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Course Criteria
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3.00 Credits
This course will focus on specific theoretical and clinical orientations for understanding psychopathology and how those frameworks translate to psychotherapeutic approaches. This course will also include a strong emphasis on empirically-based treatment approaches, and the use of certain manualized treatments with certain populations (e.g., children, adolescents, etc.). For example, specific treatment approaches will include Trauma-Focused Approaches (e.g., EMDR, Exposure, TF-CBT), Interpersonal Approaches (e.g., IPT), Family Systems (PCIT), Behavior Therapy (e.g., Habit Reversal Training, etc.), and other Cognitive Approaches (e.g., Exposure and Response Prevention, Systematic Desensitization, etc.). Examples of manualized treatments will also be introduced as part of this course (e.g., The Coping Cat). (Summer - 1st Session) [Graded (Standard Letter)] Registration Restriction(s): PsyD students only
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3.00 Credits
This advanced course in social psychology explores the interaction of the individual person with the social environment. Topics such as the self, social perception and cognition, attributions, attitudes and persuasion, prejudice and discrimination, social influence, prosocial behavior, interpersonal attraction, group processes, and aggression will be covered from an empirically-based perspective. The course will include both theoretical and applied elements associated with the topics and is designed to meet the Discipline-Specific Knowledge (DSK) content area of Social Aspects of Behavior, for American Psychological Association (APA) accreditation. (Spring - Even Years) [Graded (Standard Letter)] Registration Restriction(s): Only students enolled in the Psy.D. in Clinical Psychology program.
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3.00 Credits
This course reviews human behavior usually classified as ?abnormal? or pathological. We will explore definitions of ?abnormal behavior? throughout human history to the current time. We will use the current version of the American Psychiatric Association?s diagnostic criteria (DSM-V) as a diagnostic foundation, but take special care to humanize the people who have the mental conditions we cover. Four conceptual themes inform our approach to discussing psychopathology. First, care will be taken to thoroughly review signs and symptoms, and other diagnostic considerations of the condition(s) consistent with the medical model. Second, we will explore etiological models, such as multicultural and/or adaptive (teleological functions) of the condition(s). Third, we will review treatment and intervention strategies consistent with each of the etiological considerations. Fourth, we will cover neurobiological factors associated with each condition or constellation of conditions. (Spring) [Graded (Standard Letter)] Registration Restriction(s): PsyD students only
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1.00 Credits
The clinical practicum consists of various clinical activities in the SUU Program Training Clinic (e.g., shadowing), clinical simulations with undergraduate students, and an introduction to clinical supervision. The main goals of this course are to (a) help students begin conceptualizing how to provide basic clinical services, (b) ensure that students begin to build a foundation they will ultimately use in their work with clients, and (c) help students develop their ability to provide accept constructive feedback related to their developing clinical efforts. There is no required textbook, but the instructor may provide relevant readings as needed throughout the course. There are no written exams, but there are written documents to be completed from client contacts or simulations thereof. (Summer - 2nd Session) [Graded (Standard Letter)] Registration Restriction(s): PsyD students only
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3.00 Credits
The clinical practicum consists of both individual and group supervision of clinical activities in the SUU Program Training Clinic (e.g., psychotherapy, assessment) and CAPS, as well as providing students with opportunities to begin their own supervision efforts with junior students in Doctoral Program. Specifically, in their second year of the Program, students will begin seeing clients in the SUU Program Training Clinic and will participate in this course as they build a foundation of their clinical skill set.? In the third year of?the Program, students will see clients at SUU CAPS to continue to build clinical skills.?The main goals of this course are to (a) help students continue conceptualizing the delivery of basic clinical services, (b) continue building the foundation they are using in their work with clients, and (c) to help students accept constructive feedback related to their own clinical efforts, and (d) begin providing supervision to junior members of the Vertical Team.? (Fall, Spring) [Graded (Standard Letter)] Is this course repeatable for credit? Yes - Maximum credit hours: 6 Prerequisite(s): Instructor Permission Registration Restriction(s): PsyD students only.
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3.00 Credits
This course examines basic principles of development that inform our understanding of human development across the lifespan. In addition to the texts, various articles will be assigned in order to further student?s knowledge of development across the lifespan. We will also read and explore recent work examining different cultural perspectives, processes, and methods of examining development across the lifespan. (Fall - Even Years) [Graded (Standard Letter)] Registration Restriction(s): PsyD students only
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3.00 Credits
Students will gain knowledge regarding their own cultural background as well as those who are culturally different than themselves. Student will learn how to incorporate multicultural frameworks and theories into the practice of counseling. Readings and class activities will address multiple perspectives (e.g., individual, family, community) for addressing multiculturalism in counseling, social justice, and advocacy work. Upon completion of this course, students should be prepared to handle a variety of multicultural issues in numerous settings. As emerging clinicians, students should be able to work with clients with different identities than themselves and understand how the clients? identities and the clinicians? identities play a role in their work together. Additionally, students should also be prepared to explore issues of diversity in each of their future courses in their program of study after completing this course. Students should be emerging experts in issues of diversity on the Southern Utah University campus, in the community, and at their future clinical training sites. (Fall) [Graded (Standard Letter)] Registration Restriction(s): PsyD students only
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3.00 Credits
This course will continue your training in and experience with measurement theory, psychological testing, evaluation and assessment. The course surveys multiple assessment tools, with an emphasis in familiarity with test instruments and case conceptualization across the lifespan. The first three units of the course will focus upon assessment and intervention with children and adolescents, while the final unit will explore assessment and intervention with older adults. Following introductory material, students begin an in depth exploration of the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2). Students will then turn our attention to methods of academic, behavioral and neurodevelopmental assessment, including the Wechsler Individual Achievement Test, Fourth Edition (WIAT-4), the Behavioral Assessment System for Children, Third Edition (BASC-3) and the Conners- 3rd edition (a thorough assessment of Attention Deficit/Hyperactivity Disorder). The next unit explores projective and objective measures of functioning, including the Rorschach Psychological Inkblot Test, the Millon Adolescent Clinical Inventory, Second Edition (MACI-2) and the Gender Identity Workbook. Finally, students will transition their focus to the assessment of later adulthood including assessment of dementia (e.g., MoCA, DRS-2), decision-making capacity, and mood. The course will also cover interventions including individual, family, and caregiver therapy as well as providing services in outpatient, primary care, and long-term care settings. (Spring) [Graded (Standard Letter)] Registration Restriction(s): PsyD students only
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3.00 Credits
Students learn to interpret and evaluate elements of research design and statistical analyses and their applicability in health services psychology. Included are quantitative, qualitative, and mixed methods approaches. Demonstration of the ability to formulate a research proposal is required. Attention is paid to issues related to individual and cultural diversity, ethics, and research with vulnerable populations. (Fall) [Graded (Standard Letter)] Registration Restriction(s): PsyD students only
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3.00 Credits
This is the second and final course in the sequence on Statistics and Research Design. This course covers statistical inference, including null hypothesis testing and its alternatives; correlational designs and quasi experimentation; quantitative, mathematical modeling and analysis of psychological data, multivariate statistics, statistical power, replication, estimation, and meta-analysis. Students also learn and practice conducting various types of statistical analyses such as statistical description, power estimates, meta-analyses, and linear modeling, along with univariate and multivariate analysis techniques. We will also discuss research ethics, questionable research practices, and open science. (Spring) [Graded (Standard Letter)] Registration Restriction(s): PsyD students only
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