The Adler School of Professional Psychology

MAF-660 Issues of Culture and Diversity in Couples and Family Counseling 3 Credits
Prerequisites: MAF-654 and MAF-662. This course examines the role of important contextual factors, such as ethnicity, gender, sexual orientation, social class and disability, for couples and families. These contextual factors often create important differences in family structure, relational expectations, values, life- cycle development and responses to transition or stress. The course strives to build cultural competence in therapists including contextual self-awareness, knowledge of and sensitivity to diverse populations and the ability to address cultural factors in counseling. Students will be presented with the clinical skills of cultural assessment, case conceptualization, treatment planning and intervention.

MAF-662 Models of Couple and Family Counseling 3 Credits
This course presents an overview of major models of marriage and family therapy (MFT), which can be used in counseling individuals, couples, and families. It gives a historical perspective of how the MFT field has evolved, similar to the discipline of counseling. The full range of models will be covered, including psychodynamic, humanistic, Bowenian, CBT, emotionally focused, solution-focused, structural, strategic, and narrative. Discussion of each model will include major figures in the model’s development, important concepts, and typical techniques. Students will be encouraged to critique these models with consideration of power and hierarchy, gender bias, and cultural fit.

MAF-663 Effective Couple and Family Counseling 3 Credits
This course offers an in-depth understanding of several evidence-based models for intervening with families and couples. This course covers a range of dysfunction of couple and family systems and appropriate interventions. Emphasis is on the systematic application of techniques through theoretical analysis, intervention selection and role-playing of interventions. Students will be encouraged to examine how these models fit for themselves theoretically and personally, and how well they fit with a variety of clinical populations.

MAF-664/MAF-665 MAF Practicum I & II 1 Credit per term
Prerequisites: Students enrolled in the M.A. in Marriage and Family Counseling program are required to register for M.A. Practica MAF-664 and MAF-665. Students must concurrently enroll in M.A.F. Practicum Seminar I (MAF-667) and II (MAF-668). Completion of a minimum of 28 credit hours of course work, including PCO-210, PCO-211-PCO-214, PCO-402, PCO-472, PCO-505, PCO-647, MAF-651, MAF-654, MAF-660, and MAF-662; and permission of the Director of Training and Community Service. The M.A.F. Practicum may not be transferred or waived. A student accepted into the M.A. in Marriage and Family Counseling program is required to complete at least 700 hours of supervised clinical experience, with opportunities to work with couples and/or families, over the course of at least nine months. Students enrolled in the Certificate in Marriage and Family program must also concurrently enroll in MAF-664, MAF-667, MAF-665, and MAF-668.

MAF-667/MAF-668 MAF Practicum Seminar I & II 2 Credit per term
Prerequisite: Concurrent with Marriage and Family Practica (MAF-664-MAF-665). In order to register, students are required to be actively counseling couples and families. Students must either present audio or videotapes or simulate actual sessions for supervision. Rotating case presentations allow focus on intervention skills and theoretical analysis, as well as experiencing the role of case consultant

PCO-671 Structural and Systemic Bases of Health and Dysfunction 3 Credits
Prerequisites: PCO-350, PCO-641. The objective of this course is to first provide a review of theoretical and empirical literature within psychology and from other disciplines that has critiqued psychology’s focus on individual factors to the neglect of the impact of broader contextual factors. It will then offer alternative perspectives utilizing literature on the role of structural and systemic variables on human well-being. In particular, the course will be designed to (1) provide students with some of the basic analytic and critical thinking skills needed to identify and understand the role of structure in influencing human well-being; (2) help students think about how to integrate structural analysis and understandings into their clinical work; and (3) develop ideas about how to be a socially responsible practitioner.

PSY-672 Race, Ethnicity, and Social Class 3 Credits
Prerequisite: PCO-641. This course is designed to give students an understanding of various minority groups including African Americans, Asians, Latinos, and Native Americans. Students are exposed to the limitations and potential dangers of Western definitions of cultural groups. Specifically, emphasis is placed on facilitating awareness of biased attitudes, influences of worldview, and the consideration of the unique experiences of specific groups that have been marginalized and have experienced discrimination. Application of culturally appropriate treatment approaches will also be addressed. **(Satisfies program requirement as an Advanced Diversity Elective)

PSY-673 Gender and Sexual Identity in Clinical Practice Across 3 Credits

the Lifespan
Prerequisite: PCO-641. This course examines the role of gender and sexual identity with respect to attitudes and beliefs, health, lifestyle choices, and interpersonal behavior. Biological, social, psychological, cognitive, cultural, and historical influences on female, male and transgender identity will be explored. Specific topics to be covered will include the impact of power and privilege differentials, social structures, stereotyping, gender role definitions, interpersonal violence, career and workplace issues, relationships and family structure, sexuality and reproduction, body image, health, and aging. In addition, the course will explore the impact of clients’ and clinicians’ gender identity on the therapeutic process, including issues of bias, communication styles, compliance, resistance, negotiation, and empowerment. This advanced diversity and intervention course will emphasize an applied approach, incorporating clinical role-plays and experiential exercises. **(Satisfies program requirement as an Advanced Diversity Elective)

PSY-674 Gay, Lesbian, Bisexual, and Transgender Issues Across 3 Credits

the Lifespan
Prerequisites: PCO-641 and PCO-623. This course focuses on GLBT persons across the lifespan and examines the evolution of the GLBT movement from multiple dimensions. This course includes strategies useful in working with GLBT individuals of different ages and ethnicities. Sources, forms, and the history of heterosexism and homophobia are covered as are the stages of healthy and positive GLBT identity formation and the potential consequences of “coming out.” Discussions and research surrounding controversial issues affecting the GLBT community serve as the focal point. **(Satisfies program requirement as an Advanced Diversity Elective)

PCO-676 Global and Cross-Cultural Perspectives on Health 3 Credits

and Dysfunction
Prerequisites PCO-641, PCO-671. This course focuses on how culture affects the definition, prevalence, recognition and societal response to health and illness. The course examines the major environmental and systemic threats to psychological well being and explores contextual views of mental illness that transcend Western views of psychopathology. Research on how a range of physical and psychological conditions are viewed cross-culturally, and on how culture impacts utilization of services, is introduced. Idioms of distress, ritual, and symbolic healing practices are also addressed. Additionally, the unique mental health needs of immigrants and refugees are covered. Finally, the impact of globalization and other cross-cultural, social, economic and political trends on human welfare are also covered, as are novel applications for psychology across the globe.

PSY-677 Issues in Religion and Spirituality – Theory and Therapy 3 Credits
Prerequisite: PCO-641. This course is designed to increase the sensitivity and competence of clinicians to the spiritual concerns of clients. This sensitivity includes familiarity with the research on spirituality and health; basic knowledge of diverse religious/spiritual paths; awareness of the potential benefits, harm, resources and issues of spirituality for clients as well as an understanding of the clinician’s spiritual perspective. This course also strives to build competence through the development of skills to integrate spirituality with clients including spiritual assessment, case conceptualization, theory of change, treatment planning and intervention. **(Satisfies program requirement as an Advanced Diversity Elective)

MACD-678 Ethics and Social Responsibility for Community Psychology 3 Credits

(Vancouver Campus)

This course is designed to provide students with a solid foundation for ethical practice and social responsibility in community settings. The course invites students to reflect upon their vision of ethical practice as socially responsible practitioners, as well as to support others in that process. The in-class conversations will ask students to join insights from personal/professional experience with concepts from ethical theories to recognize the moral dimensions of building ethical communities. Students will be asked to make and justify professional judgments on community practice issues that have ethical and moral dimensions, and appreciate the different perspectives that other people bring to conversations on moral issues. Students will learn to apply ethical and socially responsible skills to current issues as practitioners, activists and consultants in their fields of practice.

MAC-679 Counseling Multicultural and Marginalized Communities 3 Credits
This course seeks to provide an understanding of issues and trends in a diverse society. This course will critically examine issues associated with multicultural trends including characteristics and concerns of diversity. It will explore attitudes and behaviors based on age, gender, race/ethnicity, disability status, sexual orientation, religious affiliation, and socioeconomic status. Finally, the course will stimulate critical and analytical skills with respect to prevailing and alternative paradigms of mental health, as well as sharpen students’ applications in multicultural and diverse practice.

PSY-683 Advanced Child and Adolescent Assessment 3 Credits
Prerequisites: PCO-623, PSY-627, and PSY-628. This course presents a structured approach to the psychological assessment of children and adolescents, including advanced issues in interviewing children and adolescents, conducting mental status examinations with young clients, and evaluating cognitive, social, and emotional functioning in children and adolescents. Standard measures of intelligence and achievement will be included, as will behavior rating scales, self-report, and performance-based measures. Special topics include the assessment of learning disabilities, ADHD, pediatric mood disorders, behavior disorders and psychosis. **(Required Course for Child and Adolescent Psychology Track, Satisfies program requirements as a Advanced/Intervention Elective)

PSY-684 Systemic Interventions with Children and Adolescents 3 Credits
Prerequisites: PCO-623 and PSY-644. This course will focus on systemic interventions in addressing the needs of traumatized and disadvantaged children. Areas of emphasis will include trauma and children, behavioral and learning problems associated with conditions of disadvantage and traumatizing environments, diversity issues, advocacy, negotiating social service, and educational systems that deal with children. **(Required Course for Child and Adolescent Psychology Track, Satisfies program requirements as a General or Basic Intervention Elective)

PCO-685 Child and Adolescent Cognitive-Behavior Therapy 3 Credits
This course introduces students to the theory and practice of cognitive-behavior therapy (CBT) with children, adolescents and families. The course focuses on learning theory, treatment planning, CBT case conceptualization, and empirically-validated treatments for youth with internalizing and externalizing disorders. Developmental psychology is used as a guiding framework for understanding the practice of CBT with children and adolescents. **(Required Course for Child and Adolescent Psychology Track, Satisfies program requirements as an Advanced Intervention Elective)

PSY-690 Supervision and Consultation 3 Credits
This course intended to occur late in the doctoral curriculum, during or just before the internship, focuses primarily on clinical supervision, with secondary focus on clinical and programmatic consultation. It provides an overview of all dimensions of supervision, including the supervisory contract, theoretical models of supervision, the supervisory relationship, issues of diversity, gender and power, supervisory modalities, developmental issues, and ethical and legal issues. The course includes an optional laboratory in which students who do not have current supervisory responsibilities can arrange to have quasi-supervisory responsibility for students in lower-level intervention courses.

PSY-691 Public Policy, Advocacy, and Social Change 3 Credits
This course is designed to focus on the manner in which social change happens in society. It considers the formation of social problems as well as the development of public policy within the contexts of public administration, community organizing and activism. It identifies methods for understanding the political process as a system and looks at research and evaluation techniques and their importance in addressing complex policy issues. It examines ways psychologists, other healthcare workers, advocacy groups, and community organizations can work with local, state, tribal, and federal government to address issues of social change. It provides an overview of governmental structure, process, and policies at all levels. The course presents effective methods of communication, advocacy, and lobbying to challenge policy, promote concerns and address needs.

PSY-692 Psychologists in Management and Administration 3 Credits
This course focuses on the development of roles for psychologists in a variety of administrative and leadership roles including behavioral health care management, public administration, and educational leadership. It provides a foundation of motivation and understanding for leadership development by offering theoretical background, practical information, and an opportunity for role modeling to encourage students to develop their organizational leadership skills. It includes those skills necessary for psychologists’ own professional growth, development, and success. Theories and practices of good organizational leadership will be reviewed.

PSY-695 Doctoral Dissertation Proposal-Continued 0 Credits
Students who do not complete their dissertation proposal in the first term for which they have registered must continue to register for 695 and pay the necessary fee until their proposal has been approved by their committee members. Failure to complete dissertation proposal within three consecutive terms may result in referral to the Student Comprehensive Evaluation Committee.

PSY-696 Doctoral Dissertation Preparation Seminar 0 Credits
Prerequisites: PCO-497, PSY-637. The non-credit course is designed to assist students in the early stages of developing a dissertation topic. The focus is on selection and development of a topic, selection of a committee and different stages of the dissertation process.

PSY-697 Doctoral Dissertation Proposal 0 Credits
Prerequisites: PCO-497, PSY-637, and PSY-696. One of the most important phases in preparation of the dissertation is writing the proposal in the selected area of research. Registration for this course is the first formal step in completing the dissertation. Students are required to complete and successfully orally defend a proposal to the satisfaction of their dissertation committee. Approval of the dissertation proposal is also a requirement for all students prior to applying for internship. Students who do not complete this requirement during the first term of registration are required to register for 695 each term thereafter until completed. Failure to successfully complete the dissertation proposal after three terms will result in referral to the Student Comprehensive Evaluation Committee.

PCO-699 Using Art in Treatment 3 Credits
Using experiential art making, reading and classroom discussion, this class provides an overview of the use of art in treatment with various populations. Class participants will identify how, when and where to integrate art into their treatment to deepen their work as clinicians. Class participants will also identify the limits within using art and knowing when and how to consult with an art therapist. Ethical standards, assessment, theoretical approaches and competency will be explored and discussed. **(Required Course for Child and Adolescent Psychology Track, Satisfies program requirements as a Basic Intervention Elective)

PSY-701 Advanced Psychodynamic Approaches to Intervention 3 Credits
Prerequisite: PCO-334. This advanced interactive course aims to consider in depth select schools of psychoanalytic/dynamic thought and their respective theories of development and pathology, and, most notably, their perspective on clinical practice. Object relations, self-psychology, and contemporary structural-relational perspectives will receive special emphasis. Theoretical perspectives that incorporate racial-ethnic, sexual, gender, and other aspects of diversity will be incorporated into the discourse. **(Satisfies program requirement as an Advanced Assessment/Intervention Elective)

PSY-702 Advanced Cognitive-Behavioral Approaches to Intervention 3 Credits
Prerequisite: PCO-335. This course focuses on advanced models, such as schema therapy and dialectical behavior therapy. It covers treatment of more severe problems such personality disorders, psychotic disorders, and autism. **(Satisfies program requirement as an Advanced Intervention Elective. Satisfies restricted electives for Child and Adolescent Psychology and Military Clinical Psychology Tracks)

PSY-703 Advanced Humanistic/Existential Approaches to Intervention 3 Credits
Prerequisite: PCO-336. This course builds upon the knowledge and skills developed in the introductory course in humanistic and existential approaches by developing a more in depth appreciation of particular theories and perspectives in this area of practice. The integration of humanistic/existential/transpersonal theories with each other and with other theoretical perspectives will be the focus of the class. In addition, the application of this perspective to a broad range of clinical and social issues will be emphasized. Students will be encouraged to develop their own personal integration of this perspective into their personal and professional lives.
**(Satisfies program requirement as an Advanced Intervention Elective)

PCO-704 Advanced Child and Adolescent Psychotherapy 3 Credits
Prerequisites: PCO-623, PCO-338. This course covers advanced intervention strategies and emerging developments in the treatment of children and adolescents. Approaches to selected clinical problems and special populations are included, as well as work with diverse child and adolescent populations and evidence-based practices. Course focuses on advanced therapeutic methods such as play therapy and nonverbal strategies, group work with children and adolescents and integrative approaches. Emphasis is on integration of science and practice and the development of applied skills and preparation for effective clinical work with child and adolescent populations. **(Required course for Child and Adolescent Psychology track. Satisfies program requirement as an Advanced Intervention Elective)

PSY-706 Trauma Focused Approaches to Intervention 3 Credits
This course covers the history, etiology, symptoms, diagnosis, and treatment of trauma-related dysfunction, particularly post-traumatic stress disorder (PTSD), acute stress disorder (ASD), and common comorbidities. Students will learn about the range of events associated with trauma, the prevalence, incidence, and developmental impact of PTSD across the lifespan, major risk factors for trauma-related dysfunction, cultural factors that exacerbate or ameliorate dysfunction, specialized assessments for identifying trauma-related symptoms, and the major approaches to treatment and prevention of PTSD in the aftermath of trauma. The research-supported approaches to be covered include phase-oriented integrated therapy models, cognitive-behavioral therapy (CBT), cognitive processing therapy (CPT), eye-movement desensitization and reprocessing (EMDR), Dialectical-Behavioral Therapy (DBT), Imagery Rehearsal Therapy (IRT), stress management techniques, group and family therapy approaches, and psychopharmacological interventions.
**(Satisfies program requirement as an Advanced Intervention Elective, Required course for Traumatic Stress Psychology Concentration)

CEH-710 Theories and Techniques of Clinical Hypnosis I 3 Credits
This course will serve as an introduction to the theory and practice of clinical hypnosis in psychotherapy and medicine. Students will examine the basic question of “What is Hypnosis” including its fact, fictions, history, and theory. Theories of hypnosis will be explored utilizing the body of historical knowledge, clinical research, and experimental evidence into hypnotic phenomena that has amassed for over two centuries. Students will be able to both learn about and experience the hypnotic phenomena that are discussed in class. Students will also learn and practice basic methods of hypnotic induction, deepening, assessment, and clinical application. Particular emphasis will be maintained throughout the class regarding the ethical and safety related guidelines students should follow when integrating hypnosis into their clinical practice.

CEH-711 Theories and Techniques of Clinical Hypnosis II 3 Credits
Prerequisite: CEH-710. Students continue their exploration of theories, techniques, and phenomena in clinical hypnosis work. The main topics include: Advanced Hypnotic Inductions and Testing methods, Ego-Strengthening Protocols, Pain Management, PTSD, Anxiety and Phobic Disorders, Habit Disorders, Constructing Therapeutic Metaphors and Indirect Suggestions, Insight-Oriented and Exploratory Hypnotic Techniques, Ethics and Professional Conduct, and Integrating Hypnosis into Clinical Practice. Students will be able to both learn about and experience the hypnotic phenomena which are discussed in class. Particular emphasis will be maintained throughout the class regarding the ethical and safety related guidelines students should follow when integrating hypnosis into their clinical practice.

CEH-712 Advanced Theory and Skills in Hypnosis Seminar 3 Credits
Prerequisite: CEH-710 and CEH-711. Students learn advanced methods of hypnotic assessment and treatment and discuss their relevance to current theoretical models of hypnotic phenomena. Students will be able to both learn about and experience the hypnotic phenomena that are discussed in class. Particular emphasis will be maintained throughout the class regarding the ethical and safety related guidelines students should follow when integrating hypnosis into their clinical practice.

CEH-714 Research Seminar in Clinical Hypnosis 3 Credits
Prerequisite: CEH-710 and CEH-711. Students learn methods of conducting research in hypnosis towards developing a topic of their choosing. The class will focus on an evaluation of the major research paradigms now being employed in contemporary hypnosis research. The student will be guided towards producing a paper that will generate hypotheses for hypnosis research that can be investigated as a research project or dissertation while at Adler.

CEN-720 Neuropsychological Assessment I 3 Credits
Prerequisites: PSY-627, PSY-628, PSY-624, PSY 636, and PCO-648. This course is the first in a three course sequence designed to familiarize students with the foundations of neuropsychological assessment. This course provides a detailed overview of neuropsychological assessment techniques in common usage. It provides a review of basic neuroanatomy and neurophysiology, as well as an introduction to cognitive functions. Administration and scoring of various neuropsychological assessment instruments is emphasized, and issues of test administration and scoring in a socio-cultural context are included. NOTE: This class is only offered in the FALL semester. **(Required course for the Clinical Neuropsychology Concentration)

CEN-721 Neuropsychological Assessment II 3 Credits
Prerequisite: CEN-720. This course is a continuation of CEN-720 and is designed to be taken immediately after this prerequisite. This course builds on the material from CEN-720 and focuses on the neuropsychological assessment of neurocognitive disorders, including but not limited to, dementia, traumatic brain injury, cerebrovascular accident, and psychological disorders. Integrative interpretation of neuropsychological assessment results is emphasized. NOTE: This course is only offered in the SPRING semester. **(Required course for the Clinical Neuropsychology Concentration)

CEN-722/CEN-724 Practicum Seminar in Neuropsychology I & II 1 Credit per term
Prerequisites: PSY-603, PSY-606, PSY-613, PSY-616, CEN-723. Concurrent with CEN-726 and CEN-727. Taken concurrently with the neuropsychological assessment practicum, this seminar provides a setting for the student to discuss and apply the fundamentals of clinical neuropsychological assessment, to synthesize results and formulate diagnostic impressions, to write accurate and meaningful assessment reports, and to appreciate the role of culture and diversity in clinical neuropsychological work. Students review and discuss practicum cases and examine data from neuropsychological tests. The courses serve as peer consultation groups in which students learn to present case material in a standard format, to question and analyze their own clinical work, and to function as peer consultants to their colleagues.

CEN-723 Neuropsychological Assessment III 3 Credits
Prerequisite: CEN-721. This course is a continuation of CEN-720 and CEN-721 and is designed to be taken immediately after these two courses. This course covers advanced topics in neuropsychological assessment, and focuses on further development of neuropsychological case conceptualization. Controversies in modern neuropsychological assessment will be covered as well. NOTE: This course is only offered in the SUMMER semester. **(Required course for the Clinical Neuropsychology Concentration)

CEN-725 Neuropsychological Intervention Techniques 3 Credits
Prerequisite: CEN-723. The course introduces students to neuropsychological intervention strategies, such as neurocognitive rehabilitation, based on a thorough assessment of the client’s neuropsychological strengths and weaknesses. Invention strategies for various neuropsychological disorders, including deficits in memory, attention, language, visual-spatial, and executive functions are considered.

CEN-726/CEN-727 Neuropsychology Practicum 1 Credit per term
Prerequisites: PSY-603, PSY-606, PSY613, PSY-616, CEN-723. Concurrent with CEN-722 and CEN-724, an 800 clock hour advanced clinical practicum that provides experience in the administration, scoring and interpretation of neuropsychological assessment techniques under the supervision of a licensed neuropsychologist. Students learn to develop a test battery based on a given referral question, and to integrate their findings to answer this question and to provide useful and clinically relevant recommendations. This may not be transferred or waived.

CEN-728 Pediatric Neuropsychological Assessment 3 Credits
Prerequisite: CEN-723. This course provides training in the neuropsychological assessment of children, with an emphasis on trauma and developmental disorders. An array of neuropsychological instruments is used. Students develop skills in the administration, scoring, contextual interpretation and write-up of pediatric neuropsychological assessment methods. **(Satisfies restricted elective requirement for Child and Adolescent Psychology Track, Clinical Neuropsychology Concentration, and Program requirement as an Advanced Assessment/Intervention Elective)

PSY-732 Advanced Personality Assessment: Special Topics 3 Credits
Prerequisites: PSY-627, PSY-628, PSY-624. This course covers advanced issues in the assessment of personality using self-report and performance-based measures, including the Rorschach Inkblot Test, MMPI-2, MCMI-III, PAI, TAT and other measures. The course also explores the utility of personality testing in forensic evaluations, the differential diagnosis of thought disorder, and the appraisal of object relations. Additionally, the course covers new, innovative, and empirically-based, approaches to assessing adult personality. The course also emphasizes the historical roots of personality assessment within the broader realm of psychological assessment and highlights its pertinent place in contemporary clinical psychology. Adlerian, psychodynamic, phenomenological, social-cognitive, and constructivist theories provide the theoretical underpinnings for case conceptualization. **(Satisfies program requirement as an Advanced Assessment/Intervention Elective)

PSY-735 Mind-Body Health I 3 Credits
Behavioral medicine is a multi-disciplinary field on which psychology, public health, epidemiology, medicine, public policy, and other health related professions intersect to promote emotional and physical well being. This course provides an overview of assessment, intervention and current research on the psychological mediators of health and illness from a behavior health perspective. Although specific diseases and other medical conditions will be discussed, a broader, cross-disease perspective on behavioral medicine will be emphasized.
**(Required course for Primary Care Psychology Concentration. Satisfies program requirement as a Basic Intervention Elective)

PSY-736 Mind-Body Health II 3 Credits
This course focuses on the interventions and current research associated with specific life threatening, chronic and acute medical conditions across the life span. The course addresses the psychosocial context of each medical condition and the ways in which psychological support can facilitate coping for both client and family. **(Required course for Primary Care Psychology Concentration. Satisfies program requirement as a Basic Intervention Elective)

PCO-737 Primary Care Psychology 3 Credits
Primary Care has provided psychologists a new role within the health care system to deliver behavioral health services. The focus in this course will be on functioning as a primary care consultant within a hospital or outpatient clinic setting. This course will introduce a model of collaborative care to provide continuous and comprehensive care to families in sickness and health, while also highlighting the ethical and relationship dilemmas in this role. Students will receive an overview of behavioral risk factors and sociocultural influences on problems seen in primary care. Common primary care problems, clinical assessment of these common conditions, and clinical interventions suitable for a primary care setting will be covered. Additionally, the effects of health policy, health care financing and design of health care system on individuals’ health will be discussed. **(Required course for Primary Care Psychology Concentration)

PCO-739 Mindfulness Meditation 3 Credits
This experiential course will teach students to manage their own stress, and to teach mindfulness-based meditation to others to help them to manage their stress. Scientific studies have shown that meditation practice, as taught in this course, improves various medical and psychological outcomes. Thus, this meditation course provides a potentially valuable skill to clinicians. The Mindfulness-Based Stress Reduction (MBSR) course can be useful in clinical, medical, and corporate settings.

PSY-740/PSY-742 Doctoral Internship-Full Time 0 Credits
Prerequisites: Successful completion of required qualifying examinations, doctoral dissertation proposal and permission of the Director of Training and Community Service. Following completion of academic and practicum requirements, doctoral students must complete an internship of a minimum of 2,000 clock hours of training over a 12-24 month period. Most internships require a one-year, full-time commitment. A two-year, one-half time internship may also be obtained. The internship is designed to provide an intensive clinical experience building upon the course work, practicum experiences, and skills supervision completed during the first four years of the doctoral program. The Department of Training and Community Service assists students in identifying appropriate sites for internships. (Students must enroll three consecutive times.)

PSY-743/PSY-748 Doctoral Internship-Half Time 0 Credits
Prerequisites: Successful completion of required qualifying examinations, doctoral dissertation proposal and permission of the Director of Clinical Training. Following completion of academic and practicum requirements, doctoral students must complete an internship of a minimum of 2,000 clock hours of training over a 12-24 month period. Most internships require a one-year, full-time commitment. A two-year, one-half time internship may also be obtained. The internship is designed to provide an intensive clinical experience building upon the course work, practicum experiences, and skills supervision completed during the first four years of the doctoral program. The Department of Training and Community Service assists students in identifying appropriate sites for internships. (Students must enroll six consecutive times.)

MAP-750 Police Psychology 3 Credits
This course is designed to cover the five core areas of the field of police psychology. Students will learn the basic principles of psychological diagnosis based on the categories outlined in the DSM Multiaxial Model. Disorders more common to police personnel will be presented along with research-based interventions and their application within a police culture. Students will also learn the basics of research following APA guidelines for the presentation of findings. Students will also learn the requisite skills for the development of reflection papers. In addition, the course will cover the foundation of ethics and ethical codes of conduct including an exploration of theories of social justice as they apply to 21st century urban law enforcement.

MAP-751 Psychology of Police Organizations 3 Credits
This course explores the critical thinking, skills and processes required to operate an effective law enforcement agency within a multicultural environment. Issues of assuming command, organizational structure, decision making, maintaining ethical behavior, institutional interventions, hiring practices, community relations, promotional strategies, and psychological well-being will be discussed. Students will be exposed to the essentials necessary to create an effective vision and mission statement along with the steps necessary to operationalize elements of this statement.

MAP-752 Assessment Issues in Police Psychology 3 Credits
Students will learn the basic statistical principles used in the development of psychological and promotional testing. Measures of central tendencies, validity, reliability and the fundamental issues of test construction will be presented. In addition, students will learn the more prevalent psychological instruments used in the hiring, assessment and promotion of police personnel. Concepts underlying personality assessment, projective tests, and intelligence testing will be presented. Ethics of test development and issues of race, gender and other cultural considerations will be presented.

MAP-753 Psychology of Critical Incidents and Trauma 3 Credits
This course applies psychological theory to both the human impact of being involved in critical incidents and trauma and the associated operational procedures, within the law enforcement community. Discussion will focus on the nature of trauma as it relates to law enforcement events: line-of-duty death, use of force, hostage incidents, post-event debriefings, bombings, and response planning. Students will learn a working model of how to handle effectively stress from the individual level, small groups and throughout the police organization. This course will utilize discussion, lecture, scenario training, video and self-directed projects.

MAP-754 Psychology of Evil and Criminal Behavior 3 Credits
This course is designed to explore abhorrent, anti-social and violent human behavior by examining how theories of evil, criminal behavior and psychology have attempted to explain such conduct. The course will look at how police organizations have historically responded to incidents of serial murder, mass killings, cults, riots, organized criminal enterprises and other acts of extreme violence. Intervention strategies will also be discussed.

MAP-755 Psychology of Terrorism 3 Credits
This course will introduce students to the concepts, goals, strategies, ideologies, and psychological theories associated with terrorist groups. Emphasis will be placed on terrorist motives and on how terrorist actions have affected the course of history and current foreign and domestic policies. Different types of terrorist organizations will be examined, based on various criteria – motives, means, objectives, geography and others. Students will learn from this course why terrorism continues to be chosen as a mechanism for change in the United States and around the world, and how governments can work to limit its effects. Students will choose relevant topics for original research and will present information in small group presentations and a research paper.

MAP-756 Social and Community Psychology 3 Credits
This course introduces students to the sociocultural factors that impact personality development, the formation of attitudes/values and group behaviors. Issues of bias, prejudice, authority, conformity, stereotyping, gender roles, race/ethnicity, poverty and culture will be discussed. Strategies for addressing these factors within a law enforcement agency will be discussed along with mechanisms for maintaining strong community relations.

MAP-757 Psychology of Leadership 3 Credits
This course introduces students to the foundational principles of psychology necessary for effective leadership in most areas of law enforcement. Styles of leadership, motivational strategies, emotional intelligence, conflict management and leadership assessment will be discussed. Students will learn to identify their personal style of leadership and explore the assets and limitations of their unique style. Techniques for developing and maintaining management groups will be presented along with methods for developing diversity and social awareness within management practices.

MAP-758 Tactical and Field Psychology 3 Credits
This course is designed to teach students the application of individual, cognitive and social psychology to field encounters. Through role playing scenarios, discussion and lecture, students will learn to employ principles of negotiation, conflict management, anger management, stress reduction, emotional modulation techniques and engagement and disengagement procedures.

MAP-759 Thesis and Portfolio Development 3 Credits
This course contains the two capstone projects required for completion of the Master of Arts in Police Psychology. The thesis must focus on an approved topic of research and consist of an extensive literature review of a minimum of 40 pages that blends theory and research in psychology with a topic or issue in the field of law enforcement. Each thesis must be supervised by an assigned faculty or adjunct faculty member of the Adler School of Professional Psychology and be completed by dates set by school policy. The thesis must contain a minimum of 20 citations from professional literature from either field and/or texts approved by the supervising faculty/adjunct member. Each thesis must be reviewed by an approved editor prior to final submission. The Portfolio must contain all assignments outlined in the Police Psychology Portfolio Development Information Sheet and be approved by the supervising faculty/adjunct member.

PSY-770 Advanced Group Interventions: Conflict Resolution 3 Credits
Prerequisite: PCO-337. This course extends theory and research on the use of a range of group therapy intervention methods to the resolution of conflict between individuals and groups. Student will be exposed to literature both in the use of group methods for dealing with conflict and reconciliation between opposing parties and in the area of conflict resolution.

MAT-801 Expressive Arts with the Trauma Population 2 Credits
This course provides experiences in art making and processing which are applicable to therapy and counseling with client who have survived single or multiple traumatic experiences. Included is education on various types of trauma and the potential effect of the traumatic experience on the whole person. The frequent co-morbidity observed in trauma clients will be looked at in detail. The course includes an emphasis on assisting clients with skills of pacing and containment as they learn to reintegrate feelings. Also includes techniques to aid in the safe expression of intense effect through expressive art techniques.

PSY-806 Advanced Trauma Focused Interventions 3 Credits
Prerequisite: PSY-706. This course covers advanced issues concerning the diagnosis and treatment of trauma-related dysfunction, particularly post-traumatic stress disorder (PTSD) and common comorbid conditions. The emphasis of the course will be on development and application of skills in conducting research-supported therapy and assessment for Type I (“single-event”) and Type II (“complex”) trauma, Dissociative Identity Disorder, and trauma-associated somatic symptoms. Major treatment approaches to be covered will include phase-oriented integrated treatment and relational models; Skills Training in Affective and Interpersonal Regulation (STAIR); cognitive-behavioral therapy (CBT), Stress-Inoculation Therapy (SIT), and Cognitive Processing Therapy (CPT); Eye-Movement Desensitization and Reprocessing (EMDR), Dialectical-Behavioral Therapy (DBT), Imagery Rehearsal Therapy (IRT), and Clinical Hypnosis. The course will also address specific treatment considerations for returning military personnel as well as ethical issues relevant to clinical work with trauma survivors. The management of countertransference reactions and the recognition, prevention, and treatment of compassion fatigue and vicarious traumatization in the clinician will be emphasized throughout the course. **(Required course for Traumatic Stress Psychology Concentration. Satisfies program requirement as an Advanced Intervention Elective)

PCO-814 Psychology and Consumer Culture 3 Credits
This elective course is intended to be an examination of the historical roots and contemporary consequences of materialistic culture on the psychological well-being of human beings and society-at-large. The course will examine the roots of consumer culture in historical, political and economic factors and the many ways in which consumer culture impact our lives. Topics include the impact of materialistic values on well-being, the impact of commercialism on children, the relationship between consumerism and psychological dysfunctions, the role of globalization, and ways in which psychology can challenge the impact of consumerism and help to effect social changes that diminish the adverse impact of materialism.

PCO-815 Mental Health Disaster Response Counseling 3 Credits
The purpose of this course is to educate the mental health professional in the mental health disaster response crisis counseling program model. This model differs significantly from the traditional mental health model. The mental health disaster response crisis counseling model is a specialized approach which requires distinct training. The skills, knowledge, and attitudes required for mental health disaster response and recovery crisis counseling are quite different from those needed in traditional clinical settings. This course will introduce the student to the mental health disaster response crisis counseling program model, the scope and limits of the program, and the elements required for effective service system design, and the delivery of those services in an all-hazards disaster environment.

PSY-822 Death, Dying, Bereavement, and Loss-Focused Approaches 3 Credits

to Intervention
This course covers the psychological theories, cultural responses, individual and family system reactions, and treatment relevant to individuals facing death, dying, life-threatening illness, bereavement, other losses, and long-term care giving. Students will learn about the range of events associated with these experiences across the lifespan, the major risk factors for emotional, cognitive, behavioral, social, and spiritual dysfunction, cultural factors that exacerbate or ameliorate dysfunction, and research-supported approaches to treatment. The awareness and effective management of the clinician's emotional and countertransference reactions and the recognition, prevention, and treatment of compassion fatigue and vicarious traumatization will be emphasized.

PSY-837 Multivariate Data Analysis 3 Credits
Prerequisites: PCO-497 and PSY-637. This course further develops core skills in statistics by helping students learn the theoretical bases and clinically-relevant applications of additional data analysis methods. Specific topics include inferential models commonly used in behavioral research, such as data organization and cleaning, multiple linear regression, analysis of covariance (ANCOVA), multivariate analysis of variance models (MANOVA), discriminant function analysis, logistic regression and factor analysis. Particular attention is given to the application of research methodology to psychological problems and issues of policy analysis and formulation.

PSY-840 Torture Survivor Well-Being: Theory and Foundation for 3 Credits

Community-Based Advocacy
This course focuses on developing a foundation for understanding and working with the unique needs of immigrant torture survivors in the U.S. The Adler School and Heartland Alliance Marjorie Kovler Center are working together to create this class. Students will develop an increased understanding of survivor's challenges and resiliency, and learn skills in community-based interventions that enhance survivors' physical and mental health. This class does not utilize clinical interventions, but instead, focuses on ecological approaches to well-being. Students will also gain knowledge to understand torture as a form of trauma; learn how to develop empowerment approaches to client community education; and understand a psychological sense of community among survivors. This course is a general elective.

PSY-841 Torture Survivor Well-Being: Community-Based Advocacy 3 Credits
This class has three (3) components: A group learning circle, group supervision with the instructors and a student-torture survivor partnership. The learning circles occur weekly, usually at the Kovler Center (in Rogers Park off the Red Line). Each meeting is approximately two (2) hours and includes survivor participants and students. Learning circles begin with cultural exchange, which provides a forum for survivors and students to learn from each other through discussions. Weekly group supervision sessions will be conducted by the course instructors immediately prior to or following the Learning Circles. In addition to this group experience, students and survivor participants will work in pairs. This component of the course is based on a Community Advocacy model. The students spend weekly time (outside of the Learning Circles) advocating for and transferring advocacy skills to their survivor partner to mobilize community resources based on unmet needs identified by the survivor. Students and survivors will both learn from and teach each other. Through these processes, survivors' cultures, experiences and knowledge are valued and utilized in the promotion of their well-being.

PSY-870 International Immersion and Cross-Cultural Studies 3 Credits
Prerequisite: PCO-641. This course will provide doctoral students with a cultural immersion experience outside of the United States. Students will be engaged in a non-clinical service learning program for a limited period of time. The course will teach students to examine and critically think about the impact of systemic and structural barriers on health and well-being issues abroad. This will enhance students’ professional values and their preparation for multicultural clinical practice.

PSY-871 International Consultation on Women’s Issues 3 Credits
Prerequisites: PCO-350 and PCO-641. This course will examine the social, medical, economic and psychological oppression of women from a global perspective. Students will work in small groups on selected topics to identify strategies empowering interventions for women. They will collaborate with multidisciplinary teams to develop preventive and intervention programs that will result in models for demonstration projects. The course will focus on integrating applied research and multicultural intervention strategies that integrate multidisciplinary perspectives and systemic conceptualizations of women’s health.

PSY-873 Special Topics in Diversity 3 Credits
Prerequisites: PCO-497 and PCO-641. This course will provide students with an opportunity to study and participate in an applied research project on a specific topic in diversity. Multicultural perspectives will be considered and innovative approaches to addressing mental health issues and social problems will be covered in the readings, discussions and consultation with faculty and additional experts in the areas of interest.

PSY-901/PSY-903 Doctoral Dissertation I-III 0 Credits
Prerequisite: PSY-696, PSY-697 and PSY-905. Successful completion of the Doctoral Clinical Qualifying Examination. The Doctoral Dissertation provides an opportunity for students to engage in scholarship on an issue or problem that is psychological in content and professionally relevant. Students must begin registering for Doctoral Dissertation within three consecutive terms after approval of their dissertation proposal or in any term in which they are actively working on their dissertation with their committee members. Once students register for dissertation, they must continue registering for three consecutive terms. Students who have failed to complete their dissertation at that time are required to register for 904 Doctoral Dissertation Continuation until they are approved for the Oral Defense. Students receive a grade of In Progress for any term in which they are making satisfactory progress on their dissertation and a grade of No Progress when they are failing to complete the project in a timely manner. Any student who has received three consecutive grades of NP for either Dissertation Proposal or Dissertation will be automatically referred to the Student Comprehensive Evaluation Committee for review. When a student satisfactorily completes the dissertation proposal or dissertation, a grade of CR (Credit) will be issued and all prior grades of NP and IP will be changed to Credit.

PSY-904 Doctoral Dissertation Continuation 0 Credits
Doctoral students, who are working on the dissertation and have registered for the required three terms, must register each term for this course and pay the required fee to remain in good standing. Students enrolled in Doctoral Dissertation Continuation are expected to make steady and consistent progress on completion of their dissertation. Failure to enroll in courses or doctoral dissertation continuation may result in dismissal from the Psy.D. program.

PSY-905 Community Service Capstone Paper 0 Credits
Prerequisites: Completion of PCO-210, PCO-211-PCO-214, coursework outlined in Capstone Paper Handbook. The Community Service Capstone Paper is an integrative task required of all doctoral students upon completion of their community service practicum (typically in the first year of matriculation). Students must identify a topic based upon a problem encountered while on their community service practicum. With approval of their faculty advisor, students then complete an integrative paper, that conducts a critical review of literature and provides an analysis of the problem that includes an innovative perspective aimed at its alleviation. Students are expected to register for this requirement upon completion of one year full time matriculation or the completion of 51 credit hours whichever comes first. The Community Service Practicum must also be completed prior to engaging in this capstone task.

MAC-906 Community Engagement Project 3 Credits
This course is only for students enrolled in degree programs that involve a blend of online and face-to-face coursework requirements. Students enrolled in this course will complete a supervised community engagement project at an approved site and will be required to accrue a minimum of 50 hours toward the completion of the approved project. Students will work directly with the Department of Training and Community Service to identify potential community partners and projects in the semester prior to the initiation of their placement. Projects may include activities such as community needs assessment, research and publishing, program development and evaluation, community outreach, and advocacy work. Students may not complete this requirement at their place of employment. May not be transferred or waived, unless the student completed the Adler School Community Service Practicum.

PSY-990 Doctoral Clinical Qualifying Examination – 0 Credits

Assessment Competency
Prerequisite: Successful completion of PSY-601/PSY-611, enrollment in PSY-602/PSY-612, approval of the Examination Coordinator. This is a clinical competency examination focusing particularly on knowledge and skills in assessment required for entry level practice as well as the ability to integration science and practice and provide service in a socially responsible manner. Students are required to submit testing protocols from a battery of psychological instruments given to a client; a detailed psychological testing report; executive summaries; a paper integrating psychological research with an issue presented by the case; and a paper discussing an issue pertinent to socially responsible practice posed by the case. Following review by a faculty member, a student meets with the faculty member for an oral portion of the examination.

PSY-991 Doctoral Clinical Qualifying Examination – 0 Credits

Intervention Competency
Prerequisite: Successful completion of PSY-990, enrollment in PSY-604/PSY-614. This is a clinical competency examination focusing particularly on knowledge and skills in intervention required for entry level practice as well as the ability to integrate science and practice and provide service in a socially responsible manner. Students are required to submit a video or audiotape of a therapy session with a client; a detailed case conceptualization of the client; a self-critique on their performance in the session being presented; an Adlerian formulation of the case; and a paper integrating psychological research with an issue presented by the case. Following review by a faculty member, the student meets with the faculty member for the oral portion of the examination.

MAC-995 Master’s Clinical Qualifying Examination 0 Credits
MACF-995
MACR-995
MAF-995
MAG-995
MAO-995
MAT-995
MSP-995
Prerequisite: Completion or near completion of all M.A. requirements. The Qualifying Examination consists of the presentation of a clinical case including an audiotape, an analysis of key interchanges within the session presented, a written case conceptualization and treatment plan, a paper integrating research with the clinical case, and a paper examining social issues pertinent to the clinical case. Students will meet with two faculty examiners to review the material pertinent to the case. The oral presentation will take between one to one-and-a-half hours. Students’ performance on both the written and oral portions is incorporated into the faculty evaluation. Students who fail to pass on the second attempt are subject to dismissal from the School.

PSY-998 Doctoral Oral Defense 0 Credits
Prerequisite: Permission of the Doctoral Dissertation Committee. Students defend their Doctoral Dissertation and must submit their dissertation for binding/publication to complete the Doctoral Oral Defense.

Faculty

The School’s educational philosophy is embodied in its diverse, dedicated, and highly qualified faculty. Faculty members are chosen for their educational qualifications, professional experience, clinical training and practice, professional and community involvement, area of expertise, scholarship, ability to teach, and personal/professional commitment to the School’s mission to educate socially responsible graduates. Faculty members are professionals, who combine community involvement and clinical practice with their instructional duties. Many hold leadership positions and are active in professional organizations throughout the United States, Europe, and Canada. The faculty’s high level of professional activity enriches the curriculum and models for students the integration of community involvement, clinical practice, scholarship/research, and professional contribution.

The faculty consists of core, part-time program, and adjunct members. A vast majority of Core faculty members is full-time, while some Core faculty hold part-time positions. Core faculty members are actively involved in academic governance, faculty committees, student advisement and mentoring, clinical supervision, curriculum development, community involvement, and scholarship. Core faculty members maintain office hours and are on-site four days per week. The faculty members have created a learning community committed to the discovery and development of knowledge, values, and skills where students can engage in a rich learning experience.

The core faculty is supplemented by part-time program and adjunct faculty, visiting professors, and other professionals, who are hired to teach specific courses or render other academic or clinical services. Adjunct faculty members are chosen for their expertise in specific areas of program curricula.

To view faculty biographies and contact information, please visit the website directory at http://www.adler.edu.

Chicago

Core Faculty

Josefina Alvarez, Ph.D.

Robert Baker, Psy.D.

Christine Bard, Ph.D., Program Director of the M.A.C.R. Program

Dan Barnes, Ph.D., Director, Adler Community Health Services and Core Faculty

Katy Barrington, Ph.D.

Geoff Bathje, Ph.D.

Peter Battista, Psy.D., Associate Director of Doctoral Training

Mark Bilkey, Psy.D. Program Director of the MAC online hybrid Program

Neil Bockian, Ph.D.

Cathleen Bridgeman, Ph.D., Assistant Director, Center for Learning and Teaching

Heather Cannon, MLIS, Technical Services Librarian

Paul Cantz, Psy.D., Associate Director of Doctoral Training

Leeja Carter, M.A., Faculty, Sport and Health Psychology Program

David Castro-Blanco, Ph.D.

Tsui-Yee Chow, Ed.D., Chair, Masters in Counseling

Kerry Cochrane, M.A., M.S.W., L.C.S.W., Director of Library Services

Jay Colker, D.M.

Daniel Cooper, M.S., Assistant Director of the Institute on Public Safety and Social Justice

Cristina Cox, Ph.D.

Douglas Craig, Psy.D.

Raymond Crossman, Ph.D., President

Mary O’Connor Drout, Ph.D.

Vida Dyson, Ph.D.

William Epperly, Ph.D., Director of the Center for Learning and Teaching

Lariza Fenner, M.S., A.T.R., M.A.T.

Paul Fitzgerald, Psy.D, Director of Master’s Training

Sonali Gupta, Psy.D.

Cadmona Hall, Ph.D.

Robert (Uri) Heller, Ph.D.

Janna Henning, J.D., Psy.D., C.T., B.C.E.T.S., Coordinator of the Doctoral Concentration in
Traumatic Stress Psychology

Christina Jackson-Bailey, Ph.D.

Peter Ji, Ph.D.

Leigh Johnson-Migalski, Psy.D.

David Katz, Ph.D. Chair, Clinical Psychology Department

Michele Kerulis, LCPC, Director, M.A. in Sport and Health Psychology Program

Mark J. Killmer, Psy.D. Department Chair Marriage and Family

Eunha Kim, Ph.D.

Eunice Kim, Psy.D. Director of Doctoral Training

Karen Koch, Psy.D., M.A., HSPP, Program Director of the Counseling-Forensic Specialization Program

Peter Liu, Ph.D., C.Psych., Program Director of the M.A.O. and M.A.C.O.H. Programs

Catherine McNeilly, Psy.D., CADC

Steven Migalski, Psy.D.

Nataka Moore, Psy.D

Harold Mosak, Ph.D., Distinguished Service Professor

Amanda Musacchio, M.L.I.S., Access Services Librarian

Robert Musikantow, Ph.D

Mayumi Nakamura, Psy.D., Associate Director of Master’ s Training

Lauren Nichols, Psy.D.

Kevin Osten, Psy.D., Director, LGBTQ Mental Health and Inclusion Center

Deb Paskind, M.A., LCPC, ATR-BC, Chair, Department of Art Therapy

Wendy Paszkiewicz, Psy.D., VP of Community Engagement and Training/Interim

Vice President of Academic Affairs

Brian Price, Ph.D.

Victoria Priola-Surowiec, Psy.D., Chair of Police and Forensic Psychology Department

Elena Quintana, Ph. D., Executive Director of the Institute on Public Safety and Social Justice

Maricruz Ramos, Ed.D, Program Director MAC

Paul Rasmussen, Ph.D., Coordinator of the Advanced Adlerian Psychotherapy Certificate and

Doctoral Concentration

Linda Rice, Ph.D.

Alberto Richardson-Varona, Psy.D.

Gail Roy, M.A., LCPC, ATR-BC

Shaifali Sandhya, Ph.D.

J. Sherrod Taylor, Faculty Fellow at the Adler Institute on Social Exclusion

Cecil Thomas, M.A., M.U.P.P., Director of Global Affairs

Lynn Todman, Ph.D., Vice President for Leadership in Social Justice

Joseph Troiani, Ph.D., Coordinator of the Substance Abuse Counseling Program

Ileana Ungureanu, MD, Ph.D.

Marla Vannucci, Ph.D.

Jerry Westermeyer, Ph.D.

Douglas Whiteside, Ph. D.

James Whitmer, J.D.

Amy Zavada, Ph.D.

Vancouver

Full-Time Core Faculty

Lawrence (Larry) Axelrod, Ph.D., Dean

Lee Butterfield, Ph.D., MAC /MCP Program Director

Debbie Clelland, Ph.D.

Kathleen Irvine, Ph.D.

Asa-Sophia Maglio, M.A., Ph.D. (c)

Michael Mandrusiak, Psy.D. Director of Training and Community Service

Ana Mozol, Ph.D.

Lyz Sayer, Ph.D., MAOP Program Director

Begum Verjee, Ed.D, MACD Program Director