Information On The Coronavirus

We continue to monitor and respond to the public health situation regarding COVID-19. As of March 26, most buildings on our New York campus will close until further notice. Non-essential staff should work remotely if possible. Check the Parsons Paris website for information about our Paris campus.

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  • Current Courses

    • Courses in the Department of Psychology pair historical theory with modern research, offering students the opportunity to understand how people think, how people live, and how people make sense of the world. Our courses cover the most important-and most misunderstood-issues of our time.

      Please consult the New School Course Catalog for a full list of courses. Spring 2020 courses include: 

      • History and Systems of Psychology, GPSY 5104
        Lisa Rubin, Associate Professor of Psychology

        Great moments in modern psychological research and discovery stand upon a mountain of historical roots. This course describes and interprets those roots and their cultural contexts. It traces the development of differing systems of thought and the clashes between those systems. It reviews the tangled rise of modern psychology and gives samples of the detective work that expose some of this field's origin myths. The course is in three parts: the classical roots, the 19th-century boom, and the 20th-century bust.

      • Introduction to Cognitive Psychology, GPSY 5110
        William Hirst, Malcolm B. Smith Professor of Psychology

        This course surveys the progress made in understanding the human mind from the perspective of cognitive science. The areas of memory, attention, and thinking are examined.

      • Social Psychology, GPSY 5120
        Jeremy Ginges, Associate Professor of Psychology

        This course provides students with a broad overview of social psychological research. Central to the course is the idea that human beings are not isolated entities who process information like computers, but social animals engaged in a complicated network of social relations, both real and imagined. Constrained by our cognitive capacities and guided by many different motives and fundamental needs, we attempt to make sense of the social world in which we live and of ourselves in relation to it. We see how this influences perceptions of the self, perceptions of other individuals and groups, beliefs and attitudes, group processes, and intergroup relations. Readings emphasize how various theories of human behavior are translated into focused research questions and rigorously tested via laboratory experiments and field studies.

      • Advanced Issues in Substance Abuse Counseling, GPSY 6112
        Lisa Litt, Assistant Professor of Psychology

        This course is a continuation of GPSY 6109. In this course, there is a greater emphasis on hands-on training and the application of the concepts and techniques introduced in the introductory course. Emphasis is placed on the management of the recovery process. This is a required course for those individuals who wish to obtain an MA degree with a concentration in mental health and substance abuse counseling. This course provides 75 clock hours of New York OASAS approved CASAC training.

      • Advanced Statistics, GPSY 6134
        Hammad Sheikh, Postdoctoral Fellow

        This course provides a survey of common advanced statistical procedures from a psychological perspective. The course’s goal is to prepare students for producing publication-quality APA-style manuscripts. Accordingly, the course will involve the frequent analysis of data sets using popular statistics software, and the effective written communication of findings. Specific inferential statistical procedures include factorial and repeated ANOVA, ANCOVA, MANOVA, factor analysis, multiple regression, logistic regression, and discriminant function analysis. Prerequisite: Knowledge of introductory statistics.

      • Psychopathology III: Biosocial and Cognitive Theories of Addiction, GPSY 6156
        McWelling Todman, Associate Professor of Clinical Practice

        This course is an introductory survey of the psychological, biological, and sociological models of substance abuse and dependence. It is a required course for those individuals who wish to obtain an MA with a concentration in mental health and substance abuse counseling. This course provides 75 clock hours of NYSOASAS-approved CASAC training. Prerequisite for Lang juniors and seniors: LPSY 2008 Fundamentals of Abnormal Psychology w/ "C" grade, or better.

      • Research Methods, GPSY 6238
        Howard Steele, Professor of Psychology and Adam Brown, Associate Professor of Psychology

        This course provides hands-on experience in designing, running, and reporting psychology experiments. Class time is devoted to discussion on individual research projects at each phase of the work. Prerequisite: 18 credits in psychology with an overall 3.5 average.

      • Development and Psychopathology, GPSY 6281
        Miriam Steele, Professor of Psychology

        The goal of this course is to give you an understanding of child development across the lifespan from prenatal stages, to infancy, early childhood, middle childhood, adolescence, and through adulthood. Key theoretical and methodological issues that have defined the field and links between cognitive and affective basis of behavior as typified by typical and atypical development will be highlighted. There will be an emphasis on providing an integrative approach that will bring together scientific study in the fields of genetics, psychobiology, and social-emotional functioning. An objective of this course will be the development of analytic thinking in order to become critical consumers of the scientific literature and consolidate the use of a keen critical eye in evaluating the study of development.

      • Clinical Applications of Attachment Theory and Research, GPSY 6325
        Howard Steele, Professor of Psychology

        This seminar will examine cutting-edge developments in attachment theory and research as concerns adults, children, couples and families across diverse clinical contexts. The seminar will involve students in becoming familiar with video-filmed examples of infant patterns of attachment in the classic Strange Situation Procedure, as well as in attachment-based assessments of older children (e.g. the Attachment Story Completion Task). Prominently, the seminar will involve close attention to clinical uses of the Adult Attachment Interview, and its companion rating and classification system, including a focus on ‘reflective functioning’, that permits a reliable and valid assessment of the adult's state of mind concerning attachment, loss and trauma. A picture will emerge from the seminar of how to undertake or support clinical work from an attachment perspective, with children and adults in diverse contexts including psychotherapy with adults, couples, families including family preservation issues, post-adoption support, and foster care. The way attachment themes are expressed in films, poetry, short stories and novels will also be considered. Core required text: Steele, H. & Steele, M. (2018). Handbook of Attachment-Based Interventions (available in paperback and PDF versions). Guilford Press: NY.

      • Visualizing Uncertainty, GSPY 6422
        Aaron Hill, Assistant Professor of Data Visualization, and Michael Schober, Professor of Psychology

        This seminar brings together data visualization and psychology graduate students to investigate new ways of representing and hypothesizing about data while rigorously questioning what conclusions can legitimately be drawn. How should we think about where the data came from and the methods by which they were generated? What sources of potential measurement error should psychologists and data scientists be concerned about? When can we trust that data collected from nonprobability samples generalize to a full population? When are patterns that emerge in exploratory data visualization trustworthy? How can skepticism and questions about data be communicated with the potential audiences for a visual representation of data? How can we better visualize measurement error and multivariate confidence intervals? Class sessions will combine discussion of academic articles with hands-on examination of existing data sets and practical examples. Psychology and data visualization students will be paired to carry out two hands-on projects during the semester, ideally using their own data from class or thesis projects (although having one's own data is not required). From these projects, students will gain experience in communicating with collaborators with quite different backgrounds and expertise. Students are only expected to have background knowledge from their own discipline; data visualization students are not expected to have any psychology expertise, and psychology students are not expected to have any coding or design expertise. 

      • Global Mental Health, GPSY 6436
        Adam Brown, Associate Professor of Psychology

        Mental health issues are among the leading causes of disability world-wide and according to the World Health Organization depression will emerge as the leading cause of disability-adjusted life years by 2030. Despite growing recognition and documentation of the burdens mental health issues and comorbid disorders place on individuals, caregivers, and communities, there remain large global disparities in access to resources and delivery of effective mental health care. This course will survey the evolution of and current approaches to mental healthcare across a wide range of contexts with a particular focus on low and middle income countries. Readings will draw from studies and policy reports examining mental health programs, barriers to implementation, and the ways in which socioeconomic, social and contextual factors, disproportionately affect low-resource settings.

      • Moral Psychology, GPSY 6438
        Katrina Fincher, Assistant Professor of Psychology

        In everyday life, whether they may be trivial or significant, people often encounter situations that fall under the purview of morality. Sometimes people are tempted to commit a norm violation, such as telling a lie to obtain immediate rewards or avoid undesirable outcomes. Other times, people become a victim of or witness someone else's bad behavior. This course will examine the tendency of human beings to experience social behavior as right and wrong. We will begin by examining moralization and sacralization. We will then turn to understanding models of morality, exploring both the role of emotion and cognition in moral judgments as well as models of mind perception. We will conclude by exploring the role of culture in morality, as well as recent socio-political issues relevant to morality and moral issues that people frequently deal with in everyday life, etc.

      • Advanced Topics in Visual Cognition, GPSY 6441
        Ben van Buren, Assistant Professor of Psychology

        This seminar will serve two functions. First, it will provide a venue for graduate students to discuss groundbreaking research on visual perception and cognition, including articles that seminar participants propose based on their own research interests. Second, it will teach students everything they need to program experiments in Python using the PsychoPy libraries. We will begin with some simple exercises in which we generate visual illusions of color, motion, depth, shape, duration, causation, and animacy/intentionality. In the last few weeks of the course, students will focus on programming and running experiments that they themselves have designed, on topics of their choosing in this research area. Prerequisites: Visual Perception & Cognition or The Psychology of Aesthetics & Design.

      • Humanization and Dehumanization, GPSY 6444
        Katrina Fincher, Assistant Professor of Psychology

        In this course, we will discuss the psychological processes surrounding humanization and dehumanization. Some additional topics covered might include prejudice, stereotyping and stigmatization. We may discuss topics such as racism and sexism, but also genocide and murder.

      • Migration and Mental Health, GPSY 6446
        Sara Romero, Teaching Fellow

        With the recent and expected demographic and cultural shifts, there is a call for researchers and clinicians to culturally tailor assessment methodologies and evidence-based practices in order to understand the etiology of various mental health disorders and treat various symptom presentations in migrant populations. Within clinical settings in the United States, limited training is offered in culturally tailoring and delivering clinical interventions for migrants who present with a distinct set of symptoms and conceptualization of distress. In addition, within the past forty years of research on stress and trauma related reactions of refugees and migrants, few researchers utilized culturally adapted measures to aptly capture such phenomena. This course will provide an overview of various techniques in culturally adapting measures and clinical interventions for migrants. The course will prepare students to conduct cognitive interviews,adapt measures cross-culturally and linguistically, and deliver evidence-based treatments to mental health seeking migrants.

      • Multicultural Psychology, GPSY 6447
        Thomas Vance, Postdoctoral Fellow
        This course is an introduction to multicultural psychology theory, research, and practice. This course will develop student’s awareness of being multicultural responsive (i.e., knowledge, awareness, and skills). It also aims to increase students’ understanding of and commitment to social justice in their personal and professional lives. This course examines multicultural topics within psychology, focusing on racial, cultural, and ethnic characteristics and identities, as well as other domains of difference, such as gender, age, sexual orientation, religion, ability, and their intersections. We will attempt to define multiculturalism and its role within psychological research and theory. This course will explore topics such as prejudice and stereotyping, minority status stress, cultural values and identities, immigration and acculturation, and mental and physical health among diverse cultural groups. These topics address the psychology field through a multicultural framework and highlight ethical education, research, clinical practice, and advocacy work in psychology (and allied fields).

      • Seminar on Working with Diverse Populations, GPSY 6903
        Daniel Gaztambide, Assistant Professor of Psychology

        This advanced seminar will introduce students to applied psychoanalytic, post-colonial and critical theory in clinical and community psychology, with a special emphasis on working with diverse racial, gender, class, and sexual identities in the clinical setting and “in the streets.” While the course requirement Ethnicity in Clinical Practice has a standardized syllabus focused on Multicultural Psychology, the readings and content areas for this elective seminar will be developed collaboratively between the instructor and enrolled students. The core of the seminar will involve experiential exercises to deepen exploration of identity and privilege, discussion of clinical work which involves dynamics of culture and difference, collective readings of relevant texts and small group work. Opportunities for engaging in field work (e.g. attending a talk on race and identity, engaging in activism related to social and cultural issues, designing small-scale programs in our immediate community) will be provided, though optional for this seminar. As a result of this seminar, students will 1) integrate psychoanalytic, post-colonial and critical theory into their clinical work, 2) use these theories to explore their own identities and how they impact the clinical encounter, 3) develop an understanding of how psyche and society co-determine one another developmentally and sociologically, and 4) articulate a framework for bridging clinical intervention, research, and advocacy.

      • First Year Training Clinic Practicum, GPSY 6905
        Richelle Allen, Assistant Professor of Psychology

        This course is required for 1st year clinical psychology students and involves training at The Safran Center for Psychological Services. During the required 8-hour practicum, first-year clinical students will carry 2 cases at time in individual psychotherapy for 20 sessions per case. Students will receive 2 hours of weekly supervision (individual and group). Students will also participate in a year-long weekly practicum course led by the Center Director. Students will learn, practice, and hone diagnostic and risk assessment, initial formulation, treatment planning, and clinical documentation. Students will also gain practice in conceptualizing and presenting their cases; they will present videotaped segments of their clinical work for group discussion and supervision. These meetings additionally provide opportunities for students to address administrative and clinical issues related to their work at The Safran Center. Students are required to complete two clinical case assignments, attend supervision and case conference weekly, read and be prepared to discuss assigned readings, and participate actively during the open discussions. Students' progress in their clinical work is assessed by individual and group supervisors twice per academic year, allowing ample feedback on each student's development as a clinician. Client contact and supervision hours are flexible and dependent on student, supervisor and client schedules.

      • Diagnostic Testing 2, GPSY 7003
        Andrew Evdokas, Part-Time Faculty and Ali Khadivi, Part-Time Assistant Professor

        In the second term of the assessment sequence, students learn to administer, score and interpret the Rorschach Inkblot Test. After the Rorschach has been introduced, our emphasis shifts to the integration of data from the entire test battery into a thorough diagnostic assessment. Students practice test administration and interpretation with inpatient and outpatient subjects referred by clinical agencies affiliated with our program. By year's end, students should be able to administer and interpret a full test battery and to express diagnostic conclusions in a clear, useful written report.

      • Diagnostic Neuropsychological Testing, GPSY 7004
        James Root, Part-Time Faculty

        This course will be an introduction to the clinical application of neuropsychology and neuropsychological assessment. The course will focus on test administration and scoring, together with domains of neurocognitive function, syndromes associated with dysfunction in each domain, and neuropsychological measures utilized in assessing domain-specific performance. Cultural and social variables are also discussed in regard to their impact on both assessment and interpretation of cognitive measures and in choice of appropriate normative comparisons. Measure selection and interpretation will be tailored to typical CNS and psychiatric disorders that the clinician may be expected to encounter in medical and psychiatric settings, including primary dementia, traumatic brain injury, learning disabilities, attention deficit disorder, depression, and schizophrenia. Prerequisite: GPSY 6271 or by agreement of instructor.

      • Clinical Supervision and Consultation, GPSY 7008
        Adrienne Harris, Part-Time Lecturer and Miriam Steele, Professor of Psychology

        The objective of this course is to introduce students to the fundamentals of clinical supervision and consultation through a combination of reading, discussion, and "hands-on" experience. Students will read and discuss articles and chapters on the topic of supervision throughout the course. At the same time, they will take turns presenting cases they are currently carrying on externship. This will be followed by students taking turns in the role of supervisor throughout the course of the semester. The instructor will provide ongoing feedback to student-supervisors about the process. Input will be welcomed from other students as well. In addition to gaining experience supervising, students will learn to negotiate the complexities of providing supervision in a group format where the needs and optimal learning format for all members of the group need to be taken into consideration.

      • Clinical Externship Seminar, GPSY 7009
        Diana Diamond, Part-Time Lecturer and David Shapiro, Part-Time Assistant Professor

      • Seminar on Professional Issues and Ethics, GPSY 7011
        Zeynep Catay Caliskan

        This seminar focuses on current issues related to training, evaluation, and accreditation. Social controls over professional practice are examined, along with the role and structure of national, regional, and local psychological associations. APA ethics guidelines and legal guidelines for professional conduct are discussed. Issues surrounding codes of conduct and accountability inside and outside institutions; scope of practice; special populations; issues of ethnicity, social class, and social orientation in professional practice; and professional relations in multidisciplinary settings are also explored. Prerequisites: GPSY 6350 and GPSY 6351; or enrollment in the CMHSAC and successful completion of GPSY 6109 and GPSY 6112. This course cannot be counted toward fulfillment of the PhD seminar requirements. This course provides 75 clock hours of New York SOASAS approved CASAC training.

      • Evidence Based Treatment, GPSY 7013
        Zeynep Catay Caliskan

        Few issues have polarized the field of psychotherapy research and practice as 'evidence-based practice.' Evidence-based practice is both an approach for evaluating 'what works' in psychotherapy, as well as an epistemological movement rife with controversy. In this course, we examine the fundamental issues and debates associated with the emergence of evidence-based practice in mental health care. Students explore the benefits and constraints of evidence-based approaches in psychotherapy, including critical questions such as: Which treatments are evidence-based? What qualifies as evidence? Who benefits and who is neglected within evidence based research and practice? Students gain familiarity with evidence-based approaches and confidence navigating this complex terrain in their own clinical work.

      • Clinical Practicum: New School Counseling Center, GPSY 7015
        Wendy D’Andrea, Associate Professor of Psychology

        Advanced clinical students will participate in a clinical practicum at The New School Counseling Center where they will conduct weekly psychotherapy sessions with a maximum of 6 patients per week, receive individual supervision with a staff member and group supervision with the director of the counseling service. Students will be invited to attend the Student Counseling Center professional development meetings.

      • Integrating Clinical Theory and Practice, GPSY 7018
        Daniel Gaztambide, Assistant Professor of Psychology

        The focus in this seminar will be on integrating the theoretical and technical principles learned in Clinical Theory & Technique into the actual practice of psychotherapy. Seminar members will take turns playing videotaped sessions of patients they are treating at the New School Psychotherapy Program and receiving feedback from the instructor that focuses on moment-by-moment shifts in clinical process that either facilitate or hinder therapeutic change. Role-playing exercises will be used for purposes of experimenting with the use of different therapeutic interventions, for exploring countertransference feelings that can provide potentially useful information about what is taking place in the therapeutic relationship, and as a point of departure for exploring and understanding patients’ internal experience.

      • Clinical Theory and Technique: CBT, GPSY 7019
        Wen Gu, Part-Time Faculty

        This course presents the major theories, research foundations, and applications of cognitive behavioral therapy. Topics to be addressed include history and advances in behavioral and cognitive theory, contemporary CBT approaches including acceptance- and mindfulness-based therapies, sociocultural considerations, and techniques including cognitive restructuring, behavioral activation, and exposure. Students also will practice developing CBT case formulations and gain hands-on experience with CBT techniques through experiential activities and assignments.

      • Counseling Center Testing Supervision, GPSY 7020
        Richelle Allen, Assistant Professor of Psychology

        For New School doctoral students in their second year of training who participate in the practicum through The New School Counseling Center. Students will gain applied practice in neuropsychological and psycho-diagnostic testing with adults. Typical referrals will be for diagnostic testing with question of Attention Deficit/Hyperactivity Disorder, Intellectual/Developmental and Learning Disabilities, Memory and other Cognitive Impairment, as well as common psychiatric differentials for the above. Clients include adults, often students of The New School or clients through the NSPRP, who are struggling academically, occupationally, and/or socially and are wishing to gain insight into their difficulties and recommendations. Students will have the opportunity to complete two assessments during the semester under the supervision of Dr. Allen. Supervision will follow students through the process of comprehensive assessment: gaining an informed understanding of the referral question, collection of background information, test selection, administration, scoring, data analysis and interpretation, report writing, case presentation, and therapeutic feedback. Prerequisite: Diagnostic testing course or prior assessment experience. Assessment and additional supervision meeting times will be scheduled according to student and client availability during clinic hours.

      • Mental Health and Substance Abuse Counseling Externship, GPSY 7023
        Lisa Litt, Assistant Professor of Psychology 
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