Applied Developmental Psychology

Program Requirements

Learn more about this program

Required Courses: 24 courses, 72 credits

Core Requirements (4 courses, 12 credits)

Prerequisites:

PHD in Applied Developmental Psychology Students Only

Credits:

3

Description:

Explores socioemotional development from infancy to adolescence with an emphasis on early childhood. Using a bio-psycho-social lens, different theories of development (e.g., attachment; temperament; moral; gender-role) and current empirical research will be explored. Methodological techniques unique to this topic also will be considered. Finally, we will apply our knowledge of developmental research to current issues concerning children.

Prerequisites:

Doctoral Standing

Credits:

3

Description:

Examines development across the lifespan, including biological, cognitive, social, and emotional development, with attention to the role of culture and context. Reviews major theories of development and how such theories provide conceptual frameworks for understanding the development adaptive and maladaptive behaviors and trajectories. Also addresses implications for treatment and prevention. Normally offered yearly.

Credits:

3

Description:

Investigates theories regarding the function and experience of emotion. This course will survey the historical concepts of emotion in psychology and current theories of emotion, including motivational, cognitive and physiological aspects. The course will also describe research methods used in the study of emotion, including psychophysiology and neuroimaging, as well as clinical implications. Normally offered alternate years.

Credits:

3

Description:

Neuropsychology is the study of the affective, behavioral and cognitive consequences of brain injury, and clinical neuropsychology is the professional discipline that deals with the methods and techniques of assessing the consequences of brain insult. Clinical neuroscience is a branch of neuroscience that focuses on the scientific study of fundamental mechanisms that underlie diseases and disorders of the brain and central nervous system. It seeks to develop new ways of diagnosing such disorders and ultimately of developing novel treatments. This course will take the assumption that a good way to become a biologically informed practitioner of clinical psychology, is to participate in systematic instruction and learning in neuropsychology and the clinical neurosciences. In psychology graduate school, you are also becoming the culturally informed clinician, the developmentally informed clinician, and so forth. Toward that goal the reading and lecture materials for Psychology 792 will bring together the fields of neuroanatomy and functional neuroanatomy, neurobehavioral syndromes, cellular mechanisms of the central nervous system, behavior genetics including epigenetics, and psychopharmacology.

Methodology Requirements (6 courses, 18 credits)

Credits:

3

Description:

Provides students with foundational skills needed to be both a consumer and producer of psychological research. Topics covered include hypothesis and proposal generation, experimental, correlational and qualitative designs, strategies to minimize bias, measurement issues, participant selection and recruitment, data management, grantsmanship and the dissemination of findings. Ethical issues in the conduct of research are emphasized. Normally offered yearly.

Credits:

3

Description:

Introduces basic statistical tests such as t tests, ANOVA, correlation, regression, Chi Square, and power analysis. Students are also required to demonstrate proficiency in computer data analysis using SPSS. Normally offered yearly.

Prerequisites:

PSYCH-722

Credits:

3

Description:

Focuses on multivariate statistics and the interaction of research design and statistical analysis. Emphasis on MANOVA, multiple regression, principle components analysis/factor analysis, and logistic regression. Issues involving experimental and statistical control, multicollinearity, specification error, and nesting will be covered. Students learn basic principles of multivariate analysis, read journal articles using multivariate techniques, analyze data using each main type of analysis covered in the course, and write results and tables using APA style. Normally offered yearly.

Prerequisites:

Applied Developmental PHD students only

Credits:

3

Description:

Methodology related to developmental systems will include longitudinal research, program evaluation and outcome research, panel study designs, and mixed-methods designs.

Prerequisites:

PHD in Applied Developmental Psychology Students Only

Credits:

3

Description:

With an eye toward incorporating mixed qualitative-qualitative methodologies, this course will provide students with a hands-on learning experience in qualitative study designs and coding approaches. A variety of coding techniques will be explored, along with popular computer-based coding systems.

Prerequisites:

PHD in Applied Developmental Psychology Students Only

Credits:

3

Description:

Advanced statistical platforms including SEM and HLM will be used and explored, particularly using large data sets with longitudinal and complex developmental designs. This is a hands-on course; students will leave with basic knowledge of statistical programs used for advanced statistical analyses in the developmental sciences.

Writing Requirements (2 courses, 6 credits)

Prerequisites:

PHD in Applied Developmental Psychology Students Only

Credits:

3

Description:

Part 1 in a year-long sequence of student writing development, including grant-writing, professional psychological journal writing, and writing for lay/online/journalism print audiences. Students will complete the year with a draft of a grant proposal and at least 1 other writing product in-hand.

Prerequisites:

PHD in Applied Developmental Psychology Students Only

Credits:

3.00

Description:

Part 2 in a year-long sequence of student writing development, including grant-writing, professional psychological journal writing, and writing for lay/online/journalism print audiences. Students will complete the year with a draft of a grant proposal and at least 1 other writing product in-hand.

Cultural and Social Context Requirements (3 courses, 9 credits)

Choose three of the following:

Prerequisites:

PHD in Applied Developmental Psychology Students Only

Credits:

3

Description:

Introduces students to the special issues that children growing up in poverty face. Theory and empirical research will be explored as well as specific contexts common to disadvantaged children (e.g., homelessness and abuse). In addition, we will examine individual resilience and the impact of environmental support in mitigating deleterious effects.

Prerequisites:

PHD in Applied Developmental Psychology Students Only

Credits:

3

Description:

This seminar explores the complex, multi-level ecological systems involved in migration and human adaptation to new cultural contexts. With a particular emphasis on children, adolescents, and families, we explore recent developmental topics related to immigration, documentation status(es), discrimination, as well as national integration policies and refugee experiences. Both risk and resilience frameworks will be emphasized.

Prerequisites:

PHD in Applied Developmental Psychology Students Only

Credits:

3

Description:

Human sexuality and gender operate at multiple layers of the developmental system: from historical political systems down to the most intimate aspects of biology and behavior. In this seminar, students will examine how applied developmental psychology has been used to frame questions and create knowledge about sex, gender, gender identity, sexual orientation, sexuality, and romantic relationships. The course will take a trans-affirming queer feminist approach rooted in the inherent dignity of all people, as we grapple with how the process of scientific knowledge production can help and/or harm the struggle for human rights and freedom from oppression.

Prerequisites:

PHD in Applied Developmental Psychology Students Only

Credits:

3

Description:

This seminar presents a series of pressing topics, readings, and reflective writing activities focused on studying under-served and marginalized youth, and how systems of oppression continue to impact youth development.

Internships Requirement (2 courses, 6 credits)

Prerequisites:

PHD in Applied Developmental Psychology Students Only

Credits:

3

Description:

Semester 1 of a year-long internship in an applied developmental psychology setting. Students will engage in a variety of tasks related to community-based research, and receive weekly supervision and engage in scholarship on the processes and ethics of community-based participatory research. Readings will emphasize understanding the role of diversity in creating inclusive spaces/contexts to promote optimal youth development.

Prerequisites:

PHD in Applied Developmental Psychology Students Only

Credits:

3

Description:

Semester 2 in a year-long internship in an applied developmental psychology setting. Students continue engaging in community-based work, culminating in a written community report. Weekly supervision and scholarly discussion focuses on policy and systems in applied settings, and their implications for youth development. Readings continue to emphasize understanding the role of diversity in creating inclusive spaces/contexts to promote optimal youth development.

Public Policy Requirement (1 course, 3 credits)

Prerequisites:

PHD in Applied Developmental Psychology Students Only

Credits:

3

Description:

Systems at the local, regional, and national level- and the guiding policies that shape resources and access to services- will be explored. Students will learn to write policy briefs, and understand their potential role as experts in advocacy for social policy change.

Histories and Theories of Human Development Requirement

Credits:

3

Description:

The purpose of this course is to trace the origin and development of psychology as a field of study from its philosophical and scientific roots to present day theories. The emphasis will be on critically examining the various systems of psychology, especially as they are translated into psychological practice, and their development in relation to sciences and societies. Normally offered yearly.

Electives (5 Courses, 15 credits)

Electives may include any doctoral-level course offered by the ADP program that is not already counted towards a requirement. Electives may also be taken in the Clinical program from the following list:

Prerequisites:

Restricted to PhD students only.

Credits:

3

Description:

The seminar aims to introduce you to the theory and practice of evidence-based social, emotional and behavioral assessment. To this end, specific issues we will cover include psychometric theory, cognitive abilities/intelligence testing, some classic assessment controversies, strengths and weaknesses of various assessment approaches, ethical and cultural issues, and the psychological assessment of children.

Prerequisites:

Restricted to PhD students only.

Credits:

3

Description:

The goal of this course is to serve as a foundation for clinical practice and research activity in the important area of clinical neuropsychological assessment and psychological assessment. It serves to introduce the student to the techniques, methods and theories relevant to the practice of neuropsychological and psychological assessment. The course can roughly be divided into two halves. In the first half general technique, theory, and individual statistics will be covered. This will start with the procedures for the clinical neuropsychological examination, including the interview, preparation of the patient, and selection of instruments. The nature and structure of cognition, factor structure of the neuropsychological battery, and a theory of brain-behavior relationships will be covered. This will be followed by coverage of statistics as applied to assessment, that is, the difference between the inferential form of statistics students are used to (group statistics) and the probabilistic form (individual) of statistics useful in assessment. Subsequent focus will be on clinical decision-making, that is, the use of test data to respond to the diagnostic and descriptive questions that are the goals of the assessment process. The first half of the class will finish with a focus on individual differences, critical to the interpretation psychological test data. The second half of the course will focus on specific cognitive functions, assessment of personality and psychopathology, and on civil and forensic contexts relevant to assessment. Normally offered yearly.

Prerequisites:

Graduate course for Psychology Ph.D. program, approved by department.

Credits:

3

Description:

Introduces students to multicultural issues relevant to psychology. Covers a broad range of cultural diversity (sex, age, race, ethnicity, language, religion, sexual orientations, etc.) topics to highlight the role of culture in understanding human behavior and health-related issues. This course intends to strengthen students' multicultural knowledge, sensitivity, and competence in research/professional practice through their exposure to various theoretical/empirical perspectives, media, experiential exercises, etc. Students will acquire in-depth awareness of self and others' worldviews and a better insight into immigrants/minority groups, privilege/oppression, health care access/disparity issues, interpersonal relationship, community health and well being domains.

Credits:

3

Description:

This graduate seminar requires students to examine and respond to current thinking and controversies in the conceptualization and categorization of mental disorders generally, and adult disorders in particular. Students will acquire foundational knowledge about the diagnostic characterization, etiology, and epidemiology of the major classes of adult behavior disorders; investigate mental disorders and our current diagnostic system from a variety of different perspectives (clinical, research, biological, sociocultural, etc.); gain significant practice critically evaluating scientific research and in articulating thoughtful responses to social and behavioral research on mental disorders. Normally offered yearly.

Credits:

3

Description:

Introduces students to the concept of empirically informed clinical practice. Topics covered include the history of the evidence-based movement in psychology, an overview of the methods used in scientifically-informed clinical practice (e.g., case conceptualization, treatment planning, ongoing assessment of progress), and an introduction to specific evidence-based principles that can be used in psychotherapy (e.g., exposure therapy, behavioral activation, etc.). Normally offered yearly.

Credits:

3

Description:

Investigates race and ethnicity as ideological categories that both inform group identity and reproduce social inequalities. The course begins with an overview of the social and historical forces that developed these categories, with a focus on some of the major ethnic groups in the United States. Explores historical and contemporary roles played by psychologists around these issues. Students learn how to individually and collectively avoid perpetuating injustices in the science and practice of psychology. Course topics exemplify how race and ethnicity are inextricably linked to other identity categories, especially gender, class, and sexual identity. Normally offered alternate years.

Prerequisites:

Credits:

3

Description:

Examines child and adolescent psychopathology from an empirically-based developmental perspective. Reviews major developmental theories to elucidate the role of development in understanding the etiology and diagnosis of DSM-IV-TR disorders. Also focuses on theoretical and empirical literature in developmental psychopathology. Changes in the incidence rates of internalizing (e.g., depression, anxiety) and externalizing disorders (e.g., conduct disorder, attention deficit/ hyperactivity disorder) are addressed. Disorders affecting both behavioral and mental functioning (e.g., autism) are included. Family, peer, and contextual/environmental influences are also covered. Normally offered yearly.

Applied Developmental Psychology Courses

Prerequisites:

PHD in Applied Developmental Psychology Students Only

Credits:

3

Description:

Explores socioemotional development from infancy to adolescence with an emphasis on early childhood. Using a bio-psycho-social lens, different theories of development (e.g., attachment; temperament; moral; gender-role) and current empirical research will be explored. Methodological techniques unique to this topic also will be considered. Finally, we will apply our knowledge of developmental research to current issues concerning children.

Credits:

3

Description:

Provides students with foundational skills needed to be both a consumer and producer of psychological research. Topics covered include hypothesis and proposal generation, experimental, correlational and qualitative designs, strategies to minimize bias, measurement issues, participant selection and recruitment, data management, grantsmanship and the dissemination of findings. Ethical issues in the conduct of research are emphasized. Normally offered yearly.

Credits:

3

Description:

The purpose of this course is to trace the origin and development of psychology as a field of study from its philosophical and scientific roots to present day theories. The emphasis will be on critically examining the various systems of psychology, especially as they are translated into psychological practice, and their development in relation to sciences and societies. Normally offered yearly.

Credits:

3

Description:

Introduces basic statistical tests such as t tests, ANOVA, correlation, regression, Chi Square, and power analysis. Students are also required to demonstrate proficiency in computer data analysis using SPSS. Normally offered yearly.

Prerequisites:

PSYCH-722

Credits:

3

Description:

Focuses on multivariate statistics and the interaction of research design and statistical analysis. Emphasis on MANOVA, multiple regression, principle components analysis/factor analysis, and logistic regression. Issues involving experimental and statistical control, multicollinearity, specification error, and nesting will be covered. Students learn basic principles of multivariate analysis, read journal articles using multivariate techniques, analyze data using each main type of analysis covered in the course, and write results and tables using APA style. Normally offered yearly.

Prerequisites:

Applied Developmental PHD students only

Credits:

3

Description:

Methodology related to developmental systems will include longitudinal research, program evaluation and outcome research, panel study designs, and mixed-methods designs.

Prerequisites:

PHD in Applied Developmental Psychology Students Only

Credits:

3

Description:

With an eye toward incorporating mixed qualitative-qualitative methodologies, this course will provide students with a hands-on learning experience in qualitative study designs and coding approaches. A variety of coding techniques will be explored, along with popular computer-based coding systems.

Prerequisites:

PHD in Applied Developmental Psychology Students Only

Credits:

3

Description:

Advanced statistical platforms including SEM and HLM will be used and explored, particularly using large data sets with longitudinal and complex developmental designs. This is a hands-on course; students will leave with basic knowledge of statistical programs used for advanced statistical analyses in the developmental sciences.

Prerequisites:

Doctoral Standing

Credits:

3

Description:

Examines development across the lifespan, including biological, cognitive, social, and emotional development, with attention to the role of culture and context. Reviews major theories of development and how such theories provide conceptual frameworks for understanding the development adaptive and maladaptive behaviors and trajectories. Also addresses implications for treatment and prevention. Normally offered yearly.

Credits:

3

Description:

Investigates theories regarding the function and experience of emotion. This course will survey the historical concepts of emotion in psychology and current theories of emotion, including motivational, cognitive and physiological aspects. The course will also describe research methods used in the study of emotion, including psychophysiology and neuroimaging, as well as clinical implications. Normally offered alternate years.

Prerequisites:

PHD in Applied Developmental Psychology Students Only

Credits:

3

Description:

Part 1 in a year-long sequence of student writing development, including grant-writing, professional psychological journal writing, and writing for lay/online/journalism print audiences. Students will complete the year with a draft of a grant proposal and at least 1 other writing product in-hand.

Credits:

3

Description:

Examines current theory and research on effective teaching of psychology. Surveys a variety of teaching techniques, tools, and methods for leading discussions, lecturing, assessment, and grading. Additional topics include: learning styles in the classroom, student diversity, development of critical thinking, and ethics in college teaching. Normally offered alternate years.

Prerequisites:

PHD in Applied Developmental Psychology Students Only

Credits:

3.00

Description:

Part 2 in a year-long sequence of student writing development, including grant-writing, professional psychological journal writing, and writing for lay/online/journalism print audiences. Students will complete the year with a draft of a grant proposal and at least 1 other writing product in-hand.

Credits:

3

Description:

Intended for students who are preparing for their dissertation proposal. This course is graded P/F. Offered every semester.

Prerequisites:

PHD in Applied Developmental Psychology Students Only

Credits:

3

Description:

Introduces students to the special issues that children growing up in poverty face. Theory and empirical research will be explored as well as specific contexts common to disadvantaged children (e.g., homelessness and abuse). In addition, we will examine individual resilience and the impact of environmental support in mitigating deleterious effects.

Prerequisites:

PHD in Applied Developmental Psychology Students Only

Credits:

3

Description:

This seminar explores the complex, multi-level ecological systems involved in migration and human adaptation to new cultural contexts. With a particular emphasis on children, adolescents, and families, we explore recent developmental topics related to immigration, documentation status(es), discrimination, as well as national integration policies and refugee experiences. Both risk and resilience frameworks will be emphasized.

Prerequisites:

PHD in Applied Developmental Psychology Students Only

Credits:

3

Description:

Human sexuality and gender operate at multiple layers of the developmental system: from historical political systems down to the most intimate aspects of biology and behavior. In this seminar, students will examine how applied developmental psychology has been used to frame questions and create knowledge about sex, gender, gender identity, sexual orientation, sexuality, and romantic relationships. The course will take a trans-affirming queer feminist approach rooted in the inherent dignity of all people, as we grapple with how the process of scientific knowledge production can help and/or harm the struggle for human rights and freedom from oppression.

Prerequisites:

PHD in Applied Developmental Psychology Students Only

Credits:

3

Description:

This seminar presents a series of pressing topics, readings, and reflective writing activities focused on studying under-served and marginalized youth, and how systems of oppression continue to impact youth development.

Prerequisites:

PHD in Applied Developmental Psychology Students Only

Credits:

3

Description:

Systems at the local, regional, and national level- and the guiding policies that shape resources and access to services- will be explored. Students will learn to write policy briefs, and understand their potential role as experts in advocacy for social policy change.

Credits:

3

Description:

Neuropsychology is the study of the affective, behavioral and cognitive consequences of brain injury, and clinical neuropsychology is the professional discipline that deals with the methods and techniques of assessing the consequences of brain insult. Clinical neuroscience is a branch of neuroscience that focuses on the scientific study of fundamental mechanisms that underlie diseases and disorders of the brain and central nervous system. It seeks to develop new ways of diagnosing such disorders and ultimately of developing novel treatments. This course will take the assumption that a good way to become a biologically informed practitioner of clinical psychology, is to participate in systematic instruction and learning in neuropsychology and the clinical neurosciences. In psychology graduate school, you are also becoming the culturally informed clinician, the developmentally informed clinician, and so forth. Toward that goal the reading and lecture materials for Psychology 792 will bring together the fields of neuroanatomy and functional neuroanatomy, neurobehavioral syndromes, cellular mechanisms of the central nervous system, behavior genetics including epigenetics, and psychopharmacology.

Prerequisites:

PHD in Applied Developmental Psychology Students Only

Credits:

3

Description:

Semester 1 of a year-long internship in an applied developmental psychology setting. Students will engage in a variety of tasks related to community-based research, and receive weekly supervision and engage in scholarship on the processes and ethics of community-based participatory research. Readings will emphasize understanding the role of diversity in creating inclusive spaces/contexts to promote optimal youth development.

Prerequisites:

PHD in Applied Developmental Psychology Students Only

Credits:

3

Description:

Semester 2 in a year-long internship in an applied developmental psychology setting. Students continue engaging in community-based work, culminating in a written community report. Weekly supervision and scholarly discussion focuses on policy and systems in applied settings, and their implications for youth development. Readings continue to emphasize understanding the role of diversity in creating inclusive spaces/contexts to promote optimal youth development.