Perceptual, motor, cognitive, and language development, and biological bases of each. Conceptual framework of research issues. prereq: Doctoral student, instr consent

Normative issues and individual differences in social development from infancy through adolescence. Emphasizes developmental psychopathology, life span considerations. prereq: Doctoral student, instr consent

Review of research strategies and designs for conducting research in developmental psychology, as well as strengths and weaknesses of each. Students will learn to (a) communicate about empirical research, (b) critically review methods used in empirical studies, and (c) design research to maximize knowledge gained, while recognizing its limitations.

Prepare for written preliminary examination during summer of second year of doctoral study. Critically discuss issues/ themes in field using key readings suggested by faculty/past readings from core child development doctoral courses. prereq: Developmental Psychology PhD student in second year of study

Statistical Methods in Education I is the first course in an entry-level, doctoral sequence for students in education. This course covers estimation and hypothesis testing with a particular focus on ANOVA and an introduction to multiple linear regression. Prepares students for EPSY 8252/8262. prereq: [EPSY 5261 or equiv] or undergrad statistics course

Statistical Methods in Education II is the second course in an entry-level, doctoral sequence for students in education. This course focuses on multiple linear regression and provides an introduction to linear mixed models. prereq: [8251, 8261 or equiv]

Intensive study in specialized areas of developmental psychology. Topics/credits vary. prereq: Doctoral student

Alternative formulation of childhood disorders, emphasizing competency training rather than medical nosology. prereq: Doctoral student or instr consent

Maladaptive responses to stress are components of both the etiology and expression of many psychiatric disorders. In addition, individuals differ in their stress vulnerability, with some seeming to thrive despite the odds, and others succumbing to even relatively mild adversity. These individual differences are likely the interactions of genes and experiences; early experiences may be particularly noteworthy.

This course is designed to provide an overview of the historical foundations and contemporary applications of clinical interventions and psychotherapy; the design, conduct, and evaluation of clinical intervention research; fundamental elements of psychotherapy and the therapeutic process; the distal/proximal contexts in which clinical intervention research and psychotherapy practice is conducted; and common practical and ethical issues in clinical intervention research and psychotherapy practice. Although students who complete this course become familiar with major theoretical and applied approaches to clinical interventions and psychotherapy practice, the focus is not on gaining mastery in any particular psychotherapy approach. Instead, this course focuses on developing an understanding of fundamental principles of clinical interventions, therapeutic techniques, and psychotherapy practice, including the nature and underlying mechanisms of therapeutic change, research methods for evaluating the efficacy and effectiveness of clinical interventions and psychotherapy at the group and individual levels, a critical evaluation of contemporary psychotherapy approaches, and limitations in the current evidence base. In addition to readings and in-class discussions, students participate in in-person, group applications of basic clinical skills, including activities to help prepare them for beginning psychotherapy practice. This course thus provides a framework for understanding and applying the theories, principles, and methods of effective clinical interventions for students who will subsequently train in intervention-focused, in-person psychotherapy practica.

Individual empirical investigation. prereq: Doctoral student or instr consent