Psychology (Ph.D.)
View PDF of Behavioral Neuroscience Admissions Checklist
Prospective students should use this checklist to obtain specific admissions requirements on how to apply to Graduate School.
View PDF of Developmental Psychology Admissions Checklist
Prospective students should use this checklist to obtain specific admissions requirements on how to apply to Graduate School.
View PDF of Medical Psychology Admissions Checklist
Prospective students should use this checklist to obtain specific admissions requirements on how to apply to Graduate School.
View PDF version of the Psychology catalog description
Director of Behavioral Neuroscience: Amthor
Director of Lifespan Developmental Psychology: Biasini
Director of Medical/Clinical Psychology: Cook
Primary Faculty
Franklin R. Amthor, Professor (Psychology): Neurophysiology and Neuroanatomy of the Visual System
Karlene Ball, University Professor and Chair (Psychology); Cognitive Aging and Driving
Fred J. Biasini, Associate Professor (Psychology); Autism, Developmental Disabilities, and Early Childhood Development
Mary Boggiano, Associate Professor (Psychology); Psychobiology, Eating Disorders, Obesity, and Reward
Olivio J. Clay, Assistant Professor (Psychology); Health Disparities, Health Care Utilization, Social Networks, and Caregiving.
Edwin W. Cook III, Associate Professor (Psychology); Psychopathology, Psychophysiology, and Statistics
Michael Crowe, Assistant Professor (Psychology); Cognitive Aging and Clinical Geropsychology
Eric Gampher, Assistant Professor (Psychology); Visual Perception and Neuroscience
Burel Goodin, Assistant Professor (Psychology; Pain-related Behavioral Medicine
Kristi Guest, Assistant Professor (Psychology); Developmental Psychology, Developmental Disabilities, Social Development
Maria Hopkins, Assistant Professor (Psychology); Developmental Disabilities
Rajesh Kana, Assistant Professor (Psychology); Functional MRI, Autism and Social Cognitive Neuroscience
David Knight, Assistant Professor (Psychology); Neuroscience; Brain Imaging, Learning, Memory, & Emotion
Carl E. McFarland, Jr., Professor (Psychology); Cognitive and Developmental Psychology
Jesse B. Milby, Professor Emeritus (Psychology); Clinical Psychology, Medical Psychology, Behavior Therapy, Addiction Treatment & Outcome
Sylvie Mrug, Associate Professor (Psychology); Developmental Psychopathology, Exposure to Violence, Peer Influence, Gender and Racial Disparities in Psychopathology, and Substance Use.
Sarah E. O’Kelley, Assistant Professor (Psychology); Cognitive and Behavioral Phenotypes in Autism Spectrum Disorders, Sibling and Family Functioning, Assessment and Intervention in Autism.
Alan Randich, Professor (Psychology); Behavioral Neuroscience
Christopher Robinson, Assistant Professor (Psychology); Evolutionary Biology and Psychology, Memory, Cognitive Psychology; Neuroscience, History of Science, Psychology and Art/Music, Cross-Cultural and Social Psychology, and Human Sexuality
Lesley A. Ross, Assistant Professor (Psychology); Lifespan Developmental Psychology, Cognitive Aging, Healthy Aging, Behavioral Interventions, Human Factors Engineering
David C. Schwebel, Professor (Psychology); Child Injury Prevention, Pediatric Psychology, and Child Clinical Psychology
Michael E. Sloane, Professor (Psychology); Visual Perception and Cognitive Neuroscience
Despina Stavrinos, Assistant Professor (Psychology); Distracted Driving, Transportation Safety and Injury Prevention.
Robert Sorge, Assistant Professor (Psychology); Behavioral Neuroscience, Addiction, Pain and Immune System Function.
Laura Stoppelbein, Assistant Professor (Psychology); Child and Adolescent Psychopathology.
Edward Taub, University Professor (Psychology); Rehabilitation Medicine, Medical Psychology, Biofeedback.
Diane C. Tucker, Professor (Psychology); Clinical Psychology, Physiological Psychology, Psycho-oncology, Palliative Care
Bulent Turan, Assistant Professor (Psychology); Social-personality Factors on Health, Cortisol Reactivity, HIV-related Stigma, Social Support.
Gitendra Uswatte, Associate Professor (Psychology); Rehabilitation Psychology, Positive Psychology
Areas of Specialization
The Psychology Graduate Program offers three specialization options to doctoral students: Behavioral Neuroscience, Lifespan Developmental Psychology, and Medical/Clinical Psychology. A terminal master's degree is not offered. The Medical/Clinical Psychology Specialization is accredited by the American Psychological Association.
Behavioral Neuroscience
Study in the Behavioral Neuroscience specialization is designed to prepare students for independent research and teaching in the neurobiology of behavior. Research training is provided by faculty in the Department of Psychology and in the UAB Schools of Medicine and Optometry, who share an interest in the biological basis of behavior. The course of study includes a core curriculum in neuroscience and recognizes the interdisciplinary nature of this field. Students obtain strong backgrounds in behavioral science and in neuroscience and gain expertise in the content and techniques of selected areas of neuroscience as they apply to the study of behavior.
Faculty laboratories are equipped for research in behavior, neuroanatomy, neurochemistry, neuroimaging, neuropharmacology, neurophysiology, and molecular biology. The research interests of the faculty include neuroanatomy and neurophysiology of the visual system; interactions between the central nervous system and the periphery in the control of feeding and energy balance; neural underpinnings of obesity and plasticity in participants in a weight loss program; autism; emotional substrates of conditioned fear; neurophysiology and neuropharmacology of pain.
Lifespan Developmental Psychology
The Lifespan Developmental Psychology doctoral program trains scientists to conduct research to discover and apply basic principles of developmental psychology in an interdisciplinary context and to apply those principles to a variety of problems. Graduates are capable of taking positions in institutions of higher learning, medical schools, research institutions, government agencies, and other research and teaching positions. Research training is provided by the faculty of the Department of Psychology and may occur in collaboration with faculty at the Civitan International Research Center, the Center for Aging, the Center for Applied Gerontology, the Department of Pediatrics, The School of Public Health, and other centers and departments.
The research programs of faculty with interests in lifespan developmental psychology include a wide variety of topics from infancy to the elderly. Much of this research is funded by federal research grants. Research subareas include: developmental disabilities (with special interests in Autism Spectrum Disorders, prenatal development and exposure to toxic substances, early intervention, adolescent psychosocial development and mental health, and how family members adapt to the problems of a child with a disability); adolescence (with special interest in longitudinal studies, interactions between health and development, alcohol and drug use, predictors of depression and suicide, family and peer relations, those with special health care or education needs); and aging (with special interest in visual-perceptual problems of older adults with low vision, memory skills training with elderly populations, the psychological aspects of chronic illness in the elderly, chronically ill individuals, care giving in families of elderly persons, human factor issues in vision and aging).
Lifespan Developmental Psychology students must complete a master's thesis. Admission to candidacy for the doctoral degree is based on satisfactory completion of coursework and completion of an area review in the form of a Psychological Bulletin or Psychological Review article. The doctoral degree is awarded upon successful defense of the dissertation.
It is also possible to enroll in the Gerontology Certification Program concurrently with enrollment in the Lifespan Developmental Psychology Program. More information about this program may be found at: http://www.aging.uab.edu/SubChannel/Training/pdf/gep-student-policy-2006.pdf
Medical/Clinical Psychology
The Medical/Clinical Psychology Doctoral Program is an APA-accredited scientist-practitioner doctoral program in clinical psychology designed to prepare students for careers in independent research and clinical practice at the interface of psychology and health. The Program is co-sponsored by the UAB School of Medicine. Research and clinical training is provided by faculty in the Departments of Psychology, Rehabilitation Medicine, Psychiatry, Neurology, Pediatrics, Medicine (including Divisions of General and Preventive Medicine, Rheumatology, Arthritis, and Gastroenterology), as well as the Sparks Center for Developmental and Learning Disorders, the Civitan International Research Center, the Center for Aging, the Center for Palliative Care, and the UAB School of Public Health. Additional research and clinical training is provided by program faculty in The Children’s Hospital of Alabama, the Birmingham VA Medical Center, the Glenwood Autism and Behavioral Health Center and several behavioral medicine and mental health centers in the Birmingham community.
A representative list of research programs in which faculty and students are currently involved includes: adolescent development (biological and psychosocial aspects, social and academic issues, and developmental psychopathology), aging (in relation to changes in cognitive abilities, mobility, physical and mental health, and financial competence), Alzheimer's disease (diagnosis, caregiver and financial competence issues), attention deficit hyperactivity disorder (subtyping and behavioral treatment), autism spectrum disorder (neural, cognitive and behavioral mechanisms; behavioral treatment), bulimia and binge eating disorders, cardiovascular reactivity, epilepsy (assessment and treatment), injury prevention, minority health issues (medical and health care access issues), neural plasticity, obesity (neurocognitive and addictive mechanisms; binge eating), chronic pain (neuropsychological and affective aspects; cognitive and pharmacological treatment), pediatric oncology (neuropsychological, psychological, behavioral, and caregiver aspects), rehabilitation (post-stroke, post-brain-injury, and with neurological disorders such as multiple sclerosis and cerebral palsey; use of technology to deliver and assess rehabilitation treatment), sleep problems of childhood, spirituality and coping with stress and illness, substance abuse (community-based treatment and evaluation related to nicotine, alcohol and cocaine addiction; cognitive aspects), and traumatic brain injury (assessment, treatment and caregiver issues). Most faculty research is extramurally funded by the National Institutes of Health, private foundations, and the Centers for Disease Control and Prevention.
With the approval of both programs it is possible to enroll in the Master of Public Health degree program concurrently with enrollment in the Medical/Clinical Psychology Doctoral Program.
Application
The deadline for receipt of a complete application for admission is: November 30 for the Medical/Clinical Psychology Program; December 6 for the Lifespan Developmental Psychology Program; and January 15 for the Behavioral Neuroscience Psychology Program. Applications are solicited both from students with bachelor's degrees and from those who may have already completed some graduate study. The GRE General Test is required. The GRE Subject Test in psychology is required for applicants to the Medical / Clinical Psychology Program and recommended for applicants to the other programs.
Admission
Admission to the Psychology graduate program is highly selective, but in all cases applications are evaluated as a whole without minimum criteria on single scores or other indicators. Transcripts are evaluated for the content and difficulty of the courses taken as well as grades received. All programs follow an affirmative action/equal opportunity process to ensure that all applicants are evaluated fairly and on the basis of their individual merit. Further information regarding admission to the three Psychology specializations appears below:
Because of the interdisciplinary nature of the Behavioral Neuroscience specialization, students with diverse backgrounds in psychology, biology, and physical science are encouraged to apply. All students are expected to have undergraduate training in psychology, biology, physics, chemistry, and mathematics. Students not trained in one or more of these areas may be required to make up deficits after enrollment.
Admission to the Lifespan Developmental Psychology specialization requires a solid background in psychology as well as some courses in the life sciences. Research experience is essential. Excellent grades in statistics and mathematics are also valued.
The Medical/Clinical Psychology specialization requires a minimum of 24 semester hours in psychology, including statistics and research design; cognitive, biological, and affective bases of behavior; learning; abnormal psychology and personality. A strong background in mathematics and natural science (especially anatomy, biology and chemistry) is also recommended. Relevant research experience is considered an important indication of the applicant's motivation and commitment to program goals, and prior experience with clinical populations is also advantageous. The relevance of the applicant's goals and interests to ongoing activities of program faculty is also considered. Please visit the program website for further information on admissions (including characteristics of admitted students) and program outcomes.
Advisement
Behavioral Neuroscience students are advised by the Director of Behavioral Neuroscience in consultation with a graduate program steering committee and by their research preceptors until the dissertation committee is appointed, usually early in the third year of study.
Students accepted in the Lifespan Developmental Psychology specialization are matched with a faculty member who agrees to mentor that student. Therefore, applicants will need to identify faculty members with whom they share research interest and would like to study.
Students in the Medical/Clinical Psychology graduate program are advised by the Program Director during their first year. By the end of that year the student and director agree on a Graduate Study Committee, which serves as an advising committee as the student progresses through the program. Membership on the GSC can change to accommodate evolving interests, advising needs, research collaborations, etc.
Curriculum
Behavioral Neuroscience
The curriculum in Behavioral Neuroscience provides a student with advanced training that is broadly based in neuroscience. All students have a plan of coursework that includes Overview of Behavioral Neuroscience (PY 753), a two-semester statistics sequence (PY 716-717), and an ongoing seminar in current research (PY 756). Advanced academic coursework is determined by the student and mentor. Each student must enroll in a research practicum directed by a member of the graduate faculty during each term in residence. The student initially rotates among faculty and laboratories during the first year to obtain breadth in points of view and experimental techniques. Student then chooses a mentor with whom they normally complete the remainder of their research training. Before admission to candidacy, each student must fulfill the pre-dissertation research requirement and pass the qualifying examination. Following acceptance of a proposal for dissertation research, the student is admitted to candidacy. The Ph.D. degree is awarded upon successful defense of the dissertation.
Lifespan Developmental Psychology
Each student in the Lifespan Developmental Psychology specialization is encouraged to develop a systematic line of research that complements that of his or her advisor. With intense exposure to an important aspect of developmental research, the student acquires skills that can be generalized to a variety of problems. Students are required to complete a core curriculum which includes 21 hours of developmental psychology classes, 15 hours of research design and statistics, 9 hours of general psychology and related discipline classes; 6 hours of teaching practicum and teaching; and at least 48 credit hours of research.
Lifespan Developmental Psychology students must complete a master's thesis. Admission to candidacy for the doctoral degree is based on satisfactory completion of coursework and completion of an area review in the form of a Psychological Bulletin or Psychological Review article. The doctoral degree is awarded upon successful defense of the dissertation.
Medical/Clinical Psychology
The Medical/Clinical Psychology specialization places strong emphasis on integration of biological, behavioral and clinical sciences. The curriculum is organized around the following broad areas:
- General Psychology and Neuroscience: Basic psychological knowledge, including cognitive, biological, developmental and social-emotional bases of behavior along with history and systems of psychological theory.
- Statistics and Research Design: Univariate, multivariate and categorical data analysis taught through lecture and lab. Research methods and design.
- Foundations of Clinical and Medical Psychology: Adult personality and psychopathology; health psychology, and professional issues and ethics.
- Theory and Practice of Clinical Psychology: Foundational coursework in clinical, cognitive and personality assessment; behavioral and cognitive-behavioral intervention.
Additional courses and/or seminars in Psychology or other departments may be taken as electives or may be strongly recommended by the student’s advisor based on his or her chosen area of emphasis. Courses in many departments of the university are available on an elective basis.
At least half of each student’s graduate training takes place in hands-on research and clinical work. Research activities begin in the first semester and continue through completion of the doctoral dissertation. Students are assisted in identifying a research mentor and are required to complete a master’s project.
Clinical activities begin more gradually to ensure that students have an appropriate foundation in coursework. Students receive broad training in clinical assessment and intervention, and are encouraged to develop a clinical specialization that complements their research focus as they progress through the program. Medical/Clinical Psychology graduate students must also complete a 12-month internship in clinical psychology. With very rare exceptions the internship must be completed outside of UAB and must be accredited by the American Psychological Association.
Financial Aid
All students admitted to the Behavioral Neuroscience, Lifespan Developmental Psychology, and Medical/Clinical Psychology specializations may expect to receive financial aid for at least 5 years. Sources of support include fellowships, tuition scholarships, and research, clinical and teaching assistantships.
Additional Information
For detailed information, contact the Graduate Programs Office, UAB Department of Psychology, Campbell Hall Room 201, 1300 University Blvd., Birmingham, AL 35294-1170. The program office and all of the specialization directors can be reached by telephone at 205-934-8723. Contact information for the individual programs is shown below:
Dr. Franklin R. Amthor, Behavioral Neuroscience Specialization Interim Director; Email This email address is being protected from spambots. You need JavaScript enabled to view it. . Program website: http://www.uab.edu/psychology/graduate/behavioral-neuroscience
Dr. Fred J. Biasini, Lifespan Developmental Psychology Specialization Director; Email This email address is being protected from spambots. You need JavaScript enabled to view it. . Program website: http://crag.uab.edu/developmental/
Dr. Edwin W. Cook III, Medical/Clinical Psychology Specialization Director; Email: This email address is being protected from spambots. You need JavaScript enabled to view it. . Program website: http://www.uab.edu/psychology/graduate/medical-psychology
Course Descriptions
Unless otherwise noted, all courses are for 3 semester hours of credit.
Psychology (PY)
698. Premaster's Degree Graduate Research. 1-9 hours.
699. Master's Thesis Research. Prerequisite: Admission to candidacy. 1-9 hours.
701. Professional Issues and Ethics in Psychology. APA ethical code, manual for service providers in psychology, state and national mental health codes and trends for service providers; ethical practices in research with human subjects. APA organizational structure. 1 hour.
702. History and Systems of Psychology. Major schools of psychology; influential figures in psychology.
703. Theories of Personality. Survey of theories of personality development and functioning.
704. Social Psychology. Interpersonal relationships and effects of social environment on social perception and human behavior.
706. Sensory and Perceptual Processes. Sensory physiology; diagnostic techniques for pathophysiology of sensory systems; human psychophysics and principles of perception.
707. Cognition. Attention, memory, learning, and information processing; theoretical issues and evaluation of relevant research.
708. Developmental Psychology. Human development from prenatal period to old age. Genetic and environmental determinants of behavior; linguistic, cognitive, intellectual, personality, social, and emotional development.
709. Theory and Research in Emotion. Contemporary theories of evolutionary, hereditary, behavioral, semantic, and physiological aspects of emotion.
710. Seminar in Contemporary Issues in Developmental Psychology. Weekly forum to discuss issues related to developmental research; ethical issues; professional issues. 1 hour.
711. Seminar in Cognitive Development. Seminar in the development of memory, perception, learning, and thinking throughout the lifespan.
712. Seminar in Social Development. Theoretical models and empirical findings.
714. Developmental Aspects of Sensation and Perception. Theoretical models and empirical findings; life span development of sensory capabilities.
715. Seminar in Emotional Development. Contemporary topics in the development of emotional responsivity, attachment, perception, and expression.
716/716L. Introduction to Statistics and Lab. Probability, descriptive statistics, sampling distributions, null hypothesis testing, comparisons between means; tests on categorical data, bivariate and multiple regression. 4 hours
717/717L. Applied Statistical Methods and Lab. Univariate analysis of variance and factorial designs; interpretation of data from multifactor experimental designs. 4 hours
718. Research Design and Lab. Traditional and nontraditional approaches; includes univariate and multifactor experimental designs, quasi-experimental designs.
719/719L. Multivariate Statistical Methods and Lab. Multiple regression, multivariate analysis of variance and covariance, canonical correlation, principal components, and discriminant analysis. 4 hours
720. Human Neuropsychology. Structure and function of human brain; human behavior; cognitive functions and personality functions; brain-behavior relationships following neurological impairment.
721. Neuropsychological Assessment. Evaluation of various types and locations of brain damage and human mental impairment; assessment applications.
722. Advanced Human Neuropsychology. Clinical case study and special topic presentation around patients with specific types of neurocognitive deficits. Assessment, intervention, and new research developments.
724. Motor Control After Stroke and Other Neurological Injuries. Analysis of motor deficits after stroke and other neurological injuries; the contribution of excess motor disability to these deficits; conceptual basis of constraint induction (CI) therapy; methods of CI therapy; new methods for assessing motor deficits with hands-on training with testing and intervention.
725. Developmental Research Methodology. Experimental and correlational, cross-sectional and longitudinal designs; multivariate approaches.
726. Seminar in Advanced Developmental Psychology. Advanced issues in developmental research and theory.
727. Longitudinal Data Analysis (Studies Laboratory). Direct experience analyzing large multivariate, repeated-measures data sets from existing longitudinal studies. Methods range from how to track subjects and adjust for missing and mistimed data to ways to model complex development processes and systems.
728. Seminar in Family Research. Family systems theory and assessment techniques suitable for parents and children at different stages of life; combining objective and subjective data from multiple sources; recent findings about development within the family context.
729. Seminar in Adolescent Development. Theoretical models and empirical findings related to biological, psychological, and sociohistorical changes in adolescent development.
730. Research Seminar in Cognitive Science. Current research, theories, and controversies in cognitive science. Seminar topic changes each term. Prerequisite: Permission of instructor. 1 hour.
731. Health Psychology & Assessment. Prevention, enhancement, and intervention; environmental factors, marketplace factors, and interpersonal factors.
735. Psychology of Addiction. Causative and developmental factors and treatment approaches for all types of addictions (nicotine, alcohol, drugs, etc.).
736. Overview of Cognitive Science. Cognitive science is the interdisciplinary study of mind and intelligence. This course is a comprehensive overview of the historical and conceptual foundations of cognitive science. No previous courses in cognitive science are needed to participate.
739. Contemporary Issues in Clinical Medical Psychology. Seminar for students enrolled in the Medical / Clinical Psychology graduate program. Covers issues of current importance to students. 1 hour
740. Psychopathology. Theoretical and research issues in maladaptive behavior; description and classification schemes; theories of etiology and maintenance of psychopathology.
741. Developmental Bases of Personality and Psychopathology Major concepts, issues, and methodologies related to the development of personality and psychopathology. Focuses on concepts of temperament, attachment, and identity development, along with their relationships to disorders with antecedents and/or onset in infancy, childhood and adolescence.
742. Sports Psychology. Psychological factors in athletic performance. Psychological characteristics of successful athletes; anxiety arousal, motivation, attention, cognition, and imagery.
743. Methods in Neuroimaging. Cognitive neuroscience research has provided valuable insights into the workings of the human brain. The techniques used in cognitive neuroscience span from postmortem brain studies to neuroimaging studies. The ability to perform neuroimaging studies on awake human individuals engaged in cognitive, social, sensory, and motor tasks has produced a conceptual revolution in the study of human cognition. This course will comprehensively examine the methods and techniques in neuroimaging with the primary goal of building fundamental knowledge in the concepts and techniques of neuroimaging. By the end of the course, students will have gained basic knowledge in the field and will be able to read and critically assess scientific journal articles that make use of a variety of neuroimaging methods. The secondary and implicit goal of this course is to create and nurture, in students, a genuine interest in neuroscience and neuroimaging. The course will explore techniques, such as single and multi-cell recordings, deep brain stimulation, electroencephalography, functional magnetic resonance imaging, and diffusion tensor imaging. This course will be an apt venue for graduate students interested in neuroscience research to build a platform for continuing studies.
745. Neurobiology of Learning. Introduction of data, phenomena, and theory related to associative learning of behaviors. Discussion of issues related to the neurobiology of nonassociative learning, stimulus encoding, and memory.
751. Human Psychopharmacology. Neurophysiological underpinnings and clinical use of drugs for the treatment of mental disorders and pain.
752. Neural and Humoral Bases of Behavior. Interaction of central nervous system and peripheral mechanisms, endocrine and autonomic nervous systems; relationship to human disorders. Topics vary.
753. Overview of Behavioral Neuroscience. Neural systems which control behavior will be studied, incorporating knowledge gained from neurobiological and psychological research. Topics will include synaptic communication, regulating behaviors, learning, memory, sensation and perception, movement, emotions, and psychopathology. Prerequisite: Permission of instructor.
755. Human Psychophysiology. Basic and applied research topics.
756. Research Seminar in Behavioral Neuroscience. Discussion of current literature and presentation of ongoing research by students in the program. 1 hour.
757. Topics in Behavioral Neuroscience. Research and methodology in behavioral neuroscience. Topics vary.
758. Developmental Psychobiology. Prenatal and postnatal influences on behavioral and physiologic development; psychobiology of mother-infant interactions during early development; research with human populations, primates, other species.
760. Interviewing and Behavioral Observation. Theory and practice of interviewing and behavioral assessment with adult and child populations. 2 hours.
761. Behavioral Assessment. Psychometric and observational procedures, relying largely on behavioral theory, to observe, analyze, and assess human clinical behaviors; development of intervention activities. 2 hours.
762. Psychological Tests and Measurements. Test construction, norming, standardization, and sampling procedures.
764. Psychological Assessment: Cognitive Child & Adult. Cognitive assessment of children and adults focusing on Wechsler scales, Stanford-Binet, and additional cognitive, academic, memory, and learning tests.
765. Psychological Assessment: Personality. Objective personality assessment, primarily focusing on Minnesota Multiphasic Personality Inventory. 2 hours.
767. Psychological Assessment: Health Psychology. Use of multiple health-related questionnaires, tests; indices in assessing health behavior, quality of life; traditional psychological tests in health context. 2 hours.
768. Advanced Personality Assessment. Integration of cognitive and personality evaluation techniques in applied clinical practice setting.
769. Cognitive Behavior Psychotherapy. A review of theory-driven manualized cognitive-behavioral therapy interventions with emphasis upon what has been found to work best with what types of patients.
770. Survey of Psychotherapeutic Methods. Procedures for changing maladaptive behavior. Research and methodological issues, factors common to most therapy, and major therapeutic techniques.
771. Interpersonal Psychotherapy. Psychodynamic, humanistic, existential theories of psychotherapeutic intervention.
772. Behavior Therapy. Cognitive and more traditional behavioral approaches in intervention in mental health and medical environment.
773. Behavior Therapy Seminar. Behavioral theory; new and experimental technology for alteration in human behaviors. 1 hour.
774. Family Therapy. Traditional systems theory, intervention strategies, and family dynamics; case examples and group participation.
775. Advanced Seminar in Psychotherapeutic Methods. Intervention modalities; research strategies for outcome evaluation. 2 hours.
776. Child and Adolescent Psychotherapy. Application of child psychopathology knowledge and intervention with child and adolescent population; theoretical and applied issues of verbal and nonverbal psychotherapy. 2 hours.
777. Psychotherapy Practice--Shadowing. Passive exposure to individual and group therapy conducted by faculty clinical psychologists. 1 hour.
778. Psychotherapy Practice--Initial. Initial active exposure to individual and group therapy supervised by a faculty clinical psychologist. 2 hours.
780. Rehabilitation Psychology. Rehabilitation of chronic physical disorders; neurological disorders such as cerebrovascular disease, head trauma, and spinal cord injury.
781. Forensic Psychology. Interface between psychology and law; civil and criminal procedure; expert witness; insanity, competency, commitment, and malpractice. Experience in criminal justice settings. 2 hours.
782. Anxiety and Anxiety-Based Disorders. Behavioral syndromes within traditional mental health area and in variety of medical populations. Includes phobias and anxiety-based medical and nonmedical disorders.
783. Developmental Disabilities. Mental retardation, learning disabilities, and other developmental disorders. Research on nature of disabilities and major intervention techniques.
784. Organizational Psychology. Behavioral responses to, or correlates of, organizational structures and processes.
785. Psychology of Aging. Age differences in perception, memory, intelligence, personality, adjustment, and psychopathology.
786. Seminar in Aging. Contemporary topics in aging, including basic science, clinical, and psychosocial issues. 1 hour.
787. The Dynamics of Pain. Comprehensive study of physiology, pharmacology, and anatomy of acute and chronic pain. Emphasis on how medical treatments relieve pain. Topics include: stress-induced analgesia, transcutaneous electrical stimulation, acupuncture, inflammation, and psychological approaches to the treatment of pain.
788. Pediatric Psychology.
789. Social/Ethnic Issues in Therapy.
790. Internship in Clinical Psychology. Completion of an APA-accredited internship in clinical psychology. 9 hours.
791. Special Topics in Psychology. 1-9 hours.
796. Practicum in the Teaching of Psychology. 1-9 hours.
797. Clinical Practicum in Medical Psychology. 1-9 hours.
798. Predoctoral Degree Graduate Research. 1-9 hours.
799. Doctoral Dissertation Research. Prerequisite: Admission to candidacy for the Ph.D.. 1-9 hours.
