This course examines the impact of philosophical thought on the field of clinical psychology and survey the major events and developments in the history of the field, emphasizing the contributions of underrepresented and diverse scholars and theorists.
This course will focus on three major issues: 1) the role of culture in the development of psychological health and psychopathology; 2) variations across cultures in defining and understanding mental health and behavior; and 3) the importance of sociopolitical and cultural context in constructing ways to prevent and/or ameliorate psychological problems. Emphasis is placed on underserved populations in the United States and implications for mental health policy and intervention strategies.
This course examines theory and research as they contribute to an understanding of human development among diverse populations. An overview of the individual differences and biological, cultural, socioeconomic and environmental factors that influence growth and develpment across the lifespan will be provided.
In this Year 1 Fieldwork course students are oriented to the practice of professional psychology. The focus is on the interviewing skills for joining with the client, understanding and respecting cultural and other contextual aspects, rapport building, and assessment, treatment planning, and referral needs. Competence in triage, awareness of appropriate treatment, provision of informed consent, and ability to recommend alternatives constitute the essence of this experience. Students meet weekly for two hours with a licensed psychologist in secondary supervision away from the clinical site to provide a broad professional perspective as part of their socialization into the profession. Emphasis is on empirically supported intervention procedures.
In this first course in a two-semester sequence focusing on psychopathology across the lifespan, students will survey the epidemiology, etiology and diagnostic criteria for child and adolescent psychological disorders. Students will examine biological, developmental, familial, and sociocultural factors involved in child and adolescent psychopathology. as they occur developmentally. Students will critically examine the DSM system of diagnosis and learn to apply it thoughtfully to clinical and empirical work.
In this second course in a two-semester sequence focusing on psychopathology across the lifespan studengs will survey of the epidemiology, etiology, and diagnosistic criteria for disorders that typically manifest themselves during adulthood. Students will examine theories of personality, biological, familial, and sociocultural factors involved in adult psychopathology. Students will critically examine the DSM system of diagnosis and learn to apply it thoughtfully in their clinical and empirical work.
In this course brain structure and functioning will be surveyed. The course includes discussion of the general aspects of human physiology and the mechanisms involved in behavioral functioning. The influence of the brain and neurotransmitters on behaviors, thoughts and feelings, sensation and perception, and interaction of biological processes with emotions and cognitions will be examined.
In this course students will critically examine socioeconomic and sociopolitical structures that influence health disparities and will focus on individual, group, and social determinants of disproportionate rates of mental and physical disorders among underserved communities. Emphasis will be on specific disorders and groups typically targeted by nonprofit and government agencies.
In this Year 1 Fieldwork course students are oriented to the practice of professional psychology. The focus is on the interviewing skills for joining with the client, understanding and respecting cultural and other contextual aspects, rapport building, and assessment, treatment planning, and referral needs. Competence in triage, awareness of appropriate treatment, provision of informed consent, and ability to recommend alternatives constitute the essence of this experience. Students meet weekly for two hours with a licensed psychologist in secondary supervision away from the clinical site to provide a broad professional perspective as part of their socialization into the profession. Emphasis is on empirically supported treatment intervention.
This course will examine the theoretical background, rationale, and validity of the major contemporary tests of intellectual ability and development of skills in the administration of major instruments of intellectual assessment. Emphasis is given to the professional and ethical responsibilities associated with application of assessment to diverse populations.
This is the second course in a two-semester sequence. This course will focus on basic statistical literacy relative to the field of psychology and emphasize applied data analysis and interpretation of empirical research. Students will learn the primary data analysis methods and techniques which include descriptive statistics, chi-square, ANOVA, bivariate and multiple regression analysis, correlational analysis and non-parametric statistical tests, among others commonly used in behavioral health research. The course prepoares students to conduct both basic and applied research. Research measurement techniques, chopice of appropriate statistical tests, and data interpretation skills will also be addressed. Throughout the course culturallly sensitive interpretation and dissemination of results will be emphasized.
This course features the roles and responsibilities of psychologists according to the laws and ethical principles governing all modalities of practice, including consultation, teaching, psychotherapy, psycho education, research, and supervision. Particular emphasis will be given to the APA Guidelines and Principles, family law, and stautes covering mental health practice for psychologists in California, and legal mandates pertaining to behavioral health services involving children and adults. Specific focus will be on the ethical and legal implications of practice in diverse communities.
Students will review the clinical and research literature on three approaches to treatment of mental health problems. Major theories and approaches in the humanistic, psychodynamic, and interpersonal traditions of psychological treatment will be examined, as well as the evidence-based support for such interventions. Cultural factors and application of these interventions with diverse communities will be examined.
This course will cover various themes of cognitive psychology and emotional influences on behavior. The focus will be on the processes of memory and learning, concept formation, speech and language, problem solving, creativity, reasoning, and emotion. Sociocultural factors will be associated with learning, cognition, emotiuon expression, and behavior will also be explored.
This course focuses on theoretical frameworks that examine how health behaviors are developed, influenced, and changed via attitudes within a social and cultural context. Specifically, classic and contemporary theories of attitudes and attitude change, and compliance-gaining strategies and their relationship with changing health behaviors and culture will be covered. Special attention will be given to the understanding and application of these factors to underserved populations and addressing health disparities in behavioral health settings.
This course will introduce students to the models and best practices of integrated behavioral health practice with a focus on working with diverse populations in primary care settings. The course will emphasize key aspects of behavioral health practice including assessment, intervention, and consultation. Policy implications related to integrated care, with an emphasis on the Affordable Care Act, will be covered.
Fieldwork in Year 2 builds upon the first year in practicum and extends exposure and training to include more complex treatment planning and intervention. Severe, chronic disorders, diverse settings and cultural considerations, specialized areas of assessment and empirically supported interventions, and collaboration with allied professionals are integrated into training objectives. Students are involved in community agencies and clinics with multi-problem clients. Diverse skills, including brief psychotherapy, psycho-education, case management, and advocacy are emphasized in 3 hours per week of group supervision.
This course will review and synthesize the clinical and research literature on cognitive behavioral approaches to the treatment of mental health problems. Major theories and evidence-based support for cognitive behavioral treatment will be examined. Cultural factors and application of these interventions with diverse communities will be discussed and analyzed throughout the course.
This course will introduce students to historical and contemporary trends in personality assessment. Students will learn the interpretation of objective tests that assess the personality and the social/emotional functioning of children, adolescents, and adults, such as MCMI, MMPI-2, MMPI-A. Content will also include an overview of Big 5 personality theory and tests used to measure these dimensions. Emphasis is placed on the integration of cognitive, intellectual, and personality test data in presenting a comprehensive and culturally congruent assessment of individuals.
This course will review both theories and techniques of understanding and utilizing principles of social psychology. The course will also focus on the implications of social psychology/social cognition for the practicing clinician with particular reference to multicultural issues and their relevance to mental health models and psychological practice. Special emphasis will be placed on philosophical, cultural, economic, and sociopolitical elements that have influenced behavior change through history.
Focus on the clinical and research literature on marital, family, and group treatments of mental health problems. Major theories and approaches in the behavioral, cognitive, and congnitive-behavioral traditions of psychological treatment will be examined with emphasis on the empirical support for such interventions. Cultural factors and application of these interventions with diverse communities will be highlighted.
This course continues to build upon the first year in practicum and extends exposure and training to include more complex treatment planning and intervention. Severe chronic disorders, diverse settings and cultural considerations, specialized areas of assessment and empirically supported interventions, and collaboration with allied professionals are integrated into training objectives.
This course will cover developmental considerations of parent-infant bonding and an overview of Attachment Theory, with emhasis on the work of John Bowlby, Mary Ainsworth, and Mary Main. The course will familiarize students with significant cross-cultural research methods and findings associated with Attachment Theory, including the work of Peter Fonagy and David Wallin, with regard to current models of mentalization, reflective function, and therapeutic action. Special focus will be directed toward applying Attachment Theory to the understanding and treatment of Borderline Personality Disorder.