Undergraduate and Graduate Programs in Psychology
The Psychology Program offers a 40-credit undergraduate major leading to the Bachelor of Arts degree, as well as an 18-credit minor. The Program is open to both women and men through evening coursework, and traditional age Women's College students. The Psychology Graduate Program, open to both women and men, offers a Master's in Counseling Psychology with three specialization options, a Master's in Forensic Psychology and Counseling and a Psy.D. in Counseling Psychology.
The mission of the Psychology Program is to facilitate students' understanding of the science of psychology, as well as the values, knowledge, and skills required to pursue empowerment of self and others in a social justice context.
Students will acquire a broad understanding of the discipline of psychology, as well as a global awareness of issues affecting the development of psychological knowledge in other countries. At the same time, they will develop an appreciation of principles of ethical decision making, the importance of resilience, self-efficacy and self-advocacy as cornerstones of self-respect and self-determination, and the fundamental duty of social justice in working with underserved groups.
The Programs will prepare students to implement a range of empowerment strategies in their personal and interpersonal lives and work productively in their chosen fields.
Student learning outcomes for the Psychology Program include:
Bachelor of Arts in Psychology
Students who complete the degree in psychology will have a broad range of skills applicable to many human services as well as business employment settings. The Program provides a rigorous education in fundamental content areas such as human development and personality theory, but also teaches students to think critically and communicate effectively. These are skills that are highly sought after by employers in corporations, hospitals, schools, counseling centers, and group homes. With a Bachelor's Degree in Psychology from the College of Saint Elizabeth, students are eligible for entry-level positions in the mental health field and have been hired in community agencies, hospital programs, and in group homes.
Students who complete the Program are also well prepared to pursue Master's and Doctoral degrees. Many of our graduates have earned these advanced degrees from institutions such as:
Many psychology majors choose to double major and/or minor in related disciplines such as education, sociology, gerontology, justice studies, biology, nutrition and business. Students are encouraged to discuss these options with their advisor because completing a second major and/or minor along with the major in psychology broadens students' career choices. The Minor in Psychology is also a very good option to combine with a major in another discipline such as sociology or business. The minor will also give students the option to apply to graduate programs in psychology.
Master's in Counseling Psychology
The Master's program in Counseling Psychology, building on a multidisciplinary core, has been designed to prepare working adults to meet the challenges involved in providing counseling services to individuals and/or groups, and to be effective facilitators of change and growth.
Students who complete the program are well prepared to pursue doctoral degrees or enter professional work settings. The 60-credit mental health specialization meets the educational requirements for licensure as a professional counselor in New Jersey. The 48-credit school counseling specialization meets the educational requirements for certification as a School Counselor in New Jersey. The 30-credit specialization prepares students to apply for doctoral training in Psychology.
Total: 16 credits
Students must choose one course from Area I and two courses each from Areas II and III.
I. Understanding the Biological and Cognitive Basis of Behavior
Total: 4 credits
II. Understanding Individual Differences
Total: 8 credits
III. Understanding the Social/Cultural Bases of Behavior
Total: 8 credits
Students must choose two courses from the following:
Total: 4 credits
Total Credits for Bachelor of Arts in Psychology: 40
Students fulfill the College of Saint Elizabeth capstone requirement by successfully passing a three-part comprehensive examination. The comprehensive examination includes a standardized test of achievement in the field of psychology, a written essay and journal article critique, and a career portfolio. Preparation for the examination is offered in PSY490 Senior Research Seminar.
Total: 18 credits
The graduate psychology courses of study are coeducational. Applicants for Master's Programs must have a baccalaureate degree, with a minimum of nine credits in psychology including the following courses: General Psychology, Developmental Psychology (Child Development, Adolescent Development, Adult Development or a Life Span Development course), and Psychopathology (Abnormal Psychology). Applicants should note that undergraduate Statistics and Experimental Psychology are prerequisites for PSY631: Research Methods and Program Evaluation. The baccalaureate degree must be from an accredited undergraduate institution with a cumulative GPA of not less than 3.0 on a 4.0 scale. Students will be invited for an interview based on their academic achievement, letters of reference, personal statement and relevant experiences. The interview will include a case review.
Transfer of credit into the graduate programs will be subject to evaluation and approval by the Course of Study Coordinator. All graduate transfer credits must carry a minimum grade of 3.0 on a 4.0 scale. A maximum of six transfer credits will be accepted for the Masters in Counseling Psychology 30-credit track and a maximum of nine credits for the 48-credit school counseling and 60-credit mental health tracks, and the Master of Arts in Forensic Psychology and Counseling. Faculty members regularly evaluate the progress of each student enrolled in the Master's Programs. This review addresses both the student's progress toward the completion of the academic degree and the student's development as a counseling practitioner. Students must continue to develop in both areas. Depending on the outcome of this evaluation, students may be required to take remedial action such as repeating course work, taking additional practica, taking a leave of absence, etc. In unusual instances, the student may be terminated from the programs as a result of the evaluation process. Rarely the behavior of a given student will suggest psychological impairment which, in the professional judgment of the faculty, would interfere with the person's ability to function in a counseling career or in counseling settings. In such a case, the programs reserve the right to ask students to take remedial actions such as: seeking counseling, taking a leave of absence, repeating course work, enrolling in further course work, or if necessary, withdrawing from the programs.
The 30-credit hour specialization in Counseling Psychology is the main track in the degree. It consists of 24 credit hours in a core curriculum, three credit hours from an elective course and three credit hours from the CSE Multidisciplinary Core. Additionally, any student who would like to take PSY671: Counseling Theories and Methods III: Practicum for additional training would be allowed to do so, but only as over and above the 30 required credit hours. A culminating project is required in lieu of a thesis.
Core Courses: 24 credits
Electives: 3 credits
Multidisciplinary Core: 3 credits
The specialty in School Counseling builds on the basic 30-credit hour curriculum by adding 18 additional credit hours. It is a 48-credit New Jersey Department of Education approved program consisting of 35 credit hours in counseling, four credit hours in the foundations and contextual dimensions of school counseling, three credit hours in supervised practicum and six credit hours in supervised field experience in a school setting. A culminating project is required in lieu of a thesis.
Core Courses in Counseling: 35 credits
Foundations and Contextual Dimensions of School Counseling: 4 credits
Practicum and Field Experience in a School Setting: 9 credits
The specialty in Mental Health Counseling builds on the basic 30-credit hour curriculum by adding 30 credit hours to meet the New Jersey educational requirements for licensure as a professional counselor. This 60-credit hour program consists of three credit hours in the multidisciplinary core, 39 credit hours in counseling courses, nine credit hours in electives in counseling and nine credit hours of supervised practicum and field experience. A culminating project is required in lieu of a thesis.
Core Courses in Counseling: 39 credits
Practicum and Field Experience: 9 credits
Elective Courses: 9 credits
The M.A. in Forensic Psychology and Counseling program is a 48-credit hour, cohort-based program offered over a 2-1⁄2 year time frame. A culminating project is required in lieu of a thesis.
Core Curriculum Courses shared with the Master of Arts in Counseling Psychology: 24 credits
Core Curriculum Courses in Forensics Psychology: 21 credits
Core Curriculum Courses in Justice Studies: 3 credits
The Psy.D. in Counseling Psychology is a four-year, full-time, cohort-based program with courses being offered in the fall, spring and summer. The curriculum consists of 88 credits of which 15 credits are completed by students through required courses in their Master's Programs and transferred into the Psy.D. program. The required courses are: Human Growth and Personality Development, Psychological Assessment, Psychopathology, Research Methods and Advanced Statistics, Counseling Theories, and Group Counseling. Although a three-credit course in Group Counseling is a prerequisite to the program, it is not accepted as a transfer course. In addition to these 15 credits in Master's-level courses, the curriculum includes 73 credits in doctoral-level coursework and supervision.
Faculty members regularly evaluate the progress of each student enrolled in the doctoral program. This review addresses both the student's progress toward the completion of the academic degree and the student's development as a practitioner. Students must continue to develop in both areas. Depending on the outcome of this evaluation, students may be required to take remedial action such as repeating course work, taking a leave of absence, etc. In unusual instances, the student may be terminated from the program as a result of the evaluation process. Rarely the behavior of a given student will suggest psychological impairment which, in the professional judgment of the faculty, would interfere with the person's ability to function as a mental health professional. In such a case, the program reserves the right to ask students to take remedial actions such as: seeking counseling, taking a leave of absence, or if necessary, withdrawing from the program.
Applicants to the Psy.D. program in counseling psychology are required to:
Selected applicants are invited to interview with representatives of the Psy.D. faculty.
Fall 9 credits:
Spring 6 credits:
Summer 6 credits:
Fall 6 credits:
Spring 9 credits:
Summer 6 credits:
Fall 6 credits:
Spring 7 credits:
Summer 6 credits:
Fall 6 credits:
Spring 6 credits:
This course will study prenatal development through adolescence. The biological, psychological, and social factors within the context of diverse cultural contexts will be explored. Areas including cognition, personality, language, and social development will be studied in relation to developments internationally as well as how these are related to other disciplines of study. Contemporary issues such as child care, child abuse, sexuality and intimacy, identity development and achievement, relationship formation with family and society and adjustment problems will be explored with an emphasis on social issues and how these impact policy and the application of knowledge and research related to development. Prerequisite: Psy 100
This course surveys the historical roots of the content and research methodologies of psychology. The emergence from its philosophical and physiological roots will be explored, as well as the movement into historical schools of psychology, including Structuralism, Functionalism, Gestalt, Behaviorism, Psychoanalysis, and Humanism. Contemporary research and practice of the influences of these schools will be explored. Students will study psychology as a science that has emerged within the context of an international and multicultural perspective and how these are related to past schools of psychology and contemporary research and practice. Prerequisite: Psy 100
This course focuses on the organization and management of comprehensive school guidance and counseling programs and introduces the student to topics relevant to successful school counseling programs such as curriculum development; program development; and consultation, coordination, and collaboration in student services in elementary, middle, and secondary schools.
This course will provide an overview of child and adolescent development with a focus on the educational and social implications of developmental diversity. Instructional modes will include lecture, discussion, media, research, and case study-based projects.
This course provides an understanding of the cultural context of relationships, issues and trends in a multicultural and diverse society related to such factors as culture, ethnicity, nationality, age, gender, sexual orientation, mental and physical characteristics, education, family values, religious and spiritual values, socioeconomic status and unique characteristics of individuals, couples, families, ethnic groups, and communities.
This course will address counseling strategies and interventions designed to assist school-aged children with an emphasis on special needs populations. The course is designed to help students develop skills in interviewing, effective communication and rapport building essential to the therapeutic relationship.
This course provides a broad understanding of the philosophic bases of the helping processes, basic and advanced helping skills and client and helper self-understanding and self-development. Students will also learn counselor characteristics and behaviors that influence the helping processes including age, gender, and ethnic differences, verbal and nonverbal behaviors and personal characteristics, orientation and skills.
This course provides an overview of the field of forensic psychology, its history and impact in today's world. The focus is on the relationship between law and psychology, the mental health system, mental illness and criminal conduct. It also focuses on discussion of the ethical and legal conflicts and dilemmas a forensic practitioner might encounter working within the legal system. Ways to resolve such conflict, including standards applicable to the science and practice of forensic psychology and the role of the expert and fact witness outside of the clinical realm, are considered.
This course addresses theories, research studies and assessment techniques relating to the various types of trauma such as childhood abuse, combat experience, surviving a natural disaster and exposure to life-threatening incidents (such as those likely experience by victims of crime and law enforcement and emergency services personnel). Students will be taught crisis intervention techniques concerning the treatment of trauma-related difficulties, acute stress and post-traumatic stress disorder. Prerequisite: PSY 633.
This course focuses on the selection, administration, scoring and interpreting of psychological assessments and their utilization in forensic settings, with particular emphasis on assessment of neurological integrity and intellectual, cognitive and academic functioning for children, adolescents and adults.
This course focuses on the selection, administration, scoring and interpreting of psychological assessments and their utilization in forensic settings, with particular emphasis on assessment of personality, behavior disorders, ADHD, and psychiatric symptoms for children, adolescents and adults.
This course examines the psychological origins and dynamics of criminal behavior from the viewpoint of psychological theories and the psychological factors leading to the causes, assessment, classification and treatment of juvenile offenders. It explores psychological theories elated to the etiology, development and prediction of juvenile delinquency and types of intervention possible within the criminal justice setting. The role of the forensic specialist in the juvenile justice system will also be addressed. Prerequisite: PSY 625.
This course extends the examination the psychological origins and dynamics of criminal behavior from the viewpoint of psychological theories and the psychological factors leading to the causes, assessment, classification and treatment to adult offenders. It explores psychological theories elated to the etiology, development and prediction of violent crime and types of intervention possible within the criminal justice setting. Treatment of the different types of offender populations (antisocial personality, female offenders, sex offenders, offenders with developmental disabilities or those classified as retarded, etc.) within the criminal justice system will also be discussed. Prerequisite: PSY 626.
This course applies social psychology knowledge in the context of cultural sensitivity to the study of crime and criminal behavior. Theories of causation and social reaction to crime and criminals will be discussed.
A study of research methods used in psychology with a focus on applied, clinically-oriented research. Students will study methods of outcome assessment and program evaluation. Throughout the course, students will have experience reading and evaluating research. An original research study will also be conducted. Prerequisite: undergraduate statistics and research methods in psychology.
A study of counseling as a form of professional assistance in problems of development and adjustment. Provides the basic skills necessary for effective interaction and communication in a variety of situations, with the emphasis on individual counseling. Includes practical experiences such as role playing, audio-taping, and videotaping, critiquing, and test interpretation. Research on the effectiveness of techniques and models of counseling will be emphasized. Prerequisite: PSY 633.
This course will be taken for 4 credits for students in the mental health counseling specialty and 3 credits for students in the school counseling and student affairs specialty. A comprehensive survey of individual and group approaches to assessment, evaluation, and measurement as they apply to counseling. Discussion of historical perspectives, theoretical bases of assessment, standardized and non-standardized assessment, concepts of statistical measurement, reliability and validity, assessment of special populations, and multicultural issues, and ethical and legal guidelines. Additionally, didactic knowledge of practical experience in selecting, administering, and interpreting assessment tools that measure intelligence, psychological health and pathology, personality, career options, and academic achievement.
A critical examination of the processes operating in various types of groups. Emphasis on social and psychological principles relevant to individuals in groups, and on developing effective group consultation skills. Prerequisite: PSY 633.
A comprehensive review of theories and methodologies in developmental psychology. Topics include changes that occur with age in cognition and perception, but emphasis is placed on social and personality development. Models of social and personality development are critically discussed in light of their research support and application to counseling.
An examination of abnormal behavior, including an introduction to the etiology, diagnosis, and treatment of psychological dysfunction. This course will be an in-depth analysis of psychopathologies as they relate to the use of current diagnostic systems as a formulation for classification of disorders and choice of appropriate treatment. The student will acquire a working knowledge of the DSM, including its multi-axial classification system, and will develop the ability to diagnose the various mental disorders on the basis of a comprehensive diagnostic interview. No prerequisite required.
Building on the knowledge developed in psychopathology and diagnosis, this course provides students the ability to conceptualize client presentation and select appropriate counseling interventions. Skills taught involve establishing appropriate counseling goals, designing intervention strategies, evaluating client outcome, and successfully terminating the counselor-client relationship. Prerequisite: PSY 641.
An examination of the theories,processes, and determinants of vocational choice and adjustment. Life stages and career patterns in personal and vocational development will be explored. Occupational structure and trends; job and worker analysis;occupational classifications; sources of occupational and educational information for use in guidance, counseling, personnel selection, and career development programs will be discussed. Prerequisite: PSY 635.
This course will focus on a theory and practice approach, viewing the couple or family as a unitary psychosocial system, focusing on general functioning, dysfunction, and intervention. In contrast to viewing individuals as the locus of a problem, the relationship is seen as a unitary system where harmony and difficulty depend on characteristics of the unit as a whole. Major areas covered include history, theory, practice models, and intervention techniques. Prerequisite: PSY 633.
This course is a survey of counseling intervention models with substance-abusing clients including treatment approaches and philosophies, individual, group, family, therapeutic communities, Alcoholics Anonymous, residential treatment, outpatient approaches and comparative theories. The course is designed to assist students in identifying and becoming familiar with current counseling approaches and intervention models in chemical dependency treatment; to assist the development of the counselor to distinguish between approaches, and to determine treatment selections for various case situations. Prerequisite: PSY 633.
This course will focus on the role of culture in counseling and the skills necessary for counselors to work effectively in our contemporary, culturally pluralistic world. Students will study issues and concepts of cross-cultural counseling common to most culturally different groups in the United States, as well as study guidelines and methods for counseling specific minority groups. Prerequisite: PSY 633.
Closely supervised therapeutic counseling with individuals, translation of theory into practice, clinical and professional techniques and issues. Students must complete the practicum application form prior to registration for the practicum. Prerequisites: Vary by program. Pass/No Credit.
This course provides an in-depth introduction to the profession of student affairs and the division's importance in Higher Education Administration. The historical and philosophical development of the Student Affairs Profession will be explored and discussed. Major topics include an in-depth study of the departments that typically constitute the Division of Student Affairs. This includes history, function, trends, issues and significant personnel. Class will be presented in seminar form.
An in-depth exploration of a specific topic that is of current interest to graduate students in psychology. Approval of the Program Director is required to register.
The field experience is designed to provide students with practical experience in an applied setting under the supervision of qualified mental health professionals. This will involve the application of theory to counseling psychology practice with individuals, groups, families, children, or adolescents in an approved agency setting. Students must complete the field experience application form prior to registration. Prerequisite: PSY 671. Pass/No Credit.
Advisement regarding organization, developing a theme, writing and presenting the professional portfolio.
This course traces human development throughout the life span, including prenatal, infancy, toddler-hood, childhood, adolescence and adulthood. The goal of the course is the acquisition of knowledge of clinical applications of observable developmental milestones for each era, within the traditional domains of behavior (i.e., cognitive, social/relational, emotional, motivational and physical/biological).
Critically examines and compares recent personality theories that recognize cultural diversity. Readings from original sources emphasize scientific research and professional applications. A particular focus will be placed on those theories that illuminate social justice concerns and/or health and positive psychology.
This course involves extensive practice in the administration, scoring, interpretation, and reporting of the most commonly used clinical instruments for psychological evaluation of intelligence, cognitive and neuropsychological functioning. Students will develop a thorough understanding of psychological testing and measurement principles as applied to cognitive and neuropsychological assessment. Concepts include, but not limited to reliability, validity, utility error, bias, group norms, standardization, item analysis and principles and practices in test development. Assessment instruments include, but not limited to the WAIS-IV, WISC-IV, KAIT, Stanford-Binet 5, WCST, and the Halstead-Reitan Neuropsychological Test Battery. Development of rapport, interviewing skills, and structured history-taking are also included.
This course examines psychopathology from infancy through adolescence. Developmental psychopathology, including the role of time and change in childhood disturbances, is an important focus of the class. The following areas are examined: clinical assessment of psychosocial problems in childhood; diagnostic systems for conceptualizing childhood psychopathology; and understanding disturbances of childhood from a biopsychosocial perspective.
The course will focus on the application of career counseling theories to individual and group career counseling. Students will acquire familiarity with specific career assessment instruments. In addition, the course will cover the development, planning, implementing and management of comprehensive career development programs in a variety of settings. Legal and ethical issues of career counseling and the use of technology to assist individuals in career planning will also be covered.
This course will explore how the foundational value of social justice can be implemented in psychological treatment. Techniques to enhance client empowerment will be reviewed, particularly as they pertain to working with socioeconomically and culturally disadvantaged and stigmatized clients. Topics will include client resilience, self-efficacy, assertiveness, and self-advocacy.
The primary goal of this course is for students to gain familiarity with common data analytic strategies relevant to empirical research in psychology. The emphasis is on understanding the analyses as they are presented in academic journals so that students are informed consumers of the literature. The relationship between research questions, hypotheses, methodology, levels of measurement, and choice of appropriate analyses is emphasized. Analyses to be covered include ANOVA models, nonparametric statistics, measures of association, multiple regression, logistic regression, factor analysis, path analysis, and various qualitative analytic strategies.
This course explores the variety of quantitative and qualitative research methods and designs most frequently used in research relevant to clinical practice. These include randomized clinical trials, quasi experimental research, case control studies, descriptive research, psychometric studies, meta-analytic studies, case study research, and program evaluation research. Attention will be given to issues of cultural diversity in research, research validity, and the link between science and practice.
This course explores how counseling psychologists can develop, administer, and evaluate effective mental health programs. Students will also be introduced to theories and techniques of counselor supervision.