Applied Psychology Courses Spring 2006


PYI 545
Advanced Assessment and Intervention for Speech-Language Pathologists

Competency Area: Individual Assessment and Intervention Strategies
Priority to ASD Certificate students (graduate credit and not-for-credit); others by written permission of the Program Director attached to or on registration form.
Prerequisite: Must be a licensed professional or student of Speech-Language Pathology and have satisfactorily completed the first semester ASD certificate coursework or with written permission of the Program Director attached to or on registration form.

The advanced strand for Speech-Language Pathologists will develop a greater knowledge base in the three deficit areas of Theory of Mind, Central Coherence, and Executive Function. The areas of interactive perspective taking, self-advocacy and disclosure, and compensatory strategies for showing what you know will be explored. Both the paralinguistic aspects and nonverbal aspects of communicative events will be developed as part of the treatment paradigm in teaching these contextually based communication skills. Treatment models for various contexts will be learned and practiced to enhance clinical skills.

Sections A & NC: Elsa Abele
Time: Saturdays, January 21, February 4, March 4, April 1 & 29 and Sunday, May 21,
9:00 am – 5:00 pm
Maximum: 8
Credits: Section A: 3
Section NC: 0


PYI 541
Advanced Counseling Interventions for Autism Spectrum Disorders

COURSE CANCELLED 12/21/05
Competency Area: Individual Assessment and InterventionStrategies
Priority to ASD Certificate students (graduate credit and not-for-credit); others by written permission of the Program Director attached to or on registration form
Prerequisite: Must be a licensed professional or student in the counseling/therapy field and have satisfactorily completed the first semester ASD certificate coursework or with written permission of the Program Director attached to or on registration form.

This course both reviews the scientific literature on effective psychotherapy treatments for individuals with spectrum disorders, and provides detailed case studies of successes and failures in treatment. Specific strategies and therapeutic styles, which best accommodate the learning/processing styles of these individuals are reviewed. Opportunities of case review will be an important part of this program.

Sections A & NC: Larry Welkowitz
Time: Saturdays, January 21, February 4, March 4, April 1 & 29 and Sunday, May 21,
9:00 am – 5:00 pm
Maximum: 8
Credits: Section A: 3
Section NC: 0


PYI 546
Advanced Educational Interventions for Autism Spectrum Disorders

Competency Area: Individual Assessment and InterventionStrategies
Priority to ASD Certificate students (graduate credit and not-for-credit); others by written permission of the Program Director attached to or on registration form.
Prerequisite: Must be a licensed educator, work in an educational setting or an education student and have satisfactorily completed the first semester ASD certificate coursework or with written permission of the Program Director attached to or on registration form.

This course is an advanced study that will address in detail issues touched upon in the one credit overview. Explores and analyzes practical applications for theoretical constructs in development and learning, specifically in reference to Asperger Syndrome and High Functioning Autism. This course will be highly experiential in nature. Participants will have opportunities to develop professional knowledge and research topics relevant to their needs.

Sections A & NC: Kathryn Ransom
Time: Saturdays, January 21, February 4, April 1, April 15, April 29 and Sunday, May 21,
9:00 am – 5:00 pm
Changed 03/29/06 to: Time: Saturdays, January 21, February 4, April 1 & 29, May 6 and Sunday, May 29
9:00 am – 12:15 pm

Maximum: 8
Credits: Section A: 3
Section NC: 0


PYI 547
Advanced Psychological Testing and Assessment for Autism Spectrum Disorders

Changed 12/1/05 to:

Advanced Psychological Assessment & Intervention Planning

Students with Autism Spectrum Disorders
Competency Area: Individual Assessment and Intervention Strategies
Priority to ASD Certificate students (graduate credit and not-for-credit); others by written permission of the Program Director attached to or on registration form.
Prerequisite: Must be a licensed professional or student in the field of psychology and have satisfactorily completed the first semester ASD certificate coursework or with written permission of the Program Director attached to or on registration form.

This course is designed for psychologists who have extensive experience in evaluating children and adolescents within the school and/or clinical setting. The emphasis will be upon tailoring the evaluation process to students with autism spectrum disorders. Upon completion, the students will be able to utilize specific referral questions in order to develop a neurodevelopmental evaluation process; follow the principles of dynamic, processed-based assessment in order to evaluate at least two students; seek consultation from other professionals as needed; identify strengths and challenges that affect everyday life; create meaningful and functional recommendations; complete a comprehensive report that “tells the story of the student”.

Changed 12/1/05 to:

This course is designed for psychologists who have extensive experience in evaluating children and adolescents within the school and/or clinical setting. The emphasis will be upon tailoring the evaluation and intervention planning process to students with autism spectrum disorders. Upon completion, the students will be able to utilize specific referral questions in order to develop a neurodevelopmental evaluation process; follow the principles of dynamic, process-based assessment in order to evaluate at least two students; seek consultation from other professionals as needed; identify strengths and challenges that affect everyday life; create meaningful and functional recommendations; complete a comprehensive report that tells the story of the student.

Sections A & NC: Teresa Bolick
Time: Saturdays, January 21, February 4, March 4, April 1, April 29 and Sunday, May 21,
9:00 am – 5:00 pm
Maximum: 8
Credits: Section A: 3


PYI 548
Advocacy for Individuals with Asperger Syndrome and High Functioning Autism

COURSE CANCELLED 01/18/06
Competency Area: Individual Assessment and Intervention Strategies
Priority to ASD Certificate students (graduate credit and not-for-credit); others by written permission of the Program Director attached to or on registration form.
Prerequisite: Satisfactorily completed the first semester ASD certificate coursework or with written permission of the Program Director attached to or on registration form.

This course facilitates understanding of the theoretical constructs of effective advocacy and the current applications of alternative dispute resolution, legal intervention and collaborative dialogue, including the influence of federal initiatives, through readings, simulations, and guest discussions. Student work will culminate with relevant, practice-centered projects.

Sections A & NC:
Michaelene Pepera Cronin & Shelley Viles
Time: Saturdays, January 21, February 4, March 4, April 1, April 29 and Sunday, May 21,
9:00 am – 5:00 pm
Maximum: 16
Credits: Section A: 3
Section NC: 0


PYC 652
Career/Lifestyle Development

Restricted to Applied Psychology students: others by written permission of Program Director attached to or on registration form.
Priority to Fall 2005 CP/SA/AC entrants, 5 spaces each section reserved for DMT II students.
Prerequisites: PY 590A, Fundamentals of Therapeutic Interaction and PYB 505, Human Development and Diversity, or equivalent

This course will provide both the theoretical foundation and practical experience necessary to understand and foster career/life development in individual and group counseling settings. Topics include career and developmental theories; the elements and evaluation of life careers; administration and interpretation of career-related assessment instruments; and definition of the role, ethics and professional identity within the field of career development.

Section A: Carlotta Willis
Section B: Meg Connor
Time: Wednesdays, 1:00 – 3:30 pm
Maximum: 20 per section
Credits: 3


PYB 525
Clinical Applications of Psychopharmacology

Competency Areas: Behavioral Science Foundation
Priority to SA/AC II and CP II students.
Prerequisite: PYB 523, Psychopharmacology for Counselors, or equivalent reading or prior study

This course will prepare counselors to provide services in conjunction with a psychopharmacological prescriber. Content will include the merger of psychotherapy and pharmacotherapy, history, efficacy and present standards of care. Ethical and legal issues for the non-medical counselor relating to pharmacotherapy will be covered. Numerous case examples demonstrating appropriate psychopharmacologic management, and strategies for developing a collaborative relationship with the prescriber will be presented.

Section A: Judith Durham
Time: Saturday & Sunday, March 4 & 5,
9:00 am – 5:00 pm
Maximum: 24
Credits: 1


PYI 522
Counseling Skills Lab

Competency Areas: Individual Assessment & Intervention Strategies
Prerequisite: PY 590A, Fundamentals of Therapeutic Interaction

This course will focus on further enhancement of the technical and conceptual skills of counseling. The course will consist of reflection on the development of the self-in-role and continued application of theory to practice through in-class skills exercises and supervision.

Section A: Meg Connor
Section B: Thomas Barker
Changed 11/11/05 to: Alice Scudder
Time: Wednesdays, 4:00 – 5:30 pm
Maximum: 12 per section
Credits: 1


PYI 512
Counseling Theories: Models and Approaches

Competency Area: Individual Assessment & Intervention Strategies
Required of and Restricted to CP I, SA/AC I and DMT I students; others by written permission of the Program Director attached to or on registration form.
Prerequisites: PY 590A, Fundamentals of Therapeutic Interaction and PYB 505, Human Development & Diversity

The course provides an understanding of the major counseling theories and their application with clients, and their family/cultural/systems contexts. An overview of the evolution and development of the core tenets of counseling and psychotherapy will provide a context for a more extensive examination of the current approaches utilized by mental health counselors in practice settings. These approaches include psychodynamic, cognitive-behavioral, interpersonal, and solution-focused models. The course will focus on the theories and practices through didactic presentations, demonstrations and experiential work with the goal of giving class members the tools to function effectively in practica and internships.

Section A: Betsy Taylor
Section B: Katherine Clarke
Section C: Ken Bacon
Time: Tuesdays, 9:00 – 11:30 am
Maximum: 18 per section
Credits: 3


PYC 675
Crisis Intervention: Cognitive Behavioral Approaches

Restricted to CP II students: others by written permission of Program Director attached to or on registration form.
Prerequisite: Completion of all CP I courses and internships

This course will provide an overview to the theory and practice of crisis intervention from a cognitive-behavioral perspective. The variety of crisis situations and the phenomenon of suicide will be examined as well as the roles and responsibilities of counselors in making the interventions. Students will be exposed to a variety of models of counseling under the heading of cognitive-behavioral with the objective of helping the student develop an integrated approach to the range of problems clients present. Members will have the opportunity to present case material to the class.

Section A: Ken Bacon
Time: Tuesdays, 4:00 – 6:30 pm
Maximum: 15
Credits: 3


PY 618A
Dance/Movement Therapy with Adults

Competency Area: Individual Assessment & Intervention Strategies
Required of and Priority to DMT II students. Open to CP II & SA/AC II students as a PYC equivalent; others by written permission of Program Director attached to or on registration form.

This course will present a theoretical and practical framework for in-depth work and brief treatment models in dance/movement therapy with a variety of adult populations. Trauma and addictions recovery models, along with mind-body and object relations frameworks are examined and integrated with KMP, Laban and Body-Mind Centering