits)

PY 464 Basic Intervention: Cognitive-BehavioralThis course addresses the basic assumptions of cognitive-behavioral theory, reviews the major theorists, andintroduces the student to issues of treatment planning, case conceptualization, evaluation of treatment efficacy,therapeutic technique and intervention through that theoretical lens. The course emphasizes acquisition of arange of cognitive behavioral assessment and intervention techniques and intervention skills. (3 credits)

PY 466 Basic Intervention: Existential-HumanisticIn this course, students will learn core elements of humanistic theory including the existential basis for creationof meaning and choice, Rogerian or Person-Centered therapy, Gestalt therapy, somatics and Transpersonalpsychology. Basic skills taught include present-centered awareness, hot-seat/empty-chair, psycho-dramatictechniques, mindfulness meditation, and basic body awareness. The attitudes of authenticity and genuinenessas therapist provided conditions are also described and explored. (3 credits)

PY 468 Basic Intervention: Systems This course helps students learn basic conceptualization skills to recognize the impact of various forces on asystem and differentiate problematic and normal functioning in a context, and clinical intervention skills tointegrate systematic factors into effective and culturally sensitive treatment plans. (3 credits)

PY 475 Therapy Practicum SeminarPrerequisite: PY 437, PY 439, PY 461, PY 462, PY 464, PY 466, and PY 468. This course provides a smallconsultation group in which students examine relevant clinical and professional development issues that arise asthe result of participation in therapy practica. Students present practicum cases to gain mastery in theintegration of theory and practice. Case conceptualizations consider client/therapist relationship, broad systemissues (e.g., family, school, community, court, political, other treatment professionals/programs), and areas ofdiversity and difference (e.g., race, ethnicity, gender, age, sexual orientation, disability, socioeconomic status) ascontextual variables. Presentations and discussions are designed to prepare students to successfully completetheir Clinical Compentency Exam (CCE) the following semester. (3 credits)

PY 477 Therapy Practicum SeminarPrerequisite: PY 475. This course provides a small consultation group in which students examine relevantclinical and professional development issues that arise as the result of participation in therapy practica. Studentspresent practicum cases to gain mastery in the integration of theory and practice. Case conceptualizationsconsider client/therapist relationship, broad system issues (e.g., family, school, community, court, political, othertreatment professionals/programs), and areas of diversity and difference (e.g., race, ethnicity, gender, age, sexualorientation, disability, socioeconomic status) as contextual variables. Students complete their ClinicalCompetency Exam (CCE) in this course. Successful completion of the CCE is required to receive credit for thiscourse and the Therapy Practicum. (3 credits)

PY 479 Introduction to Neuropsychology Prerequisite: PY 449. Major systems and structures of the brain are reviewed and common impairments oflanguage, cognition and perception are studied. Students are introduced to various neuropsychological testscurrently used in clinical settings. Neurologic syndromes, including stroke, head trauma, seizure and dementiaare examined with relevant case studies and test data. (2 credits)

PY 481 Introduction to Clinical Psychopharmacology Prerequisite: PY 449. Various classes of psychopharmacological agents are systematically considered. Methodsof intervention in psychobiological conditions are reviewed with an emphasis on the use of psychotropicmedications to manage and treat psychological disorders. (2 credits)

PY 483 Seminar in Professional PracticeThis seminar addresses issues related to the emerging role of professional psychologists in diversesettings. Areas addressed include the practice and techniques of consultation, teaching, models andtechniques of supervision, administration, practice management, documentation and marketingmethods. (2 credits)

PY 490 Advanced Intervention: IntrapsychicPrerequisite: PY 462. This course will cover those psychodynamic models (i.e., Freudian, late EgoPsychology, traditional Object Relations, Self) that focus on intrapsychic dynamics in theconceptualization of psychopathology and the treatment process. Often referred to as “one persontheories,” these models typically view the therapist as striving for some version of therapeutic neutrality,anonymity, and objectivity, and define transference as distortion. The class will emphasize contemporaryversions of these models of intervention, including the role of culture, race, and gender. (2 credits)

PY 491 Advanced Intervention: InterpersonalPrerequisite: PY 462. This course will cover those psychodynamic models (i.e., contemporary ObjectRelations, Intersubjective Self Psychology, Relational) that focus on interpersonal dynamics in theconceptualization of psychopathology and the treatment process. Often referred to as “two persontheories,” these models typically view the therapist as inevitably subjectively involved in the therapy thatreflects what the client and clinician bring to the relationship. The class will emphasize contemporaryversions of these models of intervention, including the role of culture, race, and gender. (2 credits)

PY 492 Advanced Intervention: CognitivePrerequisite: PY 464. This course provides an overview of contemporary cognitive models and therapytechniques. It presents major cognitive modalities and their theoretical and research foundations.Emphasis is on the further development of a broad range of cognitive assessment, intervention, and case conceptualization skills. (2 credits)

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PY 493 Advanced Intervention: BehavioralPrerequisite: PY 464. This course provides an overview of contemporary behavioral models and therapytechniques. It presents major behavioral modalities and their theoretical and research foundations. Emphasis ison the acquisition of a broad range of behavioral assessment and intervention skills, and case conceptualization.(2 credits)

PY 495 Advanced Intervention: Advanced Existential-HumanisticPrerequisite: PY 466. This course will more deeply explore three primary therapeutic approaches within the Existential-Humanistic area, including Person-Centered therapy, Existential therapy and Transpersonalpsychology. Students will develop an advanced ability to integrate critical phenomenological and culturalvariations in client meaning making systems and life situations into plans for treatment and interventions. (2 credits)

PY 496 Advanced Intervention: GroupPrerequisite: PY 466. Students will learn major theoretical aspects of group therapy including process groups, T-group or encounter groups and psycho-educational group formats. In addition, the course will address grouptherapy techniques, including the use of process comments, monitoring multiple interactions in real time, andworking effectively with a co-leader. As a component of this course, students will participate in an experientialclass-based group process. (2 credits)

PY 497 Advanced Intervention: FamilyPrerequisite: PY 468. In this course, students will learn concepts, assumptions and techniques of four majormodels of family therapy (Bowenian, Structural, Strategic, Object Relations or Narrative), and the ethical andculturally sensitive application of these theories with diverse families. This course requires some directedreflection by the student on her or his family of origin structure and how that might impact that student’s work as a family therapist. (2 credits)

PY 498 Advanced Intervention: CouplesPrerequisite: PY 468. The couple is a foundational relationship in our culture that steadfastly underlies theformation of family and has undergone considerable redefinition in the last decade. In this course, students willlearn concepts, assumptions and techniques of four major models of couples therapy (Problem/SolutionFocused, Sound Marital House, Emotionally Focused, Cognitive-Behavioral), and the ethical and culturallysensitive application of these theories with diverse couples. (2 credits)

PY 510 Introduction to Forensic PsychologyThis course introduces students to the field of forensic psychology, its history and impact in today’s world. The focus will be on the relationship between law and psychology, the mental health system, mental illness and criminal conduct. A brief introduction to the legal system will also be included. (2 credits)

PY 514/PY 515 Advanced Practicum SeminarPrerequisite: PY 477. This off-site practicum is designed to offer students advanced experience in a particulararea of interest. Registration for practicum includes group consultation provided by Chicago School Facultythrough an Advanced Practicum Seminar. (2 credits each)

PY 518 Career Counseling and Vocational AssessmentPrerequesite: PY 453. This course will introduce student tocareer development theories and decision-making models, and occupational information sources and systems. Vocationalassessment instruments and techniques, occupational decision-making, patterns of work adjustment, and career developmentprogram planning will be addressed. (2 credits)

PY 520 Evaluation and Treatment of the Adult OffenderPrerequisite: PY 510. This course will explore psychologicalorigins and dynamics of criminal behavior from the viewpoint of psychological theories. Treatment of the different types ofoffender populations (antisocial personality, female offenders, sex offenders, etc.) within the criminal justice system will bediscussed. It also explores psychological theories related toetiology, development and prediction of violent crime, and typesof intervention possible within the criminal justice setting. Topicareas may include special offender populations (sex offender,offenders with developmental disabilities or those classified asmentally retarded). (2 credits)28 29

PY 521 Evaluation and Treatment of the Juvenile OffenderPrerequisite: PY 510. This course addresses psychological factors leading to the causes, assessment,classification and treatment of juvenile delinquency. It examines both psychodynamic anddevelopmental approaches, emphasizing neurotic, constitutional and psychopathological factorscontributing to delinquency. Major psychological treatment approaches, with relevant case studiespresented for illustrative detail, will be reviewed. This course analyzes legal and institutional responsesto juvenile crime from the perspective of learning theory and development psychology. The role of theforensic specialist in the juvenile justice system will be discussed. (2 credits)

PY 523 Mental Health LawPrerequisite: PY 510. This course offers an examination of mental health law as it relates to civil andcriminal practice. The relationship between psychopathology and crime, the insanity defense andother issues of criminal responsibility, competency to stand trial and otherwise participate in the legalprocess, involuntary hospitalization and the clinician as expert witness will be explored. Case studiesand court reports will be used to illustrate the key concepts of this course. (2 credits)

PY 525 Independent StudyStudents may undertake supervised study or tutorial arrangements as a means of conducting an in-depth investigation of a subject or to study an area not covered by the regular curriculum.Independent studies must be approved by the Program Director. A maximum of 3 credits ofIndependent Study may be applied toward degree requirements. (1-3 credits)

PY 527 Qualitative Methods of ResearchPrerequisite: PY 455. The course reviews a variety of qualitative methods. The review covers theessential definition of these methods, their main characteristics, procedures and limitations of qualitative research. In addition, other related research topics are discussed within the framework of qualitativeresearch. (2 credits)

PY 533 Psychology of Women This course provides a critical analysis of the psychological development of women throughout the life span,including personality, psychosocial and cognitive development. Relevant research and theoretical models arepresented. Implications for psychotherapy with women will be addressed. (2 credits)

PY 534 Organizational Behavior This course explores organizations at the individual and team level, examining the relationship betweenemployees and managers, and employees and teams. It examines the factors that drive productivity and successin organizations including motivation, diversity, work stress, conflict and negotiation, decision-making, personalityand attitudes. (3 credits)

PY 535 Separation, Loss and Mourning This course explores the dynamics of separation, loss and mourning in normal development and as theycontribute to psychopathology. Students examine different types of loss: developmental loss, loss of function or role and loss of a loved one through death. In addition to understanding different types of loss, the meaningsof loss, the circumstances that exacerbate or mitigate trauma, adjustment to a new reality and the treatment of normal and pathological grief are considered. (2 credits)

PY 536 Organizational Consulting Skills This course provides students with the knowledge and skills to serve as internal and external consultants tobusinesses and non-profit organizations. The class reviews individual, group, and organizational assessmentstrategies. Through case analysis and in-class experiential exercises, students gain skills in project proposal,problem framing, contract development, client relations, and presentation of findings. Legal and ethical issuesspecific to the consulting role will also be addressed. (3 credits)

PY 537 Forensic Documentation, Report Writing and TestifyingPrerequisites: PY 453 and PY 510. The paperwork and documentation in forensic mental health practice can be daunting. This course introduces the student to the preparation of psychological reports, depositions andtechnical reports for court. Students will be oriented to the expectations and psychological and emotionalexperiences of testifying. Actual testimony and case examples will be utilized in this course. (2 credits)

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PY 538 Mental Health Administration This course prepares students to assume a variety of administrative and clinical/administrative roles withinmental health organizations. Course material includes management theory and application; selecting, trainingand managing staff; organizational leadership strategies; strategic planning and budgeting; evaluation oforganizational effectiveness and ethical issues encountered in administrative roles. (2 credits)

PY 540 Wellness, Health and PreventionPrerequisite: PY 449. This course provides an overview of the professional roles, activities andcontexts for psychologists focusing on physical and medical conditions. The major concepts oftraditional health and rehabilitation are presented. The course also covers primary preventionactivities through control of life style related habits involving substances, and dysfunctionalhabits in diet and exercise. A holistic biopsychosocial approach is used as a unifyingframework. (2 credits)

PY 542 Expressive TherapiesThis course provides an introduction to the expressive/creative theories of art, drama, music,dance/movement and writing. The use of creative art modalities and creative processes areexamined in the following areas: during intervention in therapeutic and educational settings tofoster expression and communication; while promoting integration of physical, emotional andcognitive states; as an enhancement of self-awareness that facilitates change and promotessocial well-being; and as a tool for dealing with both countertransference and professionalburnout. The course includes both didactic and experiential components to help studentsmake use of the expressive modalities in their clinical and educational practices. No previousexperience in the arts is required or expected. (2 credits)

PY 544 Interdisciplinary Arts Studio Participants will develop expertise in the five modalities of artistic expression (movement,sound, word, performance and visual arts) through experiential exercises, discussions and

class projects. The traditional boundaries between artistic disciplines are discussed. The course examines the use of these modalities in therapeutic and educational settings, communitydevelopment, and for professional enrichment. No previous artistic training is required for this class. (2 credits)

PY 546 Biopsychosocial Aspects of Medical Disorders Prerequisite: PY 449. Using a biopsychosocial paradigm, this course provides a general introduction to theepidemiology, etiology, assessment and treatment of medical disorders seen by clinical health psychologists.Physical systems covered include cardiovascular, endocrine, gastroenterologic, gynecologic, immune, nervous,pulmonary and urologic. Specific medical disorders including AIPY, arthritis, asthma, cancer, chronic pain,headache, heart disease, hypertension, multiple sclerosis, Raynaud’s disease, stroke and temporomandibulardisorders are also examined. (2 credits)

PY 547 Hypnotherapy Prerequisite: PY 475. This course considers models of hypnosis and their clinical application. Studentsparticipate in demonstrations and have an opportunity to practice methods of hypnotic induction and deepening.(1 credit)

PY 548 Therapeutic Uses of Dance/Movement in Psychology This course provides an understanding of the inherent relationship between movement, dance and emotionalexpression. It includes both didactic and experiential components that serve to promote students’ awareness ofbody and movement expression as being intrinsic to the process of self-exploration, learning, creativity andtherapy, and develop attunement skills that serve to expand and deepen individual or group experiencing andcommunication. Dance/Movement Therapy is introduced as an alternative therapeutic modality and examined interms of its historical development, basic theoretical principles, professional training, ethical standards andclinical methodology. No previous experience in dance or movement is necessary. (1 credit)

PY 551 Seminar in Brief Psychotherapy Prerequisites: PY 462, PY 464, PY 466 and PY 468. This course presents theory, methodology and practice ofseveral models of brief psychotherapy, including the crisis intervention model. Emphasis is placed on theacquisition of essential skills for the effective practice of short-term psychotherapy. (2 credits)

PY 554 Intentional Use of Music and Sound in Health, Psychology and Education The goal of this course is to help students develop skills and rationale for the selection of music/soundstimulation for intentional, therapeutic, self-care and educational uses. Topics covered include the effects ofmusic on physiological response (e.g., stimulative vs. sedative music affecting stress, relaxation, painstimulation, immune factors, sleep); emotions, cognitive/intellectual development; self-actualization; andcreativity. Discussions, class demonstrations and projects emphasize factors impacting selection, use andoutcome effectiveness of music/sound. Ethical issues for individual and group use, as well as culturalimplications of music/sound, are also considered. (1 credit)

PY 556 Psychology, Creativity and CommunityThis course examines the psychology of creativity from psychoanalytic, behavioral, cognitive, existential,humanistic and physiological theories. Following this, the practical application of creativity theories and researchfindings are applied to intellectual and emotional growth, community development and arts production. Specificissues such as collaboration, identity, creative style and moral/social responsibility are highlighted. Students areengaged throughout the class in the process of creativity through individual and group activities. (1 credit)

PY 557 Substance Abuse This course explores the fundamentals of substance abuse treatment. Models of addiction are reviewed andstudents are exposed to issues involved in treatment including denial, continued use while in treatment, theimportance of family functioning and adult/child pathology. A survey of the types and classes of addictivesubstances are covered. (2 credits)

PY 558 Introduction to Drama TherapyThis class will focus on an introduction to theatrical terms and metaphors. Major theatrical movements andterms will be related to drama therapy. In addition, this class gives an overview of the history of drama therapyfrom the earliest recorded references of theater in the treatment of the mentally ill to modern day practices.There will also be a brief survey of the three major theories of drama therapy. (1 credit)

PY 564 Applied Stress ManagementPrerequisite: PY 449. Inducing a relaxed state is one of the major interventions in psychology, especially inhealth and rehabilitation contexts. This course provides a rationale for the use of such techniques by examiningthe concept of stress and ways of coping. It then provides an overview of the various specific techniques used toinduce a relaxed state, with some guidance for use with different client populations or target problems. Directinstruction for induction procedures and subsequent use in clinical settings is provided. (2 credits)

PY 566 Special Topics in PsychotherapyPrerequisites: PY 462, PY 464, PY 466 and PY 468. Specific course content will varyand will be announced prior to the semester in which it is offered. Topics may includean in-depth exploration of psychodynamic, psychoanalytic, humanistic/existential,systems, cognitive/behavioral or other approaches. (1–3 credits)

PY 568 Trauma Therapy in Clinical PracticeThis course will examine the psychological and physiological impact of trauma onindividuals and systems. Particular consideration will be paid to issues of acutereactions, adaptations to trauma, memory mechanisms and processes, and practicalapplications in therapy. Developmental, social, cultural, and multicultural issues inassessment and treatment of trauma and traumatic stess will be considered. Multipletypes of trauma and a variety of treatment models will be explored. (2 credits)

PY 570 Applied NeuropsychologyPrerequisite: PY 479. This course will familiarize students with the most commonly usedneuropsychological tests including their administration, scoring, and interpretation, withemphasis on integrating test results with interview, observational, historical, and medicalinformation for the purposes of diagnosing brain disease or dysfunction, assessingchange in brain function, and making recommendations. (2 credits)

PY 571 Psychology of Aging Prerequisite: PY 439. This course discusses biological, social and psychological factorsrelated to late life issues. Relevant research and theoretical models are presented.Attention is given to issues specific to psychological testing and psychotherapy with theelderly. (2 credits)

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PY 572 Special Topics in AssessmentPrerequisite: PY 453. Specific course content will vary and will be announced prior to the semester in which it isoffered. Topics may include: learning disability, behavioral medicine, infant assessment or other assessmentapproaches. (1–3 credits)

PY 574 Play Assessment and TreatmentPrerequisites: PY 437, PY 462, PY 464, PY 466 and PY 468. This course will review multiple theoretical playtherapy perspectives in the assessment and treatment of children from early childhood through early adolescentdevelopmental stages. Cultural, socioeconomic, gender-related, and religious influences as they occur in themultiple systems of children’s lives will be identified. Non-verbal and verbal therapeutic modalities will beexplored. (1 credit)

PY 575 Child and Adolescent Psychopathology Prerequisites: PY 423, PY 424 and PY 437. This course offers an in-depth exploration of the syndromes ofpsychopathology observed in children and adolescents. In addition to examining the descriptive characteristicsof each syndrome, leading etiological theories and relevant research are considered. Epidemiological trends anddevelopmental factors relevant to clinical work with children and adolescents are also studied. (2 credits)

PY 576 Assessment and Treatment of Child and Adolescent TraumaPrerequisites: PY 437, PY 462, PY 464, PY 466 and PY 468. This course will situate trauma assessment andtreatment in the developmental and systemic contexts of the lives of children and adolescents. Cultural,socioeconomic, gender-related and religious factors will be identified. The acute and chronic effects of specificstressors such as injury, illness, death, suicide, or murder of caregivers and family members will be explored. A variety of theoretical perspectives and treatment modalities will be explored and trauma particular to foster and residential care placements will be covered. (1 credit)

PY 577 Assessment of Children and Adolescents Prerequisites: PY 437 and PY 453. This course covers the selection, administration, scoring and interpretation ofcognitive, personality, and educational tests, as well as behavior rating scales, commonly used in psychologicalassessment of children and adolescents. Integration of information from diverse tests into a written report is alsocovered. Special considerations which arise in assessing these age groups are emphasized throughout thecourse, including interpretation within a normative-development framework. (2 credits)

PY 578 Diversity in Clinical Psychology IIIPrerequisites: PY 443 and PY 446. Through a combination of lecture, experiential activities, small groupdiscussion and teaching, students will gain a deep appreciation for issues of privilege, power, allocation ofresources, prejudice, oppression, culture and world view. The course will examine the effect of privilege onstigmatized groups and the clinical effects of disenfranchisement. Students will serve as teaching assistants forsections of Diversity I, processing the experience of education others on the above issues in this course. (2 credits)

PY 579 Psychotherapy with Children and AdolescentsPrerequisites: PY 437, PY 462, PY 464, PY 466 and PY 468. This course examines the relevant therapeutic anddevelopmental considerations encountered in psychotherapy with children and adolescents. In addition to asurvey of the major theoretical approaches and the basic techniques of child and adolescent psychotherapy,topics considered include: working with parents and schools, the importance of the context of referral andtreatment and the relationship between a child’s developmental stage and therapeutic activities and goals. (2 credits)

PY 580 Cultural and Social Contexts Impacting Gay, Lesbian, Bisexual and Transgendered Clients This course will introduce special considerations in working with gay, lesbian, bisexual and transgendered(GLBT) clientele including issues of coming-out, identity development, surrogate families, GLBT subcultures,gender roles, relationship issues, experiences of prejudice and oppression, homophobia, heterosexism, barriersto affirmative treatment, being GLBT and a member of another stigmatized group and the gay pride movement.This course also offers an historical perspective on psychology’s conceptualization and treatment of GLBTpeople. (2 credits)

PY 582 Perinatal and Neonatal Stress and AdjustmentPrerequisite: PY 437. This course introduces students to the complex emotional issues involved when babies areborn early or ill. It will explore the challenges, adjustments and losses faced by parents during this crisis. It willinvestigate ways in which psychologists can interface with both parents and professionals to facilitatecommunication with health-care providers, parent integration in the NICU and optimal family development. (2 credits)

PY 586 SupervisionPrerequisites: PY 462, PY 464, PY 466 and PY 468. This course introduces students to a range of supervisionmodels that can be used to monitor performance, facilitate supervisee growth and improve quality of therapeuticand assessment services. Students will supervise a less experienced trainee in a clinical course or on apracticum in addition to participation in class discussion and activities. Supervision of supervision, ethical issuesand legal obligations will also be addressed. (2 credits)

PY 588 Learning to TeachThis course will introduce students to issues of classroom instruction, adult learning models, learningassessment, exam and project development, facilitation of discussion and class activities, grading, and syllabicreation. As a component of class activities, students will act as a teaching assistant in an additional course. (2 credits)

PY 596 Cultural Considerations in Working with Underserved YouthThis course explores individual, family and community intervention strategies for working with traditionallyunderserved youth. In addition, barriers to successful intervention, protective factors, issues oftransference/countertransference and the impact of prejudice and oppression on therapy and assessment with a range of groups (i.e., low SES, African American, Latino, specially-abled) will be addressed. (1 credit)

PY 597 Cultural Considerations in Working with Underserved AdultsThis course explores individual, family and community intervention strategies for working with traditionallyunderserved adults. In addition, barriers to successful intervention, protective factors, issues oftransference/countertransference and the impact of prejudice and oppression on therapy and assessment with a range of groups (i.e., low SES, African American, Latino, specially-abled) will be addressed. (1 credit)

PY 598 Cultural and Social Contexts Impacting Females, Males and the TransgenderedUsing a feminist framework, this course will address social contexts and issues impacting gender roles offemales, males and transgendered persons. It will explore traditional gender role expectations, the social systemsthat reinforce traditional presentations, gender development theories and the unique challenges encounteredwhen working with transgendered clients. (1 credit)

PY 599 Cultural Considerations in Working with International Populations This course explores individual, family and community intervention strategies for working withinternational clients in the U.S. The course will address barriers to successful intervention, culture-shock, acculturation issues, protective factors, differences across culture/homeland variables thatform identity, transference/ countertransference issues and necessary adjustments to theassessment and therapeutic process when working with this population. (1 credit)

PY 609 Proposal Development SeminarPrerequisite: PY 455. Through weekly meetings with peers and their dissertation chair, studentscomplete their dissertation proposal in this course. Students present their dissertation ideas to theirchair and their peers and, through feedback and independent work, craft a high quality dissertationproposal. Students that register for this class must complete their dissertation within the articulatedareas of expertise and within the methodologies/types of dissertations approved by their chair. (3 credits)

PY 610 Dissertation MaintenancePrerequisite: PY 609. Students meet regularly with their dissertation chair in small groups to monitortheir ongoing progress on their dissertations. Specific deadlines are set for the completion ofcommittee approval of the proposal, IRB application, submittal of the dissertation draft to thecommittee and oral defense. Students must register for Dissertation Maintenance every semesterafter the completion of PY 609 until the dissertation is complete. A total of 5 semesters ofDissertation Maintenance is expected, in addition to the completion of PY 609, to complete thedissertation. (0 credits)

PY 611 Copy EditingPrerequisite: Successful oral defense of the dissertation, incorporation of all required edits and PY 610. Students work independently with a Copy Editor to ensure appropriate formatting andpresentation of their dissertation. A maximum of 2 semesters of copy editing are permitted. (0 credits)

PY 620 Internship Prerequisite: Internship eligibility (see Student Handbook). Students must register for Internship during eachsemester while on internship. A total of 3 semesters of Internship are required for graduation. (0 credits)

2005–2006 - the chicago school of professional psychologyintegrating theory, professional practice...

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