Director of Behavioral Neuroscience Specialization: Randich
Director of Lifespan Developmental Psychology Specialization: Biasini
Director of Medical/Clinical Psychology Specialization (APA Approved): Milby
Franklin R. Amthor, Professor (Psychology): Neurophysiology and Neuroanatomy of the Visual System
Karlene Ball, University Professor and Chair (Psychology); Cognitive Aging and Driving
Fred J. Biasini, Associate Professor (Psychology); Autism, Developmental Disabilities, and Early Childhood Development
Mary Boggiano, Associate Professor (Psychology); Psychobiology, Eating Disorders, Obesity, and Reward
Olivio J. Clay, Assistant Professor (Psychology); Health Disparities, Cargiving and Social Support
Edwin W. Cook III, Associate Professor (Psychology); Psychopathology, Psychophysiology, and Statistics
James E. Cox, Associate Professor (Psychology); Physiological Psychology, Obesity
Michael Crowe, Assistant Professor (Psychology): Cognitive Aging and Clinical Geropsychology
Eric Gampher, Assistant Professor (Psychology); Visual Perception and Neuroscience
Kristi Guest, Assistant Professor (Psychology); Developmental Psychology, Developmental Disabilities, Social Development
Maria Hopkins, Assistant Professor (Psychology); Developmental Disabilities
Rajesh Kana, Assistant Professor (Psychology); Functional MRI, Autism and Social Cognitive Neuroscience
David Knight, Assistant Professor (Psychology); Neuroscience; Brain Imaging, Learning, Memory, & Emotion
Jean Ann Linney, Professor (Psychology); Community Psychology, Human Ecology, Prevention Science
Carl E. McFarland, Jr., Professor (Psychology); Cognitive and Developmental Psychology
Jesse B. Milby, Professor (Psychology); Clinical Psychology, Medical Psychology, Behavior Therapy, Addiction Treatment & Outcome
Sylvie Mrug, Associate Professor (Psychology); Child and Adolescent Development and Psychopathology
Alan Randich, Professor (Psychology); Behavioral Neuroscience
Christopher Robinson, Assistant Professor (Psychology); Evolutionary Biology and Psychology; Memory; Cognitive Psychology; Neuroscience; History of Science; Psychology and Art/Music, Cross-Cultural and Social Psychology; and Human Sexuality
Lesley A. Ross, Assistant Professor (Psychology); Lifespan Developmental Psychology, Cognitive Aging, Interventions
David C. Schwebel, Professor and Vice-Chair (Psychology); Child Injury Prevention, Pediatric Psychology, and Child Clinical Psychology
Michael E. Sloane, Professor (Psychology); Visual Perception and Cognitive Neuroscience
Edward Taub, University Professor (Psychology); Medical Psychology, Biofeedback
Diane C. Tucker, Professor (Psychology); Clinical Psychology, Physiological Psychology, Psycho-oncology, Palliative Care
Gitendra Uswatte, Associate Professor (Psychology); Rehabilitation Psychology, Positive Psychology
Rosalyn E. Weller, Associate Professor (Psychology); Neuroscience, Vision, Obesity, and Brian Imaging
Rex A. Wright, Professor (Psychology); Social Psychology, Motivation, and Psychophysiology
Areas of Specialization
The Psychology Graduate Program offers three specialization options to doctoral students: Behavioral Neuroscience, Lifespan Developmental Psychology, and Medical/Clinical Psychology. A terminal master's degree is not offered. The Medical/Clinical Psychology Specialization is approved by the American Psychological Association.
Study in the Behavioral Neuroscience specialization is designed to prepare students for independent research and teaching in the neurobiology of behavior. Research training is provided by faculty in the Department of Psychology and in the UAB Schools of Medicine and Optometry, who share an interest in the biological basis of behavior. The course of study includes a core curriculum in neuroscience and recognizes the interdisciplinary nature of this field. Students obtain strong backgrounds in behavioral science and in neuroscience and gain expertise in the content and techniques of selected areas of neuroscience as they apply to the study of behavior.
Faculty laboratories are equipped for research in behavior, neuroanatomy, neurochemistry, neuroimaging, neuropharmacology, neurophysiology, and molecular biology. The research interests of the faculty include neuroanatomy and neurophysiology of the visual system; interactions between the central nervous system and the periphery in the control of feeding and energy balance; neural underpinnings of obesity and plasticity in participants in a weight loss program; autism; emotional substrates of conditioned fear; neurophysiology and neuropharmacology of pain.
Lifespan Developmental Psychology
The Lifespan Developmental Psychology doctoral program trains scientists to conduct research to discover and apply basic principles of developmental psychology in an interdisciplinary context and to apply those principles to a variety of problems. Graduates are capable of taking positions in institutions of higher learning, medical schools, research institutions, government agencies, and other research and teaching positions. Research training is provided by the faculty of the Department of Psychology and may occur in collaboration with faculty at the Civitan International Research Center, the Center for Aging, the Center for Applied Gerontology, the Department of Pediatrics, The School of Public Health, and other centers and departments.
The research programs of faculty with interests in lifespan developmental psychology include a wide variety of topics from infancy to the elderly. Much of this research is funded by federal research grants. Research subareas include: developmental disabilities (with special interests in Autism Spectrum Disorders, prenatal development and exposure to toxic substances, early intervention, adolescent psychosocial development and mental health, and how family members adapt to the problems of a child with a disability); adolescence (with special interest in longitudinal studies, interactions between health and development, alcohol and drug use, predictors of depression and suicide, family and peer relations, those with special health care or education needs); and aging (with special interest in visual-perceptual problems of older adults with low vision, memory skills training with elderly populations, the psychological aspects of chronic illness in the elderly, chronically ill individuals, care giving in families of elderly persons, human factor issues in vision and aging).
Developmental Psychology students must complete a master's thesis. Admission to candidacy for the doctoral degree is based on satisfactory completion of coursework and completion of an area review in the form of a Psychological Bulletin or Psychological Review article. The doctoral degree is awarded upon successful defense of the dissertation.
It is also possible to enroll in the Gerontology Certification Program concurrently with enrollment in the Lifespan Developmental Psychology Program. More information about this program may be found at: http://www.aging.uab.edu/SubChannel/Training/pdf/gep-student-policy-2006.pdf
The Medical/Clinical Psychology Doctoral Program provides scientist-practitioner training in clinical psychology with an emphasis on investigation and service delivery in a medical setting. It is oriented toward assessment and intervention of behavioral factors associated with disorders, their symptoms and risk reduction, enhanced treatment, prevention, and the enhancement of health. The Program is cosponsored by the UAB School of Medicine.
Coursework, research, and clinical clerkship training are provided by faculty psychologists in the Departments of Psychology, Rehabilitation Medicine, Psychiatry, Neurology, Pediatrics, Surgery (Divisions of Gastric and Cardiovascular Surgery), and Medicine (including Divisions of General and Preventive Medicine, Rheumatology, Arthritis, and Gastroenterology), the Center for Aging, Center for Palliative Care, Sparks Center for Developmental and Learning Disorders, Civitan International Research Center; VA Medical Center, and UAB School of Public Health. In addition, psychologists in several health psychology-behavioral medicine and mental health centers in the community play an active teaching, research, and clinical supervisory role in this program.
Current research programs in which faculty and students are involved include AIDS treatment-- efficacy and compliance; HIV/AIDS--risk reduction; Autism Spectrum Disorder intervention outcome; cardiology--hypertension; cardiovascular surgery--open-heart surgery outcome; pediatric virology--congenital infections and mental development; gastroenterology; gastric bypass surgery, anorexia-bulimia and other eating disorders programs; head injury center--rehabilitation, neurovascular surgery research; epilepsy assessment and treatment research; cocaine and other drug dependence--treatment, development and evaluation; very low birth-weight project; mental retardation--Down's syndrome parent coping project, Alzheimer's disease diagnosis and caregiver projects; and neuropsychological evaluations for early cognitive decline, competence, and Alzheimer’s Disease; brain injury studies of behavioral and medical interventions and of imaging correlates of psychological processes; improving health status and utilization; cardiovascular risk assessment and reduction in minority populations; access to cancer screening and care in underserved populations; Women's Health Initiative Multi-Center Project; assessing and modifying women's cancer and other health risks; and smoking cessation interventions. This is a representative but not exhaustive list.
Most Medical/Clinical Psychology Program faculty research is extramurally funded by private foundations and federal support, especially the Centers for Disease Control and multiple institutes of the National Institutes of Health.
It is possible to enroll in the Master of Public Health degree program concurrently with enrollment in the Medical/Clinical Psychology Program; this requires the approval of both the Medical/Clinical Psychology Clinical Director and the UAB School of Public Health.
The deadline for receipt of a complete application for admission is: November 30 for the Medical/Clinical Psychology Program; December 6 for the Lifespan Developmental Psychology Program; and January 15 for the Behavioral Neuroscience Psychology Program. Applications are solicited both from students with bachelor's degrees and from those who may have already completed some graduate study. The GRE General Test is required. The GRE Subject Test in psychology is recommended.
Admission to the program is highly selective. We follow an Affirmative Action/Equal Opportunity process to ensure applicants are evaluated on their individual merit. Successful applicants usually present scores of at least 600 on both the verbal and quantitative portions of the GRE General Test and a minimum 1,200 overall score (verbal plus quantitative). Minimum grade point averages of 3.2 (on a 4.0 scale) overall, over the last two years and in psychology courses, are required for admission.
Because of the interdisciplinary nature of the Behavioral Neuroscience specialization, students with diverse backgrounds in psychology, biology, and physical science are encouraged to apply. All students are expected to have undergraduate training in psychology, biology, physics, chemistry, and mathematics. Students not trained in one or more of these areas may be required to make up deficits after enrollment.
Admission to the Lifespan Developmental Psychology specialization requires a solid background in psychology as well as some courses in the life sciences. Research experience is essential. Excellent grades in statistics and mathematics are also valued.
The criteria for admission to the Medical/Clinical Psychology specialization include a minimum of 18 semester hours in psychology courses (specific courses recommended are Introduction to Psychology, Psychological Statistics, Physiological Psychology, Psychology of Learning, and Abnormal Psychology or Psychology of Personality) and a minimum of 18 semester hours in life science courses (courses in chemistry and biology/physiology). Courses in mathematics through calculus and in computer programming are recommended. Students with deficits in any of these areas may be required to take suitable additional coursework before and/or after enrollment. Relevant research or clinical service experiences are considered important indications of the applicant's motivation and commitment to psychology. The relevance of the student's goals and interests to the research-health psychology orientation of the specialty is also an admission consideration.
Behavioral Neuroscience students are advised by the Behavioral Neuroscience specialization director in consultation with a graduate program steering committee and by their research preceptors until the dissertation committee is appointed, usually early in the third year of study.
Students accepted in the Lifespan Developmental Psychology specialization are matched with a faculty member who agrees to mentor that student. Therefore, applicants will need to identify faculty members with whom they share research interest and would like to study.
The associate director of the Medical/Clinical Psychology program is the initial Graduate Study Committee (GSC) chair for each student during their first year. Throughout the first academic year the chair will meet with students as necessary to assess their goals, interests, and background, and to provide general advising as needed. As the year progresses, the initial chair and student will nominate faculty to serve as permanent chair and members of the GSC beginning after the first academic year. Thereafter, students are encouraged to suggest changes in their GSC membership to accommodate evolving interests, advising needs, research collaborations, etc.
The curriculum in Behavioral Neuroscience provides a student with advanced training that is broadly based in neuroscience. All students have a plan of coursework that includes Overview of Behavioral Neuroscience (PY 753), a two-semester statistics sequence (PY 716-717), and an ongoing seminar in current research (PY 756). Advanced academic coursework is determined by the student and mentor. Each student must enroll in a research practicum directed by a member of the graduate faculty during each term in residence. The student initially rotates among faculty and laboratories during the first year to obtain breadth in points of view and experimental techniques. Student then chooses a mentor with whom they normally complete the remainder of their research training. Before admission to candidacy, each student must fulfill the pre-dissertation research requirement and pass the qualifying examination. Following acceptance of a proposal for dissertation research, the student is admitted to candidacy. The Ph.D. degree is awarded upon successful defense of the dissertation.
Lifespan Developmental Psychology
Each student in the Lifespan Developmental Psychology specialization is encouraged to develop a systematic line of research that complements that of his or her advisor. With intense exposure to an important aspect of developmental research, the student acquires skills that can be generalized to a variety of problems. Students are required to complete a core curriculum which includes 21 hours of developmental psychology classes, 15 hours of research design and statistics, 9 hours of general psychology and related discipline classes; 6 hours of teaching practicum and teaching; and at least 48 credit hours of research.
Lifespan Developmental Psychology students must complete a master's thesis. Admission to candidacy for the doctoral degree is based on satisfactory completion of coursework and completion of an area review in the form of a Psychological Bulletin or Psychological Review article. The doctoral degree is awarded upon successful defense of the dissertation.
The Medical/Clinical Psychology specialization places strong emphasis on integration of biological and behavioral sciences. Research and clinical training require an undergraduate background in both psychology and life science. The program requires continued pursuit of applied skills, biological and psychological skill, and knowledge basic to health psychology research and practice. The curriculum includes three broad areas:
1. Basic biological and psychological knowledge, including cognitive biological and social-emotional basis of behavior, individual differences, statistics and research methodology, professional issues, and ethics;
2. Professional skill and knowledge, including assessment, intervention, evaluation, and consultation; and
3. Medical psychology.
Students pursue research and a clinical focus on one or more of the several available health psychology areas through advanced scientific and applied coursework, clinical clerkship, and directed research activities that typically culminate in the doctoral dissertation.
Course requirements for the Medical/Clinical Psychology specialization include but are not limited to
1. Statistics and Research Design--a four-course sequence;
2. Clinical Psychological Assessment--a one-year modular course sequence;
3. Psychological Intervention--a four-course sequence;
4. General Psychology--Developmental Psychology (core course for all three programs);
5. Biological Bases--Behavioral Neuroscience (core course for all three programs);
6. Health Psychology--a four-course series, three of which involve choices from alternatives such as neuropsychology, psychopharmacology, psychophysiology, neural bases of behavior, and health psychology, plus elective seminars in fields such as rehabilitation, aging, cardiology, and neuropsychology; and
7. Other Required Courses--Adult Personality & Psychopathology, Professional Issues and Ethics, History & Systems, and Social Psychology.
Additional courses and/or seminars may be taken as electives. The student's advisor may also require additional coursework for a chosen area of emphasis. Courses in many departments of the university are available on an elective basis. Students are required to complete a minimum of 18 semester hours of research and 18 semester hours of clinical clerkship. Students are required to complete a master’s project.
Students in Medical/Clinical Psychology are also required to serve a 12-month internship in clinical psychology in a medical facility. The internship must be in a program outside of UAB and accredited by the American Psychological Association. The PhD is awarded upon successful defense of a dissertation and completion of internship.
All students admitted to the Behavioral Neuroscience, Lifespan Developmental Psychology, and Medical/Clinical Psychology specializations may expect to receive financial aid. Sources of support include fellowships and research and teaching assistantships.
For detailed information, contact the UAB Department of Psychology, Campbell Hall, Room 415, 1300 University Blvd., Birmingham, AL 35294-1170.
Dr. Alan Randich, Behavioral Neuroscience Specialization Director; Telephone 205-934-3850; Email email@example.com;
Dr. Fred Biasini, Lifespan Developmental Psychology Specialization Director; Telephone 205-934-2610; Email firstname.lastname@example.org; Web http://crag.uab.edu/developmental/;
Dr. Jesse Milby, Medical/Clinical Psychology Specialization Director; Telephone 205-934-8723; email@example.com; Web http://www.uab.edu/psychology/
Unless otherwise noted, all courses are for 3 semester hours of credit.
698. Premaster's Degree Graduate Research. 1-3 hours.
699. Master's Thesis Research. Prerequisite: Admission to candidacy. 1-6 hours.
701. Professional Issues and Ethics in Psychology. APA ethical code, manual for service providers in psychology, state and national mental health codes and trends for service providers; ethical practices in research with human subjects. APA organizational structure. 1 hour.
702. History and Systems of Psychology. Major schools of psychology; influential figures in psychology.
703. Theories of Personality. Survey of theories of personality development and functioning.
704. Social Psychology. Interpersonal relationships and effects of social environment on social perception and human behavior.
705. Learning Processes.
706. Sensory and Perceptual Processes. Sensory physiology; diagnostic techniques for pathophysiology of sensory systems; human psychophysics and principles of perception.
707. Cognition. Attention, memory, learning, and information processing; theoretical issues and evaluation of relevant research.
708. Developmental Psychology. Human development from prenatal period to old age. Genetic and environmental determinants of behavior; linguistic, cognitive, intellectual, personality, social, and emotional development.
709. Theory and Research in Emotion. Contemporary theories of evolutionary, hereditary, behavioral, semantic, and physiological aspects of emotion.
710. Seminar in Contemporary Issues in Developmental Psychology. Weekly forum to discuss issues related to developmental research; ethical issues; professional issues. 1 hour.
711. Seminar in Cognitive Development. Seminar in the development of memory, perception, learning, and thinking throughout the lifespan.
712. Seminar in Social Development. Theoretical models and empirical findings.
714. Developmental Aspects of Sensation and Perception. Theoretical models and empirical findings; life span development of sensory capabilities.
715. Seminar in Emotional Development. Contemporary topics in the development of emotional responsivity, attachment, perception, and expression.
716. Introduction to Statistics and Lab. Probability, descriptive statistics, sampling distributions, null hypothesis testing, comparisons between means; tests on categorical data, bivariate and multiple regression.
717. Applied Statistical Methods and Lab. Univariate analysis of variance and factorial designs; interpretation of data from multifactor experimental designs.
718. Research Design and Lab. Traditional and nontraditional approaches; includes univariate and multifactor experimental designs, quasi-experimental designs.
719. Multivariate Statistical Methods and Lab. Multiple regression, multivariate analysis of variance and covariance, canonical correlation, principal components, and discriminant analysis. 720. Human Neuropsychology. Structure and function of human brain; human behavior; cognitive functions and personality functions; brain-behavior relationships following neurological impairment.
721. Neuropsychological Assessment. Evaluation of various types and locations of brain damage and human mental impairment; assessment applications.
722. Advanced Human Neuropsychology. Clinical case study and special topic presentation around patients with specific types of neurocognitive deficits. Assessment, intervention, and new research developments.
723. Seminar in Abnormal Child Development.
724. Motor Control After Stroke and Other Neurological Injuries. Analysis of motor deficits after stroke and other neurological injuries; the contribution of excess motor disability to these deficits; conceptual basis of constraint induction (CI) therapy; methods of CI therapy; new methods for assessing motor deficits with hands-on training with testing and intervention.
725. Developmental Research Methodology. Experimental and correlational, cross-sectional and longitudinal designs; multivariate approaches.
726. Seminar in Advanced Developmental Psychology. Advanced issues in developmental research and theory.
727. Longitudinal Data Analysis (Studies Laboratory). Direct experience analyzing large multivariate, repeated-measures data sets from existing longitudinal studies. Methods range from how to track subjects and adjust for missing and mistimed data to ways to model complex development processes and systems.
728. Seminar in Family Research. Family systems theory and assessment techniques suitable for parents and children at different stages of life; combining objective and subjective data from multiple sources; recent findings about development within the family context.
729. Seminar in Adolescent Development. Theoretical models and empirical findings related to biological, psychological, and sociohistorical changes in adolescent development.
730. Research Seminar in Cognitive Science. Current research, theories, and controversies in cognitive science. Seminar topic changes each term. Prerequisite: Permission of instructor. 1 hour.
731. Health Psychology & Assessment. Prevention, enhancement, and intervention; environmental factors, marketplace factors, and interpersonal factors.
734. Current Trends in Medical Psychology. 1 to 3 hours.
735. Psychology of Addiction. Causative and developmental factors and treatment approaches for all types of addictions (nicotine, alcohol, drugs, etc.).
736. Overview of Cognitive Science. Cognitive science is the interdisciplinary study of mind and intelligence. This course is a comprehensive overview of the historical and conceptual foundations of cognitive science. No previous courses in cognitive science are needed to participate.
739. Seminar Contemporary Issues in Clinical Medical Psychology (1).
740. Psychopathology. Theoretical and research issues in maladaptive behavior; description and classification schemes; theories of etiology and maintenance of psychopathology.
741. Developmental Bases of Personality and Psychopathology Major concepts, issues, and methodologies related to the development of personality and psychopathology. Focuses on concepts of temperament, attachment, and identity development, along with their relationships to disorders with antecedents and/or onset in infancy, childhood and adolescence.
742. Sports Psychology. Psychological factors in athletic performance. Psychological characteristics of successful athletes; anxiety arousal, motivation, attention, cognition, and imagery.
745. Neurobiology of Learning. Introduction of data, phenomena, and theory related to associative learning of behaviors. Discussion of issues related to the neurobiology of nonassociative learning, stimulus encoding, and memory.
751. Human Psychopharmacology. Neurophysiological underpinnings and clinical applications of psychopharmacology.
752. Neural and Humoral Bases of Behavior. Interaction of central nervous system and peripheral mechanisms, endocrine and autonomic nervous systems; relationship to human disorders. Topics vary.
753. Overview of Behavioral Neuroscience. Neural systems which control behavior will be studied, incorporating knowledge gained from neurobiological and psychological research. Topics will include synaptic communication, regulating behaviors, learning, memory, sensation and perception, movement, emotions, and psychopathology. Prerequisite: Permission of instructor.
755. Human Psychophysiology. Basic and applied research topics.
756. Research Seminar in Behavioral Neuroscience. Discussion of current literature and presentation of ongoing research by students in the program. 1 hour.
757. Topics in Behavioral Neuroscience. Research and methodology in behavioral neuroscience. Topics vary.
758. Developmental Psychobiology. Prenatal and postnatal influences on behavioral and physiologic development; psychobiology of mother-infant interactions during early development; research with human populations, primates, other species.
759. Neural Information Processing Systems for Sensory Coding.
760. Interviewing and Behavioral Observation. Theory and practice of interviewing and behavioral assessment with adult and child populations. 2 hours.
761. Behavioral Assessment. Psychometric and observational procedures, relying largely on behavioral theory, to observe, analyze, and assess human clinical behaviors; development of intervention activities. 2 hours.
762. Psychological Tests and Measurements. Test construction, norming, standardization, and sampling procedures.
764. Psychological Assessment: Cognitive Child & Adult. Cognitive assessment of children and adults focusing on Wechsler scales, Stanford-Binet, and additional cognitive, academic, memory, and learning tests.
765. Psychological Assessment: Personality Assessment I. Objective personality assessment, primarily focusing on Minnesota Multiphasic Personality Inventory. 2 hours.
766. Psychological Assessment: Personality Assessment II. Traditional projective techniques, utilizing Rorschach test following Exner's system. 2 hours.
767. Psychological Assessment: Health Psychology. Use of multiple health-related questionnaires, tests; indices in assessing health behavior, quality of life; traditional psychological tests in health context. 2 hours.
768. Advanced Personality Assessment. Integration of cognitive and personality evaluation techniques in applied clinical practice setting.
769. Cognitive Behavior Psychotherapy. A review of theory-driven manualized cognitive-behavioral therapy interventions with emphasis upon what has been found to work best with what types of patients.
770. Survey of Psychotherapeutic Methods. Procedures for changing maladaptive behavior. Research and methodological issues, factors common to most therapy, and major therapeutic techniques.
771. Interpersonal Psychotherapy. Psychodynamic, humanistic, existential theories of psychotherapeutic intervention.
772. Behavior Therapy. Cognitive and more traditional behavioral approaches in intervention in mental health and medical environment.
773. Behavior Therapy Seminar. Behavioral theory; new and experimental technology for alteration in human behaviors. 1 hour.
774. Family Therapy. Traditional systems theory, intervention strategies, and family dynamics; case examples and group participation.
775. Advanced Seminar in Psychotherapeutic Methods. Intervention modalities; research strategies for outcome evaluation. 2 hours.
776. Child and Adolescent Psychotherapy. Application of child psychopathology knowledge and intervention with child and adolescent population; theoretical and applied issues of verbal and nonverbal psychotherapy. 2 hours.
777. Psychotherapy Practice--Shadowing. Passive exposure to individual and group therapy conducted by faculty clinical psychologists. 1 hour.
778. Psychotherapy Practice--Initial. Initial active exposure to individual and group therapy supervised by faculty clinical psychologist. 2 hours.
780. Rehabilitation Psychology. Rehabilitation of chronic physical disorders; neurological disorders such as cerebrovascular disease, head trauma, and spinal cord injury.
781. Forensic Psychology. Interface between psychology and law; civil and criminal procedure; expert witness; insanity, competency, commitment, and malpractice. Experience in criminal justice settings. 2 hours.
782. Anxiety and Anxiety-Based Disorders. Behavioral syndromes within traditional mental health area and in variety of medical populations. Includes phobias and anxiety-based medical and nonmedical disorders.
783. Developmental Disabilities. Mental retardation, learning disabilities, and other developmental disorders. Research on nature of disabilities and major intervention techniques.
784. Organizational Psychology. Behavioral responses to, or correlates of, organizational structures and processes.
785. Psychology of Aging. Age differences in perception, memory, intelligence, personality, adjustment, and psychopathology.
786. Seminar in Aging. Contemporary topics in aging, including basic science, clinical, and psychosocial issues. 1 hour.
787. The Dynamics of Pain. Comprehensive study of physiology, pharmacology, and anatomy of acute and chronic pain. Emphasis on how medical treatments relieve pain. Topics include: stress-induced analgesia, transcutaneous electrical stimulation, acupuncture, inflammation, and psychological approaches to the treatment of pain.
788. Pediatric Psychology.
789. Social/Ethnic Issues in Therapy.
790. Internship in Clinical Psychology. 9 hours.
791. Special Topics in Psychology. 1-3 hours.
793. Cognitive Neuroscience. Prerequisite: Permission of instructor.
796. Practicum in the Teaching of Psychology. 1-3 hours.
797. Clinical Practicum in Medical Psychology. 1-3 hours.
798. Predoctoral Degree Graduate Research. 1-3 hours.
799. Doctoral Dissertation Research. Prerequisite: Admission to candidacy. 1-6 hours.