Catalog of Abilene Christian University, 2005-2006 Page: 189

                                
Course Descriptions  189

PSYC 451 Statistics in Psychological Research (3-0-3), fall. Basic
formulas, methods and interpretations of statistical measures, both
descriptive and inferential. Special emphasis placed on the integration
of statistics and experimental design in psychological research.
Provides extensive training in SPSS software skills for data analysis
and display. Prerequisite: PSYC 351.
PSYC 471/571 Behavior Modification (3-0-3), on demand.
An introduction to behavior and cognitive-behavior therapy. Major
topics include learning foundations and theoretical bases. Therapy
techniques, applications to specific clinical problems, prominent
research, and ethics are also considered. Prerequisites: PSYC 240,
12 hours of psychology.
PSYC 485 Introduction to Counseling (3-2-4), fall, spring.
Introduction to theory and practice of counseling. Emphasis is on the
development of essential attending, interviewing, and influencing
skills. Course requires a lab. Laboratory graded and credited with
course. Prerequisite: PSYC 382.
PSYC 487 Theories of Personality (3-0-3), on demand. Personality
theories, their historical development, concepts, issues, and methods of
research, assessment, and treatment that are essential for preparation
for professional areas of applied psychology. Prerequisite: 15 hours of
psychology or consent of advisor.
PSYC 493 History of Theories in Psychology (3-0-3), fall, spring.
Survey of major psychological theories and systems and an overview
of the history of psychology with an emphasis on modern history.
A writing-intensive course. Prerequisites: psychology major or minor
and 12 hours of psychology.
PSYC 499 Senior Project and Seminar (1-6-3), on demand.
Observation, experience, and research in a specific area. Each student
will be required to attend a weekly seminar. Guest speakers and ACU
faculty will address professional issues. May be repeated.
PSYC 605 Negotiation: Principles and Practice (3-0-3), fall.
Comprehensive study of the conceptual and interpersonal skills
required to engage in effective negotiation. Topics include analyzing
the negotiation context, preparing a negotiation plan, conducting
negotiation sessions, resolving impasses, and documenting
agreements. Emphasis on development and analytical and
interpersonal negotiation skills.
PSYC 606 Mediation: Principle and Practice (3-0-3), spring.
Comprehensive study of the conceptual and interpersonal skills
required to serve as a mediator. Topics include analyzing background
information, preparing a mediation plan, conducting mediation
sessions and caucuses, resolving impasses, and documenting
agreements. Emphasis on strategic approach to assisting parties
by creating opportunity for agreement. Prerequisite: PSYC 605.
PSYC 607 Conflict in the Workplace (3-0-3), fall, summer. Designed
to prepare professionals for conflict mediation. Provides opportunities
to develop skills in identifying the signs and root causes of friction,
anger, violence and conflict in the work environment. Analysis of case
studies provides the framework for understanding organizational
alternative dispute resolution systems. Same as COMS 607.
PSYC 608 School Psychology: Organization, Operations
and Ethics (3-0-3), fall. This course introduces students to the field
of school psychology. The history, systems, roles and functions of
school psychologists are discussed. Readings in contemporary issues
and historical events provide the foundation for graduate preparation
in school psychology. Pre-practicum activities are required in order
to obtain knowledge and experience about the organization and
operation of schools.
PSYC 609 Advanced Mediation: Marital Disputes (3-0-3), fall.
Applies the concepts of negotiation and mediation to the resolution
of conflicts which arise during and after termination of a marital
relationship. Prerequisites: PSYC 605 and 606.
PSYC 610 Psychotherapy (3-2-3), fall. Studies the problems involved
in diagnostic interviewing, case conceptualization, treatment planning,
and evaluating treatment effectiveness. Develops specific skills in basic

psychological intervention problems. Laboratory graded and credited
with the course. Prerequisites: admission into the graduate program
or consent of instructor.

PSYC 611 Introduction to Research (3-0-3), spring. An introduction
to research methods and their application to research problems.
PSYC 612 Clinical Research Methods (3-0-3), fall. An emphasis on
the conceptualization, design, completion, and evaluation of research
in clinical, counseling, and school psychology. Attention is also given
to philosophy of science, formulating questions in applied research,
choosing appropriate statistical tests, and presenting results in a
professional manner.
PSYC 620 Group Psychotherapy (3-0-3), on demand. Intended to
provide training and exposure to techniques in group interventions.
Reviews historical perspectives, popular treatment techniques,
empirical evidence on treatment efficacy, ethical and legal issues,
and integration considerations.
PSYC 624 Social and Cultural Bases of Behavior (3-0-3), spring.
Study of classic and contemporary theories and empirical research of
social and cultural foundations of behavior and their impact on the
therapeutic relationship, competencies and standards, and culture
specific knowledge. Emphasizing social cognition, stereotypes and
prejudice, group processes, conformity, and gender/ethnic psychology.
PSYC 625 Seminar in Intercultural Studies (3-0-3), spring.
Observation and analysis of human behavior in small groups.
Abstraction of taken-for-granted behavior patterns and fundamental
psychological variables universal to such groups.
PSYC 631 Human Life Cycle II (3-0-3), fall. Provides a thorough
survey of the specified divisions of the life span from early adulthood,
through middle adulthood and late adulthood to death. Same as
GERO 631.
PSYC 641 Behavioral Medicine (3-0-3), Maymester. The study of
psychological factors that influence physical health and illness and the
application of behavioral principles to the prevention and treatment
of illness and the promotion of health.
PSYC 642 Cognitive Assessment: Intelligence, Memory, and
Achievement. (3-0-3) fall, spring. An advanced study of the theory,
principles, and practice of cognitive assessment. Substantial experience
in administration, scoring, interpretation, and report-writing for the
most commonly used cognitive assessment tools. Prerequisites:
PSYC 368, 511. Testing fee required.
PSYC 643 Personnel Assessment (3-0-3), spring. An overview of
the role of assessment in industrial settings. Topics include need
assessment, job analysis, personnel selection, interviewing, test
selection, test reliability and validity, performance appraisal, ethical
and legal issues in assessment, and interpretation of selected tests in
employment settings.
PSYC 644 Child and Adolescent Therapy (3-0-3), fall. Surveys
psychotherapeutic approaches and techniques for child and adolescent
problems. Survey conducted within a strong developmental
framework. Emphasizes empirically supported psychotherapeutic
programs for specific disorder presentations and conceptual skills
necessary for effectively intervening with children, adolescents, and
their parents.
PSYC 645 Child and Adolescent Assessment (3-0-3), fall.
Advanced training in the use of psychological assessment instruments
for the evaluation of children and adolescents experiencing emotional,
behavioral, or academic problems. Preparation of evaluations,
recommendations, and report writing for presentation of information
to family and professionals is emphasized. Prerequisite: PSYC 642.
Testing fee required.
PSYC 646 Child and Adolescent Development (3-0-3), spring.
Overview of conceptual, theoretical, and methodological issues in the
study of child and adolescent development in a lecture and seminar
format. Coverage will include socioemotional, biosocial, cognitive,
and moral development. Prerequisite: PSYC 611 or 612.
PSYC 647 Child and Adolescent Psychopathology (3-0-3), summer.
Overview of conceptual and diagnostic issues in understanding
children and adolescents who experience emotional and
behavioral disorders. Emphasis on the development of diagnostic

skills using the DSM and associated assessment strategies in
clinical and school settings.