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Clinical Psychology Curriculum
The clinical program consists of didactic and practicum experiences which concentrate specifically on the assessment, understanding, and amelioration of psychological disturbances. One of the program's strengths is that psychoanalytic, cognitive-behavioral, and family systems perspectives all are taught. A balance between training and experience in research and in clinical practice is sought in our program. The Clinical Program Handbook that is given to each new student explains much more about the program content and processes.
Advanced General Psychology
Students must take a variety of courses to become trained in the broad and general aspects of psychology that underlie the scientific basis of the field. These core courses include:
Biological Bases of Behavior (Physiological Psychology)
Cognitive-Affective Bases (Learning, Cognition [1 of 2])
Social Bases (Social Psychology)
Individual Bases (Advanced Psychopathology, Personality)
In addition, students are required to take courses on Ethics, Diversity, Measurement of Behavior, and History and Systems of Psychology.
Clinical Research
The Clinical Faculty work with a variety of populations. Faculty research includes the assessment of depresison and suicide risk, treatment of trauma victims, and caregiver stress when working with Alzheimer's Disease.
Clinical Preparation
During the first year students take a two-semester class and accompanying practicum in Methods of Assessment. The first semester focuses on cognitive and intellectual evaluation of children and adults. Personality assessment with children and adults is the second-semester topic. This didactic course covers fundamentals of psychological assessment; administration and interpretation of major tests; and report writing. The student also completes psychological assessments in an adult and child placement site. This practicum arrangement allows the student to conduct his or her initial assessment in an actual clinical situation under close supervision. First-year students also enroll in Clinical Interviewing, which provides training in listening skills and diagnostic interviewing. An ethics seminar is taken in the first or second year.
The second and third years emphasize psychological intervention. Psychotherapy seminars and practica examine cognitive-behavioral therapy and psychodynamic psychotherapy. Each student receives close supervision in intervention and participates in weekly seminars. Students present cases and examine relevant theories as well as current research literature. Students receive intensive training and become familiar with different theoretical approaches. Our training format encourages breadth and flexibility in clinical intervention.
During the third and fourth years students typically complete final core curriculum requirements such as History and Systems of Psychology. Those in the child/family track participate in a treatment seminar. The third year allows time for taking advanced elective courses, although this may be done earlier when scheduling permits. Electives may be in psychology or in related fields such as medical or psychological anthropology, sociology; or neuroscience. Dissertation research usually is done in the fourth year, along with additional field placements and electives.
The clinical program sponsors a series of specialty mini-courses each year. These "light" courses examine topics such as psychopharmacology; autism, bereavement, basic neuropsychology; introduction to play therapy; group therapy; and sexual dysfunctions.
Students complete several clinical field placements that are arranged through the department, beginning in their second year. The field placement training provides supervised clinical experience in clinics, hospitals, and community agency settings. Second-year students spend one day each week at their clinical field placement acquiring supervised experience in client evaluation, treatment planning and consultation. An informal, monthly seminar with the clinical faculty uses the field experiences as a basis for discussions of principles, practices and issues. Pre-internship placements also provide excellent preparation for the required full-time internship at an APA-approved training center, usually completed during the student's fifth or sixth year. Third and fourth-year students spend 16 hours per week in placements. A broad range of child and adult settings are available. They are listed at the end of this section.
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