Department of Psychology (PSY)
The
Programs
Computer Facilities
Human Subjects
Laboratories
Brain Research Laboratory
Psychological
Training and Consultation Center
Graduate Student Offices
Master
of Science in General/Experimental Psychology
Doctor
of Philosophy in Applied Experimental Psychology
Master of Arts in Clinical
Psychology
Doctor
of Philosophy (Ph.D.) in Clinical Psychology
Admission
Model
Curriculum
Industrial
and Organizational (I/O) Psychology
Master
of Arts
Doctor
of Philosophy
School Psychology
Training
Model: Scientist-Practitioner Model
Specialist
in Psychological Services
Doctor
of Philosophy (Ph.D.) in School Psychology
Unspecified Content or Variable
Credit Courses
PSY Course Descriptions
Department
of Psychology website
Gary Dunbar, Chairperson
101 Sloan Hall (989) 774-3001
Renee
Babcock, Ph.D., Georgia Institute of Technology.
Adult development and aging, age differences in memory.
Richard Backs, Director of Experimental Psychology, Ph.D.,
University of Southern California. Engineering Psychology,
Psychophysiology.
Terry Beehr,
Ph.D., University of Michigan. Job stress, retirement,
leadership, promotions.
Sharon Bradley-Johnson, School Psychology, Ed.D.,
Western Michigan University. Parent education, educational
diagnosis, infant assessment.
Neil Christiansen, Ph.D., Northern Illinois University.
Personnel testing and selection, organizational uses of
personality inventories.
Stephen Colarelli, Ph.D., New York University. Personnel
psychology, evolutionary psychology, organizational psychology
of personnel programs, human resource policy.
Gary Dunbar, Ph.D., Clark University. Behavioral neuroscience,
neurodegeneration, pharmacological treatment of brain damage.
Rachel Foster-Lifson, Ph.D., University of Washington.
Self-concept, psychology of women and of religion, social
cognition.
Bryan Gibson, Director, Industrial/Organizational
Psychology, Ph.D., University of Utah. Self
presentation, smoker-nonsmoker interaction, gambling.
Kyunghee Han, Ph.D., University of Minnesota.
Scientific study of culture, statistical evaluation of the
cross-cultural equivalence of measures of personality and
psychopathology, quantitative methods.
Timothy Hartshorne, Ph.D., University of Texas at
Austin. Therapeutic interventions, parent-professional
relationships, loss.
Michael Hixson, Ph.D., Western Michigan
University. Curriculum-based measurement, reading direct
instruction, precision teaching, applied behavior analysis,
behavior development.
Susan Jacob, Ph.D., Michigan State University.
Ethical and legal issues in school
psychology, child development.
Melvyn Jaffa, Ph.D., Columbia University. Social
cognition, emotionality, interpersonal behavior, eating.
Carl Johnson, Ph.D., Michigan State University.
Organizational behavioral management, behavior analysis,
behavioral medicine.
Michael Kent, Ph.D., Iowa State University.
Physiological psychology, hunger mechanisms, sleep.
Terry Libkuman, Ph.D., University of Oklahoma.
Cognition, motivation, sport psychology.
Elizabeth Meadows, Ph.D., State University of New York
at Albany. Anxiety disorders, trauma, prevention of
psychopathology, psychological and medical problem
interactions.
John Monahan, Ph.D., Duke University. Perception,
attention, illusions, computers, perceptual structure.
Sandra Morgan, Ph.D. Central Michigan University.
Reading instruction, academic behavioral interviews in general
education, infant feeding and sleeping.
Larissa Niec, Ph.D., Case Western Reserve University.
Children's interpersonal function, impact of out-of-home care
on children, child maltreatment, attachment.
Justin Oh-Lee, Ph.D., University of California Los
Angeles. Behavioral neuroscience, behavioral pharmacology,
neurodegenerative disorders.
Hajime Otani, Ph.D., University of Georgia. Human memory and cognition,
eyewitness memory, sex differences in cognitive processes,
experimental, cognitive.
Tamara Penix Sbraga, Ph.D., University of Nevada Reno. Sexual
deviance and self-control, sex offender treatment, suppression
of cognition and emotion, acceptance and commitment therapy.
Debra Poole, Undergraduate Director, Ph.D., University of Iowa. Basic
language/cognitive/social development in children related to
social issues.
Stuart Quirk, Ph.D., Case Western Reserve University.
Emotional response (with a general focus upon
psychopathology), emotional regulation through substance use.
Mark Reilly, Ph.D., West Virginia University.
Experimental analysis of behavior, operant/respondent
conditioning, animal learning, quantitative models, behavioral
pharmacology, substance abuse.
Katrina Rhymer, Ph.D., Mississippi State University.
Academic, behavioral, and social/emotional interventions,
curriculum based measurement and single-subject design
research.
George Ronan, Director, Clinical Psychology, Ph.D.,
Fairleigh Dickinson University. Personal problem solving,
anger/aggression, psychological assessment.
Michael Sandstrom, Ph.D., Ohio University. Brain
plasticity, compensatory neuronal activity, and behavior
associated with deteriorative diseases such as Parkinson's and
Huntington's using animal models.
Sonya Sheffert, Ph.D., University of Connecticut. Cognitive Psychology,
Psycholinguistics, Voice Identification
Reid Skeel, Ph.D., University of Florida,
Neuropsychology.
K. Roger Van Horn, Ph.D., Iowa State University. Human
development, developmental changes in cognitive and
psychosocial processes.
Stephen Wagner, Ph.D., Northern Illinois University.
Work-related attitudes, the psychology of employee ownership,
group dynamics in organizations
Nathan Weed, Ph.D., University of Minnesota. Assessment
of personality and psychopathology, psychometric methods in
personality assessment.
The
Programs
The first graduate degree awarded in psychology at CMU was the
Master of Arts in General Psychology in 1967. Since then the
department has expanded its programs to include, along with
the Master of Science in General/Experimental Psychology, a
Master of Arts in Industrial/Organizational Psychology, a
Specialist in Psychological Services in School Psychology, and
Doctor of Philosophy degrees in Industrial and Organizational
Psychology, Clinical Psychology, School Psychology and Applied
Experimental Psychology. The department’s programs have
been, and continue to be, successful, with some of its
graduates attaining national and international recognition in
psychology. To acknowledge program excellence and as an
expression of university support of programs, the department
has maintained its status as a Graduate Center For Excellence
since the inception of this designator in 1992.
The Department of Psychology maintains a variety of facilities
that are used in the education of graduate students. Following
is a brief description of those most frequently used within
the department and university.
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Computer Facilities.
A computer lab for graduate students in school and clinical
psychology is located in Sloan Hall. The lab is equipped with
software for scoring and interpretation of psychological and
neuropsychological tests. The computers are networked with the
University’s IBM 3090 mainframe. The typical electronic mail
programs are also supported. The Department of Psychology also
maintains a computer laboratory for research and teaching
purposes. The lab includes 12 workstations. These machines are
networked into a controller/file server and MEL software is
installed. This lab basically serves students and faculty
interested in research in cognitive processes, sensation and
perception, learning, and social psychology.
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Human Subjects
Laboratories. Space is reserved in Sloan Hall for
research with human subjects. Special apparatus permits
studies in neuropsychology, social psychology, biofeedback,
discrimination learning, and perception. A minicomputer with
appropriate interfacing helps provide flexibility in
instruction and research. The use of closed-circuit TV
monitoring in some rooms is also possible.
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Brain Research
Laboratory. The Brain Research Laboratory and
Behavior Analysis Laboratory are both located in Rowe
Hall. These labs collectively consist of animal colony
rooms, a surgical and histological suite, spacious behavioral
testing rooms, and a large data analysis room, equipped with
state-of-the-art image analysis systems and computers.
The facilities are used for laboratory classes and individual
research projects. They are equipped for small animal
surgery, a full array of behavioral tests, microscopic
assessment of neuroanatomical specimens, and more.
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Psychological
Training and Consultation Center. This facility
provides training, service, and research functions. The Center
provides a full range of services to children, parents, and
professional personnel from the Central Michigan area.
Equipped with closed-circuit television, some faculty use the
Center to demonstrate their own clinical work. Space and
resources are typically made available for faculty and
students wishing to conduct research.
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Graduate Student Offices.
Graduate Assistants and Fellows have office space available to
them in Sloane Hall.
Deadlines for application for admission are listed with each
degree program. Prospective applicants need to contact the
Psychology Department directly for information and application
material.
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Master
of Science in General/Experimental Psychology
Application
Deadline: February 1
The Master of Science in General/Experimental Psychology
program at Central Michigan University is a broad yet flexible
program designed to develop individual scholarship. Students
are exposed to a variety of content areas, while concentrating
on a major area of study. Throughout their program, all
students are expected to be actively involved in research with
a faculty member. The program’s primary emphasis is to
prepare students for doctoral study or research positions in
the public or private sector.
The Master of Science degree in General/Experimental
Psychology is based upon the satisfactory completion of a
minimum of 36 semester hours of graduate work. The application
deadline for receipt of all materials is February 1.
Admissions, Retention, and Termination Standards
When applying for the Master of Science degree in
General/Experimental Psychology, applicants must send three
letters of reference and official GRE scores directly to the
Department of Psychology. Fifteen semester hours of
undergraduate psychology or the equivalent as determined by
the department, and a 3.0 grade point average, are required
for admission. Students who are deficient in certain subject
areas such as statistics (PSY 211) or methodology (PSY 285,
PSY 385) will be expected to make up these deficiencies in
addition to the normally prescribed graduate course work for
the degree. A maximum of nine credit hours earned during
non-degree status may be applied toward the MS degree.
-
Courses in Psychology (30-36 hours)
Required Courses
8 hrs - PSY 511, 609, 690
6 hrs - PSY 798 (Thesis)
Select at least one course from each of the following
groups:
3 hrs - PSY 611, 612, 613
3 hrs - PSY 587, 687
3 hrs - PSY 589, 680, 681
3 hrs - PSY 624, 630
Additional courses: (0-10 hours)
To be chosen in consultation with an advisor.
-
Cognate Courses (0-6 hours)
-
In addition to course work a student must complete an
oral examination over the thesis.
Information concerning additional requirements can be obtained
by contacting the General /Experimental MS program director.
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Doctor
of Philosophy in Applied Experimental Psychology
Application Deadline: February 1
The objective of the Ph.D. program in Applied Experimental
Psychology is to develop individuals with strong applied
experimental research skills for positions in business,
industry, allied health, or government agencies. The program
is designed to provide advanced training in psychological
processes (e.g. biological, cognitive, behavioral) and
quantitative-methodological procedures (e.g. statistics,
experimental design, computer applications) and their
utilization in an applied setting. The program will provide
students with specialized applied training, including a
pre-doctoral internship. The program uses a mentor system,
matching students with faculty members who have closely
matched areas of interest. The current areas of training
include:
-
human factors (ergonomics, psychophysiology,
attention and perceptual processes);
-
behavioral medicine
(with emphasis on developmental
disabilities and infant disorders);
-
applied
cognitive science (with special emphasis on memory, cognitive
modeling, decision making, and forensic psychology);
-
applied social psychology (social cognition,
personality judgments, individual differences, and
attitudes);
-
an applied
behavioral neuroscience (with specific emphasis on testing
potential pharmacotherapies for neurodegenerative diseases,
such as Huntington's diseases);and
-
behavior analysis (with special emphasis on applied
behavior analysis, behavioral pharmacology, behavioral
pediatrics, organizational behavior management and the
experimental analysis of behavior.
Admissions, Retention, and Termination Standards
Applicants to the Program are expected to have a baccalaureate
degree, a 3.00 GPA, and at least 15 hours of psychology. The
foundation of the program is the M.S. Program in
General/Experimental Psychology. The first two years of the
program are identical to those of the M.S. Program in
General/Experimental Psychology. Students accepted into the
program must complete all of the requirements of the M.S.
Program in General/Experimental Psychology or its equivalent.
The emphasis in third and fourth years is on advanced
specialized training, including generating high quality
applied research and gaining practical experience through
internships.
Third and Fourth Years
Required Courses
PSY 789 (3-9) Seminar in Applied Experimental Psychology
PSY 800 (12) Research in Applied Experimental Psychology (with
Major Paper and Oral Examination)
PSY 990 (3-6) Internship A: Professional Services*
OR
PSY 991 (3-6) Internship B: Professional Services*
PSY 898 (3-12) Doctoral Dissertation: Design
PSY 899 (3-12) Doctoral Dissertation: Implementation (with
oral defense)
(A minimum of 15 credit hours from the combination of PSY 898
and PSY 899 is required.)
*A minimum of 6 credits hours from PSY 990 and 991 is
required.
Electives: 18 Credit Hours
Total
(minimum hours for third and fourth years):
54 Credit Hours
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Clinical
Psychology
Application Deadline: January 15
Master of Arts
A
Master of Arts degree in Clinical Psychology can only be
awarded to students who have been accepted and matriculated in
the Ph.D. program in Clinical Psychology. Students must
complete the first two years of the Clinical Psychology
program and defend a master thesis prior to petitioning for
the M.A. degree.
Doctor
of Philosophy (Ph.D.) in Clinical Psychology
Admission
The deadline for receipt of all application materials is
January 15 for the Clinical program. Admission requirements
and a detailed description of the Clinical Ph.D. program can
be obtained from the Department of Psychology. In addition to
grades and GRE scores, the Admissions Committee is attentive
to letters of recommendation, personal statements, and
relevant professional experiences. Admissions criteria select
students who have general academic preparation in psychology
and psychology-related research methodology.
Model
The Ph.D. program in
clinical psychology follows a scientist-practitioner model in
training graduates to function as ethical clinical
psychologists who have breadth and depth in assessment and
intervention, as well as the ability to conduct clinical
research. Graduates function successfully in the modern
professional context, and demonstrate an investment in
lifelong learning. The
clinical faculty represent various clinical and research
interests.
The program endorses the criteria for training set forth by
the Committee on Accreditation of the American Psychological
Association* and is listed as an accredited program. The
curriculum reflects recent developments in scientific
psychology, while imparting to students the skills needed to
respond to contemporary clinical concerns. Our training model
endorses practice based on sound theoretical and empirical
foundation in the science of psychology. The doctoral
program includes four years of intensive didactic preparation
and applied experience plus a yearlong, full-time internship.
Training in clinical psychology is a complex process.
Knowledge of clinical technique, scientific foundations,
and research design are essential. However, the curriculum
promotes more than intellectual mastery of content areas.
Clinical courses seek to prepare students to think critically,
establish rapport, accurately observe and report behavior, and
develop an awareness of overt and covert processes present in
both the client and the psychologist.
Curriculum
Students are accepted into the program on a full-time basis.
Before arriving on campus each student is assigned a clinical
faculty mentor. This
faculty member aids the student in his or her passage through
the program. Students entering with a BA/BS degree are
required to complete approximately 108 graduate credit hours.
Although some courses may be waived based on prior graduate
work, no more than 30 credit hours can be transferred. The
current curricular requirements are listed below by year of
completion.
Year
1: 24 credits
PSY 510 (3) Principles of Psychological Measurement
PSY 642 (3) Clinical Research Methods
PSY 609 (3) History and Systems of Psychology
PSY 653 (3) Intervention I: Adult
PSY 657 (3) Assessment I: Adult
PSY 658 (3) Assessment II: Child and Adolescent
PSY 660 (3) Intervention II: Child and Adolescent
PSY 751 (3) Psychopathology
Year
2: 30 credits
PSY 611 (3) Research Design
PSY 624 (3) Advanced Development Psychology
PSY 630 (3) Advanced Social Psychology
PSY 641 (3) Personality Assessment
PSY 785 (3) Seminar: Cognitive Behavioral Theory
PSY 687 (3) Physiological Foundations
PSY 798 (6) Thesis
PSY 790 and PSY 791 (6) Practicum I
Year
3: 24 credits
PSY 589 (3) Cognitive Psychology
PSY 612 (3) Applied Multiple Regression and Correlation
PSY 661 (3) Neuropsychological Assessment
PSY 765 (3) Ethics and Professional Issues
PSY 850 (3) Ethnic and Minority Issues in Therapy
PSY 890 and PSY 891 (6) Practicum II
One elective (3)
Year
4: 24 credits
PSY 892 and PSY 893 (6) Practicum III
PSY 898 (6) Doctoral Dissertation Design
PSY 899 (6) Doctoral Dissertation Implementation
Two electives (6)
Year
5: 6 credits
PSY 990 and PSY 991 (6) Internship
Total credits: 108
Admission
to doctoral candidacy is based on satisfactory grades,
completion of thesis requirements, and passing a Clinical
Qualifying Examination at the end of the third year. Before
applying for predoctoral internship training, students must
have a doctoral dissertation proposal accepted by their
dissertation committee. The doctoral degree is awarded upon
successful completion of a predoctoral internship,
as well as the successful defense of a doctoral dissertation.
*Committee
on Accreditation
American Psychological Association
750 First Street, NE
Washington, DC 20002-4242
202-336-5500
202-336-6123 TDD
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Industrial
and Organizational (I/O) Psychology
Application Deadline: February 1
The Department of Psychology offers a terminal master’s
degree (M.A.) and a doctor of philosophy degree (Ph.D.) in
industrial and organizational (I/O) psychology. Both degrees
are oriented toward training students for careers in research,
university, or business settings. Graduates of the programs
are typically involved in research, and in planning, design,
delivery, or evaluation of psychological programs in
organizations. Examples of such programs include employee
testing and selection, performance appraisal, training, stress
management, job and organizational design, and organizational
change and development.
Both the M.A. and Ph.D. programs are designed for full-time
students. It is helpful if students have taken introductory
courses in general psychology, I/O psychology, research
methodology, and statistics.
Master
of Arts
Admission, Retention, and Termination Standards
When applying for the M.A. degree in Industrial/Organizational
Psychology, applicants must send three letters of reference
and official GRE scores directly to the psychology department,
and send the graduate college application materials to the
College of Graduate Studies. The M.A. degree in
Industrial/Organizational Psychology is based on the
satisfactory completion of a minimum of 39 semester hours of
graduate work, including a master’s thesis. The M.A. is
oriented toward training students for careers in business,
government, consulting, or going on to Ph.D. programs. The
application deadline for receipt of all materials is February
1.
-
Required Courses (24 credit hours)
-
Industrial/Organizational psychology content courses, 12
credits; PSY 535, 536, and 636; 736 or 537.
-
Quantitative (three of the following) 9 credits: PSY 510,
611, 612, 613.
-
Applications, 3 credits: PSY 790 or PSY 791.
-
Electives (9 credit hours)
-
Psychology electives to be chosen in consultation with
the advisor, 9 credits.
-
Masters Thesis (6 credit hours)
-
PSY 798 (6) Thesis
Total:
39 credit hours
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Doctor
of Philosophy
The Ph.D. curriculum in I/O psychology involves approximately
four years of intensive academic preparation. The curriculum
has been designed to reflect classic and current developments
in applied psychology and to provide skills needed in the
resolution of organizational problems. Students take courses
in foundation areas of psychology. Training in I/O Psychology
emphasizes theory, research, and practice in personnel
psychology and organizational psychology.
Admissions, Retention, and Termination Standards
Progress through the program is based upon satisfactory grades
(a B average overall and a B or better in each class) plus the
passage of a comprehensive exam, and successful completion of
course work, a master’s thesis, and a doctoral dissertation.
Students must take a minimum of 12 hours of dissertation
credits, and may take up to 24 hours. Students entering the
Ph.D. program are expected to complete the program within
seven (7) years. The time limit for students entering with a
graduate degree or graduate work will be prorated. Extension
of the time limit to complete degree requirements will be
granted rarely and only if steady progress toward the degree
is evident.
An internship is optional. Before accepting an internship, I/O
students must pass their comprehensive exams and have a
doctoral dissertation proposal accepted by their dissertation
committees.
Students entering with a bachelor's degree will be required to
complete approximately 96 credit hours; those entering with a
master's degree will be required to complete approximately 70
graduate credit hours. Some courses are offered in accordance
with a planned sequence.
Students enrolled in the Ph.D. program in I/O Psychology will
be eligible for the Master of Arts degree after successful
completion of appropriate coursework and a master's thesis.
When applying for the Ph.D. in I/O Psychology, applicants must
submit three letters of reference and official GRE scores. The
application deadline for receipt of all materials is February
1.
-
Required Courses (66 credit hours)
-
Foundations of Psychology Courses (9 hours)
Any 3 of the following 6 choices in consultation with the
student’s advisor:
PSY 609 (3) History and Systems of Psychology
PSY 583 (3) Human Motivation
PSY 587 (3) Physiological Psychology
OR
PSY 687 (3) Physiological Foundations
PSY 589 (3) Cognitive Psychology
OR
PSY 680 (3) Learning
OR
PSY 681(3) Sensation and Perception
PSY 624 (3) Foundations of Human Development
PSY 630 (3) Advanced Social Psychology
-
Industrial/Organizational Psychology Content Courses (21
hours)
PSY 535 (3) Organizational Psychology
PSY 536 (3) Personnel Psychology
PSY 636 (3) Organizational Applications of Personnel
Psychology
PSY 736 (3) Interventions in Social Systems
PSY 737 (9) Seminar in I/O Psychology
-
Research Courses (12 hours)
PSY 510 (3) Principles of Psychological Measurement
PSY 611 (3) Research Design
PSY 612 (3) Applied Multiple Regression and Correlation
PSY 613 (3) Multivariate and Correlational Methods
-
Experience-Based Courses (6 hours)
PSY 790 (3) Practicum A: Professional Services
PSY 791(3) Practicum B: Professional Services
-
Masters Thesis (6 hours)
PSY 798 (6) Thesis
-
Doctoral Dissertation (12-24 hours)
Twelve (12) hours are required, 6 in PSY 898 and 6 in PSY 899.
Students may take an additional 12 dissertation credits as
electives.
PSY 898-899 (12) Doctoral Dissertation: Design and
Implementation
-
Electives (30 hours)
-
At least twenty-one (21) hours of Psychology, which may
include up to 12 dissertation credits beyond the required 12.
-
At least nine (9) hours from outside Psychology
Total:
96 credit hours
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School
Psychology
Application Deadline: February 1
Admission
is competitive with approximately 10 to 12 students accepted
each year.
Training
Model: Scientist-Practitioner Model
The training model is based on the scientist-practitioner
tradition emphasizing the application of behavioral science in
educational systems and the larger community. Training
emphasizes practice guided by scientific knowledge. Students
are taught to use scientific principles to inform their
practice (including consultation, intervention, and diagnostic
services) and to evaluate their practice in order to improve
services as well as contribute to the field of school
psychology. The program is committed to fostering in its
students a sensitivity to, appreciation for, and understanding
of diversity. Similarly, the program
strives to promote understanding of, and responsiveness to,
the special needs of individuals with disabilities.
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Specialist
in Psychological Services
This is a three-year, full-time, 70-hour graduate program,
designed specifically to meet NASP/NCATE accreditation
standards, leading to the Master of Arts degree in Psychology
and the Specialist in Psychological Services. Students
complete course work that prepares them to be knowledgeable in
the following core content areas:
-
Psychological and Educational Foundations,
-
Research Methods,
-
Psychological and Educational Assessment,
-
Intervention Strategies, and
-
Professional School Psychology.
A
full-time internship is completed during the third year of the
program. Specialist students are expected to complete
both the master's and specialist degrees within five years of
admission to the program. Specialist students are
expected to complete both the master's and specialist degrees
within five years of admission to the program.
Admissions, Retention, and Termination Standards
Although
this is a three-year graduate degree, applications will be
accepted from students who already have taken graduate work,
including the master’s degree, at Central Michigan
University or at other approved institutions. Credit will be
given for such work in accordance with university regulations,
provided it is consistent with the School Psychology
curriculum.
This
program meets the Michigan requirements for certification as a
School Psychologist as defined by the State Board of
Education. In addition, this program will permit certification
as a School Psychologist in the majority of states.
An
acceptable master’s degree or 15 semester hours of
undergraduate psychology or the equivalent as determined by
the department, a 3.0 overall grade point average, and scores
from the Graduate Record Examination taken within the last
five years are required for admission. Students who are
deficient in certain subject areas will be expected to make up
these deficiencies in addition to the normally prescribed
graduate course work for the degree.
Required
Courses for Masters Degree (34 credit hours)
PSY 511 (3) Statistics in Psychology
OR
PSY 611 (3) Research Design
PSY 605 (3) Assessment of Affective & Behavioral Disorders for
Children & Youth
PSY 655 (2) Introduction to Intelligence Testing
PSY 656 (2) Advanced Intellectual Assessment
PSY 667 (3) Assessment of Learning Disorders
PSY 767 (3) Assessment and Intervention for Developmental
Disabilities
PSY 798 (6) Thesis
One
course from each of the following areas also is required (3
credits each)*:
Area
A Social Basis of Behavior:
PSY 531 (3) Group Dynamics
OR
PSY 533 (3) Psychology of Racism
OR
PSY 630 (3) Advanced Social Psychology
OR
SPE 550 (3) Teaching the Culturally Diverse
Area
B Human Development
PSY 624 (3) Advanced Developmental Psychology
OR
PSY 682 (3) Psychology of Child Development
Area
C Cognitive Basis of Behavior
PSY 589 (3) Cognitive Psychology
OR
PSY 680 (3) Learning
Area
D Biological Basis of Behavior
PSY 587 (3) Physiological Psychology
OR
PSY 687 (3) Physiological Foundations
*Course
substitutions can be made with the approval of the student’s
advisor and program director.
Additional
Required Courses for the Specialist Degree (36 credit hours)
PSY 562 (3) Therapeutic Interventions Foundations
PSY 586 (3) Applied Behavioral Analysis in Education
OR
PSY 780 (3) Behavior Therapy
PSY 662 (3) Advanced Therapeutic Interventions
PSY 677 (3) Education of Children With Learning Disabilities
PSY 760 (3) Seminar A: School Services
PSY 766 (3) Seminar: Consultation Skills
PSY 790 (3) Practicum A: Professional Services
PSY 791 (3) Practicum B: Professional Services
PSY 795 (3) Internship in School Psychology A
PSY 796 (3) Internship in School Psychology B
Six
additional hours of course work are chosen with the approval
of the student’s advisor.
Additional
Requirements
Progress through the program is based on satisfactory grades
(a grade point average of “B” or better overall) and
satisfactory evaluations of pre-professional functioning
(e.g., appropriate interpersonal skills, ethical and
professional conduct). Serious and persistent difficulties in
preprofessional functioning may result in dismissal from the
program (see Student Handbook, School Psychology Program).
For admission to 790, a student must have earned a “B” or
better grade in each of the following courses: PSY 655, 656,
667, 767. In addition, a student must earn a “B” or better
grade in PSY 791 and have an approved thesis proposal prior to admission to PSY 795.
At the master’s degree level, a thesis and oral exam over the thesis are required. At the
specialist degree level, the student must demonstrate
professional competencies in working with students, parents,
and school personnel. This requirement will be met by the
student’s satisfactory completion of a supervised internship
(PSY 795, Internship A; PSY 796, Internship B).
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Doctor
of Philosophy (Ph.D.) in School Psychology
The Doctor of Philosophy curriculum in School Psychology is
designed to train school psychologists to provide direct
services and consultative services to individuals, groups, and
systems. Course work includes training in diagnostic,
intervention, and applied research skills. Graduates may work
in a variety of settings including public schools, hospitals,
and universities.
The program of study typically includes four years of
intensive academic preparation and field experience plus a
one-year, full-time internship. At least 600 hours of
supervised experience shall be in a school setting. The
curriculum is designed to reflect recent developments in
school psychology.
Admission, Retention, and Termination Standards
Students are accepted into the program on a full-time basis,
and normal progress through the program requires a course load
of about 12 credit hours per semester. Students are expected
to take at least 6 credit hours per semester. For at least one
year of the program, students must be in full time residence
at Central Michigan University.
Minimum admission requirements include an undergraduate major
in psychology or at least 15 semester hours of psychology and
a 3.0 overall grade point average. A background in scientific
psychology and basic research methodology including statistics
and experimental psychology is strongly weighted to assure
that students will be conversant with research. Students who
do not meet the required 15 semester hours of basic psychology
courses, but appear qualified for doctoral study, are required
to remedy deficiencies as part of their initial course work.
The Doctoral Admissions Committee will identify what
coursework is necessary and inform the student about
remediation.
In
addition to grades and GRE scores (taken within five years of
application), the Doctoral Admissions Committee is very
attentive to letters of recommendation, personal statements,
and relevant professional experiences. Work history,
professional goals, capacity for relating to and working with
other people, emotional maturity and stability, and motivation
also are considered. GRE scores are viewed as one predictor of
the likelihood of success in graduate study. Consequently, for
applicants who already hold a graduate degree in school
psychology or a related field, greater weight is given to
prior graduate school performance than GRE scores.
Progress through the program is based upon satisfactory grades
(a B average overall; a B or better in all assessment,
practica, and internship courses; and a B- or better in all
other classes) and satisfactory evaluations of
pre-professional functioning (e.g., appropriate interpersonal
skills, ethical and professional conduct). Serious and
persistent difficulties in pre-professional functioning may
result in dismissal from the program (See Student Handbook,
School Psychology Program).
Successful completion of the thesis and comprehensive exam and
approval of the dissertation proposal are required before
taking the internship. The Ph.D. degree will be awarded
upon successful completion of course work, a thesis, a
doctoral dissertation, and an internship.
Students entering with a BA/BS degree will be required to
complete 106 credit hours, those entering with an MA/MS degree
will be required to complete approximately 70 graduate credit
hours. Courses are offered in accordance with a planned
sequence designed to meet individual needs in terms of
professional goals, academic background, and attained skills
of each candidate.
-
Required Courses (106 credit hours)
-
Foundations of Psychology Courses (18 hours)
History and Systems of Psychology
PSY 609 (3) History and Systems of Psychology
Human Development
PSY 624 (3) Advanced Development Psychology
OR PSY 682 (3) Psychology of Child Development
Biological Aspects of Behavior
PSY 687 (3) Physiological Foundations
Cognitive and Affective Aspects of Behavior
PSY 589 (3) Cognitive Psychology
OR
PSY 680 (3) Learning
Social Aspects of Behavior
PSY 630 (3) Advanced Social Psychology
Multicultural Issues
PSY 533 (3) Psychology of Racism
OR
HEV 603/SOC 611 (3) Human Diversity Within and Between
Families
OR
PSY 850 (3) Ethnic and Minority Issues in Therapy
-
Educational Foundations (6 hours)
PSY 677 (3) Education of Children with Learning Disabilities,
PSY 760 (3) Seminar: School Services
-
Assessment and Intervention (28 hours)
PSY 605 (3) Assessment of Affective & Behavioral Disorders for
Children & Youth
PSY 655 (2) Introduction to Intelligence Testing
PSY 656 (2) Advanced Intellectual Assessment
PSY 780 (3) Behavioral Strategies
PSY 562 (3) Therapeutic Intervention: Foundations
PSY 662 (3) Advanced Therapeutic Interventions
PSY 667 (3) Assessment of Learning Disorders
*PSY 767 (3) Assessment and Intervention for Developmental
Disabilities
PSY 751 (3) Seminar: Psychopathology
PSY 766 (3) Seminar: Consultation Skills
-
Methods Statistics and Program Evaluation Courses (9 hours)
PSY 611 (3) Research Design
PSY 612 (3) Applied Multiple Regression and Correlation
PSY 818 (3) Program Evaluation
-
Ethics (3 hours)
PSY 765 (3) Seminar: Ethics and Professional Issues
-
Thesis (6 hours)
PSY 798 (6) Thesis
-
Required Experience-Based Courses (18 hours)
PSY 790 & 791 Practicum A & B: Professional Services
(6 credit hours)
*PSY 890 & 891 Advanced Practicing A & B: Professional Services (6 credit hours)
*PSY 990 & 991 Internship A & B (6 credit hours)
-
Doctoral Dissertation (12 hours)
*PSY 898-899 (12) Doctoral Project: Design and Implementation
-
Electives: Chosen in consultation with advisor (6 hours)
Total:
106 credit hours
*PSY
767, PSY 890-891, PSY 898-899, PSY 990-991 must be completed
while a student at Central Michigan University.
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here for additional information regarding these types of
courses. The following courses offered through the
department are of unspecified content or variable credit: PSY
500, 501, 600, 696, 697.
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