MA Program Curriculum

Suggested Corequisite: PSYC 5002

This course explores philosophical and theoretical foundations of humanistic and clinical psychology. In examining humanistic psychology as a “third force,” historical perspectives are considered in relation to behaviorism and psychoanalysis. Basic theories and concepts that are examined include the holistic and unique nature of the person, the significance of emotions, self-actualization, creativity, personal growth, and the individual as an experiencing being. Core theories, concepts and relevant readings are integrated with personal experiences.

This course explores fundamental elements of social science research. The basic components of the quantitative research paradigm (including parametric and nonparametric statistical designs) are examined, as well as those of various qualitative models, including Heuristic and Phenomenological methodologies.  Through this course, students will become discerning consumers of research literature and develop an understanding of statistics. Course content is supported by reading assignments and a variety of classroom learning activities.

Suggested Corequisite: PSYC 5000 (formerly PSYC 500)

This course provides a foundational introduction to the cognitive and affective bases of human behavior, exploring how thought, emotion, and motivation interact to shape psychological functioning. Students examine brain–behavior relationships and theoretical perspectives on cognition and emotion to build a base for later applied and clinical coursework. As an early-sequence course in the MA Program, the course emphasizes conceptual understanding, professional comportment, and awareness of cultural and ethical implications. The course aligns with the APA Standards of Accreditation (SoA) for master’s programs in Health Service Psychology and addresses the Profession-Wide Competencies (PWCs) related to the Biological, Cognitive, and Affective Bases of Behavior.

Suggested Corequisite: PSYC 5002

The course will use a biopsychosocial framework to understand how a person develops across the lifespan. This course will examine the seminal theories of human development and their current status today. Specifically, we will cover biological, cognitive, social, relational, linguistic, and cultural theories of human development.

Prerequisite: B- or better in PSYC 5002

Suggested Prerequisite or Corequisite: PSYC 5006 (formerly PSYC 522)

This course emphasizes the application of psychological assessment to specific clinical settings. Students will obtain proficiency in the administration and scoring of instruments such as the WAIS-V, MMPI-3, and other tests, completing competency evaluations in a clinical assessment lab. Emphasis will be placed on the administration and scoring of these evaluations, along with beginning introductions to understanding interpretation, integration of test findings, treatment planning, and viewing the results in the context of the DSM-V-TR. This course primarily focuses on assessment with adults, whereas child and adolescent assessment will be covered in the second assessment course.

Prerequisite: B- or better in PSYC 5004 (formerly PSYC 523)

This course emphasizes the application of psychological assessment to specific clinical settings, as an extension of the Assessment I course. Students will obtain proficiency in the administration and scoring of instruments such as the WISC-V, WIAT-IV, and other tests, completing competency evaluations in a clinical assessment lab. Emphasis will be placed on the administration and scoring of these evaluations, along with beginning introductions to understanding interpretation, integration of test findings, treatment planning, and viewing the results in the context of the DSM-V.

Prerequisite: B- or better in PSYC 5002

Suggested Prerequisite or Corequisite: PSYC 5007

This course will explore mental health and illness within historical, social, and cultural contexts, through a review of predominating paradigms such as (but not limited to) the DSM 5. Major disorders and their etiology, symptoms, and preferred treatment strategies will be examined. Multicultural and historical influences on the definition of psychopathology and theories of personality change will also be reviewed.

Suggested Prerequisite or Corequisite: PSYC 5006 (formerly PSYC 522)

This course provides a foundational understanding of the biological bases of human behavior, emotion, and mental processes. It introduces students to the structure and function of the nervous system, neural communication, psychophysiology, and the biological mechanisms underlying behavior, cognition, and emotion. Students will explore the relationships between brain systems, hormones, and psychological phenomena, emphasizing how biological factors intersect with environmental, cultural, and developmental influences. As a foundational course, it prepares students for advanced learning in Cognitive and Affective Bases of Behavior and Clinical Assessment, helping them integrate neurobiological concepts with psychological theory and clinical practice. Emphasis is placed on developing conceptual knowledge, critical thinking, and ethical sensitivity consistent with humanistic and culturally responsive approaches to psychology.

This course on professional and scientific ethics is designed to help students understand, develop and apply ethical principles and standards. The course covers the ethics code of the American Psychological Association (APA), laws regarding duties to protect children and vulnerable adults, and the rules governing the licensure of psychologists at the Masters and Doctoral levels in Michigan. Additionally, this course examines the literature regarding ethical and legal issues relevant to the practice of clinical psychology.

Prerequisites: B- or better in PSYC 5000 (formerly PSYC 500) and PSYC 5006 (formerly PSYC 522)

This is a graduate level course on multicultural psychology. This course examines cultural issues that have an impact on the psychological assessment, treatment, consultation, and education of people from different racial, ethnic, and sociocultural backgrounds. The topics to be addressed in this course include ethics, theory, competencies, models of identity, and discussions of marginalized groups. The class focuses on building knowledge and awareness of others and self, including the factors that impede the development of cultural competency such as implicit bias, privilege, and systemic oppression. It also provides the foundation for the building of skill in competent multicultural practice.

Prerequisite:  B- or better in PSYC 5000 (formerly PSYC 500)

Suggested Prerequisite or Corequisite: PSYC 5011

This course will examine basic concepts and applications of evidence-based interventions, including cognitive, behavioral and other therapies. Students will be introduced to theory, research, basic techniques, and evidence-based applications of various models, with an emphasis on Cognitive-Behavior therapy. The course will cover theoretical conceptualization and the basic application of therapeutic interventions and techniques. Topics such as progressive muscle relaxation, in-vivo and imaginal exposure, behavior monitoring, behavioral activation, cognitive restructuring, schema therapy, behavioral experiments, and other cognitive-behavior therapy techniques will be discussed. Additional evidence-based interventions will be introduced, including Positive psychology, Mindfulness, and Emotion-focused therapy techniques. Emphases will be on interventions for depression, anxiety, and other common psychological disorders. Special consideration will be given to ethnic, cultural, and individual differences.

Prerequisite:  B- or better in PSYC 5000 (formerly PSYC 500)

This course provides an introduction to the theory and practice of psychotherapy with an emphasis on developing foundational clinical intervention skills. Students examine major evidence-based approaches to psychotherapy and learn to apply therapeutic techniques across a range of presenting concerns commonly encountered in clinical practice. Through experiential learning activities, role-plays, case discussions, and skills demonstrations, students develop competencies in establishing and maintaining the therapeutic alliance, case conceptualization, treatment planning, intervention implementation, and ongoing evaluation of treatment effectiveness. Consistent with the Michigan School of Psychology’s practitioner-scholar model and humanistic-existential orientation, students critically evaluate the empirical foundations of psychotherapy while integrating relational, multicultural, ethical, and developmental considerations into clinical decision-making. Particular attention is given to therapist presence, empathy, reflective practice, cultural responsiveness, and the use of self as an instrument of therapeutic change. Upon completion of the course, students will demonstrate beginning proficiency in applying psychotherapy techniques, integrating theory with practice, responding effectively to diverse client presentations, and utilizing supervision and feedback to enhance professional growth and clinical effectiveness.

Prerequisite: B- or better in PSYC 5000 (formerly PSYC 500)

Suggested Prerequisite or Corequisite: PSYC 5009 (formerly PSYC 502)

This course fulfills the APA Discipline-Specific Knowledge (DSK) requirement for Social and Interpersonal Bases of Behavior. Students explore how individuals think about, influence, and relate to one another within cultural, systemic, and relational contexts. Topics include social cognition, group dynamics, prejudice, persuasion, conformity, moral judgment, and prosocial behavior. Through an existential–humanistic lens, students will examine the social foundations of empathy, belonging, and meaning-making as they relate to therapeutic and community practice. Applications to clinical work include group processes, social identity, power dynamics, and systemic inequities.

Prerequisite:  B- or better in PSYC 5011

Suggested Prerequisite or Corequisite: PSYC 5019 and PSYC 5020

This advanced clinical skills course builds on foundational psychotherapy competencies and focuses on integrating and applying psychotherapy techniques in complex clinical settings. Students deepen their understanding of evidence-based interventions while developing greater flexibility, intentionality, and clinical judgment in the therapeutic process. Emphasis is placed on advanced case conceptualization, treatment planning, management of therapeutic impasses, responsiveness to client diversity, and the integration of multiple theoretical perspectives to address complex clinical presentations. Through experiential learning, case analysis, clinical simulations, and supervised skills practice, students refine their ability to formulate cases from developmental, relational, multicultural, and systemic perspectives. Students explore advanced intervention strategies for trauma, personality dynamics, crisis situations, chronic mental health concerns, and co-occurring conditions. The course also addresses therapist self-awareness, use of self in treatment, management of countertransference, and ethical decision-making in psychotherapy practice. Consistent with the Michigan School of Psychology’s practitioner-scholar model and humanistic-existential foundations, students critically evaluate current psychotherapy research and apply evidence-informed interventions while maintaining an emphasis on the therapeutic relationship as a primary vehicle for change. Particular attention is given to culturally responsive practice, social context, and the development of an integrated professional identity. Upon completion of the course, students will demonstrate advanced proficiency in psychotherapy case conceptualization, intervention selection and implementation, management of complex clinical situations, and the integration of theory, research, and clinical practice in preparation for independent entry-level professional practice.

Prerequisite:  B- or better in PSYC 5011 and PSYC 5013

Suggested Prerequisite or Corequisite: PSYC 5020

This course is designed to acquaint students with issues typically encountered by therapists as they plan and conduct group psychotherapy.  The course includes a joint focus on content, which includes theories and techniques, and process, which develops from experience with facilitating and/or being an active participant in structured treatment groups. Skilled group therapists are also proficient individual therapists, but skilled individual psychotherapists are not always capable of conducting treatment groups.  Individual therapists must be able to relate to clients/patients, and have empathy, insight, and the ability to motivate people who come to them for help to make significant changes in their lives.  Group therapists combine this skill set with the ability to simultaneously monitor and motivate multiple people.  They connect individuals with each other.  The result is that group members obtain personal benefits from the process and from being part of a sequence of events and discussions that facilitate positive change.

Prerequisite:  B- or better in PSYC 5000 (formerly PSYC 500)

Suggested Prerequisite or Corequisite: PSYC 5009 (formerly PSYC 502)

The focus of this course is on the origins of being and knowing as they are formulated in existential and phenomenological modes of inquiry. Students explore concepts of being and non-being, perception, meaning, choice, fear, guilt, angst, and death. Application of this material to psychotherapeutic interactions is required. Other themes of this course include dream work and psychotherapeutic implications. Emphasis is placed on the reading and comprehension of classic and contemporary works.

Prerequisite: B- or better in PSYC 5000 (formerly PSYC 500), PSYC 5002, PSYC 5007, PSYC 5008 (formerly PSYC 550), and PSYC 5009 (formerly PSYC 502)

This course will present psychological concepts and applications of several domains of contemporary addiction psychology. The diagnostic criteria for Substance Use Disorders as defined in the DSM 5-TR will be examined. A history and overview of the various models of understanding addiction and treatment will be explored, including an in-depth analysis of the twelve-step philosophy, motivational interviewing, and existential and phenomenological perspectives. In addition, theories as well as myths about relapse and relapse prevention will be covered. Discussions regarding the inherent dynamics and challenges in working with individuals with addictions will be integrated throughout the course.

Prerequisite:  B- or better in PSYC 5000 (formerly PSYC 500), PSYC 5002, PSYC 5007, PSYC 5008 (formerly PSYC 550), and PSYC 5009 (formerly PSYC 502)

Rooted in the existential–humanistic tradition, this course explores the developmental, relational, and systemic foundations of psychotherapy with children, adolescents, and families. Students examine therapeutic processes that honor the interconnected personhood of young clients and their family systems, emotions, meanings, relationships, and growth potential. The course integrates humanistic and existential principles of authenticity, empathy, and self-determination with family systems, attachment, and intergenerational perspectives. Emphasis is placed on culturally responsive, trauma-informed, and ethically grounded family engagement that fosters healing, communication, and resilience. This special topic course prepares students for clinical assessment, formulation, and intervention with children, adolescents, and families.

Prerequisite:  B- or better in PSYC 5000 (formerly PSYC 500), PSYC 5002, PSYC 5007, PSYC 5008 (formerly PSYC 550), and PSYC 5009 (formerly PSYC 502)

This course is designed to give a broad overview of the constructs of crisis intervention and trauma psychology; as well as the basic skills necessary to intervene with those who have experienced crisis or trauma. We will explore trauma psychology and crisis intervention from a historical, cultural, social and political lens and learn about the psychological, biological and socio/cultural aspects of traumatic stress, including acute, insidious, and complex trauma.  The course focuses on single and multiple incident trauma, as well as poly-victimization, and developmental trauma.  We will learn approaches to the assessment of trauma, as well as current literature and research on evidence-based therapeutic interventions concerning post-traumatic stress disorder, dissociation and developmental trauma as well as co-morbidities. The course examines the role of vulnerabilities and resilience in the recovery from traumatic experience, trauma exposure response for the therapist and trauma stewardship on the individual, organization and societal level, as well as the experience of posttraumatic growth.

Prerequisite or Corequisite: PSYC 5000 (formerly PSYC 500) and PSYC 5008 (formerly PSYC 500)

Corequisite: PSYC 5011 and PSYC 5013

Enrollment in this supervision group supports students’ clinical skills development while they are training at a practicum site. Students receive supervision from fully licensed psychologists in a manner consistent with Michigan licensure laws. Supervisors will provide feedback to foster growth in clinical competency and professionalism. Students will demonstrate understanding of the therapy process through discussion, written work, case presentations, and self-reflective exercises. Performance will be monitored, and credit will be assigned by their faculty supervisor in consultation with their site supervisor.

Prerequisite: B- or better in PSYC 5019 and PSYC 5013

Corequisite: PSYC 5014 (formerly PSYC 571)

Enrollment in this supervision group supports students’ clinical skills development while they are training at a practicum site. Students receive supervision from fully licensed psychologists in a manner consistent with Michigan licensure laws. Supervisors will provide feedback to foster growth in clinical competency and professionalism. Students will demonstrate understanding of the therapy process through discussion, written work, case presentations, and self-reflective exercises. Performance will be monitored, and credit will be assigned by their faculty supervisor in consultation with their site supervisor.

Prerequisite: B- or better in PSYC 5020

Corequisite: PSYC 5022

Enrollment in this supervision group supports students’ clinical skills development while they are training at a practicum site. Students receive supervision from fully licensed psychologists in a manner consistent with Michigan licensure laws. Supervisors will provide feedback to foster growth in clinical competency and professionalism. Students will demonstrate understanding of the therapy process through discussion, written work, case presentations, and self-reflective exercises. Performance will be monitored, and credit will be assigned by their faculty supervisor in consultation with their site supervisor.

This course prepares students for the program’s comprehensive competency examination by integrating and reviewing discipline-specific knowledge and profession-wide competencies developed throughout the Master of Arts curriculum. Students participate in faculty-guided content review, case-based application, and structured preparation for a mock Examination for Professional Practice in Psychology (EPPP)-style assessment that evaluates knowledge integration, clinical reasoning, and readiness for advanced clinical training. Emphasis is placed on synthesizing foundational psychological science, assessment, ethics, multicultural practice, evidence-based intervention, and professional judgment while developing effective study strategies and identifying areas for continued growth.

Prerequisite: B- or better in PSYC 5022

This course serves as the culminating assessment of the Master of Arts curriculum and evaluates students’ integration and application of discipline-specific knowledge and profession-wide competencies essential for entry-level clinical practice. Students complete a comprehensive mock Examination for Professional Practice in Psychology (EPPP)-style examination designed to assess knowledge across the scientific foundations of psychology, assessment, psychopathology, ethics, multicultural practice, research, and evidence-based intervention. The competency examination measures students’ ability to synthesize psychological knowledge, demonstrate sound clinical reasoning and professional judgment, and apply foundational concepts to practice. Successful completion of the examination demonstrates readiness to complete the program and transition to entry-level professional practice and postgraduate clinical training.