Department of Psychology

Georg H. Eifert, Ph.D., Chair

Brennan D. Peterson, Ph.D., MFT Program Director

Jeanne Walker, Ph.D., Clinic Director

Susan Jester, M.A., Associate Clinic Director

Sheryl Ralph, M.A., MFT Program Coordinator

Professors: Eifert, Flowers, Schandler, Scott;

Associate Professor: Brodbeck, Glynn, Pogi-Davis Shears;

Assistant Professors: Brougham, Dana, Jr., Kuchenbecker, Peterson, Pincus.

Master of Arts in Marriage and Family Therapy

Master of Arts in Marriage and Family Therapy

Chapman's department of psychology offers a master of arts degree in marriage and family therapy designed to provide the student with the academic and professional training necessary for a career in marriage and family therapy (MFT). This MFT program may also serve as a foundation for further graduate study in psychology or one of the related disciplines. The program includes a substantial clinical training component in which students work under the supervision of department faculty and staff in a counseling setting, either in the clinic sponsored by the department or at some other approved site. Students in this program complete a minimum of 54 semester credits.

Admission Deadlines

The admission deadlines are March 1 (financial aid deadline) for the fall semester and November 1 for the spring semester.

Admission to the Program

1. Hold a baccalaureate degree from a regionally accredited institution.
2. Have an undergraduate grade point average of 3.000 or better in the last 60 graded semester credits (or 90 quarter credits) earned prior to the baccalaureate degree. Applicants with a grade point average between 2.500 and 2.990 are required to submit the following:

   Graduate Record Examination (GRE): a minimum score of 500 on the verbal section, 550 on the quantitative section, and 5.0 on the analytical writing section.

3. Submit one set of official transcripts from every college or university attended since high school.
4. Submit a personal statement which must be no more than three double spaced typed pages in length and address educational (paid/volunteer) and/or personal experiences that have shaped your career objectives and prepared you to begin graduate studies in marriage and family therapy. This essay is evaluated by the psychology faculty for content and as a sample of your writing abilities.
5. Submit three letters of recommendation from individuals actively engaged in teaching and/or clinical practice, who are in a position to evaluate your academic and personal qualifications for the program. The department of psychology may contact the authors of recommendations to discuss your qualifications.
6. Complete the Application for Admission and the Non-Discrimination Policy and Licensure Notification. All application materials should be sent to the Office of Admission.
7. Submit a resume or curriculum vitae.

Completed applications are initially reviewed by the Office of Admission. If minimum requirements are met, the applications on file are forwarded to the department of psychology where they are reviewed by a committee of graduate faculty. Applicant files are carefully read and reviewed for fit with the program's educational goals and training. Due to the volume of qualified applicants, not all applicants will receive an offer letter.

Coursework Program

The program coordinator evaluates the student's transcripts and program application materials and, if the student is qualified and approved for admission, prepares a plan of study indicating the student's status at the university, any program prerequisites still to be completed, and the courses constituting the program emphasis. Any courses accepted for transfer into the program are also identified. Questions about prerequisites, program requirements, transfer credits, etc. should be discussed and resolved with the program coordinator at the time the coursework program is created to avoid later confusion.

Advisement

Newly admitted students are required to meet with the program coordinator to discuss and clarify any questions about the program and future career plans after acceptance to the program. Students are required to meet with the program coordinator prior to beginning the program to develop a written plan of study. Students are also strongly encouraged to meet with the program coordinator before registering for classes each semester.

Transfer Policy

Students admitted to the MFT degree program may transfer up to 6 credits of graduate coursework from another graduate program upon approval of a petition by the program director and the dean of the school. This policy includes graduate-level classes from regionally accredited universities. (See the Academic Policies and Procedures section for transfer policies.)

Graduate Prerequisites

The applicant must possess a bachelor's degree in Psychology from an accredited college or university, or must evidence satisfactory academic background in all of the following:

1. Abnormal psychology or child abnormal psychology.
2. Child psychology or adolescent psychology or developmental psychology.
3. Learning theory or cognitive psychology or physiological psychology.
4. Personality theory or social psychology.
5. Research methods in psychology or psychological assessment. And
6. Statistics.

All prerequisites must be met by the time the student has completed his or her first semester.

Ethical and Professional Standards

Since the MFT program involves preparing people to work with the public, the department assumes the responsibility for reasonably assuring that individuals who complete the program are not only academically competent but are aware and capable of functioning within the established ethical and professional standards of the profession. Students in the psychology MFT graduate program must adhere to the ethical standards held and enforced by the relevant professional associations and should understand that they are being trained in a program that is not only academic, but also professional in nature.

The university has both the right and obligation to evaluate continually and, if necessary, to terminate the student's participation in the master's program at any point for ethical violations and/or personal unsuitability for the profession. This philosophy is consistent with that of most graduate programs that are engaged in explicitly or implicitly certifying that their graduates are competent to engage in the practice of professional counseling or psychotherapy.

Candidate Dismissal by the Department

A student may be dismissed from the department and the university for reasons of academic or clinical performance, clinical or personal misconduct, or violation(s) of the Academic Integrity Policy. Prior to dismissal, efforts will be made by the graduate faculty to assist with the student's area of deficiency. If such assistance does not result in improved performance to an acceptable level, the student can be dismissed from the program. This dismissal would follow the recommendation of a simple majority vote of the psychology department faculty. Academic conditions suitable for dismissal are addressed above. Clinical misconduct that warrants dismissal includes, but is not limited to, unsafe practices that might endanger either the client or the therapist. Personal misconduct that warrants dismissal includes, but is not limited to, actions that are intended to berate the clients, peers, faculty, staff, or the profession. Any candidate dismissed by the department has the right to appeal the decision according to the University Student Grievance and Due Process policy. The student shall continue in the program until the appeal process is exhausted. If the decision for dismissal stands following his or her appeal, the student will be dismissed from the department and the university.

Screening

Screenings with faculty will be conducted as needed based on faculty evaluation. In the screening interview, a preliminary assessment of the student's academic, intellectual, and psychological readiness for a career as a therapist will be made.

Advancement to Candidacy

During the semester before students plan to begin the first practicum, they should notify the program coordinator of their intent to go through advancement to candidacy. Regularly scheduled advancements take place three times a year—once in the fall semester (typically in November), once in the spring semester (typically in April), and once during the summer. Advancement candidates must have satisfactorily completed or be successfully completing PSY 515, 541, 556, 561, 570, 572, 578 and 580 and a minimum of 30 credits. At the advancement to candidacy interview, students will meet with a faculty committee. It will be that committee's responsibility to determine whether students are then prepared to be formally declared a candidate for a master of arts degree and be permitted to proceed into the practicum phase of the program.

At the time of the advancement interview, each student will be provided with a clinical vignette. The student will discuss a diagnosis and a tentative treatment plan, which will be the foundation of the advancement interview. The treatment plan will address identification of problems, proposed interventions, ethical issues, prognosis, further assessment, and any clinical issues that may need further attention. Specifically, the functions of the advancement to candidacy committee are:

1. To assess the student's readiness to begin practicum.
2. To provide information and counsel to the student in matters pertaining to his or her academic progress and plans.
3. To ascertain whether significant gaps exist in the student's knowledge and/or understanding of the subject field.
4. To apprise the student of any academic, professional or ethical aspects of the program that may be a source of concern.
5. To assess the student's psychological readiness and personal suitability to engage in the profession of marriage and family therapy.
6. To review the student's academic status with respect to fulfilling required course work in a satisfactory manner.

Successful advancement to candidacy is a prerequisite to enrolling in practicum.

Personal Therapy

Participating as a client in individual or group therapy is an important educational aspect of a program to prepare mental health professionals. Experience as a client in personal therapy is, therefore, one of the program requirements. The requirement is met through a minimum of sixteen hours of individual or group therapy conducted by a licensed marriage and family therapist, licensed clinical social worker, licensed clinical psychologist, or board-eligible psychiatrist. Verification will consist of a letter by the therapist (on the therapist's letterhead) stating the time spent in therapy, sent directly to the program coordinator. This verification must be on file at the time the student applies for graduation.

Personal therapy may at any time be required by the department for the student to continue in the program. Commencement of therapy or recommendation of additional therapy may be a stipulation or condition at the time of a student's screening or advancement to candidacy interview. The student has the right to choose his or her own therapist for this requirement within the limitations of ethical standards prohibiting dual relationships and the criteria of the paragraph above.

Practicum

Minimum requirements for beginning practicum include:

1. Advancement to candidacy.
2. A minimum of 30 completed credits of program course work.
3. Completion of site agreement (for approved off-site practicum training).

Students who pursue off-site practicum training must seek approval by the associate clinic director before the proposed starting date. The student should obtain the required forms from the psychology department well in advance of the deadline to enable him/her to fully comply with the requirements for the practicum and to deal with any special problems or circumstances that may affect the acceptability of the proposed practicum site.

Comprehensive Examination

Students enrolled in the marriage and family therapy program must take and pass a comprehensive examination. The comprehensive examination covers six core competency areas that are reflective of the areas required for state licensure as a marriage and family therapist. The examination is administered each year, in September and in February. Students are required to take the examination immediately following their advancement to practicum. Study packets are available and contain information about the examination, study preparation ideas, and an explanation of how the examination is scored. A passing score in the corresponding courses does not assure the student a passing grade on the examination. In the event that the student does not attain a passing score on the examination, he or she must repeat the entire examination. Three failures to obtain a passing grade on the examination are grounds for dismissal from the program. (See the Academic Policies and Procedures section for additional guidelines.)

Thesis option

The marriage and family therapy program offers students the option to complete an empirical thesis. This option is offered to students who achieved an undergraduate GPA of 3.000 or better in the last 60 graded semesters and have taken the Graduate Record Examination (GRE) with minimum scores of 500 on the verbal section, 550 on the quantitative section, and 5.0 on the analytical writing section. Students can only complete a thesis if they find a faculty sponsor who has agreed to be their committee supervisor, and two additional faculty who have agreed to serve as thesis committee members. During their first semester in the program, students must petition the program director in writing, stating the title of the project and the name of the faculty who has agreed to serve as thesis supervisor. By the end of the second semester of the program, students must have submitted and successfully defended a written thesis proposal. This proposal must be approved by the thesis committee. Students who complete a thesis will be expected to complete all other MFT program requirements with the exception of PSY 532. During the third and fourth semesters in the program, students will enroll in PSY 697 and PSY 698 and will continue to enroll in PSY 698 until the successful defense of the thesis.

Continuous Enrollment Fee

The fee for continuous enrollment is equal to one credit of tuition charged per program and will allow students to remain in active status as well as enable them to utilize university resources for completion of the course work.

Requirements for the Degree

theoretical foundation (9 credits)

clinical courses (15 credits)

specialized clinical courses (9 credits)

family development and diversity (6 credits)

professional issues, ethics, and research (6 credits)

clinical practicum (9 credits)

optional list of electives

Course Descriptions - Psychology

Prerequisite Courses

PSY 203 Statistics for the Behavioral Sciences

Prerequisites, PSY 101, proficiency in pre-calculus mathematics as evidenced by the appropriate placement exam score available through the Department of Mathematics. The course covers descriptive and inferential statistics, the rationale of hypothesis testing, a survey of the common parametric and nonparametric statistical tests, and the calculation and interpretation of statistical indices and applications. (Offered every semester.) 3 credits.

Course Objectives:

1. Identify and differentiate between descriptive and inferential statistics.
2. Identify statistical tools and methods.
3. Identify the appropriate statistical methods for analyzing data collected to study human behavior.
4. Understand how empirical behavioral research is conducted in terms of question formulation, hypotheses testing, research design, data gathering, data analysis, and reporting of findings.
5. Demonstrate knowledge by providing examples of how psychology uses statistical methods to understand and predict human behavior.
6. Comprehend the relationship between statistics and the scientific method and how it applies to psychology and other behavioral sciences.
7. Understand and interpret research in popular press and scholarly publications.
8. Communicate statistical information to others.
9. Interpret and apply descriptive and inferential statistical procedures.
10. Critically analyze data and interpretations from experiments and studies.
11. Write (using a word processor) two brief scholarly papers that critically review statistical method used to study human behavior using the format and style suggested in the publication manual of the American Psychological Association (APA).
12. Evaluate in basic terms the usefulness and limitations of statistical methods for studying behavioral phenomena.
13. Demonstrate awareness of the ethical issues related to designing psychological experiments and studies.

PSY 204 Research Methods for the Behavioral Sciences

Prerequisites, PSY 101, 203, or equivalent, consent of instructor. An introduction to the principles and procedures involved in behavioral sciences research emphasizing the scientific method and its application to psychological inquiry. A student successfully completing this course will possess: (1) a broad understanding of the processes and outcomes of psychological science; (2) an appreciation of the strengths and limitations of psychological science; and (3) the ability to consume and communicate the processes and outcomes of psychological science using the publication format of the American Psychological Association (APA). (Offered every semester.) 4 credits.

Course Objectives:

1. Identify and explain the primary tenants of scientific investigations in psychology.
2. Identify the specific variables, design, and statistical analysis in psychological research.
3. Identify and recall the processes of hypothesis testing.
4. Comprehend published psychological research and communicate outcomes from these studies.
5. Comprehend the process of variable selection and experimental design required for hypotheses testing.
6. Apply knowledge of research methods to their own independent experiments.
7. Apply understanding of APA requirements in writing individual experiments up in report form.
8. Conduct literature reviews and relate prior research findings to student's own research projects.
9. Evaluate published articles for scientific merit, appropriate use of statistics and design, and overall generalizability of results.
10. Write (using a word processor) a brief scholarly paper on a course-related topic that uses the format and style suggested in the publication manual of the American Psychological Association (APA).
11. Conduct a review of scholarly sources that uses books, edited books and peer-reviewed journal articles.
12. Evaluate in basic terms the usefulness and limitations of current research methods used in psychological science investigation.
13. Demonstrate awareness of the ethical and moral issues related to the psychological study of humans.

PSY 310 Psychology of Learning

Prerequisite, PSY 101. An examination of the theoretical and methodological foundations of human learning. Emphasis is placed on an evaluation of the major learning paradigms and on the application of learning principles. (Offered every semester.) 3 credits.

Course Objectives:

1. Identify the professions that study and use learning principles and paradigms to initiate, modify, and measure human behavior.
2. The history of learning paradigms and their past and present applications to understanding and modifying human behavior.
3. Identify and describe the principal learning paradigms.
4. Identify and describe the principal components of each learning paradigm.
5. Describe the primary operations of each learning paradigm.
6. Comprehend the overall operation of each learning paradigm and the limitations of the paradigm based on its operation fundamentals.
7. Comprehend the operations of specific components of each learning paradigm and how alterations to each component will affect the paradigm's efficiency and effect on behavior.
8. Apply knowledge of learning and learning paradigms to understanding the development and modification of normal human behavior.
9. Apply knowledge of learning and learning paradigms to explanations of the etiology and epidemiology of behavioral disorders.
10. Analyze the evidence from scholarly sources, from treatment outcome studies, and from lay literature as to the degree that the relationship between learning and behavior is understood.
11. Analyze the evidence from scholarly sources, from treatment outcome studies, and from lay literature as to the degree that our understanding of the relationship between learning and behavior can be used to successfully treat human performance and psychological disorders.
12. Conduct a review of scholarly sources that uses books, edited books and peer-reviewed journal articles to determine what is known about learning principles and procedures and the relationship of this knowledge to an area of the discipline that is of interest to the student.
13. Write (using a word processor) an in depth scholarly paper based on the above that uses the format and style suggested in the publication manual of the American Psychological Association (APA) or an alternative format from the student's discipline as approved by the instructor.
14. Evaluate in basic terms the usefulness and limitations of current methods used in the study and application of learning principles and paradigms.
15. Demonstrate awareness of the ethical and moral issues related to the application of learning paradigms to initiate and/or modify human behavior.

PSY 317 Cognitive Psychology

Prerequisite, PSY 101. Examines the neural basis for cognition beginning with attention and spans the breadth of cognitive processes to include memory, learning, language, reasoning and problem solving. Students learn how our minds absorb, store, and manipulate information from the world to solve problems, make decisions, comprehend language, produce art and laugh at jokes. Students are encouraged to think critically and develop questions about their own cognitive processes. (Offered every semester.) 3 credits.

Course Objectives:

1. Identify and recall the basic anatomy of the human brain and cognitive systems.
2. Identify and recall the sources and types of attentional influences in humans.
3. Identify and recall the sources and types of memory processes in humans. Identify and recall the sources and types of language functions in humans.
4. Comprehend how each cognitive system associates information, and how those processes of association relate to behavioral actions.
5. Comprehend how the interaction between bottom-up and top-down information processes impacts both mental processes and behaviors.
6. Apply knowledge of the associated cognitive systems to explain mental processes of information.
7. Apply knowledge of the associated cognitive systems to explain behaviors.
8. Analyze psychological relations between perceived cognitive information and resulting behavioral outcomes.
9. Write a brief scholarly paper on a course-related topic using APA style and format.
10. Conduct a research project that involves at least one of the following: a scholarly review of literature, team work to investigate an area of cognitive processes, or an APA poster style reporting of investigation.
11. Evaluate in basic terms the usefulness and limitations of current approaches to studying the biological systems, the associated mental processes, and behavioral outcomes associated with all aspects of cognition.
12. Demonstrate awareness of the ethical and moral issues related to the study of cognitive processes in humans.

PSY 322 Theories of Personality

Prerequisite, PSY 101. An evaluative review of the major theories of personality emphasizing structural, dynamical, developmental, and pathological aspects. Specific personality theories to be covered include psychodynamic, biological, behavioral, cognitive, social learning, humanistic-existential, traits, and person-situation. Knowledge of these classic theories is balanced with current research applications. (Offered fall semester.) 3 credits.

Course Objectives:

1. Describe the fundamental viewpoints of the major theories of personality.
2. Use critical thinking to assess the relative validity and utility of the major theories of personality.
3. Apply theoretical concepts and current research results to understand people in everyday situations.
4. Understand some of the benefits and limitations to the study of personality itself.
5. Describe some of the primary methods of empirical investigation in the field.
6. Outline the historical development of the field of personality and identify some of its key figures.
7. Understand some of the major contributions of personality research toward improving quality of life (e.g., health and adjustment).

PSY 323 Child Development

Prerequisite, PSY 101. This course is for psychology majors and covers the physical, cognitive, social and emotional domains of development from conception through adolescence. The course consists of a lecture and a laboratory component. Lectures introduce major theories and research strategies in child development and integrates applied aspects such as parenting and teaching children. The laboratory includes professionally supervised fieldwork with children in an approved setting. (Offered fall semester.) 4 credits.

Course Objectives:

1. Understand the major theories pertaining to child development and the strengths and shortcomings of each.
2. Understand research strategies in child development and their interrelatedness with theory and application.
3. Understand the sequence and underlying processes of development and the interdependency of physical, cognitive, emotional, and social development.
4. Understand the separate and joint contributions of biology and environment to development.
5. Understand the contemporary research pertaining to child development.
6. Understand techniques of child observation.
7. Be able to analytically read research articles and present clear and accurate verbal and written syntheses of the course material.

PSY 327 Lifespan Development

Prerequisite, PSY 101. The purpose of this course is to introduce students to the major theories, concepts, and research methods in life-span developmental psychology. Students will learn to understand cognitive, emotional and social development and changes across the entire life span from infancy to late adulthood. This course examines the biological and environmental foundations of development including cross-cultural issues and highlights empirical research to integrate theoretical and applied perspectives. (Offered spring semester.) 3 credits.

Course Objectives:

1. Know the major theories pertaining to life span development and the strengths and shortcomings of each.
2. Understand research strategies in life span development and how they interrelate with theory and application.
3. Comprehend the sequence and underlying processes of development and the interdependency of physical, cognitive, emotional, and social development.
4. Consider the separate and joint contributions of biology and environment to development.
5. Evaluate the empirical research pertaining to life span development.
6. Analyze research articles.
7. Present clear and accurate verbal and written syntheses of the course material.

PSY 328 Abnormal Psychology

Prerequisite, PSY 101. An overview of the field of abnormal psychology, which is the application of methods, principles and findings from psychological research to understand, classify, and treat "abnormal" behavior and psychologically-based human suffering. Topics of lectures, discussions and video presentations provide an integrative overview of current approaches to classification, assessment, and treatment of psychological disorders and mental illness. (Offered every semester.) 3 credits.

Course Objectives:

1. Understand and evaluate the issues and problems involved in defining behavior as "abnormal".
2. Evaluate the multiple causes of psychopathology from an integrative theoretical and practical perspective, and make informed judgments about the contributions of different types of scientific research to our understanding of the causes and treatment of abnormal behavior.
3. Describe the most commonly used methods of assessment of abnormal behavior.
4. Understand how the DSM-IV diagnostic system classifies psychological disorders and know the difference between categorical and dimensional classification systems.
5. Describe the major symptoms, diagnostic criteria, causes, and psychosocial and medical treatments of psychological disorders.
6. Explain how adversity turns into suffering and the relation between normal human suffering, experiential avoidance, and diagnosable "disorders".

PSY 330 Child Abnormal Psychology

Prerequisites, PSY 101, and either 323, 326, or 327, or concurrent enrollment. This course reviews the etiology, assessment, diagnosis, and treatment of psychological and development disorders in children and adolescents. This course is likely to benefit all students who are interested in interacting with children and adolescents, as well as students considering careers involving children and youth with emotional and behavioral problems. (Offered fall semester.) 3 credits.

Course Objectives:

1. Identify and recall the principles, methods, research and applications of child psychopathology.
2. Identify and recall the major theoretical perspectives of child psychopathology.
3. Identify major features of the DSM-IV classification system for child and adolescent disorders.
4. Comprehend psychological problems of children and adolescents as a component of the empirical science of psychology.
5. Comprehend the advantages, limitations, and difficulties of implementing empirical studies examining psychological problems of children and adolescents.
6. Apply psychological theories and concepts to explain behavioral phenomena in the context of psychological problems of children and adolescents.
7. Describe the significance of major demographic variables (e.g., ethnicity, class, age, and gender) in abnormal behavioral phenomena involving children and adolescents.
8. Analyze psychological problems of children and adolescents in a social and cultural context.
9. Write (using a word processor) a scholarly paper on a course-related topic that uses the format and style suggested in the publication manual of the American Psychological Association (APA).
10. Conduct a review of scholarly sources that uses edited books and peer-reviewed journal articles.
11. Evaluate in basic terms the usefulness and limitations of major theoretical approaches in the context of child psychological problems of children and adolescents.
12. Demonstrate awareness of the ethical and moral issues related to psychological problems of children and adolescents.

PSY 333 Physiological Psychology

Prerequisite, PSY 101. An investigation of the relationship between brain and behavior. Students will study the structure and function of the nervous system, including the biological bases of psychopathology and normal function. (Offered every semester.) 3 credits.

Course Objectives:

1. Identify the professions that study the relationship between brain and behavior and the methods that they use to conduct their studies.
2. Identify the primary components of the central and peripheral nervous systems.
3. Identify the principal components of structures that convey information to, within, and out of the central and peripheral nervous systems.
4. Identify the primary biochemicals that are associated with the transmission and inhibition of information with the central and peripheral nervous systems.
5. Comprehend the operation of a neuron and its relationship to information flow in the central and peripheral nervous systems.
6. Comprehend the delineation of structures with the central and peripheral nervous systems and their relationship to normal and abnormal behavior.
7. Apply knowledge of central and peripheral nervous system function to understanding of normal human behavior.
8. Apply knowledge of central and peripheral nervous system function to providing explanations of the etiology and epidemiology of behavioral disorders.
9. Analyze the evidence from scholarly sources, from treatment outcome studies, and from lay literature as to the degree that the relationship between brain and behavior is understood.
10. Analyze the evidence from scholarly sources, from treatment outcome studies, and from lay literature as to the degree that our understanding of the relationship between brain and behavior can be used to successfully treat human psychological disorders.
11. Conduct a review of scholarly sources that uses books, edited books and peer-reviewed journal articles to determine what is known about central and peripheral nervous system activity and its relationship to an area of the discipline that is of interest to the student.
12. Write (using a word processor) an in depth scholarly paper based on the above that uses the format and style suggested in the publication manual of the American Psychological Association (APA).
13. Evaluate in basic terms the usefulness and limitations of current research methods used in the study of physiological psychology.
14. Demonstrate awareness of the ethical and moral issues related to the study of brain and behavior in humans.

PSY 432 Introduction to Psychological Assessment

Prerequisites, PSY 101, 203, or equivalent, concurrent enrollment, or consent of instructor. An introduction to test uses, benefits, and cautions associated with testing from a psychological perspective. Topics include test construction, validity, reliability, intelligence, learning disabilities, test anxiety, and the interpretation and use of personality measures. Multiple psychological tests will be provided to students for interpretation and analysis. (Offered fall semester, alternate years.) 3 credits.

Course Objectives:

1. To understand, from both theoretical and applied perspectives, concepts such as validity, reliability, norms, etc.
2. To understand testing ethics and procedures.
3. To develop the skills to develop, test, and present a test of one's own choosing.
4. To examine a specific test and a testing issue in strict APA and grammatical formats.
5. To take, interpret, and analyze Psychological tests.

Graduate standing is required for all 500 and 600 level courses

PSY 515 Assessment of Individuals and Families

Prerequisite, PSY 570, or concurrent enrollment. A study of the clinical application of well researched and scientifically-based psychological assessment instruments and processes designed specifically for marriage and family therapy practice. Content includes clinical interviewing, administration and interpretation of objective measures of family/marital dynamics, cognitive functioning, personality, psychopathology and the writing of assessment-based treatment plans. Lab/Materials Fee: $70. (Offered every semester.) 3 credits.

Course Objectives:

1. To provide the prospective therapist or clinical researcher with the assessment skills necessary to begin an internship involving the utilization of standardized intelligence measures and objective tests of personality.
2. This course assumes familiarity with psychometric principles (PSY432) and concentrates on the assessment processes of testing (intellectual and objective personality), interviewing and report writing as they relate to the development of psychodiagnostic skills. Specific course goals include:
   1. Students will be able to appreciate and understand the role of psychological assessment in clinical work.
   2. Students will be able to employ sound clinical reasoning in selecting assessment procedures.
   3. Students will be able to competently engage in a structured clinical interview.
   4. Students will be able to accurately administer and interpret test data and integrate this data into case conceptualizations, diagnostic considerations and treatment plans.

PSY 532 Research and Bibliographic Methods

This course presents essential issues in bibliographic search, research design and methodology, and statistical reasoning relevant to couples and family research. Students are exposed to quantitative and qualitative approaches with emphasis on developing critical evaluation skills when evaluating theoretical, assessment-focused, and treatment outcome research. The course culminates in a formal research proposal. (Offered fall semester.) 3 credits.

Course Objectives:

1. The course is conducted as a seminar with principal emphasis on practical application of research methods through preparation, presentation and critiquing of research papers.
2. Attention also is given to the basic principles of research design, including statistics and research ethics.
3. Develop a critical appreciation for the value of research in informing clinical practice.
4. Understand essential issues in the ethical treatment of human research participants, particularly in relation to principles and standards of professional ethical codes.
5. Be able to effectively use internet and relevant library-based bibliographic tools.
6. Understand major issues in research design and statistical analysis.
7. Be able to critically appraise the strengths and weaknesses of empirical studies.
8. Demonstrate an ability to critically evaluate research in the form of a review paper and brief oral presentation.

PSY 533 Psychopharmacology for Marriage and Family Therapists

An examination of the behavioral and central nervous system effects of pharmacological substance use and abuse and the application of such substances to the prevention and treatment of psychopathological dysfunctions. Particular emphasis is given to understanding the application of pharmacology to the practice of marriage and family therapy. (Offered summer.) 3 credits.

Course Objectives:

1. To introduce the concept of a drug as a recreational, prophylactic and therapeutic substance.
2. To present and define the major classes of drugs.
3. To examine the pharmacologic effects of different drug classes on behavioral, cognitive, endocrinological, and central nervous system operations.
4. To examine the application of drugs to the prevention and treatment of specific psychopathological dysfunctions.
5. To examine the use of the clinical diagnosis in determining pharmacologic prescriptions.
6. To examine the use of drugs in psychopharmacological research.

PSY 535 Research Design and Analysis

Prerequisite, PSY 532, or equivalent. A comprehensive and systematic examination of advanced research methods and statistical procedures applied to the empirical evaluation of human behavior. The course prepares students for the design and analysis of a master's thesis relevant to marriage and family therapy. (Offered as needed.) 3 credits.

PSY 541 Systems of Psychotherapy for Marriage and Family Therapists

This graduate marriage and family therapy course is designed to study the major theoretical approaches used in individual, marriage, and family therapy, with a focus toward integration of these approaches in the conduct of therapy as a marriage and family therapist. Approaches covered include family systems, psychodynamic, existential, behavioral, and cognitive orientations. Two integrative approaches, cognitive-behavioral and interpersonal, are covered in greater detail to provide a foundation for case conceptualization and treatment planning. Course procedures aim to balance didactic and experiential modes of learning. (Offered fall semester.) 3 credits.

Course Objectives:

1. Understand the importance of common factors in psychotherapy.
2. Evaluate the roles of empathy and the therapeutic alliance in psychotherapy.
3. Critically assess the value of empirically validated treatments.
4. Describe the theoretical underpinnings and primary techniques of the main approaches to psychotherapy.
5. Critically assess the strengths and limitations of each therapeutic approach.
6. Demonstrate beginning competence in case conceptualization using CBT and IPT.
7. Recognize the historical progression of theory development in psychotherapy.
8. Begin to explore some of the ways in which different approaches to psychotherapy may be integrated to provide more comprehensive and effective treatments.
9. Identify heuristics for matching specific treatments to specific clients.
10. Describe the ways in which each approach may apply to practice as an MFT.

PSY 556 Systems Theory and Family Therapy

A fundamental introduction to the study of systems theory and family therapy. Theories and techniques of family therapy are reviewed and practical applications are discussed. The history of systems theory is presented and a variety of family approaches are studied in depth. Theoretical perspectives are presented through readings, lectures, and videotapes. Particular attention is given to family-of-origin influences, gender, and ethnicity in understanding family dynamics. Case conceptualization and treatment planning from a family systems perspective are emphasized. Instructor modeling and student role play demonstrations are used to facilitate learning. (Offered fall semester.) 3 credits.

Course Objectives:

1. Demonstrate a knowledge of the basic theoretical assumptions of systems theory.
2. Understand the historical developments of family therapy.
3. Demonstrate a knowledge of the classic and recent schools of family therapy.
4. Compare and contrast the classic and current family therapy theories related to a specific clinical problem.
5. Differentiate between theoretical formulations, problem development, and conditions for change for each of the family therapy theories.
6. Discuss the impact of therapist and client gender, class, and ethnicity on the process of therapy.
7. Construct a personal genogram and understand its significance related to personal growth and family therapy.

PSY 561 Couple Therapy and Domestic Violence

An examination of the assessment and treatment of domestic violence and empirically supported couple therapies. Couple difficulties are studied with particular emphasis placed on the unique assessment strategies necessary for conjoint evaluation. The course emphasizes emotionally focused couple therapy and other empirically supported treatment approaches. Gender, culture, and diversity issues are considered when discussing domestic violence, conceptualizing cases, creating treatment plans, and understanding the standards of practice for couple therapy. Instructor modeling and student role play demonstrations are used to facilitate training. (Offered spring semester.) 3 credits.

Course Objectives:

1. Assess the severity and intensity of domestic violence in interpersonal relationships.
2. Develop safety plans and intervention strategies to use with violent couples desiring therapy.
3. Treat violent couples using traditional and conjoint approaches.
4. Comprehend the literature base and research findings related to the effectiveness of marital therapy.
5. Assess and treat marital partners both conjointly and individually in an effort to increase marital harmony and couple communication skills.
6. Develop detailed treatment plans describing therapeutic goals and interventions specifically aimed to assist marital partners.
7. Implement treatment goals using a variety of therapeutic interventions and models.

PSY 565 Diagnosis and Treatment of Children and Adolescents/Child Abuse Reporting

Prerequisites, PSY 556, 570, or concurrent enrollment. An examination of psychopathology in childhood and adolescence, with consideration of the major types of disturbances, etiologies, assessment techniques, and treatment approaches with children and adolescents. Particular emphasis is placed on understanding diagnosis, case conceptualization and treatment planning within a developmental systems perspective. This course satisfies California licensing requirements for seven hours of instruction in child abuse reporting and treatment. (Offered spring semester.) 3 credits.

Course Objectives:

1. Use the DSM-IV classification system to diagnose child and adolescent disorders.
2. Differentiate between child and adult diagnostic features.
3. Understand the role of developmental factors in child psychopathology.
4. Obtain beginning competence in assessment techniques used with children and adolescents.
5. Understand current theories on the etiology of childhood and adolescent disturbance with an emphasis on biopsychosocial and other systemic models.
6. Demonstrate competence in selecting from a variety of psychotherapy techniques in treatment planning for within individual and family contexts.
7. Demonstrate competence in case conceptualization and treatment planning for child and adolescent case examples.
8. Understand current California legal and ethical requirements regarding child abuse and neglect as well as effective ways to intervene with survivors of abuse and neglect.

PSY 570 Advanced Psychopathology and Diagnosis

Students learn to diagnose individual client's psychopathology based on the DSM IV TR for purposes of record keeping as well as treatment planing and treatment selection for each major disorder within the marriage and family therapist's scope of practice. Treatment protocols for each diagnosis extensively address both family of origin and immediate family systems issues. Students also learn to use rapid assessment instruments as part of the diagnostic process and to track treatment gains. The focus is on instruments of particular utility in marital and family therapy and in cases with cultural diversity. (Offered fall semester.) 3 credits.

Course Objectives:

1. To provide an overview of critical issues in classification and instruct students in how to structure a diagnosis using the DSM-IV system.
2. Develop a conceptual and practical understanding of validity and reliability issues in diagnostic interviewing and assessment.
3. To sharpen understanding of the observations and terminology used in mental status exams.
4. To enhance understanding of risk factors associated with suicidal and aggressive behavior.
5. Provide an overview of core symptoms, associated features and differential diagnostic issues in common clinical syndromes and personality disorders.
6. Encourage a value system that promotes human dignity, respect for individual differences and an empathic understanding of the discomfort and impairment often associated with psychological dysfunction.
7. To become aware of the changes in diagnosis and the diagnostic system that are presently being recommended and be prepared for the new system that will appear in the DSM V.
8. The understand treatment by diagnosis; which diagnoses presently have protocols for treatment; which are close to having them; and which have not yet shown consistent enough treatment results to suggest protocols.

PSY 572 The Counseling Process

Prerequisites, PSY 541, 570, or concurrent enrollment, spring admits only. A professionally supervised experience designed to introduce students to the practice of marriage and family therapy in an on-site training clinic. Utilizing a variety of techniques, students learn a practical framework for gathering clinical information, interviewing clients in the initial sessions of treatment, and managing clinical crises. Supervised role-lays and video-taped practice sessions are used to help students learn sound therapy skills using a caring, humanistic approach. (Offered spring semester and summer.) 3 credits.

Course Objectives:

1. This course is designed to introduce the counselor in training to the operations of a counseling clinic as well as giving each student the opportunity to observe counseling and engage in intake interviewing under supervised conditions.
2. It is recognized that for many students this will be the first opportunity to function as a counselor in the counseling relationship. Therefore, the following format has been developed to help maximize the learning experience.
3. To provide experiences in counseling with supervision and continuous feedback to develop and evaluate the student's ability as a counselor.
4. To facilitate a beginning sense of comfort and confidence in students as they develop initial counseling skills.
5. To foster a self-reflective environment that utilizes feedback as a tool for enhancing therapeutic skills.
6. To prepare the student in assessment techniques, interviewing skills, case conceptualization and treatment planning.
7. To learn to think critically about the counseling relationship with particular attention to multi-cultural issues.
8. To learn how to write case notes in preparation for the skill of psychological report writing.
9. To learn the business and logistical operations of a counseling center in preparation for later decisions and practice.
10. As a result of successfully completing this class you will be able to:
    1. Distinguish between counseling, interviewing and other helping efforts.
    2. List personal characteristics of an effective therapist.
    3. Utilize self-understanding and reflection as a tool for therapeutic skill.
    4. Describe the stages in a counseling relationship.
    5. Convey empathy in client-counselor communications.
    6. Describe tenets of interpersonal neurobiology as it pertains to therapy.
    7. Apply ethical concepts to practical experience.
    8. Understand approaches in multi-cultural counseling.
    9. Conduct a competent counseling assessment and interview.
    10. Be able to conceptualize a client case and develop a treatment plan.
    11. Write ethically and legally appropriate case notes and understand the components of psychological report writing.

PSY 578 Ethical and Professional Issues for Marriage and Family Therapists

This course examines ethical, legal, and professional issues relevant to the practice of marriage and family therapy. Ethical responsibilities, legal responsibilities are discussed within the context of relevant state laws/regulations, professional ethical codes, and the importance of interdisciplinary cooperation. The course also emphasizes the development of ethical decision-making skills that address issues commonly seen in individual, couples, and family therapy. (Offered spring semester.) 3 credits.

Course Objectives:

1. Lecture material and discussion will consider the American Association for Marriage and Family Therapy Code of Ethics (2001), the California Association of Marriage and Family Therapists Code of Ethics (2002), and relevant California regulations. Sections of the American Psychological Association Ethical Principles and Code of Conduct (2002) will be highlighted to compare and contrast with the AAMFT & CAMFT codes.
2. Present principles and values underlying Western-based ethical codes.
3. Present potential conflicts between ethical codes and the law and develop ethical decision-making skills for resolving such conflicts.
4. Present rules and regulations governing MFTs and psychologists practicing in the State of California.
5. Understand potential pitfalls in assuming dominant middle class values as the baseline for mental health in ethnic, cultural, and sexual minority clients.
6. Understand the distinction between confidentiality and privilege and effectively resolve potential conflicts.
7. Present mandatory reporting laws in child abuse, elder abuse, and dependent adult abuse; develop an understanding of legal issues associated with malpractice and other forms of liability.

PSY 580 Principles and Techniques of Individual Therapy

Prerequisites, PSY 541, 570. A comprehensive overview of integrative psychotherapy with a focus on cognitive-behavioral and acceptance-based interventions from a systems perspective for use in the individual treatment setting. Topics of lectures and discussions include a functional approach to assessment; case conceptualization, goal setting, and development of treatment plans; and implementation of effective empirically supported behavioral interventions and assessment of their efficacy. Video demonstrations and role-plays are employed to facilitate student learning. (Offered spring semester.) 3 credits.

Course Objectives:

1. Gain working knowledge of clinical skills, activities, and interventions employed by behavior therapists in outpatient settings focusing on empirically supported behavioral treatments and recent innovations balancing acceptance and change methods.
2. Learn how to use a functional analytic approach to assessment, case formulation and treatment.
3. Gain working knowledge of brief behavioral assessments to evaluate treatment outcome.
4. Understand the relation between core psychopathology process variables and treatment targets.
5. Learn methods to motivate patients and overcome obstacles in the treatment process.

PSY 581 Assessment and Treatment of Sexual Disorders

Students examine normal sexual functioning and common types of sexual dysfunction from a relational and systemic perspective. Students learn counseling techniques effective in the development of satisfactory sexual functioning with particular emphasis given to gender differences in human sexuality. Considerations of research, theory, and the application of knowledge in the prevention and remediation of disorders related to human sexuality will be emphasized. (Offered spring semester.) 3 credits.

Course Objectives:

1. This course is designed for the graduate student who intends to work in the mental health field as an MFT trainee, intern or licensed mental health professional.
2. This course is designed to help graduate students gain practical insights into the identification, treatment, and prevention of sexual disorders.
3. Students will examine normal sexual functioning, common types of sexual dysfunction and deviations, as well as exploring the counseling techniques that are most effective in the development of satisfactory sexual functioning.
4. This course is intended to be a survey course providing a foundation covering the most basic of information in the sexual disorders field of study.
5. Specific course objective are:
   1. To provide the graduate student with an opportunity to acquire a systemic and systematic understanding of current knowledge in the field of Sexual and Gender Identity Disorders.
   2. To provide a thorough understanding of the DSM-IV-TR diagnostic categories pertaining to the clinical criteria related to the Sexual and Gender Identity Disorders.
   3. To provide the graduate student with a broad based understanding of the various Assessment and treatment modalities used in working with Sexual and Gender Identity Disordered couples and individuals.
   4. To identify the values, attitudes, skills, training, therapeutic style and willingness that are necessary in the therapeutically successful treatment of sexual concerns. Also, how to create a therapeutic atmosphere that promotes open expression and constructive exchanges towards resolution of problems related to Sexual and Gender Identity Disordered couples and individuals.
   5. To provide a basic understanding of human sexual physiology and the bodily systems necessary for healthy human sexual response and satisfactory sexual functioning.

PSY 586 Assessment and Treatment of Substance Abuse

An overview of current theoretical and clinical approaches to the diagnosis, and treatment of alcoholism and other chemical dependencies. Students review current research and program design from a family systems perspective with the goal of increasing professional awareness and skills in treating the chemically dependent family or individual. The models of substance abuse treatment, including twelve step programs, and other family systems approaches will be emphasized. (Offered fall semester.) 3 credits.

PSY 595 Topic Courses in Marriage and Family Therapy

(Offered as needed.) 3 credits.

PSY 599 Independent Study

Supervised individual study or research on a special problem or in a selected area of psychology. (Offered as needed.) 1-3 credits.

PSY 610 Family Life Cycle and Aging

Prerequisite, PSY 556. This course provides an overview of human development across the life span from a family systems perspective. Theories related to the entire life span from conception through childhood, adolescence, adulthood and aging are reviewed. Students focus on normal, psychological issues of healthy development at different ages including normative and non-normative life transitions in a family context. Emphasis is placed on a pluralistic understanding of families as described by cultural, family, and individual diversity. In-depth interviewing of one developmental stage is required. Perspectives on aging are integrated into the varying life cycle stages through out the semester. (Offered fall semester.) 3 credits.

PSY 618 Multicultural Issues in Therapy

A study of multicultural counseling emphasizing understanding and respect for the diversity of human beings, particularly with regard to matters of race, ethnicity, gender, sexual orientation and disability. The course analyzes the cultural context of family, behavior, psychopathology, assessment and counseling. Utilization of mental health services by culture-specific groups will be addressed. Critical analysis will be given to ethnocentrism, racism, sexism and heterosexism in society, psychology and traditional culture-bound assessment and treatment approaches. The course objective is to produce culturally competent marriage and family therapists. (Offered spring semester and summer.) 3 credits.

Course Objectives:

1. The overall goal of this course is to produce culturally competent mental health professionals.
2. To sensitize the potential therapist to issues of cultural bias, ethnocentrism, racism, sexism and heterosexism in her/his own perception and personality as it relates to her/his effectiveness with clients--to be able to free herself/himself from some of the culturally acquired biased assumptions that may negatively effect work with culturally-different clients.
3. To expand knowledge of contemporary research and trends concerning cultural influence on personality development, psychopathology, assessment and therapeutic intervention.
4. To develop specific skills in the culturally appropriate analysis of cases and the application of culturally appropriate intervention strategies in working with a diverse clientele.
5. To process culture specific issues of potential clients from five specific minority groups: African Americans, Latino/Hispanic Americans, Asian/Pacific Islander Americans, Lesbians/Gays/Bisexuals, and people with disabilities.

PSY 688 Practicum I

Prerequisites, candidacy standing in the MFT degree program, PSY 515, 541, 556, 561, 570, 578, 580, written consent of graduate program manager. Provides clinical experience in groups and/or individually for the master's degree candidate with an MFT emphasis. It is intended as the final preparation for entry into a career in the mental health field at the master's level. P/NP. The course must be taken three semesters. Lab Fee: $80. (Offered every semester.) 3, 3, 3 credits.

Course Objective:

1. The internship is designed as the practicum experience of the master's degree candidate. It is intended as the final academic preparation for the practice of marriage and family therapy as a career.

PSY 690 Practicum II

Prerequisites, candidacy standing in the MFT degree program, PSY 515, 541, 556, 561, 570, 578, 580, 688, written consent of graduate program manager. Provides clinical experience in groups and/or individually for the master's degree candidate with an MFT emphasis. It is intended as the final preparation for entry into a career in the mental health field at the master's level. P/NP. Fee: $80. (Offered every semester.) 1-3 credits.

PSY 697/698 Master’s Thesis Research I, II

Students must have a cumulative GPA of 3.000 (B) to meet the minimum eligibility requirements to enroll in the thesis/project option. (See the Academic Policies and Procedures section for additional guidelines.) Individually supervised master's thesis research. (Offered as needed.) 3, 3 credits.

PSY 699 Independent Study

Advanced supervised individual study or research on a special problem or in a selected area. (Offered as needed.) 1-3 credits.