Applied Psychology (APSY-GE)

Develop an understanding of both the physiological & theoretical underpinnings of brain behavior relationships through the study of "the physiological brain and neural systems, (i.e., neuroanatomy), human brain development, historical & current brain models, neurodevelopmental, neurological & psychiatric disorders as well as etiology, assessment, treatment, & prognosis of disorders.

This course examines theory, research, and the assessment of adolescent sexual development, decision-making, and risk-taking behaviors. The evolution of adult sexuality is one outcome of the extensive physiological, sociological and psychological changes that occur during adolescence. Students examine attachment theory and its impact on sexuality and healthy relationships, neurobiology of risk taking and adolescent sexual health development, as well as trauma-informed clinical assessments and interventions when working with adolescent clients.

Surveys psychology of women. Topics include psychoanalytic conceptions of women; theories of sex-role development; sexuality & psychological health; mothering, fathering, & gender arrangements; ways of knowing; abuse , dominance, violence, & power, & achievement.

Focuses on cognitive behavioral theory (CBT) & practice, emphasizing evidenced-based assessment & interventions for emotional disorders. Includes clinical applications of cognitive behavioral interventions for anxiety, depression, PPSD, personality disorders, substance abuse, & eating disorders. Introduces CBT approaches to stress management & mindfulness training.

Classification, etiology, symptoms, & treatment of major psychological disorders, including anxiety, mood, eating, substance-related, sexual & gender identity, cognitive, personality, schizophrenia & other psychotic disorders as well as disorders associated with childhood.

Surveys mental health issues relevant to women. Topics include diagnostic issues for women, feminist theory, & therapy; high prevalence disorders of women, e.g., phobias, eating disorders, results of violence against women, stress.

Consultation skills are central to the roles of counselors working in schools and various mental health settings. This course exposes students to consultation theory, research, and practice in settings serving children, adults, and families. By integrating experiences and observations in field placements, students develop skills to examine variables related to client, consultee, and organizational/systems contexts to implement and assess the effectiveness of various consultation approaches within diverse communities and settings.

This course provides an overview of major theoretical perspectives and research findings in the area of language and literacy development. A large focus of the course is on the early development of culturally and linguistically diverse children, including those exposed to multiple languages, as well as on the role that home and school interactions have on their development.

LGBT families include those with same-sex couples and parents, LGBT youth, and other LGBT family members. This course examines experiences of LGBT families with stigma and discrimination in their interactions with educational, familial, health, and judicial systems. Explores ways in which mental health professionals counsel LGBT families: parents disclosing as LGBT and LGBT people becoming parents; being out as a LGBT family; coping with hate, bias, violence; obtaining equity and equality. A prior course in counseling is strongly recommended.

This course introduces students to college counseling. Students learn to develop and implement a comprehensive and effective post-secondary planning program. The course focuses on post-secondary education and ways to support high school students to explore those options. Students use case studies and scenarios to develop strategies and coordinate events aligned with promoting postsecondary success.

Analyzing & evaluating research studies in the behavioral sciences. Focus on research across the lifespan including in relation to children, adolescents, & adults. Emphasis on the science of research, developing hypotheses, sampling, defining & measuring variables, types of experimental & non experimental designs, qualitative designs, evaluation designs, & ethics in research.

This course provides an in-depth look at analyzing and evaluating research studies in the behavioral sciences, including developing skills in coding and analyzing data, assessing and improving the reliability of measures, and presenting results.

Provides an overview of the mechanics of grant writing, including writing a letter of intent, developing research questions, preparing a literature review, determining research design & methods, & identifying target courses of funding. Through group projects students produce & critique a grant application. Objectives, guidelines, & techniques for managing an awarded grant are discussed.

This course is designed to introduce students to a framework of affirmative psychological practice with LGBTQ+ clients. Students will learn about interventions, assessment, diagnosis, education, and research with LGBTQ+ clients across the lifespan. Students will also be exposed to scholarship and clinical applications that center the identities of LGBTQ+ clients.

This course provides students with opportunities to learn the healthy foundations of sex, relationships, and community for LGBTQ+ clients. Students develop foundational knowledge, skills, and awareness when addressing sexual health and relationship well-being with LGBTQ+ clients through research and clinical case examples. In particular, students also increase their knowledge of consensual nonmonogamy to help clients form secure relationships with their partner(s).

This course familiarizes students in counseling and related fields with principles and strategies related to designing, implementing, and evaluating school-based preventive interventions (prevention programs). Primary focus on the science behind how prevention efforts can positively impact individuals, families, and social systems to decrease the likelihood of developing psychological, educational, substance use, and other health problems. Also addresses ethical, professional, multicultural, and social justice issues related to prevention programming.

Social justice and advocacy are central to the work of the counseling and helping profession. It is imperative that mental health counselors utilize their voice, power, and privilege to advocate for communities that are negatively impacted by hateful rhetoric. This course provides students with an overview of social justice and advocacy standards, as well as practical tools to advocate for clients in the LGBTQ+ community. In particular, students gain knowledge and practical skills in writing letters of support for LGBTQ+ clients.

Clients who identify as LGBTQ+ people of color face additional and unique stressors as a result of their intersecting identities. This course explores the theoretical framework of minority stress theory and the negative impact of minority stressors on the overall health and well-being of LGBTQ+ people of color. Students also review affirmative practices and clinical interventions that account for the intersectionality of LGBTQ+ clients of color.

Introduces students to the conceptual & Practical integration of the developments & prevention sciences to address social, emotional, & health problems across the lifespan or during a particular developmental stage, e.g., middle childhood.

Rigorous examination of the social development of children & adolescents based on current theoretical positions & research. Topics include social learning, identification, sex & gender roles, friendships, peer-group relationships, & social development in different cultural contexts.

In depth examination of cultural & contextual factors & how these factors impact every aspect of psychological theory, practice & research. Major theories, assessment approaches, clinical practice & research in psychology will be critiques by investigating universalistic principles, behavior & experience as it occurs in cultures & contexts & is influenced by culture & context, as well as issues such as oppression, racism, prejudice, social class & value differences.

This course is intended for students who have experiences working in schools or clinical settings and examines interdisciplinary connections to counseling using a postmodern framework. Emphasis is placed on learning practical applications of social justice theory, narrative theory, and trauma-informed interventions as they apply to the sociocultural aspects of counseling. Focus on the utilization of critical thinking skills applicable to intersectional identities, and the effects of intergenerational and historical trauma on communities and families.

Theory & research of infant behavior & development with an orientation toward professional application. Infant observation & evaluation techniques included.

This course introduces students to the major theories that explain human growth & development throughout the life span from birth to death. Multiple factors that influence one’s development, including biology & culture, will be discussed. Students will gain the skills they need to critically evaluate & apply evidence-based knowledge when working with children, adolescents & adults

Mental health counselors are in a unique position to utilize their knowledge and skills to advocate for clients that are part of the LGBTQ+ community. This course will introduce students to social justice and advocacy efforts in the mental health profession. Students will learn practical skills to provide consultation services to agencies and organizations that serve LGBTQ+ communities. Students will also have opportunities to practice drafting and creating proposals for consultation services and delivering workshops and presentations that center the mental health of LGBTQ+ clients.

The study of psychological difficulties in children & adolescents. Behavioral, developmental & ecological perspectives are used in looking at specific problems such as depression, ADHD, autism, & other difficulties seen in children & teens. Students will explore theoretical perspectives & practical applications.

The study of psychological difficulties throughout the lifespan (i.e., childhood through adulthood). Behavioral, developmental and ecological perspectives are used in looking at specific problems such as depression, ADHD, autism, and other difficulties. Students explore theoretical perspectives, use of the DSM and practical applications.

Mental health counselors are in a unique position to utilize their knowledge and skills to advocate for clients that identify as Trans and Gender Expansive (TGE). This course will review both research and clinical frameworks that center the identities of TGE clients through a wellness and resilience approach. Students will also learn the history of healthcare in the United States for TGE clients, TGE terminology, and affirming clinical practices to best serve clients within these communities.

This course will provide an overview of theories, methods, & research findings in the area of cognitive development with focus on group change & individual differences in various domains including, language, memory, social cognition, & intelligence. A large focus of the course is on learning & development in social contexts, with attention to the role of family & culture in everyday experiences & children’s cognitive development.

Conflict is an important part of our daily lives. Conflict is omnipresent in interpersonal relationships, workplace, national & international affairs, etc. In this class we will examine theories & research that help us understand the nature & roots of conflict, its evolution, & strategies that lead to its resolution. The first part of the course will focus on roots & dynamics of conflict, whereas the second part will focus on strategies to resolve conflict. Students will have the opportunity to apply the knowledge gained in this class to conflicts at different levels: Interpersonal, organization, community, & international.

This course explores theory, policy, and practice of bilingual and multilingual experiences and counseling/ education models in the U.S. and global contexts. Emphasis is on intersections of language and other identities (race, class, gender, etc), and systems of power and privilege. Topics include home language support, language/literacy teaching for developmentally and linguistically diverse students, and the various roles and responsibilities of counselors working with multilingual communities.

Students further develop essential interviewing & counseling skills via counseling dyads. Emphasis is placed on conducting counseling over an extended period of time & working with culturally diverse individuals with a focus on the therapist’s identity. Students will develop advanced communication skills, heighten self & interpersonal awareness, become more mindful of how the counseling process develops over time, start the process of practicing socially just counseling, & explore ways individual differences may manifest themselves in communication & connection.

This course furthers the development of counseling skills necessary to facilitate the academic, personal/social, & career development (ASCA National Model) of K-12 school students. The skills relate to the contemporary roles of school counselors & include developing & implementing age-appropriate classroom guidance units; collaborating & consulting with teachers, administrators & parents; & advocating for equality, access, & social justice in schools & the community. Students will respond to simulated counseling interactions with parents, stakeholders, & students.

Focuses on the way that emotion develops over the course of a lifespan in relation to cognition. Topics include the organization model of emotional development; the neural basis of emotion & cognition; the relation of emotional & cognitive development to temperament & personality.

Focuses on understanding early childhood development & intervention strategies aimed at preschool age children at-risk; addresses the emotional, cognitive, & behavioral development of preschool children, & risks associated with growing up in the context of poverty; reviews the history of preschool intervention strategies designed to improve outcomes for low-income children & the evaluation literature focused on preschool intervention services.

Nature of psychological development in childhood & adolescence considered & attention paid to developmental implications for adulthood & old age. Rigorous analysis of developmental theories is undertaken with emphasis on research findings & methods as reported in current literature.

Examine theories & research on adolescent development with a particular focus on adolescents from diverse cultural backgrounds. Topics include: identity development; family & peer relationships; sexuality; risk-taking behavior; & the impact of family & peer relationships, schools, & neighborhoods on psycho-social adjustment. Different methodological approaches to the study of adolescent development will be examined. Implications for prevention & intervention programs for adolescent will also be discussed.

Examines the concepts & measurement of risk & resilience from the perspective of developmental psychology. Explores mechanisms & processes to disrupt risk & enhance resilience. Models of risk & resilience are analyzed.

This course is designed to provide students with an opportunity to gain or enhance their knowledge in psychology by exploring an area of their interest under the guidance of a full-time professor. Students may enroll in credit-bearing, paid or unpaid internship work directly related to their major field of study under the guidance of an NYU full-time professor through an independent study. This course cannot substitute for specific coursework required in licensure or certification preparation programs.

An integrated seminar for masters students working on independent study projects under the supervision of a faculty member. The seminar focuses on the process of psychological research & its application. Includes discussion of issues, problems, & questions related to field & research experiences. Student’s research projects culminate in an individually-produced comprehensive paper or capstone project.

Seminar for students in the Human Development Research and Policy (HDRP) MA program to support their 135-hour, semester-long internship. Focus is on managing complex projects; communicating ideas clearly and impactfully; giving and receiving constructive feedback; and engaging in effective negotiations. Readings, assignments, and class activities are grounded on insights and practices from organizational and personality psychology, human-resource management, and business. Class meetings are practice based and combine individual, pair, and group exercises.

Examination of parenting views & practice across socio-cultural groups, discussion of similarities & differences in parenting around the globe, how parenting changes over the life course of the child, & how parenting shapes children’s development.

Study of the human response to trauma with emphasis on the biologic, psychodynamic & social consequences. Child sexual abuse, terrorism, rape, war & disasters are some examples of the traumas considered. Consideration of theories, dilemmas, & clinical perspectives. Specific attention to legal issue, reporting, identification, assessment, techniques for interviewing & evidence gathering, non-traumatic & traumatic memory, issues & techniques in treatment, & prevention.

The work of mental health clinicians will be the focus of study. The complexity of the clinician’s trauma work will be considered through clinical presentation by clinicians, readings, & discussions. Topics include: the meaning & experience of trauma, interventions in clinical trauma work (such as child abuse, sexual abuse, rape, human trafficking, battering, racism, & war & its aftermath, terrorism & political action); & working with natural disasters. There will be academic autopsies of case material.

Introduces students to key topics in psychological measurement, including validity, reliability and generalizability, scaling, standard setting, criterion-referenced tests, item response theory, linking and equating, growth and vertical scaling, and bias and differential item functioning. It draws on classical and modern test theory. The first part of the course seeks to develop students' understanding of these questions, why they matter, and how to approach them. The second part offers students an opportunity to engage with cutting edge research in various fields.

This course is designed to introduce students to research on the adaptation of immigrant origin youth. The course will concentrate on psychological, anthropological, sociological, & educational contributions to the study of immigrant children & adolescents. We will review the growing presence of immigrant youth in public schools in the United States & other post-industrial societies. We will consider a variety of stressors involved in the process of immigration along with the concomitant repercussions on the martial dyad, family relationships, & on the children themselves. We will explore the relevant literature on community forces, marginality, & minority status. We will consider the new research efforts to describe the various pathways immigrant children take in (trans)forming their developing identities. Lastly, we will examine the critical role of the educational experience on the adaptation of immigrant youth.

This course covers the theory and recent research on the application of mindfulness and other forms of meditation to individual and social well-being in different contexts. We will examine the implementation and evaluation of mindfulness programs in schools, organizations, and psychotherapeutic settings, as well as the neurophysiological mechanisms underlying effects on learning, cognition, and well-being. The course will be designed to foster critical thinking about the science behind one of the fastest growing education, workplace, and therapeutic interventions.

This course provides students with an overview of the steps involved in running field experiments in educational settings. It is structured around key questions in the design, implementation, and analyses of experiments (e.g., sampling, randomization, impact estimation). The course is designed to prepare graduate students to provide assistance to faculty members conducting field experiments and to design and execute their own. It draws on impact evaluations in psychology and economics in developed and developing countries. It focuses on field experiments.

Based on theories of psychoanalysis, attachment, & interpersonal relations, this course covers the basic principles that guide brief psychodynamic psychotherapy. This course also provides opportunities for students to practice skills of developing an accurate case formulation of the client in order to promote change through specific interventions based on the model of brief dynamic therapy.

The primary purposes of this course are to introduce students to the theory of group process & group dynamics underlying the practice of group counseling & the use of groups in a wide range of counselor interventions with children, adolescents & adults. Students will develop an understanding of group dynamics through readings, lectures, participation in & observing of ongoing groups. Attention will be given to personal, interpersonal, & group level dynamics as they occur in groups & to the interdependence of emotions, behavior & thought in group life.

Nature of work, career patterns, occupations choice, job satisfaction, work & leisure as problems of education & vocational development.

Reviews the major concepts of vocational development of individuals from diverse backgrounds, & prepares counselors to engage in career counseling across the lifespan, with focus on career guidance programs in educational settings (P-12 & College). Theories of vocational development, career choice, career interventions, use of career assessment instruments, occupational & labor market information, & the relationship of career development & mental health, including the interrelationship between work, family, relationships, culture, & community issues.

Students will apply critical counseling skills learned in previous coursework in a K- 12 school setting (elementary, middle or high school). Under the supervision of the course instructor and the onsite supervisor, students will work to apply the ASCA National Model. Students must complete 100 hours of practical experience (minimum of 40 direct contact hours with a K-12 student) and participate in weekly supervision with a certified school counselor. Students must have a field site prior to starting the course, and all field sites must have departmental approval

An orientation to the American School Counseling Association & American Counseling Association ethical guidelines & legal issues related to work with children, adolescents, & families. The course will include the role of professional organizations in professional development & identity. Attention to processes & models of ethical decision-making related to various issues including group counseling, child abuse, sexual harassment, bullying GLBT, social justice & advocacy.

An orientation to the profession of counseling & its ethical guidelines & to the specific professional specialization of mental health counseling. The course will include discussion of the history of the field & will address issues such as professional roles, functions, & relationships of counselors with other human service providers, licensure & certification issues, & the role of professional organizations in professional development & identity. The examination of the ethical guidelines of the professions & their application to the specialization of mental health counseling will include attention to processes & model of ethical decision making.

Depending on type of program delivery, this first internship course requires a minimum of 200 or minimum of 300 hours of supervised counseling experience in an approved mental health setting & participation in a weekly university seminar. Student internship sites include community mental health agencies, chemical dependency treatment programs, college counseling centers, hospital settings, hospice programs, special programs for abused women & victims of violence, among others. Seminar sessions provide opportunities to discuss the range of their professional experiences as counselors-in-training. Topic areas include: individual & group counseling, psychoeducational interventions, case conceptualization and treatment planning, intakes/assessments and diagnostic interviewing, crisis intervention, multicultural, & ethical issues. Students are expected to adhere to ACA ethical guidelines.

Depending on the type of program delivery, students complete a minimum of 200 or minimum of 300 hours of supervised counseling experience in an approved mental health setting & participation in a weekly university seminar. Student internship sites include community mental health agencies, chemical dependency treatment programs, college counseling centers, hospital settings, hospice programs, special programs for abused women & victims of violence, among others. Seminar sessions provide opportunities to discuss the range of their professional experiences as counselors-in-training and the supervision of students’ counseling cases. Students are expected to adhere to ACA ethical guidelines.

Review of classical & contemporary theories of counseling from major counseling traditions. Addresses application to social & emotional development children, adolescents & adults with a focus on view of human nature, & normal & abnormal personality development. Introduces students to the evidence-base for the various theories & to the contribution of neuroscience to counseling. Reviews the application to school & mental health settings.

Students participate in small group laboratory experiences utilizing simulation, modeling, micro-counseling, & related foundational counseling skills in an experiential learning base. Learning of basic communicating skills necessary in interviewing, counseling, & other helping relationships. Skills learned apply to a wide range of professional counseling with children, adolescents & adults.

Interventions aimed at ameliorating mental illness & promoting wellness are examined. Integration of research & treatment models that consider mental health well-being in terms of pathology with models of wellness broadly conceived as optimal psychological & physical development. The meanings of “wellness,” “health,” & “illness” across lines of identity (e.g. ethnicity, culture, gender, sexuality, class, & age) are explored. Pathological outcomes (e.g., depression, anxiety, psychosis) are examined in tandem with such constructs as resilience, hope, wisdom, & spirituality, & considered at the individual, interpersonal, & community level.

This course focuses on the history & changing role of school counselors, including innovative roles & modes of intervention (e.g., direct service, consultation, program development & use of data). In addition, the counselor’s role in career development, school reform & social advocacy will be emphasized in accordance with the American School Counseling Association National Model.

Principles & practices of program development & evaluation for professional counselors in various counseling settings. Consideration is given to program development & evaluation of one-to-one, small group, large group (e.g., classroom) & institutional intervention by counselors working in schools & mental health settings.

Depending on the type of program delivery, this first internship course requires a minimum of 200 or minimum of 300 hours of supervised counseling experience in an approved elementary, middle or high school setting & participation in a weekly university seminar. Course provides opportunities for students to examine the range of their professional experiences as counselors-in-training. Areas include: individual & group counseling, consultation, classroom guidance, prevention, crisis intervention, multicultural, & ethical issues. Students are expected to adhere to ASCA & ACA ethical guidelines.

Depending on the type of program delivery, students complete a minimum of 200 or minimum of 300 hours of supervised counseling experience in their P-12 school setting & participate in a weekly university seminar. Students provide individual & group counseling, as well as career development & transition experiences for students P-12. Interns consult & collaborate with students, faculty, administrators, parents & other stakeholders on academic, career, & social/emotional issues based upon National Standards for School Counseling Programs (or in accordance with the ASCA model). Students are expected to adhere to ASCA & ACA ethical guidelines.

This third term of internship requires a minimum of 200 hours of supervised counseling experience in an approved P-12 school setting & participation in a weekly university seminar. In addition to continued attention to the range of professional issues addressed in the first & second terms of the seminar, the focus of this seminar is on higher level professional development and the supervision of students’ counseling interventions within their schools. Students are expected to adhere to ASCA & ACA ethical guidelines.This third term of internship requires 200 hours of supervised counseling experience in an approved school setting & participation in a weekly university seminar. In addition to continued attention to the range of professional issues addressed in the first & second terms of the seminar, the focus of this seminar is on the supervision of students’ counseling interventions with individuals & groups, including children, teachers & parents, & in a range of different kinds of counseling modalities.

Introduction to formal assessment. Includes surveys of vocational personality, & aptitude tests & structured experience in administration & scoring. The synthesis of various tests with background & behavioral information is stressed, as are interviewing techniques necessary for introducing & interpreting test batteries to clients. Source of clients to be tested is highly desirable.

Introduction to informal & formal assessment procedures currently used in schools. Includes classroom observation, interviewing, & psycho-educational tests. Integration of information pertinent to educational performance will be highlighted, interpretation of various school-related tests will be emphasized, & school records & background information will be incorporated. Assessment practices employed in the determination of special education classification are highlighted. Students are encouraged to take this course concurrently with their fieldwork or practicum.

This third term of internship requires a minimum of 200 hours of supervised counseling experience in an approved mental health setting & participation in a weekly university seminar. Student internship sites include community mental health agencies, chemical dependency treatment programs, college counseling centers, hospital settings, hospice programs, special programs for abused women & victims of violence, among others. In addition to continued attention to the range of professional issues addressed in the first & second terms of the seminar, the focus of this seminar is on higher level professional development and the supervision of students’ counseling interventions within their mental health settings. Students are expected to adhere to ACA ethical guidelines.

An examination of how behavior & experience are influenced by culture & intersectionality. Emphasis is given to increasing counselor self awareness, knowledge, & skills necessary to apply counseling theory & technique to diverse populations & settings.

An advanced thanatology course for persons who have had at least one basic course in thanatology or related work experience. Of particular use to clergy, counselors, hospice workers, nurses, psychologists, social workers, & others who work in helping relationships. A study of anticipatory grief, dying, grief & bereavement. Examination of related theory, research, current counseling practices, & models of intervention employed in various settings. Skill development in grief counseling, usually within simulated conditions.

A theory and practice approach, viewing the couple or the family as a unitary psycho-social system, focusing on general functioning, dysfunction, and intervention. In contrast to viewing individuals as the locus of a problem, the relationship is seen as a unitary system where harmony and difficulty depend on characteristics of the unit as a whole. Major areas covered include history, theory, practice models, and intervention techniques.

Considers constructs & theories related to legalized & illicit drug use, abuse & addiction across the lifespan. Focuses on biological, psychological, social antecedents of drug use, & on biopsychosocial consequences of drug use & dependence within developmental contexts. Examines specific drug addictions & treatment approaches. Health psychology, counseling psychology, developmental psychology, neuropsychology, medicine, health education, & public health perspectives are considered. Emphasizes the interplay of the knowledge & understandings developed from these perspectives, & applies this knowledge to research & counseling practice.

Students apply critical counseling skills learned in previous coursework in a mental health setting with clients. Under the supervision of the course instructor and the onsite supervisor, students work to develop competencies as a professional mental health counselor. Students must complete 100 hours of practical experience (minimum of 40 direct contact hours) and participate in weekly supervision with a licensed mental health professional. Students must have a field site prior to starting the course and all field sites must have departmental approval.

Examines the interplay between social systems & individual functioning & well-being through the study of theoretical & measurement issues in the study of human environments. Provide an overview of different conceptualizations of the environment proposed by ecological theorists such an Bronfenbrenner, Barker, Lewin, & Moos & covers conceptual/analytic issues such as levels of analysis & utilization of various world views & perspectives.

Examines theoretical frameworks, concepts, pragmatics, & strategies & tactics of intervention & social change at different levels of analysis. Students will learn about designing & implementing social interventions &, upon completion, will be able to analyze social issues/problems from multiple perspectives & vantage points.

This two-semester course is an integral part of the PSI doctoral program. Practicum site experiences involve activities along a continuum of intervention development, implementation, and/or evaluation, and occur in a setting that is action-oriented, not research-oriented. Students engage in required fieldwork relating to activities such as refining a logic model or conducting a needs assessment, collaborating to conceptualize or implement an intervention, planning and facilitating a process or outcome evaluation, or engaging in policy analysis and dissemination.

This two-semester course is an integral part of the PSI doctoral program. Practicum site experiences involve activities along a continuum of intervention development, implementation, and/or evaluation, and occur in a setting that is action-oriented, not research-oriented. Students engage in required fieldwork relating to activities such as refining a logic model or conducting a needs assessment, collaborating to conceptualize or implement an intervention, planning and facilitating a process or outcome evaluation, or engaging in policy analysis and dissemination.

As a core component of the training program, seminar provides students with experience in professional presentations of their work, exposes them to strong models of such presentations, & explores substantive, methodological, & professional issues not covered in classes. In addition to student presentations, there will be outside speakers, faculty presentations, discussions of pertinent journal article, & discussion of professional issues.

The main objective of this course is to help students develop an understanding of the complexities of the relationships between family and school systems by taking a look at the nature of both as they relate to child development. The course will be taught from a developmental-ecological-systems perspective, with a focus on issues related to education of children in urban, low-income environments.

Explores the nature, causes and consequences of racial-ethnic, social, and economic inequalities in children’s lives and how policies affect inequalities in children’s health, education, and economic well-being. Students examine philosophical rationales for policy action; historical trends that influence inequalities in development; the role of science and participatory/democratic processes in increasing the effectiveness of programs and policies affecting children; and challenges to improving programs and policies, thereby reducing inequalities.

This course is designed to enable students to conduct & evaluate research that uses multiple methods, especially the combination of quantitative & qualitative methods, to address a particular research problem. Students will draw on knowledge gained in prior quantitative & qualitative methods courses to explicitly focus on strategies for combining methods in a single study. Students will be introduced to a variety of ways in which mixed methods are used, including sequencing methods such that data obtained via qualitative approaches is used to inform the design &/or interpretation of quantitative data, & concurrent use of multiple methods.

The major goal of this advanced developmental psychology course is to explore the lives and futures of Black children, youth, and families with a focus on how their lives are impacted by various structures and social institutions while also appreciating their needs and development. Through a combination of discussions, projects, and immersive learning experiences, this course centers the humanity, promise, and well-being of Black children and youth in order to deepen our understanding of how Black children and their families thrive.

This integrated seminar focuses on the process of psychological research and its applications. Includes discussions with distinguished leaders in the field exploring issues, challenges, and questions related to professional field settings and research experiences. Topics include conducting ethical social and behavioral research, participating in an experiential site, and professional learning. Students work on independent projects with faculty or site supervisor. Prerequisite for APSY-GE 2838.

This integrated seminar focuses on the process of psychological research and its applications. Includes discussions with distinguished leaders in the field exploring issues, challenges, and questions related to professional field settings and research experiences. Topics include conducting ethical social and behavioral research, participating in an experiential site, and professional learning. Students work on independent projects with faculty or site supervisor. A prerequisite for this course is APSY-GE 2837.

A seminar, with particular emphasis on discussing & clarifying students, research ideas & in enabling progress towards the second year project proposal. Emphasis on issues such as selecting & formulating a research problem, generating testable hypotheses, understanding the strengths & limitations of students' selected methods & measures, & strategies for writing clear, concise, & compelling research proposals.

Focuses on play and drama approaches for the treatment of children & adolescents with a variety of psychological stressors, including physical & sexual abuse, life-threatening illnesses, death of a parent, divorce, & bullying. Examines treatment models & protocols relevant to institutional & community agency settings. Includes case examples, demonstration of play & drama techniques, & interactive class participation.

Although support for rights and protections is at historic highs, a majority of LGBT and gender non-binary youth report experiencing bias, harassment, assault, and victimization based on their sexual or gender identities or their diverse gender expressions. This course explores ways mental health professionals counsel LGBT youth to enhance coping with psychosocial and minority stresses and in affirming their sexual and gender identities.

In an ever-changing landscape of increased rights and backlashes, LGBT and gender non-binary adults and older adults experience bias, stress, and discrimination in health care, housing and public accommodations and at the workplace. This course explores ways mental health professionals counsel adults and older adults facing challenges in self-development, social-emotional relationships, and institutional settings.

An introduction to the role and responsibilities of teachers, school administrators, and pupil personnel staff in the coordinated school health programs. Course content covers mandated health subjects, e.g., recognition and prevention of substance abuse, HIV/AIDS, child abduction; child abuse recognition (2 hours), safety education, including fire and arson prevention, and violence prevention (2 hours). Meets NYS Education Department certification requirements for instruction in school violence prevention, identification and reporting of child abuse. Fulfills training required for certification/licensure under the Dignity for All Students Act (DASA).

Evaluation & development of research proposals by doctoral students.

Graduate seminar for students who are planning to teach or do research in psychology. Aims & objectives, content, methods of instruction, preparation & use of materials for evaluation, & a survey of research, literature, & methods.

A full-time, one-year internship required of all students. The internship experience consists of professionally supervised training integrating psychological knowledge and skills into the application of professional delivery of psychological services.A full-time, one-year internship required of all students. The internship experience consists of professionally supervised training integrating psychological knowledge and skills into the application of professional delivery of psychological services.

This year-long seminar provides doctoral students with (a) guidance in the research process as they work with faculty & share their progress in class & colloquia; (b) a forum to engage in critical discussion & share experiences around the process of research, including study design, measurement, participant recruitment, conducting of study, analysis, dissemination, & central research topics (such as ethics, research transparency, & reproducibility); and (c) a platform for presenting research progress & findings at the end of each academic year to students & faculty.

Advanced study of theories & empirical research relating of the intellectual, social, & emotional development in children & adolescents.

Doctoral-level forum at which speakers & students address current topics in developmental science including neurobiological, behavioral, & contextual processes across infancy, childhood, adolescence, & early adulthood. Topics are aimed at consolidation of doctoral students' advanced understanding of theoretical foundations & empirical innovations in the study of human development. Focuses on social development, emotional development, & cognitive development within multiple cultural & socioeconomic contexts. Areas of research may include children’s language development, development of executive function & effortful control, & cultural & ethnic identity development.

Students will learn structured and semi-structured techniques for clinical interviewing to inform diagnosis and treatment recommendations. Under the supervision of the course instructor, students will complete intake assessments with clients in the Center for Counseling and Community Wellbeing, including determining appropriate diagnoses and making clear, specific, and realistic treatment recommendations.

Planning & implementing research in the behavioral sciences; analysis of data; interpretation of findings. Formulating problems & hypotheses; specification of types of variables & operational definitions; experimental & non experimental research designs; use of randomization & controls; sampling problems basic to statistical inference.

Influence of philosophy & early systems of psychology on contemporary views. Examination of British empiricism, structuralism, Gestalt psychology, behaviorism, & psychoanalytic theory.

Students provide therapy and assessment services under supervision (group and individual) of licensed faculty in the department. In addition to weekly seminars, individual and group supervision, and peer supervision, students prepare and present case reports for feedback from supervisors and peers.

Students provide therapy and assessment services under supervision (group and individual) of licensed faculty in the department. In addition to weekly seminars, individual and group supervision, and peer supervision, students prepare and present case reports for feedback from supervisors and peers.

The course focuses on advanced knowledge in clinical work, appreciation for contemporary issues in professional development, fostering skills in peer-supervision and support, and improving clinical case presentation skills. Students participate in an active, seminar-style discussion on clinical cases and professional issues. Students provide peer support and supervision of cases from external placements and make formal case presentations with opportunity for feedback.

Orientation to the profession of clinical and counseling psychology in the context of the sociological and historical literature on professionalization. Major issues in psychology across areas of theory, research, and practice are considered along with APA Professional Practice Guidelines. Major foci of the course also include examining ethical issues in research, practice, and training and the socialization of students to provision of health service psychology. There is a particular focus on racism, marginalization, and oppression from an intersectional perspective.

This forum embeds students within the broad landscape of the field of applied psychology, as they engage with critical and timely work in the areas of theory, research, practice, consultation, and advocacy. Presentations from renowned experts, faculty, and students explore substantive, methodological, and professional issues in clinical, counseling, and applied psychology.

The course examines and applies training models for clinical interaction with clients. Students conduct structured training activities with MA level students, including teaching and supervision, under the supervision and oversight of clinical/counseling faculty. Models of consultation are reviewed and practiced in class.

Examination of selected theories of psychotherapy, including metatheories in clinical and counseling psychology with a focus on evidence-based practice (utilizing best available research, clinician expertise, and the context of client characteristics, culture, and preferences) in psychotherapy. Students will develop their own personal theoretical and practice orientations.

Theory and practice of individual clinical psychological assessment, including assessments of cognitive ability, personality, psychopathology, and overall functioning. Emphasis on administering, interpreting, and integrating psychological tests, measures, and methods within a cultural-contextual framework and producing a comprehensive diagnostic report.

Application of individual clinical psychological assessment principles to actual clinical cases (typically one child and one adult). Continued introduction of different types of tests, including psychoeducational, neuropsychological, and vocational assessment instruments and methods. Continued work with comprehensive reports, as well as the feedback process.

In keeping with recent federal Institute of Education Sciences funding for an interdisciplinary predoctoral training program, this graduate seminar focuses on experimental and quasi-experimnetal approaches to causal inference in education sciences. Through both internal research presentations from NYU faculty and presentations by outside research scientists, seminar topics will include introduction and consolidation of students' advanced understanding of the concepts of internal, external, construct, and statistical validity.

In keeping with recent federal Institute of Education Sciences funding for an interdisciplinary predoctoral training program, this graduate seminar focuses on experimental & quasi-experimnetal approaches to causal inference in education sciences. Through both internal research presentations from NYU faculty & presentations by outside research scientists, seminar topics will include introduction & consolidation of students’ advanced understanding of the concepts of internal, external, construct, & statistical validity.