This course focuses on discussing the philosophy of science and historical events that contributed to contemporary psychology as a scientific and applied discipline with a particular focus on clinical psychology. Students will have the opportunity to explore the history of their own area of research or clinical interest while developing skills to conduct literature reviews and engage in effective research writing. Typically offered: Summer.

Presents group and interpersonal processes as models for both psychotherapy and for integrating spirituality and religiosity into clinical psychology. Group processes provide a rich medium for exploring theological and worldview commitments, authenticity, and the search for the sacred in the context of community. The course offers a foundation in the theory and practice of group psychotherapy, basic competencies in conceptualizing clients’ spirituality, and personal integration of spirituality in professional life. Pedagogical strategies emphasize experiential group processes and student facilitation in addition to didactic strategies. Typically offered: Winter.

Applies psychometric theory to the creation and evaluation of the reliability and validity of instruments used to measure psychological constructs. Sample topics include item analysis, exploratory factor analysis, and confirmatory factor analysis. Each statistical approach taught includes considerations of the typical workflow, underlying formulae, statistical assumptions, power analysis, and reporting the results to scientific and non-scientific audiences. Utilizes R, R Studio, and R packages for statistical analysis. Typically offered: Spring.

Review of research design and methods necessary to address questions asked by scientist-practitioner-advocates in psychology programs. The scope of the course includes topics such as research design (e.g., experimental, non-experimental, qualitative, case study), philosophy of science, research ethics, open science, APA style, and culturally responsive practices. With a focus on integration, students will gain skills in selecting the appropriate statistic for a given research design. Writing empirical papers is also emphasized. Typically offered: Autumn.

Descriptive and inferential statistics with an extended focus on analysis of variance (one-way, factorial, repeated measures, mixed design). Each statistical approach taught includes considerations of the typical workflow, underlying formulae, statistical assumptions, and power analysis, and reporting the results to scientific and non-scientific audiences. Utilizes R, R Studio, and R packages for statistical analysis. Typically offered: Autumn.

Correlational and regression statistics utilizing ordinary least squares with coverage of continuous and categorical variables, interaction effects, non-linear effects, dichotomous outcomes, and conditional process analysis. Each statistical approach taught includes considerations of the typical workflow, underlying formulae, statistical assumptions, power analysis, and reporting the results to scientific and non-scientific audiences. Utilizes R, R Studio, and R packages for statistical analysis. Typically offered: Winter.

Multivariate modeling techniques utilizing maximum likelihood estimators such as path analysis, structural equation modeling, and multilevel/hierarchical linear modeling. Each statistical approach taught includes considerations of the typical workflow, underlying formulae, statistical assumptions, power analysis, and reporting the results to scientific and non-scientific audiences. Utilizes R, R Studio, and R packages for statistical analysis. Typically offered: Autumn.

Examines the strengths and implications of using qualitative methods in the study of organizations, and strategies for enhancing the quality and credibility of qualitative findings. Investigates the complexities of mixed methods and triangulation along with interviewing strategies, content analysis, focus groups and narratives.

Biological aspects of human thought, feeling and behavior are partly defined by the overlapping contributions from the related fields of biopsychology, psychophysiology and clinical neuroscience. Attention is given to integrating these diverse perspectives, as well as covering specific details in anatomy and cellular physiology of the brain and nervous system as well as their effects on sensory perception, emotional functioning, sleep, learning, cognition and memory. Case examples will draw on practical applications within the broader field of clinical psychology, and facilitate skill building for competent consulting with medical and allied healthcare professionals.

This course provides an overview of psychotropic medications and mainline psychiatric approaches to the understanding and treatment of emotional and behavioral problems. Emphasis will be given to the scientific evidence for (as well as against) the use of these medications for people with common psychiatric or psychological sequelae including mood and anxiety disorders, schizophrenia, and attention deficit and hyperactivity disorder. Discussion of clinical applications will emphasize the importance of multidisciplinary collaboration as well as broader biopsychosocial models for understanding the effects and limitations of psychotropic medications.

This course is designed to examine human sexual behavior and the broad range of sexual concerns experienced by diverse individuals and couples who identify across the spectrum of sexuality from a biopsychosocial perspective. The lectures, discussion and role plays will integrate biological and developmental aspects of human sexuality and sexual disorders, affective and cognitive psychological aspects of sexual disorders and sex therapy and social/relational aspects of human sexuality and sex therapy. The goal of the course is to use a diversity framework to familiarize the student with approaches to the assessment and treatment sexual dysfunction, and enhance knowledge about current issues of sexuality effecting the communities served by clinical psychology.

Focuses on specific neuropsychological testing measures, along with methods to evaluate the psychological status and coping abilities of those with both acute and chronic medical conditions. Emphasizes the evaluation of brain-behavior relationships through flexible and fixed battery neuropsychological assessment approaches. Particular attention is paid to cultural and linguistic issues in assessment and the application of test findings in health care settings.

This course explores contemporary approaches to the science of human personality. Students will examine and integrate biological, psychological, social, and cultural aspects of normal and disordered personality, as well as factors that promote personality stability and change. Students will also gain an introduction to interpreting assessments of normal and disordered personality.

Examines biological, psychosocial, spiritual and developmental models of understanding substance use and addiction. Emphasizes the role of Clinical Psychologists in diagnosing and treating primary and co morbid addictive behavior. In addition to a review of major evidence-based treatment approaches to addictive behavior, students will gain practiced exposure to Motivational Interviewing as an adjunctive and primary treatment for substance use and addiction.

Provides information on theories, research, and issues in the area of human development. Although course material will introduce students to a number of topics related to development, particular emphasis will be placed on social and emotional development and processes during childhood and adolescence. Introduces topics and research in the area of developmental psychopathology, a field that bridges the gap between research on development and clinical issues.

Provides an in-depth exploration of psychopathological disorders from a biopsychosocial perspective. Uses the DSM-V as the organizing format for the course content, with special attention paid to the understanding of etiology, diagnosis and treatment, and cultural influences in the definition of pathology.

Addresses major theories of human cognition and learning. Examines models that are based on individual perceptual and behavioral processes (such as social learning theory) and the role of cognition and learning in psychopathology.

Examines the social bases of behavior, exploring the major theories, concepts and research topics in social psychology. Studies the social and interpersonal determinants and consequences of individual behavior, with special reference to social dynamics that shape attitudes, emotions, perception and behavior, and the application of social psychological theories to clinical issues.

Analyzes theoretical and empirical literature in psychology examining variables such as gender, age, sexual orientation, ethnicity and religious preference. Issues of diversity will be examined from a biopsychosocial and ecological perspective. Emphasizes implications for clinical diagnosis, assessment, intervention and treatment in the local clinical-scientist tradition.

Introduces students to the administration and interpretation of a variety of tests of cognitive functioning and academic achievement, including but not limited to the WAIS-IV, WISC-IV, WASI, WMS-III, WJ-III, while reviewing other instruments as to their best usage potentials. Addresses multi-cultural/ethnicity issues in the administration and interpretation of these instruments.

This course aims to introduce students to core change processes found in cognitive behavioral therapies and the application of protocol-based cognitive behavioral therapies to various presenting problems. Students will also have the opportunity practice the skills needed to competently evaluate and implement these therapies in clinical settings. Finally, students will learn critically evaluate research evidence underlying cognitive behavioral therapies and other evidence-based interventions. Typically offered: Autumn.

This course aims to introduce students to the application of principle-based cognitive behavioral with a particular focus on Dialectical Behavioral Therapy. Students will have the opportunity practice the skills needed to competently evaluate and implement these therapies in clinical settings. Finally, students will practice critically evaluating research evidence supporting the use of evidence-based interventions. Typically offered: Winter.

Presents theory, research, and techniques from experiential dynamic therapies and systems therapies. Based on a dynamic systems approach as to how people change. Focuses on clinical intervention for individual psychotherapy practice, along with discussion of dyadic and family systems psychology. Explores treatment approaches under the umbrella term Experiential Dynamic Therapy, including Affect Phobia Therapy, Intensive Short-Term Dynamic Psychotherapy, and Accelerated Experiential Dynamic Psychotherapy. Also, surveys Family Systems Theory, Functional Family Therapy, Emotionally Focused Therapy, and Internal Family Systems. Emphasizes deliberate practice of attachment-oriented, affect-focused, and anxiety-regulating techniques via participating in group discussions, writing case conceptualizations, analyzing case studies, practicing in role-plays, and reflecting on cultural implications.

Introduces student to the administration and interpretation of tests of personality and psychopathology, with an emphasis on the MMPI-2/MMPI-2RF. Surveys the principles underlying projective tests of personality. Pays special attention to ethnicity and culture in the interpretation of these instruments.

This course introduces students to the APA ethics code of professional conduct, as well as broader formulations of ethical decision-making, moral character, and antiracism as part of psychological practice. Students become familiar with the laws pertinent to psychologists in the State of Washington. Foundational concepts of beneficence, non-maleficence, fidelity, justice, and autonomy are applied with respect to clinical service and the conduct of researchers. Typically offered: Autumn.

Familiarizes the student with the practice of providing an oral clinical report, outlining the presenting problem, demographic data, symptomology, preliminary diagnosis, assessment strategy, intervention strategy, and case conceptualization. Assists student in comparison and contrast of various modalities of intervention, supervision, and consultation. Faculty consultants will facilitate student presentations of practicum case studies. This course is designed to serve as a supplement to, and not a replacement for, the supervision practicum students receive at their sites.

Provides opportunity for the student to study a topic of special interest under faculty supervision.

Provides a lecture-discussion format related to a biopsychosocial aspect of clinical psychology. Emphasis of discussion is upon a clinical-scientist model of case conceptualization and service delivery.

Provides an introduction to clinical psychology. Involves the development of interviewing skills and methods of counseling and psychotherapy using a process model approach. Requires active student participation in psychotherapy role-plays along with class discussions of topical readings. This course begins the sequence of courses that are required for clinical students in preparation for their health-care placements in clinical practicum at medical and mental health centers.

Focuses on the development of the therapist within clinical-scientist and biopsychosocial models of training for clinical psychology. This second course in the sequence specifically develops clinical skills necessary for the clinical interview and early stages of therapy.

Allows students to begin learning and broadening their clinical knowledge and skills in psychological assessment, neuropsychological assessment, and psychological intervention skills in preparation for their subsequent practicum placement experiences. Emphasizes the development of students toward becoming professional local clinical scientist practitioners. Explains standards and procedures for the completion of the pre-practicum in the Clinical Training Guidelines.

Allows students to apply their clinical knowledge and skills in psychological and cognitive assessment, diagnosis, psychotherapy and psychological consultation, as supervised by licensed psychologists. Standards and procedures for the completion of practicum are explained in the Clinical Training Guidelines. Typically offered: Summer, Autumn, Winter, Spring.

Allows students to apply their clinical knowledge and skills in psychological and cognitive assessment, diagnosis, psychotherapy and psychological consultation, at a more advanced level of skills and responsibility, as supervised by licensed psychologists. Standards and procedures for the completion of advanced practicum are explained in the Clinical Training Guidelines. Typically offered: Summer, Autumn, Winter, Spring.

Allows students in clinical psychology to apply the clinical knowledge and skills they have obtained through their practicum experience and academic training in a formal, structured one year full-time placement (2000 hours) in a professional setting. Standards and procedures for the completion of the internship are explained in the Clinical Training Guidelines. Students' participation and completion of the pre-doctoral internship experience prepares the student for eventual licensure and post-doctoral training experiences.

Registration Approval: Program Chair. Allows a student to continue internship after exhausting original sixteen quarter credits. Required to maintain active student status in the clinical psychology program.

Presents a variety of advanced topics in the scientific understanding of psychological and lifestyle factors relevant to management of medical illness and injury-related sequelae. Special attention is given to clinical application of psychological assessment and intervention with medical patients. Course topics may include health psychology, medical rehabilitation, disability psychology, advanced assessment and intervention techniques, and/or professional development.

Recent healthcare reform and current medical service provision trends require psychologists to develop a comfort level in fast-paced primary care environments. Focus will be on the theoretical and practical considerations of the integrated behavioral healthcare model in the context of other emerging trends in healthcare such as the patient-centered medical home. This class will specifically explore and reference the Primary Care Behavioral Health (PCBH) model and its applicability to clinical practice across other medical settings. Assessment screening procedures and brief psychological intervention strategies will be described and practiced in class.

Collaborate on research projects, including the development, implementation, and completion of the mentored research project (MRP; a group equivalent of a masters’ thesis). The vertical nature of these research teams provides the opportunity to receive and provide mentoring of research skills to others. Standards and procedures for completion of the MRP are explained in the department’s Research and Dissertation Guidelines. Typically offered: Summer, Autumn, Winter, Spring.

Propose and defend doctoral dissertation. Steps in this process include IRB approval, drafting and revising the proposal and defense documents, presenting the proposal and results to an examination committee, revising the documents accordingly, and uploading them to the appropriate repositories. Publication and professional presentation of dissertation results is encouraged. Standards and procedures for completion of the dissertation are explained in the department’s Research and Dissertation Guidelines. Typically offered: Summer, Autumn, Winter, Spring.