STUDENT HANDBOOK FOR THE LEARNING PROCESSES AND BEHAVIOR ANALYSIS SUBPROGRAM IN PSYCHOLOGY
(Last Revised 4/2/09)

The best perspective on this handbook is contained in the following two truths:

• knowledge is power
• you can't always get what you want

This publication supplements the official Graduate School Bulletin, as well as the current Graduate School Student Handbook and the Announcement of Courses. Please make sure to consult these publications for official Graduate School information.

Table of Contents

Orientation
Mandatory Liability Insurance
Advisement
Registration
Colloquia and Program Meetings
Communication - Program Personnel
Curriculum Planning
Required Semiannual Committee/ Advisor Meetings
Required Courses
Elective Courses
Practice of Psychology Requirement
Specializations and Preparation for the Board Certified Behavior Analysis Exam and NewYork State Licensure
Research
Examinations
Presentations
College-Level Teaching
Advancement in the Program
Summary of Activities Appropriate to Levels I, II
Time Limit for Completing Degree
Additional Student Activities
Courses Offered by the Subprogram in Learning Processes and Behavior Analysis
Predissertation Research Requirement
Application for Independent Research or Practicum in Behavior Analysis
First Doctoral Examination and Breadth Requirement
Second Doctoral Exam
Major Area Paper
Internship
Master’s Degrees
Policies and Procedures Regarding the Dissertation
Field Placements
Behavior Analysis Certification Board (BACB) Course Approval
Preparation for New York State Licensure
Experience
Financial Aid
Specialization in Developmental Disabilities
Concentration in Health Psychology

Orientation

The Learning Processes and Behavior Analysis (LPBA) subprogram is administered at two locations: The Graduate School and University Center (GC) of CUNY (365 Fifth Ave.) and at Queens College.

All doctoral programs are technically administered from the GC which houses the Registrar, Admissions, Financial Aid and other offices. The Executive Officer of the Graduate Program in Psychology is Dr. Maureen O'Connor. The program is somewhat unusual in that it is comprised of 11 subprograms, of which we are one. Each subprogram is based at the GC or at one of the campuses in the CUNY system. Queens College houses the Learning Processes and Behavior Analysis subprogram and the Neuropsychology subprogram, headed by Dr. Bruce Brown and Dr. Joshua Brumberg, respectively.

Faculty offices and laboratories in the LPBA program are distributed between Razran Hall and the Science Building (SB). Since Queens College is more than a stone's throw from GC, a good deal of administrative work is handled here by the Graduate Psychology Office, Science Building, Rm. E-318. Mrs. Mary Anne Schimatz is our graduate secretary, and should be consulted regarding filing of forms to the GC. She is available from Tuesday through Thursday. Students should plan accordingly to assure their access to needed forms and other materials. This brief handbook is intended to provide you with necessary information concerning our program, and other relevant topics. It is not exhaustive and is expandable. We welcome suggestions from students for inclusion of additional information--see Dr. Hemmes on this. Students should also consult the GC Student Handbook.

Mandatory Liability Insurance

Advisement

*All committee members must be full-time faculty of Queens College. If a student finds it helpful to include an individual who is not a full-time faculty member of Queens College, the committee can be expanded to include four people.

Registration

The student should consult with his or her mentor and/or committee prior to registering. When courses have been selected, Mary Anne Schimatz should be notified. She will verify that the student's Progress Monitor is on file, and if necessary, initialed by the advisor indicating that a committee meeting was held. At that point, she will notify the Program Head who will authorize release of the PIN for registration.

Colloquia and Program Meetings

All program business and related activities (e.g., colloquia, meetings, open houses) take place on Wednesdays from 4 to 6 pm . Students and faculty are to keep that time period available every semester for these activities. Students are required to attend a minimum number of colloquia as specified in the following table.

Communication

Student mailboxes are located in the Psychology Office in SB E318. Student mailboxes are also located in Razran Hall, Room 200. Students will be notified when mail is deposited in Razran Hall. Students should maintain current email addresses and notify MaryAnne Schimatz of any changes.

Executive Officer: CUNY Doctoral Program in Psychology
Dr. Maureen O'Connor, Graduate Center, 212-642-2502

Chair, Department of Psychology, Queens College
Dr. Ray Johnson, SB E312, 718-997-3202

Administrative Assistant, Department of Psychology, Queens College
Mary Anne Schimatz, SB E318, 718-997-3630

Curriculum Planning

Students in the Learning Processes and Behavior Analysis Subprogram progress through a sequence of course, research, and examination requirements. At any time, a student will be designated as being at Level I, Level II, or Level III, depending upon the number of course credits and program requirements completed. Table 2 summarizes the activities to be completed at each level and the Progress Monitor provides a more detailed list of the requirements for progression through the three levels.

Required Semiannual Committee/Advisor Meetings

All first-through third year students are to hold at least two progress meetings per year, one with the full committee and one with the advisor. For first-year students, the meeting with the advisor should occur in the first semester, and the meeting with the full committee should occur in the second semester no later than March 15. For advanced students the order of meetings should be reversed.

All students in the fourth and later years should hold at least two meetings, one in each semester, with the full committee.

An updated Progress Monitor and a blank Committee Report form should be brought to the meeting (see Mrs. Schimatz for a blank Progress Monitor form) where they will be reviewed. In addition, the student should print out the check list for the committee meeting and prepare responses for each item. The Progress Monitor and Committee Report Form are to be returned to Mrs. Schimatz for filing. All meetings should be documented on the Progress Monitor by the advisor's signature and accompanying committee report. Approval of registration for each semester will be contingent on documentation of a meeting in the previous semester.

Learning Processes and Behavior Analysis (all required):

• 73000 Learning (4/5/95)
• 73007 Theories of Association (5/22/96)
• 73200 Motivation and Reinforcement (10/23/96)
• Three additional research courses in Learning Processes and Behavior Analysis (e.g., 73001, 73002, 73100, 73703; 73900) (4/5/95)
• 83100 Scientific Inference in Writing

Biological Basis of Behavior (minimum of one):

• 70804 Proseminar in Physiological Psychology
• 71000 Advanced Physiological Psychology 1
• 70820 Neurophysiology

Cognitive-Affective Basis (minimum of one):

• 73000 Learning
• 73200 Motivation and Reinforcement
• 73007 Theories of Association
• 73703 Categorization and Concept formation
• 73800 Cognitive Psychology
• 71100 Neural bases of cognition, affect, and emotion

Social Basis:

• 74600 Social psychology

Individual Differences (minimum of one):

• 72000 Developmental Psychology
• 72001 Developmental Disabilities 1
• 72002 Developmental Disabilities 2
• 72004 Behavior Analysis of Child Development

Psychometrics:

• 76000 Psychometrics

History:

• 70000 History of Psychology

Research Design, Methodology, and Statistics:

(703.1 and two statistics courses are required. The minimum acceptable grade for these courses is B- )

• 70310 Research Design
• 70500 Statistical Methods 1
• 70600 Statistical Methods 2
• 78000 Quantitative Methods

Ethics:

• 77100 Ethical and Legal Issues for Psychologists (3 credits required)

Child Abuse:

• All students are required to attend a 2-hour New York State approved seminar on Child Abuse Prevention and Reporting, and to present proof of attendance to the program secretary, Ms. Mary Anne Schimatz, by the end of the first semester in residence. A copy of the certificate of completion of the seminar becomes a permanent part of the student's record in his/her subprogram file Students should retain the original certificate for presentation in the “Ethics” course, and for future application for licensure in New York State.

Elective Courses

Elective courses are selected by the student in consultation with his or her mentor or committee. Selection of courses should be guided by the student's specialized interests. Consideration should also be given to available specialized tracks including Board Certified Behavior Analysis Examination, specializations, and New York State Licensure. Click here for a list of courses offered by the Subprogram . Click here for procedures for initiating a practicum or independent study.

Practice of Psychology Requirement

All students in the Learning Processes and Behavior Analysis Subprogram must meet a two-semester Practice of Psychology Requirement (as of Fall, 2000) by taking one of the following supervised practica and/or other options:

• 73004 Practicum in Applied Behavior Analysis
• 70330 Research Practicum
• College level teaching
• Subprogram-sponsored internships in Applied Behavior Analysis

Specializations and Preparation for the Board Certified Behavior Analysis Examination and NY State Licensure

Students may enroll in a subspecialization in Developmental Disabilities offered by the Subprogram. Informal subspecializations may also be developed by a student and his/her graduate committee. Preparation for the Board Certified Behavior Analysis Exam and New York State Licensure in Psychology also requires special curricular planning.

Research

Students are expected to begin laboratory work as soon as possible upon entering the program. Meetings with program faculty members are encouraged in this regard. It is understood that the faculty member in whose laboratory a student works in a given year shall serve as the student's academic advisor. A supervised Predissertation Research Project, involving inception and design, implementation and evaluation of experimental research is required of all students in the subprogram, as is a major area paper and a dissertation.

Examinations

Two doctoral examinations are prescribed by the CUNY Psychology Program. (see First Doctoral Exam and Breadth Requirement and Second Doctoral Exam).

Presentations

To develop the student's skill in oral communication of his/her discipline, the Subprogram requires a series of informal and formal presentations. These include:

Presentation of the predissertation research to the student's committee

Presentation of the Major Area Paper to the student's committee (this may be combined with the Second Doctoral Exam)

Presentation of proposed dissertation research at an informal, open meeting the student's committee

Formal presentation of the student's dissertation research to the Psychology Department of Queens College

College-Level Teaching

The teaching of college-level psychology courses may contribute to the practical applications requirement, provided that the student teaches for a minimum of 6 contact hours per week during a full semester. Prerequisite:Queens College Seminar on Teaching Psychology (information on completing this requirement is distributed by the department); a minimum of 12 earned graduate credits in Psychology; recommendation of the Subprogram and Queens College Psychology Department Chair.Evidence of teaching experience may be provided by submitting to the program head a copy of the final grade roster, or a printout from Quasar.

Advancement in the Program

The subprogram head must be consulted for approval of advancement in level. Advancement from Level I to Level II occurs after a student completes 45 credits and completes the First Doctoral Examination and Breadth Requirement. Advancement from Level II to Level III occurs after the following are completed:

72 credits

All required courses completed and no open grades (e.g., INC, NG, SP, etc.

Predissertation Project

Second Doctoral Exam

Major Area Paper Informal Oral Presentation of the Dissertation Proposal to the Subprogram

Dissertation Topic Proposal (a 1-page, broad description of the proposed area of research).

Time Limit for Completing the Degree

According to Graduate School regulations, all requirements for the degree must be completed no later than 8 years after matriculation. Students entering with 30 credits of advanced standing must finish within 7 years.

The Learning Processes and Behavior Analysis Executive Committee determined that students who do not complete the degree requirements within 8 (or 7) years may be asked to withdraw from the program. Any student entering his/her 9th year in the subprogram must retake the Second Doctoral Exam during the 1st month of the 1st semester of the 9th year. This policy will be effective for all students who were below Level 3 in Spring, 2005.

To prevent students from suffering these consequences, all students within 2 years of the deadline will be required to construct a dated task analysis for completing the degree. The student's mentor and the Subprogram Head will sign the document.

Additional Student Activities

1. Colloquium Coordinator: contacts speakers and plans presentation of Learning Processes and Behavior Analysis Program Colloquia.

2. Meeting Coordinator: works with the colloquium coordinator to ensure the smooth running of program functions. Arranges for refreshments.

3. Mentor: serves as a mentor to an incoming doctoral student. Serves as a source of information and support.

4. Student representative(s) to the Learning Processes and Behavior Analysis Executive Committee.

5. Delegate(s) to the Doctoral Student Council of CUNY.

6. Coordinator of the Annual Queens College Symposium on Behavioral Research in Developmental Disabilities.

7. Fund Raising: All students are encouraged to think and act creatively in the pursuit of fund (small and large amounts) to support Subprogram Activities.

8. CUNY Annual Telethon: Students are asked to participate. A portion of contributions resulting from calls by Learning Processes and Behavior Analysis students made available directly to the Subprogram.

Courses Offered by the Subprogram in Learning Processes and Behavior Analysis

70000 History of Psychology

70200 Advanced Experimental Psychology II*

4 Credits.
Description: Laboratory experiments in learning and conditioning: readings in current literature. Students have an opportunity to carry out an individual research project. This course qualifies as a lab course in basic learning processes.

70310 Research Methods and Design I

3 Credits; Instructor: Brown.
Description: An intensive examination of experimental research methodology, with emphasis on the following topics: experimental vs. nonexperimental approaches to research; the control of variables and its relation to internal, external, and statistical validities; the relationship between design and analysis of data. Variants of between-group, within-group, and single-subject designs are considered, with an evaluation of the statistical sensitivity of each design type. The applicability of research design principles across a variety of substantive research areas is indicated; however, problems are generally drawn from the areas of psychophysics and learning. The course is required for subprogram students.

70330 Research Practicum

3 Credits.

70400 Instrumentation in Experimental Psychology*

3 Credits.
Description: Lectures and laboratory illustrating the use of physical instruments for the generation of stimuli and the measurement of responses. The techniques to be taught will be relatively universal rather than specific to any particular area within psychology. Emphasis is placed on computer-assisted and solid state programming.

72001 Developmental Disabilities I

3 Credits.
Description: The course is an overview of the field of mental retardation and developmental disabilities. The content includes readings, literature, and discussions on the history of the field, the concepts of intelligence and adaptive behavior, classification systems, litigation on behalf of the developmentally disabled, etiology, service delivery systems, the special case of autism, a review of early intervention programs and research, language programming, and a review of attention, memory and cognition.

72002 Developmental Disabilities II

3 Credits.
Description: Survey of research on treatment of individuals with developmental disabilities. (72010 is not a prerequisite for this course.)

72003 Behavioral Interventions in Developmental Disabilities

3 Credits.
Description: An overview of behavioral intervention procedures in the field of mental retardation and developmental disabilities. The content includes readings, lecture, and discussion on the context of intervention, the concepts of behavioral assessment and intervention in the field of developmental disabilities, staff training issues, and an in depth review of many of the behavioral intervention procedures used to train appropriate repertoires in people with developmental disabilities.

72004 Behavior Analysis of Child Development

3 Credits.
Description: A critical review of basic concepts in child psychology from the point of view of the field of behavior analysis. Content includes readings, lecture, and discussion concerning a) the criteria for evaluating scientific theories, b) the concept of behavior in developmental psychology, and c) the behavior analytic view of development.

72005 Treatment of Autism Spectrum Disorders

3 Credits.
Description: This course provides a review of the characteristics of people with autism and their special needs, with emphasis on applied behavior analysis procedures for effective treatment.

73000 Psychology of Learning

3 Credits; Instructors: Brown, Fields, Hemmes. The course is required for subprogram students.
Description: An examination of representative investigations and theories of learning with emphasis on current issues.

73001 Theory and Method in Applied Behavior Analysis I

3 Credits; Instructor: Hemmes. Coreq: Students must be concurrently enrolled in 73005.
Prereq: Undergraduate courses in statistics and research design (experimental psychology with laboratory).

An introduction to basic theory and methodology in the field of applied behavior analysis, including: 1) the technical language, 2) operational definition, 3) assessment of reliability and generality, 4) data analysis, 5) research design. As part of the course, students will meet regularly with the instructor to discuss research design and review progress in co-requisite practicum. This course can be applied to the laboratory course requirement. (Credit change and co-requisite added as of Fall, 1999).

73002 Theory and Method in Applied Behavior Analysis II.

4 Credits. Coreq: Students must be concurrently enrolled in 73006. Prereq: Psychology 73001.

An advanced course in theory, methodology, and professional issues in the field of applied behavior analysis, focusing on contemporary issues in behavior assessment strategies, single-case research design, data evaluation, program development, and learning processes, and providing the student with the following skills: 1) competence in critically analyzing behavioral analytical research articles, 2) writing applied research proposals, 3) carrying out applied behavioral research in the field, 4) writing applied research/treatment reports for dissemination in professional journals and at professional conferences. As part of the course, students will meet regularly with the instructor to discuss research projects and review progress in co-requisite practicum. This course can be applied to the laboratory course requirement. (Co-requisite added as of Fall, 1999).

73003 Behavioral Intervention with Children*

3 Credits. Prerequisite: 73001, or permission of Instructor.
Description: Following a review of normal child development and childhood disorders, the course will consider behavior analysis in the context of home, institutional, and community settings. Problems typical to each setting will be discussed from the points of view of both research and treatment. Topics include: toilet training, feeding disorders, language training, fears and phobias, hyperactivity, and autistic behavior.

73004 Practicum in Applied Behavior Analysis

1-3 Credits. Prerequisite: 73002.
Description: The student will gain applied behavior analytic research experience under the supervision of a member of the doctoral faculty in the Learning Processes and Behavior Analysis Subprogram in Psychology. The practicum site must be approved by the subprogram head and the supervising faculty member, and the student must submit to the faculty supervisor a written set of appropriate data collection, treatment, and experimental design procedures before, during, and following the behavioral analysis phase of the practicum experience.

73005 Practicum in Applied Behavior Analysis I

2 Credits. Co-requisites: Students must be concurrently enrolled in 73001.
Description: Introduction to field applications of basic theory and methodology of applied behavior analysis, including: 1) the technical language , 2) operational definition, 3) assessment of reliability and generality, 4) data analysis, 5) research design in natural settings. Students are required to attend a practicum setting for a minimum of 8 hours per week for 10 weeks. Group supervision will be provided in the weekly small group meetings of 73001 (Fall, 1999)

73006 Practicum in Applied Behavior Analysis II

3 Credits. Co-requisites: Students must be concurrently enrolled in 73002.
Description: An advanced practicum in the application of theory, methodology, and professional issues in the field of applied behavior analysis, focusing on contemporary issues in behavior assessment strategies, single-case design, data evaluation, program development, and learning processes, and carrying out applied behavioral research in the field. Students are required to attend a practicum setting for a minimum of 8 hours per week for 15 weeks. Group supervision will be provided in the weekly small group meetings of 73002 on campus (Fall, 1999).

73007 Theories of Association

3 Credits. Prerequisite: 73000.
Description: Examines the recent history of learning from an association perspective, including the major molar learning theorists (Thorndike, Pavlov, Hull, Tolman, Guthrie, Skinner) and extending to current theories of association as represented in competition and comparator models of conditioning (Course required as of Fall, 1996).

73100 Stimulus Control of Behavior

4 Credits; Instructor: Lanson. Prerequisite: 73000.
Description: Emphasis is upon the acquisition and maintenance of discriminative behavior. Topics include discrimination training, generalization, perception, signal detection, and psychophysics. This course can be applied to the laboratory course requirement.

73007 Theories of Association

3 Credits; Instructors: Brown and Hemmes. Prerequisite: 73000.
Description: Learning can be defined as behavior change resulting from exposure of a subject to associations between or among events. The course considers the types of associations which produce learning, measures of association and their relation to behavior change, and theories of the associative mechanisms presumed to mediate learning. (Course required as of Fall, 1996).

73200 Motivation and Reinforcement

4 Credits. Prerequisites: 73000.
Description: The functional relation between motivational and reinforcement manipulations and behavior. Topics may include: identification and definition of the response; specification of contingencies; reinforcer manipulations; motivational and incentive manipulations; establishing operations; simple and complex schedules of reinforcement; and conditioned reinforcement. This course can be applied to the laboratory course requirement.

73703 Categorization and Concept Formation: A Behavior Analytic Approach to Cognition

4 Credits; Instructor: Fields. Prerequisite: 73000.
Description: This course examines how behavior is influenced by common-element, relational, and fuzzy categories, and equivalence classes. Topics to be considered include the structural properties of each category, procedures used to establish each type of category, methods used to assess degree of conceptual control exerted by members of a category, the interrelations between the above-mentioned classes, and the role of category formation in the development of meaning and language. This course can be applied to the laboratory course requirement.

73900 Research Methods in Animal Behavior: Timing and Temporal Control of Behavior*

4 Credits; Instructors: Brown and Hemmes. Prerequisite: 73000.
Description: This course examines the role of temporal factors in animal behavior. The notion of temporal regulation is explored from the perspectives of chronobiology and learning. Within operant and Pavlovian paradigms, fundamental relationships between response strength treatments of time as (a) a stimulus property of events, with implications in psychophysics, and (b) a parameter of reinforcement, with implications for concepts of associative value and expectancy. Contemporary theories of learning are reviewed in regard to posited mechanisms of temporal control, including temporal scaling and internal clock models. This course can be applied to the laboratory course requirement.

80100 Seminar in Behavioral Community Psychology*

3 Credits; Instructor: Lanson. Prerequisite: 73000.
Description: The seminar will consider applied behavioral approaches to such environmental and community problems as littering, water and energy conservation, recycling, car pooling, noise pollution, seat belt usage, limiting driving speeds, and crime prevention. Students will critically analyze the available research on these and related topics. This course qualifies as a lab course.

80100 Choice and Preference*

3 Credits. Prerequisite: 73000.
Description: Choice, preference, valence, utility and reinforcement value will be referred to the empirical data base consisting of animal as well as human research. Selected literature dealing with foraging, the matching law, behavioral economics and expectancy will be analyzed.

80100 Language Acquisition*

3 Credits; Instructor: Fields. Prerequisite: 72000, or permission of Instructor.
Description: A graduate level seminar in language acquisition in normally-developing and in developmentally-delayed individuals, focusing on cognitive and behavioral psycholinguistic theory and research, and on language intervention procedures for severely handicapped individuals.

80100 Philosophy of Science*

3 Credits.
Description: The interplay between empirical research and theory construction in science will be analyzed. Criteria for evaluating successful theoretical constructs (e.g., synapse, gene, atom and molecule) and the role of formal analysis in science will be considered. The history of theory construction in psychology will be compared with that of other sciences such as physics, genetics and evolutionary theory.

80100 Self-control*

3 Credits. Prerequisite: 73000, or permission of Instructor.
Description: Survey of literature pertaining to the regulation of the ingestive behavior of a single organism by other behaviors, including ingestion, that can be maintained in the repertoire of that same organism. Discussion of the necessary and sufficient experimental conditions that are responsible for initiating and maintaining behavior patterns that reduce consumption.

80100 Single-Subject Design*

3 Credits.
Description: A graduate level seminar focusing on the evaluation of experimental data in psychology from the point of view of a functional analysis of individual subject behavior in individuals or in groups. Although it will cover the theoretical basis of single-subject research design, this seminar will emphasize the practical aspects of applied behavioral assessment, intervention, and evaluation.

83100 Scientific Inference in Writing

3 Credits.
Description: The course is a seminar in current topics in psychology, with a focus on sharpening the inferential skills of the students, expecially those used in their written work. The student is expected to develop a question or proposition on current topics in psychology and to develop an explicit argument to support it, or to support an empirical research study to examine it. The successful student will learn to draw inferences from empirical data and appropriately qualify conclusions. The student will also learn to relate one set of propositions or research results to another body of literature.

* = MAY BE OFFERED LESS OFTEN THAN ONCE IN 3 YEARS

Definition: Conduct of a complete research study, presented in written form (APA style) with appropriate literature review, methodology, data analysis, and conclusion. A three-member evaluation committee, comprised of the student's advisor and two program faculty members, must be established at the inception of the project. Prior to commencing data collection, a written research proposal must be approved by the committee. Final approval of the completed research project will be determined by the committee. Research that merely fulfills requirements of other courses may not qualify as pre-dissertation research.

Deadlines: The pre-dissertation research proposal must be submitted when 20 credits have been accumulated in residence. A Predissertation Signoff form must be completed and signed when the proposal is accepted. This form is to be submitted to the Program Head, and will be placed in the student's folder. After the student and his/her advisor are satisfied that the written research report is acceptable, the report is submitted to the student's committee. A committee meeting will be held in which the acceptability of the predissertation project will be determined. When the final draft is approved it is to be submitted to the Program Head along with a completed Predissertation Sign-off Form.

Advancement to Level III requires the submission of an approved pre-dissertation project, in addition to the 72 credit requirement.

Prior to registering for 70330, 80200, or 73004, a student must identify a faculty mentor and develop a proposed plan of study and/or research. This implies substantial advanced preparation during the semester(s) preceding application. The proposal must be approved by the mentor and by the Subprogram Head prior to registering for the course. The proposal should be submitted to the Subprogram Head 2 months prior to the semester in which the course is to be taken. A student may register for 70330, 73004 or 80200 only one time for a given project. In addition, IRB or IACUC approval, where necessary, should be obtained before registering.

The following elements must be included in the proposal:

1. Name and number of course

2. Number of credits

3. Year and semester

4. Behavioral Objectives for the course*

5. A schedule of activities to be conducted by the student

6. The schedule of supervision to be provided by the mentor

7. A description of the product to be produced by the student

8. A bibliography of material that will guide the research

9. The basis on which the student's work will be evaluated

10. Signature of student and mentor

*For 70330 and 73004 the student will submit a formal research proposal approved by the mentor. If empirical research is proposed for 80200, an approved research proposal must also be submitted.

The First Doctoral Exam and Breadth Requirement

The First Doctoral Exam and Breadth requirement will be met by:

1. Satisfactory completion of a course titled "Scientific Inference in Writing," (Psych 831) during which students will analyze published written work, as well as the writing of their peers, and will produce a major written work.

2. Completion (with a grade of "B" or better) of three graduate courses in three areas of psychology outside of learning processes, quantitative, research design and methodology, and ethics. Approval for courses to be submitted in satisfaction of this breadth requirement must be obtained from the Subprogram Head (2/23/00).

Deadline: The First Doctoral Exam Requirement must be satisfied before advancing to Level II (following completion of 45 credits).

The Second Doctoral Exam Requirement

The second Doctoral Exam requirement will be met by an oral exam by the student's faculty committee focusing on the relation between the student's review paper and other topics in learning processes.

Deadlines: The Second Doctoral Exam Requirement must be satisfactorily completed (passed) before or immediately after 60 credits are completed, and before advancing to Level III.

Any student entering his/her 9th year in the subprogram must retake the Second Doctoral Exam during the 1st month of the 1st semester of the 9th year. This policy will be effective for all students who are below Level 3 in Spring, 2005.

The student will propose, develop, and complete a major literature review, suitable for publication, on a topic in learning processes. The paper should be written under the supervision of the student's three-faculty committee, who will approve an outline for the paper and the final version. A sign-off form is required for both approvals. An oral presentation of the literature review to the student's committee is also required. This may be combined with the Second Doctoral Oral Exam (see above).

Deadline: The Major Area Paper must be completed before advancing to Level III.

Internship

Following completion of all relevant course work and practica, the equivalent of a one-year full-time internship may be undertaken. Prerequisites for the intenship are ABA 1 and ABA II practica (73005 and 73006), and 73004. The internship must be approved by the Learning Processes and Behavior Analysis subprogram, which must notify the Graduate School Registrar when the internship begins and is completed. The procedure for obtaining approval of the subprogram is listed below. In order to qualify as meeting the Experience Requirement for New York State Licensure in Psychology, the internship must also conform to the specifications listed in Part 52.10, Part 72, Section 72.2 of the Regulations of the Commissioner of Education (see New York State Psychology Handbook).

Selecting an Internship Site

The internship site must be one in which the student will receive training opportunities that extend his/her coursework, research, and field-based applied training. The student must receive regular, individual supervision by a licensed psychologist* who is employed by the organization providing the internship training. There must be a clear match between the student’s preparation and the activities that will be undertaken during the internship. Multiple, regularly-scheduled training opportunities should be available, such as staff training sessions, staff conferences, professional presentations by relevant professionals, and professional meetings.

* The supervising psychologist must be licensed by the state in which the internship or post-graduate experience site is located. S/he must be employed by the organization providing the internship or the post-graduate experience.

Application for an Internship

A formal application must be submitted to the Subprogram. The following items should be included:

1. A list of training objectives for the internship.
2. Description of prior coursework, research, and field-based applied training that qualifies the applicant to undertake the internship.
3. Description of the activities to be undertaking during the internship that will enable the applicant to meet the objectives of the internship.
4. Description of the supervision to be received, including:
   a. Name and license number of the supervising psychologist
   b. Type, frequency, and duration of the supervision
   c. Description and frequency of all other types of supervision that will be provided
   d. The means by which the applicant will receive performance feedback during the internship
5. Description and frequency of all other training opportunities in which the applicant will participate.

Masters Degrees

1. En-route Master of Arts Degree

Students may apply for the Master of Arts degree after completing 45 credits, the First Doctoral Examination and Breadth Requirement, and the Predissertation. Students should contact the Registrar of the Graduate School for further information. The degree is awarded by Queens College.

Students who have advanced to candidacy my apply for the Master of Philosophy Degree from the Graduate School. A form for this purpose is supposed to be mailed to the student upon advancement; however, if no form is received the student should contact the Registrar at the Graduate School.

Overview

The Graduate School provides a website providing details on submission of a dissertation. In this section, we provide detailed nformation on steps leading up to that point.

Listed below is the sequence of steps leading to the completion of the requirements for the doctoral dissertation. Subsequent sections of this document describe each step in more detail. An asterisk (*) indicates that it is necessary to file the appropriate form with the Executive Officer before going on to the next step. (Note: Copies of all forms should be kept in the student's subprogram file.)

1.* Submission of the Dissertation Topic Proposal and Dissertation Committee Approval Form.

2. * Submit Dissertation Proposal Clearance: Human Participants Form (for all dissertations), after obtaining approval from appropriate Institutional Research Review Board. You may obtain the form from the graduate secretary, or download it from this site.

3. Advancement to candidacy.

4. Preparation of dissertation proposal and meeting of Dissertation Advisory Committee.

5.* Approval of dissertation proposal by Dissertation Advisory Committee.

6.* Provisional approval of dissertation by Dissertation Advisory Committee.

7.* Provisional approval of dissertation by "outside readers."

8. Dissertation defense (final oral examination).

9.* Approval of dissertation by five-member Examination Committee.

10.* Minor revisions approved by dissertation advisor

or

Major revisions approved by dissertation advisor and two other committee members.

11. Acceptance of dissertation by dissertation librarian for deposit in the library.

1. SUBMISSION OF THE DISSERTATION TOPIC PROPOSAL AND DISSERTATION COMMITTEE APPROVAL FORM

The Topic Proposal and Committee Approval Form is a form on which the student provides a paragraph-long description of the proposed dissertation project. The student and advisor also list on this form recommended members of the Dissertation Advisory Committee who have agreed to serve on the committee. After approval by the dissertation advisor (who will serve as chair of the Advisory Committee), the form is submitted to the student's Subprogram Head. If the Subprogram Head approves the committee, the form is then sent to the Executive Officer for authorization.

The three-member Dissertation Advisory Committee consists of the dissertation advisor (thesis sponsor) and two other members. The advisor, who serves as chair, is normally a member of the student's subprogram; however, with the approval of the Subprogram Head and Executive Officer, other doctoral faculty members in Psychology or other disciplines or faculty from other institutions may serve as co-chair, but not as sole chair, of the committee with the student's advisor.

Committee members must be full time faculty members at Queens College. If a committee member is not a member of the CUNY doctoral faculty, evidence of his or her competence to serve as a committee member must be provided to the Subprogram Head and Executive Officer.

The Subprogram Head and Executive Officer must approve any changes in the Advisory Committee after it is appointed.

2. OBTAIN APPROVAL FROM appropriate Institutional Research Review Boards.

In addition, approval must be obtained from the appropriate Queens College committee prior to conducting any research with human or animal subjects. This is true even if the work is to be done off campus. Animal research is overseen by the Queens College Institutional Animal Care and Use Committee (IACUC); and human research by the Committee for Protection of Human Subjects, also known as the Institutional Review Board (IRB). Information and forms may be obtained from the Queens College Web site. From the home page go to Office of Research and Sponsored Programs.

For research with human subjects, the Graduate School requires proof that the research was approved by the Queens College IRB. A copy of the approval letter should be submitted with the dissertation proposal. When the dissertation is submitted to the Graduate School it must be accompanied by another Graduate School form - the Human Participants Certification form.

Copies of the Dissertation Proposal Clearance: Human Participants form and instructions on its use can be obtained from Ms. Schimatz who can provide hard copies or pdf files, or from the Graduate Center (212-817-7523 or -7525]

3. ADVANCEMENT TO CANDIDACY

On receipt of the Topic Proposal, the Executive Officer's office reviews the student's record. If (and only if) all requirements have been met, the student is advanced to candidacy and sent a form for requesting that the M. Phil. degree be awarded. Advancement to candidacy occurs when:

a. all course work for the subprogram has been completed with an average grade of B or better and any special requirements, such as the major area paper, have been met;

b. the First Doctoral Exam and Breadth Requirement and the Second Doctoral Examinations have been passed;

c. the Topic Proposal has been approved and submitted to the Executive Officer.

After a student is advanced to candidacy, he/she should receive a memorandum from the Registrar entitled "Instructions for Preparation of the Ph.D. Dissertation." This document specifies the Graduate School's requirements for the preparation of the final document, including such things as margins, type of paper, number of copies, binding, etc.

4. PREPARATION OF DISSERTATION PROPOSAL AND MEETING OF DISSERTATION COMMITTEE

The next step is the preparation of the dissertation proposal. This is a detailed account of the research to be undertaken, including background, statement of research questions and their rationale, methods (including design, research instruments, sampling, etc.) and data analyses to be performed. Usually, the background, statement of research questions, and methods sections can be incorporated into the thesis with relatively minor changes.

The proposal is written in close consultation with the advisor and other members of the Advisory Committee. At some point after all committee members have had a chance to read a draft of the proposal, the committee meets to discuss all aspects of the proposal. The meeting offers an important opportunity to clarify conceptual and methodological problems that may have been previously overlooked, and ensures that the candidate and the committee have a clear understanding of the requirements that have been set for an acceptable research project.

5. APPROVAL OF DISSERTATION PROPOSAL BY DISSERTATION ADVISORY COMMITTEE

The proposal is approved when all three committee members sign the dissertation proposal cover sheet. This can occur at the meeting of the committee or subsequent to it. The approved cover sheet is then submitted along with a complete copy of the proposal to the Executive Officer.

6. PROVISIONAL APPROVAL OF DISSERTATION BY DISSERTATION ADVISORY COMMITTEE

After the research is completed, a draft of the dissertation is written and submitted to the student's advisor. When the advisor feels that the dissertation is in reasonably good shape, copies are given to the other two members of the committee. These members may request additional changes. If these changes are minor, the member may agree to approve the dissertation "except for minor revisions." If the changes are major, the member may refuse to approve the dissertation until the changes are carried out. Each committee member is given a dissertation evaluation form in which he/she indicates whether or not he/she approves the dissertation and provides comments. These forms are sent directly to the Executive Officer by the committee member with a copy to the advisor.

7. PROVISIONAL APPROVAL OF DISSERTATION BY "OUTSIDE READERS"

When the three members of the Advisory Committee have approved the dissertation, the advisor recommends to the Executive Officer two additional individuals to constitute the five-member Dissertation Examination Committee. The additional committee members (sometimes referred to as "outside readers") may be doctoral faculty members, other CUNY faculty, or persons outside of CUNY, subject to the approval of the Executive Officer. If the individuals are approved as members of the Examination Committee, the student provides each with a copy of the dissertation and Dissertation Evaluation Form.

8. DISSERTATION DEFENSE (FINAL ORAL EXAMINATION)

The oral defense cannot take place until two weeks after all members of the Examination Committee have returned the Dissertation Evaluation Forms to the Executive Officer, and only if four of the evaluations are approvals. The student takes primary responsibility for contacting the committee members to arrange a time for the defense, and for scheduling a room for the defense. The Executive Officer must be informed of the time and the room at least two weeks before the defense, so that the Provost's office can be notified. The official invitation to the members of the examination committee is then sent from the Provost's office. The oral defense is an open examination; that is, individuals other than the student and the committee are free to attend.

9. APPROVAL OF DISSERTATION BY FIVE-MEMBER EXAMINATION COMMITTEE

The advisor serves as chair of the Examining Committee. The Executive Officer will provide the advisor with the appropriate forms to evaluate the candidate's performance. After conducting the examination, the student and all observers leave the room and the committee records one of the following recommendations on the Report of Final Examination form:

a. We certify that the candidate has passed the Final Examination. We accept the dissertation as presented.

b. We certify that the candidate has passed the Final Examination. We will consider the dissertation acceptable after minor revisions are approved by the Chairperson.

c. In our judgment, the candidate's dissertation requires major revisions. It must be resubmitted for approval by the Chairperson and two members of the examining committee.

d. We certify that the candidate has failed the Final Examination, and make the following recommendations________________________________.

The results and recommendations of the committee will be decided by a majority vote of the five members. The five members sign the Report of Final Examination form and the original is submitted to the Executive Officer.

10. APPROVAL OF REVISIONS

If revisions are necessary, an Approval of Revised Dissertation form will be sent to the advisor. Only the advisor need sign the form certifying that minor revisions have been made. All three original members of the Dissertation Advisory Committee must sign the form if major revisions are necessary.

11. ACCEPTANCE OF DISSERTATION FOR DEPOSIT IN THE LIBRARY

Detailed information on depositing the dissertation can be found at the following site: http://inside.gc.cuny.edu/studentaffairs/registrar/docdiss.htm. When the final version of the dissertation has been accepted, and when all other requirements have been met, the candidate may then arrange with the Dissertation Librarian to submit his or her thesis to the Graduate School Library. The Ph.D. degree is considered completed as of the date the dissertation is deposited in the library and the fee paid. Note that dissertations involving the use of human subjects must be accompanied by the Human Participants Certification form issued by t he Graduate School. The actual awarding of the degree will take place on one of these three dates:

February 1st, Spring commencement, or October 1st.

The student who plans on receiving the Ph.D. at Commencement should be aware that the revised dissertation must be deposited in the library and all fees paid no later than May 1st. In effect, this means that the oral defense must be scheduled well before that time so that all required revisions can be made and a final copy of the dissertation can be ready by the deadline. Anyone completing the requirements after the deadline will receive the degree the next time it is awarded. To receive a February or October degree, the thesis must be in the library and the fee paid by February 1st or October 1st.

Note: A student must be registered during the semester in which the dissertation is submitted to the library.

There are several goals that may be served by field placement activities:

1. Experience in an applied behavior analysis setting.

2. Course work: Two courses (73001 and 73002) include practica.

3. Subprogram Practice of Psychology Requirement

4. Practicum in Behavior Analysis (73004) or Research Practicum (70330).

5. Preparation for Board Certified Behavior Analysis Examination.

6. Preparation for New York State Licensure

7. Financial Support

While these goals are not mutually exclusive, there are certain constraints which should be considered. For instance, some placements are more conducive to practice than to research. In some cases, placement activity may qualify for course credit, but credit may not be earned if the activity is to serve as experience for licensure. On occasion, placements may offer remuneration for services.

The following placements are among those that may be available:

Preschoolers with autism

Queens Society for Autistic Children (QSAC) preschool nursery. The QSAC preschool nursery provides experience in preschool services for children with autism spectrum disorders. The Director is Deborah Gruber, who is also a Learning Processes and Behavior Analysis Doctoral student. Ongoing research includes research into effects of yoga on behavior of preschoolers with autism spectrum disorders.

Institute for Basic Research (IBR) Pre-school Nursery School serves 18 children with autism. Dr. Bobby Newman, a graduate of the Learning Processes and Behavior Analysis program, is the Director of that program. Dr. Newman has published on social skills training in autism. He is an internationally sought speaker and consultant in the filed of ABA and autism.

Children with autism

Queens Society for Autistic Children (QSAC). QSAC is an educational and community agency for children and adults with Autism Spectrum Disorders. It has an active group of behavior analysts including Gary Mafei and Ron Lee (a Learning Processes doctoral student).

New York Center for Learning Institute (NCLI). NYCLI is a replication site for the Princeton Child Development Institution, an internationally recognized model program for ABA and autism. NYCLI’s directors are Dr. Jill Young and Dr. Sue Vener, who are former Learning Processes Doctoral students, and who provide supervision of current students. Research there includes work on staff training, activity schedules, and language.

Genesis II. Genesis II is a school for children and adolescents with autism spectrum disorders, and an outreach program on Long Island run on an ABA model. Its Director is Mary McDonald, who is a Learning Processes doctoral student. Research at Genesis II includes work on video modeling and social behavior.

Alpine Learning Group, River Edge, NJ. Alpine is a model school and outreach program for children and adolescents with autism spectrum disorders. Its Director is Linda Meyer. Supervision is provided by Dr. Bridget Taylor who is the deputy director and a member of the editorial Board of the Journal of Applied Behavior Analysis. Over the last few years research has been conducted into prosocial and communication behavior in children with autism.

CHIP. CHIP is a preschool services for children with autism spectrum disorders with services on Staten island, Queens, and Manhattan. Its director is Lois Bond who is a student in the Advanced Certificate in Applied Behavior Analysis program at Queens College. Research has been conducted there on the impact of preferred and non-preferred materials on receptive vocabulary acquisition in preschoolers with autism spectrum disorders.

Institute for Educational Advancement (IEA). IEA is a replication site of the Princeton Child Developmental Institute. It provides behavior analytic services for children with autism spectrum disorders. Dr. Dawn Buffington is the Executive Director and graduate of the Learning Processes program.

Outreach TPAC. TPAC is Alpine Learning Group’s outreach program on Long Island for children with autism spectrum disorders. Dr. Effie Kymissis, a Learning Processes program graduate, provides supervision.

Association of Manhattan for Autistic Children (AMAC). AMAC is an educational facility for approximately 140 children and adolescents with autism. There is also a small program for adults with autism. Dr. Bobby Newman has provided supervision. Over the last few years research has been conducted into teaching cheating, self regulation and staff training to conduct reinforcer assessments.

Adults with developmental disabilities

Lifespire. Lifespire is a large agency for adults with developmental disabilities with multiple sites throughout New York City. Dr. Howard Kaplan, the Supervising Psychologist, received his Ph.D. from the Learning Processes Doctoral program. Current research topics include identifying client preferences for adults and effects of satiation on food stealing.

Developmental Disabilities Institute (DDI). DDI offers services for adults with developmental disabilities. Learning Processes students are able to work in Professor Ted Carr’s lab. Professor Carr is an internationally recognized contributor and field leader in to the area of functional assessment and positive behavioral support.

Institute for Basic Research (IBR), Staten Island. IBR is New York State's research facility for services for children and adults with developmental disabilities. Several psychologists there are adjunct faculty at Queens College in the Learning Processes program. Dr. Steve Holburn, Ph.D. at IBR, is also currently undertaking assistive technology research.

People with physical disabilities

United Cerebral Palsy (UCP). UCP is a multi-component service for people with cerebral palsy. Lori Sheur at UCP is a Learning Processes and Behavior Analysis doctoral student. Ongoing research at UCP includes novel applications of activity schedules to support independent activity in people with cerebral palsy and mental retardation.

Seniors

Clearview Nursing Home. Clearview Nursing Home is a residential facility for senior citizens. It offers a rare opportunity to practice ABA in the field of gerontology and organizational behavior management. Dr. Reeve-Domeny received her Ph.D. from the Learning Processes and Behavior Analysis program. Innovative research is being conducted at Clearview on ABA approaches to stress management in direct care staff and their supervisors.

Behavioral Medicine

Department of Pediatrics, Winthrop Hospital. This practicum site gives students opportunities to observe and participate in physician training in the area of clinical interview skills. Dr. William Bryson-Brockman provides supervision at this site.

Students interested in field placements should consult their advisor or the program head.

Preparation for the Board Certified Behavior Analyst Examination

The Behavior Analysis Certification Board (BACB) has implemented a voluntary national certification program for behavior analyst practitioners, and has established uniform content, standards, and criteria for the credentialing process. Click here for the content areas defined by BACB for all required courses. The BACB has approved (5/09/01) the following course sequence in the Learning Processes and Behavior Analysis Subprogram as meeting the coursework requirements for eligibility to take the Board Certified Behavior Analyst Examination (Approval Code No. CS005). Applicants will have to meet additional requirements to qualify.

73000 Learning
73001 Applied Behavior Analysis I
73005 Practicum in Applied Behavior Analysis I
73002 Applied Behavior Analysis II
73006 Practicum in Applied Behavior Analysis II
77100 Ethical and Legal Issues for Psychologists

As of Fall, 2005, two additional courses, chosen from the list below, are required.

73000 Learning (or 791.30 Seminar in Learning and Behavior Analysis)
73001 Applied Behavior Analysis I
73005 Practicum in Applied Behavior Analysis I
73002 Applied Behavior Analysis II
73006 Practicum in Applied Behavior Analysis II
77100 Ethical and Legal Issues for Psychologists

Any two of the following courses:

72002 Developmental Disabilities 2
72003 Behavioral Interventions in Developmental Disabilities
72004 Behavior Analysis of Child Development
73007 Theories of Association
73703 Categorization and Concept Formation
73900 Research Methods in Animal Behavior
791.30/80100 Seminar in Language Acquisition
791.30/80100 Autism Treatment
795.00 Fieldwork in Applied Behavior Analysis
80100 Organizational Behavior Management

Students who are interested in the BACB course sequence should meet with the Subprogram Head before embarking on the course sequence. For more information about certification, see the BACB web site.

Preparation for New York State Licensure in Psychology

Students anticipating applying for New York State licensure in psychology should speak with the Learning Processes and Behavior Analysis Program Head within the first year of study. The following information refers to issues that must be considered in curricular planning by students interested in licensure. There are many more facts and procedures with which the student must become familiar. These are described in the New York State Education Department Psychology Handbook available from the following address:

The New York State Education Department
Office of Professional Licensing Services
Cultural Education Center
Albany, NY 12230

http://www.op.nysed.gov/psych.htm

Course work and Practice of Psychology

Coursework and Practice of Psychology requirements of the Learning Processes and Behavior Analysis satisfy the Professional Study of Psychology requirements of the New York State Education Department for Licensure in Psychology (noted in Part 52.10, Part 72, Section 72.1 of the Regulations of the Commissioner of Education (see New York State Psychology Handbook). Consult required courses and elective courses.

Experience

Experience Requirement for Licensure by New York State: 1-Year Pre-Doc

NYS requires completion of an experience requirement before taking the licensure exam. This can be accomplished via one year predoc and one year postdoc, or two years postdoc. The Learning Processes and Behavior Analysis program offers an option for the 1 year pre doc experience described below. For the specifications defining acceptable experience, see Part 52.10, Part 72, Section 72.2 of the Regulations of the Commissioner of Education (see New York State Psychology Handbook).

Form 4 is required to document the experience requirement (see LPBA program website/handbook).

The Queens College Psychology Department Chair can sign off as the supervisor for the teaching experience component.

To complete the requirements for the 1- year pre-doc experience, you need to complete 2 (consecutive or non-consecutive) modules. Modules are defined as follows:

* Must be completed in Fall or Spring semesters (Summer/Winter semester teaching does not count)
** Can be completed in consecutive or non-consecutive semesters
*** Prerequisite: a 1-semester 73004 practicum (16-34 hrs/week at least 2 days/week)must be supervised by a licensed psychologist

Financial Aid

Various forms of financial aid are available from different sources. A number of awards are administered through the GC, as detailed in the Information Supplement to the Financial Aid Award Letter. One such award is the Research B-line of at least $6000 annually. Subprogram faculty usually nominate one student for this award each year. The award is intended to support the student’s research activities.

Some service-related sources of aid are available. A limited number of adjunct assistantships and adjunct teaching positions at the College provide a minimum of $2250 per semester. Also, a limited number of Graduate Fellowship C awards are made each year at the College, carrying a minimum stipend of $12,000 per year. The C-line requires 6-8 hours of teaching per semester, and is limited to a maximum of 3 years for any recipient. Students do not apply for these College awards, but are selected annually from the student body by the faculty. Criteria include preparedness to teach undergraduate material, progress in the program, and in some cases seniority. Any graduate student who wishes to obtain a Queens College Psychology Department teaching assignment must attend a special seminar entitled "Effective College Teaching" offered once each semester. Ordinarily it would be expected that students would attend the seminar in the year prior to the one in which they hope to teach.

Finally, unanticipated notices of financial aid, sometimes in special categories (e.g., women), periodically cross the program head's desk. In order for students to take advantage of these windfalls, it is important that every student have an up-to-date financial aid form on file at the GC every year. All students, even those without an obvious need for financial aid, should file this form, as many awards are not dependent on strength of need. The best course is to file the form routinely every Fall.

A word about incomplete grades: Students who are not in good standing owing to the presence of 2 or more INC grades are not eligible for financial aid through the GC. In addition, some loans (e.g., GSL) require demonstration of satisfactory progress which may be jeopardized by an INC grade. Students are advised to monitor this.

The Specialization in Developmental Disabilities

The Subprogram in Learning Processes and Behavioral Analysis offers a specialization in Developmental Disabilities which permits students to apply their basic training in learning processes to problems involving the developmentally disabled.

Students who take advantage of this specialization will participate in the following:

• Two core courses in Developmental Disabilities A series of Psychology courses (listed below) selected to provide an adequate background for entering this interdisciplinary field


• Research and applied externship placements

Required Courses

In addition to meeting the curricular requirements of the Learning Processes and Behavior Analysis Subprogram, students in the Specialization must take the following doctoral-level courses*:

1. Developmental Disabilities I (3 Credits)
2. Developmental Disabilities II (3)
3. Developmental Psychology (3)
4. Cognitive Psychology (3)
5. Psychometrics (3)
6. Physiological Psychology (3)
7. Learning (3)
8. Applied Behavior Analysis I (3 + 2)
9. Applied Behavior Analysis II (4 + 3)
10. Two-three elective courses (3 credits each)

*Many of these courses may also satisfy subprogram core curriculum requirements or the First Doctoral Exam and Breadth requirement.

The Concentration in Health Psychology

The Doctoral Program in Psychology at the City University of New York offers students in all of its subprograms the opportunity to apply to the Concentration in Health Psychology. The Concentration provides grounding in theory and research in health psychology through seminars, intensive involvement in large scale research projects, field experiences in a variety of health settings, and intensive faculty-student mentoring. At the Graduate School, a "concentration" is a teaching and research structure that is not identified with any single established program or subprogram. Students are simultaneously trained in their subdiscipline and health. Health Psychology students must meet all requirements of their subprogram as well as eight required courses in Health Psychology. Students who complete the Concentration are expected to do their dissertation (and predissertation) research in a health-related topic.

For additional information and applications contact:

Professor Tracey A. Revenson
Director, Health Concentration
Box 325
The Graduate School and University Center - CUNY
New York, NY 10036-8099

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