Psychology Graduate Course Listing

PSYC 601
Special Topics in Psychology [1-3]

Consideration of selected topics in psychology for advanced graduate students. Some of these topics include qualitative methods, clinical interventions in behavioral medicine, seminar in cognitive psychology.

PSYC 604
Biological Bases of Behavioral Development [3]

An introduction to theory and research dealing with biological perspectives in behavioral development. Topics to be covered include hominid evolution, genetics and behavior, prenatal and postnatal determinants of behavior, neuroendocrine and mediation and organization of behavior, behavioral ecology and sociobiology.

A systematic survey of research and theory about learning and cognition from a variety of perspectives. Topics include reinforcement, discrimination, respondent conditioning, attention, memory and language. Special attention is given to the role of these processes in problems of human behavior.

Examination of major forms of adult psychopathology. Research and theory on psychological and biological mechanisms of selected disorders and current approaches to their diagnosis and classification are emphasized.

This course introduces major theoretical models of development and developmental psychopathology and examines how these models influence current research and practice in child clinical psychology and applied developmental psychology. This course examines general models used to understand psychopathology in children as well as models which are more diagnosis-specific. Prerequisite: Consent of instructor.

The purpose of the course is to train students in the theory and uses of simple and complex analyses of variance and in the uses of multiple regression analyses as an hypothesis-testing procedure.

Prerequisite: PSYC 611.

The course is an intensive investigation of the politics and principles of evaluation research in general and program evaluation in particular. Emphasis is put upon the analysis of current evaluation strategies and upon the design of quantitative assessment procedures, especially with regard to mental health programs. The course requires a workable knowledge of clinical theory and practice (i.e. theories of psycho-pathology, personality and normal behavior as well as the techniques of behavior change). It also requires a sophisticated knowledge of research design and data-analytic skills. Prerequisite: PSYC 611.

This course is a clinically-oriented introduction to intellectual and personality assessment of children and adults. The course provides instruction in the theory, administration, scoring, interpretation and report writing of the WISC-III and WAIS-III, as well as an introduction to self-report inventories, clinical interviewing and observational techniques. Assessment of familial dysfunction will also be addressed.

This course will cover the theory, rationale and use of projective techniques and the use and rationale of standardized personality tests in describing and predicting patterns of human behavior. Focus is on the use of these techniques with both children and adults.

PSYC 622
Clinical Intervention I [3]

This course acquaints students with the theories, research and techniques of psychodynamic, humanistic, cognitive and behavioral therapies. The application of these therapies in treating aggressive, anxious, depressed and other maladaptive behaviors in children, adolescents and adults is addressed by reviewing appropriate literature and participating in course-linked practica.

PSYC 623
Clinical Intervention II [3]

In this course, students are taught techniques to establish therapeutic relationships, enchance motivation to change, and facilitate behavioral and cognitive change in adult clients. Empirical research is reviewed on involvement in and outcomes of, psychological interventions in individual, relationship and group therapeutic modalities. Prerequisite: PSYC 622.

PSYC 624
Principles of Consultation[3]

Provides a basic grounding in the nature of consultation performed by psychologists and other specialists in social processes. Readings and class discussion explore a range of approaches: mental health consultation, process consultation, organizational development and conflict resolution. Class activities may include case study, critical incident method, structured exercises, role plays and simulations.

An historical review of psychotherapy research and the underlying conceptual and methodological issues. A critical analysis of process and outcome research on psychoanalytic, cognitive and behavioral therapies. An evaluation of the teaching of psychotherapeutic skills. Prerequisite: Consent of instructor.

An introduction to the theory, practice and research concerned with the interventions of community psychology. A major goal is to articulate how psychologists intervene at the level of small groups, organizations, institutions and communities to reduce stress, to enhance the quality of life and to prevent the onset of emotional/behavioral disorders. The course includes lectures, small group discussions and guest presenters.

The theoretical, empirical and applied underpinnings of primary prevention work are critically examined. Topics include etiology, levels of intervention, research design, parenting interventions, interpersonal problem-solving skills in children, social support systems, modification of high-risk life styles and macroenvironmental stress.

Facts and principles involved in understanding the nervous system functions associated with complex human behavior. Topics include evolution and neural development, neurophysiology of the synapse, mediation of perceptual information, information processing, neurophysiological correlates of experiencing self, learning, memory and cognition. Prerequisite: PSYC 604 or an undergraduate course in physiological psychology or neurobiology.

The course presumes a working familiarity with a high-level number manipulation language (e.g. FORTRAN V), and will consider the problems and implications of making the rules of psychological models explicit enough to be programmed for and tested by, computer. Some existing computer-testable models of personality, learning, language and conversational time patterns will be examined as exemplary of possible directions and methods. Prerequisite: Consent of instructor.

Critical examination of the major historical and contemporary theories of human development. Included will be broad, general theoretical approaches, as well as theories that address specific topic areas within development. Specific theorists such as Binet, Piaget, Vygotsky, Freud and Erikson will be reviewed, in addition to core issues such as information processing, epigenesis, systems theory and the uses of biological analogies.

An in-depth presentation of theory and research on the relationship between the individual and the social environment. Topics within the major subareas of social perception and attribution, attitudes and attitude change, group processes, aggression and interpersonal influence will be discussed. The course will also consider social psychological perspectives on applied problems.

Considers interactions between nervous system activity and human behavior and is concerned with evaluating nervous system functions in the control of normal and abnormal behavior. Particular attention is paid to changes in the neurophysiological and biochemical processes that accompany behavior pathologies generally encountered in clinical settings. Prerequisite: Consent of instructor.

A survey of assessment procedures used to evaluate suspected or known central nervous system dysfunction. Areas covered include description of the nature of neuropsychological deficits, the use of interview and test data to assist in diagnosis, the longitudinal evaluation of changes in neuropsychological function and the assessment of the effects of medical and behavioral interventions.

A survey of behavioral approaches and techniques relevant to the understanding of physical health—illness and their application to prevention, diagnosis, treatment and rehabilitation. Topics covered include sociocultural influences upon health and disease, psychosomatic medicine, stress management, pain management, substance abuse, placebo factors and behavioral approaches to prevention, treatment and rehabilitation.

The etiology, symptomatology, assessment and treatment of psychopathology in children and adolescents. A variety of treatment approaches (e.g., behavior modification, analytic and neoanalytic therapies, family therapy) will be presented and students will learn how to apply these techniques to such problem areas as phobias, hyperactivity, noncompliance and aggression. Prerequisitei>: PSYC 607, 622 and 623 and consent of instructor.

This course provides an in-depth examination of current research and theory in cognitive development. Representative topics include problem solving, memory, concept formation, perception, metacognition, communication and social cognition. Theoretical perspectives include those of Piaget, Vygotsky and contemporary information processing theorists. Emphasis is on the relevance of basic theory and research for understanding problems of cognitive development.

Focuses on problems of children in learning situations, including the nature and validity of diagnosis of these problems as well as treatments and assessment of treatment. Neurological, perceptual, cognitive, emotional and motivational explanations for deficits will be explored in the context of normal development.

Examines selected issues and approaches at the interface between culture and human development, such as the linguistic relativity hypothesis; culture contact and social change; bilingualism and biculturation; gender and sexuality; parental behavior and ideas; cognitive style; the socialization of academic abilities and values; home-school relations; moral development; methodological strategies in cultural and cross-cultural research; meaning systems and hermeneutics; and indigenous and national psychologies. Applications are considered to contemporary problems of social service policy and practice in various societies, as is cultural bias in psychological assessment.

 The application of theories and findings of experimental social psychology to individual and social problems. Examples of topics covered: the role of dissonance, reactance and attribution processes in behavior change in applied settings; intrinsic motivation; misattribution techniques and the alleviation of dysfunctional behavior; issues in attitude-behavior congruence; media influences; value self-confrontation and behavior change.

The course integrates contemporary theory and empirical observations from neurophysiology. biochemistry and psychology as each interfaces with problems relating drug action and behavioral consequences. It focuses on current research relating biogenic amines, behavior and central nervous system action and chemical alteration in drug-induced states and chronic or acute behavioral disorders. Prerequisite>: Consent of instructor.

This course introduces students to critical behavioral issues as they are reflected in the courts and penal institutions. Topics include the implications of psychological theory and research for evaluating legal testimony, for cross-examination procedures and for jury selection, plus the Mõ Naghten Rule, the concept of personal responsibility and the penal institution as an instrument designed to alter behavior. The course will involve lectures and a practicum. Note: Also listed as LAW C526. Prerequisite: Consent of instructor.

 A comparative survey of major personality theories will serve as a background for an analysis of basic issues in personality structure, development and processes. Empirical research on clinically relevant personality topics, such as the origins and control of aggressive behavior and stress and coping strategies, will be reviewed.

The course reviews contributions of the biological and behavioral disciplines to an understanding of the varieties of individual and group aggression and violence. It also examines various models that have been proposed for the control of aggression and violent behavior. The practicum associated with the course gives the student an opportunity to apply theoretical knowledge to appropriate community agencies. Prerequisite: Consent of instructor.

This course examines the ethical principles that are fundamental to the scientific exploration of psychological questions and to the practice or application of psychology in promoting human health and well-being. Problems and issues to be addressed include the application of psychology to individuals of different ages and cultures, couples, families and larger groups including organizations and local,  national, and international communities; the legal system; health and mental health delivery systems; education; and policy-making. In addition, issues relating to the integrity of research including informed consent; analog, animal and clinical studies; data management, authorship and publication practices and conflicts of interest will be discussed. Also highlighted will be issues of ethnic and cultural sensitivity, sexual harrassment, dual relationships, intellectual property and peer review.

PSYC 690, 691, 692
Field Experience [1-3 credits each semester]

PSYC 693-694
Practicum in Applied Behavior Analysis Interventions [3]

This sequence provides students with basic competencies relevant to increasing functional behavior (e.g., communication skills) and decreasing maladaptive behavior (e.g., self-injury). Experience with basic behavioral interventions will include procedures such as shaping and chaining, arranging differential consequences of behavior and manipulating antecedent stimuli. Pass/Fail grades only. Prerequisite: or Co-requisite: PSYC 615.

PSYC 695
Advanced Seminar in Human-Services Psychology [3]

Selected topics in human-services psychology. Prerequisite: Permission of instructor.

This course is intended for graduate students interested in learning how to teach at the college level. Students will receive both formal instruction in general teaching principles and course development methods as well as more individual instruction/supervision geared to specific course development. Note: Students teaching a course independently for the first time at UMBC are expected to enroll in PSYC 696 ideally in the semester prior to teaching the course. They must have either a master’s degree or two years of graduate work.

PSYC 697
Directed Research Experience [1-3 per semester; 6 total]

Students receive between 1-3 graduate credits for participation in ongoing faculty research projects. Prerequisite: consent of the instructor.

PSYC 699
Directed Independent Study [1]

PSYC 710
Research Methods in Psychology [3]

Examination of various methods and models of research in developmental and human-services psychology and the applications and assumptions associated with them. Students critique research studies and complete a research proposal.

PSYC 711
Data Analytic Procedures II [3]

Applications of multi-variate methods of data analysis in psychological research. Topics include multi-variate descriptive statistics, multi-variate analysis multiple regression, multi-variate analysis of variance and co-variance and factor analysis. Prerequisite: PSYC 611 or permission of the instructor.

PSYC 711L
Data Analytic Procedures II Laboratory [1]

This course will survey observational methods used to study individual and group behavior in field and laboratory settings.

Course content includes basic measurement theory; essentials of test evaluation including reliability, validity and utility; methodology of test construction and development; and the utilization and interpretation of test scores. The course enables students to critically evaluate existing assessment instruments in psychology and propose, implement and evaluate innovative procedures when necessary. Prerequisite: PSYC 611.

An in-depth examination of the theoretical and applied issues relating to the assessment of children aged 0-3 years, with specific focus on assessments of intellectual development, socio-emotional developmental, adaptive behavior and family functioning.  Although the course is especially tailored for developmental psychologists in applied arenas, the approach taken is interdisciplinary, with discussions included on how specific norm- and criterion-referenced assessments have been used to intervene with high-risk and developmentally delayed infants.  Note: It is expected that students enrolling in PSYC 720 will also enroll in PSYC 691.  Prerequisite:  Psyc 651 and 781 or consent of instructor.

PSYC 721
Assessment of Children [3]

This course focuses on assessment of children from pre-school through high school. Assessment of cognitive skills will be emphasized and social/behavioral issues will aslo be considered. The overarching goal of this course is to help students understand the theories and research underlying the assessment of children and to apply this knowledge to the task of evaluating children.

PSYC 724
Observational Techniques [3]

This course will survey observational methods used to study individual and group behavior in field and laboratory settings.

PSYC 736
Public-Policy Issues in Developmental Psychology [3]

This course focuses on social policy concerning children and families and on the formulation of policy at the federal level. Topics may include policy analysis, the politics of child advocacy, the status of the American child, education, foster care and adoption, child abuse, corporal punishment and children's rights.

An in-depth survey of topics reflecting current research and theory in the field of behavioral medicine. In this ongoing seminar series, behavioral medicine faculty and students and local guest speakers will present their behavioral medicine research and/or critical reviews of specialty areas in behavioral medicine. The topics chosen will vary each semester. Note: May be repeated for credit. Prerequisite: Consent of instructor.

This course examines the development of linguistic skills from the preverbal babbling of the infant through the language used by the adult.  Topics will include syntax, semantics, communication and pragmatics.  Particular attention will be given to the mechanisms and processes that foster language development.  Prerequisite: One graduate course in cognitive developmental psychology and permission of instructor.

This course provides a life—span approach to social and personality development. Particular emphasis will be given to various theoretical explanations of infant and early childhood development. Also included will be an examination of the relationship between cognitive and social development.

This course examines the cognitive, linguistic and perceptual processes involved in reading, with particular attention to the development of decoding and comprehension skills. The nature and potential causes of various reading disabilities will also be explored.

This course will cover theories and research in the development of children’s and adolescents’ mathematical reasoning processes. Topics may include mathematical reasoning, conservation of number and early predictors of mathematical thought. Prerequisitei>: Cognitive Development (UMBC’s PSYC 651 or UMCP’s PSYC 679) or consent of instructor.

This course surveys theories, methods and issues in early intervention. Topics will include the description of selected home- and center-based programs, the evaluation of program effects and the role of parental involvement.

This course focuses on the theories and controversies concerning the course of intellectual development in adulthood. The role of biological, affective and social factors in intellectual functioning will be carefully examined. Prerequisite: Cognitive Development (UMBC’s PSYC 651 or UMCP’s PSYC 679) or consent of instructor.

Psychological and biological changes associated with aging are examined. The topics of the course include theories of aging, research methods in aging, learning, memory, intelligence and problem-solving, personality, stress and coping and illness. Emphasis is placed on the contributions of longitudinal studies to understanding the individual aging process. Prerequisite: PSYC 611.

The primary focus of the course is on the relationship between formal cognitive socialization, principally schooling and the cognitive development of individuals being socialized. The course will review both micro-structural analyses (such as classroom interactional ethnographies) and macrostructural analyses (such as cross-cultural differences or the effects of literacy on thought).

PSYC 793-794
Interventions in Applied Behavior Analysis [3,3]

This capstone field placement teaches independent intervention skills essential to applied behavioral analysis. Under supervision, the student is assigned a client and conducts all stages of an intervention with the client from assessment to design of a treatment program through treatment delivery and its evaluation. The sequence is completed with a presentation and written report of the treatment and its outcome. (In Applied Behavior Analysis Program, this sequence serves in place of a master's thesis). Pass/Fail grading only. Prerequisites: PSYC 616, PSYC 693-694; Pre-requisite or Co-requisite: PSYC 655

This course is intended for graduate students interested in learning how to teach at the college level. Students will apply principles they have learned in PSYC 696: Seminar in Graduate Teaching of Psychology and receive guidance/supervision in independent teaching of a course. Note: Students teaching a course independently for the first time at UMBC are expected to enroll concurrently in PSYC 796. Students must have either a master’s degree or two years of graduate work. Prerequisite: PSYC 696.

Six credit hours are required for the M.A. degree.

Research on the doctoral dissertation under direction of faculty advisor. Note: A minimum of 12 credit hours are required for the Ph.D. degree.