Master's Program in General Psychology

Total Page:16

File Type:pdf, Size:1020Kb

Master's Program in General Psychology Master’s Program in General Psychology Policies and Procedures Handbook 2017 – 2018 *Supplemental to Nova Southeastern University Policy and Procedure Handbook at http://www.nova.edu/studentaffairs/forms/studenthbk_aug2017.pdf Website: http://psychology.nova.edu Revised: 11/2017 TABLE OF CONTENTS Nova Southeastern University ................................................................ 1 Student Conduct ................................................................................... 28 NSU Mission Statement: Nova Southeastern University ........................... 2 Professional Standing Committee ......................................................... 28 NSU Vision 2020 Statement ..................................................................... 2 Veteran’s Administration Requirements ............................................... 29 NSU Core Values ...................................................................................... 2 Standards of Progress ..................................................................... 29 Academic Integrity .................................................................................... 2 Grade/Progress Reports.................................................................. 29 Notices of Accreditation, Membership and Nondiscrimination ................. 3 Credit for Prior Training ................................................................ 29 President’s Message ................................................................................ 5 Degree Conferral .................................................................................. 30 Dean’s Message ....................................................................................... 6 Graduation ............................................................................................ 30 Introduction to the College of Psychology ............................................. 7 Student Rights and Responsibilities .................................................. 31 Mission Statement: College of Psychology ............................................... 7 Family Education Rights and Privacy Act (FERPA) ............................ 31 Reservation of Power ................................................................................ 7 Release of Student Information ...................................................... 32 College Philosophy ................................................................................... 7 Deceased Student Records ............................................................. 32 Tobacco-free Policy .................................................................................. 8 Ethical Issues in the Master’s Programs ........................................ 32 Academic Calendar ................................................................................... 8 Dual Relationship between Faculty Members/Students ................. 33 Academic Programs .................................................................................. 8 No Direct Payment to Faculty ........................................................ 34 Department of Psychology and Neuroscience Programs ........................... 8 Student Grievances and Appeals .......................................................... 34 Experimental Psychology ................................................................. 8 Informal Procedure ........................................................................ 34 Forensic Psychology ........................................................................ 9 Formal Procedure ........................................................................... 34 General Psychology.......................................................................... 9 Remediation Policy .............................................................................. 35 Department of Counseling Programs ........................................................ 9 Readmission Policy .............................................................................. 35 Mental Health Counseling ................................................................ 9 Students with Disabilities ..................................................................... 36 Counseling (online) .......................................................................... 9 Other Policies and Information ......................................................... 37 School Counseling ........................................................................... 9 Cellular Phone Policy ........................................................................... 37 Department of Clinical and School Psychology Programs ......................10 Computer Policy ................................................................................... 37 School Psychology Programs…………………………………...... 10 Health Insurance Portability and Accountability Act (HIPAA) ............ 37 Clinical Psychology Programs........................................................10 Protection of Human Subjects in Research/ Joint Doctoral/MBA ................................................................................10 Procedures for both Funded and Unfunded Research ........................... 38 Concentrations/Tracks.............................................................................11 Library Training ................................................................................... 39 Licensure .................................................................................................12 International Students ........................................................................... 39 Other Collaborations ...............................................................................12 College of Psychology Student Aid Programs ...................................... 39 Training Programs...................................................................................12 College of Psychology Scholarships .............................................. 39 Institute for Trauma and Victimization ..........................................12 College of Psychology Student Employment........................................ 39 Southeast Institute for Cross-Cultural Counseling ..........................13 Assistantships ................................................................................ 39 Pre-doctoral Internship Programs ...................................................13 Student Facilities .................................................................................. 40 Continuing Education Series ..........................................................13 Notice (Bulletin) Boards ................................................................ 40 Research ..................................................................................................14 NSU Libraries ................................................................................ 40 Computer/Statistical Lab .........................................................................14 Online Databases and Resources .................................................... 40 Clinical Services .....................................................................................14 Document Delivery ........................................................................ 40 Specialty Clinical Training Programs ......................................................15 Regional Campus Facilities/Resources ................................................. 41 Academic Regulations and Information ..............................................18 Minimum Computer Requirements ...................................................... 41 Calendar and Classes ......................................................................18 NSU E-mail Account ............................................................................ 42 Academic Year ...............................................................................18 Hurricane Information .......................................................................... 42 Attendance .....................................................................................18 State Disclosures .................................................................................. 42 Religious Holidays .........................................................................18 General Psychology Master’s Program ............................................... 44 Student Enrollment .................................................................................18 Curriculum and Degree Completion Requirements .......................... 45 Full-time Status ..............................................................................18 Core Course Requirements ........................................................ 45 Leave of Absence ...........................................................................18 Concentration Requirements ..................................................... 45 Time Limit Requirements ..............................................................19 Comprehensive Exam ................................................................ 46 Failure to Register ..........................................................................19 Thesis ........................................................................................ 46 Advising ...............................................................................................18 Matriculation Requirements ..........................................................
Recommended publications
  • OSU Department of Psychology First-Tier Journals List
    OSU Department of Psychology First-Tier Journals List To search for a journal not listed here, visit the Journal Citation Reports website by clicking here FIRST TIER - GENERAL 2015 2015 Journal 2016 2016 Journal 2017 2017 Journal Impact Ranking Impact Ranking Impact Ranking Rating Rating Rating American Psychologist 5.454 10/129 (Psychology, 6.681 7/128 (Psychology, 4.856 9/135 (Psychology, Multidisciplinary) Multidisciplinary) Multidisciplinary) Annual Review of Psychology 19.085 2/129 (Psychology, 19.950 1/128 (Psychology, 22.774 2/135 (Psychology, Multidisciplinary) Multidisciplinary) Multidisciplinary) Psychological Bulletin 14.839 3/129 (Psychology, 16.793 2/128 (Psychology, 13.250 4/135 (Psychology, Multidisciplinary) Multidisciplinary) Multidisciplinary) Psychological Methods 5.000 11/129 (Psychology, 4.667 10/128 (Psychology, 6.485 7/135 (Psychology, Multidisciplinary) Multidisciplinary) Multidisciplinary) Psychological Review 7.581 5/129 (Psychology, 7.638 5/128 (Psychology, 7.230 6/135 (Psychology, Multidisciplinary) Multidisciplinary) Multidisciplinary) Psychological Science 5.476 9/129 (Psychology, 5.667 8/128 (Psychology, 6.128 8/135 (Psychology, Multidisciplinary) Multidisciplinary) Multidisciplinary) 2015 2015 Journal 2016 2016 Journal 2017 2017 Journal FIRST TIER SPECIALTY Impact Ranking Impact Ranking Impact Ranking Area Other Rating Rating Rating 3.268 9/51 (Behavioral 2.385 29/51 (Behavioral 2.036 34/51 (Behavioral Behavior Genetics Sciences) Sciences) Sciences) BN 3.048 3/13 (Psychology, 3.623 1/13 (Psychology, 3.597
    [Show full text]
  • Community Psychology Newsletter
    Community Psychology Newsletter November 2015 DR. TIM AUBRY, DR. BRUCE TEFFT , AND DR. GEOFF NELSON IN THIS ISSUE Reflections on Community Psychology by Dr. Bruce Tefft “In the last analysis, politics is not community psychology but society as a predictions and politics is not whole. observations. Politics is what we do, what we create, what we work for, what we Overall, I am more excited and hope for, and what we dare to imagine.” optimistic about the future of Paul Wellstone (University community psychology in Canada than I An interview with Dr. Geoff Nelson professor and former US have ever been. For decades community “Community psychology is a value- Senator) psychology has remained true to its based field, and its values are congruent founding values, beliefs, and objectives, with my personal values of social such as social and economic justice. On the occasion of my impending inclusion, social justice, power-sharing, However, until relatively recently, it retirement after 40 years as a university- and collaboration. I feel very fortunate seemed that as community based teacher, researcher, and that I have a job, where my work lines up psychologists we were beating our practitioner of community psychology in with my values.” Page 3 Canada, I have the privilege of being collective heads against a very hard brick given the opportunity to reflect on the wall when it came to convincing policy An interview with Rebecca Cherner changes I have observed in the field over makers that there was indeed a better “From my mentors, I have learned the that period of time, as well as the future way to expend public resources and help importance of engaging with people prospects for community psychology.
    [Show full text]
  • Cognitive Psychology
    COGNITIVE PSYCHOLOGY PSYCH 126 Acknowledgements College of the Canyons would like to extend appreciation to the following people and organizations for allowing this textbook to be created: California Community Colleges Chancellor’s Office Chancellor Diane Van Hook Santa Clarita Community College District College of the Canyons Distance Learning Office In providing content for this textbook, the following professionals were invaluable: Mehgan Andrade, who was the major contributor and compiler of this work and Neil Walker, without whose help the book could not have been completed. Special Thank You to Trudi Radtke for editing, formatting, readability, and aesthetics. The contents of this textbook were developed under the Title V grant from the Department of Education (Award #P031S140092). However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. Unless otherwise noted, the content in this textbook is licensed under CC BY 4.0 Table of Contents Psychology .................................................................................................................................................... 1 126 ................................................................................................................................................................ 1 Chapter 1 - History of Cognitive Psychology ............................................................................................. 7 Definition of Cognitive Psychology
    [Show full text]
  • 510.469.7777 [email protected] M
    510.469.7777 [email protected] M. PALOMA PAVEL, Ph.D., M.Div Teaching, Counseling, Program Administration and Curriculum Development EDUCATION Ph.D. California School of Professional Psychology, Berkeley (APA Accredited) Organizational and Clinical Psychology Dissertation research published with Carnegie Foundation, Good Work: The Future of the Academic Workplace in America M.Div. Harvard University, Cambridge, MA ( cum laude ) B.A. University of Southern California, Los Angeles ( summa cum laude ) International Relations and Religious Studies Post-Grad London School of Economics, International Relations and Peace Research Licensure Licensed issued to practice as Psychologist in California (1993) CAPABILITIES Psychology Professor Curriculum Development Social Media Models Student Advisor Keynote Speaker Student Internships Clinical Counselor Social Justice & Psychology Build Teaching Models PROFESSIONAL EXPERIENCE Visiting and Adjunct Faculty in Psychology and Program Consultant, CA 2008 to Present Ford Foundation, New York NY: Director of Strategic Communications 2000 to 2008 Earth House Center, Founder/President/Consultant, Oakland, CA 1990 to 2016 California Institute of Integral Studies, Associate Prof., SF, CA 1989 to 1997 ACADEMIC EXPERIENCE Pacifica Graduate Institute, Santa Barbara CA : Visiting Faculty in Community Psychology, Liberation Psychology and Eco-psychology Program. Doctoral courses taught: Community Mobilization and Policy Development; Community Counseling and Advocacy. Guided 15 student dissertations. University of California, Davis : Visiting Faculty and Consultant to the Regional Advisory Committee (RAC), strategic planning for the Center for Regional Change, including curriculum development and development of civic engagement strategies. California Institute of Integral Studies, San Francisco CA : Associate Professor and Department Chair of Organizational Development and Social Transformation Program. Program Adjunct Professor of Women’s Spirituality.
    [Show full text]
  • Student Handbook for the Ph.D
    PH.D. PROGRAM IN CLINICAL-COMMUNITY PSYCHOLOGY WITH RURAL INDIGENOUS EMPHASIS OFFERED JOINTLY BY THE UNIVERSITY OF ALASKA FAIRBANKS AND THE UNIVERSITY OF ALASKA ANCHORAGE HTTP://PSYPHD.ALASKA.EDU UAF Program Director UAA Program Director Valerie Gifford James Fitterling Assistant Professor Associate Professor School of Education Department of Psychology Counseling Program University of Alaska Anchorage University of Alaska Fairbanks 907-786.1580; [email protected] 907-474-7631; [email protected] UAF Program Coordinator UAA Program Coordinator Angela Mitchell Anissa Hauser UAF Program Coordinator UAA Program Coordinator P.O. Box 756480 3211 Providence Drive Fairbanks, AK 99775 Anchorage, AK 99508 (907) 474-7012; [email protected] (907) 786-1640; [email protected] The UAA-UAF Ph.D. Program in Clinical-Community Psychology is accredited as a clinical psychology program by the American Psychological Association*. Questions related to the program’s accredited status should be directed to the Commission on Accreditation: Office of Program Consultation and Accreditation American Psychological Association 750 1st Street, NE Washington, DC 20002 Phone: (202) 336-5979 Email: [email protected] Web: www.apa.org/ed/accreditation Ph.D. Program in Clinical-Community Psychology Handbook for AY 2016-2017 STUDENT HANDBOOK FOR THE PH.D. PROGRAM IN CLINICAL-COMMUNITY PSYCHOLOGY WITH RURAL INDIGENOUS EMPHASIS Offered Jointly by the University of Alaska Fairbanks and the University of Alaska Anchorage TABLE OF CONTENTS PART ONE: BASICS
    [Show full text]
  • Experimental Psychology Programs Handbook
    Experimental Psychology Programs Handbook Ph.D. in Experimental Psychology M.A. in Experimental Psychology Cognition & Cognitive Neuroscience Area Human Factors Area Social Psychology Area Edition: 2019-2020 Last Revision: 8/23/19 Table of Contents Introduction ................................................................................................................................................. 1 Practical Issues ........................................................................................................................................... 2 Department & Program Structure ........................................................................................................... 2 Advisors .................................................................................................................................................. 2 Registration and Enrollment ................................................................................................................... 3 Performance Requirements .................................................................................................................... 3 Course Withdrawals ............................................................................................................................... 4 Second Year Project Timeline ................................................................................................................ 4 Recommended Timeline of Major Milestones .......................................................................................
    [Show full text]
  • Historical Background
    MM01_MORI5627_05_SE_C01.indd01_MORI5627_05_SE_C01.indd PagePage 1 30/05/1330/05/13 //203/PH01348/9780205255627_MORITSUGU/MORITSUGU_COMMUNITY_PSYCHOLOGY5_SE_9780205 27:0070:030/P AMAHM01 user-f-401u3s4e8r/-9f-7480012 05255627_MORITSUGU/MORITSUGU_COMMUNITY_PSYCHOLOGY5_SE_978020525 ... 1 Introduction: Historical Background HISTORICAL BACKGROUND ▪ CASE IN POINT 1.2 Does Primary Social Movements Prevention Work? Swampscott Social Justice WHAT IS COMMUNITY PSYCHOLOGY? Emphasis on Strengths and Competencies Social Change and Action Research FUNDAMENTAL PRINCIPLES Interdisciplinary Perspectives A Respect for Diversity ▪ CASE IN POINT 1.3 Social Psychology, The Importance of Context and Environment Community Psychology, and Homelessness Empowerment ▪ CASE IN POINT 1.4 The Importance The Ecological Perspective/Multiple Levels of of Place Intervention ▪ A Psychological Sense of Community CASE IN POINT 1.1 Clinical Psychology, Training in Community Psychology Community Psychology: What’s the Difference? PLAN OF THE TEXT OTHER CENTRAL CONCEPTS Prevention Rather Than Therapy SUMMARY Until justice rolls down like waters, and righteousness like a mighty stream. —Martin Luther King, quoting Amos 5:24 Be the change that you wish to see in the world. —M. Gandhi 1 MM01_MORI5627_05_SE_C01.indd01_MORI5627_05_SE_C01.indd PagePage 2 30/05/1330/05/13 //203/PH01348/9780205255627_MORITSUGU/MORITSUGU_COMMUNITY_PSYCHOLOGY5_SE_9780205 27:0070:030/P AMAHM01 user-f-401u3s4e8r/-9f-7480012 05255627_MORITSUGU/MORITSUGU_COMMUNITY_PSYCHOLOGY5_SE_978020525 ... 2 Part I • Introductory Concepts My dog Zeke is a big, friendly Lab–golden retriever–Malamute mix. Weighing in at a little over 100 pounds, he can be intimidating when you first see him. Those who come to know him find a puppy-like enthusi- asm and an eagerness to please those he knows. One day, Zeke got out of the backyard. He scared off the mail delivery person and roamed the streets around our home for an afternoon.
    [Show full text]
  • Introduction to Psychology Historical Timeline Of
    Kumar Hritwik E- Content material ANS College, Nabinagar Assistant Professor Psychology INTRODUCTION TO PSYCHOLOGY HISTORICAL TIMELINE OF MODERN PSYCHOLOGY AND HISTORICAL DEVELOPMENT OF PSYCHOLOGY IN INDIA Prepared by: Kumar Hritwik Assistant Professor Department of Psychology ANS College, Nabinagar Magadh University, Bodh Gaya This e-content has been designed for the B.A. Part-I Psychology Students. This e-content must be read in continuation to the previously drafted content on Introduction to Psychology for better understanding. This E-content material designed by Kumar Hritwik is licensed under a Creative Commons Attribution 4.0 International License. 1 Page Kumar Hritwik E- Content material ANS College, Nabinagar Assistant Professor Psychology Historical Timeline of Modern Psychology The timeline of Psychology spans centuries, with the earliest known mention of clinical depression in 1500 BCE on an ancient Egyptian manuscript known as the Ebers Papyrus. However, it was not until the 11th century that the Persian physician Avicenna attributed a connection between emotions and physical responses in a practice roughly dubbed "physiological psychology." Some consider the 17th and 18th centuries the birth of modern psychology (largely characterized by the publication of William Battie's "Treatise on Madness" in 1758). Others consider the mid- 19th century experiments done in Hermann von Helmholtz's lab to be the start of modern psychology. Many say that 1879, when Wilhelm Wundt established the first experimental psychology lab, was the true beginning of psychology as we know it. From that moment forward, the study of psychology would continue to evolve as it does today. Highlighting that transformation were a number of important, landmark events.
    [Show full text]
  • Perception and Identification of Random Events
    Journal of Experimental Psychology: © 2014 American Psychological Association Human Perception and Performance 0096-1523/14/$12.00 http://dx.doi.org/10.1037/a0036816 2014, Vol. 40, No. 4, 1358–1371 Perception and Identification of Random Events Jiaying Zhao Ulrike Hahn University of British Columbia Birkbeck College, University of London Daniel Osherson Princeton University The cognition of randomness consists of perceptual and conceptual components. One might be able to discriminate random from nonrandom stimuli, yet be unable to identify which is which. In a series of experiments, we compare the ability to distinguish random from nonrandom stimuli to the accuracy with which given stimuli are identified as “random.” In a further experiment, we also evaluate the encoding hypothesis according to which the tendency of a stimulus to be labeled random varies with the cognitive difficulty of encoding it (Falk & Konold, 1997). In our experiments, the ability to distinguish random from nonrandom stimuli is superior to the ability to correctly label them. Moreover, for at least 1 class of stimuli, difficulty of encoding fails to predict the probability of being labeled random, providing evidence against the encoding hypothesis. Keywords: randomness, perception, texture, alternation bias How people understand randomness has been a question of bling (e.g., Dreman, 1977; Ladouceur, Sylvain, Letarte, Giroux, & longstanding interest in psychology. The ability to apprehend Jacques, 1998; Manski, 2006; Michalczuk, Bowden-Jones, randomness is fundamental to cognition since it involves noticing Verdejo-Garcia, & Clark, 2011). Experience with randomness may structure, or the lack thereof, in the environment (Bar-Hillel & also influence religious beliefs (Kay, Moscovitch, & Laurin, Wagenaar, 1991).
    [Show full text]
  • University of Rhode Island School Psychology Graduate Programs Adopted May 4, 2015
    University of Rhode Island School Psychology Graduate Program Handbook Ph.D. Program in School Psychology 2017-2018 URI School Psychology Ph.D. Program Handbook, 2017-2018, p.2 Table of Contents 1. WELCOME AND INTRODUCTION ................................................................................................................. 4 2. URI’S SCHOOL PSYCHOLOGY PROGRAM................................................................................................... 5 OVERVIEW ................................................................................................................................................................................ 5 MISSION .................................................................................................................................................................................... 6 PROGRAM PHILOSOPHY AND MODEL .................................................................................................................................. 6 PROGRAM EDUCATIONAL PHILOSOPHY, GOALS, OBJECTIVES, AND COMPETENCIES................................................... 7 Educational Philosophy ........................................................................................................................................................ 7 Relationships between Program Goals, Curriculum Objectives, and Student Competencies ............... 8 MULTICULTURAL EMPHASIS ..............................................................................................................................................
    [Show full text]
  • Community Psychology Erika Sanborne, 2002
    A Value Framework for Community Psychology Erika Sanborne, 2002 INTRODUCTION “Community Psychology concerns the relationships of the individual to communities and society. Through collaborative research and action, community psychologists seek to understand and to enhance quality of life for individuals, communities, and society” (Dalton, Elias & Wandersman, 2001, p. 5). The work of community psychology is best understood in terms of the complementary core values that guide our reactions to, and interactions with others. To understand the possible roles of a community psychologist is to understand the underlying principles that govern how we approach a situation. The following us a discussion of key concepts integral to community psychology perspective. It is hoped that in reading the overview, the reader will gain an appreciation for the field of community psychology and for the valuable roles a community psychologist might play in our world. PREVENTION Rather than just reacting to a problem or issue and finding means with which to treat it, the ideal approach would be to identify ways to minimize or prevent the problem from ever occurring. To do this we look at precipitating factors and hope to intervene in meaningful ways that change environmental and/or personal factors, and that remove barriers to success and wellness, before disorder develops. A popular metaphor is used to help visualize how prevention looks in process: Two men are walking along the river. One spots a drowning person floating by. The walker jumps in and grabs the drowning person and he pulls him safely from the water. Before catching his breath he sees that his friend has jumped in to save another drowning person.
    [Show full text]
  • Experimental Psychology: Cognition and Decision Making PSYC UN1490 Preliminary Syllabus for Fall 2018 Course Information Points
    Experimental Psychology: Cognition and Decision Making PSYC UN1490 Preliminary Syllabus for Fall 2018 Course Information Points: 4 Students must register for both UN1490 and one of the lab sections of UN1491. Lecture time: Monday 4:10-6pm Lecture location: 614 Schermerhorn Lab 1: Monday 6:10-8pm (200b Schermerhorn) Lab 2: Monday 6:10-8pm (200c Schermerhorn) Lab 3: Tuesday 4:10-6pm (200b Schermerhorn) Lab 4: Monday 8:10-10pm (200b Schermerhorn)* Lab 5: Tuesday 6:10-8pm (200b Schermerhorn)* *note: Lab sections 4 & 5 will not open until the others are full and TAs have been assigned Instructor Information Katherine Fox-Glassman Office: 314 Schermerhorn Fall Office Hours: TBD email: [email protected] TA Information Please check our Canvas homepage for the most updated list of TA contact info and office hours. Grad TAs: TBD Bulletin Description Introduces research methods employed in the study of the cognitive and social determinants of thinking and decision making. Students gain experience in the conduct of research, including: design of simple experiments; observation and preference elicitation techniques; the analysis of behavioral data, considerations of validity, reliability, and research ethics; and preparation of written and oral reports. Note: Fee: $70. Attendance at the first class is essential. Prerequisites • Science of Psychology (PSYC 1001) or Mind, Brain, & Behavior (PSYC 1010), or equivalent intro psych course.* • An introductory statistics course (e.g., PSYC 1610, or STAT 1001, 1111, or 1211).* • Students are not required to have taken PSYC 2235 (Thinking & Decision Making), but as we will draw many examples from the field of judgment and decision making, you will find advantages to having taken either PSYC 2235 or another 2000-level psychology lecture course that introduces related topic areas (e.g., PSYC 2220 or PSYC 2640).
    [Show full text]