Dyson College of Arts and Sciences

www.pace.edu/dyson/psych-nyc attachment processes and inner representations that may accompany development deviating from the "norm." Relevant issues pertaining to major classifications, differential diagnoses, comorbidities, subcategories, risk factors and challenges to adaptation will be considered. Implications for family, individual and school functioning will be discussed as well as the role of the psychologist regarding assessment, consultation, educational and treatment planning. Also explored are the ethical dilemmas inherent in diagnosis and labeling within our social, educational and health systems. PSY 711 INTERVENTION TECHNIQUES I: PSYCHODYNAMIC PERSPECTIVES (MSED/PSYD/ PhD-C) 3 credits is is a course on the theories and techniques of individual psychotherapeutic interventions from psychodynamic perspectives. Basic principles and techniques of psychodynamic psychotherapies are presented. Components of the therapeutic process and interaction are defined and illustrated. Case material from student's field experiences are discussed. Prerequisite: PSY 710 PSY 712 ADVANCED BIOLOGICAL BASES OF BEHAVIOR (MSED/PSYD/PhD-S) 3 credits e neuroanatomical and neurophysiological and biological correlates of select behaviors are explored. e focus of this course is an understanding of theory as it applies to neuropsychological assessment, and potential applications related to pharmacological intervention. Specific focus is upon those behaviors which are of interest to the school-clinical child psychologist. Prerequisite: PSY 727 PSY 713 PSYCHOLOGICAL ASSESSMENT III (MSED/PSYD) 4 credits e goals of this course involve the study—toward competency— of the use of "projective" clinical measures applied in the course of personality assessment. ese measures include (but are not limited to) the Rorschach Test, the ematic Apperception Test (as well as associated versions of the Children's Apperception Test), figure drawings, and sentence completions. e symbolic play of younger children, as utilized in assessment, is also relevant to such appraisal. Administrative techniques are reviewed, along with a focus on accurate scoring, strategic approaches to data analysis, and ways of delineating meaning from verbalizations (content and style). Consideration is given to the ethical dilemmas that emerge when we apply tests that seek to go beyond conscious self-report in terms of interpretation. Stress factors pertaining to the administration of projectives are considered. In addition, clinical, cultural, environmental, and developmental issues that need to be factored into use of these measures are discussed. Prerequisites: Full matriculation, PSY 703, PSY 707, PSY 710, PSY 725 PSY 714 THE RORSCHACH TECHNIQUE (MSED/PSYD) 3 credits is is an advanced in-depth course in the theory and technique of the Rorschach test. Questions and issues that are considered include: reliability and validity, relevant research, special problems of administration and scoring and the use of the Rorschach in differential diagnosis. Students' case material is used to conduct in- depth analyses of Rorschach protocols. Prerequisites: PSY 713 and PSY 720 PSY 715 STATISTICS AND RESEARCH DESIGN I (MSED/ PSYD/PhD-S/PhD-C) 4 credits e primary goal of this course is to develop critical thinking skills necessary for students to (1) evaluate primary, empirical research in psychology, (2) translate theoretical ideas into testable research hypotheses, (3) test these hypotheses by means of a logically developed statistical plan. Material covered includes the process of scientific inquiry and the logic of the scientific method and major statistical techniques used in analyzing behavioral data (i.e., correlational/ regression analyses, contrast models). Statistical analyses and graphical representations of data via the computer and preparation of scientific reports based on these analyses are required of students. Prerequisites: Undergraduate psychological statistics and experimental psychology or permission of the instructor PSY 716 STATISTICS AND RESEARCH DESIGN II (PSYD/ PhD-S/PhD-C) 4 credits is course builds on the critical thinking skills developed in PSY715 by adding to the students' research repertoire skills enabling them to apply statistical procedures and research designs tailored to the needs of quasi-experimental research. Material to be presented includes (1) theoretical coverage of the process of scientific inquiry and implications regarding field research and (2) familiarization with statistical techniques most oen used in establishing statistical control (i.e., multiple regression analysis). Students are required to carry out statistical analyses and graphical representations of data via the computer and develop a fully operational empirical research proposal. is course includes at least three hours of training in ethical issues. Prerequisite: PSY 715 PSY 717 COGNITIVE AND AFFECTIVE BASES OF BEHAVIOR (MSED/PSYD/PhD-S/PhD-C) 3 credits is is an advanced cognitive psychology course intended to familiarize students with traditional and contemporary learning theories. Special emphasis is placed on applications of learning theory to a range of school and agency settings. e relevance of learning theory to instructional processes, behavior management and the amelioration of cognitive/affective and interpersonal difficulties in children and adolescents is covered. Prerequisite: Undergraduate learning course PSY 718 PROFESSIONAL SEMINAR I (PHD-C) 1 credit is graduate seminar, through presentations, readings, and discussion, focuses on roles and skills applied in the fields of clinical and clinical health psychology. Students will consider roles in specialized settings wherein there is integration of medicine and psychology. Prerequisite: Admission to PhD-C graduate psychology program PSY 719 PROFESSIONAL SEMINAR II (PHD-C) 1 credit is graduate seminar extends PSY 718 further, continuing to focus, through presentations, readings and discussion, on professional roles and activities (e.g. prevention, diagnosis, psychotherapy, consultation) of the clinical and clinical health psychologist. Attention to lifespan issues will lead to consideration of work with infants, children, adolescents, adults, and older-adults. Prerequisite: PSY 718

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