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Welcome to the Department of Psychology

The mission of the Department of Psychology at the University of Kansas is to further the understanding of the mind, the brain, and human behavior through the classes we teach, the new discoveries we make in our research, and in our service to the people of Kansas and the world. At the undergraduate and graduate levels our students acquire knowledge and skills that will enable them to become leaders in the psychological sciences and in other professions.

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UW Psychology Student Wins National Science Foundation Graduate Research Fellowship

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Institutional Communications Bureau of Mines Building, Room 137 Laramie, WY 82071 Phone: (307) 766-2929 Email:   [email protected]

Published April 23, 2024

University of Wyoming psychology graduate student Jaylan Aliev, of Boise, Idaho, has been awarded a National Science Foundation Graduate Research Fellowship.

As a second-year graduate student in the psychology and law Ph.D. program, Aliev’s research interests include juror perceptions of marginalized victims, how these perceptions affect legal decision-making and how to mitigate juror biases.

“Child sexual abuse is a national health crisis, and the process of seeking justice for victims can often be retraumatizing,” Aliev says. “Countless child sexual abuse narratives do not follow the popular culture prototype that suggests victims are young girls and perpetrators middle-aged men, and it is important to investigate how older or male victims of child sexual abuse are treated in the legal system -- and how such demographic factors may influence mock juror decision-making in these cases.”

Aliev’s current work examines the impact of victim physical maturity on legal decision-making in cases of child sexual abuse. Her secondary line of research focuses on analyzing racial, socioeconomic, geographic and policy disparities in the U.S. juvenile legal system.

“Receiving the news that I was a 2024 National Science Foundation Graduate Research Fellowship awardee felt like a dream,” she says. “I am a first-generation high school and college graduate, as well as first-generation American. My initial thought was, ‘Things like this don’t happen to people like me.’”

In May, Aliev will graduate with her master’s degree in psychology, and she looks forward to beginning her graduate fellowship research plans.

“As I have gained more experience working with community partners, I have become extremely interested in disseminating psycho-legal research in a way that informs public policy and aims to improve our current criminal legal system,” she says.

After earning her Ph.D., she hopes to continue her work at a nonprofit, nonpartisan organization as a researcher or data analyst.

“It still has not fully sunk in that my application was one of the 2,000 that was selected as a recipient out of tens of thousands of applications,” Aliev says. “I immediately started crying and then called my adviser, Kayla Burd (UW assistant professor of psychology), and my parents.”

To learn more about Aliev’s research, email her at [email protected] .

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Clinical Psychology

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Psy.D. In Clinical Psychology

Welcome to the Clinical Psychology Psy.D. Program at Florida Institute of Technology. The program at Florida Tech that leads to a Psy.D. in clinical psychology is accredited by the American Psychological Association* and offers students training based on a practitioner-scholar model that prepares students for entry-level positions as clinical psychologists.  To achieve that goal, we are committed to training students with strong and continually developing clinical competencies, whose clinical work is informed by the scientific and theoretical knowledge base of the discipline of psychology, and whose graduates respect and value cultural and individual difference, and who maintain the highest professional principles and standards.

What Makes Florida Tech's Psy.D. in Clinical Psychology Stand Out?

• Accredited by the American Psychological Association* since 1983
• Opportunities for advanced coursework and practica in emphasis areas: Neuropsychology, Child/Family, Integrated Behavioral Health, and Forensic.
• In-depth training in psychological assessment and integrated psychodiagnostics
• Curriculum that addresses current trends in psychology including Integrated Behavioral Health Care, Clinical Neuropsychology, Assessment, Trauma and Child Psychology
• On-site practicum training facility
• A large network of community-based practicum sites offering many different training opportunities
• Good student-to-faculty ratio, with annual cohorts of approximately 20
• Colleague-in-training atmosphere
• Excellent internship match rate
• Flat-rate tuition program
• Warm climate, great location, close to beaches
• Relatively low cost of living, ample and reasonably priced housing available off campus

Our program leading to a Psy.D in Clinical Psychology trains students to become practicing clinical psychologists with core competencies in relational/clinical skills, comprehensive psychological assessment, clinical treatment interventions, research and evaluation skills, consultation and education, management and supervision, and diversity issues.

We have several opportunities for advanced course work. These areas are:  

• Family/Child Psychology
• Forensic Psychology
• Clinical Neuropsychology
• Integrated Behavioral Healthcare/Health Psychology  

Admission Requirements

An applicant must possess a bachelor's degree from an accredited institution of higher learning. Although it is not necessary for the major area to have been psychology, it is required that those entering without a previous degree in psychology will have completed at least 18 credit hours of psychology coursework at the time of application. These courses must have been taken in a department of psychology, and should include statistics, personality theory, abnormal psychology, learning, physiological psychology and social psychology.

All application materials must be received by December 1 of each year.

Visit the graduate admissions information page for all the information you need to apply to the program. Admissions applications must include transcripts, GRE general test scores, a personal statement, two letters of recommendation, and a resume or CV.

Students we will consider for admission will receive an invitation approximately two weeks prior to our Interview Day, typically held in February. Attendance at Interview Day is VERY strongly recommended.

*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

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Jayhawks recognized for research at 2024 Capitol Graduate Research Summit

Wed, 04/24/2024

Genevieve Prescher

LAWRENCE — Four University of Kansas students received honors during the 21st annual Capitol Graduate Research Summit in Topeka on March 22. Annie Chuning, Kara Hageman, Natalie Lind and Luke Parker were each honored for their exceptional research and presentations at an event that assembles the top graduate student researchers in the state of Kansas.

Food insecurity, health and BMI

Annie Chuning, doctoral student in clinical child psychology, received a research award from the Office of Graduate Studies at the Lawrence campus for the project titled "Rates of Food Insecurity Influence Parent/Child Mental Health and BMI in Rural Kansas."

Ann Davis, professor of pediatrics at KU Medical Center and Chuning's faculty adviser, said the main goal of the research was to assess food insecurity among families who participated in the National Institutes of Health-funded “iAmHealthy” study.

“The project was designed to bring a state-of-the-art obesity treatment program to rural families in the state of Kansas, and we discovered that a high proportion of our participants also had food insecurity. Annie’s project helped us to learn more,” Davis said.

Chuning found high rates of food insecurity in this overweight or obese rural population, and these were associated with higher depression, anxiety and body mass index for parents in the study.

"There is a lot of stigma surrounding food insecurity, and very few researchers have looked at food insecurity in families living in rural areas with overweight or obese individuals," Chuning said.

Davis said the findings show overlap between food insecurity and obesity and indicated that treating one may improve the other.

This study’s findings can better inform policy related to the food supply in Kansas, prioritizing availability, affordability and accessibility of fresh, minimally processed foods from local suppliers while shifting perspectives about the underlying causes of obesity and how it can increase the mental health burden for parents.

Davis' current intervention study, which extends the previous project to also provide a parent-focused program prior to family-based sessions, is actively recruiting. They are looking for families living in rural areas who may have weight-related health issues .

Orthopedic joint infection prevention

Kara Hageman , 2020-2024 Self Graduate Fellow and a doctoral student in bioengineering, received a research award from BioKansas for the project titled "Preventing Orthopedic Joint Infection by Developing Antibacterial Bone Cement."

With bacteria developing resistance to current antibiotic treatments, Hageman's approach provides an alternative prevention strategy. By combining bone cement with bioactive glass, her work aims to lower the occurrence of infection around orthopedic implants while reducing antibiotic use of orthopedic implants.

"The goal of my research is to develop a material that can be utilized in total hip or total knee replacement surgeries that does not fully rely on antibiotics to ward off bacterial infection," Hageman said.

"Implant related infections are particularly difficult and result in vastly increased expense and morbidity. We have not yet found an acceptable way to prevent them,” said Terence McIff, associate professor of orthopedic surgery and sports medicine at KU Medical Center and Hageman’s faculty adviser.

“Bioactive glasses already have proved themselves useful as healing aids and can be formulated to also have antimicrobial properties. These resorbable and osteoconductive glasses can easily be incorporated into the bone cements we currently use to both prevent and treat infection locally at the site of the infection surrounding an implant,” McIff said.

“Total joint replacement surgeries are predicted to rise and reach 4.5 million by the year 2040,” Hageman said. “With infection being the No. 1 cause of failure, and bacteria developing resistance to the current antibiotic medications, there is a large need for better prevention methods.”

Nuclear fuel recycling strategies

Natalie Lind , 2023-2027 Self Graduate Fellow and a doctoral student in chemistry, received a research award from BioKansas for the project "Uranium Catch and Release as a Strategy for Nuclear Fuel Recycling."

Lind's project aims to develop a new method for extracting and recycling uranium from nuclear waste, which could make nuclear power more sustainable.

"The objective is to develop a process for isolating uranium by driving it from solution onto an electrode surface," said James Blakemore, associate professor of chemistry and Lind’s faculty adviser. "It's a 'catch and release' strategy to remove and isolate the uranium."

With 95% of spent fuel still usable, Lind's method could benefit nuclear plants by providing recycled uranium for fuel while reducing disposal volumes.

"Our electrically driven chemistry could lead to more practical ways to separate uranium from used nuclear fuels,” Blakemore said.

Lind has demonstrated the efficacy of the "catch and release" method for uranium recycling. Blakemore said this breakthrough evolved serendipitously, with Lind having "eagle eyes to spot something special happening."

“I am driven to develop strategies to reduce the environmental burden associated with waste from nuclear power,” Lind said. “One promising approach involves the recycling of used nuclear fuel, which would not only reduce the total amount of nuclear waste requiring disposal but also curb the annual mining of uranium.”

Integrating AI into higher education

Luke Parker , doctoral student in curriculum & teaching in the School of Education & Health Sciences, received a research award from the Office of Graduate Studies at the Lawrence campus for the project titled "Transforming Academic Landscapes: A Comprehensive Study of Artificial Intelligence's Integration in Higher Education."

Steven White, associate professor in the department of curriculum and teaching and Parker's faculty adviser, said Parker’s research aims to provide a comprehensive overview of how AI technologies are being integrated into various facets of campus life.

Through a wide-ranging survey methodology encompassing graduate students, faculty and staff, Parker’s study examines the diverse patterns of AI usage, attitudes and ethical perceptions within the university community.

By critically examining the potential of AI to revolutionize educational practices, Parker aims to inform the development of robust ethical frameworks and guidelines for AI integration in academia.

"The value of research lies in its application; I hope that the research that I do is not contrived to a journal article or book chapter that is never read, but instead is used to inform policy, to inform practice, and ultimately to benefit students and teachers," Parker said.

"This research will serve as a critical resource for informing policy and decision-making, ensuring strategies for integrating and governing AI are aligned with the needs of our community,” White said.

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2024 Undergraduate Student Awards in Psychology

The Psychology Department is pleased to announce the Undergraduate Student Awards in Psychology for the 2023-2024 academic year!

Conan Kornetsky Psychology Prize and Outstanding Graduating Senior

Sophia Lambert

Michele Alexander Scholar Award

Alexandria Morgan

Douglas Glanville Research and Scholarship Fund Awards 

Madison Landry

Caroline Mosca

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Psychology Undergraduate Program

Why major in psychology.

Psychology is the scientific study of how and why people think, feel, and behave as they do. Our scientific approach to understanding human behavior equips our students with a solid foundation of analytical, research and clinical skills for careers in many fields with a human service emphasis. Majors include: Bachelor of Arts (B.A.), Bachelor of General Studies (B.G.S.) in Psychology and Bachelor of Science (B.S.) in Behavioral Neuroscience. We also offer minors in Psychology and Social and Behavioral Sciences Methodology. Our students have a wide variety of psychology courses from which to choose, but additional experiences and opportunities are available beyond the classroom. We have many opportunities for scholarship awards and extracurricular enrichment, including the Psi Chi International Honor Society in Psychology, a research-focused Honors Program, and research assistantships and volunteer opportunities in Faculty labs.

B.A./B.G.S.

Degree Requirements

B.S. Behavioral Neuroscience

Minors & undergrad certificates, admission requirements.

The Department of Psychology has no admission prerequisites or requirements before declaring a major under our B.A./B.G.S. degrees. In order to declare as a Psychology major, students should schedule an appointment with one of our departmental advisors by calling 785-864-3500 .

We encourage you to plan early and carefully! Meeting with our psychology advisor early on and regularly during your academic career will ensure you are on the right track for a timely graduation and that you are taking the necessary courses. Our department is continuously growing and evolving to meet our student needs, so regular advisory meetings will give you early insight into upcoming opportunities!

Any additional inquiries can be made to our main office in 426 Fraser Hall by emailing [email protected] or by calling 785-864-4131 .

B.S. in Behavioral Neuroscience

The requirements for ADMISSION to a major in Behavioral Neuroscience are distinct and different from the requirements for GRADUATION with a major in Behavioral Neuroscience.

In order to apply to the major, students will be invited (around mid-semester) via an Academic Notice in their KYOU Portal to a Psychology Admission Orientation if they are in their application term (semester in which student has enrolled in the minimum number of required courses to declare major, as noted below).

The Department of Psychology requires the following to be admitted as a Behavioral Neuroscience major:

All applicants who meet the above requirements will be admitted.

• Students must have satisfactorily completed PSYC 102
• PSYC 104/105
• PSYC 200 or PSYC 210  (previously known as PSYC 300 and PSYC 310 )
• and one of the following core courses ( PSYC 370 or PSYC 375 or PSYC 380 )
• Students must have a 3.0 or greater GPA for the group of courses listed under #2.
• Students must sign a Declaration Intent Form by attending a Psychology Admission Orientation during their application term.

B.A./B.G.S. students may inquire about departmental honors as soon as they are admitted to the undergraduate major. Participation usually begins in the senior year. Students follow individualized courses of study arranged through the director. Students who complete PSYC 460, individual research, and a paper under the direction of an instructor may graduate with departmental honors.

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K-State News Kansas State University 128 Dole Hall 1525 Mid-Campus Dr North Manhattan, KS 66506

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K-State students receive NSF Graduate Research Fellowship awards

Tuesday, April 23, 2024

MANHATTAN — Eight current and former K-State students were selected or named honorable mention for the National Science Foundation's Graduate Research Fellowship Program , a five-year fellowship that includes an annual stipend of $37,000. The current students selected for the program are Kalea Nippert, senior in ecology and evolutionary biology, St. George ; Kale Stahl, senior in applied mathematics and physics, Topeka ; Carson Connard , senior in mathematics, The Woodlands, Texas ; and Shannon Ruble, doctoral student in psychology, Parkersburg, West Virginia . The NSF Graduate Research Fellowship Program, or NSF GRFP, recognizes graduate students pursuing research-based master's and doctoral degrees in mathematics, engineering, technology or science. Its purpose is to maintain quality, vitality and diversity in the nation's scientific and engineering workforce. "These exceptional students have been honored with this prestigious fellowship, showcasing not only their academic ability but also their commitment to pushing the boundaries of knowledge," said David Rosowsky, vice president for research. "We are proud of their achievements and anticipate the groundbreaking discoveries and innovations they will lead in the future." Nippert, who will graduate in May, has been completing an undergraduate research project under Zak Ratajczak, assistant professor of biology, since 2022. Her research is focused on understanding extreme fire effects within woody plant communities and if extreme fire could be used as a management strategy to control woody encroachment occurring throughout global grassland and savanna ecosystems. "The NSF GRFP will allow me to be fully funded — my tuition will be paid for the duration of my Ph.D. at the University of North Carolina Greensboro," Nippert said. "This will help me reach my goals of getting a Ph.D. and becoming a research ecologist. I am very honored and excited to have the chance to receive the GRFP." Stahl is researching inverse scattering problems, with Dinh-Liem Nguyen, associate professor of mathematics. The purpose of their research is to develop a stable "imaging functional" for periodic objects. "The GRF is a very prestigious award, and receiving it will allow me to focus on research and passing my qualifying exams in my first years of graduate school," Stahl said. "I will be attending Purdue University's mathematics Ph.D. program in the fall, and this fellowship will allow me to start research almost immediately. I'm very excited that I will be able to do more research earlier, as research is by far my favorite part of studying mathematics." Connard, who will graduate Summa Cum Laude in May, is working with Lino Amorim, associate professor of mathematics, on a project focused on developing algebraic invariants for Lagrangian suborbifolds. "The GRFP will not only allow me to focus significantly more time and energy on research in graduate school, but it will also allow me to live more comfortably due to the generous size of the fellowship," Connard said. "I intend to pursue my Ph.D., and I aim to work in research — ideally in the academic realm — as a career. I am absolutely and completely honored to have received this prestigious distinction, and I have only just begun to reap its benefits." Connard will attend the University of Washington in the fall to pursue his Ph.D. Ruble is in her second year studying neural mechanisms of fear and avoidance behaviors in rats and how social interactions impact them. She is conducting her research with Maria Diehl, professor of psychological sciences. Ruble, who will complete her doctorate in the spring of 2027, said that after she earns her Ph.D., she plans to pursue a career in either academia or science communication. "The NSF GRFP provides me with an opportunity to conduct high-quality research and communicate the findings through publications and conference presentations," Ruble said. "I will also be able to mentor undergraduates involved in my GRFP-funded work and help them pursue careers in STEM as I would in a future career in academia." Abigail Schmidt, senior in environmental biology and natural resources and environmental science, Shawnee , was named honorable mention. Her research focuses on how climate extremes, like drought, will impact ecosystem structure and function. Ratajczak, assistant professor biology, is her research mentor. Schmidt will attend graduate school at Utah State University to study savanna ecosystems. Along with Nippert, Stahl, Connard, Ruble and Schmidt, three recent K-State graduates were also selected for the fellowship or named honorable mention: Reilly Jensen, a May 2021 bachelor's graduate in Spanish and biology, Buhler , who is at Wichita State University, fellowship recipient; Maxwell Harman, a May 2022 bachelor's graduate in biochemistry, Inman , who is now at Michigan State University, fellowship recipient; and Cole Wilson, May 2021 bachelor's graduate in biochemistry, Wichita , who is now at Northwestern University, honorable mention. Please visit the NSF Graduate Research Fellowship Program website for more information about the program. Kansas State University undergraduates and first-year graduate students interested in applying for the NSF Graduate Fellowship should contact Beth Powers, director of Scholar Development and Undergraduate Research and the Office of Nationally Competitive Scholarships , at [email protected] .

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Buhler, Inman, Shawnee, St. George, Topeka and Wichita, Kansas; The Woodlands, Texas; and Parkersburg, West Virginia.

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2024-25 Academic Catalog

Department of psychology, the psychology department at the university of kansas.

Our mission is to further our understanding of behavior and the physiological, cognitive, and social processes associated with behavior. Psychology is also the profession that applies the science of behavior to practical problems, such as clinical, psychological disorders. This mission includes the discovery and dissemination of principles pertaining to both individual and group psychological functioning and its development. In addition to doing this critical research, we expend great effort in training students at both the undergraduate and graduate levels so that these students will be well equipped with the knowledge and methods that will place them at the forefront of progress across a broad range of the psychological disciplines.

Psychology Undergraduate Program

Students have many reasons for wanting to major in psychology. Some are simply fond of observing the behavior of others around them, fascinated with the results of their observations and curious to learn why people behave as they do. Some plan to become psychologists themselves or to enter one of the many professions where a background in psychology can be useful -- such as, business, teaching, medicine, nursing, law, social work, the ministry, counseling, student services, child development, administration, or human resources.

Psychology Graduate Program

We offer a single doctoral degree which may be earned in one of the following programs: brain, behavior, and quantitative science, clinical psychology, or social psychology. Students admitted to one of these programs enter with the expectation of continuing graduate study through the Ph.D. as the department does not admit terminal master's students.

A separate clinical child psychology training program has been developed for doctoral students in an interdepartmental program with the Department of Applied Behavioral Science. For more information regarding the clinical child psychology program, please visit their website .

Undergraduate Programs

Undergraduate courses are designed as part of a general education, for students preparing for careers in professional fields, and for students majoring in psychology, including those anticipating graduate work.

Preparation for Graduate Study

Students who plan to apply for graduate work in psychology should supplement their beginning course in methodology ( PSYC 200 ) and statistics ( PSYC 210 ) with a laboratory course (e.g., PSYC 620 , PSYC 622 , or PSYC 625 ). Methods ( PSYC 200 ) and Statistics ( PSYC 210 ) should be taken as early as possible in the undergraduate education. The laboratory course should be completed during the junior or senior year.

Graduate Programs

We offer a single doctoral degree in psychology which may be earned in one of the following programs: brain, behavior, and quantitative science, clinical psychology, and social psychology. Please visit our Psychology Graduate Program webpage for more details.  

All of our programs boast distinguished and award-winning faculty, notable research publications, and a deep foundation in the historical progress of psychological advances.

A separate clinical child psychology training program has been developed for doctoral students in an interdepartmental program with the Department of Applied Behavioral Science. For more information regarding the clinical child graduate program, please visit  their website .

Non-Degree Seeking

Students who are interested in enrolling in graduate level coursework in the Department of Psychology without formal admission to a graduate program at KU are encouraged to apply for graduate non-degree seeking student status. See the department’s Graduate Program webpage for further details.

Questions regarding the our graduate programs can be directed to our graduate program coordinator.

Provides an overview of the discipline of psychology. Emphasizes developing an understanding of opportunities in psychology at the University of Kansas, exploring service-learning options related to the major, and helping students plan goals for their education through an understanding of their personal values and options within and outside the discipline. Open to KU-degree-seeking students only. Contact the Psychology Department to enroll in the course. Non-degree-seeking and non-KU students may enroll in the course by signing up with KU Continuing Education. Graded on a satisfactory/unsatisfactory basis.

A basic introduction to the science of psychology.

Open to students in College or Departmental Honors programs or by permission of instructor.

A limited-enrollment, seminar course for first-time freshmen, organized around current issues in psychology. Course is designed to meet the critical thinking learning outcome of the KU Core. May not contribute to major requirements in psychology. First year seminar topics are coordinated and approved by the Office of Academic Programs and Experiential Learning. Prerequisite: Open to Freshmen only (less than 30 hours).

Data science is an interdisciplinary field that uses scientific methods, processes, algorithms and systems to derive knowledge and insights from data. This course teaches students the core concepts of inference and computing, working with real behavioral, economic, geographic, physical, social, and text data. Students obtain basic statistics training from a computational perspective using simulation to answer questions, explore problems, and delve into social issues surrounding data analysis such as privacy and design. (Same as ECON 199 , POLS 199 and SOC 199 .)

An examination of the scientific "ways of knowing" employed by psychologists to discover the laws governing human behavior across a wide domain. The focus of the course is upon these methods and the statistical techniques that support them. Prerequisite: PSYC 104 .

This course is designed for the study of special topics in Psychology equivalent to courses at the 100 and 200 level at KU. Coursework must be arranged through the Office of KU Study Abroad. May be repeated for credit if content varies.

An introduction to statistical concepts and methods as they relate to analysis and interpretation of psychological data. Prerequisite: PSYC 104 .

This course examines the psychological, social, and physical development of humans across the lifespan from conception through infancy, childhood, adolescence, adulthood and death. The course will explore the broad array of factors that contribute to development including cognitive, emotional, social, neurological, physical, genetic, and environmental influences. (Same as ABSC 250 .) Prerequisite: PSYC 104 or PSYC 105 .

An introduction to contemporary research and theory in human learning and memory, relevant perceptual processes, and higher functions such as language. Prerequisite: PSYC 104 .

A survey of personality theories, development, assessment and current research. Prerequisite: PSYC 104 .

Honors version of PSYC 320 . Open to students in College or Departmental Honors programs or by permission of instructor. Prerequisite: PSYC 104 .

The philosophy of psychology is a relatively new field of inquiry in philosophy and so the question of what the philosophy of psychology is remains an open question. In this course, we will understand the philosophy of psychology in two ways. First, it is the study of the nature of psychology and the various capacities and mechanisms that make cognition possible. We will consider whether there is a unique psychological level of explanation or whether psychology ultimately reduces to the brain. We will also explore various philosophical puzzles raised by consideration of psychological abilities like memory, attention, and emotion. Second, philosophy of psychology is a subfield of philosophy of science, where we examine a particular science-here, experimental psychology-as a way to explore broader questions about what science is, how science explains phenomena, and how values intersect with its investigations. All of this makes it an exciting time to study the philosophy of psychology-as students in this course, student's interests will play a role in selecting topics and shaping the direction of our inquiry. (Same as PHIL 323 .)

A survey course on the science and application of child and adolescent development; including physical, motoric, social, emotional, and cognitive changes from conception through adolescence. The course covers methods and theory, genetics, and may incorporate content on aggression, morality, parenting, media, and peers. Prerequisite: PSYC 104 .

A broad survey of psychopathology, with a focus on the primary symptoms, causes, consequences, and treatments of its major manifestations, including: anxiety disorders, mood disorders, trauma-related disorders, eating disorders, substance-use disorders, personality disorders, and psychotic-spectrum disorders. Relevant scholarship from neuroscience, cognitive science, medicine, behavioral science, and sociocultural perspectives will be integrated throughout. Prerequisite: PSYC 104 .

Open to students in College or Departmental Honors programs or by permission of instructor. Prerequisite: PSYC 104 .

An introduction to the psychology of social behavior. Systematic consideration of such concepts as social influence, conformity and deviation, social attitudes and prejudice, socialization and personality, communication and propaganda, morale, and leadership. Prerequisite: PSYC 104 .

An introduction to the psychology of social behavior. Systematic consideration of such concepts as social influence, conformity and deviation, social attitudes and prejudice, socialization and personality, communication and propaganda, morale, and leadership. Open to students in University or Departmental Honors programs or by permission of instructor. Prerequisite: PSYC 104 .

A survey of topics related to the biological processes underlying behavior in humans and in animals, including the physiology of neuronal and synaptic, transmission, neurochemistry, and neuropharmacology. Selected topics within the area of behavioral neuroscience are also covered, such as motivation, appetite, reward, homeostasis, biological rhythms, addiction, aggression, stress, emotion, and sleep. Prerequisite: An introductory course in Psychology; and PSYC 200 and PSYC 210 .

A survey of topics related to the biological processes underlying cognition in humans and in animals, including the physiology of neuronal and synaptic transmission, neurochemistry, and functional neuroanatomy. Selected topics within the area of cognitive neuroscience also covered, such as sensory processing, hearing, vision, learning and memory, attention, motor control, language, hemispheric asymmetry, executive function, and neuroplasticity. Prerequisite: An introductory course in Psychology; and PSYC 200 and PSYC 210 .

The organization and function of the nervous system as it relates to topics of interest to psychologists, including pain, anxiety, stress, sleep, depression, schizophrenia, akinetic and dyskinetic movement disorders, and senile dementia. Prerequisite: An introductory course in Psychology, and PSYC 200 and PSYC 210 .

This course is designed to acquaint students with the Social Neuroscience approach as well as recent findings using this approach. The class will focus on particular social phenomena and (a) evaluate the utility of current social neuroscience research examining these phenomena and (b) consider future experimental designs using the Social Neuroscience approach to further inform our understanding of each phenomenon. Prerequisite: An introductory course in Psychology; an introductory course in Biology; and PSYC 200 and PSYC 210 .

Social, psychological, and economic adjustments required by aging; changes in cognition, role and personality necessitated by advancing age. Prerequisite: PSYC 104 .

Data science empowers its users to provide data-drive solutions to problems and questions in the world. This course provides foundational skill and knowledge behind this power. This knowledge and skill includes learning to formulate effective questions to answer with data, computer programming, data management and wrangling, exploratory data analysis and visualization, statistical inference and prediction, data-driven decision making, and communication. (Same as ECON 399 and POLS 399 .) Prerequisite: PSYC 199 / POLS 199 / ECON 199 or EECS 138 ; and PSYC 210 or MATH 365 or ECON 426 or POLS 206 or SOC 380 or MATH 101 or MATH 104 or MATH 115 or MATH 121.

This course is designed for the study of special topics in Psychology equivalent to courses at the 300 to 600 level at KU. Coursework must be arranged through the Office of KU Study Abroad. May be repeated for credit if content varies.

A social psychological perspective on adult intimate relationships, examining friendship, dating, committed relationships, and the dissolution of committed relationships. Topics include romance, jealousy, self-disclosure, power, loneliness, and social support. Discussion of heterosexual and homosexual relationships, traditional forms (e.g., marriage) of relationships as well as alternative lifestyles (e.g. cohabitation) and gender-linked differences in relationships. (Same as WGSS 410 .) Prerequisite: PSYC 104 .

An examination of contemporary issues, theories, and research in motivation and emotion. Prerequisite: PSYC 360 or PSYC 361 , or consent of instructor.

Examines the data and methodologies of the disciplines that comprise Cognitive Science, an interdisciplinary approach to studying the mind and brain. Topics may include: consciousness, artificial intelligence, linguistics, education and instruction, neural networks, philosophy, psychology, anthropology, evolutionary theory, cognitive neuroscience, human-computer interaction, and robotics. (Same as LING 418 , PHIL 418 , and SPLH 418 .) Prerequisite: Consent of instructor.

A basic survey course in the development of thinking and understanding in normal children. The course will cover Piaget's theory and information processing theories at the advanced undergraduate level. Topics include perception, attention, learning, memory, language, problem solving, and individual differences from birth to the mid-teens. Prerequisite: PSYC 104 or ABSC 160 .

A detailed examination of issues in the processing of language. The course provides a survey of research and theory in psycholinguistics, reflecting the influence of linguistic theory and experimental psychology. Spoken and written language comprehension and language production processes are examined. (Same as LING 435 .) Prerequisite: An introductory course in linguistics or consent of instructor.

This biological anthropology lab course builds upon concepts introduced in ANTH 150 and ANTH 304 . It provides students with practical, hands-on experience in biological anthropology laboratory methods and theory. Topics include: genetics, osteology, forensic anthropology, modern human biological variation, primatology, paleoanthropology, and human evolution. Students integrate their knowledge of human variation, genetics, and critical approaches to the concept of social and biological race. For the final project, students analyze genetic markers using a commercial ancestry test. They will either be given anonymous data to work with, or, if they pay an optional laboratory fee, they can investigate their own genome for the final project. This fee for self-study is not required for full participation in the final project. (Same as ANTH 449 , BIOL 449 , and SPLH 449 .) Prerequisite: Either ANTH 304 , ANTH 340 , Human Biology major, or permission of instructor.

A seminar to guide Psychology majors through an honors thesis project with an identified faculty mentor, leading to graduation with Honors in Psychology. Enrollment for 2 credits in each of two semesters during the junior or senior year is required. Prerequisite: Instructor permission.

This course covers a variety of theoretical views concerning the origins of stereotypes and the factors that maintain them, as well as how and when the revision of such beliefs take place. Analysis of various stereotypes (including gender and race) and the experience of prejudice across a variety of cultural contexts is examined. Many difficult social issues are discussed in depth. Prerequisite: PSYC 360 or PSYC 361 ; or consent of instructor.

A survey of the psychological theories about women; similarities and differences in the behavior of women and men; the effects of biological and social factors on the behavior of women and men; and issues of concern to women of different races, sexual orientations, ages, and so forth. (Same as WGSS 468 .) Prerequisite: Any previously completed course in PSYC or WGSS.

Discussion of current problems in psychological theory and research. Prerequisite: PSYC 104 .

Review of current psychotherapies with special references to their underlying philosophies, theories of personality, techniques, and effectiveness. Issues concerning the use of drugs in the treatment of mental disorders are also reviewed. Prerequisite: PSYC 104 .

This course reviews recent evidence on the roles of dreaming and dreamless sleep. Psychological, developmental, personality, and social psychological aspects are considered. Prerequisite: PSYC 104 .

Investigation of a special research problem or directed reading in an area not covered in regular courses. No more than 3 hours of PSYC 480 may be counted toward the minimum hours required for the major. Prerequisite: Consent of instructor.

Guided participation in ongoing research programs to augment quantitative skills through direct practicum experience. No more than 3 hours of PSYC 481 may be counted toward the Psychology minor or the Psychology, Developmental Psychology, and Behavioral Neuroscience major requirements. Prerequisite: PSYC 200 or PSYC 210 or consent of instructor.

Introduction to human sensory and perceptual capabilities. Topics include: sensory systems, perceptual development, and perceiving color, objects, space, movement, sound, speech, touch, smell, and taste as well as various perceptual illusions. Prerequisite: PSYC 104 .

Students conduct psychology focused fieldwork in an organization related to their professional/career goals. Credit hours are determined on the basis of 120 clock hours for 3 credit hours, 80 clock hours for 2 credit hours, and 40 clock hours for 1 credit hour. An internship plan (contract) is developed by the student in conjunction with the student's academic adviser and signed off by the academic adviser and an authorized agent of the internship site. At the conclusion of the internship experience, the authorized agent of the internship site writes the academic adviser indicating that the student has met the goals of the internship plan and the hours required. No more than 3 hours of PSYC 483 may be counted toward the minimum hours required for the major. Prerequisite: Admission to the Psychology major.

Students who are preparing to enter the workforce are introduced to current challenges and trends in professional development and workforce psychology. In addition to discussion of interdisciplinary research centered around career management topics such as preventing burnout, recognizing and eliminating bias in interviews, or predictors of job satisfaction and productivity, emphasis is placed on the creation of a job dossier and tools to help bridge skills from the classroom and their place in an individuals' career. Prerequisite: Junior or senior status.

A study of psychological aspects of selected social issues in contemporary American society. Race relations and the civil rights movement. Political extremism. Public opinion and social change. Social psychological approaches to a variety of social problems. Prerequisite: PSYC 360 or 361, or consent of instructor.

A second course in statistics with emphasis on applications. Analysis of variance, regression, analysis, analysis of contingency tables; possibly selected further topics. Prerequisite: Grade of B- or better in PSYC 210 .

An introduction to the field of human sexuality. Topics to be covered include sexual anatomy and physiology, fertilization, pregnancy, birth and lactation, contraception, human sexual response, sexuality across the life cycle, love, marriage, alternatives to marriage, sexual orientation, sex differences in behavior, parenthood, sexually transmitted diseases, sex and the law, and sex education. (Same as WGSS 502 .) Prerequisite: Any previous coursework in either WGSS or PSYC.

Decisions link our thoughts to our actions and as a result define who we are and who people think we are. This makes decision making a fundamental life skill. But, can we make better decisions? This course will introduce you to the science of decision making that has developed as scholars including biologists, economists, mathematicians, philosophers, psychologists, and others have sought to answer this very question. Over the course of the semester we will examine what we have learned so far such as how people predict and mispredict events, how people make decisions and how their decisions can be quite irrational from one perspective but simultaneously appear quite reasonable, how people bargain and why they sometimes choose to cooperate and other times not, and why negotiating can be so difficult. (Same as ECON 513 .) Prerequisite: PSYC 104 or ECON 142 ; MATH 101 or MATH 103 or MATH 104 , or eligibility for MATH 115 or MATH 125 or MATH 126 .

An examination of research on women and violence, including rape, domestic violence, sexual harassment, stalking, and child sexual abuse. The nature, prevalence, causes, and consequences of violence against women are discussed. (Same as WGSS 521 .) Prerequisite: PSYC 104 .

The course will take an in-depth look at addiction processes using an interdisciplinary perspective. The course will cover processes that lead to the development of substance use disorders, as well as advanced topics in prevention and treatment. Addiction is a behavioral disorder, and the seminar will focus heavily on learning theory and conditioning processes that can yield problem substance use. Readings will be derived from a variety of sources, including both animal and human studies. This seminar is appropriate for graduate students from a variety of disciplines, as well as advanced undergraduate students who satisfy the prerequisite requirements. This course is offered at the 500 and 800 level with additional assignments at the 800 level. Not open to students with credit in PSYC 823 . Prerequisite: PSYC 104 .

A review of contemporary psychological and developmental disorders of children and youth. Course presents current models of psychopathology, classification systems, assessment methods, and treatment approaches designed for the individual, the family, and the community. Specific attention is given to age, gender, and cultural differences and similarities. Topics include: anxiety disorders, oppositional behavior disorders, physical/sexual abuse, learning disabilities, depression, chronic physical illness, and autism. (Same as ABSC 535 .) Prerequisite: ABSC 160 or PSYC 333 , or instructor permission.

The course considers the relationship between culture and psyche. One theme throughout the course involves revealing the cultural grounding of psychological functioning. The second and complementary theme involves identifying the psychological processes involved in the phenomenon of culture. Prerequisite: PSYC 333 , 334, 360 or 361 or consent of instructor.

An application of psychological processes and concepts to the American legal system. Among the topics covered are the socialization of legal attitudes, opinions about the purposes of the criminal justice system and especially of prisons, the concept of "dangerousness," the nature of jury decision making, and the rights of prisoners, patients, and children.

A study of the processes underlying the dynamics of the group, including the observation of group phenomena and a consideration of their relation to research findings. Prerequisite: PSYC 360 or 361, or consent of instructor.

Supervised research under the guidance of a faculty member in the Department of Psychology. Students will be part of a collaborative laboratory environment, and will be involved in research design, data collection, and data analysis, and will take part in regularly scheduled laboratory meetings. Prerequisite: Permission of instructor.

Examination of non-linguistic behavior in human communication, including proxemics (spacing), kinesics (movement and expression), and paralinguistics (voice quality). Includes phylogenetic and developmental perspectives, methods of analysis, applications to interpersonal problems. (Same as COMS 590 .) Prerequisite: COMS 356 or PSYC 210 .

A lecture course to help students become more aware of and responsive to the psychological needs of persons with physical illnesses or disabilities. Emphasis is upon the meanings of such conditions in individuals' lives and the effects of treatment and rehabilitation settings on psychological adaptation. Prerequisite: PSYC 104 .

This course is an intensive seminar in which students will critically examine up-to-date research and theoretical models on eating and weight disorders. Content will include diagnosis and assessment, as well as psychological, social, cognitive, biological, and "addiction" model influences/perspectives. Students will gain exposure to literature on treatment and prevention of eating disorders and obesity. Class will include critical discussion, brief lecture, and active-learning strategies to facilitate learning during class. Students will also participate in group work. Prerequisite: PSYC 350 or instructor permission.

An introduction to the core assumptions and research findings associated with human strengths and positive emotions. Also an exploration of interventions and applications informed by positive psychology in counseling and psychotherapy, and its application to school, work, family and other close relationships. (Same as EPSY 580 .) Prerequisite: PSYC 104 or consent of instructor.

Review of research and theory concerning the role of psychological factors in the development of physical illness and the contribution of psychologists to the treatment and prevention of physical illness. Prerequisite: PSYC 104 .

Lectures and laboratory work on human sensory processes and how they result in perceptions of the environment. Experience is provided in designing and implementing research as well as in the skills necessary for statistical analysis, interpretation of data, and scientific writing. Prerequisite: PSYC 104 and PSYC 210 or consent of instructor.

Lectures, laboratory and field work on various issues in research in social psychology (e.g., conformity, attitude change, social processes). Two two-hour periods a week and appointment for research. Prerequisite: PSYC 104 , PSYC 360 , and PSYC 210 or consent of instructor.

Lectures and laboratory work on psychophysiology and neuropsychology research methods. Overview of psychophysiological tools to measure the central and peripheral nervous systems. Experience designing and implementing neuropsychology and psychophysiology research. Prerequisite: PSYC 104 and PSYC 210 or consent of instructor.

Impact of factors of social environment and physical growth upon psychological development from puberty to young adulthood. (Same as ABSC 626 .) Prerequisite: PSYC 104 , PSYC 333 , or ABSC 160 .

The historical and empirical foundations of clinical psychology. Significant trends in theory, research, and social organization which have shaped clinical practice. A review of clinical practice. Prerequisite: PSYC 104 .

An advanced course in child development that includes a survey of the field's principles and theoretical approaches, and current issues in research and practice. Topics will include: prenatal development, cognition and language, social-emotional development, socialization influences in childhood, developmental psychopathology, and social policies. (Same as ABSC 632 .) Prerequisite: ABSC 160 , PSYC 333 , or instructor permission, and senior or graduate status.

Elementary distribution theory; t-test; simple regression and correlation; multiple regression and multiple correlation; curvilinear regression; logistic regression; general linear model. Applications across the behavioral and social sciences are emphasized. Course consists of three hours of lecture and a required one-hour lab session where computing applications are taught. Students taking this course as PSYC 790 will have different course requirements. Prerequisite: A grade of B- or better in a beginning course in statistics (e.g., PSYC 210 , MATH 365 , POLS 206 , COMS 356 , SOC 380 , or equivalent) is recommended, or consent of instructor.

Discussion of current problems in psychological theory and research. Prerequisite: PSYC 104 and sophomore status.

Reviews and contrasts various statistical models for the analysis of change. Course focuses on techniques to analyze longitudinal (repeated measures) data beyond the repeated-measures ANOVA framework. Applications across the behavioral and social sciences are emphasized. Students taking this course as PSYC 991 will have different course requirements. Prerequisite: Consent of instructor.

This course will provide a tutorial introduction to doing Bayesian data analysis. The course is intended to make advanced Bayesian methods accessible to all students in the behavioral and social sciences. During the course we will cover the fundamental of Bayesian methods and work from the simplest model up through hierarchical or multilevel models for all types of data from binary to continuous to count data. By the end of the course each student should be able to carry out their own Bayesian data analysis for nearly any question they might ask in the social and behavioral sciences. Open only to undergraduate students. Not open to students with credit in PSYC 797 . Prerequisite: PSYC 650 or equivalent, or consent of instructor.

Data science empowers its users to provide data-driven solutions to problems and questions in the world. This course provides students an opportunity to work on real-world problems that come from local and state governments, health care, education, and small businesses across the state of Kansas. Students will gain experience working from start to finish on delivering data-driven solutions for these problems. In doing so, students will further develop knowledge and skills in learning to formulate effective questions to answer with data, computer programming, data management and wrangling, exploratory data analysis and visualization, statistical inference and prediction, data-driven decision making, and communication. Students will also gain professional skills learning to work with different organizations across the state. (Same as POLS 699 ) Prerequisite: PSYC/POLS/ECON/ SOC 199 ; EECS 138 ; PSYC 210 or MATH 365 or ECON 426 or POLS 206 or SOC 380 ; PSYC/POLS/ ECON 399 ; MATH 101 or MATH 104 ; or departmental approval.

This course provides students in the Clinical Child Psychology Program with the opportunity to enhance and consolidate their research activities by fulfilling one of the elective cluster course requirements. This practicum involves a contract with a research advisor and the program director. The contract includes definable products and dates for completion to prepare research for submission for publication, develop a grant proposal, or conduct additional research project independent of other requirements in the program. The course is not to be taken as an overload, but is to be part of a full-time course schedule. May be repeated. (Same as ABSC 704 .) Prerequisite: Graduate standing in clinical child psychology and instructor permission.

A course offering detailed discussion of the literature and research methods of a special topic within clinical child and pediatric psychology. Topic and instructor may change by semester and will be announced in the Schedule of Classes. May be repeated. (Same as ABSC 706 .) Prerequisite: Graduate standing in clinical child psychology and instructor permission.

Advanced cognitive psychology reviewing theories of pattern recognition, attention, working memory, language comprehension and problem solving. Emphasis will be placed upon the application of these theories to real-life situations. Prerequisite: PSYC 104 and six additional credit hours in psychology, or permission of the instructor.

A survey of the critical issues within cognitive and behavioral neuroscience. The course will provide information about neuronal physiology, functional neuroanatomy, and psychophysiological research methods. Human cognition and the neurophysiology that subserves the primary cognitive functions will be discussed.

A detailed examination of issues in the processing of language. The course will provide a survey of research and theory in psycholinguistics, reflecting the influence of linguistic theory and experimental psychology. Spoken and written language comprehension and language production processing will be examined. (Same as LING 735 .)

An in-depth examination of selected topics in psycholinguistics. Topics may include spoken language processing, written language processing, neurolinguistics, prosody, and syntactic processing. (Same as LING 737 .) Prerequisite: PSYC 735 / LING 735 or consent of instructor.

First semester of a two-semester course. Designed to provide a thorough background in social psychology and to motivate a continuing exploration of theoretical problems and issues in the field. Combines examination of historical development of theories and methods in social psychology with analysis of theoretical and methodological approaches to a variety of contemporary topics.

A continuation of PSYC 774 .

A survey of methods for studying phonological, morphological, syntactic, and semantic change during language development. Methods include: diary interpretation, language sample analysis, probe elicitation tasks, and clinical assessment. (Same as CLDP 782 and LING 782 .)

A seminar coordinated by the Gerontology Program. The seminar explores essential areas of gerontology for researchers and practitioners, providing a multidisciplinary (biology, health services, behavioral and social sciences,human services) perspective on aging. The seminar surveys contemporary basic and applied research, service programs, and policy and management issues in gerontology. (Same as ABSC 787 , AMS 767 and SOC 767 .)

Elementary distribution theory; t-test; simple regression and correlation; multiple regression and multiple correlation; curvilinear regression; logistic regression; general linear model. Applications across the behavioral and social sciences are emphasized. Course consists of three hours of lecture and a required one-hour lab session where computing applications are taught. Prerequisite: A beginning course in statistics and graduate standing, or consent of instructor.

Continuation of PSYC 790 . One-way analysis of variance, linear trends, contrasts, post hoc tests; multi-way analysis of variance for crossed, blocked, nested, and incomplete designs; analysis of covariance; repeated measures analysis of variance; general linear model. Applications across the social, educational, and behavior sciences are emphasized. Course consists of three hours of lecture and a required one-hour lab session where computing applications are taught. Prerequisite: PSYC 790 or equivalent, or consent of instructor.

Data science empowers its users to provide data-driven solutions to problems and questions in the world. This course provides foundational skills and knowledge behind this power. This knowledge and skillset include learning to formulate effective questions to answer with data, computer programming, data management and wrangling, exploratory data analysis and visualization, statistical inference and prediction, data-driven decision making, and communication. Different offerings of this course may focus on different skills and use different programming languages, so check with the instructor. Prerequisite: PSYC 790 or equivalent graduate level course introductory statistics course.

An introduction to the techniques of computer modeling with applications in the study of brain-behavior mechanisms. Early and contemporary efforts to simulate the neuron, neural networks, and neural processes which regulate behavior, are reviewed. Application of modeling techniques in sample brain-behavior problem areas are used to illustrate the operation of thresholds, feedback, dynamic equilibrium, redundancy, plasticity, network structure, and similar constructs. Programming skill in a high-level language available on personal computers or mainframe is required. Prerequisite: EECS 128 or EECS 138 or PSYC 795, and PSYC 370 , or equivalent courses or experience.

This course will provide a tutorial introduction to doing Bayesian data analysis. The course is intended to make advanced Bayesian methods accessible to all students in the behavioral and social sciences. During the course we will cover the fundamental of Bayesian methods and work from the simplest model up through hierarchical or multilevel models for all types of data from binary to continuous to count data. By the end of the course each student should be able to carry out their own Bayesian data analysis for nearly any question they might ask in the social and behavioral sciences. Not open to students with credit in PSYC 698 . Prerequisite: PSYC 790 or equivalent, or consent of instructor.

A review and discussion of current issues in children's language acquisition. May be repeated for credit. Graded on a satisfactory/unsatisfactory basis. (Same as ABSC 797 , CLDP 799 , LING 799 , and SPLH 799 .)

An advanced survey of theory and research in a selected area of experimental psychology. Continual enrollment for four semesters is required of entering graduate students in experimental psychology. Open to other students with graduate standing in psychology or a closely related field. May be repeated with permission.

Lecture and supervised experience covering the theoretical and empirical literature on assessment and intervention methods for children, adolescents, and families. Students will learn and demonstrate evidence-based clinical interviewing skills, behavioral observation techniques, risk assessment techniques, therapeutic communication approaches, strategies for providing assessment feedback to families, and ethical principles related to the provision of assessment and psychotherapy (including client file and resource management.) The course requires interaction with clinical populations and communication with referral sources. (Same as ABSC 803 .) Prerequisite: Graduate student in clinical child psychology program.

A historical survey of basic concepts and theories in psychology with emphasis on their relationship to contemporary problems in theory.

Consideration of special problems confronting the child and family oriented scientist-practitioner, and in the development of a professional identity. Topics include critical issues, including ethical, legal, cultural, empirical, and clinical aspects of research and practice. May be repeated. (Same as ABSC 809 .) Prerequisite: Graduate standing in clinical child psychology.

A historical survey of basic concepts and theories in psychology with emphasis on their relationship to contemporary issues. Examination of historical and contemporary code of ethics and its application to the conduct of clinical psychologists.

Course covers the basic theory, research, administration, and reporting of psychological assessment of development, intelligence, and achievement for children, adolescents, and adults within cultural and developmental contexts. The range of psychological instruments examined includes, for example, WIAT, K-ABC, W-J, S-B, WISC, WAIS, and WPPSI. (Same as ABSC 811 .) Prerequisite: Graduate student in clinical child psychology.

Lecture, laboratory, field work, and supervision. Theory and applications in the psychological evaluation of children with standardized assessment techniques. The administration, scoring, interpretation, and reporting of behavioral and personality functioning in children. (Same as ABSC 812 .) Prerequisite: Graduate standing in clinical child psychology.

Coverage of the philosophy and basic principles of group-design research, with a special emphasis on designs that are appropriate for developmental studies. Designs for both experimental and quasi-experimental research are covered, and appropriate statistical procedures are presented concomitantly with the designs. Individual-difference analyses and statistical control issues are also addressed.

Systematic discussion of the techniques of research in social psychology, with practice in the utilization of selected methods. Prerequisite: One course in social psychology in addition to introductory social psychology.

Basic principles and practices of field methods in basic and applied research in social psychology and related fields; relationships between field and laboratory studies; special emphasis on survey and evaluation research methods and study designs; client and respondent relationships; research and public policy.

An examination of research on women and violence, including rape, domestic violence, sexual harassment, stalking, and child sexual abuse. Research on the nature, prevalence, causes, and consequences of violence against women is discussed. (Same as WGSS 821 .) Prerequisite: Six hours in WGSS and/or PSYC, or permission of instructor.

The course will take an in-depth look at addiction processes using an interdisciplinary perspective. The course will cover processes that lead to the development of substance use disorders, as well as advanced topics in prevention and treatment. Addiction is a behavioral disorder, and the seminar will focus heavily on learning theory and conditioning processes that can yield problem substance use. Readings will be derived from a variety of sources, including both animal and human studies. This seminar is appropriate for graduate students from a variety of disciplines, as well as advanced undergraduate students who satisfy the prerequisite requirements. This course is offered at the 500 and 800 level with additional assignments at the 800 level. Not open to students with credit in PSYC 533 . Prerequisite: PSYC 104 or equivalent.

A lecture and discussion course in social development. It includes such topics as theoretical approaches to the study of social development, as well as the literature on family processes, peer relations, aggression and prosocial behavior, child abuse and neglect, family violence, child care, and the media. (Same as ABSC 825 .) Prerequisite: A course in child psychology or development.

An overview of the field of health psychology as applied to health promotion and disease prevention. Content areas include history and current research regarding behavioral and psychosocial risk factors for disease, as well as empirically supported assessment and therapeutic techniques for risk factor reduction and health promotion. Prerequisite: Graduate student in psychology or health-related fields, or permission of instructor.

An overview of the field of health psychology as applied to acute and chronic illness in adult, adolescent, and child populations. Content areas include psychological aspects of acute and chronic illness, including relevant empirically supported assessment and intervention strategies, adherence to medical regimens, pain, and enhancement of the psychologist's role in medical settings. Prerequisite: Graduate student in psychology or health-related fields, or by permission of instructor.

An overview of physical manifestations of health and disease. Content areas include overview of anatomy and physiology of each body system, description of how deviations form normal anatomical development and physiological function result in common disorders, methods for distinguishing psychological from organic etiologies, indications of side effects of medications for common disorders, and description of roles of key members of health care team members. Prerequisite: Graduate student in psychology or health-related fields, or by permission of instructor.

Supervised assessment and treatment of individuals and families within a medical setting, as well as multidisciplinary consultation. Inpatient and outpatient clinical health psychology rotations may include pediatrics, oncology, pain, rehabilitation, and other health psychology related fields. Emphasis in selection of and training in psychological intervention strategies is on the use of empirically supported treatments where possible. Grading on Satisfactory/Fail basis. Prerequisite: PSYC 970 and graduate student in clinical health psychology specialty.

Continuation of PSYC 835 . Prerequisite: Graduate student in clinical health psychology specialty.

Focuses on chronic pain affecting a person's life span from childhood to older adults. Topics include traditional versus modern biopsychosocial models along with treatments/measurements of chronic pain. In addition to medical and non-medical (mainly cognitive-behavioral) treatments for chronic pain. Also discussed will be experimental designs/determining significance in pain research and ethical/policy issues related therein. Prerequisite: Graduate student in psychology or health-related fields, or by permission of instructor.

Based on the biopsychosocial model, this course focuses on the current practice of palliative care in community and hospital settings by health care professionals. Classes will be discussion based, centered on current issues and controversies in care of the chronically ill and dying. Recent research will be highlighted, as will cultural perspectives on death. Students will be expected to identify applicable literature for presentation and class discussion, along with assigned readings. Prerequisite: Graduate student in psychology or health-related fields, or by permission of instructor.

A seminar devoted to examination of psychosocial and behavioral factors in women's health. Content areas include women and the health care system, social roles and health, gender differences, and similarities in morbidity and mortality, gynecologic health, chronic diseases, and health-related behaviors. Prerequisite: Graduate student in psychology or health-related field, or by permission of instructor.

Theories and research on conceptualization, assessment, and effects of stress. Focus on coping processes and other determinants of adjustment to stressful conditions. Discussion of psychological interventions for managing stress and trauma. Prerequisite: Graduate student in psychology or related fields.

Specialized advanced practicum in clinical health psychology, with an area of emphasis mutually defined by student and instructor. Prerequisite: Consent of instructor.

Introductory practicum experience for the Clinical Child Psychology Program. Orientation to psychological evaluation and treatment of children, adolescents, and their families and initial development of professional self-assessment skills. Students acquire specific clinical competencies through shadowing cases, assisting with interpretation of test of intelligence and academic achievement, conducting behavioral observations in field settings, and performing co-therapy of cases presenting to the KU Child and Family Services Clinic. May be taken in more than one semester. (Same as ABSC 846 .) Prerequisite: Graduate standing in clinical child psychology and instructor permission.

Intermediate practicum experience for the Clinical Child Psychology Program. Development of specific competencies in assessment and intervention with children, adolescents, and their families through didactics, field experience, and supervision. Students acquire specific clinical competencies through supervised provision of assessment and interventions for cases presenting to the KU Child and Family Services Clinic. Students develop ability to identify specific treatment goals and select therapeutic interventions that are conceptually congruent with clients' presenting problems and are based on sound empirical evidence. Students also develop the ability to integrate and synthesize test results, interview material, and behavioral observations into coherent case conceptualizations. May be taken in more than one semester. (Same as ABSC 847 .) Prerequisite: Graduate standing in clinical child psychology and instructor permission.

Introduction to the history, methods and theory underlying psychological assessment techniques and methods. Students learn to administer, score, and interpret mental status exams and intelligence tests for children, adolescents and adults. Structured diagnostic assessments are introduced and practiced. Psychological report writing is introduced and practiced. The psychometric theory underlying the construction and validation of personality assessment instruments is reviewed. Prerequisite: Graduate student in clinical psychology or consent of instructor.

Lecture, laboratory and field work. Students learn to administer, score and interpret various personality assessment instruments. Students apply skills acquired in previous coursework to write integrated psychological assessment reports based on anamnesis, structured interview data, intelligence tests, and both objective and projective personality assessment instruments. Prerequisite: PSYC 850 or consent of instructor.

A lecture/discussion course in cognitive development. The course will contrast the theory and research of Jean Piaget and his followers, with an information processing or cognitive psychology approach to issues. Topics include development of perception, attention and information getting; memory and metamemory; problem solving; discrimination learning and concept formation; and individual differences in cognitive styles and strategies. Prerequisite: A course in child psychology or development, a course in cognitive psychology, or consent of instructor.

This course is an open forum discussion of issues, topics, and presentations in quantitative behavioral and social sciences. The course can be repeated for credit and is open to any graduate student in any discipline across the behavioral and social sciences.

Review of individual differences pertaining to culture, ethnicity, race, gender, sexual orientation, age, etc., as these have an impact upon theory, research, assessment, and treatment issues in clinical psychology. (Same as ABSC 888 .) Prerequisite: Graduate status in clinical psychology, or instructor permission.

Statistical methods for modeling multilevel (hierarchically structured) data. Topics include a review of ordinary least squares regression analysis, random effects ANOVA, intraclass correlation, multilevel regression, testing and probing interactions, maximum likelihood estimation, model assumptions, model evaluation, and the analysis of longitudinal data. There will be a heavy emphasis on the theory underlying multilevel modeling techniques and hands-on application using software. Applications across the social, educational, and behavior sciences are emphasized. Course consists of three hours of lecture and a required one-hour lab session where computing applications are taught. Prerequisite: PSYC 790 or equivalent, or consent of instructor.

Introduction to statistical methods for modeling latent variables. Topics include a review latent variables, covariance structures analysis, mean structures analysis, confirmatory factor analysis (CFA), structural equation modeling (SEM), multiple group CFA, longitudinal CFA, longitudinal SEM, Hierarchical CFA, and Multi-trait Multi-Method SEM. Applications across the behavioral and social sciences are emphasized. Course consists of three hours of lecture and a required one-hour lab session where computing applications are taught. Prerequisite: PSYC 790 or equivalent, or consent of instructor.

Supervised research experience completing thesis leading to master's degree. (Same as ABSC 897 .)

Discussion of current theoretical, empirical, and applied issues in clinical and clinical health psychology involving students, faculty, guest speakers. Prerequisite: Graduate student in clinical psychology.

Thesis hours. Graded on a satisfactory progress/limited progress/no progress basis.

A series of research talks on topics relevant to social and personality psychology featuring different weekly speakers from inside and outside the university. Graded on a satisfactory/unsatisfactory basis.

Diagnosis and treatment of psychological problems in childhood and adolescence. Preference given to graduate students in child clinical psychology, school psychology, and counseling psychology. (Same as ABSC 905 .) Prerequisite: Fifteen hours of graduate credit in psychology or consent of instructor.

Integrative examination of foundations and contemporary issues in the cognitive, affective, and social bases of psychological science. Review of the historical development of psychological theories and research in cognitive, affective, and social aspects of behavior, and examination of recent developments and contemporary trends in these areas. Topics include mood, emotion, and emotion regulation, memory, attention, perception, decision-making, group relations, attributions, discrimination, and attitudes. Prerequisite: Graduate standing in clinical or counseling psychology, or consent of instructor.

Advanced practicum experience for the Clinical Child Psychology Program. Development of advanced competencies in assessment and intervention with children, adolescents, and their families through didactics, field experience, and supervision. Students acquire advanced clinical competencies through supervised provision of assessment and interventions for cases presenting to the KU Child and Family Services Clinic and/or approved external practicum sites, leadership of didactic components of practicum (i.e., formal case presentation), and modeling of clinical competencies for junior students. Students will demonstrate the ability to implement empirically derived therapeutic interventions in consideration of individual differences, cultural values, and individual preferences. Students in external practicum sites will demonstrate an understanding of evidence-based models of consultation and provision of consultation to care providers in professional contexts. May be taken in more than one semester. (Same as ABSC 943 .) Prerequisite: Graduate standing in clinical child psychology and instructor permission.

Advanced practicum experience for the Clinical Child Psychology Program. Demonstration of advanced competencies in assessment, intervention, and consultation with children, adolescents, and their families through didactics, field experience, and supervision in the semester(s) prior to required clinical internship. Students demonstrate advanced clinical competencies through supervised provision of assessment and interventions for cases presenting to the KU Child and Family Services Clinic and/or approved external practicum sites, leadership of didactic components of practicum (i.e., integrated case presentation), and modeling of clinical competencies for junior students. Course requirements include the development of portfolios for demonstration of clinical competencies and application to clinical internships. May be taken in more than one semester. (Same as ABSC 944 .) Prerequisite: Graduate standing in clinical child psychology and instructor permission.

Comparative examination and analysis of major theories and approaches to psychotherapeutic interventions, core principles of therapeutic change, scientific approaches to establishing treatment efficacy, current intervention issues. Prerequisite: Nine hours in graduate clinical psychology or consent of instructor.

Specialized practicum experience for the Clinical Child Psychology Program. Demonstration of advanced competencies related to supervision and consultation in clinical psychology. With faculty supervision, students will develop and demonstrate the ability to provide effective supervision to less advanced students in the program in selected cases appropriate to the service setting. Further development of advanced clinical competencies through supervised provision of assessment and interventions for cases presenting to the KU Child and Family Services Clinic and/or approved external practicum sites, leadership of didactic components of practicum, and modeling of clinical competencies for junior students. May be taken in more than one semester. (Same as ABSC 947 .) Prerequisite: Graduate standing in clinical child psychology and instructor permission.

Lecture, readings, and discussion of theory and research related to the practices of clinical supervision and consultation. Developmental and competency based approaches to supervision with exposure to other approaches. Professional issues, ethics, and multicultural aspects of supervision and consultation. Prerequisite: Previous or concurrent enrollment in PSYC 969 or consent of instructor.

Fieldwork in supervision under direction of instructor. Practice in supervision of clinical work, assessment, psychotherapy, and documentation. Prerequisite: Previous or concurrent enrollment in PSYC 950 and PSYC 969 , or consent of instructor.

Review of attachment theory literature and the research it has generated in clinical developmental, personality, and social psychology. The course will allow discussion of a wide range of issues including the evolution of behavioral systems that underlie close human relationships, the developmental roots of relational styles and affect-regulation processes, the role of mental representations in interpersonal behavior, and some of the attachment and close relationship processes involved in good and poor mental health. Prerequisite: Graduate standing or consent of instructor.

Acquaint students with the Social Neuroscience approach as well as recent findings using this approach. The course will focus on particular social phenomena and (a) evaluate the utility of current social neuroscience research examining these phenomena and (b) consider future experimental designs using the Social Neuroscience approach to further inform our understanding of each phenomenon. After being acquainted with foundational concepts, students will analyze findings in a number of core content domains (including emotions, emotion regulation, self, stereotyping, attitudes and beliefs, social decision making, cooperation, close relationships), focusing on neuroscience's contribution beyond traditional methods. Prerequisite: Graduate standing or consent of instructor.

Review of current nosology of adult psychopathological syndromes emphasizing development of diagnostic skills. Critical survey of recent research and theory related to the etiology, course, prognosis, and treatment of adult psychopathological conditions. Prerequisite: Graduate student status in clinical psychology, clinical child psychology, or counseling psychology.

A review of fundamental topics in the neurosciences and their relevance to selected psychopathological disorders. The fundamental topics are taken from genetics, neuroanatomy, neurophysiology, and neurochemistry. The disorders include schizophrenia, depression, anxiety disorders, Alzheimer's disease, Parkinson's disease, and Huntington's disease. Prerequisite: Graduate student in clinical psychology or consent of instructor.

Three consecutive enrollments, covering a minimum of eleven months of experience in an approved clinical psychology field setting; supervision by qualified clinical child psychology faculty and field staff clinicians. Required of all clinical child psychology program students. An intensive guided experience in application of clinical child psychology theory, methods, and practices. Integrates scientific and clinical aspects of field. (Same as ABSC 963 .) Prerequisite: Completion of Ph.D. comprehensive examinations, graduate standing in clinical child psychology, and permission of clinical child psychology faculty.

Lecture, laboratory and field work, and supervision appointment. Psychological evaluation and treatment of individuals, couples, families, and groups; supervised, progressive experience in psychological treatment and in the clinical evaluation of intellectual, personality, and social functioning. Emphasis in selection of and training in psychological intervention strategies is on the use of empirically supported treatments where possible. Grading on Satisfactory/Fail basis. Prerequisite: Graduate student in clinical psychology program.

A continuation of PSYC 964 . Grading on Satisfactory/Fail basis. Prerequisite: PSYC 964 or permission of instructor.

Systematic consideration of research methods in clinical psychology including identification of a research problem, selection of the research design and assessment strategies, and methods of evaluating the results. The principles, pitfalls, artifacts, biases, and sources of controversy in research in this area are also covered. Prerequisite: Graduate standing in clinical or counseling psychology.

Lecture, laboratory, field work, and supervision appointment. Advanced psychological treatment of the individual, couple, family, and group client; supervised, progressive experience in the clinical application of psychotherapeutic treatment methods with emphasis on the use of empirically supported interventions where possible. Grading on Satisfactory/Fail basis. Prerequisite: PSYC 966 or consent of instructor.

A continuation of PSYC 969 . Grading on Satisfactory/Fail basis. Prerequisite: PSYC 969 or consent of instructor.

This course introduces the essentials of learning and teaching to graduate students who are or plan to be teaching in a higher education setting. Students will learn evidence-based, student-focused instruction methods that are necessary for student success. This course emphasizes theoretical and practical concepts important to college teaching, including creating a supportive learning environment, facilitating active learning, motivating students, and developing inclusive teaching strategies.

Three consecutive enrollments, covering a minimum of eleven months of experience in an approved clinical psychology field setting; supervision by clinical psychology faculty and field staff clinical psychologists. Required of all clinical psychology program students. An intensive guided experience in the application of clinical psychology theory, methods, and practices. An emphasis upon the relationships between scientific and clinical functions. Integrations between research and clinical practice. Prerequisite: Completion of Ph.D. comprehensive examinations and consent of clinical psychology faculty.

Interprofessional relationships, case security, legal aspects, ethical code of practice, clinic administration, and problems in the clinical practice of psychology. Issues involving ethics in research will also be explored. Prerequisite: Consent of instructor.

Clinical approaches to the therapeutic treatment of children with special emphasis on research findings and laboratory (practicum) experience. A survey of relationship therapies, operant strategies, system approaches, parent education and play therapy by the right therapist for a specific child with a particular problem. (Same as ABSC 976 .) Prerequisite: Instructor permission.

Lecture; laboratory and field work, and supervision appointment. Specialized psychological services for the evaluation and/or treatment of the individual client or the group or the institution. Investigation of and experience in a special practicum area not covered in regular courses. Prerequisite: Students must consult with members of the clinical faculty and propose an acceptable project in advance of enrollment.

This practicum is designed to provide graduate students with teaching experience within a college classroom setting. Students will deliver a minimum of eight class sessions. Students will reflect on their teaching experience, incorporate feedback from a faculty mentor, and use evidence-based practices to revise their lesson plans accordingly. Through this guided experience, students will develop their teaching skills, gain confidence in their ability to deliver effective lessons, better understand successful teaching strategies, and use reflection as a tool for continuous improvement. Employment as a GTA is required the semester of enrollment in the course; however, enrollment in this course is not a condition of employment for GTAs at KU. Graded on a satisfactory/unsatisfactory basis. Prerequisite: Graduate standing in a KU program, employment as a GTA the semester of enrollment, and instructor permission.

Investigation of a special research problem or directed reading in an area not covered in regular courses. Prerequisite: Consent of instructor.

This course extensively explores learning and teaching in a higher education setting, and is intended for graduate students who are or plan to be teaching in a higher education setting. Students will learn advanced evidence-based, student-focused instruction methods that will enhance college student learning, development, and identity. This course considers sophisticated theoretical and practical concepts important to college teaching, including designing an engaging course, improving students' cognitive skills, cultivating student autonomy and purpose, creating meaningful assessments, and understanding the role of teaching within the professoriate. Prerequisite: PSYC 971 recommended.

Lectures and discussion on issues in the conduct of a scientific career, with emphasis on practical topics of special importance in behavioral science. Topics will include the academic and scientific roles of behavioral scientists, establishing a research lab, communicating research findings, tenure processes, gender equity, ethical conduct, and good scientific citizenship. Discussions will highlight important case studies. (Same as CLDP 982 and SPLH 982 .)

Overview of current interprofessional care models in primary care. Review integrated behavioral health care approaches to common mental health disorders and approach to lifestyle issues, such as smoking, exercise and poor sleep, and how they impact health. Learn how medical and behavioral health services come together within primary care at an interprofessional level to deliver health care. Review research emerging on integrated and interprofessional care models. Prerequisite: Graduate student in psychology, health related field, or permission of instructor.

Reviews and contrasts various statistical methods for the analysis of change. Course focuses on various techniques to analyze longitudinal (repeated-measures) data beyond the repeated-measures ANOVA framework. Techniques covered included latent change scores, latent difference scores, individual-differences modeling of latent residual and change scores, intra-individual differences modeling (e.g., growth curve, mixed modeling) and growth mixture modeling. Applications across the behavioral and social sciences are emphasized. Prerequisite: PSYC 896 or equivalent, or consent of instructor.

Research experience making original contribution to literature in clinical child psychology. (Same as ABSC 998 .)

Dissertation hours. Graded on a satisfactory progress/limited progress/no progress basis.

Contact Info

Fraser Hall 1415 Jayhawk Blvd., Room 426 Lawrence, KS 66045 785-864-4131 [email protected] http://www.psych.ku.edu/

Monica Biernat, Interim Chair 785-864-9815 [email protected]

Christopher Cushing, Associate Chair for Undergraduate Studies 785-864-0713 [email protected]

CASS Advisors, Academic Advisor 785-864-3500 https://collegeadvising.ku.edu/advising/find-advisors

Omri Gillath, Distinguished Professor & Associate Chair for Research & Graduate Studies 785-864-1772 [email protected]

Katie Williams, Graduate Coordinator 785-864-1986 [email protected]

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Counseling Psychology Program Curriculum & Admission Requirements

Program structure, residency requirement, practicum experience, more program structure, comprehensive examination, dissertation, program curriculum.

The program’s curriculum reflects a "scientist-practitioner" model to prepare clinicians who apply the best and most current theory and research to their practice, and academicians who are grounded in the realities of practice. The student will work closely with an advisor to determine a plan of study. The curriculum requirements outlined below are the minimum required for the degree. To be adequately prepared for an intended career, the student’s advisor may encourage additional coursework or opportunities which may include presenting and/or publishing scholarly papers.

Core Requirements

Please note, this is a potential plan of study. Please consult with your faculty advisor before enrolling.

Application Deadline

Graduate admission.

The Counseling Psychology Doctoral program accepts approximately six to eight students each year. Both bachelor's level and master's level applicants are considered for admission. 

Recommended minimums when applying to Ph.D. program with a bachelor's degree:

• The completion of a bachelor's degree in psychology or a related field.
• An overall undergraduate GPA of 3.00 covering all college credits taken prior to the bachelor's degree, or 3.25 for the major courses or the last 60 credits of the bachelor’s degree.

Recommended minimums when applying to Ph.D. program with a master's degree:

• The completion of a Master's degree in counseling or a closely related field.
• Graduate GPA of 3.50 or above.

International applicants are strongly encouraged to complete the application process well in advance of the application deadlines, in order to ensure adequate time for processing of visa related paperwork. Meeting minimum admission standards does not guarantee admission to the program. Applicants are welcome to contact one (or more) of the faculty members in the department prior to applying for the doctoral program, however it is not required.

Application Checklist

Ph.d. in counseling psychology.

Applicants are required to submit the following materials and meet the following requirements before the application deadline:

Online application

Complete through the KU Office of Graduate Admissions

Transcripts

One official copy of academic transcripts from each college or university attended

English translation of transcripts

Official transcripts from an international university must include an English translation

Resume or CV

Statement of intent.

1-2 page statement outlining one’s background and professional objectives

Online letters of recommendation

Names and email addresses of persons to be asked to complete letters of recommendation who can provide a thorough evaluation of one’s abilities at the graduate level

Proof of English proficiency

Non-native English speakers must demonstrate English proficiency: The program requires an average TOEFL score of 24 or above, with no section score lower than 23

Financial document (international students only)

Required by U.S. government in order to issue the I-20 or DS-2019

Application fee

$65 for U.S. residents; $85 for international applicants

Admission & Curriculum Resources

The online application is designed to give applicants the ability to submit all supporting documents in one form. We invite you to explore our graduate degree information, review our student resources, and learn more on our knowledgeable faculty and the vibrant community of Lawrence, Kansas.

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