Note: The program of the M.A. in Clinical and Counseling Psychology is subject to change without prior notice. For questions and/or inquiries, Contact Dr. Bruce J. Diamond, Graduate Program Director. Phone: (973) 720-3400. E-mail:diamondb@wpunj.edu or email the Graduate Assistant at: psychgrad@wpunj.edu

MISSION STATEMENT OF THE PROGRAM

The purpose of the graduate program is to prepare students for the professional practice of counseling. The programs seeks to prepare students who are knowledgeable in counseling theory, skilled in counseling techniques and who are ethically, socially, and culturally sensitive and motivated to continue to learn and further the development of their skills and knowledge throughout their professional careers.

Toward this end, the program:

(1) Emphasizes the ethical responsibility of practitioners to be knowledgeable and up-to-date in their understanding of behavior, psychopathology, therapeutic applications, and research on new or evolving intervention techniques; to continually improve and re-examine their sensitivities to social and cultural issues among clientele; and to know their limitations and seek consultation, supervision or referral as appropriate.

(2) Gives priority to the highest level of program and course content in teaching, clinical supervision and research and in providing quality internships in order to enhance student training.

(3) Enhances knowledge and skills and emphasizes the importance of research, continuing education and informed interpretation of new findings and approaches. Courses stress the value of critical thinking, reflection, intellectual independence, scholarship and an appreciation for staying current with research and appropriately evaluating its relevance and generalizability.

(4) Prepares students academically for eligibility to take the National Counselor Exam and for licensure as a Licensed Professional Counselor (LPC) in the state of New Jersey. Through the 60 credit academic program and the internship experience, graduates of the program will be competitive in their career pursuits.

(5) Encourages the development of a counseling community that fosters close interactions among students and faculty in the program and across the University.

(6) Requires the student to pass a comprehensive Master's Project in which the student presents a case in writing and integrates relevant empirical, theoretical, social, ethical, cultural, diagnostic and therapeutic issues in the discussion. A research project can be considered as an alternative exit project.

PROGRAM DESCRIPTION

The Master's Program in Clinical and Counseling Psychology helps prepare students for the professional practice of counseling in non-school settings. The curriculum is designed to help students meet the academic requirements for eligibility to take the National Counselor Examination, currently required for licensure as a Licensed Professional Counselor in New Jersey and in the majority of the states in the country. We encourage students to secure the LAC and then continue on this path to secure the LPC. For licensure, the state of New Jersey currently requires completion of 60 credits of academic work in specified areas, 4500 hours of supervised clinical experience (at least 3000 hours of which has to be post Master's degree) and passing of the National Counselor Exam (which may be taken upon graduation from our program). Graduates must successfully complete 60 credit hours of course work and supervised fieldwork. The curriculum consists of required and elective courses in the theoretical, empirical, ethical and cross-cultural foundations of counseling. Supervised clinical fieldwork enhances clinical skills and enables students to apply theories and empirical findings in a practice environment.

Graduates and interns have served in a wide variety of inpatient and outpatient settings including hospitals, community mental health clinics, group homes, drug treatment facilities, rehabilitation centers, correctional facilities, gerontology programs, and, after licensure, private practice. After licensure or under proper supervision, graduates of our program are able to conduct assessments; counsel individuals, groups and families using appropriate interview and intervention techniques; participate in institutional and organizational research projects and work on an elective basis with a variety of populations (e.g., children, adolescents, the elderly, the severely mentally ill, the neurologically impaired, substance abusers, and others).

Students may opt to complete this program on either a full-time (two years including summers) or part-time basis (three to five years including summers). Full-time students may not be employed for more than 20 hours per week. As much as possible, courses will be offered in consecutive time slots 2 to 3 days per week, in the late afternoon and evening slots, as well as during the summer.

REQUIREMENTS FOR ADMISSION

The minimum requirements for admission to the program are:

1. A bachelor's degree from an accredited college or university.

2. A cumulative undergraduate grade point average of not less than 3.0 on a 4.0 scale or a master's degree from an accredited college or university with a grade point average of at least 3.00 on a 4.00 scale.

3. A minimum score of 500 on the verbal and 5.0 on the analytic sections of the Graduate Record Examination.

4. A personal statement about the background of your goals and values, your hopes and aspirations and what has prepared you for this training. If there have been any changes in direction in your life, please clarify. Please submit a curriculum vitae.

5. Three professional recommendations, preferably from faculty who know you well.

6. An undergraduate background that includes the following psychology courses:

- General Psychology

- Abnormal Psychology

- Statistics or Experimental Design

- Developmental Psychology

Deficiencies may be made up in consultation with the program's Director.

7. A personal interview at the discretion of the Director.

As part of the application process, a criminal background check will be completed. All students must be formally admitted into the program in order to take our courses. The deadline for application for the fall semester is March 1. However, early admission is considered for highly qualified candidates, and late applications are considered on a discretionary basis.

A maximum of 6 credits from an accredited institution can be transferred at the discretion of the Graduate Committe and the course instructor. No transfer credits may be substituted for the following clinical courses: PSY 642, 670, 671, 690, 691, 692, 693 and 694.

Please send original copies of all application materials to the Graduate Admissions Office.

THE FACULTY

Jane Austin, M. Ed., Ph.D.
B.A. Plymouth State College
M. Ed. Harvard Graduate School of Education
Ph.D. New York University
Licensed Professional Counselor
Specializes in health psychology, trauma, and women's issues. She has published in a number of respected journals and presented at national conferences..
E-mail: austinj@wpunj.edu
Office: Science Hall, Room
Phone: (973) 720-2472

Laura Cramer-Berness, Ph.D.
B.A. Rutgers University
M.A. Binghamton University - SUNY
Ph.D. Binghamton University - SUNY
Dr. Cramer-Berness specializes in clinical and pediatric psychology. Her research interests include pain management, infant/child pain behaviors, and parental coping. She has published a number of articles and a chapter and has presented at national conferences.
E-mail: bernessl@wpunj.edu
Office: Science Hall, Room 232
Phone: (973) 720-3936

Bruce J. Diamond, M.Ed., Ph.D.
B.A. Ohio State University
M.Ed. Smith College
Ph.D. University of Manchester, UK
Licensed Psychologist
Specializes in clinical neuropsychology and rehabilitation and cognitive neuroscience. He has published in numerous respected journals, has written a few chapters and has presented at many national and international conferences.
E-mail: diamondb@wpunj.edu
Office: Science Hall, Room 240
Phone: (973) 720-3400

Pei-Wen Winnie Ma, Ph.D.
B.A. University of Washington, Seattle, WA
M.A. University of Maryland, College Park, MD
Ph.D Teachers College, Columbia University, New York, NY
Specializes in multicultural issues affecting Asian American acculturation, mental health and career development. She has a number of publications and conference presentations.
E-mail: map@wpunj.edu
Office: Science Hall, Room 253
Phone: (973)720-3403

Robin Nemeroff, Ph.D.
B.A. Amherst College
Ph.D. Columbia University
Licensed Psychologist
Specializes in community interventions, mind-body approaches to well-being and lifespan issues. She has published a number of articles and chapters and presented at national conferences.
E-mail: nemeroffr@wpunj.edu
Office: Science Hall, Room 253
Phone: (973)720-2249

C.Michael Nina, Ph.D.
B.A. Columbia College/University, New York , NY
M.S. Ed Queens College/CUNY, New York , NY
Ph.D . New York University
Licensed Psychologist
Specializes in counselor training, career development and multicultural issues. He has published and presented at several conferences.
E-mail: ninac@wpunj.edu
Office: Science Hall, Room 230
Phone: (973)720-3397

Behnaz Pakizegi, Ph.D.
B.A. Macalester College
Ph.D. Cornell University
Licensed Psychologist
Specializes in child, adolescent, parenting and family therapy.
She has published research in several respected psychology journals and is a practicing clinician.
E-mail: pakizegib@wpunj.edu
Office: Science Hall, Room 267
Phone: (973) 720-2643

Kathleen Torsney, Ph.D.
B.A. Georgetown University
M. Ed. Columbia University
Ph.D. Columbia University
Licensed Psychologist
Licensed Professional Counselor
Specializes in gerontology, addictions, serious and persistent psychiatric disorders, and neuropsychology. A practicing clinician, she has also published and presented at several national and international conferences.
E-mail: tornseyk@wpunj.edu
Office: Science Hall, Room 262
Phone: (973) 720-3395

PROGRAM STRUCTURE

TOTAL CREDITS REQUIRED FOR DEGREE: 60

The program is organized into two tiers of courses; the foundation courses constitute Tier I courses, and the more advanced courses constitute Tier II courses. Tier I courses are prerequisites for the Tier II courses; i.e. Tier I courses have to be completed before taking any Tier II classes, except at the discretion of the Director.

Required Courses: 54 credits

Tier I Courses:

PSY 604 Research Methods and Evaluation (4 credits)
PSY 610 Lifespan Human Growth and Development I (3 credits)
PSY 611 Lifespan Human Growth and Development II (3 credits)
PSY 618 Theories of Psychotherapy and Counseling (3 credits)
PSY 640 Psychopathology (3 credits)
PSY 641 Cultural and Social Issues in Clinical Practice (2 credits)
PSY 670 Introduction to Clinical Practice: Helping Rels I (2 credits)
PSY 671 Introduction to Clinical Practice: Helping Rels II (3 credits)
PSY 672 Professional Orientation (2 credits)

Tier II Courses:

PSY 642 Group Interventions (3 credits)
PSY 650 Assessment and Testing I (3 credits)
PSY 651 Assessment and Testing II (3 credits)
PSY 673 Career and Lifestyle Development (2 credits)
PSY 690 Clinical Practicum I (3 credits)
PSY 691 Clinical Practicum II (3 credits)
PSY 692 Clinical Practicum III (3 credits)
PSY 693 Clinical Practicum IV (3 credits)
PSY 694 Clinical Practicum V (3 credits)

Rotating Required Courses (3 credits each). Completion of one of the following 2 courses is required for graduation for all students who started from Fall 2003 on.

PSY 590 Human Neuropsychology
The tier system does not apply to this course and may be taken at any time
PSY 684 Clinical Psychopharmacology (Tier II)

Elective Courses (3 credits each) Choose 2: 6 credits (Tier II completion required)

PSY 599 Selected Topics
PSY 609 Developmental Psychopathology
PSY 680 Family Therapy: Theories and Practice
PSY 681 Brief and Time Effective Interventions
PSY 682 Gerontology
PSY 683 Substance Abuse Interventions
PSY 700 Independent Study

Course Descriptions

PSY 590/BIPY 490 Human Neuropsychology (3 credits)
This course provides an overview of brain-behavior relationships and their impact on sensory, motor, cognitive, emotional, behavioral and functional activities. Major brain disorders will be examined and implications for counseling interventions will be discussed.

PSY 604 Research Methods and Evaluation (4 credits)
With the goal of gaining facility in critical evaluation of published research and preparation for master's level research positions, this course will provide training in the basic use of descriptive statistics, experimental and quasi-experimental research designs, and parametric and nonparametric statistical methods, in addition to outcome assessment.

PSY 609 Developmental Psychopathology
This course examines difficulties in child development and adjustment. Disturbed behavior in children is studied in relation to physiological, environmental and social influences. The etiology of childhood disturbances, treatment modalities and methods for prevention are explored within the framework of the major personality theories. Clinical examples, case studies and current research are emphasized.

PSY 610 & 611 Lifespan Human Growth and Development I & II (6 credits) This year-long course sequence aims to provide a foundation for understanding human behavior across the lifespan. It covers the biological and environmental bases of human development, theories and research on the development of personality, cognition, social relations and the cultural and systems contexts of adaptive and maladaptive behavior. The course also provides a theoretical and research basis for how to change human behavior.

PSY 618 Theories of Psychotherapy and Counseling (3 credits) This course examines major theories of counseling and psychotherapy, including behavioral, cognitive, cognitive-behavioral, psychodynamic, interpersonal and humanistic theories and how they are applied. Issues pertaining to brief vs. long-term interventions are discussed.

PSY 640 Psychopathology (3 credits)This course explores the biological, behavioral, cognitive, humanistic, and psychodynamic and socio-cultural explanations of abnormal behavior and teaches students how to assess Axis I and Axis II disorders. The purposes and use of the DSM-IV will be discussed. The importance of research in this area will be emphasized.

PSY 641 Cultural and Social Issues in Clinical Practice (2 credits)
This course seeks to broaden students' understanding of the cultural differences between the diverse populations that make up our society, the social problems faced by minorities and women, and how stereotypes, biases, role and performance expectations related to particular cultural or social groups are part of the common socialization patterns. The overall aim of the course is to improve the self-awareness, knowledge base, and sensitivity of students in cultural and social areas so that they can be more effective counselors. Toward this end, the course is designed to explore the many forms of prejudice and discrimination in our society and to identify cultural differences in our society that affect practice, such as diverse beliefs concerning illness, healing, and authority.

PSY 642 Group Interventions (3 credits)
This course provides an introduction to the understanding of group process and the skill and processes involved in bringing about growth and change in individuals through group intervention. It seeks to expand students' conceptual framework of the helping process by providing models of group dynamics and the intervention skills that facilitate goal achievement in each of the phases of group work. Common elements in work with individuals, families and groups will be emphasized. Both the commonalities of diverse types of groups and the unique aspects related to setting and purpose of the intervention are also considered.

PSY 650 Assessment and Testing I (3 credits)
This course reviews the fundamentals of testing and assessment such as test construction and issues of validity, reliability, measures of central tendency and variability, and how social/cultural factors relate to the assessment and evaluation of individuals and groups. It further aims to promote an understanding of the purposes and techniques of the individualized evaluation of intelligence in children and adults. The WAIS-III, Stanford-Binet, and WISC are examples of tests that will be covered in addition to assessments and screening instruments for anxiety and depression. Opportunities for administration of tests are provided.

PSY 651 Assessment and Testing II (3 credits)
Rationale, administration, scoring techniques and relevant research issues of selected personality tests, such as the Rorschach, TAT, MMPI, and MCMI are considered. The process of clinical inference is scrutinized, and the integration of tests with case histories and clinical interviews is discussed.

PSY 670 & 671 Introduction to Clinical Practice: Helping Relationships I & II (5 credits)
This year long course sequence is designed to educate students in the basic procedures of ethical and culturally responsive counseling practice including the individual and systems perspectives. The courses will include ethical issues in counseling practice, intake interviewing, initial assessment, engaging the client, formulating a treatment plan, implementing treatment, assessing progress and terminating treatment. These courses will also explore the characteristics and behaviors of the counselor and the client that influence the therapeutic process.

PSY 672 Professional Orientation (2 credits)
This course will provide an understanding of all aspects of professional functioning including history, roles, organizational structures, ethics, standards, credentialing, and public policy issues. Particular emphasis will be placed on ethical and legal issues and their applications to various professional activities.

PSY 673 Career and Lifestyle Development (2 credits)
The focus of this course is on understanding the basis for career and vocational development and related life factors. A variety of topics in the areas of career development theory and decision making models, program planning, implementation and evaluation, computer based information systems, training, individual aptitudes, interrelationships among work, family and other life roles, career planning assessment instruments and techniques, career counseling processes and resources, social/cultural, ethical/legal and attitudinal factors related to work will be explored.

PSY 680 Family Therapy: Theories and Practice (3 credits)
This course introduces students to the various theoretical models of family function and dysfunction and specific therapy skills related to the models for helping the family better understand its needs and dynamics and to develop the kind of strategies for change that will enable it to move forward in more functional ways.

PSY 681 Brief and Time Effective Interventions (3 credits)
The aim of this course is to introduce students to the methods of brief therapy by providing them with a theoretical knowledge base about different models of brief therapy and the basic skills for beginning to implement these therapies. Behavioral, cognitive, solution-oriented, strategic, narrative, interpersonal and crisis intervention therapies will be explored.

PSY 682 Gerontology (3 credits)
This course is designed to help the student understand the special issues and developmental tasks that confront the aging in American society. Emphasis will be placed on both the normal and the pathological aspects of aging that those individuals and their families must deal with in the later decades of life. Retirement, bereavement, organic brain syndromes, appropriate facilities, intervention techniques and issues and support systems will be discussed.

PSY 683 Substance Abuse Interventions (3 credits)
The aim of this course is to provide students with basic knowledge about pharmacology and toxicities of drugs of abuse and about substance abuse disorders. This course also introduces students to the therapeutic approaches and community resources that are most useful in intervening in these disorders. Areas covered include alcohol, marijuana, heroin, amphetamines and abused derivatives of amphetamines, cocaine and barbiturates.

PSY 684 Clinical Psychopharmacology (3 credits)
This course will examine basic pharmacological principles, clinical research methods including ethical issues in drug research, and the physiological, behavioral, and psychotherapeutic effects of the major classes of drugs. Emphasis is placed on differentiating the appropriate uses, mechanisms, therapeutic and side effects, toxicities and main drug interaction of these agents. Developmental issues in drug use (in childhood, adolescence, and aging) are discussed.

PSY 690, 691, 692, 693 & 694 Clinical Practicum I, II III, IV & V (15 credits)
The goal of these capstone courses is to provide a framework in which students can integrate theory, research and practice. As such, these weekly seminars provide an essential forum for discussion and integration of concepts, techniques and professional issues studied in the foundation courses, that help shape, guide and inform supervised clinical field experiences.

PSY 700 Independent Study (3 credits)
The goal of this course is to allow the student to pursue an area of interest in depth, and beyond what is offered in the curriculum. To be arranged with instructor and approved by Director, Chair & Dean. Only one Independent Study may be taken during the course of the training.

Program Flexibility

Classes are small and afford a close working relationship with faculty and fellow students. In addition, this program is rigorous and places heavy demands on the students' time. Students should very carefully plan their various personal and professional responsibilities, so that they can make the most of their training without undue pressure. However, students are supported in a variety of ways. The program's flexibility allows students to pursue a graduate education while they balance other roles in their lives. As much as possible, courses will be offered in consecutive time slots 2 to 3 days per week, in the late afternoon and evening slots, as well as during the summer. Clinical practicum placements are arranged individually. Students may opt to complete this program on either a full-time (two years including summers) or part-time basis (three to five years including summers). Full time students may not be employed for more than twenty hours per week. Students may change from a full-time to a part-time status or vice versus, depending upon their needs. However, if they do so, they should be aware that each course is offered during a particular term, and that therefore not all courses are available at all times.

Course Sequencing for Two- to Five-Year Plans

SIMILARITIES AND DIFFERENCES BETWEEN THE M.A. IN CLINICAL AND COUNSELING PSYCHOLOGY PROGRAM AND THE COUNSELING SERVICES PROGRAM

Many applicants ask us to distinguish our program from the Counseling Services Program in the College of Education.

• The Counseling Services Program is a 48 credit hour Master program leading to certification as a National Certified Counselor (NCE) and to certification as a School Counselor. After pursuing 12 Post Masters credit hours, students are eligible to become a Licensed Associate Counselor (LAC), the first step to obtaining the Licensed Professional Counselor (LPC) credential. The Psychology program is a 60 credit hour Masters leading directly to licensure as an LAC, the first step to obtaining the LPC.

• The Counseling Services Program prepares students to become certified School Counselors, as well as agency counselors. The Psychology program prepares students to become mental health professionals.

• The Counseling Services Program prepares students for counseling through a wellness approach with some training in diagnosis and extensive training in techniques. The Psychology program focuses on diagnosis, assessment, and extensive training in interventions that embrace a variety of tools, techniques and theoretical approaches.

• Both programs address developmental and multicultural issues and provide culturally sensitive curricula that specifically address the clinical and theoretical implications of cross-cultural issues. The Counseling Services Program offers courses including counseling gay, lesbian, bisexual, and transgendered clients as well as a course in counseling immigrants and refugees. The program in the Department of Psychology provides electives in Gerontology, Developmental Psychopathology, Family Therapy and Brief and Time Effective Interventions.

• The Counseling Services Program prepares students to work in agencies, school settings, and private practice.The program in the Department of Psychology prepares students to work in agencies, private practice, and in institutional settings.

• The Counseling Services Program includes courses in community resources, social welfare policy, and consultation.

• The program in the Department of Psychology includes courses in topics such as Human Neuropsychology, Psychopharmacology, and Substance Abuse Interventions.

Link to counseling services program

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