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This capstone course is required of all senior psychology majors and must be taken in the senior year. Students will have the opportunity to critically explore selected issues within the discipline of psychology and will be asked to integrate prior learning from various aspects of their program through presentations, discussion, and a senior paper that provides evidence they have synthesized and utilized prior learning. This course should be taken by senior psychology students only. ENG 465 is recommended as a prerequisite or co-requisite as strong writing skills are required.

Prerequisite(s): PSY 160

This course is designed to bridge theory with practice. This course links the theoretical foundations to their application in the practice of counseling. This course will explore, Psychodynamic, Person-Centered Theory, Existential Theory, Gestalt Theory, Constructivist Theories, Integrative Theory, Feminist Theory and other diverse theories. Each theory will be considered critically within a cultural context inclusive of gender, race, ethnicity, class, sexual orientation, ability, and age. This course is intended to be hands-on with role-play and practice therapy sessions serving as the vehicle for students to begin laying the foundation for their unique identity as counselors and therapists while considering the principles and history of these selected theories.

Human Development is designed as advanced study of fundamental assumptions, principles, theories, and constructs that are essential for an informed dialogue of development across the human life span. Using several stage theory models of psychosocial development students will be examine and discuss those tasks and challenges unique to each stage of human development from the cradle to the grave. Beginning with the prenatal state, students will become familiar with the biological, emotional, sociological, psychological, historical, and interpersonal factors contributing to human development across infancy, childhood, adolescence, adulthood, and advanced adulthood. In addition, students will become familiar with those issues ranging from interpersonal relations, gender socialization, friendships, family systems, race, culture, divorce, mate selection, death and dying that may foster or hinder growth and adaptation. The student’s journey will provide a foundation of understanding necessary to the greater comprehension and application of the discipline of human development, as well as provide him or her with an opportunity to become grounded in concepts key to appreciating the lifelong process of becoming a person.

This course is designed for graduate students pursuing careers in applied and/or experimental psychology. The purpose of this course is to provide a depth of understanding to relevant ethical issues, guidelines, and practices. In addition to exposure to fundamental ethical principles and historic foundations, students will also become aware of the range of ethical dilemmas confronting the modern practitioner. Through reading, discourse, and discussion of case studies, students will develop competence in utilizing a range of decision making models. Such models will be applied to salient issues such as but not limited to; group counseling, family therapy, child therapy, end-of-life issues, supervision, termination, mandated reporting, standards on human relations, sexual intimacy, confidentiality, assessment and testing, and the rights of clients. By engaging in an examination and discourse of such ethical issues the student will become better prepared to anticipate and address ethical dilemmas as a professional and develop practical problem-solving strategies necessary for maintaining professional ethical standards.

This course is designed to expose students to the essential elements of scientific inquiry within psychological research through exploration of accepted practices for effective behavioral research. Students will incorporate methods of quantitative and qualitative design including but not limited to; methods of observation, correlational research, surveys, archival research, and quasi-experimental and ex post facto designs. This exploration of scientific research will lead to the ability to apply the basic concepts of probability, common distributions, statistical methods, and data analysis. Students will become knowledgeable on how to interpret and perform statistical tests, in order to design experiments and interpret their results.

This course is designed to deepen the students understanding of empirically grounded social, psychological, and biological factors that contribute to specific psychological disorders across the life-span. Students will examine supporting and scientific literature, consider salient theories, and incorporate the current Diagnostic and Statistical Manual of Mental Disorders in considering identification, assessment, diagnosis, and treatment of psychological disorders. The course design also invites students to engage in active exploration of practical applications for effective ethical treatment(s) of psychopathologies within clinical and non-clinical settings with an emphasis upon best-practices.

This course is designed to provide the student with a deeper understanding and appreciation of the unique challenges and opportunities present within the professional relationship with children and/or adolescents. The student will be expose to current theories, techniques and strategies for working with children and adolescents and their families. The student will also be given the opportunity to explore and discuss contemporary issues related to these populations as well as being exposed to recognized techniques and strategies related to promoting growth, development, and autonomy for individual clients.

This course will provide students with a developmental model of sexuality and investigate the following topics: developmental impacts on sexuality, intimacy, sexual desire, sexual dysfunction, sexual trauma and sexual identity. Our course includes readings to challenge you, conversations to engage you, and assignments to help you develop as counselors and scholars. Engagement in the course with respect for different views and concern for others from all walks of life is integral to your learning process. Students will be able to demonstrate counseling skills appropriate to meet the needs of individuals and couples.

Prerequisites: PSY-610, PSY-623, PSY-631

This course is designed is to familiarize the student with those theories, practices, protocols, and techniques designed to work effectively and ethically within groups. The student will develop a thorough understanding of the unique and often difficult characteristics of group processes as well as those features of group dynamics that can foster individual growth and development. Student will learn current guidelines for group practice as well as develop practical skills in leading a group. In addition to examining salient research, students will also consider the various multicultural and developmental issues effecting groups and how they function to foster or hinder effective group work. Students will also develop functional understanding of the advantages and disadvantages of group counseling, become aware of ethical considerations unique to groups, and become cognizant of the characteristics of effective group leaders while becoming aware of how best to utilize their own personal and interpersonal assets with a group setting.

This course is designed to provide the student with depth of understanding of the historical development of family counseling, theoretical underpinnings, practical techniques, and current issues relevant to family counseling. Students will be exposed to theoretical foundations of and empirically grounded practices relevant to family counseling issues across the life-span. In attaining the desired level of expertise students will examine structural, communication, analytic, and behavioral approaches to family counseling with an emphasis upon ethics, legal issues, current research, and best practices.