PSYD - Clinical Psychology

This writing course is designed to help doctoral students enhance their critical reading, thinking, and academic writing skills and prepare them to write successfully across a range of writing tasks. Students review the functional elements of grammar, mechanics, and APA style of professional writing, and progress to higher-level academic writing genres. This is a Credit/No Credit Course. Credits earned in this course do not apply to the degree requirements. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PP 7000). This is a graduate survey course designed to thoroughly acquaint the student with the history and philosophical issues that combine as precursors to modern psychology. Although some consider that psychology was founded in 1879 when Wilhelm Wundt opened his laboratory, actually psychology emerged from the very origins of philosophy in ancient times, grew into the disciplines of philosophy and physiology becoming a separate and distinct discipline in the late 19th century. This course will study the myriad figures, discoveries, and ideas contributing to the rise of psychology. The course will investigate how psychological thought has paralleled the development of western thought, tradition, culture, religion, medicine, and social institutions. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PP 7010). This course focuses on normal transitional aspects of development across the lifespan, including aspects of physical, cognitive, emotional, and social development. Cross-cultural, gender, familial, and historical perspectives are emphasized. Applications to the practice of clinical psychology are considered throughout the course. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PS 7012). This course explores ethical and legal issues related to professional conduct as a school psychologist. Students also learn about government laws, regulations, and guidelines dealing with the education and evaluation of students with disabilities, disabilities, including examination of multiple sources of special education law. Students explore ethical reasoning APA ethical principles, state regulations with respect to licensure/credentialing, complain resolution and confidentiality procedures. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course provides a survey of the major philosophical, historical, and socio-cultural factors that led to the development of the field of clinical psychology and major theories within the field. Emphasis is on presenting the key ideological controversies within the field, and exploring how these controversies have developed. Students are expected to demonstrate an understanding of how psychology through time has dealt with a number of core philosophical issues and the range of perspectives that different psychological theories have taken on these issues. This course is part of the Illinois School of Professional Psychology PsyD curriculum. Pre-requisite(s): Admission to the ISPP PsyD Program. Co-requisite(s): None. 3 semester hours

(Formerly PP 7040). This course offers a review of current research and theory in cognitive science, focusing on both cognitive and affective processes. Areas such as memory, attention, perception, problem solving, language, emotion, and decision making are considered. Clinical applications are emphasized throughout the course. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course introduces students to the gross anatomy and the neurophysiology of the nervous system. Students are presented with updated data and findings regarding neurological functions as the foundations of human behavior. It presents an overview of endocrinological processes, adding more breadth to the purpose of this course, introducing students to the fundamentals of physiology behavior correlates. In addition, this course introduces students to the clinical ramifications of primitive reflexes and developmental undertones. This course is part of the Illinois School of Professional Psychology PsyD curriculum. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PP 7060). Concepts from research and theory in social psychology are presented for the understanding of social influence on personality, human interaction, and behavior. Applications of social psychology to clinical settings are emphasized. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course offers a review of current research and theory in cognitive science, focusing on both cognitive and affective processes. Areas such as memory, attention, perception, problem solving, language, emotion, and decision making are considered. Clinical applications are emphasized throughout the course. This course part of the Illinois School of Professional Psychology PsyD curriculum. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PP 7080). This course offers a group experience, over one to three semesters, which focuses on increasing knowledge, enhancing skills, and examining attitudes and values involved in interpersonal and group interaction. In this experiential approach, students learn to increase self-awareness and empathic understanding of others, practice more effective listening and communication skills, and work on developing greater interpersonal competency in order to guide their development as clinicians and professional psychologists. Pre-requisite(s): None. Co-requisite(s): None. 1-2 semester hours

Concepts from research and theory in social psychology are presented for the understanding of social influence on personality, human interaction, and behavior. Applications of social psychology to clinical settings are emphasized. This course part of the Illinois School of Professional Psychology PsyD curriculum. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course explores ethical and legal issues related to professional conduct, including such topics as ethical reasoning, APA ethical principles, state regulations with respect to licensure, and rules of conduct licensure, complaint resolution procedures, confidentiality, releases, records, and the duty to warn. The course addresses ethical issues in areas such as assessment, therapy, forensics, and consultative and supervisory relationships. This course part of the Illinois School of Professional Psychology PsyD curriculum. Pre-requisite(s): None. Co-requisite(s): None. 1.5- 3 semester hours

(Formerly PP 7100). This course explores ethical and legal issues related to professional conduct, including such topics as ethical reasoning, APA ethical principles, state regulations with respect to licensure, and rules of conduct licensure, complaint resolution procedures, confidentiality, releases, records, and the duty to warn. The course addresses ethical issues in areas such as assessment, therapy, forensics, and consultative and supervisory relationships. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PP 7100). This course explores ethical and legal issues related to professional conduct, including such topics as ethical reasoning, APA ethical principles, state regulations with respect to licensure, and rules of conduct licensure, complaint resolution procedures, confidentiality, releases, records, and the duty to warn. The course addresses ethical issues in areas such as assessment, therapy, forensics, and consultative and supervisory relationships. Pre-requisite(s): None. Co-requisite(s): None. 1.5 - 3 semester hours

(Formerly PP 7110). These discussion groups for first-year students are led by a core faculty. Students discuss topics related to professional psychology and the development of a professional identity. The faculty leading the group helps students with academic and field training planning, general consultation on problems or difficulties in the program, and questions emerging during the student’s first-year academic experience. The professionalization group does not carry academic credit. Pre-requisite(s): None. Co-requisite(s): None. 1 semester hour

(Formerly PP 7111). This course is a continuation of Professionalization Group I Pre-requisite(s): None. Co-requisite(s): None. 1 semester hour

(Formerly PS 7014). This course enables students to apply various models and methods of social-emotional assessment to identify children and adolescents’ strengths and needs in social emotional functioning. Students use theoretical foundations to the application of models and methods of systematic data collection commonly used in the school psychology field. Students integrate data from various sources in making empirically based decisions, determining, planning, and in evaluating services. Students’ ability to assist school personnel with computer based test scoring, and the interpretation and applicability of the data collected are reinforced. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

These discussion groups for first-year students are led by a core faculty. Students discuss topics related to professional psychology and the development of a professional identity. The faculty leading the group helps students with academic and field training planning, general consultation on problems or difficulties in the program, and questions emerging during the student’s first-year academic experience. The professionalization group does not carry academic credit. This course part of the Illinois School of Professional Psychology PsyD curriculum. Pre-requisite(s): Admissions to ISPP PsyD program. Co-requisite(s): None. 0 semester hour

These discussion groups for first-year students are led by a core faculty. Students discuss topics related to professional psychology and the development of a professional identity. The faculty leading the group helps students with academic and field training planning, general consultation on problems or difficulties in the program, and questions emerging during the student’s first-year academic experience. The professionalization group does not carry academic credit. This course part of the Illinois School of Professional Psychology PsyD curriculum. Pre-requisite(s): Admissions to ISPP PsyD program. Co-requisite(s): None. 0 semester hour

This course is a continuation of Professionalization Group I This course part of the Illinois School of Professional Psychology PsyD curriculum. Pre-requisite(s): None. Co-requisite(s): None. 0 -1 semester hour

This course is a continuation of Professionalization Group I This course part of the Illinois School of Professional Psychology PsyD curriculum. Pre-requisite(s): None. Co-requisite(s): None. 0 -1 semester hour

Statistical methods, parametric and nonparametric, with an emphasis on those applicable to clinical evaluation and research are addressed in this course. This course is part of the Illinois School of Professional Psychology PsyD curriculum. Pre-requisite(s): Admission to the ISPP PsyD Program. Co-requisite(s): None. 3 semester hours

The assessment, etiology, description, understanding, and treatment of the mild to moderate range of psychological, personality and behavioral disorders of adulthood are covered. This may include adjustment disorders, anxiety disorders, mild affective disorders, and mild to moderate personality disorders. A methodology for conceptualizing by using research and clinical data is an important component of this course. Various theories and empirical research on the etiology and treatment of these adult disorders are covered. The role of contextual factors in understanding and treating these disorders are included. The DSM diagnostic system is reviewed, including the future of practice with DSM V, and the ICD international classification system. This course is part of the Illinois School of Professional Psychology PsyD curriculum. Pre-requisite(s): Admission to the ISPP PsyD Program. Co-requisite(s): None. 3 semester hours

(Formerly PP 7200). The first of a two-semester sequence in statistics and research methodology. This course includes an overview of various research methods, basic concepts in descriptive and inferential statistics, and experimental research methodologies. The course emphasizes the development of critical thinking skills and the methodological tools necessary for functioning as a local clinical scientist in applied settings. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course provides an in depth examination of advanced quantitative research methods, including an analysis of their strengths and weaknesses. Topics addressed include: multilevel modeling, regression with dichotomous variables, covariance techniques, principal components and factor analyses, path analysis and confirmatory factor analysis. This course is part of the Illinois School of Professional Psychology PsyD curriculum. Pre-requisite(s): PSYD 718 and PSYD 723. Co-requisite(s): None. 1-3 semester hours

(Formerly PP 7321). The assessment, etiology, description, understanding, and treatment of the more severe psychological disorders are covered. Included in the study are schizophrenia spectrum, affective disorders, and borderline disorders. Various theories and empirical research on the etiology and treatment of these disorders are included. Emphasis is on the recognition of the continuum of basic psychological processes in normal and severely disturbed experience. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PP 7203). This course is a survey of the major methods utilized in empirical clinical practice and program evaluation. Students learn experimental, quasi-experimental, and systematic single-subject designs, as well as principles and strategies of program evaluation and quality assurance in the delivery of mental health services in a variety of clinical settings. Initial formulations of clinical research proposals are encouraged. Pre-requisite(s): None. Co-requisite(s): None. 1.5-3 semester hours

This course is an advanced study of qualitative research methodologies. The course addresses theories and models of qualitative research, methods and approaches to qualitative research, and process and issues of analyzing and writing qualitative research. Topics addressed may include ethnography, case study, phenomenology, use of interviews and observation, grounded theory, and narrative analysis. This course is part of the Illinois School of Professional Psychology PsyD curriculum. Pre-requisite(s): PSYD 718 and PSYD 723. Co-requisite(s): None. 1 semester hour

(Formerly PP 7206). This course continues from the content of PSYD 720 Statistics and Research I to further develop research skills and to include psychometrics and test construction. The course emphasizes the development of critical thinking skills and the methodological tools necessary for scholarly and clinical use, interpretation, and formulation of psychometric tools, analyses, and data. The course will include a review and consolidation of introductory multidimensional statistics (MANOVA and multiple regression) and an introduction to factor analysis. These will be used as a foundation for measurement theory and test construction, including topics in reliability and validity, factor scores in assessments, item analyses, and the relationship between objectives and outcome assessments. These skills will be applied to analyses of and development of research designs. Ethics, diversity, and legal issues in research and test construction will be emphasized. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PP 8015). This course addresses the psychological impact of trauma on individuals and communities, as well as treatment of trauma-related disorders. Trauma is examined in a broad context, including terrorism, natural disasters violence, sexual assault, etc. Attention is also given to vicarious traumatization and caring for the caregiver. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PP 7206). This course concentrates on the description, etiology, assessment, and understanding of the moderate range of symptomology and behavioral disorders. Developmental and dynamic elements are considered in the context of diagnostic and therapeutic concerns. A methodology for organizing clinical data is presented. Diagnostic systems, particularly the current edition of the DSM, are presented and examined. Attention is also given to diagnostic interviewing, including a review of semi-structured interviews and opportunities for role-play. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PP 7301). A continuation of PSYD 730 Psychopathology I, this course covers the description, etiology, assessment, emphasizing understanding of more severe psychological disorders. Schizophrenic spectrum disorders, substance abuse disorders, and personality disorders are included. Attention is given to diagnostic interviewing, focusing on the range of diagnoses presented in the course with opportunities for role-play. Pre-requisite(s): None. Co-requisite(s): 1-3 semester hours

This course focuses on normative development of the individual personality, from childhood though adolescence. Theories and empirical literature relevant to the biological, cognitive/intellectual, emotional, social, cultural, and transcultural development of the individual personality are explored. The normative course of the individuation is the subject of the course, with some consideration, by implication and class presentations, given to the genesis and epigenesis of psychopathology. This course is part of the Illinois School of Professional Psychology PsyD Curriculum. Pre-requisite(s): Admission to the ISPP PsyD Program. Co-requisite(s): None. 3 semester hours

(Formerly PP 7330). This course examines the major psychopathologies of childhood. Various theories for the etiologies of child psychopathology are considered, and the implications for diagnosis, consultation, and treatment are also addressed. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

The aim of this course is to provide students with an overview of theory, research and practice models for clinical supervision. Numerous conceptual models for clinical supervision are described and discussed with an emphasis on the following approaches: developmental, person-centered, psychodynamic, cognitive behavioral, skill training, systemic, and integrated. Students use role plays to begin exploring the nature of the supervisory relationship and their own emerging approach to supervising others. They also discuss common strategies, modalities, training issues and dilemmas. This course is part of the Illinois School of Professional Psychology PsyD curriculum. Pre-requisite(s): PSYD 816. Co-requisite(s): PSYD 817. 1.5 semester hours

(Formerly PP 7365). This course offers students the opportunity to learn basic listening and interviewing skills, as well as how to conduct a full clinical interview as part of an initial assessment. Students examine directive and nondirective approaches to interviewing, and read and discuss theoretical and empirical literature. Through demonstrations, role-playing, and structured exercises, students practice and develop these skills. Pre-requisite(s): None. Co-requisite(s): None. 1.5-3 semester hours

(Formerly PP 7370). This course introduces the student to the major approaches and techniques for intellectual assessment in children and adults. It covers principles of test construction and psychometrics, the history of intellectual assessment, theories of intelligence, and methods of intellectual assessment. Particular attention is given to the administration and interpretation of the Wechsler intelligence tests. Alternative methods of intellectual assessment are also considered. The class may include a laboratory in which skills in administration and interpretation can be practiced. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course offers students the opportunity to learn basic listening and interviewing skills, as well as how to conduct a full clinical interview as part of an initial assessment. Students examine directive and nondirective approaches to interviewing, and read and discuss theoretical and empirical literature. Through demonstrations, role-playing, and structured exercises, students practice and develop these skills. This course part of the Illinois School of Professional Psychology PsyD curriculum. Pre-requisite(s): None. Co-requisite(s): None. 1.5-3 semester hours

(Formerly PP 7369). This course provides an overview of the major theoretical approaches to psychological interventions, including the various techniques and practices associated with the approaches. Basic issues in the general conduct and processes of clinical interventions are presented based on insights from various theoretical approaches, as well as integrative models, including the establishment of therapeutic relationships, the integration of assessment and intervention, termination and accountability and evaluation of treatment. Pre-requisite(s): None, Co-requisite(s): None. 1.5 semester hours

(Formerly PP 7340). This course is designed to sensitize students to the presence of cultural and racial stereotypes that interfere with optimal understanding and treatment of racial and ethnic populations in American society. Theory and research are reviewed so as to understand cultural differences and the interplay among concepts of pathology, treatment, and cultural stereotyping. Information is provided about the unique mental health needs of African various ethnic, cultural, LGBT, and disabled populations. Pre-requisite(s): None. Co-requisite(s): None. 1-3 semester hours

(Formerly PP 7341). This course is designed to sensitize students to the presence of cultural and racial stereotypes that interfere with optimal understanding and treatment of racial and ethnic populations in American society. Special emphasis is placed on facilitating student awareness of biased attitudes, as such attitudes may negatively impact relations with individuals and groups who are sensitized to issues of discrimination. Theory and research are reviewed so as to understand cultural differences and the interplay between concepts of pathology, treatment, and cultural stereotyping. Information is provided concerning the unique mental health needs of African Americans, Asians, Hispanics, and Native Americans. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course introduces the student to the major approaches and techniques for intellectual assessment in children and adults. It covers principles of test construction and psychometrics, the history of intellectual assessment, theories of intelligence, and methods of intellectual assessment. Particular attention is given to the administration and interpretation of the Wechsler intelligence tests. Alternative methods of intellectual assessment are also considered. The class may include a laboratory in which skills in administration and interpretation can be practiced. This course part of the Illinois School of Professional Psychology PsyD curriculum. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course is designed to sensitize students to the presence of cultural and racial stereotypes that interfere with optimal understanding and treatment of racial and ethnic populations in American society. Theory and research are reviewed so as to understand cultural differences and the interplay among concepts of pathology, treatment, and cultural stereotyping. Information is provided about the unique mental health needs of African various ethnic, cultural, LGBT, and disabled populations. This course part of the Illinois School of Professional Psychology PsyD curriculum. Pre-requisite(s): None. Co-requisite(s): None. 1-3 semester hours

(Formerly PP 7344). This course is a continuation of Issues in the Assessment and Treatment of Diverse Populations. Pre-requisite(s): PSYD 740. Co-requisite(s): None. 1.5 semester hours

This course is an introduction to the key concepts of psychometric theory (e.g. assessment theory, reliability, validity, item development, norm referencing, ethical and professional issues in assessment) as they apply to the practice of clinical psychology. The course provides students with skills necessary to evaluate psychological assessments. Students will learn the foundational knowledge of test development reliability and item analysis, validity, and test development principles. Modern approaches to test theory views of reliability and item analysis, validity, and test development principles. Modern approaches to test theory, including item response theory and generalization theory, are introduced. This course is part of the Illinois School of Professional Psychology PsyD curriculum. Pre-requisite(s): Admission to the ISPP PsyD program. Co-requisite(s): None. 1.5 semester hours

(Formerly PP 7050). This course provides students with theoretical and empirical knowledge, as well as relevant practical skills needed to function as consultants and supervisors. Contextual issues related to contemporary models and systems of service delivery are considered. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PP 7050). This course introduces brain-behavior correlates, the systematic function of the nervous system, and basic psychopharmacology. Areas covered include anatomy, physiology, synaptic processes, biological foundations of language, cognition, learning, memory, and psychopathology, as well as endocrine processes and the impact of these systems on behavior and psychopathology. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PP 7520). Administration, interpretation, and theory of major projective tests are presented. Objective personality testing is introduced. Coherent description of personality process is the focus. Pre-requisite(s): None. Co-requisite(s): None. 4 semester hours

(Formerly PP 7339). This course combines an overview of issues of diversity and multicultural competence relevant to the field of clinical psychology with a focus on self-understanding in a diverse society. The clinical relevance of attribution, stereotyping, oppression, acculturation, identity development, and other related phenomena will be surveyed. Also, students will be given opportunities to reflect on their own personal and professional development and on the statuses and categories they occupy through discussions, activities, assignments, and exams. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PP 8616). Through the use of readings, lecture and group process, theories are examined dealing with female personality development and gender-related psychopathology such as depression and anorexia. Also included are an exploration of problems women may encounter, including rape, incest and abuse. Issues relevant to clinical practice, such as therapist gender, therapist pregnancy, transference problems and role conflicts are discussed. Pre-requisite: None. Co-requisite(s): None. 3 semester hours

This course is designed to familiarize students with the many ways and arenas in which clinical psychologists can function as consultants (including business, private practice, community settings, education, healthcare, and others). It is designed to help students understand the various processes of consultation and management, drawing from principles and procedures found within psychology and This course is part of the Illinois School of Professional Psychology PsyD curriculum. related disciplines. Pre-requisite(s): PSYD 816. Co-requisite(s): PSYD 817. 1.5 semester hours

(Formerly PP 7530). This course explores the neuroanatomy of the human nervous system, presenting both healthy neuro functioning and pathological functioning. Implications for diagnosis and treatment will be introduced. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course introduces the student to the major approaches and techniques for objective personality assessment for adults. Topics include general principles and issues in selection, administration, and interpretation of objective personality assessment measures. Sociocultural consideration in objective personality assessment are addressed. The class includes a laboratory in which skills in n administration and interpretation are practiced. This course is part of the Illinois School of Professional Psychology PsyD curriculum. Pre-requisite(s): PSYD 742 Co-requisite(s): None. 2 semester hours

This course introduces the student to the major approaches and techniques for projective personality assessment for adults. Topics include general principles and issues in selection, administration, and interpretation of projective personality assessment measures. Sociocultural consideration in projective personality assessment are addressed. The class includes a laboratory in which skills in and interpretation are practiced. This course is part of the Illinois School of Professional Psychology PsyD curriculum. Pre-requisite(s): PSYD 742 Co-requisite(s): None. 2 semester hours

This course introduces the student to the major approaches and techniques for personality assessment for adults. Topics include general principles and issues in psychometrics, objective and projective personality assessment, and appropriate techniques of personality assessment. The class includes a laboratory in which skills in administration and interpretation are practiced. This course is part of the Illinois School of Professional Psychology PsyD curriculum. Pre-requisite(s): PSYD 742, PSYD 757, PSYD 758 and PSYD 745. Co-requisite(s): None. 1.5 semester hours.

(Formerly PP 7360). This course provides an introduction to psychotropic drugs, their neurochemical basis, their mechanism of action, and their clinical application. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course introduces psychotropic drugs, their neurochemical basis, their mechanism of action, and their clinical application. This course is part of the Illinois School of Professional Psychology PsyD curriculum. Pre-requisite(s): PSYD 705. Co-requisite(s): None. 3 semester hours

(Formerly PP 7620). This course offers an introduction to the basic principles and practices of Integrated Care operations. This course focuses on providing students with a broad understanding of Primary Care, the changing landscape of mental health delivery systems, and how multi-disciplinary work is accomplished in relation to other healthcare professionals. Theories and practices of multi-model treatment paradigms as well as relevant research are also addressed. Pre-requisite(s): None. Co-requisite(s): None. 1.5 semester hours

It provides students with opportunities to obtain experience the empathic response form and for understanding all implementations of the empathic attitude in any therapy. Students will submit taped sessions which demonstrate their increasing accuracy of understanding and the attitudinal aspects of therapeutic presence in relationship with clients. Students may provide in class practice therapy demonstrations that exhibit the empathic understanding response process. Readings in the empathy literature will also be available to students in this course. Pre-requisite(s): None. Co-requisite(s): None. 1.5 semester hours

This course offers students extended practice in empathic responding. Students will meet with partners exchanging sessions with each other outside of class time, using class time for lectures, consultation and various sorts of self-directed learning in relation to empathic responding. Pre-requisite(s): PSYD 764. Co-requisite(s): None. 1.5 semester hours

This course explores the importance of self-care for psychologists, psychologists-in-training, and other mental health workers. Theory and research will be discussed regarding the risks particular to mental health workers, burnout, vicarious traumatization, and the effects of stress on the mind, body, and spirit. Students will examine their own personal vulnerabilities and identify areas of strength and growth related to self-care practice. Students will learn self-care techniques which can be applied to their own practice of self-care as well as well as utilized in the training and mentoring of other mental health workers and agencies. Pre-requisite(s): None. Co-requisite(s): None, 1.5 semester hours

This course uses an open-ended group format to allow students to explore their own "growing edge" in relation to issues of difference. The group facilitators try create a climate of authenticity, empathy, and prizing toward each member’s experience, and group members are asked to help each other explore issues of difference in ways that are mutually productive. Students develop their own focus of learning during the course, and give each other feedback about their progress in peer review groups at the end of the class. Each group member develops a personal learning plan and engages in several out-of-group learning experiences as part of their plan. Pre-requisite(s): None. Co-requisite(s): None. 1.5 semester hours

This course focuses on advanced explorations of issues of difference, involving a seminar on trust-building in person-centered diversity groups, group participation and individual group projects. An open-ended group format allows students to explore their own growing edge in relation to issues of difference. Students are full participants of the group while also observing their own an others contributions to the development of group process. The group facilitators try to create a climate of authenticity, empathy, and prizing toward each member’s experience, and group members are asked to help each other explore issues of difference in ways that are mutually productive. Students develop their own focus of learning during the course, and give each other feedback about their progress in peer review groups at the end of the class. Each group member develops a personal learning plan and engages in several out-of-group learning experiences as part of their plan. Pre-requisite(s): PSYD 767 Co-requisite(s): None. 1.5 semester hours

(Formerly PP 7391). Designed to prepare students for their diagnostic practicum, this section of Integrative Assessment will focus on training students to develop standard and specialized clinical reports that emphasize analysis and integration of interviews, behavioral observations, and test data from multiple objective and Forensic assessment measures. This course will help students further develop their assessment skills specifically with populations engaged in the criminal or civil justice system. Students will learn the ethics of forensic assessment, the proper consideration of referral questions, and the skill of accurately weighing data. They will learn to prepare meaningful assessments, applying basic familiarity of law and legal considerations to their assessments. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PP 7393). Designed to prepare students for their diagnostic practicum, this section of Integrative Assessment will focus on training students to develop standard and specialized clinical reports that emphasize analysis and integration of interviews, behavioral observations, and test data from multiple objective and projective assessment measures. Emphasis is placed on developing the skills necessary to interpret projective measures including the Thematic Apperception Test and the Rorschach, using new scoring guidelines and standards. All assignments will focus on interpreting and integrating mini-batteries and full batteries of test results in reports with a particular emphasis on children and adolescents. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PP 7371). This course introduces the student to the major approaches and techniques for objective personality assessment in adults. Topics covered include general principles and issues in objective assessment, and techniques of personality assessment. The primary emphasis is on the MMPI-2, with an overview of other commonly used measures of objective personality assessment. The class includes a laboratory in which skills in administration and interpretation can be practiced. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PP7372). This course covers the Exner Comprehensive System for the Rorschach as well as selected projective tests. In addition to understanding theoretical underpinnings, the student is expected to develop some competency in the administration, scoring, and interpretation of these instruments. The class includes a laboratory in which skills in administration and interpretation can be practiced. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PP 7373). The course builds skills in integration of assessment data, communication of results toward answering a specific question, and development of treatment recommendations. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PP 7392). Designed to prepare students for their diagnostic practicum, this section of Integrative Assessment will focus on training students to develop standard and specialized clinical reports that emphasize analysis and integration of interviews, behavioral observations, and test data from multiple objective and neuropsychological assessment measures. This course provides an introduction to the assessment of brain-behavior relationships. A variety of neuropsychological tests will be introduced, covering the major cognitive domains in neuropsychology, with an emphasis on the process by which such tests are interpreted in light of all of the data available. The course builds skills in the gathering of valid information and data; the integration of assessment data, across multiple evaluative modalities; and the communication of results toward answering a specific question and treatment recommendations to referral sources, and the consumers of assessment information. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

The Master’s Practicum provides students with supervised clinical experience and allows for the development of assessment, intervention, and relationship skills. The Master’s Clinical Evaluation Conference evaluates the student’s skills in case conceptualization, appropriateness of choice of interventions, and self-evaluation. In addition to the required hours working at the training site, students meet weekly in a practicum seminar led by a faculty member. The Psychotherapy Seminar provides both didactic experience in psychological intervention and case conceptualization and experience in group consultation. This course is part of the Illinois School of Professional Psychology MA Curriculum. Pre-requisite(s): PSYD 708, 715, 719, 722, 732, 738, 753, 847 and endorsement of PSYD faculty. Co-requisite(s): None. 3 semester hours

The Master’s Practicum provides students with supervised clinical experience and allows for the development of assessment, intervention, and relationship skills. The Master’s Clinical Evaluation Conference evaluates the student’s skills in case conceptualization, appropriateness of choice of interventions, and self-evaluation. In addition to the required hours working at the training site, students meet weekly in a practicum seminar led by a faculty member. The Psychotherapy Seminar provides both didactic experience in psychological intervention and case conceptualization and experience in group consultation. This course is part of the Illinois School of Professional Psychology MA Curriculum. Pre-requisite(s): PSYD 781. Co-requisite(s): None. 3 semester hours

(Formerly PP 7400). The emphasis is on gaining firsthand group leadership experience and a conceptual grasp of group processes and leadership issues in group therapy. Students participate as co-leaders with the instructor of the Personal and Professional development group course over two consecutive terms. Analysis of interpersonal interactions and leadership styles and functions are conducted after each class session. Journals are kept that focus on dynamics observed in the group. Co-leaders also have the opportunity to make formal presentations and conduct structured exercises to help integrate relevant theory and experience. A weekend retreat held during the spring semester with students, co-leaders, and the instructor may complete the experience. Pre-requisite(s): None. Co-requisite(s): None. 1.5 semester hours

(Formerly PP 7401). This course is a continuation of Advanced Group Leadership. Pre-requisite(s): None. Co- requisite(s): None. 1.5 semester hours

The first of a two-semester sequence in practicum provides supervised clinical field experience. In addition to the required hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a core faculty member. The overall practicum experience includes assessment and intervention experience. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This one–year (two semesters) practicum provides supervised clinical field experience. In addition to the required hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a core faculty member. The overall practicum experience includes assessment and intervention experience Pre-requisite(s):PSYD 791. Co-requisite(s): None. 3 semester hours

The portfolio development course is intended to help students synthesize their performance and experiences within the master’s program. The portfolio will include both scholarly and personal reflection components that illustrate personal and professional growth and development within the program. The portfolio evaluates the student’s competency levels as they related to personal development, theoretical knowledge, clinical conceptualization ability, and scientific understanding as it relates to clinical work. Pre-requisite(s): None. Co-requisite(s): None. 0.5 semester hour

(Formerly PP 8041). This course offers students the opportunity to develop an understanding of the ways in which theories can be integrated to develop a model of psychotherapy. Students are expected to generate case conceptualizations based on these models. This course also includes an applied component in which students will be expected to articulate their own theory of personality, psychopathology, and psychotherapy in light of the orientations they have learned. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PP 8020). This course offers an introduction to the theory, research, and practice of person-centered, experiential, and existential therapy. Through experiential exercises, students learn skills that build a therapeutic relationship (e.g., genuineness, empathic understanding, and caring) and intervention skills to help clients express and explore the meanings of their experience. This course includes exercises designed to develop competency in relationship and basic counseling skills. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PP 8014). A theoretical and practice-focused course on the fundamentals of Acceptance and Commitment Therapy (ACT), including philosophical foundations, theoretical antecedents, ACT theoretical and clinical conceptualization, and treatment applications. Conceptualization and practice development is stressed via didactics, demonstrations, experiential exercises, therapy role-playing, and videotapes. Pre-requisite(s): None. Co-requisite(s): None. 1.5 semester hours

(Formerly PP 8050). This course introduces the student to systemic concepts as applied to families. Both theory and basic intervention skills are emphasized. Ethics in family treatment and tailoring treatment to the needs of the family, particularly as it applies to culturally-based values and issues, is also addressed. Treatment models covered include structural-strategic, Bowenian, solution-focused, and constructivist approaches, and may include others, as time permits. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PP 8040). The course integrates psychoanalytic theories of personality with a study of the technique of psychoanalytic psychotherapy. Attention is given to actual case material and the role of the therapist in analytically oriented treatment. The psychoanalytic perspective on therapeutic process is explored both from classical and more recent analytic viewpoints. Students are introduced to basic psychoanalytic concepts of personality and psychopathology and their implications for therapeutic technique. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PP 8610). This course familiarizes students with the unique techniques of symbolic play therapy with children of different ages and family backgrounds. Experiential projects and exercises allow students to develop increased comfort with using these techniques and with understanding and responding to the play communication of children. Pre-requisite(s): None. Co-requisite(s): None. 1.5 semester hours

(Formerly PP 8010). Major cognitive-behavioral therapies, as well as their theoretical foundations, are reviewed in this course. There is an emphasis on developing skills in cognitive behavioral analysis and treatment, with special attention to the treatment of selected disorders and personality styles. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PP 8103). Theory and skill training in the assessment of couples and families are emphasized. Objective and observational assessment techniques for use in a variety of settings (individual, family, and couples therapy, premarital counseling, child custody evaluations, etc.) will be explored. The course will also provide a grounding in psychometrics theory and teach students to critically evaluate measures for suitability for clinical use. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PP 8118). This course will focus on the advanced practical clinical applications of working with diverse populations. The aim is to continue to develop and assess the cultural competence of the student clinician. This course will include practice-oriented models for individual, couples, and family interventions, as well as non-conventional mental health interventions (e.g., community-specific workshops, outreach, and consultation endeavors) that may also be relevant to and appropriate for diverse populations. Readings will focus on the continued clinical application of cultural competence. Pre-requisite(s): None. Co-requisite(s): None. 1-3 semester hours

(Formerly PP 8804). This course will introduce students to mindfulness, its clinical applications, and its health and relationship benefits. Learn what mindfulness is, its connections to contemporary psychological perspectives, and its role in improving the therapy relationship. Understand the underpinnings of mindfulness in neuroscience. Students will be encouraged to develop their own practice as a part of self-care and professional development as clinicians. Students will also begin to learn how to choose, teach, and integrate evidence-based mindfulness interventions for clients with anxiety, depression, psychophysiological disorders, and more Pre-requisite(s): None. Co-requisite(s): None. 1.5 semester hours

This course provides preparation and review of the content areas covered on the science capstone. The course will also address test-taking strategies and anxiety-management strategies. Pre-requisite(s): None. Co-requisite(s): None. 0 semester hour

(Formerly PP 8140). This supervised course provides an opportunity for students to gain experience prior to enrollment in the required practicum. Students enrolled in this course also meet regularly with the director of Clinical Training or a faculty member for additional supervision and input. Pre-requisite(s): None. Co-requisite(s): None. 1-3 semester hours

The Diagnostic Practicum provides students with supervised clinical experience and focuses primarily on clinical assessment issues and techniques, as well as diagnostic formulation. Students may also have intervention experience during this practicum year. In addition to the required hours working at the training site, students meet weekly in a practicum seminar led by a faculty member. The Diagnostic Seminar provides both didactic experience in psychological evaluation and clinical interviewing and experience in group consultation. This course is a part of the Illinois School of Professional Psychology PsyD curriculum. Pre-requisite(s): None. Co-requisite(s): 1-3 semester hours

This course is a continuation of PSYD 815: The Diagnostic Practicum provides students with supervised clinical experience and focuses primarily on clinical assessment issues and techniques, as well as diagnostic formulation. Students may also have intervention experience during this practicum year. In addition to the required hours working at the training site, students meet weekly in a practicum seminar led by a faculty member. The Diagnostic Seminar provides both didactic experience in psychological evaluation and clinical interviewing and experience in group consultation. This course is part of the Illinois School of Professional Psychology PsyD curriculum. Pre-requisite(s): PSYD 815. Co-requisite(s): None. 1-3 semester hours

This course involves the completion of the Diagnostic Capstone I & II. Diagnostic Capstone I is a shared set of psychological assessment and clinical data. Students submit a written report and analyses of these data; the exam is graded blindly. Diagnostic Capstone II requires the submission of a recorded diagnostic interview, clinical and assessment data, final report and case conceptualization from the student’s diagnostic practicum site. This course is part of the Illinois School of Professional Psychology curriculum. Pre-requisite(s): PSYD 815, PSYD 816. Co-requisite(s): None. 0 semester hour

The Intervention Practicum provides students with supervised clinical experience and allows for the further refinement of assessment, intervention, and relationship skills. The Intervention CEC evaluates the student’s skills in case conceptualization, appropriateness of choice of interventions, analysis of therapy process, and self-evaluation. In addition to the required hours working at the training site, students meet weekly in a practicum seminar led by a faculty member. The Intervention Seminar provides both didactic experience in psychological intervention, case conceptualization and experience in group consultation. This course part of the Illinois School of Professional Psychology PsyD curriculum. Pre-requisite(s): None. Co-requisite(s): None. 1-3 semester hours

The Intervention Practicum provides students with supervised clinical experience and allows for the further refinement of assessment, intervention, and relationship skills. The Intervention CEC evaluates the student’s skills in case conceptualization, appropriateness of choice of interventions, analysis of therapy process, and self-evaluation. In addition to the required hours working at the training site, students meet weekly in a practicum seminar led by a faculty member. The Intervention Seminar provides both didactic experience in by a faculty member. The Intervention Seminar provides both didactic experience in psychological intervention, case conceptualization and experience in group consultation. Pre-requisite(s): None. Co-requisite(s): None. 1-3 semester hours

This course involves the completion of the Psychotherapy Capstone I & II. Psychotherapy Capstone I is a shared set of clinical data and an ethical dilemma. Students submit a written case conceptualization and response to the ethical dilemma; the exam is graded blindly. Psychotherapy Capstone II requires the submission of a recorded therapy session, case conceptualization, and treatment plan from the student’s diagnostic practicum site. This course is part of the Illinois School of Professional Psychology curriculum. Pre-requisite(s): PSYD 817, PSYD 818. Co-requisite(s): None. 0 semester hour

This course involves the administration of the Science Capstone Examination. The examination covers the core science content of the PsyD program – Affective Bases of Behavior, Biological Bases of Behavior, Cognitive Bases of Behavior, Developmental Theory, Diversity, Psychology, Ethics, Evidence Based Practice, Psychometric Theory and Test Construction, Psychopathology, Psychopharmacology, Research Methods, Social Psychology, and Statistics. This is a multiple-choice exam administered via computer, on-campus, on a single day. This course is part of the Illinois School of Professional Psychology curriculum. Pre-requisite(s): PSYD 705, PSYD 707, PSYD 709, PSYD 710, PSYD 718, PSYD 719, PSYD 722, PSYD 723, PSYD 732, PSYD 738, PSYD 742, PSYD 752, PSYD 753, PSYD 761, PSYD 802, PSYD 805, PSYD 806, PSYD 809, PSYD 847 and endorsement of PYSD faculty. Co-requisite(s): None. 0 semester hour

(Formerly PP 8201). The Diagnostic Practicum provides students with supervised clinical experience and focuses primarily on clinical assessment issues and techniques, as well as diagnostic formulation. Students may also have intervention experience during this practicum year. In addition to the required hours working at the training site, students meet weekly in a practicum seminar led by a faculty member. The Diagnostic Seminar provides both didactic experience in psychological evaluation and clinical interviewing and experience in group consultation. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PP 8202). The Diagnostic Practicum provides students with supervised clinical experience and focuses primarily on clinical assessment issues and techniques, as well as diagnostic formulation. Students may also have intervention experience during this practicum year. In addition to the required hours working at the training site, students meet weekly in a practicum seminar led by a faculty member. The Diagnostic Seminar provides both didactic experience in psychological evaluation and clinical interviewing and experience in group consultation. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

In awarding the Doctorate in Clinical Psychology, the school certifies that the graduate has attained a certain level of competency in assessment, case formulation, and psychotherapy planning, conceptualization, implementation and outcomes assessment. The Diagnostic Capstone sequence is a procedure designed to evaluate a student’s competencies in presenting case material. The student demonstrates competency in diagnostic interviewing, initial assessment, DSM diagnosis, and treatment recommendations. This also includes an accurate self-critique, the articulation of a theory-driven case formulation, and clarity and succinctness in data presentation and writing skills. Successful completion of the Diagnostic Capstone sequence is required to progress to Doctoral Therapy Practicum. Pre-requisite(s): None. Co-requisite(s): None. 0 semester hours

(Formerly PP 8210). The Diagnostic Practicum provides students with supervised clinical experience and focuses primarily on clinical assessment issues and techniques, as well as diagnostic formulation. Students may also have intervention experience during this practicum year. In addition to the required hours working at the training site, students meet weekly in a practicum seminar led by a faculty member. The Diagnostic Seminar provides both didactic experience in psychological evaluation and clinical interviewing and experience in group consultation. Pre-requisite(s): None. Co-requisite(s): None. 0.5-1 semester hours

(Formerly PP 8203). The Intervention Practicum provides students with supervised clinical experience and allows for the further refinement of assessment, intervention, and relationship skills. The Intervention CEC evaluates the student’s skills in case conceptualization, appropriateness of choice of interventions, analysis of therapy process, and self-evaluation. In addition to the required hours working at the training site, students meet weekly in a practicum seminar led by a faculty member. The Intervention Seminar provides both didactic experience in psychological intervention, case conceptualization and experience in group consultation. Pre-requisite(s): None. Co-requisite(s): None. 1-3 semester hours

(Formerly PP 8204). The Intervention Practicum provides students with supervised clinical experience and allows for the further refinement of assessment, intervention, and relationship skills. The Intervention CEC evaluates the student’s skills in case conceptualization, appropriateness of choice of interventions, analysis of therapy process, and self-evaluation. In addition to the required hours working at the training site, students meet weekly in a practicum seminar led by a faculty member. The Intervention Seminar provides both didactic experience in by a faculty member. The Intervention Seminar provides both didactic experience in psychological intervention, case conceptualization and experience in group consultation. Pre-requisite(s): None. Co-requisite(s): None. 1-3 semester hours

In awarding the Doctorate in Clinical Psychology, the school certifies that the graduate has attained a certain level of competency in assessment, case formulation, and psychotherapy planning, conceptualization, implementation and outcomes assessment. The Psychotherapy Capstone sequence is a procedure designed to evaluate a student’s competencies in presenting case material. The student demonstrates competency in initial assessment, setting goals or objectives, implementing a plan directed toward goal attainment, and evaluation of the interventions. This also includes an accurate self-critique, the articulation of the student’s model of change, and clarity and succinctness in data presentation and writing skills. Successful completion of the Psychotherapy Capstone sequence is required to progress to Doctoral Internship. Pre-requisite(s): None. Co-requisite(s): None. 0 semester hours

(Formerly PP 8205). The Intervention Practicum provides students with supervised clinical experience and allows for the further refinement of assessment, intervention, and relationship skills. The Intervention CEC evaluates the student’s skills in case conceptualization, appropriateness of choice of interventions, analysis of therapy process, and self-evaluation. In addition to the required hours working at the training site, students meet weekly in a practicum seminar led by a faculty member. The Intervention Seminar provides both didactic experience in psychological intervention, case conceptualization and experience in group consultation. Pre-requisite(s): None. Co-requisite(s): None. 0.5-1 semester hours

(Formerly PP 8206). This supervised field practicum provides the opportunity for students to gain additional experience beyond the required practicum. Students enrolled in this course will also meet regularly with the Director of Clinical Training or a faculty member for additional supervision and input. Pre-requisite(s): None. Co-requisite(s): None. 0.5 - 1.5 semester hours

Students are introduced to civil law areas in which psychologists play a key role as experts, including personal injury, workman’s compensation, Social Security disability, sexual harassment, and child custody. Relevant statutory and case laws are studied, as well as this area. Expert witness testimony in this area is discussed. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course addresses areas in which psychologists serve criminal law processes including evaluations for competency to stand trial. Interventions with criminal populations charged with violence, sexual abuse, and other crimes are also reviewed in the course. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PP 8625). This course reviews psychology practice in parent neglect and abuse, child protective service assessments, juvenile justice assessments and interventions, and other topics related to juvenile forensic practice. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PP 8311). This supervised field practicum provides the opportunity for students to gain additional experience beyond the required practicum. Students enrolled in this course will also meet regularly with the Director of Clinical Training or a faculty member for additional supervision and input. Pre-requisite(s): None. Co-requisite(s): None. 1-1.5 semester hours

(Formerly PP 8033). The participants, through engaging in a person-centered group process, determine the specific therapeutic interests or problems that become the focus for each meeting. Examples of topics the group may select for attention include the following specific problems of individual therapy: person–centered group or couples therapy, study of taped or filmed sessions, and therapy demonstrations by participants. The general aim of the course is to examine theory more closely and the capability for creating therapeutic, empathic relationships. Students should have at least one client or practice client during the course. Pre-requisite)s): None. Co-requisite(s): None. 3 semester hours

(Formerly PP 8204). Practicum in either psychodiagnostics or psychotherapy for the purposes of gaining entry level skills. Pre-requisite(s): None. Co-requisite(s): None. 0-3 semester hours

(Formerly PP 8220). This course will introduce students to the basics of brain-behavior relationships. It will focus on the various ways to assess cognitive functioning and familiarize students with some of the mostly widely used neuropsychological tests including the flexible approach of selecting individual tests and the fixed/flexible test battery approach. The course will also introduce student to the assessment and diagnosis of neuropsychological disorders. Pre-requisite(s): None. Co-requisite(s): None. 1-3 semester hours

(Formerly PP 8333). The course has 2 major objectives. First, to educate the student on the theoretical and empirical literature on Attention Deficit Hyperactivity Disorders. Second, to help the student develop the assessment skills to evaluate for an Attention Deficit Hyperactivity Disorder. Pre-requisite(s): None. Co-requisite(s): None. 1-3 semester hours

This course will address the practice of neuropsychology in the forensic context. Course format will be an integration of lecture and "journal club" type discussion, with considerable attention given to ethical considerations related to forensic neuropsychological evaluations, including interpreting, reporting symptom validity measures, and disseminating overall test findings. Additionally, multicultural considerations, expert testimony of the neuropsychologist, and related case law will be discussed. Pre-requisite(s): None. Co-requisite(s): None. 1.5- 3 semester hours

(Formerly PP 8038). This course is the first in a two-class sequence designed to prepare students for beginning clinical work. The purpose of this course is to provide a knowledge base regarding various approaches to psychological intervention, to apply that information to case examples, and to offer an increased understanding of the process of professional development. In addition, some attention is given to empirically validated treatments and current research in this area. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PP 8039). This course considers basic issues in the general conduct and processes of psychotherapy. Attention is given to understanding, demonstrating, and practicing the skills involved in developing core therapeutic conditions and the process of emotional discovery. Brief psychotherapy models are also considered. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PP 8015). This course addresses the psychological impact of trauma on individuals and communities, as well as treatment of trauma-related disorders. Trauma is examined in a broad context, including terrorism, natural disasters, violence, sexual assault, etc. Attention is also given to vicarious traumatization and caring for the caregiver. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This doctoral level course addresses Dialectical Behavior Therapy (DBT), a treatment developed by Marsha Linehan, Ph.D., from its development specifically as a treatment for individuals with chronic suicidal behavior to its most current uses. The course focuses on theory, technique, and the empirical literature regarding the efficacy and effectiveness of DBT. Students will both learn about DBT from a more academic standpoint and be expected to participate in the DBT interventions by engaging in regular mindfulness practice and completing DBT homework assignments. Pre-requisite(s): PSYD 816, PSYD 738, & PSYD 809 or permission of the program director and course instructor. Co-requisite(s): None. 1.5 semester hours

(Formerly PP 8331). This course introduces the role of the psychologist in the interdisciplinary management of pain. Students learn about the many components of pain and the theory of the origins of pain. Few of the of pain are related to physical deformities and most are psychological in nature. In this course students will learn interventions with clients reporting chronic pain, how to assess the subjective severity of the person’s pain, how to evaluate the individual’s coping abilities and how to identify the maladaptive aspects of a client’s pain management abilities. Students learn psychological treatments for their pain including numerous relaxation techniques and other cognitively focused interventions. Pre-requisite(s): None. Co-requisite(s): None. 1.5 semester hours

Supplemental Practicum should not be more than 250 total hours nor over 125 face to face hours where they receive one hour per week, face-to-face, supervision by a licensed clinical psychologist. Students complete a Practicum Agreement, Hours Log and receive a final evaluation. Students’ enrollment may not exceed four (4) months in duration. Pre-requisite(s): None. Co-requisite(s): None. 1-3 semester hours

(Formerly PP 8525). This course is designed as an exploration of the field of Health Psychology, and the role of the psychologist within the health care system. Major theories and current research will be reviewed, with an emphasis upon clinical practice applications in a variety of treatment settings. Gender, culture, ethnicity, economic factors, and their implications for treatment, will be reviewed. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PP 8450). This course addresses the administration, scoring and interpretation of neuropsychological test instruments for the purpose of the comprehensive assessment and diagnosis of organically-based disturbances in children and adolescents. Emphasis is given to specific developmental syndromes and disorders, appropriate assessment techniques, and basic report writing. Pre-requisite(s): None. Co-requisite(s): None. 1.5-3 semester hours

This doctoral level course introduces students to the role of psychologists in international humanitarian crises. Through a critical examination of topics such as large-scale humanitarian disasters, child labor, human trafficking, gender-based violence, and HIV, students will learn about cross-cultural applications of psychological theory and research, and considerations of assessment and intervention in an international context. Using examples of recent humanitarian crises around the world and a case study approach, students will learn about applications of clinical psychology in the international arena. We will discuss our role as psychologists in complex cross-cultural and sociopolitical situations, as well as ethical dilemmas that present themselves within the context of international humanitarian work. Pre-requisite(s): PSYD 816, PSYD 738, PSYD 753 & PSYD 840 or permission of the program director and course instructor. Co-requisite(s): None. 3 semester hours

This course concentrates on the health development of the individual personality during the second half of the lifespan, from early adulthood through the process of aging. Theories and empirical literature relevant to the biological, cognitive/intellectual, emotional, social, cultural and transcultural dimensions of personality development are examined. The normative path of individuation is the subject of the course, with some consideration, through class presentations, given to the genesis and epigenesis of psychopathology. This course is part of the Illinois School of Professional Psychology PsyD curriculum. Pre-requisite(s): PSYD 732. Co-requisite(s): None. 3 semester hours

This course offers a broad overview of the psychological aspects of death and dying in our society. Topics include attitudes toward and preparation for death; the understanding of and care for terminally ill patients; funeral rituals; burial; mourning and grief practices; grief counseling; suicide and euthanasia. Discussion and exploration regarding broad issues of loss. Readings and classroom activities will be supplemented by students’ self-exploration and writing on feelings, attitude and beliefs about death. This course is part of the Illinois School of Professional Psychology curriculum. Pre-requisite(s): Admission to the ISPP PsyD program. Co-requisite(s): None. 1.5 semester hours

(Formerly PP 8499). The objective of this course is to teach students to develop a clinical research proposal that will be the basis for the required Clinical Research Project. The student is aided in locating and framing her/his research problem. The course then steps through the general preparation of the research proposal, including introduction, statement of the problem and purpose of the study, hypotheses or guiding questions, significance of the study, (preliminary) survey of the literature, research design and methodology, basic assumptions, limitations and delimitations, bibliography, APA style, and regulations on research with human style, and regulations on research with human methodologies is also included. Pre-requisite(s): None. Co-requisite(s): None. 1-3 semester hours

(Formerly PP 8500). The first of three required Clinical Research Project (CRP) courses, the CRP Seminar meets for an hour once a week. It is designed to provide a forum to help students develop their CRP proposal. Students are encouraged to register for and attend the CRP Seminar once they have a CRP topic and are in the process of writing their research proposal. Pre-requisite(s): None. Co-requisite(s): None. 2 semester hour

(Formerly PP 8501). This course provides academic credit while students are in the process of completing their Clinical Research Project (CRP). Students who have completed all degree requirements except for the CRP are required to register for CRP credit each semester until their CRP is approved by their faculty committee. Pre-requisite(s): None. Co-requisite(s): None. 1-3 semester hours

(Formerly PP 8502). This course provides academic credit while students are in the process of completing their Clinical Research Project (CRP). Students who have completed all degree requirements except for the CRP are required to register for CRP credit each semester until their CRP is approved by their faculty committee. Pre-requisite(s): PSYD 851. Co-requisite(s): None. 1 semester hour

(Formerly PP 8501). Students who have completed all degree requirements except for the CRP are required to register for Clinical Research Project Extended each semester. Pre-requisite(s): PSYD 851. Co-requisite(s): None. 0 semester hour

(Formerly PP 8504). Students who have completed all degree requirements except for the CRP are required to register for Clinical Research Project—Extended each semester until the CRP is successfully defended. Pre-equisite(s): PSYD 851. Co-requisite(s): None. 1 semester hour

This supervised field practicum provides the opportunity for students to gain additional experience beyond the required practicum. Students enrolled in this course will also meet regularly with the Director of Clinical Training or a faculty member for additional supervision and input. This course part of the Illinois School of Professional Psychology PsyD curriculum. Pre-requisite(s): None. Co-requisite(s): None. 1- 3 semester hours

This course is a continuation of PSYD 853: This supervised field practicum provides the opportunity for students to gain additional experience beyond the required practicum. In addition to the required hours working at the training site, students meet weekly in a practicum seminar led by a faculty member. The Advanced Clinical Psychology Practicum & Seminar provides didactic experience in psychological intervention and clinical supervision; case conceptualization; psychological assessment; and experience in group consultation. This course is part of the Illinois School of Professional Psychology PsyD curriculum. Pre-requisite(s): PSYD 853. Co-requisite(s): None. 0-1.5 semester hours

This course provides academic credit while students are in the process of completing their Clinical Research Project (CRP). Students who have completed all degree requirements except for the CRP are required to register for CRP credit each semester until their CRP is approved by their faculty committee. This course part of the Illinois School of Professional Psychology PsyD curriculum. Pre-requisite(s): PSYD 849. Co-requisite(s): None. 1 semester hour

Students who have completed all degree requirements except for the CRP are required to register for Clinical Research Project Extended each semester. This course part of the Illinois School of Professional Psychology PsyD curriculum. Pre-requisite(s): PSYD 856. Co-requisite(s): None. 0 semester hour

(Formerly PP 6675). This course introduces the student to the basics of clinical hypnosis. Topics to be covered include historical and theoretical foundations, myths and misconceptions regarding clinical hypnosis, hypnotizability, use of clinical hypnosis in practice, possible dangers and adverse reactions, ethics and professional issues. This course may be approved by the American Society of Clinical Hypnosis (ASCH) for basic training requirements towards membership and/or ASCH certification. Pre-requisite(s): None. Co-requisite(s): None. 1.5 semester hours

(Formerly PP 8060). This course provides an introduction to the basic principles of group psychotherapy operations. Emphasis is on gaining both firsthand experiences and a conceptual grasp of membership issues in group therapy; therefore, this course consists of both experiential and didactic components. The course engages students in a thoughtful study of group process, and is structured to help them integrate their thoughts and feelings with their experience. Theories of group development and relevant research are also addressed. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PP 8011). An integrated, multimodal approach to psychopathology, assessment, and intervention utilizing "Third Wave" cognitive behavioral theories and practice. Skill development in cognitive and behavior therapy is stressed via demonstrations, role-playing, audiotapes and videotapes Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course will address issues related to the conceptualization and treatment of anxiety disorders. An interdisciplinary perspective will be used to gain an understanding of the pathogenesis and course of panic, phobias, obsessive-compulsive disorder (and OCD spectrum illnesses), post-traumatic stress, etc., which will integrate cognitive-behavioral, neurobiological, and psychodynamic paradigms. Assessment and treatment considerations will be discussed in relation to common co-morbid disorders, differential diagnoses, and dual diagnoses. Theories of treatment and relevant research findings will be highlighted during class discussions. Students will have the opportunity to apply the concepts to clinical cases and evaluate the effectiveness of treatment. Pre-requisite(s): None. Co-requisite(s): None. 1.5 semester hours

(Formerly PP 8650). This course focuses on the examination of substance abuse and dependence disorders along with the relevant research, theory, assessment, and treatment approaches. Major classes of abused drugs will be discussed along with multicultural, traditional, as well as nonpsychologically based approaches to prevention and treatment. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

The aim of this course is to explore the theories and principles of human motivation and emotion from a contemporary perspective and to examine how these psychological constructs encompass underlying processes that initiate, direct, and maintain human behavior. Theories and empirical literature relevant to the biological, learned, and cognitive factors influencing human behavior will be examined. Specific topics may Include emotions, curiosity and exploration, achievement, aggression, addiction, stress, and work. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

The goal of this course is to give an introduction to basic cell processes and the systems of the human body. The course examines how psychological factors can lead to impairments in the functioning of these systems and provides a research-based approach to understanding the effects of stress on human behavior and physiology course also covers the basics of Psychoneuroimmunology. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

Assessment, therapy and skills training in the treatment of couples are emphasized. Married, committed unmarried adult couples, and parent-child couples are addressed, employing an integrative eclectic intervention model and other approaches. Pre-requisite(s): PSYD 805, PSYD 810. Co-requisite(s): None. 3 semester hours

An overview of sexual anatomy, development, and human response is the focus of the course. Students acquire an understanding of human sexual response, concepts of sex therapies, and sexual dysfunction. Other issues to be discussed are sexually transmitted diseases, contraceptives, and family planning. Pre-requisite(s): None. Co-requisite(s): None, 0-3 semester hours

This course focuses on models of psychotherapy with children. Basic approaches, theories, techniques, and interventions for working in a clinical setting with children are explored. Legal and ethical issues, as well as empirically validated treatments, are considered. Pre-requisite(s): PSYD 733, PSYD 875. Co-requisite(s): None. 3 semester hours

(Formerly PP 8701). This course focuses on the development of knowledge and skills necessary to perform psychological assessments and neuropsychological screenings, with an emphasis on older adults. Students gain a conceptual grasp of (1) uses of traditional assessment instruments with older adults, (2) use of psychological tests designed specifically for older adults, (3) use of neuropsychological tests to provide a screening for cognitive deficits, and (4) use of functional assessment with older adults. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PP 8720). This course covers the scientific basis of neuropsychology. Brain-behavior relationship, the research of neuropsychological assessment techniques, and the problems and utility of neuropsychological evaluation are covered. Various aspects of head injury and rehabilitation are presented. Students develop skills in the use of neuropsychological screening instruments through the administration and interpretation of these techniques. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PP 8721). This advanced assessment course introduces students to a more comprehensive understanding of CNS functioning; both pediatric and geriatric variables are explored toward theoretical understanding of neuropsychological assessment of special populations. This course also includes diversity variables (e.g., racial and gender) as part of the assessment process. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PP 8705). This course provides an introduction to commonly used child assessment tools, including both cognitive and personality instruments. Students develop skills in test selection, administration, interpretation, and the presentation of data in oral and written formats. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

Students may enroll in Comprehensive Exam when they complete all coursework required to take the Comprehensive Exam as defined by their program of study, and submit a Comprehensive Exam Petition to the Student Services Department. No credit hours are earned, but enrollment allow students to maintain a less than half-time active enrollment status for up to one semester while taking Comprehensive Exams. It also creates a transcript record, reflecting enrollment for the Comprehensive Examination and the ultimate outcome of all attempts with a final grade of "Credit" or "No Credit." Pre-requisite(s): None. Co-requisite(s): None. 0 semester hours

This course provides an overview of diagnostic and treatment issues commonly found among older adult Topics include the epidemiology of psychiatric and behavioral disorders among the aged, health psychology, treatment strategies, and sociocultural issues in assessment and treatment. Clinical applications are emphasized. Pre-requisite(s): PSYD 701, PSYD 730, PSYD 731. Co-requisite(s): None. 2 semester hours

This course offers a supervised field experience in a variety of community settings. This course part of the Illinois School of Professional Psychology PsyD curriculum. Pre-requisite(s): PSYD 816, PSYD 818 and endorsement of PSYD faculty. Co-requisite(s): None. 0 - 1 semester hour

This course offers a supervised field experience in a variety of community settings. This course is part of the Illinois School of Professional Psychology curriculum. Pre-requisite(s): PSYD 816, PSYD 818 and endorsement of PSYD faculty. Co-requisite(s): None. 0-1 semester hours

This course offers a supervised field experience in a variety of community settings. This course is part of the Illinois School of Professional Psychology curriculum. Pre-requisite(s): PSYD 816, PSYD 818 and endorsement of PSYD faculty. Co-requisite(s): None. 0-1 semester hours

This course focuses on the development of knowledge and skills necessary to perform psychological assessments and neuropsychological screenings, with an emphasis on older adults. Students gain a conceptual grasp of (1) uses of traditional assessment instruments with older adults, (2) use of psychological tests designed specifically for older adults, (3) use of neuropsychological tests to provide a screening for cognitive deficits, and (4) use of functional assessment with older adults. This course part of the Illinois School of Professional Psychology PsyD curriculum. Pre-requisite(s): None. Co-requisite(s): None. 1.5-3 semester hours

This course is for advanced students in the neuropsychology concentration. The course uses a case conference format to explore advance topics in neuropsychological assessment including a more comprehensive understanding of functional neuroanatomy and central nervous system functioning, treatment and assessment of diverse populations, clinical ethics, clinical interventions for neuropsychological conditions and other special topics. This course is part of the Illinois School of Professional Psychology curriculum. Pre-requisite(s): PSYD 774, PSYD 756. Co-requisite(s): None. 1.5 semester hours

This course is for advanced students in the neuropsychology concentration. This course is a continuation of PSYD 882 Neuropsychological Assessment I; it is a continued and deeper examination of ethical, legal, and diversity issues in neuropsychological assessment. This course is part of the Illinois School of Professional Psychology curriculum. Pre-requisite(s): PSYD 882. Co-requisite(s): None. 1.5 semester hours

The Internship Preparation course is designed for students who are pursuing internship placement through the APPIC match process. We will hold monthly group meetings during which we cover multiple aspects of the internship application process, such as site selection, essay writing, and interviewing. Students will also meet one-on-one with the instructor for more detailed and personal guidance. Pre-requisite(s): None. Co-requisite(s): None. 0 semester hour

(Formerly PP 8900A). This course offers a supervised field experience in a variety of community settings. Pre-requisite(s): None. Co-requisite(s): None. 0 - 1.5 semester hour

(Formerly PP 8900B). This course offers a supervised field experience in a variety of community settings. Pre-requisite(s): None. Co-requisite(s): None. 0-1.5 semester hour

(Formerly PP 8900C). This course offers a supervised field experience in a variety of community settings. Pre-requisite(s): None. Co-requisite(s): None. 0-1.5 semester hours

(Formerly PP 8900D). This course offers a supervised field experience in a variety of community settings. Pre-requisite(s): None. Co-requisite(s): None. 0-1.5 semester hour

(Formerly PP 8950). Women are diagnosed with mental illness at higher rates than men, and many DSM-5 disorders are disproportionately diagnosed in women. This course will explore the gender discrepancy in many disorders utilizing a contextual, historical, biopsychosocial perspective. Students will explore how the lived experiences of women (including gender role socialization and high rates of trauma) may contribute to mental illness, critically analyze existing diagnostic systems, understand the dangers of gender-based diagnostic bias, and consider effective prevention and treatment strategies.  In order to understand the etiology of disorders, students will consider cross-cultural research and understand the differential and protective factors for women from diverse backgrounds. The course format will mirror that of the DSM-5 system, providing an in-depth attempt to analyze the gender differences within many major categories that predominately affect women.  Pre-requisite(s): None. Co-requisite(s): None. 1.5 semester hour

(Formerly PP 8950). This course is designed to help students understand and appreciate the historical context of the social and psychological understanding of sexual orientation and the evolution of the gay/lesbian /bisexual/trans rights development surrounding these issues from an unique individualistic perspective; explore the theoretical frameworks differentiate between various theories of the etiology of sexual orientation as well as models of identity development; critically assess the current controversies and challenges in the field of gay/lesbian/bisexual psychology (e.g., therapeutic issues, relationships, diversity, gender, AIDS, etc.); achieve an understanding and respect for the field of gay/lesbian/bisexual psychology as well as develop their personal points of view; review and potentially offer comment to APA Transgender Taskforce on the call for comments for the new Transgender Guidelines and thoroughly address the WPATH standards for working with trans clients. Pre-requisite(s): None. Co-requisite(s): None. 1.5 semester hours

This course provides an overview of psychosocial factors impacting Latinx populations’ mental health and services accessibility and utilization. The course will also explore the unique heterogeneity, cultural characteristics, language, acculturation experiences, and minority status of Latinx populations in the United States as well as culturally effective ways to provide psychological services to meet the needs of Latinx individuals. Pre-requisite(s): None. Co-requisite(s): None. 1.5 semester hours

This course introduces students to the role psychologists play in the judicial, correctional, and police fields as researchers, assessors, therapists, and expert witnesses. This class surveys relevant law and ethical issues, and specialized forensic assessment, and introduces aspects of effective expert witness testimony and report writing. Pre-requisite(s): None. Co-requisite(s): None. 1.5 semester hours

This course introduces students to the role psychologists play in the judicial, correctional, and police fields as researchers, assessors, therapists, and expert witnesses. This class surveys relevant law and ethical issues, and specialized forensic assessment and intervention techniques, and introduces aspects of effective expert witness testimony and report writing. Pre-requisite(s): None. Co-requisite(s): None. 1.5 semester hours

This course offers a broad overview of the psychological aspects of death and dying in our society. Topics include attitudes toward and preparation for death; the understanding of and care for terminally ill patients; funeral rituals; burial; mourning and grief practices; grief counseling; suicide and euthanasia. Discussion and exploration regarding broad issues of loss. Readings and classroom activities will be supplemented by students’ self-exploration and writing on feelings, attitude and beliefs about death. Pre-requisite(s): None. Co-requisite(s): 1.5 semester hours

This course presents an overview of the historical origins of object relations theory (British and American Schools) and self-psychology focusing primarily on such clinical fundamentals as the attachment, Kleinian positions, transference, countertransference, projective identification, and the ‘corrective emotional experience’. Diagnostic and assessment considerations will center on ways to recognize and treat symptom neurosis, indications of character disturbance and their usefulness in the understanding and treatment particularly along the borderline/narcissistic spectrum, etc. Particular attention will be paid to how to utilize the models in clinical work. Readings and class discussions are geared to deepen the students' understanding of the relevance of the developmental model to the practice of therapy. The course will be designed mainly as a readings seminar. Students will be exposed to a broad array of contributors to the field. Class time will be spent discussing concepts from the readings, and considering their implications for use in the process of therapy. Pre-requisite(s): None. Co-requisite(s): None. 1.5 semester hours

The course examines the basic elements of sleep, sleep architecture and the assessment of sleep. The wake day experiences of individuals with and without a psychiatric diagnosis will be studied in terms of their sleep quality and impact of treatments to address sleep disturbances. Students will focus on Cognitive Behavior Therapy for Insomnia treatment as an empirically supported treatment as well as other non-pharmacological treatments of sleep disturbance. The aim of the course is to learn about the impact of sleep on the wake day experiences of individuals with a psychiatric diagnosis. Popular, clinical treatment and empirical sources will be assigned. Students will complete a paper and team project assignments for course credit. Pre-requisite9s): None. Co-requisite(s): None. 1.5 semester hours

This course focuses on the etiology and treatment of interpersonal trauma, which includes childhood abuse (physical, sexual, emotional) and neglect, rape, and interpersonal/ domestic violence. Students will learn factors that contribute to development of traumatic stress and related disorders, the neurobiology of trauma, tools needed for assessment of traumatic symptomology, and an overview of trauma-sensitive treatment approaches. This course will also discuss vicarious trauma and strategies to prevent secondary traumatization. Pre-requisite(s): None. Co-requisite(s): None. 1.5 semester hours

This course will provide an introduction to the study of mindfulness using a blend of didactic and experiential learning. Lecture, experiential exercises, and small group discussions will facilitate the development of an understanding of mindfulness, how to introduce mindfulness techniques to clients, and application of mindfulness to specific presenting problems, including depression and anxiety. Pre-requisite(s): None. Co-requisite(s): None. 1.5 semester hours

Students will learn theory and research on the role of community psychology in addressing problems related to a range of pervasive social justice issues such as violence, homelessness, poverty, intolerance, and substance abuse, which impact on the health of individuals and communities. Community Psychology takes an ecological approach to human functioning, locating health and dysfunction in the interaction between individuals and larger social systems. Community Psychology is also concerned with preventive interventions and encourages collaboration across disciplines. Intervention strategies that involve community needs assessment, program development and evaluation, community organizing, activism and advocacy, grant writing/fundraising skills, and policy analysis will be emphasized. Pre-requisite(s): None. Co-requisite(s): None. 1.5 semester hours

This course will assist students in learning how to successfully develop and maintain a psychotherapy private practice. Topics covered will include creating a business plan, marketing strategies for private practice, clinical forms, insurance billing and HIPAA requirements. Pre-requisite(s): None. Co-requisite(s): None. 1.5- 3 semester hours

This course introduces and teaches a positive approach to lesbian, gay, bisexual and transgender development and positive LGBT identity formation. Students will be introduced to current theories and approaches to psychotherapy when working with this particular population as well as have the opportunity to examine personal biases, transference, and countertransference issues. Readings, written assignments, class discussions, case presentations, and activities address psychological theory and psychotherapeutic treatment of sexual and gender minority (SGM) clients across the lifespan. A strong focus will be on the myriad of intersecting identities within SGM identities including but not limited to race, ethnicity, gender, social class, ability, religion and spirituality. The class is designed to challenge students to examine a more mindful and accepting approach for working with SGM clients. Pre-requisite(s): None, Co-requisite(s): None. 1.5 - 3 semester hours