Program Objectives

1. Identify major concepts and principles in abnormal psychology, biologically-based psychology, conditioning and learning, cognitive psychology, developmental psychology, psychological research, and social psychology.
2. Demonstrate competence in “thinking like an evolutionary psychologist.”
3. Demonstrate competence in locating, critically evaluating, reporting on, and citing peer-reviewed research literature in psychology.
4. Demonstrate competence in the use of appropriate research designs and controls in order to collect data and test hypotheses.
5. Use descriptive and inferential statistics to analyze data sets, test hypotheses, and draw apposite conclusions.
6. Apply APA ethical guidelines in the design of psychological research.
7. Recognize practices constituting plagiarism and identify practices for avoiding plagiarism.
8. Demonstrate an awareness of the complexity of sociocultural and international diversity.
9. Demonstrate an ability to apply psychological principles.

Program Guide (PDF)

1. Identify major concepts and principles in abnormal psychology, biologically-based psychology, conditioning and learning, cognitive psychology, developmental psychology, psychological research, and social psychology.
2. Demonstrate competence in locating, critically evaluating, reporting on, and citing peer-reviewed research literature in psychology.
3. Demonstrate competence in the use of appropriate research designs and controls in order to collect data and test hypotheses.
4. Use descriptive and inferential statistics to analyze data sets, test hypotheses, and draw apposite conclusions.
5. Apply APA ethical guidelines in the design of psychological research.
6. Recognize practices constituting plagiarism and identify practices for avoiding plagiarism.
7. Demonstrate an awareness of the complexity of sociocultural and international diversity.
8. Demonstrate an ability to apply psychological principles.

Program Guide (PDF)

• Assess targeted populations, design appropriate goals, and monitor progress.
• Choose empirically validated treatments consistent with best practices.
• Write technically proficient and conceptually systematic behavior support programs designed to promote socially significant behavior change.
• Use graphed data to communicate the effectiveness of an intervention.
• Use effective consulting strategies to ensure procedural integrity across a variety of agencies.
• Conduct and/or participate in behavior analytic research investigating advanced language, skills, addiction, gambling, autism, or invertebrate learning.

Program Guide (PDF)

Curricular Goals and Objectives:

The goals of the Department are to produce graduates from the masters in psychology who...:

Goal 1: are able to construct experimental designs that adequately test hypotheses, be able to recognize faulty designs, and to know the appropriate statistical procedure that should be used with specific data sets.

• Objective 1: The student has knowledge of basic principles of research design, including single subject design and quantitative and qualitative research techniques.
• Objective 2: The student has knowledge of research and statistics in sufficient depth to evaluate published research.
• Objective 3: The student has knowledge of program evaluation techniques and methods.
• Objective 4: The student has knowledge of psychological and educational measurement principles and psychometric standards.
• Objective 5: The student applies principles of research when evaluating others' research, including its internal and external validity.
• Objective 6: The student integrates knowledge of research, statistics, and evaluation.
• Objective 7: The student can provide information about research findings to consumers and the public.

Goal 2: will understand the biological bases of behavior. This should include the relationship between CNS functioning and behavior, a basic knowledge of neuroanatomy and its function and how the peripheral systems (e.g., transduction of mechanical to neural signals in the visual, auditory, gustatory, olfactory, and somatosensory systems) impact CNS functioning.

• Objective 1: Identify the neuron as the basis for neural communication.
• Objective 2: Describe how information is transmitted and integrated in the nervous system.
• Objective 3: Analyze how the process of neurotransmission can be modified by heredity and environment.
• Objective 4: Classify the major divisions and subdivisions of the nervous system.
• Objective 5: Differentiate the functions of the various subdivisions of the nervous system.
• Objective 6: Identify the structure and function of the major regions of the brain.
• Objective 7: Recognize that specific functions are centered in specific lobes of the cerebral cortex.
• Objective 8: Explain how research and technology have provided methods to analyze brain behavior and disease.
• Objective 9: Compare and contrast the influence on brain function between the left and right hemispheres.
• Objective 10: Describe how the endocrine glands are linked to the nervous system.
• Objective 11: Assess the effects of heredity and environment on behavior.
• Objective 12: Explain how evolved tendencies interact with the present environment and culture to determine behavior.

• Objective 1: The student will understand the concepts of validity md reliability and why these concepts are critical to test interpretation.
• Objective 2: The student will have a basic knowledge of current research and effective data-based decision-making and problem-solving processes including those used for screening and evaluation which emphasize collecting multiple sources of data (record review, interview, observation, and tests) for making decisions.
• Objective 3: The student will have knowledge of methods to link assessment results with interventions.
• Objective 4: The student will be able to apply knowledge of decision-making and problem-solving processes to broader research and systems­ level problems that result in the identification of factors that influence learning and behavior. 

Goal 4: will have a working knowledge of the principles of learning and the historical development of those principles.

• Objective 1: Discuss learning from a psychological viewpoint.
• Objective 2: Recognize learning as a vehicle to promote adaptation through experience.
• Objective 3: Describe the classical conditioning paradigm.
• Objective 4: Describe the operant conditioning paradigm.
• Objective 5: Explain the mechanics of observational learning.
• Objective 6: Describe cognitive learning approaches.
• Objective 7: Identify biological contributions to learning.
• Objective 8: Speculate on the role of culture in determining which behaviors will be learned.
• Objective 9: Explore how biological and cultural factors interact to impede or enhance learning.
• Objective 10: Describe the collaborative nature of some forms of learning within cultures. 

Goal 5: will have a knowledge of the historical development of psychology as a discipline in terms of science and its application is critical. (This historical perspective should include the pre-psychology endeavors of philosophers and scientists relevant to psychology).

• Objective 1: Identify and describe various historical theories in psychology and their proponents.
• Objective 2: Identify and describe key concepts of the various theories within psychology.
• Objective 3: Integrate the current understanding of psychology with a specific theoretical orientation. 

Goal 6: will be able to understand how the scientific knowledge base of psychology is utilized for the betterment of individuals and communities.

• Objective 1: The student will have knowledge of theories, current research, and models of consultation, collaboration, and conflict resolutions.
• Objective 2: The student will be able to clearly present and disseminate information to diverse audiences.

In addition to the goals listed above, the Department strives to produce graduates from the masters in psychology with a clinical emphasis who...:

Goal 7: are able to properly assess and interpret psychological tests, and be able to use effective interviewing skills.

• Objective 1: The student should be able to administer, score, and interpret standardized individual tests of intellectual functioning, such as the most recent editions of the Wechsler Scales and the Stanford-Binet Intelligence Scale, and will be familiar with the application of relevant computer technology with reference to intellectual assessment.
• Objective 2: The student should be able, with appropriate supervision, to administer, score, and interpret various objective tests of personality functioning, such as the Minnesota Multiphasic Personality Inventory-2, 16-PF, Thematic Appreciation Test, and Sentence Completion Test, and will be familiar with the application of relevant computer technology to the area of personality· assessment.
• Objective 3: The student should be able to use interview and other assessment techniques designed to make preliminary identification of possible organic, homicidal, and suicidal conditions.
• Objective 4: The student should have sufficient familiarity with the most recent diagnostic system of the American Psychiatric Association (DSM) to make diagnostic decisions, under appropriate supervision, over a wide range of presenting problems.
• Objective 5: The student should be skilled in the preparation and writing of psychological reports, including skills in the systematic observation and recording of social/behavioral data and the integration of these data with psychological testing data.

Goal 8: are able to understand and administer programs of behavioral change.

• Objective 1: The student will have a broad-based understanding of the various processes involved in behavior change from a variety of theoretical perspectives.
• Objective 2: The student will have an understanding of, and experience with, the concepts, processes, and specific techniques involved in short-term therapy, including crisis intervention.
• Objective 3: The student will have an understanding of the concepts, processes, and specific techniques involved in longer-term therapy.
• Objective 4: The student should be able to integrate assessment data with diagnostic information and formulate appropriate treatment plans.

Goal 9: are able to use personal and professional judgment.

• Objective 1: Students will have an understanding of and sensitivity to the ethical issues involved in the provision of psychological services, and they will achieve and maintain a level of self-awareness necessary to assure a thorough understanding of the limits of their knowledge, expertise, and competent practice.
• Objective 2: Students will have experience with the operation and procedures involved in mental health service delivery systems.
• Objective 3: Students will be aware of and sensitive to multicultural and ethnic issues involved in the provision of mental health services in a pluralistic society.
• Objective 4: Students will possess appropriate social and interpersonal skills necessary to function effectively as a member of a multi­ disciplinary treatment team.
• Objective 5: The student will have knowledge of multidisciplinary team development & research.
• Objective 6: The student will be able to use effective collaboration and consultation strategies to convey ideas and information while working with people in various situations and of diverse backgrounds.
• Objective 7: The student will have positive interpersonal skills, will be able to listen, adapt, address ambiguity, and will be able to be effective in difficult situations.

Goal 10: are able to understand and critically evaluate published research.

• Objective 1: Students will attain sufficient familiarity with the scholarly professional journals and other resource materials in the field of psychology to independently access published material on relevant topics of special interest to them.
• Objective 2: Students will have sufficient familiarity with the principles of experimental design and analysis to be an effective consumer of psychological research.
• Objective 3: The student bases practice on sound research and translates new research findings into service delivery.
• Objective 4: The student applies findings from intervention research when designing intervention programs (e.g., education, mental health).
• Objective 5: The student evaluates the psychometric properties of the assessment methods used in data-based decision making, including published tests.

Program Guide (PDF)

Students will:

1. demonstrate knowledge of the philosophical, historical, and social foundations of contemporary education and counseling practice; and preparation standards, professional credentialing practices, legal and ethical behaviors.
2. possess the knowledge and skills to plan, organize, implement, and evaluate a comprehensive, developmental, results-based school counseling program.
3. understand and demonstrate appropriate counseling skills to address the needs of individuals throughout the stages of human development, possess knowledge of related human behavior at all developmental levels and in multicultural contexts, and the impact of the stages and behaviors on learning and family dynamics.
4. understand the major theories of individual and group counseling and demonstrate appropriate skills, techniques, and the use of technology in implementing individual and group counseling and classroom lesson design to promote academic, career, and personal/social development of learners.
5. understand and demonstrate legal and ethical use of assessment, evaluation, and research in multicultural contexts.
6. have knowledge of career development and apply a multi-tier approach for counseling all learners through their developmental stages.
7. understand the significance and demonstrates the skills of teaming and consultation, collaboration, and coordination in developing programs to facilitate the positive interaction between learners and their environment.
8. understand social and cultural diversity across developmental stages and is able to identify appropriate counseling practices.

Program Guide (PDF)