Psychology
Department Office
Stevenson Hall 3092
707 664-2411
Fax 707 664-3113
Special Sessions, Stevenson Hall 3092, 707 664-2682
www.sonoma.edu/psychology/
Department Chair
David Van Nuys
Administrative Coordinator
Connie Lewsadder
Faculty
Eleanor Criswell, Victor Daniels, Saul Eisen, Mary Gomes, Susan Hillier, Judith Hunt, Laurel McCabe, Charles Merrill, Geri Olson, Robert Slagle, Heather Smith, Susan Stewart,
David Van Nuys, Elisa Velasquez-Andrade, Arthur Warmoth
Programs offered
Bachelor of Arts in Psychology
Minor in Psychology
Minor in Gerontology
Certificate in Gerontology
Master of Arts in Psychology through Special Sessions
- Art Therapy
- Depth Psychology
- Humanistic/Existential
- Organization Development
What is Psychology?
Traditionally, psychology is defined as the study of human and animal behavior (normal and abnormal) and the psychological, social and biological processes related to that behavior. According to the American Psychological Association, ?Psychology has three faces: It is a discipline, a major subject of study in colleges and universities. It is also a science, a method of conducting research and of understanding behavioral data. And psychology is a profession, a calling that requires one to apply special knowledge, abilities and skills in order to solve human problems.? Psychology is an extremely diverse field that attracts people with a wide variety of backgrounds, interests, and skills.Opportunities in Psychology
A career in psychology means hard work, but it can also mean opportunity? opportunity to break new ground in science, opportunity to better understand yourself and others, opportunity to help people live richer, more productive lives, and the opportunity for ongoing personal and intellectual growth in school and throughout your career.
Some psychologists find it rewarding to work directly with people? for example, helping them overcome depression, deal with the problems of aging or stop smoking. Others are excited by research questions on topics such as animal behavior, eating disorders, how the brain functions and child development. Still others find statistics and quantitative studies to be the most fascinating areas.
Traditionally, psychologists have been employed in universities, schools, and clinics. Today, more than ever before, they can be found working in businesses, hospitals, private practice, courtrooms, sports competitions, police departments, government agencies, private laboratories and the military, among other settings.
Psychologists fill many different roles. For example, they work as teachers, teaching the discipline of psychology in universities, four-year and two-year colleges, and high schools. Psychologists work as researchers, employed by universities, government, the military, and business to do basic and applied studies of human behavior. Psychologists also work as psychotherapists, helping people to individuate and resolve conflicts. Psychologists work as counselors in school settings, working with students and their families to provide support for the students? social, cognitive, and emotional development. In addition, psychologists work as administrators, functioning as managers in hospitals, mental health clinics, nonprofit organizations, government agencies, schools, universities and business. Psychologists also work as consultants, hired for their special expertise by organizations to advise on the subject or problem in which the consultant is an expert, including such tasks as designing a marketing survey or organizing outpatient mental health services for adolescents.
Career Options with a Bachelor's Degree in Psychology
Many of the career options described above assume that you have gone on to complete graduate study in psychology, counseling, education, or social work. Although a bachelor?s degree in psychology, by itself, does not qualify you as a professional psychologist, it is the prerequisite for gaining entry into graduate training programs. A 1998 survey of SSU alumni who had graduated as psychology majors found that nearly two-thirds of the respondents had gone on to do some sort of graduate work.
Many undergraduate psychology majors do not go on to do graduate study. Nevertheless, a bachelor?s degree in psychology will mean that you graduate with a strong liberal arts education and adequate preparation for entry-level employment in one of many career paths, including:
| ? administration and management | ? marketing & public relations |
| ? business and industry | ? personnel |
| ? social service casework | ? probation and parole |
| ? child care | ? psychiatric assisting |
| ? employment interviewing | ? sales |
| ? aging human services | ? teaching |
| ? health services | ? technical writing |
About the Psychology Department at SSU
The Psychology Department at Sonoma State University is distinguished by its focus on the quality of human experience. The key words here are: distinguished, quality, human and experience. For us, each of these words holds special significance.
Distinguished: This expresses both that the department is unique and that it has achieved recognition for this uniqueness over the years. This department offered the first graduate program in humanistic psychology and also helped to pioneer that field, with four of our members having served as president of the Association for Humanistic Psychology, an international organization. The department also has been distinctive for its pioneering work in such areas as: somatics, expressive arts, biofeedback, organization development, wilderness psychology, Jungian/archetypal psychology, transpersonal psychology, interdisciplinary learning, student-directed learning, experiential learning and learning-community approaches. This distinctiveness has led to widespread recognition. The department has stood out as a beacon for many students seeking an alternative to traditional psychology.
Quality: This word carries a number of important messages. First of all, we are interested in quality, as in excellence. At the same time, we are struck that the word quality is in ascendance, in business and elsewhere, even as we see ourselves surrounded by the deteriorating quality of our physical, social and economic environments. We seek to develop a psychology that not only studies but also enhances the quality of life. The word quality also communicates that we value qualitative, as well as quantitative, research methods.
Human: While affirming our interdependence with all creatures, this word communicates our emphasis on studying uniquely human, rather than animal, phenomena.
Experience: We take seriously the subjective realm, rather than focusing exclusively on the objective. Our approach to investigation is often phenomenological, and our approach to teaching emphasizes experiential approaches to learning, when possible, both inside and outside the classroom.
While the department was originally closely associated with humanistic and existential psychology, today we offer a broader spectrum of approaches. Our teaching-learning model is person-centered. That is, we try to foster the unique intellectual, spiritual and emotional growth of each student as an individual. Our approach to self-knowledge leads inevitably from a concern for a private and inner self to a wider concern for one?s relationship to one?s community and culture.
Specific learning goals and objectives for the psychology major:
The Sonoma State Psychology Department is one of a handful of humanistically-oriented psychology undergraduate departments in the country. We are especially strong in several areas that are not the focus of most psychology departments but are the focus of our graduate and certificate programs: organizational development, depth psychology, art therapy, gerontology, somatics and biofeedback. Our diverse curriculum offers a stimulating and timely liberal arts education that responds to current student needs and supports faculty development and renewal. The department?s goals and objectives are designed to support a rich and diverse list of course offerings without compromising students? abilities to learn the skills they will need. We also believe that successful teaching and learning extends beyond the classroom to individual advising.
Goal 1. Students should have a knowledge of the theory and content of the four ?forces? of psychology: psychoanalytic, behavioral, humanistic, and transpersonal.
Objectives:
1a. Students should be able to identify and use the key concepts of psychoanalytic theory.
1b. Students should be able to identify and use the key concepts of behavioral theory.
1c. Students should be able to identify and use the key concepts of humanistic-existential theory.
1d. Students should be able to identify and use the key concepts of transpersonal theory.
1e. Students should be able to discuss the major theorists and concepts of the four areas in thoughtful essays.
1f. Students should be able to apply psychological theories and concepts to problems and questions they find personally important.
Goal 2. Students should have the psychological knowledge and skills relevant to personal directions and career objectives.
Objectives:
2a. Define life paths and career goals.
2b. Develop skills relevant to pursuing them.
Goal 3. Students should have interpersonal, social, and cultural awareness and skills.
Objectives:
3a. Students should be able to demonstrate knowledge of differences and similarities in the way people are treated due to gender, race, ethnicity, culture, class, disabilities, and sexual orientation.
3b. Demonstrate the capacity to reflect on one?s cultural identity (and an awareness of how implicit cultural assumptions color our behavior).
3c. Demonstrate communication skills: perspective taking, empathic interaction, and assertive combination.
3d. Demonstrate knowledge of developmental stages, group and family dynamics and/or personality processes.
Goal 4. Students should understand the development of the self and others as a continuing learning process.
Objectives:
4a. Students should be able to show an ability to move from one theoretical perspective to another perspective.
4b. Students should be able to identify their personal values.
4c. Students should be able to collaborate as a team or community member.
4d. Students should be able to demonstrate an ability for reflective thinking.
Bachelor of Arts in Psychology
Degree Requirements units
| General education | 51 |
| Major prerequisite: Introduction to Psychology | 3 |
| Major requirements (including 12 Supporting Units) | 44 |
| General electives | 22 |
| Total units needed for graduation | 120 |
Students who wish to apply to transfer into the psychology major must have completed the following courses or the equivalents:
ENGL 101 Expository Writing and Analytical Reading
PHIL 101 Critical Thinking
PSY 250 Introduction to Psychology
The requirements for the major are designed to ensure basic competencies in the field. Majors must have completed PSY 250 Introduction to Psychology (or the equivalent at another college) within 10 years of beginning their major at Sonoma State University. Majors must complete at least 32 units in upper-division psychology courses and 12 units in supporting courses, with a minimum grade of C or Cr in each course, and an introductory psychology course. University regulations allow the Cr/NC grading mode for courses in the major only if those courses are not offered for a traditional grade (A-F). Majors also need to complete a course in statistics to graduate in the major. This could be MATH 165 or the equivalent. MATH 165 fulfills the math GE requirement and may also be counted toward the supporting units in the psychology major.
Major requirements
? PSY 250 (or equivalent course at another college)
This is a prerequisite to the major, rather than part of the major, and must be taken within 10 years of beginning your work at SSU. Students who believe they possess the requisite knowledge may substitute a passing score on the CLEP test in introductory psychology, administered by the University Advising Center. In addition, because Psychology is such a high-demand major, other prerequisites may be used to control enrollment. Students thinking of transferring into the major should contact the department for current information.
? 32 upper-division units in psychology including Psy 306 and PSY 307. This may include PSY 302 and/or PSY 303 only if these courses are not used for general education credit.
? 12 supporting units in psychology or related areas
These will be chosen with the approval of the student?s advisor. They should include no more than 7 units from a community college. MATH 165 or an equivalent statistics course may be included in this area.
Total units for major (not including prerequisite PSY 250): 44
Note: Students are asked to select personal academic advisors during their first semester. The department has four advisory plans. Each student may choose one of these in consultation with his or her advisor.
Psychology Advisory Plans
No later than the first semester of the junior year, every major is encouraged to consult an advisor to develop a course of study in the major. This is best done between the fourth and eleventh week of the semester, after the new semester is substantially underway but before the advising period for the following semester.
After taking the core courses (PSY 306 and 307), students go on to complete the requirement of taking 32 upper-division psychology units by selecting 24 elective units from upper-division psychology courses. The Psychology Department has developed four advisory plans, in relation to these elective units, that we believe meet the educational goals and interests of the majority of our students. These plans build upon the basic requirements of the major by suggesting lists of specific courses that we believe will prepare our students for work or graduate study after graduation.
The advisory plans are generalized advice for students planning to work in a particular area. They are not meant to be followed in a detailed, slavish fashion. Rather, we encourage each student to develop an individualized plan that focuses on what he or she plans to do after graduation. Faculty advisors can assist in this effort.
The Humanistic/Transpersonal Psychology Advisory Plan is a contract-based plan designed for students who wish to concentrate on the rich selection of courses the department offers. The humanistic/transpersonal approach to education places great value upon students assuming responsibility for their own education. For this reason, study under this advisory plan is largely self-directed. Consequently, it will appeal to students who wish to chart their own plan of study. It is especially suitable for students who wish to complete a double major.
The Developmental Psychology Plan is designed to prepare students for work and study around developmental concerns in areas such as health care, child care, community development, family policy advocacy, a range of human services dealing with the elderly, and basic and applied research. It takes an interdisciplinary approach to the study of the lifespan from birth to death. Courses address three areas: 1) key processes of development across the lifespan, including biological, social, cognitive, and emotional development, 2) life contexts, such as family, work, school, neighborhood, community, culture, and the political system, and 3) tools for applying this knowledge in work and everyday life. Students work with an advisor to create a plan tailored to their specific goals, with internships as a strongly recommended component. Since the plan is interdisciplinary, appropriate courses from other departments may be included in the major.
The Human Services Advisory Plan is designed for students who plan to go directly into work in applied settings, as well as those who are already performing psychological work who need additional information, concepts, and skills. It is especially recommended for students preparing for master?s and doctoral level work in graduate clinical, counseling, social work, and educational psychology programs. It is also recommended for those preparing to complete the requirements for a certificate in gerontology.
The Psychology in the Workplace Advisory Plan is designed to prepare students to enter the world of work, whether it be in business, government or non-profit settings. Today?s employers are looking for people who are fast, flexible, adaptive learners. High level jobs these days require that applicants be able to juggle multiple responsibilities and have strong skills in information access and analysis; in working collaboratively; in written and oral communication; in group leadership; and in research and data analysis, to name only a few. A background in psychology and related fields can help to lay such a foundation. This advisory plan is intended to steer students toward a pattern of courses in psychology and allied departments, such as business and public administration, that are aimed at developing the sorts of skills needed in the work world. This advisory plan is also recommended for students who plan to do graduate work in programs such as organization development, public administration and business.
As described in the SSU Psychology Department Advising Handbook (October 1997), professional advancement in the field of psychology often requires more training, either at the Master?s (M.A., M.S., M.S.W.) or Doctoral (Ph.D., Ed.D., Psy.D.) level. Graduate programs with a research orientation, or clinical or counseling Ph.D. programs at mainstream state and private universities customarily want students to have a background in investigative methods, statistics, and non-clinical areas of psychology as a foundation for the particular human services training they provide. Students interested in pursuing individual research projects should take Introduction to Statistics and Introduction to Research Methods as early in the major as possible. Some graduate schools require a background in perception, physiology and motivation; PSY 451, Neural Science covers these areas. Graduate clinical and counseling programs at professional schools and alternative universities tend to emphasize one-on-one internship experience. Students should investigate career options early by consulting with their advisors and planning accordingly. Moreover, many graduate programs will not accept students with only an academic background. They also want to see some practical experience. Students applying to such programs are advised to include PSY 499, Undergraduate Internship, in their program. Students interested in graduate work in psychology might also consider teaching assistantships and research internships.
Supporting Courses
The Psychology Department requires that students complete at least 12 units of supporting work, chosen with the approval of the student?s Psychology Department advisor. Supporting units refer to courses in psychology or other departments which are in line with the student?s interests in the field of psychology and/or the student?s career goals. These 12 units must be completed with a minimum grade of C or Cr. A minor or second major will be accepted to meet this requirement. MATH 165, Statistics, which is required for graduation as a psychology major, may be used as supporting units.Academic Advising
Students are required to meet with their faculty advisor once a semester to review their academic progress and plans. Students are encouraged to come in for advising before the scheduled mid-semester advising period, when faculty are likely to have more availability. During the first upper-division semester as an SSU student, you may choose to sign up for one of the four advisory plans (please see the previous section).Sample Four-Year Program for Bachelor of Arts in Psychology
Freshman Year: 30-31 units| Fall Semester (15 units) | Spring Semester (15-16 units) |
| UNIV 102 (optional)(2) | HUM 200 (3) |
| ENGL 101 (3) | MATH 1658 (4) |
| PHIL 101 (3) | GE (3) |
| BIOL 115 (3) | GE (3) |
| BIOL 115L 1 (1) | Elective (2-3) |
| PSY 250 2 (3) |
Sophomore Year: 29 units
| Fall Semester (13 units) | Spring Semester (16 units) |
| PSY 320 4 (4) or | PSY 306 5,6 (4) |
| PSY 380 9 (4) | GE (3) |
| GE (3) | GE (3) |
| GE (3) | GE (3) |
| GE (3) | GE (3) |
Junior Year: 28 units
| Fall Semester (14 units) | Spring Semester (14-15 units) |
| GE Upper Division7 (3) | GE upper division7 (3) |
| GE Upper Division7 (3) | PSY Upper Division (4) |
| PSY 3075 (4) | Supporting or Elective8 (4) |
| PSY Upper Division (4) | PSY Upper Division (3-4) |
Senior Year: 30 units
| Fall Semester (15-16 units) | Spring Semester (15-16 units) |
| PSY Upper Division (4) | PSY Upper Division (3-4) |
| PSY Upper Division (3-4) | Internship8 (optional) (3-4) |
| Supporting (3-4) | PSY Upper Division (3-4) |
| Internship8 (3-4) | Supporting (3-4) |
| Elective (1-3) | Elective (1-4) |
| Total semester units: | 120 |
1 A lab in another general education science course may be substituted for BIOL 115L.
The Psychology Department?s Master of Arts programs are administered through Special Sessions in Extended Education. They are self-support programs funded entirely through student fees.
University policy requires students in master?s programs to maintain continuous enrollment until completion of the M.A. program or pay a continuing enrollment fee of $250.00 per semester.
University policy also requires students who take four semesters to complete their thesis/project to re-enroll in PSY 599, Master?s Thesis Project (Organization Development students re-enroll in PSY 596, Graduate Tutorial) and Directed Reading.
For application materials to the Special Sessions programs, contact the Graduate Administrative Coordinator in Psychology, 707-664-2682. You may also write to:
Graduate Admissions
Art as ?making special? is at least 250,000 years old (Dissanayake, 1992). Today, training in art therapy honors this universal human behavior. Art therapists combine knowledge in artistic skillfulness with contemporary forms of psychological understanding in service to individual and group/community needs; a professionally trained Art therapist has gained expertise adaptable to the full range of human needs and services.
This master?s program offers advising and evaluation for an art therapy training program that meets both the educational standards of the national American Art Therapy Association (AATA) and continues the humanistic/transpersonal tradition of education in the Psychology Department. A graduate becomes a professional art therapist upon completion of studies; 2,000 post masters supervised hours of work (paid or voluntary) are required to become professionally registered as an A.T.R. with the Art Therapy Credential Board (ATCB).
While considering the full range of therapeutic interventions, this program emphasizes an imaginal psychology approach, which blends current psychological knowledge with indigenous wisdom. Art-making evokes direct experiences in the imaginal realm: the images evoked reflect the deeper story and truths which we ?live out,? with awareness or not, in our daily lives. Through the revealing act of art-making over time, we can recover our connection with healing images and gain greater choice and wisdom in fulfilling our life?s journey.
The development of skillfulness in supporting others in the use of creativity and imagination for healing entails an initiatory training: students learn by doing?by their own direct experiences first?followed by theoretical and practical understandings. Students are expected to be self-motivated, emotionally mature, responsible, and committed to a lifelong learning process which engages their creativity and imagination in service to others.
Fees The first year lays the foundation of theory, methods, applications, and cross-cultural awareness. Students learn Jungian theory, symbolic work, myth process, and explore earth-based rites of passage and the council process. The second year prepares students for work on their master?s project. This may be a research-oriented thesis or investigative project, a curriculum project which contributes to the field of teaching, or a creative project which is an original contribution to the arts. Students work closely with their advisor and with their peers on their year-long projects. Some current student interest areas are depth psychology and movement, drama and story-telling, indigenous wisdom, rites of passage, women?s and men?s groups, and spirit and soul-making.
A monthly Visiting Scholars program brings experts in their field to a half-day lecture and lunch in the depth community. Recent scholars have presented on the Native American trickster archetype; the sacred feminine in India; the Kabalah; and the experience of the ancestors.
The program in depth psychology is designed to move students to the next step in their personal and professional development. Graduates go on to teach, to work in personal growth facilitation and program design, as well as to pursue clinical training in master?s and doctoral programs, and to research and write in the field of depth psychology.
Course prerequisites are required for admission and are designed to give students a foundation in adult development and artistic expression.
Students are encouraged in their first year to articulate a guiding question about human experience that becomes the seed of their master?s work in their second year.
The program includes the following courses:
1. B.A. degree from an accredited college or university.
2. A 3.00 GPA for the last 60 units of academic work.
3. An undergraduate major in psychology or an approved equivalent.
4. Applicants must demonstrate an acceptable level of competence in oral and written communication, which will be demonstrated by: a written statement about the student?s background, relevant experience, and specific goals to be achieved in the program; a writing sample from the applicant?s recent academic or professional work; and individual and group interviews during the admissions process.
5. Applicants with minimal preparation in psychology must complete 20 units in psychology from the following list, depending on the focus of the applicant?s proposed program:
Students are admitted each fall and work together as one cohort group through the 34-unit program. Interaction processes among students and instructors are an important source of learning. Both the course work and field supervision emphasize the acquisition of personal awareness, interpersonal competence, and conceptual understanding required for effective practice in organization development.
Classes are scheduled in the evenings to meet the needs of currently employed students. Some courses schedule all-day sessions on Saturdays. For employed students, work schedule flexibility is highly desirable.
Students take courses together as a cohort group. The course list is as follows:
The culminating experience requirement consists of two parts:
1. B.A. degree from an accredited college or university.
2. A 3.00 GPA for the last 60 units of academic work.
3. Applicants should have a foundational understanding of issues and concepts encountered in organizations, as well as those pertaining to human behavior and experience. This may be acquired through at least two years of relevant work experience, as a manager or supervisor, consultant, psychologist or staff specialist.
Generally, this may mean that applicants with a B.A. in psychology may need courses in business administration, while those with a degree in business may need courses in psychology. Prerequisite course work in one or more of the following may be used to satisfy these requirements:
It is advisable to consult with the organization development program coordinator before taking prerequisite courses.
4. In addition, applicants must demonstrate an acceptable level of competence in oral and written communication, which will be demonstrated by: a written statement about the student?s background, relevant work experience, and specific goals to be achieved in the program; a writing sample from the applicant?s recent academic or professional work; and individual and group interviews during the admissions process.
2 May be taken either semester of the freshman year.
3 Supporting units are typically courses in another discipline that supports the student?s interests, lower-division psychology courses, or upper-division units in psychology. PSY 302 and 303 may be double-counted as GE units and supporting units for the major, but not double-counted as GE units and the required 32 upper-division psychology units.
4 Recommended for all students who do not already have well-developed computer skills.
5 Required core course.
6 Prerequisite or recommended for most other upper-division courses in the major.
7 Upper-division general education courses may be taken during the second semester of the sophomore year if 60 or more units will be completed by the end of that semester.
8 Internships are strongly recommended for students going on to clinical counseling, educational, or human services work.
9 Recommended for students interested in research oriented master?s or doctoral work.
Minor in Psychology
Students seeking a minor in psychology are encouraged to consult with a psychology faculty advisor to assist them in planning a series of courses tailored to their own personal and career goals. The requirements of the minor are:
1. Completion of PSY 250 Introduction to Psychology (or an equivalent course), with a grade of C or better.
2. Completion of at least 20 units of upper-division psychology courses, with a minimum grade of C. Courses must be taken for a letter grade unless Credit/No Credit is the only way the course is offered.
Minor in Gerontology
The minor in gerontology provides students with a focused multi-disciplinary program to study the aging process. The minor gives students a solid academic foundation in the field and offers practical applications through the internship. Students receive a strong theoretical orientation based in the liberal arts tradition and practical information about aging. The requirements include 17 units incorporating biology, psychology, and social aspects of aging, and 6 elective units. Specific courses are listed under gerontology in the catalog.
Field Work and Special Studies
Special Study: Students who wish to carry out independent study and research are encouraged to contact an individual faculty member of their choice.
The Community Involvement Program (CIP): Academic CIP units may count as supporting units for the major. A maximum of 4 units of PSY 295 (CIP) can be taken in any semester and a total of 6 units can be counted toward the bachelor of arts degree. Cr/NC only.
Field Placements and Internships: Each semester a number of advanced undergraduate and graduate students participate in field placements and internship work experiences in organizations and agencies throughout the University?s six-county service area. These internships involve on-the-job training by the agency and academic work under the direction of a faculty member. This forms an important base for academic credit and helps the student obtain a range of learning experiences not otherwise found in the department. Applications for internship should be made near the end of the semester preceding the internship semester. A maximum of 8 units of PSY 499 Internship can be applied toward the degree. For students who take both PSY 295 (CIP) and PSY 499 Internship, only 10 units in all can be applied toward the major, with any remaining units being applied toward B.A. electives. Students planning on graduate work in clinical or counseling psychology are encouraged to gain internship experience well before applying to graduate school.
Master of Arts in Psychology
The Psychology Department, working in conjunction with the School of Extended Education, offers four areas of study within the Master of Arts program: Art Therapy, Depth Psychology, Humanistic/Transpersonal Psychology, and Organization Development. Each program offers its own goals and curricula, and applicants apply to the program of their choice. Prerequisites vary according to program.
Psychology Department
Sonoma State University
Rohnert Park, CA 94928-3609
Please check our Graduate Psychology web page:
www.sonoma.edu/psychology/catalog/specialma.html
Art Therapy Program
Program of Study
Students are admitted in the fall every other year (2003, 2005). They work both individually with the program advisor as well as together as a learning community for six (6) semesters (three years). Within a 34-unit program, students complete and document (through a portfolio process) approximately 900 hours of classroom learning, plus a supervised art therapy internship of 700 hours. Learning experiences cover art therapy: principles; studio/imaginal practices; applications; internship; investigative/research project. Please note: all learning experiences are provided off campus.
Evaluation
Within the first 18 units of study, each student selects an M.A. committee in consultation with the advisor. The committee includes the advisor, a second faculty member (from psychology or another department), an art therapist field supervisor, and a peer. This committee evaluates student?s work with the student during the mid-program and final program meetings.
Prerequisites for Admission
The art therapy program has the following admissions prerequisites:
1. B.A. or B.S. in psychology or equivalent from an accredited institution or B.F.A. preferred.
2. Minimum G.P.A. of 3.0 in the last 60 units of coursework.
3. Applicants must demonstrate an acceptable level of competence in oral and written communication, which will be demonstrated by: a written statement about the student?s background, relevant experience, and specific goals to be achieved in the program. Individual and/or group interviews are part of the admissions process.
4. Related human services work experiences (paid or volunteer).
5. Completion of 16 units of studio art experiences (within one year of admission).
6. Completion of 16 units of psychology (human development, personality, abnormal psychology, introduction to counseling and/or myths, dreams, symbols) ? within one year of admission.
7. A history of psychology course (Psy 306 at SSU or equivalent).
8. An Introduction to Art Therapy course (Psy 431 at SSU or equivalent)
Strongly recommended:
Previous experience in an art therapy process or therapy group.
Depth Psychology Program
The master?s program in Depth Psychology is an embodied curriculum which integrates intensive personal process work in Jungian and archetypal psychology with conceptual learning and practical skills development. A supportive small-group environment enables students to develop skills in individual process work, arts expression, dream work, earth-based healing practices, personal growth facilitation, group facilitation, and cross-cultural awareness. The program is unique in its emphasis on experiential learning and in its cross-cultural orientation.
Program of Study
In the first year, all students take foundational courses: theory, methods and applications, and cross-cultural symbolism and mythology. In the second year, students take required and elective courses through seminars, internships, and work on the master?s thesis. Electives include small-group learning tutorials, field experience, and independent study projects. Students are encouraged to participate in internships in their second year in order to gain work experience in fields of their own choosing. Some students may choose to design a curriculum and, under supervision, teach an undergraduate course in the Psychology Department. Students also have the option, at additional expense, of enrolling in University courses which meet their specific learning needs.
PSY 511 Theories of Depth Psychology (6 )
PSY 515 Psychological Writing Seminar (2)
PSY 530 Seminar in Interpersonal Process (2 )
PSY 542 Methods and Applications of Depth Psychology (6)
PSY 543 Cross-Cultural Mythology and Symbolism (6 )
PSY 570 Directed Field Experience (1-3 )
PSY 575 Research Seminar (3 )
PSY 595 Special Studies for Graduate Students (1-3 )
PSY 596 Graduate Tutorial (1-2 )
PSY 599 Master?s Thesis: Project and Directed Reading (6 )
Prerequisites for Admission
The Depth Psychology program has the following prerequisites:
1. B.A. or B.S. from an accredited institution.
2. Minimum G.P.A. of 3.0 in the last 60 units of coursework.
3. An acceptable level of competence in oral and written communication, as demonstrated by: a written statement about the student?s background, relevant experience, and specific goals to be achieved in the program; a writing sample from the applicant?s recent academic or professional work; and individual and group interviews during the admissions process.
4. Emotional maturity, as demonstrated in the applicant?s personal written statement, life experiences, and admissions interview.
5. Five course prerequisites (a maximum of 9 units may be lower- division courses completed at a community college): child development, adult development, personality, abnormal psychology, and research methods in psychology.
6. A minimum semester-long experience in symbolic forms (art, dream work, writing, poetry) and reflection on that expression for personal growth.
Fees
Fees are set by the School of Extended Education . Fees were $350 per unit for the 2001-2002 academic year and are expected to change yearly due to increased program costs.
Humanistic Psychology
(Portfolio-Based Program)
This program offers two years of in depth and intense exploration in an area of interest. Students who have been accepted in the past have been those particularly concerned with personal meaning and growth, mature in their sense of self-direction, and capable of developing and communicating their goals. The overall program goal is learning that has relevance to basic human experience in a rapidly changing social and economic environment.
The program is designed for self-directed individuals who may already be in the professional workplace and who have not been able to further their educational and career goals through a more traditional graduate program. It provides the opportunity to develop a 34-unit individualized curriculum, working closely with an advisor from the Sonoma State University psychology faculty. The program requires 2 units of a graduate level seminar in psychology each semester. Topics of the seminar may vary each semester, but include a personal process component and workshops on professional writing.
The program requires a high level of individual initiative and knowledge of resources in the field. It is therefore most appropriate for those with background and work experience in psychology and knowledge of their professional and personal goals.
The special sessions M.A. is equivalent to one earned in a traditional graduate program in psychology with comparable academic standards. Students must be willing to commute to the SSU campus to attend the core seminar and regular weekly or biweekly meetings with their faculty advisors.
Admissions Prerequisites
The following must be met before a student can officially begin the M.A. program, although it is possible to apply while working to fulfill these prerequisites:
PSY 250 Introduction to Psychology
PSY 302 Development of the Person
PSY 303 The Person in Society or PSY 406 Social Psychology
PSY 306 History of Modern Psychology (required by all students)
PSY 307 Humanistic, Existential, and Transpersonal Psychology
PSY 410 Child Development
PSY 425 Abnormal Psychology
PSY 461 Personality
PSY 462 Seminar in Humanistic and Existential Psychology
Fees
Fees are paid on a per-unit basis. Students must enroll in a minimum of 8 units per semester while in the 34-unit program. These fees cover advising, administration, portfolio evaluation and thesis/project supervision. It is understood that the student will be responsible for fees for any additional learning experiences such as workshops or short courses. Fees are set by the Office of Extended Education and for the 2001-2002 academic year were $235 per unit but may change due to increased program costs.
Evaluation
Each student selects an M.A. committee, in consultation with a faculty advisor. The committee typically includes the advisor, an SSU Psychology Department faculty member, and an M.A.-level professional from the community (ordinarily a field supervisor). The committee is responsible for evaluating the student?s M.A. work. There are two phases to the evaluation. A portfolio review occurs after 16 units of study and involves advancement to candidacy; the second review is at the end of the student?s program and includes the presentation of the portfolio of completed work and a defense of the thesis project.
Organization Development Program
This special-focus M.A. in psychology provides professional preparation for mid-career individuals interested in learning how to develop more effective and humane organizations. In four semesters participants gain the practical skills, conceptual knowledge, and field-tested experience to successfully lead organization improvement efforts. The academic experience involves seminar discussions, skill-building activities, and extensive field projects under the guidance and supervision of experienced faculty.
Program of Study
Each cohort group participates together in an integrated sequence of courses over the four semester program. These courses address the theory and practice of group facilitation, design and presentation of training experiences, arranging and carrying out organizational client engagements and leading whole-system change projects. Case reports and conceptual frameworks provide a solid foundation to guide professional practice.
PSY 510 Professional Practice in Organization Development
PSY 513 Facilitation and Training
PSY 514 Organization and Team Development
PSY 518 Large Group Interventions
PSY 533 Group Dynamics in Organization Development
PSY 544 Qualitative Research Methods
PSY 554 Organization Systems Inquiry
PSY 556 Seminar in Socio-Technic Systems Redesign
PSY 557 Human Systems Redesign
PSY 572 Internship in Organization Development
PSY 596 Graduate Tutorial
? An analytical case study demonstrating competence in the design and implementation of an organization development project with an actual organization.
? A publishable article on a topic relevant to professional practice in organizations. Both reports are planned with and approved by the student?s faculty advisor.
Prerequisites for Admission
The Organization Development Program has the following admissions prerequisites:
? Organization behavior, management, or systems theory
? Psychological foundations, personality or development