Master of Science in Applied Behavioral Analysis Degree

2.00 units

This course discusses the evolution of modern psychology with regard to theories, systems and practices. It is grounded in a broad historical understanding that builds a framework for understanding the contemporary field of psychology, examining the philosophical, epistemological, cultural, and sociopolitical contexts and consequences of the major systems in the development of contemporary psychology.

2.67 units

This course is designed to teach students fundamental clinical interviewing skills. Students will learn the basic attending skills required to establish and maintain a therapeutic relationship, including empathy, listening, reflecting, focusing and formulating questions. Students will also practice skills related to informed consent, confidentiality, and cultural sensitivity. In addition, specific situations such as suicide assessment, interviewing couples, and younger clients will be addressed. The course will also explore clinical skills such as case formulation and report writing, supervision, the mental status examination, assessment of the client’s presenting problems, issues with difficult clients, and making appropriate referrals.

2.00 units

This is the first of a two-course sequence. It examines the way in which individual psychopathology is classified, described, diagnosed, and assessed. The Diagnostic and Statistical Manual of Mental Disorders, 5th edition Text Revision (DSM-5-TR) of the American Psychiatric Association is utilized as a core organizing text for the purposes of diagnostic classification. Other readings inform students about current research findings on the diagnosis and treatment of mental disorders. Students are expected to become familiar with the structure, content, and clinical use of the DSM-5-TR and learn to apply formal diagnostic classification to specific case examples. This course emphasizes the process and problems of individual assessment (including the use of outcome measures in psychotherapy) and diagnosis that arise within the practice of clinical psychology. Students are also introduced to the historical, political, and contextual issues regarding the diagnosis and categorization of human experience.

2.00 units

Prerequisite: PSD 7015 with a minimum grade of B-. This is the lowest passing grade for JFK-SOP PsyD courses

This is the second of a two-course sequence. Students continue to examine the way in which individual psychopathology is classified, diagnosed, and assessed. The Diagnostic and Statistical Manual of Mental Disorders, 5th edition Text Revision (DSM-5-TR) of the American Psychiatric Association is utilized as a core organizing text for the purposes of diagnostic classification. In addition, students are introduced to the World Health Organization’s (WHO) ICD classification system of mental, behavioral and neurodevelopmental disorders as well as the WHO International Classification of Function designed to accompany the use of the ICD. Students apply formal diagnostic classification to more complicated case examples.

3.33 units

This is the first in a three-course sequence that supports students in their ethnographic placement. Students are placed for eight hours per week in settings, generally schools or community mental health agencies, which allow them to engage as ethnographers and participant-observers of individuals and groups that are culturally different from each student in significant ways. The ethnographic placement is designed to enhance clinical and cultural competence by broadening the student’s exposure to and appreciation of “others” as they grow in self-awareness. Additionally, students function as a group and reflect upon the group dynamics at their placement and within this course. Course content focuses on foundational and current perspectives in multicultural psychology. Students examine the effects of power, privilege, and oppression on psychological functioning. Students are supported to develop heightened sensitivity to how their cultural assumptions, values, beliefs, and biases serve as both resources and barriers to the effective delivery of mental health
services to diverse populations. Emphasis will be placed on contemporary and empirical foundations in multicultural psychology, as well as clinically-relevant literature. Multicultural competence requires a transformative and ongoing process that involves critical exploration of the ways in which we have been socialized as individuals with diverse identities. During this quarter, the focus will be on immigration, social class, race and ethnicity.

3.33 units

This is the second in a three-course sequence that supports students in their ethnographic placement. Students are placed for eight hours per week in settings, generally schools or community mental health agencies, which allow them to engage as ethnographers and participant-observers of individuals and groups that are culturally different from each student in significant ways. The ethnographic placement is designed to enhance clinical and cultural competence by broadening the student’s exposure to and appreciation of
“others” as they grow in self-awareness. Additionally, students function as a group and reflect upon the group dynamics at their placement and within this course. Course content focuses on foundational and current perspectives in multicultural psychology. Students examine the effects of power, privilege, and oppression on psychological functioning. Students are supported to develop heightened sensitivity to how their cultural assumptions, values, beliefs, and biases serve as both resources and barriers to the effective delivery of mental health services to diverse populations. Emphasis will be placed on contemporary and empirical foundations in
multicultural psychology, as well as clinically-relevant literature. Multicultural competence requires a transformative and ongoing process that involves critical exploration of the ways in which we have been socialized as individuals with diverse identities. During this quarter, the focus will be on race, gender, sexual orientation, and cultural genograms.

3.33 units

This is the third in a three-course sequence that supports students in their ethnographic placement. Students are placed for eight hours per week in settings, generally schools or community mental health agencies, which allow them to engage as ethnographers and participant-observers of individuals and groups that are culturally
different from each student in significant ways. The ethnographic placement is designed to enhance clinical and cultural competence by broadening the student’s exposure to and appreciation of “others” as they grow in self-awareness. Additionally, students function as a group and reflect upon the group dynamics at their placement and within this course. Course content focuses on foundational and current perspectives in multicultural psychology. Students examine the effects of power, privilege, and oppression on psychological functioning. Students are supported to develop heightened sensitivity to how their cultural assumptions, values, beliefs, and biases serve as both resources and barriers to the effective delivery of mental health services to diverse populations. Emphasis will be placed on contemporary and empirical foundations in multicultural psychology, as well as clinically-relevant literature. Multicultural competence requires a transformative and ongoing process that involves critical exploration of the ways in which we have been socialized as individuals with diverse identities. During this quarter, the focus will be on religion, ageism, ableism, and social justice. In addition, there will be an increasing shift toward preparation for multiculturally competent clinical work.

1.33 units

Weekly presentations on topics relevant to students transitioning into their first clinical placements and the research/dissertation sequence, followed by applied practice exercises to increase competence in foundational skills.

2.00 units

This course provides students with an overview of Social Psychology and other domains of psychological research addressing the nature and influence of culture, with an emphasis on social psychology research and theory relevant to multiculturalism, social justice and professional ethics. The course will also address some key pieces of organizational psychology research which could also be classified as social psychology.

2.00 units

This course offers a practical, clinical, and evidence-based description of the functional anatomy and physiology of the human nervous system. Normal and abnormal development and functioning of the nervous system is presented, including concepts of neuronal physiology and maturation, sleep, arousal and attention, acquiring and retaining information, and various aspects of a person’s ability to act on and adapt to changing environments. Application of this information to clinical practice, research, and personal experience is encouraged. Gender, age, and racial/ethnic differences in physiological processes, as they relate to behavior and experience, are presented in light of new neuropsychological, neuroimaging, and neurophysiological research findings. The ways in which psychological symptoms can arise from physical problems will be discussed to facilitate accurate and comprehensive clinical diagnosis.

2.00 units

This course provides students with an overview of classical and recent research in the areas of cognitive psychology and cognitive neuroscience, as well as theories of emotion. While the emphasis of the course is on the science of psychology, the relevance of these models to diversity-competent clinical practice is also reviewed.

1.33 units

Prerequisite: PSD 7104 with a minimum grade of B-. ; PSD 7107 with a minimum grade of B-. ; PSD 7108 with a minimum grade of B-. ; PSD 7227 with a minimum grade of B-. ; PSD 7160 with a minimum grade of B-. B- is the lowest passing grade for JFK-SOP PsyD courses.

Students complete a supervised project wherein they integrate and apply foundational science from two or more areas (biological, cognitive-affective, developmental, social-cultural) to a self-defined project in clinical psychology.

1.33 units

This course is designed to provide first-year students with an overview of psychometric principles and introduce them to the various types of psychological assessment tools such as cognitive and intellectual testing and measurement of personality. The course covers the foundations of psychological assessment, tools used in psychological measurement (e.g., test construction) essential characteristics of psychological measurement (e.g., reliability and validity), and the application of measurement (e.g., tests of intelligence, personality assessment). This course is a prerequisite for the Assessment Series courses (PSD 7115, 7116, and 7117).

2.67 units

Prerequisite: Completed all foundational, research, and specialization courses as required by program.

This is the first of a three-course sequence. This course is designed to provide the student with a broad understanding of the intellectual/ cognitive assessment of adults, adolescents, and children. Teaching will include administration, scoring, and interpretation of some of the widely used cognitive, achievement, and neuropsychological screening measures: The Weschler Adult Intelligence Scale-IV (WAIS-IV), the Weschler Intelligence Scale for Children-IV (WISC-V), the Wide Range Achievement Test 4 (WRAT 4), and the Bender II. Students will also learn about alternative cognitive measures including the Test of Nonverbal Intelligence 3 (TONI 3) and the Peabody Picture Vocabulary Test-IV (PPVT-IV). Students will also be taught how to conduct a thorough mental status exam with clients. The historical, cultural, linguistic, and socio-economic contexts of assessment and evaluation will be emphasized. A weekly lab is required.

2.67 units

Prerequisite: PSD 7115 with a minimum grade of B-. This is the lowest passing grade for JFK-SOP PsyD courses.

This is the second of a three-course sequence. It is designed to provide the student with a focused
understanding of the Minnesota Multiphasic Inventory-2 (MMPI-2), the Myers Briggs Type Indicator (MBTI), the NEO, and outcome measures. Students will learn about the psychometric properties of the measures as well as learn to administer, score, and interpret them. Other personality measures such as the Personality Assessment Inventory (PAI) and the Beck Depression Inventory will be introduced. Additionally, the field of therapeutic assessment will be discussed. Students will continue to enhance their skills in report writing, integrating evaluative data while incorporating historical and socio-cultural contextual information, and providing feedback and clinically useful recommendations will be included. A weekly lab is required.

2.67 units

This is the third of a three-course sequence. It is designed to provide the student with knowledge and experience in the area of projective personality assessment. Students will learn to administer, code, score, and interpret the Rorschach using the Rorschach Performance Assessment System. Students will also learn to utilize other projective assessment techniques and the Rotter Incomplete Sentences Blank. Current research in the field of projective assessment will be presented. Multicultural considerations will be integrated throughout the course, and the historical and sociocultural contexts of evaluation will be discussed. Students will continue to enhance their skills in report writing, integrating evaluative data, providing feedback and clinically useful recommendations. Emphasis will be placed on the integration of cognitive, personality, and projective assessment findings within the context of history, mental status, behavioral observations, SES and culture. A weekly lab is required.

2.00 units

This course introduces the essential concepts and assumptions of psychodynamic theory. The course reviews the historical beginning of early psychoanalysis reflecting on the many changes in the theory that have culminated in current tensions and controversies within the field. Using a comparative framework, students will study the basic concepts of drive theory, ego psychology, object relations theory, self-psychology, and contemporary relational theory. Concepts such as conflict, the unconscious, defense, transference,
countertransference, and inter-subjectivity will be introduced. The application of psychodynamic concepts in clinical work, including the therapeutic process and its limitations with diverse populations will be discussed.

2.00 units

This course introduces the basic tenets of CBT and the various forms of this perspective. Discussions of the philosophy of CBT and the structure of a CBT case conceptualization set the stage for more detailed work with the kinds of disorders for which CBT has demonstrated effectiveness. The interventions and evaluation procedures commonly used by CBT practitioners are demonstrated and discussed with regard to their applicability to various forms of psychological, emotional, or social problems. Consideration of the applications and limitations of CBT to diverse populations are woven into the fabric of each discussion.

2.00 units

This course offers the basics in family systems theory and the historical context from which it arose. Students learn the application of systems theory to the treatment of a variety of family systems. A comparison and critique of systems theory from a postmodern perspective is included. The limitations of systems theory to families of diverse backgrounds are considered, and modifications of systems models that better meet such families’ needs are proposed.

2.00 units

This course focuses on the identification, assessment, and treatment of individuals who are abusing substances. The influence of socioeconomic status, cultural context, and the variations in substance use and abuse across groups will be considered.

2.67 units

This is the first course in a three-course sequence designed to support the beginning practicum experience. Students explore a variety of evidence-supported treatment approaches and the relative effectiveness and impact of those approaches for specific populations. Students engage in weekly practicum check-ins, formal case presentations of clients, and group processes. Through these activities, students examine the ways diverse cultural perspectives are experienced within the clinical interchanges of psychotherapy. This course gives students the opportunity to further develop diagnostic skills with the clients they treat at their beginning practicum. The influence of diversity and context on the diagnostic process is emphasized.

2.67 units

This is the second course in a three-course sequence designed to support the beginning practicum experience. Students explore additional evidence-supported treatment approaches and the relative effectiveness and impact of those approaches for specific populations. Students engage in weekly practicum check-ins, formal case presentations of clients, and group processes. Through these activities, students examine the ways diverse cultural perspectives are experienced within the clinical interchanges of psychotherapy. This course gives students the opportunity to further develop case conceptualization skills with the clients they treat at their beginning practicum. The influence of diversity and context on theoretical conceptualization is emphasized.

2.67 units

This is the third course in a three-course sequence designed to support the beginning practicum experience. Students explore additional evidence-supported treatment approaches and the relative effectiveness and impact of those approaches for specific populations. Students engage in weekly practicum check-ins, formal case presentations of clients, and group processes. Through these activities, students examine the ways diverse cultural perspectives are experienced within the clinical interchanges of psychotherapy. This course gives students the opportunity to further develop their skills with evidence-based treatment planning grounded in diagnosis, case formulation, and empirical research. The influence of diversity and context on treatment planning is emphasized.

2.00 units

This course focuses upon the legal and ethical issues related to the practice of psychology. Students explore issues which include, but are not limited to, licensing, scope of practice, competence, informed consent, client welfare, confidentiality (and its exceptions), and professional conduct. Also covered are issues related to the treatment of minors, couples, groups, and the use of technology in clinical psychology, as well as issues related to working with individuals with cultural, contextual, and individual differences from those of the provider. In addition, students will be introduced to methods of critically evaluating their professional behavior. The course emphasizes contemporary professional ethics and statutory, regulatory, and decisional laws that delineate the profession’s scope of practice and role of the psychologist.

2.00 units

Prerequisite: PSD 7107 with a minimum grade of B-. This is the lowest passing grade for JFK-SOP PsyD courses.

This course prepares students to evaluate and direct clients regarding psychiatric medications.
Pharmacokinetics, the major classes of psychiatric medications, referral processes, and how to follow-up with clients on medications will be discussed. Students will gain an understanding of the practical, ethical, diversityrelated, and philosophical advantages and limitations of pharmacotherapy in the treatment of clients with various psychological disorders.

2.00 units

This course introduces students to the psychological foundations of trauma, including the psychological, biological, cultural, and developmental factors that influence its onset and course, as well as its functional and systemic impacts. Students will become familiar with various theories of trauma and models for intervention, as well as the clinical research that informs them. Techniques for intervention, including tools for establishing safety, bolstering affect regulation, and processing will be addressed, with emphasis on cultural and contextual responsiveness.

2.00 units

This course introduces students to consultative processes, procedures, and roles in the profession of psychology and their multicultural applications. Students become familiar with the basic stages and processes of consultation and the various ways in which professional psychologists provide consultation services. Consultation settings (e.g., school settings, community-based setting, individual clinical practice settings, medical settings) will be discussed. Students will also develop proposals for consultation services they might wish to provide as well as brief in-service trainings. The ethical and legal issues involved in psychological consultation will also be addressed.

2.67 units

This course provides a comprehensive review of the influential theories of human development from birth to end of life. Emphasis is placed on critically analyzing and integrating foundational principles of physical, cognitive, emotional, and social human development in the context of culture, race/ethnicity, gender, ability, SES, sexual orientation, and religion. Students are expected to comprehend, assess, and evaluate scientific research on human development and engage in clinical application of evidence based human development research.

2.00 units

The purpose, structure, and function of clinical supervision are presented through the use of theoretical and case materials. Each student will roleplay as a supervisor in training and receive feedback from peers and instructor. Students will increase their knowledge of the current research literature on clinical supervision. Legal and ethical responsibilities, and best practices of clinical supervisors will be described. Students will reflect on their own strengths and anticipated challenges for themselves as potential supervisors, and will increase their understanding of the multiple intersecting systems where clinical supervision may take place.

2.67 units

This is the first in a three-course sequence that supports students in their advanced practicum. Students build upon their clinical knowledge and skills acquired during the beginning practicum and second year IPS course sequence, plus the fall and winter quarters of IPS 3. This quarter of IPS 3 helps students refine their case formulation and evidence-based treatment planning skills, as well as their ability to apply these skills to clinical
case consultation. Students will refine their ability to ground their choice of theory and treatment model in research and best practice, with sensitivity to diversity and context. In class, students are required to demonstrate assessment and integration of clinical data in their clinical work with clients. Students write clinical reports and make formal case presentations in preparation for their Clinical Proficiency Exam. To receive credit, students must meet the terms of the placement contract, carry the stipulated caseload, and receive a satisfactory evaluation from their clinical supervisor.

2.67 units

This is the second in a three-course sequence that supports students in their advanced practicum. Students build upon their clinical knowledge and skills acquired during the beginning practicum and second year IPS course sequence, plus the fall and winter quarters of IPS 3. This quarter of IPS 3 supports students in refining their ability to communicate orally and in written form with other professional audiences regarding their clinical work. Students will develop their ability to articulate and defend their clinical decision-making processes, including assessment, diagnosis, case conceptualization, and treatment planning, integrating appropriate clinical language while remaining sensitive to issues of diversity and context. In class, students are required to demonstrate assessment and integration of clinical data in their clinical work with clients. Students write clinical reports and make formal case presentations in preparation for their Clinical Proficiency Exam. To receive credit, students must meet the terms of the placement contract, carry the stipulated caseload, and receive a satisfactory evaluation from their clinical supervisor.

2.67 units

This is the third in a three-course sequence that supports students in their advanced practicum. Students build upon their clinical knowledge and skills acquired during the beginning practicum and second year IPS course sequence, plus the fall and winter quarters of IPS 3. This quarter of IPS 3 addresses ongoing professional development and lifelong learning, including the process of obtaining and maintaining licensure, seeking additional possible certifications, maintaining and expanding current knowledge and competency through continuing education, engaging in professional socialization and organizations, and contributing to the profession. In class, students are required to demonstrate assessment and integration of clinical data in their clinical work with clients. Students write clinical reports and make formal case presentations in preparation for their Clinical Proficiency Exam. To receive credit, students must pass the Clinical Proficiency Exam, meet the terms of the placement contract, carry the stipulated caseload, and receive a satisfactory evaluation from their clinical supervisor.

2.00 units

This course is the first of a three-course sequence. This course presents an overview of quantitative research design and methodology. In addition, the course covers ethics in research, issues of cultural diversity relevant to the process of research, and an introduction to data analysis using SPSS. The focus of the course is on acquisition of skills that permit students to critically evaluate published professional literature.

2.00 units

Prerequisite: PSD 7151 with a minimum grade of B-. This is the lowest passing grade for JFK-SOP PsyD courses.

This is one of three required research methods courses. It is designed to provide students with knowledge of inferential statistics through two-way ANOVA and post hoc analysis with an introduction to selected multivariate techniques. Emphasis is placed on conceptual understanding and appropriate use of statistics including knowledge of assumptions and limitations of specific techniques. Critical review of published empirical literature and critique of culturally appropriate analysis and interpretation is an integral part of the course.

2.00 units

This is one of three required research methods courses. It introduces students to specific qualitative methodologies in detail: phenomenology, grounded theory, and qualitative content analysis. Additional forms of qualitative research are also introduced, including consensual qualitative research, qualitative meta-analysis, and case-study designs. The philosophical and methodological issues which underlie qualitative research will be discussed. The course includes lecture, discussion, and practice assignments covering interviewing and qualitative data analysis. Students are introduced to the dissertation process and are guided to begin
formulating a dissertation research question.

1.33 units

Prerequisite: PSD 7251 with a minimum grade of B-. This is the lowest passing grade for JFK-SOP PsyD courses.

This is the first of a three-course sequence designed to assist and supervise students in developing their dissertation proposals. Students will create a prospectus for their proposed studies, begin the process of recruiting a dissertation committee, as well as outline and begin drafting a Review of the Literature relevant to their proposed research.

1.33 units

Recommended: Prior completion of: PSD 7252

This is the second of a three-course sequence designed to assist and supervise students in developing their dissertation proposals. Students will continue to expand and refine their Literature Reviews, while drafting the Methods chapter of their dissertation proposals. Students also finalize their dissertation committees this quarter.

0.67 units

Recommended: Prior completion of: PSD 7253; Online training module for IRB / human participants should be
completed prior to the beginning of this course.

This is the third of a three-course sequence designed to assist and supervise students in developing their dissertation proposals. Students will complete drafts of their dissertation proposal and Human Participants Review materials, and conduct a mock defense of their dissertation proposals.

6.00 units

Recommended: Prior completion of: Completion of all other coursework and permission of Training Director

Students will apply for approved internship sites that are consistent with their individual interests, training needs, and professional goals. Students must complete one full-time, year-long internship or the equivalent and successfully complete a total of 36 units of internship. To receive credit, students need to demonstrate minimum level of achievement across all profession-wide competencies required for independent practice. Students should enroll in this course for quarters during which they are at internship full-time (40-44 hours per week).

3.00 units

Recommended: Prior completion of: Completion of all other coursework and permission of Training Director.

Students will apply for approved internship sites that are consistent with their individual interests, training needs, and professional goals. Students must complete one full-time, year-long internship or the equivalent and successfully complete a total of 36 units of internship. To receive credit, students need to demonstrate minimum level of achievement across all profession-wide competencies required for independent practice. Students should enroll in this course for quarters during which they are at internship half-time (20-24 hours per week).