Dyson College of Arts and Sciences

www.pace.edu/dyson/psych-nyc mental status examinations and suicide assessments are reviewed as they apply across the lifespan. A special section of PSY 509 is linked to this course as students will get individualized feedback on interviewing skill development. Prerequisite: Admission to the PhD-C graduate psychology program PSY 731 PSYCHOPATHOLOGY AND HEALTH (PhD-C) 3 credits is class offers an overview of current understandings of psychopathology, as it may present across the lifespan. Diagnostic classifications (as per DSM criteria) are learned. Epidemiology, prominent indicators, developmental processes, experiential factors, psychobiological factors, inheritance, known neurochemistry, associated disorders and predictions of outcome of specific classifications are reviewed. Risk factors are considered. Special attention Is paid to the Interface of psycholopathology and medical disorders (and to the body-mind connection). Diagnosis Is carefully considered In terms of cultural factors, diversity, ethical Issues, co- morbidities, and therapeutic Implications. Prerequisite: Ongoing matriculation in the PhD-C graduate psychology program PSY 732 PRIMARY CARE INTERVENTIONS I (PhD-C) 4 credits is course focuses on psychological interventions, assessment, evaluation and research in primary care. Students will learn about evidence-based practices used in clinical health in primary care settings. Modules in this course examine psychological interventions in the context of specific populations including older adults, children, adolescents and young adults, race/ethnic communities, LGBTQ+ people and others. roughout the course we will examine relevant ethical and cultural considerations for working with specific primary care populations. Prerequisite: Matriculation into the second year of the PhD-C graduate psychology program PSY 733 PRIMARY CARE INTERVENTIONS II (PhD-C) 4 credits is course focuses on psychological interventions, assessment, evaluation and research in primary care. Students will learn about evidence-based practices used in clinical health in primary care settings. Modules in this course examine psychological interventions in the context of various health conditions including chronic disease, chronic pain, substance misuse, and trauma. Other modules address interventions in specific primary care settings such as medical homes, long-term care, community health centers, rural communities, and disaster/emergency service settings. roughout the course we will examine relevant ethical and cultural considerations for working in specific primary care settings. Prerequisite: PSY 732 and progress/matriculation In PhD-C graduate psychology program PSY 734 CONSULTATION (MSED/PSYD/PhD-S) 3 credits is course covers the theory and practice of consultation. e consultation process is examined from the following perspectives: psychodynamic, behavioral, ecological, instructional, social psychological, child advocacy, organization development, and process consultation. Each student is expected to complete a practicum project using one of these perspectives. Strategies for understanding the impact of an agency upon the consultation process, moving from direct to indirect service delivery, evaluating consultation outcome, and understanding the interactive nature of the consultation process will also be addressed. is course includes at least three hours of training in ethical issues. PSY 737 CHILD AND ADOLESCENT PSYCHOTHERAPY (MSED/PSYD/PhD-S/PhD-C) 3 credits is course introduces students to effective methods in child and adolescent psychotherapy, with a particular focus on convergences and divergences among contemporary techniques. Toward these ends, we consider therapeutic techniques in terms of the theories in which they are anchored; we compare and contrast behavioral, cognitive- behavioral, psychoanalytic, object-relational, self-psychological, and other approaches, as they are embedded in play-therapy, individual psychotherapy, and parent-guidance techniques. Moreover, we consider specific therapeutic methods associated with child and adolescent diagnostic presentations; i.e., we explore the match between assessment/diagnosis and treatment/therapy. Knowledge of developmental psychopathology and change processes inform our discussion of the specific techniques employed in psychotherapy with children and adolescents, as well as help us address the multiple contexts of development, family, culture, and therapeutic relationship. is course includes at least six hours of training in multicultural issues and three hours of training in ethical issues. Prerequisites: PSY 710 PSY 738 THE SCHOOL: FIELD EXPERIENCE AND SEMINAR (Previously EDU 701) 3 credits is course is an introduction to the school setting. Observations of regular classes and participation with various children and groups of students, as well as learning the various functions of school psychologists, teachers and other school personnel are important parts of this practicum. ere will be joint supervision by district psychologists and psychology department faculty. e experience encompasses at least one day per week (6 ½ hours per day) for five months. is experience is discussed at weekly seminars in which problems and developments in school psychology are covered. is course includes at least six hours of training in multicultural issues. is is a foundations of education course. Conferences are scheduled with individual students. Prerequisite: Admission to MSEd or PsyD graduate psychology programs. New York City campus only PSY 739 THE EXCEPTIONAL CHILD: FIELD EXPERIENCE AND SEMINAR (Previously EDU 702) 3 credits is course is an introduction to atypical children. Students are placed in a special education setting that educates exceptional children. is course places emphasis on the role of school psychologist, community psychologist, teacher, and other school personnel in special education. e experience encompasses at least one day per week (6 1/2 hours per day) for five months and is discussed at weekly seminars in which the physical, emotional and educational problems of exceptional children are covered. e seminar focuses on the types of exceptional children in the public schools and community, such as the emotionally and learning disabled. e psychological and emotional needs of these children is discussed, as well as the psychologist's role in assessment, consultation, and intervention. is course includes at least six hours

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