Courses

This course focuses on lifespan development, including a range of theories and empirical models within the developmental psychology literature. The various stages of life, physical, cognitive, and socioemotional development, and death and dying are explored, applying this understanding to the procession of clinical psychology. (3 units; Summer)

This course focuses on the history and systems of psychology, including philosophical foundations, key movements and figures that influenced the field, the formal founding of the discipline of psychology, and current theoretical orientations, specialty areas, and empirical models, applying this understanding to the profession of clinical psychology. (3 units; Fall)

This course focuses on theoretical and empirical models of emotion, affect, and mood, including the various roles that emotional states play in human behavior, as well as higher order cognitive processes, such as memory, knowledge, learning, and thinking. Cognitive and affective bases of behavior are integrated so as to help students obtain an advanced knowledge base within the discipline of psychology, applying this understanding to the profession of clinical psychology. (3 units; Spring)

This course focuses on the biological bases of human behavior, exploring the structure and functioning of the brain, neurochemistry, hormones, genetic influences, and biological contributing factors to psychopathology. This understanding of neuroscience is applied to the profession of clinical psychology. (3 units; Fall)

This course focuses on social psychology, including social perception, attitudes, biases, group processes, and discrimination, applying this understanding to the profession of clinical psychology. (3 units; Spring)

This course focuses on child abuse and neglect, including the assessment and treatment of childhood abuse, applying this understanding to the profession of clinical psychology. Legal and ethical issues are explored, along with physical and behavioral signs of abuse, techniques to intervene, community-based services, and mandatory reporting requirements. (2 units; Fall)

This course focuses on addictive behaviors, including the etiology, assessment, and treatment of alcohol and substance use disorders, as well as risk prevention and factors and dual diagnoses, applying this understanding to the profession of clinical psychology. A biopsychosocial-spiritual approach will be emphasized in conceptualizing and treating addictive behaviors. (2 units; Fall)

This course focuses on spousal and partner abuse assessment and treatment, including theoretical and empirical models of domestic violence, as well as evidence-based treatment programs for offenders and victims and community resources, applying this understanding to the profession of clinical psychology. (2 units; Spring)

This course focuses on aging and long-term care, including a developmental viewpoint on the biological, psychological, and social factors that contribute to health and dysfunction among older adults, as well as theoretical and empirical treatment approaches in working with older adults in psychotherapy, applying this understanding to the profession of clinical psychology. Community resources are also explored. (2 units; Fall)

This course focuses on psychotropic medications, exploring the use of biological interventions for a range of DSM-5 disorders and applying this understanding to the profession of clinical psychology. The neurobiology of mental disorders is emphasized, along with randomized controlled trials on the efficacy of psychotropic medications. Referral considerations are discussed, as are medication side effects and research comparing medication and psychotherapy outcomes for the more common DSM-5 disorders. (2 units; Spring)

This course focuses on human sexuality, including sexual behaviors, and sexual disorders, applying this understanding to the profession of clinical psychology. The assessment and treatment of sexual disorders are emphasized. A biopsychosocial approach will be employed, with students exploring the biological, psychological, and social-cultural contributing factors to sexual health and dyfunction, as well as contemporary theoretical and empirical models. (2 units; Summer)

This course focuses on reliable, valid personality testing instruments, including (but not limited to) the MMPI-2 and newer MMPI-2-RF, MCMI-IV, PAI, and 16PF. Administration, scoring, and interpretation considerations are explored, as well as report writing and strategies for integrating a presenting problem, background information, behavioral observations/mental status exam, reliability and validity of tests used, data from multiple tests, diagnostic impression, and treatment recommendations into a final assessment report. Prerequisite: PSY 723. (3 units; Fall)

This course focuses on intelligence and other forms of cognitive testing, including the Wechsler scales and memory and achievement testing. Students explore cultural and other important considerations when administering, scoring, and interpreting cognitive testing. An additional lab is required that allows students to practice test administration. Report writing strategies are explored, integrating the presenting problem, background information, behavioral observations/mental status exam, reliability and validity of tests used, data from multiple cognitive tests, diagnostic impression, and treatment considerations into a final assessment report. Prerequisite: PSY 723. (4 units; Spring)

This course focuses on projective testing, including the Rorschach (using Exner's scoring system), Thematic Apperception Test (TAT), Human Figure Drawing, House-Tree-Person, and Rotter Incomplete Sentences Blank. Students practice administering, interpreting, and scoring projective tests, and report writing strategies are explored, integrating the presenting problem, background information, behavioral observations/mental status exam, reliability and validity of tests used, data from multiple cognitive tests, diagnostic impression, and treatment considerations into a final assessment report. Prerequisite: PSY 723. (3 units; Summer)

As the first of four courses, students focus on understanding and applying Christian theology to the foundations of clinical psychology. Referred to as an “integrationist” approach, students learn to competently integrate a Christian view of God into previously-established theoretical and empirical models within clinical psychology so as to help Christian clients ameliorate suffering. Students also develop the ability to start from a Christian view of the triune God, exploring ways to build theoretical and empirical models that are rooted in the Bible in order to help Christian clients heal, integrating clinical psychology as a way to strength a distinctly Christian view of God. Areas of investigation, from an “integrationist” perspective, include the God image, God attachment, and religious coping literatures, along with “Christian psychology” topics, such as how a view of God’s infinite power, wisdom, love, and holiness impacts mental health and the Trinity as a model for human relational functioning. These themes, among others, will be applied to clinical practice, including the assessment and treatment of Christian clients in psychotherapy. Prerequisites: PSY 700 and 725. (3 units; Fall)

Building on the first course in this four-course series, students focus on understanding and applying the basics of a Christian worldview to the foundations of clinical psychology, comparing and contrasting these building blocks with the various worldviews in psychology today. Students also explore ontology, before moving on to epistemology. Finally, students review the various epistemologies, applying them to the foundations of clinical psychology. Focusing on three distinct epistemologies—reason, empiricism, and divine revelation—students explore the prioritization of ways of knowing from psychological and Christian perspectives. From an “integrationist” point of view, empiricism is heavily relied upon as a starting point, followed by attempts to integrate divine revelation. On the other hand, “Christian psychology” attempts to begin with divine revelation, turning to empiricism as a way to deepen an understanding of scripture and God’s design. Each of these ways of knowing is detailed, along with strategies to apply the various epistemologies to research design and clinical practice, culminating with the effective, ethical, and competent care of Christian clients. Prerequisite: PSY 761. (3 units; Spring)

Building on the first two courses in this four-course series, students explore a biblical anthropology of the self—rooted in the Christian meta-narrative of creation, fall, redemption, and restoration—applying this understanding to the foundations of clinical psychology. Referred to as an “integrationist” approach, students competently integrate a Christian view of the human self into previously-established theoretical and empirical models within clinical psychology so as to help Christian clients ameliorate suffering. Students also develop the ability to start from a Christian view of the self, exploring ways to build theoretical and empirical models that are rooted in the Bible in order to help Christian clients heal, integrating clinical psychology as a way to strengthen a distinctly Christian view of the self. Areas of investigation, from an “integrationist” perspective, include spiritual development models, along with “Christian psychology” topics of consideration, such as human sin, shame, a two- or three-part view of the self, and Jesus’ call to self-denial. These themes, among others, are applied to clinical practice, including the assessment and treatment of Christian clients in psychotherapy. Students also review axiological considerations in clinical practice, focusing on biblical values and the similarities and differences between the values promoted within the pages of the Bible and those explicated within clinical psychology. An “integrationist” view is presented, identifying points of overlap between clinical psychology and the Bible, as well as a “Christian psychology” perspective, exploring distinctly Christian understandings on the role that biblical virtues play in enhancing clinical work with Christian clients. Prerequisite: PSY 762. (3 units; Fall)

Concluding the four-course series, students review and apply redemptive considerations to clinical practice, including God’s common and special grace. Focusing primarily on the redemption God offers within the Christian life, students explore the notion of communion with God, including the psychological and spiritual benefits of spiritual formative practices, as well as topics such as mercy, grace, justification, sanctification, divine union, solitude, and fellowship with both God and other Christians in the Body of Christ. Special attention is devoted to Christian contemplative practices, including burgeoning empirical support for contemplative prayer as a Christian alternative to mindfulness-based interventions in psychotherapy. Prerequisite: PSY 763. (3 units; Spring)

This course focuses on psychodynamic approaches to treatment in clinical psychology, including theoretical foundations, intervention strategies, and the evaluation of treatment progress. Classical psychoanalysis, object relations, self psychology, intersubjectivity, relational psychoanalysis, and time-limited psychotherapy are covered, as well as newer developments in the field. Direct observation is used via mock therapy sessions to help students develop psychodynamic intervention skills. Prerequisite: PSY 700. (3 units; Fall)

This course focuses on cognitive-behavioral approaches to treatment in clinical psychology, including theoretical foundations, evidencebased intervention strategies, and the evaluation of treatment progress. Behavioral, cognitive-behavioral, and mindfulness- and acceptancebased treatments are explored, as are newer transdiagnostic approaches in clinical psychology. Direct observation is used via mock therapy sessions to help students develop cognitive-behavioral intervention skills. Prerequisite: PSY 700. (3 units; Spring)

This course focuses on theoretical and empirical models of couples therapy, including (but not limited to) cognitive-behavioral, integrative behavioral, emotionally focused, the Gottman method, and psychodynamic approaches. Special issues and populations relevant to couples therapy are covered, as are evaluation strategies for monitoring treatment progress, applying this understanding to the profession of clinical psychology. Students are exposed to the American Psychological Association's specialty area of couple and family psychology, drawing from this body of literature to guide couples work in clinical practice. Direct observation is used via mock therapy sessions to help students develop intervention skills with couples. Prerequisite: PSY 700. (3 units; Summer)

This course focuses on theoretical and empirical models of family therapy, including (but not limited to) cognitive-behavioral, psychodynamic, systemic, postmodern, and other family interventions. Special issues and populations relevant to family therapy are covered, as are evaluation strategies for monitoring treatment progress, applying this understanding to the profession of clinical psychology. Students are exposed to the American Psychological Association's specialty area of couple and family psychology, drawing from this body of literature to guide family interventions in clinical practice. Direct observation is used via mock therapy sessions to help students develop intervention skills with families. Prerequisite: PSY 700. (3 units; Fall)

This course focuses on theoretical and empirical models of child and adolescent therapy, including (but not limited to) cognitive-behavioral, psychodynamic, collaborative problem solving, systemic, and postmodern approaches. Students review strategies to evaluate treatment progress, and are exposed to the American Psychological Association's specialty area of clinical child and adolescent psychology, drawing from this body of literature to guide child and adolescent interventions in clinical practice. Direct observation is used via mock therapy sessions to help students develop intervention skills with children and adolescents. Prerequisite: PSY 700. (3 units; Spring)

This course focuses on theoretical and evidence-based models of group therapy, including (but not limited to) Yalom's eclectic approach and cognitive-behavioral, psychodynamic, and other group-focused theoretical orientations. Students review strategies to evaluate treatment progress, and are exposed to the American Psychological association's specialty area of group therapy, drawing from this body of literature to guide group interventions in clinical practice. Direct observation is used via mock therapy sessions to help students develop intervention skills for groups. Prerequisite: PSY 700. (3 units; Summer)

This course focuses on the major theories of psychotherapy, including supporting research and newer, emerging models in the field. Psychodynamic, humanistic-existential, cognitive-behavioral, postmodern, and systems theories of personality and psychotherapy are explored, applying this understanding to the profession of clinical psychology. Students are exposed to the American Psychological Association's specialty area in clinical psychology. (3 units; Fall)

This course focuses on psychopathology, including the prevalence, etiology, maintenance, and treatment of DSM-5 diagnoses, applying this understanding to the profession of clinical psychology. (3 units; Fall)

This course focuses on individual and cultural diversity (ICD), including the dimensions of culture, race, ethnicity, age, gender, gender identity, sexual orientation, religion, language, socioeconomic status, disability, and national origin, applying this understanding to the profession of clinical psychology. A special emphasis is placed on helping students cultivate the flexibility and self-awareness necessary to see the self as different from others, honoring cultural differences and client self-determination as they learn to work effectively with a wide variety of worldviews in assessment and psychotherapy contexts. (3 units; Spring)

This course focuses on the APA Ethical Principles and Code of Conduct, California law for mental health professionals, and federal law (e.g., HIPAA), applying this understanding to the profession of clinical psychology. Within this course, applying both law and ethics to clinical practice also involves using peer-reviewed decisionmaking models, as well as consultation, to arrive at an ethical solution, with the best interest of the client in mind. (3 units; Spring)

This course focuses on the development of basic helping skills in psychotherapy, including the importance of the client-therapist relationship, the here-and-now, process versus content, self-awareness, empathy, warmth, building and maintaining a therapeutic alliance, establishing treatment goals, and working towards change, applying this skill-set to the profession of clinical psychology. Students receive six hours of training in suicide risk assessment and intervention, and direct observation is used via mock therapy sessions to help students develop foundational clinical skills. (2 units; Fall)

This course focuses on the continued development of helping skills in psychotherapy, exploring transference and countertransference, process comments, the corrective relational experience, ruptures and repairs in the therapeutic alliance, and working through clients' problematic relational patterns, applying this skill-set to the profession of clinical psychology. Treatment planning and progress note writing are also emphasized, including the various models of documentation used within clinical psychology. Direct observation is used via mock therapy sessions to help students continue to develop clinical skills. Prerequisite: PSY 720. (2 units; Spring)

This course is a forum for students to explore practicum-related experiences at an internal practicum site, receiving consultation from faculty on topics such as professional development, legal and ethical considerations, case conceptualization, diagnosing, and assessment and intervention strategies, and serving as a source of support for students receiving clinical supervision. Direct observation is used at students’ practicum sites to help them develop clinical skills. For Clinical Practicum I, students must be making progress towards 500 total hours of practicum experience, which are completed by the end of Clinical Practicum II. Clinical Practice I and II serve as the foundation for this course, and students focus on the competencies of professionalism, professional values, and attitudes during the semester. Prerequisites: PSY 700, 702, 712, 713, and 730. (2 units; Fall)

This course is a continued forum for students to explore practicum-related experiences at an internal practicum site, receiving consultation from faculty on topics such as professional development, legal and ethical considerations, case conceptualization, diagnosing, and assessment and intervention strategies, and serving as a source of support for students receiving clinical supervision. Direct observation is used at students’ practicum sites to help them develop clinical skills. For Clinical Practicum II, students must complete at least 500 total hours of practicum experience, some of which were obtained while in Clinical Practicum I. Clinical Practice I and II serve as the foundation for this course, and students focus on the competencies of relationships and interpersonal skills during the semester. Prerequisite: PSY 740. (2 units; Spring)

This course is a forum for students to explore practicum-related experiences at an external practicum site, receiving consultation from faculty on topics such as professional development, legal and ethical considerations, case conceptualization, diagnosing, and assessment and intervention strategies, and serving as a source of support for students receiving clinical supervision. Direct observation is used at students’ practicum sites to help them develop clinical skills. For Clinical Practicum III, students must be making progress towards 500 total hours of practicum experience, which are completed by the end of Clinical Practicum IV. Students focus on the competencies of reflective practice, self-assessment, and self-care throughout the semester. Prerequisite: PSY 750. (2 units; Fall)

This course is a forum for students to explore practicum-related experiences at an external practicum site, receiving consultation from faculty on topics such as professional development, legal and ethical considerations, case conceptualization, diagnosing, and assessment and intervention strategies, and serving as a source of support for students receiving clinical supervision. Direct observation is used at students’ practicum sites to help them develop clinical skills. For Clinical Practicum IV, students must complete at least 500 total hours of practicum experience, some of which were obtained while in Clinical Practicum III. Students focus on the competency of evidence-based practice throughout the semester. Prerequisite: PSY 760. (2 units; Spring)

This course is a forum for students to explore practicum-related experiences at an external practicum site, receiving consultation from faculty on topics such as professional development, legal and ethical considerations, case conceptualization, diagnosing, and assessment and intervention strategies, and serving as a source of support for students receiving clinical supervision. Direct observation is used at students’ practicum sites to help them develop clinical skills. For Clinical Practicum V, students must be making progress towards 500 total hours of practicum experience, which are completed by the end of Clinical Practicum VI. Students focus on the competency of interdisciplinary systems throughout the semester. Prerequisite: PSY 770. (2 units; Fall)

This course is a forum for students to explore practicum-related experiences at an external practicum site, receiving consultation from faculty on topics such as professional development, legal and ethical considerations, case conceptualization, diagnosing, and assessment and intervention strategies, and serving as a source of support for students receiving clinical supervision. Direct observation is used at students’ practicum sites to help them develop clinical skills. For Clinical Practicum VI, students must complete at least 500 total hours of practicum experience, some of which were obtained while in Clinical Practicum V. Students focus on the competency of client advocacy throughout the semester. Prerequisite: PSY 780. (2 units; Spring)

This course requires a full-time, 12-month internship (or equivalent). Students are advised to secure an APA-accredited or APPIC internship. The internship must be approved by the Director of Clinical Training, and permission to begin the internship year must be granted by the Director of the PsyD Program. Direct observation is used at students' internship sites to help them develop clinical skills. Pass/Fail. Prerequisite: Permission of the Program Director. (1 unit; Fall)

This course corresponds with the second semester of a full-time, 12-month internship (or equivalent). Direct observation is used at students' internship sites to help them develop clinical skills. Pass/Fail. Prerequisite: PSY 791. (1 unit; Spring)

This course corresponds to the third and final semester of a full-time, 12-month internship (or equivalent). Direct observation is used at students' internship sites to help them develop clinical skills. Pass/Fail. Prerequisite: PSY 792. (1 unit; Summer)

This course focuses on the role of supervisor in clinical practice, including an understanding of the models, expectations, roles, procedures and processes, supervisee knowledge and skill acquisition, and supervisor-supervisee relationship. The role of consultant is also explored, emphasizing consultation-based services. Students learn to recognize the unique role of a consultant as separate from therapists, faculty members, or supervisors, identifying and applying assessment strategies and methods that are grounded in the consultation literature. Taking context into consideration, students focus on properly addressing the referral question so as to offer helpful recommendations. (3 units; Summer)

This course focuses on statistics within the psychological sciences, including descriptive and inferential statistics, univariate and multivariate analytic strategies, hypothesis testing, power, effect sizes, and estimation, applying this understanding to the profession of clinical psychology. (3 units; Fall)

This course focuses on both quantitative and qualitative research methods within the psychological sciences, as well as experimental and non-experimental research designs. Assessment strategies, sampling methods, replication, approaches for testing and validating theories, meta-analyses, and strengths and limitations of the various research methods and designs are explored. This understanding of research is applied to the profession of clinical psychology. Prerequisite: PSY 704. (3 units; Spring)

This course focuses on psychometrics, including psychological measurement, scale development, strategies to evaluate measurement quality, standardization, measurement theory, reliability, and validity, applying this understanding to the profession of clinical psychology. Prerequisite: PSY 714. (3 units; Summer)

In this course, students join a research group within the Center for the Study of Human Behavior, which involves developing an original, empirical research project under the supervision of a faculty team leader and collaborating with student peers. This project may lead to the further development of a dissertation topic, or students may wish to co-present or publish their findings at an academic conference or within an academic journal. Pass/Fail. Prerequisites: PSY 723 and permission of the Program Director. (1 unit; Fall)

In this course, students continue to work within a research group at the Center for the Study of Human Behavior, which involves continuing to develop an original, empirical research project under the supervision of a faculty team leader and collaborating with student peers. This project may lead to the further development of a dissertation topic, or students may wish to co-present or publish their findings at an academic conference or within an academic journal. Pass/Fail. Prerequisites: PSY 751 and permission of the Program Director. (1 unit; Spring)

In this course, students continue to work within a research group at the Center for the Study of Human Behavior, which involves continuing to develop an original, empirical research project under the supervision of a faculty team leader and collaborating with student peers. This project may lead to the further development of a dissertation topic, or students may wish to co-present or publish their findings at an academic conference or within an academic journal. Pass/Fail. Prerequisites: PSY 752 and permission of the Program Director. (1 unit; Summer)

In this course, students select one of several types of dissertations, including a quantitative, qualitative, literature review, program development, or theoretical dissertation, working collaboratively with their dissertation chair to design, propose, and defend a dissertation before graduation. Students are also encouraged to submit a condensed version to a peer-reviewed academic journal for publication. For students conducting a quantitative dissertation, the Research Team course sequence can serve as the catalyst for further empirical study. Pass/Fail. Prerequisites: PSY 753 and permission of the Program Director. (1 unit; Fall)

In this course, students continue to develop one of several types of dissertations, including a quantitative, qualitative, literature review, program development, or theoretical dissertation, working collaboratively with their dissertation chair to design, propose, and defend a dissertation before graduation. Students are also encouraged to submit a condensed version to a peer-reviewed academic journal for publication. Pass/Fail. Prerequisites: PSY 781 and permission of the Program Director. (1 unit; Spring)

In this course, students continue to develop one of several types of dissertations, including a quantitative, qualitative, literature review, program development, or theoretical dissertation, working collaboratively with their dissertation chair to design, propose, and defend a dissertation before graduation. Students are also encouraged to submit a condensed version to a peer-reviewed academic journal for publication. Pass/Fail. Prerequisites: PSY 782 and permission of the Program Director. (1 unit; Summer)

In this course, students continue to develop one of several types of dissertations, including a quantitative, qualitative, literature review, program development, or theoretical dissertation, working collaboratively with their dissertation chair to design, propose, and defend a dissertation before graduation. Students are also encouraged to submit a condensed version to a peer-reviewed academic journal for publication. Pass/Fail. Prerequisites: PSY 783 and permission of the Program Director. (1 unit; Fall)

In this course, students continue to develop one of several types of dissertations, including a quantitative, qualitative, literature review, program development, or theoretical dissertation, working collaboratively with their dissertation chair to design, propose, and defend a dissertation before graduation. Students are also encouraged to submit a condensed version to a peer-reviewed academic journal for publication. Pass/Fail. Prerequisites: PSY 784 and permission of the Program Director. (1 unit; Spring)

In this course, students continue to develop one of several types of dissertations, including a quantitative, qualitative, literature review, program development, or theoretical dissertation, working collaboratively with their dissertation chair to design, propose, and defend a dissertation before graduation. Students are also encouraged to submit a condensed version to a peer-reviewed academic journal for publication. Pass/Fail. Prerequisites: PSY 785 and permission of the Program Director. (1 unit; Summer)

This course provides an introduction to legal research methods, including state and federal reported cases, digests, annotated codes, state and federal administrative regulations, and computerized legal research, as well as an introduction to the writing of case briefs and memoranda. This course is also an advanced examination of aspects of evidence acquisition, evaluation, and preservation with special consideration of the legal context including its use in the trial process. This course is designed to provide additional insights concerning the proper use of evidence and its admissibility. (3 units; Fall)

A study in the traditional and theoretical schools of criminology. Theories relating to individual abnormality and theories relating to cultural influences are examined. Theories of the causes of delinquency and data on delinquent behavior including gangs, minor and major criminal actions and methods of correction are also covered. (3 units; Summer & Online)

This course covers relevant laws and ethical issues affecting forensic psychologists practicing in California. It is designed to instill a broad understanding of the issues/areas within the field of forensic psychology. This broad understanding will include the areas of psychology, law, criminal justice, and forensic mental health. Students will be given the opportunity to gain this basic knowledge and will be expected to critically analyze theories, policies, research, and practices within the field of forensic psychology. (3 units; Spring)

This course provides an overview of the impact individuals, groups, and structures have on human behavior within organizations, while also providing an introduction to literature in sociology, psychology, communication, and management. The course includes a summary of core topics to be covered in the IOP program such as: principles of social psychology, teams, job analysis, motivation, decision-making, performance, culture, and justice. (3 units; Fall)

In this course, students develop a training deliverable grounded in modern learning theory, principles of adult learning theory, and conditioning principles for the purpose of influencing performance behaviors among employees. Students tie their trainings to the existing literature and design an assessment system for their project. (3 units; Summer)

This course invites students to consider and apply their course material from throughout the IOP program, creating a consulting toolkit. As a cumulative course, this class integrates the principles of psychology, business, and statistics providing an opportunity for students to refine their professional acumen. (3 units; Spring)

This course examines the use of resistance and strength training in exercise programs. Topics include treatment of selected neuromuscular, orthopedic, and musculoskeletal diseases and dysfunction, as well as improvement of performance through musculoskeletal exercise. (3 units; Fall)

This course provides a foundation in the science of exercise nutrition and bioenergetics. These foundational principles will be used in constructing sound nutritional recommendations as they apply to human physical activity and sports medicine. Current research concerning pharmacologic and nutritional ergogenic aids, disordered eating, fluid balance and thermoregulation, and body composition will be discussed. (3 units; As offered & Online)

This course provides an in-depth application of psychological concepts to sport and performance. Emphasis is placed on issues of motivation, emotion, associative learning, imagery, spirituality and arousal regulation in regards to their influence on athletic performance and goal achievement. Included in this will be a discussion of the methodologies used to examine sport and performance psychology. This is a hands on course; students should expect to be involved in activities that require light to medium physical activity. (3 units; Fall)