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2011-2012 TCSPP Academic Catalog and Student Handbook [Archived Catalog]
Course Descriptions
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Clinical Psy.D. - all Concentrations and Certificate |
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PY 5882 - Learning to Teach Seminar II
(1 credit)
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Education Specialist |
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SP 400 - Introduction to Applied Behavior Analysis
This course focuses on behavioral principles and their applications to diverse populations. Both classical and operant conditioning are reviewed, with a heavy emphasis on the operant. Students will learn behavioral principles and procedures to increase, reduce, or promote (e.g., PBIS) the generalization and maintenance of behavior. Although no official prerequisites, an undergraduate course in behavior analysis or related work experience will be helpful. (3 credits)
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SP 401 - Theories of Counseling and Psychotherapy
This course will cover the basic theories, principles, and techniques of counseling and psychotherapy, with a focus on short-term models. This course also focuses on personal theory construction, bias embedded in theory, and cultural diversity. (2 credits)
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SP 404 - Analysis and Treatment of Developmental Disabilities
This course builds upon basic principles of learning and applied behavior analysis. The course will offer advanced coverage of special topics and will include behavior analysis in school settings; focus on parent training; assessment and treatment procedures for improving functional communication skills of individuals with developmental disabilities; impact of DD on families; managing problem behaviors such as self-injury or mutilation, food refusal, and noncompliance; and working with special populations such as children with autism. (3 credits)
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SP 405 - Observation and Measurement
This course addresses data collection, inter-observer agreement, social validity, treatment integrity, functional assessment, and stimulus preference assessment. The course content is based on current state-of-the-art procedures in applied behavior analysis. This course includes methods of classroom data collection, such as precision teaching and curriculum based measures, and basic issues in data-driven decision-making and measurement-guided education. (3 credits)
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SP 410 - Consulting in Schools
This course focuses on the application of consultation theory. The course emphasizes understanding the various stages of successful consultation, identifying potential problems that may arise during the consultation process, and overcoming those problems. School-based consulting is a major focus. (3 credits)
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SP 415 - Professional Development I
The Professional Development Group is a two-course series (fall and spring semester) in which students explore issues of professional and career development in school psychology; become orientated to The Chicago School and the field of psychology as a whole; review policies and procedures of the program; learn and demonstrate mastery of program technology requirements; discuss the implementation of APA and NASP ethical guidelines; plan for progression through the program; develop skills in self-evaluation and reflection; and begin their first shadowing field experience (120 hours total). The student’s goals and intended use of the electronic portfolio are introduced and its implementation is planned during these courses. (Lab Fee) (Pass/Fail) (1 credit)
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SP 416 - Professional Development II
Prerequisite(s): SP 415 . A continuation of SP 415 . (Pass/Fail) (1 credit)
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SP 421 - Best Practices in School Psychology
This course provides a review and capstone for the School Psychology program student prior to the internship experience. The student’s electronic portfolio is reviewed systematically using all applicable standards, including NASP, Illinois, and APA Ethics, and the goals of the program. Students complete and arrange the portfolio, and present it as a class exercise. The course also addresses current best practices in school psychology, and students review field placement experiences. (3 credits)
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SP 423 - Psychopathology I
This course surveys the major theories of the etiology of mental disorders emphasizing a biopsychosocial approach and familiarizes students with the DSM approach to diagnosis and classification. Disorders of childhood and adolescence are covered, as well as, schizophrenia, mood disorders, and substance abuse. Cultural and developmental factors related to mental illnesses are emphasized. (3 credits)
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SP 425 - Intellectual Assessment
Prerequisite(s): SP 456 . This course introduces students to models of intellectual assessment and explains the administration, scoring, and interpretation of the most widely used intellectual assessment instruments. Specific emphasis is placed on interpretation and report writing using the Wechsler scales. (Lab Fee) (3 credits)
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SP 429 - Clinical and Diagnostic Skills
Techniques of clinical and diagnostic interviewing will be presented. Students will learn several techniques for interviewing, including listening skills, aids for giving and receiving feedback, and establishing a relationship with clients. Students will also learn ways of incorporating these techniques into models of diagnostic interviewing and parent conferencing. Consideration of issues of diversity in establishing a relationship and conducting an interview is integral to this course. (2 credits)
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SP 431 - Education Foundations
This course will address such topics as current educational issues, educational mandates, schooling in a changing pluralistic society, human relations and discrimination issues in education, and legal and political forces influencing American education and the teacher’s professional roles and responsibilities. By examining the child as an individual and as part of a larger community, this course will cover topics to promote interventions such as the child as learner, the psychology of human learning, cognitive/social development, psychology of the exceptional child, and cross-cultural human relation perspectives in psychology and education. Literacy theories, literacy programs, model classrooms, and the evaluation of curriculum will be explored. (3 credits)
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SP 437 - Psychology of the Child and Adolescent
This class examines normal development from infancy to early adulthood. Areas of study include the development of perceptual and cognitive processes, psychosexual roles, and familial interpersonal processes. Current clinical approaches are examined from diverse theoretical viewpoints and in view of recent research findings. Diversity and individual differences (e.g., exceptionalities) are integral to this course. (3 credits)
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SP 443 - Diversity in Clinical Practice
This course provides a basic framework to help students understand how individual differences, abilities, and disabilities in development and learning are affected by social, cultural, ethnic, experiential, biological, socioeconomic, gender, and linguistic factors. The framework enables the student to have greater sensitivity in working with diverse students and how intervention strategies can be selected and implemented based on individual characteristics, strengths, and needs. Another equally important focus is an understanding of the mechanisms used to maintain privilege and the balance of power, as well as the methods used to limit, oppress and restrict members of less privileged groups. The course specifically addresses the psychological, socio-political, and economic impact that power and privilege has on our understanding of culture, diversity, gender, ethnicity, religion, class, race, immigrant status, language, geographic issues, and sexual orientation. (2 credits)
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SP 446 - Ethics and Law in School Psychology
Prerequisite(s): SP 415 and SP 416 . ude privacy, privilege, confidentiality and its limitations, HIPAA rules, informed consent, patients’ rights, malpractice, student-professional relationships, collegial relationships, and other regulations influencing the practice of school psychology. (2 credits)
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SP 447 - Nondiscriminatory Psychoeducational Assessment for Intervention with ELL Students
(3 credits)
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SP 447 - Nondiscriminatory Psychoeducational Assessment for Intervention with ELL Students
SP 447 is an extension of exisiting assessment courses with an emphasis on the assessment of English Language Learners. Advanced issues in adminstration, scoring, theoretical interpreation, psychometric and qualitative characteristics, and comparative analysis of both contemporary cognitive and academic ability test batteries with individuals who are culturally and linguistically diverse from the major components of this course. Emphasis is placed on an intergrated approach to assessment, report writing, and interprepting data from cognitive and achievement batteries with current, research-based methose that represent best practices in nondiscrinimatory assessment and intervention. (Pass/Fail) (3 Credits)
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SP 449 - Biological Bases of Behavior
This course introduces students to the structure and functions of the central nervous system, the autonomic nervous system, and the endocrine system. Areas covered include sensory and perceptual processes, physiological regulation of the sleep and waking cycles, motivation, and affect. The etiology of exceptionalities and developmental psychopathology will be considered from a biological perspective. The field of neuropsychology and its affect on school practice in terms of assessment of exceptionalities and brain injury, rehabilitation strategies, and working with families of children with disabilities is explored. (3 credits)
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SP 456 - Statistical and Program Evaluation Methods
This course is designed to teach students basic statistics and applied research designs. Areas of emphasis include descriptive methods, variability, validity, reliability, sampling, correlational research, qualitative research, single subject designs, independent group designs, and evaluation theory and methods. Students will learn how to generate evaluative research designs, select variables for study, and conduct an evaluation research study. Learning to think critically about published psychological research and evaluative research in the schools is stressed. (3 credits)
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SP 469 - Systems Theory and Practice
This course introduces students to the major models of systems theory and general systems theory as applied to schools (e.g., good behavior game) and families. Structural, communicative, analytic, and behavioral approaches to family therapy will be examined, as well as ethics, legal issues, and current research. An integrated, systemic perspective will be the contextual base of the course. (2 credits)
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SP 498 - Practicum and Seminar I
Prerequisite(s): SP 425 . Registration for practicum includes group consultation provided by Chicago School faculty through a professional practicum seminar. Students must complete a minimum of 480 hours of practicum; 200 to 300 hours in SP 498. (Pass/Fail) (2 credits)
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SP 499 - Practicum and Seminar II
Prerequisite(s): SP 498 . A continuation of SP 498 . 480 hours in the two courses combined. (2 credits)
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SP 523 - Group Processes of Therapy
The course surveys current approaches to group therapy and the application of group models (e.g. conflict resolution) in school settings. Students are exposed to various models and processes for conducting group therapy with diverse clients in a school environment. (2 credits)
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SP 567 - Prevention and Crisis Intervention in Schools
The history and theoretical models of prevention will be examined. Crisis intervention theory and strategies in school settings will be the focus of secondary intervention strategies. Emphasis on a prevention and crisis application to child-centered issues such as abuse, divorce, family violence, loss, school-based violence, and suicide is stressed. (2 credits)
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SP 572 - Infant to Preschool Assessment
Prerequisite(s): SP 425 . This course covers theory and psychological services for infants, toddlers, and preschoolers. It includes play-based assessment, early intervention techniques, legal issues, typical and atypical development, multicultural issues, and intervention services. The course provides practice in assessment with an emphasis on nontraditional methods. (2 credits)
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SP 578 - Assessment of Children and Adolescents
Prerequisite(s): SP 425 . This course covers the selection, administration, scoring, and interpretation of cognitive, personality, and educational tests, as well as behavior rating scales, commonly used in the psychological assessment of children and adolescents. Integration of information from diverse tests into a written report is also covered. Special considerations that arise in assessing these age groups are emphasized throughout the course, including interpretation within a normative-development framework. (Lab Fee) (3 credits)
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SP 579 - Psychotherapy with Children and Adolescents
Prerequisite(s): SP 401 and SP 437 . This course examines the relevant therapeutic and developmental considerations encountered in psychotherapy with children and adolescents. In addition to a survey of the basic techniques of child and adolescent psychotherapy, topics considered include: brief therapy, psychological triage, working with parents and schools, the importance of the context of referral and treatment and the relationship between a child’s developmental stage and therapeutic activities and goals. (2 credits)
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SP 620 - Internship I
Prerequisite(s): Internship eligibility (see Student Handbook). Students must register for internship during each semester while on internship. Internship standards that are consistent with IL/NASP standards need to be addressed during the internship experience. Full-time students must complete a minimum of 1200 clock hours of internship in a school year; a part-time experience will be considered, yet the student must complete the minimum 1200 hours in two years. (Pass/Fail) (2 credits)
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SP 621 - Internship II
Prerequisite(s): SP 620 . A continuation of SP 620 . (Pass/Fail) (2 credits)
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SP 622 - Internship III
Prerequisite(s): SP 621 . A continuation of SP 621 . (Pass/Fail) (2 credits)
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SP 651 - Independent Study
The independent study course is available to students only with permission from the instructor. It is designed to provide students with additional opportunities to develop skills related to the School Psychology program’s core competencies. (1 Credit)
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SP 651 - Independent Study
The independent study course is available to students only with permission from the instructor. It is designed to provide students with additional opportunities to develop skills related to the School Psychology program’s core competencies. (1 credit)
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Industrial and Organizational (ExCel Track) |
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EIO 510 - Organizational Behavior
This course explores organizations at the individual and team level, examining the relationship between employees and managers, and employees and teams. It examines the factors that drive productivity and success in organizations including motivation, diversity, work stress, conflict and negotiation, decision making, personality, and attitudes. (3 credits)
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EIO 511 - Organizational Culture and Design
This course explores organizations at the organizational level, examining the relationship between culture and organization design, structure, and environment. It examines the impact of change in strategy and technology, environmental turbulence and organizational maturity, and reviews organization development as a means to advance the changing nature of organization. Supporting topics include corporate ethics, life cycle and control, organizational climate, and globalization. Students create an organizational change strategy for a company in turmoil. (3 credits)
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EIO 512 - Organizational Consulting Skills
This course provides students with the knowledge and skills to serve as internal and external consultants to business and non-profit organizations. The class reviews individual, group, and organizational assessment strategies. Through case analysis and in-class experiential exercises, students gain skills in project proposal, problem framing, contract development, client relations, and presentation of findings. Legal and ethical issues specific to the consulting role will also be addressed. At the completion of this class, students will participate in an assessment center exercise and receive feedback to prepare them for their internship requirement. (3 credits)
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EIO 522 - Performance Management
This course builds the skills of measuring and improving business performance at the individual and team level. It focuses on developing a culture of performance and rewarding that performance. Supporting topics include legal issues of performance appraisal, multi-source methods of appraisal and models for multi-year performance management. Students analyze their organization’s performance system and revise it based on theory and best practices. (3 credits)
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EIO 523 - Employee Selection
system. It addresses job analysis, fair employment practices, selection validation, and behavioral interviewing processes. Students practice analyzing a job and creating measures for the selection process. They use the right tools and processes to reduce turnover and to ensure stronger employee retention. They evaluate and revise their organization’s selection process based on theory and best practices. (3 credits)
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EIO 525 - Management and Leadership
Management and leadership is the heart of organizational life. This course examines how managers and leaders create results by empowering culture and organizational commitment. It leads with the premise that there is no ideal leadership style and that an effective style depends upon realistic assessment of the organizational life cycle, culture, and market environment. Students apply management and leadership theory to their own work environment, evaluating how specific situations can be effectively addressed. (3 credits)
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EIO 555 - Organizational Team Dynamics
This course explores organizations at the team level, examining the relationship between employees and teams and organizations and teams. Students practice assessing and facilitating team processes to maximize productivity and results for members and stakeholders. It addresses how to get things done when teams lack leadership or authority. Supporting topics include how to build teams, how to manage meetings, how to build relationships beyond the team, and how to keep teams effective over their life span. The course uses real time teams—both virtual and face-to-face. (3 credits)
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EIO 601A - Writing and Research for Practice: Professional Proposal A
This two-part course covers basic skills needed for writing at the graduate level, including critical thinking, attention to cross-cultural and multiple perspectives, grammar and writing mechanics, and style and report format appropriate for the workplace. The course familiarizes students with essential resources needed for continuing development of these skills and includes an overview of the Applied Research Project and the project’s relationship to the learning outcomes of the program. The course covers the processes and procedures for creating a personal electronic portfolio. Student e-portfolio outcome: A proposal for an Applied Research Project which includes the problem statement, background, goal, and an annotated bibliography of 3 to 4 articles related to the proposal topic. Approval by the student’s advisor is required. (0.5 credits)
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EIO 601B - Writing and Research for Practice: Professional Proposal B
A continuation of EIO 601A . (0.5 credits)
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EIO 602A - Writing and Research for Practice: Information Literacy A
In addition to a review of electronic and other traditional scholarly resources available to graduate students at The Chicago School, this two-part course prepares students to create an effective research strategy to find and evaluate needed information. Students learn to formulate research queries, perform advanced searches using a range of search engines, and critically evaluate information for a particular application. Reference information to avoid plagiarism is included. Student e-portfolio outcome: A revised Applied Research Project if warranted and the literature review section of the project with a complete reference list. Approval by the student’s advisor is required. (0.5 credits)
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EIO 602B - Writing and Research for Practice: Information Literacy B
A continuation of EIO 602A . (0.5 credits)
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EIO 603A - Writing and Research for Practice: Applied Research Methodologies A
This two-part course is an introduction to practical research methods used in workplace settings including qualitative and quantitative research methods and action research. The course covers the interpretation and presentation of fundamental statistical data used in workplace research. Students will learn to select an appropriate design for a particular research question. The course familiarizes students with resources for continuing development of these skills. Student e-portfolio outcome: A revised proposal, if warranted, the project methodology section of the Applied Research Project, and a detailed plan to execute and complete the Applied Research Project. Approval by the student’s advisor is required. (0.5 credits)
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EIO 603B - Writing and Research for Practice: Applied Research Methodologies B
A continuation of EIO 604A . (0.5 credits)
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EIO 604A - Writing and Research for Practice: Professional Ethics A
This two-part course serves as an overview of individual, as well as organizational responsibilities, with regard to ethical issues and requirements related to research and professional behavior. Students will think critically about ethical situations and compliance regulations in their workplace. The research ethics requirements of The Chicago School are included. Student e-portfolio outcome: A revised Applied Research Project if warranted, the critical analysis of ethical considerations section of the project, and IRB approval if needed. Approval by the student’s advisor is required. This is a Blended course. (0.5 credits)
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EIO 604B - Writing and Research for Practice: Professional Ethics B
A continuation of EIO 603A . (0.5 credits)
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EIO 605A - Writing and Research for Practice: Applied Research Project A
Students will complete an Applied Research Project related to their workplace in which they formulate, investigate, and analyze a problem and develop solutions to address the problem. The project will include a section presenting an overview of the problem, a review of related literature and other organizational information, a critical analysis of the ethical considerations, a research methodology appropriate for the problem and organizational context, and a critical analysis of the problem and recommendation for its resolution. Student e-portfolio outcome: A report documenting the Applied Research Project in a style appropriate for the workplace and a PowerPoint presentation of the project. Approval by the student’s advisor is required. This is a blended class. (0.5 credits)
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EIO 605B - Writing and Research for Practice: Applied Research Project B
A continuation of EIO 605A . (0.5 credits)
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EWD 711 - Meeting the Challenges of Global Human Resource Management
Managing human resources on a global basis requires an understanding of global staffing issues, including international assignment, compensation/benefits practices and requirements across borders, and culturally influenced differences in ethical practices. This course is intended as an overview of these issues, with the focus selected by the participant using an individualized project. Learning outcomes of this course include: 1) Managing the challenge of balancing conflicting values across cultures; 2) Designing value-added expatriate programs; 3) Identifying important considerations in international staffing (3 credits)
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Consumer Psychology (ExCel Track) |
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ECP 701 - Consumer Motivation
Consumers today are bombarded by fast-paced, technologically-savvy inducements to make spontaneous purchases across media. Making sense of how potential buyers sort through the stimulus overload will help you design point of sale displays, improve visual merchandising, maintain the integrity of your brand image, and attract and retain customers over time. Individually tailored project work will center on the participants’ work challenges. Learning outcomes include: (1) Understanding the basic motivations underlying consumer purchasing behavior. (2) Identifying how consumers perceive and respond to product variety and assortment, as well as how individuals vary in their responses to these choices. (3) Applying techniques and methods for measuring customer satisfaction, or the degree to which consumers are satisfied or delighted. (4) Leveraging how customer goals and identities motivate their buying experiences and preferences. (5) Using this information as advertisers, marketers, buyers, merchandisers, and store mangers to create increase customer retention and the frequency of unplanned purchases. (3 credits)
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ECP 702 - Researching the Target Market: Qual Rsch Methods
Reaching your target market and building market share requires identifying the characteristics of the people in that group as well as what they look for in products or services that will make them loyal customers. Techniques for collecting and analyzing data covered in this course include: (1) An overview of qualitative research techniques, (2) Designing, conducting, and managing in-depth interviews; focus groups (on-site, telephone, web) and on-line bulletin boards, (3) Ethnographic research, (4) Hybrid models that combine interviews and focus groups, (5) Preventing, avoiding, and dealing with products associated with qualitative research, (6) How to report research findings. (3 credits)
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ECP 703 - Understanding Consumer Perceptions: Quan Rsch Meth
Focusing on your target market, improving customer satisfaction, and building your brand image means keeping your pulse on the public perception of your products and services. Surveys are a key component of a customer awareness strategy. Learning objectives in this course include: (1) When to use survey research, (2) Designing, conducting, and managing quantitative (survey) research, (3) How to ask survey questions that the get the information you need,
How to conduct mail, web, and telephone surveys, (4) How to manage, analyze, and interpret survey data, (5) How to choose the right types of analysis, (6) The impact of sampling techniques and sample size, (7) How to report survey findings. (3 credits)
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Organizational Effectiveness (ExCel Track) |
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EOE 721 - Competitive Compensation and Benefit Systems
Your company’s compensation and benefits systems communicate and reinforce the values of your organization. Participants in this course learn how to create a strategic compensation policy that helps you attract and retain top talent. Learning outcomes include: (1) Structuring a compensation policy, (2) Understand and use different job evaluation methods, (3) Understand the value of compensation surveys and how to use them, (4) Create market-competitive salary ranges, (5) Design internally fair salary structures. (3 credits)
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EOE 722 - Development and Deployment of Employee Surveys
Employee opinion surveys are powerful management tools that can help you strategically enhance productivity, market share, customer satisfaction, and profitability. Participants will learn how to create effective surveys using appreciative inquiry and action planning to measure and implement organizational performance improvement initiatives. Learning outcomes include: (1) Creating effective surveys using appreciative inquiry, (2) Developing sustainable organizational survey initiatives, (3) Using surveys to enhance organizational performance, (4) Leveraging survey data to increase organizational effectiveness. (3 credits)
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EOE 723 - Production Labor Relations
This course focuses on understanding the role of collective bargaining in building strong, effective organizations. Participants will become familiar with applicable legislation, responsibilities around negotiations and contract adherence, managing multiple bargaining units, and partnering with bargaining unit representatives to make corporate initiatives successful. Learning outcomes include: (1) Partnering with bargaining unit leaders, (2) Managing the grievance procedure, (3) Navigating fair employment and other important labor laws. (3 credits)
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Workplace Diversity (ExCel Track) |
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EWD 712 - Beyond Compliance: Building Ethical and Organizations
Leaders drive performance in line with their personal values in ways that have far-reaching implications and consequences. The savvy global leader understands the impact of her or his own personal value system on the organization, and uses that understanding to make the organization a responsible corporate citizen that is a valued partner in the global marketplace. This course guides the leader though making assumptions about visible, understanding their impact on corporate culture and performance, and translating them into a living Code of Ethics that guides the citizenship behavior of the organization through ethical dilemmas. Learning objectives in this course include: (1) Addressing three key assumptions leaders make when setting the moral compass for their organizations, (2) Stating and embracing a corporate value system that is based on fundamental definitions of right and wrong that are somehow universal, (3) A decision making strategy based on these definitions can by applied across cultures, (4) A published Code of Ethics will ensure that employees will operate with integrity or face sanctions. (3 credits)
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EWD 713 - Promoting Diversity
Organizational mission, vision, and value statements frequently include language that indicates “diversity” as a guiding principle or deeply held ideal. Those organizations that truly want to put these words into meaningful action may find it difficult to articulate what they mean and how to accomplish them. This course addresses the idea of embracing and adopting diversity. Learning objectives include: (1) Defining diversity in practical, meaningful, and useful terms, (2) Developing strategies for increasing diversity in leadership ranks, (3) Exploring implicit bias in contemporary leadership competency models and working to reduce it, (4) Building a business case for purposefully increasing diversity in the workforce. (3 credits)
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Business Psychology |
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PB 400 - Professional Development Seminar
This course is designed to provide students with (1) the core professional skills necessary for competing successfully for I/O positions, (2) socialization into the profession of I/O psychology, (3) research skills, and (4) diversity training. Topics covered include networking, interpersonal skills, self-awareness, critical thinking and writing skills, business and systems logic, professional organization and networks, business etiquette, and competencies needed for successful job placement. (Lab fee) (3 credits)
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PB 439 - Adult Development and Work
This course provides an understanding of career development theories and decision-making models; occupational, educational information sources and systems; assessment instruments and techniques relevant to career planning and decision making, career, lifestyle, and leisure counseling; guidance and education; career development program planning; resources; and effectiveness evaluation. (3 credits)
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PB 447 - Cognitive Psychology
This course will cover cognitive processes as they relate to the business world. Specifically, applications of cognitive activities such as learning, perception, decision making, and developing strategy will be discussed. Emphasis will be placed on the processes involved in decision making, and these processes will be examined at different levels of analysis. Additionally, implications for organizational change and outcomes will be explored. (3 credits)
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PB 451 - Social Psychology/Behavioral Economics
The course focuses on the role of societal and environmental factors in the initiation and maintenance of human behavior patterns. The course will consider the implications of socio-environmental factors for the practicing psychologist. Cultural and individual differences are also considered. (3 credits)
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PB 455 - Research Methods
This course focuses on the appropriate methodologies for program and intervention outcome analysis, linkage research, and model testing. Specific attention will be paid to organizational measurement and assessment for the purpose of demonstrating the effectiveness of organizational interventions on desired outcomes such as customer retention, return on investment, and organizational effectiveness. Mastery of these methods will be demonstrated by an applied project. (3 credits)
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PB 468 - Systems Theory
Organizations are living systems. To work and improve organizations, we need to understand them as systems. This course focuses on the investigation and applications of Open Systems Theory. The importance of the input->throughput->output flow will be assessed within the scope of boundaries and the environment as well as feedback and interdependencies. Specific attention will be given to the different functions for internal operations that are necessary for maintenance and equilibrium. Organizations and teams will be the main focus but the obvious connections to any group or family will be addressed. (3 credits)
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PB 519 - Statistics and Lab
The course presents the descriptive and inferential statistical techniques used in decision making. This course also examines problem-solving research methods used in industrial and organizational psychology. Students will apply univariate and multivariate statistics using computer programs designed to fulfill the needs of practitioners to address real organizational problems using research methods. Course is taken concurrently with Statistics Lab. (4 credits)
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PB 528 - Advanced Statistics
This course focuses on how to effectively use statistics to make effective decisions in research and practice. The objective is to help students learn how to use statistics to draw conclusions about applied problems. The approach will be to help students discover how to use statistics to frame the questions they ask and examine the answers they get. This is a ‘thinking’ course about understanding derived information to solve problems more than a ‘formula’ class about assessing data. Advanced multivariate methods will be explored as ways in which students can creatively explore organization conditions, examine interrelationships, and draw actionable conclusions. (3 credits)
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PB 530 - Individual Interviewing and Assessment
This course introduces the principles of individual assessment and its role in workplace psychology. It includes frameworks for conceptualizing the assessment process, specific strategies for assessing individual personality style, cognitive ability, and workplace relevant behaviors (such as leadership skills, managerial styles, teamwork and other interpersonal skills, etc). The emphasis is on how to develop an ethical, individually-focused assessment process; choose appropriate, valid, and reliable instruments; incorporate non-test assessment strategies such as interviewing and behavioral analysis; interpret and integrate assessment data; and write useful and informative assessment reports for the consumer. (3 credits)
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PB 534 - Business Development for Consulting Psychologists
This class will focus on the process and methods in building a business and practice. Ownership, partnerships, and incorporation will be addressed along with financial considerations of managing the books. Marketing will be examined as the strategies and tactics to develop client relationships and revenue streams. Brand, segmentation, product/services, and personal selling and direct marketing will be explored as tools to aid in marketing. The final deliverable for each student will be a Business Plan for their won practice.
(3 credits)
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PB 535 - Business and Financial Literacy
This course is designed to give students the basic terminology, logic, and framework to understand business thinking and decisions. The goal is to teach students to look at the ‘vital signs’ of a business. The first part of the class will look at what information a business collects and how it uses that information. Students will learn to use a financial lens to look at an income statement and balance sheet to determine the health of an organization. Students will learn the importance of interest rates as a key to understand corporate planning and valuation. The second part of the course will help students understand how companies make operational decisions. Using the lens of micro-economics, students will learn how supply and demand, costs, and prices effect output decisions. The course will also consider they ways this impacts marketing through the marketing mix, segmentation, and branding decisions. Behavioral economics will be examined to show how the erratic nature of decisions. (3 credits)
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PB 536 - Strategic and Organizational Planning
Prerequisite(s): PB 535 . This course will give students the fundamentals to understand business strategy and organizational effectiveness. The first part of the course will address the concepts and practice of policy formation. It will expand on the marketing, financial, and economic ideas introduced in PB 535 . Environment analysis and value chain will lead to assessing business level strategy, corporate level strategy, and competitive actions. The second part of the class will emphasize the organization factors in determining and implementing business policy. Organizational planning will be discussed as aligning the business with the environment through strategy, design, operations, supply chain, and culture. The options of each will examined but students will learn the critical significance of the managing their interdependence. (3 credits)
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PB 537 - Change Management
Prerequisite(s): PB 535 This course will help students advise organizations on to how restructure, reposition, or revitalize itself. This course will be a summary course. The objective is to integrate strategy and organizational due diligence with consultation and change strategies. Within the frame of community development, students will learn to consider the process of change and the techniques of change to various types of organizations. There will be a dual focus. One will focus on the project change management. The second will emphasize psychological change management. Upon completion the student will be able to understand the corporate conditions and change options available to consult on and facilitate transitions ranging from innovation and new technology, merger and acquisition integration, business succession planning, corporate reorganizations, to board governance. (3 credits)
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PB 538 - Advanced Consulting Skills
This class will focus on the methodology and practice of psychological consultation to businesses and organizations. The overarching objective is for students to develop an in-depth understanding of project management design and implementation. As project management is a general method, this course will apply project management across the wide variety of interventions that a consulting psychologist can offer. Students will examine the different types and scope of consultation that a consulting psychologist will provide. The stages and processes of the various consultations will be detailed and applied. In addition to the methods and procedures of consultation, students will address the customer relationship issues and ethical considerations that are critical to any engagement.
(3 credits)
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PB 552 - Professional Coaching
Effective coaching of managers requires the ability to establish rapport, listen effectively, and conduct interviews. Coaches also work with managers to understand the data provided by 360 instruments and other leadership assessment tools, identify strengths and developmental needs, formulate skill-building development plans, and provide non-threatening feedback. This course is designed to introduce students to the roles, responsibilities, and ethical considerations involved in individual coaching. Using role-playing and hands-on exercises, this course enables students to begin to develop the skills needed to establish individual coaching relationships. Students will also work with their own development plans in order to become directly familiar with the challenges and opportunities involved in formulating and implementing those plans. (3 credits)
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PB 563 - Project Management
Prerequisite(s): PB 451 This course will give the ability students to work with groups in planning and problem-solving. It will focus on the principles of group formation, structure, and dynamics to allow students to differentiate groups at various levels of development. Building upon this, students will learn the skills and techniques to unleash group discussion, creativity and agreement. Processes of group interaction will be explored to help students anticipate and manage resistances and defenses that are confronted in group encounters. (3 credits)
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PB 565 - Group Facilitation
This course will give the ability students to work with groups in planning and problem-solving. It will focus on the principles of group formation, structure, and dynamics to allow students to differentiate groups at various levels of development. Building upon this, students will learn the skills and techniques to unleash group discussion, creativity and agreement. Processes of group interaction will be explored to help students anticipate and manage resistances and defenses that are confronted in group encounters. (3 credits)
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PB 566 - Intergroup Conflict Resolution
This course will address the nature of competition and conflicts that occur between groups. It will examine the process and structural approaches to understanding conflict. This diagnostics approach will be employed to design various interventions to manage the differences that arise between groups. Students will explore and practice skills and techniques to manage the differences. Consensual listening and reframing will be emphasized as the prelude providing opportunities to meet the needs of all parties and to adequately address interests so that each party is satisfied with the outcome. (3 credits)
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PB 568 - Large Group Methods
This course will examine the logic and means of tapping into the knowledge of a large group (from as few as eight to more than 2,000) for planning and implementing major change efforts. It will emphasize the structured processes for engaging large numbers of people in decision making. Students will learn to create inquiry platforms that enhance the amount of relevant information brought to bear on a problem and build commitment to problem solutions. Methods to improve planning will be fused with the means of implementation so firms can shorten the amount of time needed to conceive and execute major policies and projects. (3 credits)
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PB 570 - Consumer Psychology
Students will be introduced to the major theories underlying consumer behavior. Regular student presentations of assigned articles from the domains of psychology and marketing are required. Topics may include positive psychology, regulatory focus, goal conflict, materialism, terror management, variety seeking, product assortment, and risk. Students will choose a single topic of interest to them and present both a literature review and research proposal to the class. (3 credits)
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PB 571 - Inventories
This course will address the principles and tactics to understanding individual behavior, cognition and personality. It will focus on specific measures and instruments that can be used to draw conclusions about executive aptitudes, styles, and potential. Tests, such as the 16 PF, Hogan, NEO-PR, Watson-Glaser, and ACL, will are presented a appropriate tools for corporate clients. Students will be expected to conduct tests, interpret responses, and present tests to the class. (3 credits)
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PB 572 - Simulations
This course will examine the principles and logic of situational tests. It will present the techniques to develop high fidelity and realistic exercises. Building on this, the course will address the training of observers to observe, classify, and evaluate performance on the exercises. Methods for combining different types of simulations into an assessment center will explored. Students will be expected create a mini-assessment center for critique. (3 credits)
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PB 573 - Advance Interviewing and Assessment
Prerequisite(s): PB 530 This course will build upon the skills of active listening and interactive communication. A dual focus will be emphasized. Informational interviewing will be addressed and applied as a means to problem definition and solution formation. Motivational interviewing will be presented and practiced as means of prompting people to initiate and maintain change. Students will be expected to interview and record at least one interview that will be presented and debriefed in class. (3 credits)
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PB 574 - Talent Management and Succession Planning
Prerequisite(s): PB 400 , IO 510 , IO 511 , and IO 520 . Today’s businessess are undergoing a remarkable and painful revolution brought about by economic pressure, global competition, up-and-down employment, new technology, a diversifying labor force, and customers who demand better service and higher levels of product quality. This class will explore the ways in which large and small organizations are regrouping to meet these challenges and the related psychology underlying effective leadership. This course will examine such topics as “talent management,” “sucession planning,” and high performance human resources strategies. We will distinguish “fad” from “solution,” management from leadership, and winner from loser. A central theme in class will focus on aligning internal human resources with business strategy and in turn, strategy with external realities. (3 credits)
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PB 599 - Internship II
Prerequisite(s): IO 591 and PB 593 (1 credit)
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PB 610 - Dissertation Development I
These three courses provide support and structure to the dissertation process. All courses consist of weekly meetings of their designated small research group. The faculty member, who is the dissertation chair for the research group, leads these meetings. The first course (610) offers students the opportunity to present their dissertation ideas and dissertation proposal by the end of the semester. or 610, the deliverable is a complete proposal including literature review, hypothesis, and proposed methodology, which includes IRB approval.. The second course (PB 611 ) provides continued support through peers and the dissertation chair as the student continues to work on the dissertation. For PB 611 , the deliverable is complete data collection. . The third course (PB 612 ) prepares the student for the dissertation defense. For PB 612 , the deliverable is the finished dissertation During these three courses, specific deadlines are set for committee approval, IRB approval, and submission of dissertation draft to the committee, and oral defense. (3 credits per semester; 9 credits total). Each class will be graded on a CR/NCR basis. Failing to complete a deliverable will result in an ADP. (3 credits)
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PB 611 - Dissertation Development II
These three courses provide support and structure to the dissertation process. All courses consist of weekly meetings of their designated small research group. The faculty member, who is the dissertation chair for the research group, leads these meetings. The first course (PB 610 ) offers students the opportunity to present their dissertation ideas and dissertation proposal by the end of the semester. or PB 610 , the deliverable is a complete proposal including literature review, hypothesis, and proposed methodology, which includes IRB approval.. The second course (611) provides continued support through peers and the dissertation chair as the student continues to work on the dissertation. For 611, the deliverable is complete data collection. . The third course (PB 612 ) prepares the student for the dissertation defense. For PB 612 , the deliverable is the finished dissertation During these three courses, specific deadlines are set for committee approval, IRB approval, and submission of dissertation draft to the committee, and oral defense. (3 credits per semester; 9 credits total). Each class will be graded on a CR/NCR basis. Failing to complete a deliverable will result in an ADP. (3 credits)
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PB 612 - Dissertation Development III
These three courses provide support and structure to the dissertation process. All courses consist of weekly meetings of their designated small research group. The faculty member, who is the dissertation chair for the research group, leads these meetings. The first course (PB 610 ) offers students the opportunity to present their dissertation ideas and dissertation proposal by the end of the semester. or PB 610 , the deliverable is a complete proposal including literature review, hypothesis, and proposed methodology, which includes IRB approval.. The second course (PB 611 ) provides continued support through peers and the dissertation chair as the student continues to work on the dissertation. For PB 611 , the deliverable is complete data collection. . The third course (612) prepares the student for the dissertation defense. For 612, the deliverable is the finished dissertation During these three courses, specific deadlines are set for committee approval, IRB approval, and submission of dissertation draft to the committee, and oral defense. (3 credits per semester; 9 credits total). Each class will be graded on a CR/NCR basis. Failing to complete a deliverable will result in an ADP. (3 credits)
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PB 620 - Competency Examination
This course is designed to provide support and structure to the competency exam process. (3 credits)
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Leadership for Healthcare Professionals (ExCel Track) |
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EHP 731 - Legal Issues in Healthcare Leadership
Legal Issues in Healthcare Leadership Healthcare administrators must be conversant with the legal framework of the health care industry as well as the ethical issues confronted in various healthcare settings. This knowledge is essential if you are to run your operation in an ethical and professional manner. Learning outcomes include: (1) Becoming patient centered, (2) Effectively administering licensure and medical malpractice/liability, insurance issues, (3) Legal and ethical standards for care and informed consent, (4) Protecting medical record confidentiality, patient rights and patient advocacy. (3 credits)
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EHP 732 - Strategic Planning in Healthcare Diversity
The course provides an overview of the development of the current status of the health care system in the United States, its organizational structure, and operation of the various healthcare organizations. Reflecting on the issues faced by major health care delivery systems such as clinics, hospitals, long-term care facilities, health care cooperatives as well as relevant managed care providers, this course takes a long term look at the strategic planning necessary for the operation of healthcare services in a competitive market. Learning outcomes include: (1) Defining the market position and operational role of your organization within the larger health care system, (2) Creating a three to five year strategic plan, (3) Taking a pro-active role in planning longer term solutions to current challenges. (3 credits)
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EHP 733 - Quality Management in Healthcare Organizations
This course will provide basic quality management philosophy and strategies to effect positive organizational change. Healthcare leaders are challenged to have the knowledge and skills to assess, evaluate, and design clinical processes; challenge existing methods; rapidly implement new ideas; direct organizational change; and plan for future innovations in a changing healthcare environment. Learning outcomes include: (1) Designing, organizing and analyzing information related to quality improvement, (2) Appling problem-solving skills to analyze problems and issues related to quality, (3) Designing appropriate organizational structures and teams to implement quality solutions. (3 credits)
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