Loyola University Chicago Department of Psychology Chicago, Illinois
Overview There are approximately 100 graduate students enrolled in the Department of Psychology’s graduate training programs. Students normally have an undergraduate major in psychology or a related field, and most have prior work experience or have done previous graduate study. Total graduate and professional student enrollment at Loyola University Chicago is more than 5,400. Graduates from the Department of Psychology’s graduate programs compete successfully for positions at colleges and universities; medical centers; research centers and institutes; federal, state, and local government agencies; and in private industry, including Motorola, Abbot Laboratories, and Bank One. The Location and Community Programs of Study and Degree Requirements The Clinical Psychology Ph.D. Program views its specific mission to be the development of competent professionals in clinical psychology who are capable of functioning in clinical, research, and academic settings. The program strives to provide a balance of training and experience in research, clinical work, and teaching. Specifically, the program strives for student proficiency in the following areas: knowledge of the substantive content, theories, and methodologies of psychology; the planning and execution of relevant psychological research; specialized knowledge of psychological dysfunctions and approaches to assessment and treatment of such dysfunctions; selection and effective application of a wide array of psychological assessment procedures and constructive intervention procedures; sensitivity to cultural and individual differences and flexibility in the application of psychological principles and techniques to a wide variety of populations and in a range of settings; knowledge of and commitment to the ethical standards of the profession; and competence in written and oral communication of psychological information. Formal specialization is available in the area of child clinical psychology. The Clinical Psychology Program includes at least three years of full-time graduate course work (72 semester hours), including practicum and research experiences, and a one-year predoctoral clinical psychology internship. The Clinical Psychology Program has been fully accredited by the American Psychological Association since 1959. The Developmental Psychology Ph.D. Program strives to train graduate students in the science and profession of developmental psychology and to encourage students to contribute to the welfare of disadvantaged members of society. Specific goals for students in the program are as follows: to acquire research skills to function independently as evaluators, researchers, or administrators in professional settings; to learn the written and oral skills necessary to efficiently communicate their findings; to assume the values and ethics of developmental psychology, including a commitment to address issues of social relevance for the nation; and to develop expertise in the art of teaching. The Developmental Program requires at least three years of full-time graduate course work (completion of 60 hours of graduate credit). The primary goal of the Applied Social Psychology Program is to enable students to develop a social psychological perspective with which to study the behavior and experiences of people in a social context. Graduates are expected to contribute to and utilize social psychological knowledge for the improved welfare of individuals, groups, organizations, and society as a whole. The program seeks to train professionals who, through basic and applied research, are able to identify significant issues, help design and implement changes that address those issues, and evaluate those changes. Students are also expected to become effective communicators of knowledge through presentations, publications, and teaching. The Doctoral Program in Applied Social Psychology requires at least three-years of graduate course work (completion of 60 hours of graduate credit). Completion of the terminal Master’s Program in Applied Social Psychology requires the completion of 30 graduate credit hours.
Facilities & Resources Expenses and Aid Financial Aid: Housing/Living Expenses: How to Apply Who to Contact 773-508-2973 E-mail: grad-psych@luc.edu Faculty and Research • Richard W. Bowen, Ph.D. Vision and visual perception, graph literacy and graphic data analysis. • Fred B. Bryant, Ph.D. Psychological well-being, happiness, affect intensity, Type A behavior, health psychology, measurement of human cognition, structural equation modeling. • Isiaah Crawford, Ph.D. HIV/AIDS prevention and psychosocial treatment paradigms, multicultural issues and diversity, human sexuality, professional practice and training. • Denise A. Davidson, Ph.D. Cognitive and social development in children, children’s social and nonsocial decision making, language development, memory across the life span. • Tracy DeHart, Ph.D. Self beliefs, self regulatory processes, interpersonal relationships, health-related behaviors. • Joseph A. Durlak, Ph.D. Death, dying, and bereavement; child clinical psychology; community psychology; prevention; meta-analysis. • Raymond H. Dye Jr., Ph.D. Human auditory perception and spatial hearing. • John D. Edwards, Ph.D. Social attitudes and public opinions, formation and structure, evaluation of educational programs. • Richard R. Fay, Ph.D. Neural mechanisms of perception, sensory neuroscience, evolution of hearing. • Noni Gaylord, Ph.D. Resilience in African American children and adolescents, coping and protective family and parenting factors related to resilience. • Catherine A. Haden, Ph.D. Memory and narrative skill development in the preschool and early school-age years, parent-child conversational styles, children’s abilities to remember. • Linda Heath, Ph.D. Psychology and law, media effects, gender issues in communication, women’s issues, sexual assault, fear of crime, partner violence. • Grayson Holmbeck, Ph.D. Adolescent development and family relationships, physical disabilities in adolescents, developmental psychopathology of adolescence. • Kathleen Kannas, Ph.D. Infant perceptual and cognitive development, attention and distractibility in infancy and early childhood, individual differences in voluntary attention. • Lois Leidahl, Ph.D. Spatial representations, gender differences, animal behavior and cognition. • Scott Leon, Ph.D. Psychotherapy outcomes and children’s mental health. • Victor C. Ottati, Ph.D. Social cognition, attitudes, persuasion, political psychology, cross-cultural psychology. • Thomas P. Petzel, Ph.D. Depression, shyness, cognitive models of psychopathology, procrastination. • Emil J. Posavac, Ph.D. Program evaluation, design of applied research, medical services. • Maryse H. Richards, Ph.D. Adolescence, body image, eating concerns, depression in girls, African American development, exposure to violence. • Patricia A. Rupert, Ph.D. Professional ethics and values, training issues, ethical decision making. • Anne Sutter, Ph.D. Vision and visual perception. • R. Scott Tindale, Ph.D. Group and individual decision making, jury decision making and selection, social influence in groups, cognitive heuristics, psychology and law. • William Yost, Ph.D. Auditory perception, psycho-acoustics. |