Dyson College of Arts and Sciences

www.pace.edu/dyson/psych-nyc PSY 683 ORGANIZATIONAL DEVELOPMENT (MA) 3 credits is course provides students with an overview and fundamental understanding of theories, techniques, and research about facilitating change in individuals, groups and organizations to improve their effectiveness. Topics covered include institutional entry and contracting, assessment and feedback, and intervention and evaluation. PSY 684 OCCUPATIONAL HEALTH PSYCHOLOGY (MA) 3 credits is course introduces the field of occupational health psychology. e overarching goals are to train future professionals to create a healthy and safe workplace and to improve productivity and profits by decreasing the costs associated with hazards. In addition, the course addresses the role of occupational health and safety research in increasing worker protection from physical and psychosocial sources of injury, methodologies used to evaluate existing worksite hazards, and identification and prevention of negative consequences of emerging hazards. PSY 690 SPECIAL TOPICS (MA) 3 credits is course provides master's level students with an overview of a selected topic or topics in psychology. e course addresses current research and methodologies related to the topic(s). A sample of topics includes health psychology, psychology of women and work, history of psychology, sports psychology, and cross-cultural psychology. PSY 691 PRACTICUM IN PSYCHOLOGY (MA) 3 credits With the approval of the appropriate faculty member and coordinator of the MA program or Director of Graduate Programs, this course offers field training experience for MA students involving a designated number of supervised hours in an approved agency. Evaluations are made of student performance by supervising personnel of the agency and by faculty supervisors. Students must contact the coordinator of the MA program prior to the semester of actual placement. PSY 695 INDEPENDENT STUDY (MA) 1-3 credits With the approval of the appropriate faculty member, student's adviser, and/or MA program coordinator, students may select topic- guided research or supervised practica not included in the regular course offerings within the MA in Psychology program. is course may include practica, thesis work, or research/collaborative work with faculty research. e student meets regularly with the faculty member to review progress. A research project or appropriate paper must also be submitted. (is course may only be taken once.) Prerequisite: Permission from instructor required PSY 696 SPECIAL TOPICS (MA) 3 credits is course provides master's level students with an overview of a selected topic or topics in psychology. e course addresses current research and methodologies related to the topic(s). A sample of topics includes health psychology, psychology of women and work, history of psychology, sports psychology, and cross-cultural psychology. PSY 698 PROFESSIONAL SEMINAR (MA) 0 credits e purpose of this non-credit bearing activity in which all graduate students will participate is to develop skills life-long learning and professionalism. One of the important criteria by which Graduate Programs are assessed for their effectiveness in readying young professionals is life-long learning and skills that include professional networking, mentorship and professionalism. Students will meet at a designated time for one hour per week. Activities planned for this time thorough the year will include colloquia, journal club professional discussions of "real-world" issues, and any other professional activities deemed appropriate and necessary. ese activities may be formal (such as colloquia) or informal, such as a brown bag lunch to discuss areas of professional interest and faculty. PSY 699 MA THESIS (MA) 3 credits With the approval of the appropriate faculty member and coordinator of the MA program or department chairperson, students may conduct an original research project with the supervision of a faculty member. e student meets and regularly consults with the faculty member to provide guidance and to review progress on the research project. A research paper must be submitted upon completion of the course. PSY 701 DOCTORAL MENTORED LAB (PSYD/ PhD-C/PhD-S) 0 credits is course will consist of an individualize mentored research experience with a faculty member in psychology. As part of their graduate training, doctoral students will be mentored by a faculty member in the process of conducting research in the area of interest within the field of psychology. As part of this experience, the students will attend a weekly lab meeting with their faculty mentor and other graduate and undergraduate research assistances; discuss topics, methodologies and techniques in psychology research; and conduct research with their faculty mentor. Students will be supported as they refine their areas of interest and be guided through the development of their research, on which they will likely pursue their individualized study (i.e., the doctoral project). Finally, students will be supported through the process of submitting their research for presentation at a conference or for publication. roughout this experience, the connections between research clinical practice, and policy related to clinical and school-clinical child psychology will be highlighted. PSY 702 ACADEMIC SKILLS: ASSESSMENT AND INTERVENTIONS (PSYD/PhD-S) 3 credits An investigation of theories of intelligence testing. Intensive study of Wechsler scales for children and adults as instruments for ascertaining intelligence, style of cognitive functioning and personality dynamics. e emphasis is on the administration, scoring and interpretation of these tests in relation to theories of intelligence. Standards of ethics in testing, as defined by APA guidelines are discussed. e laboratory experience, workshops and demonstrations supplement lectures and discussions. is course includes at least six hours of training in multicultural issues. PSY 703 PSYCHOLOGICAL ASSESSMENT I (MSED/PSYD/PhD-S) 4 credits An investigation of theories of intelligence testing. Intensive study of Wechsler scales for children and adults as instruments for ascertaining intelligence, style of cognitive functioning and personality dynamics. e emphasis is on the administration, scoring and interpretation of these tests in relation to theories of intelligence. Standards of ethics in testing, as defined by APA guidelines are discussed. e laboratory

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