Master of Arts Curriculum

In the Master of Arts (MA) in Clinical Psychology program, our curriculum is designed to teach students to think critically by utilizing theoretical constructs and empirical findings to guide their clinical practice. The MA program also offers students a practicum training experience that can help to build skills in providing thorough client evaluation and effective therapeutic interventions.

Eligibility for Licensure

The MA in Clinical Psychology degree program curriculum’s focus is preparation for the PsyD in Clinical Psychology degree program and not for independent practice. The MA in Clinical Psychology degree program is not license-eligible in the state of Georgia.

Course Listing

The MA in Clinical Psychology degree program requires the successful completion of 48 semester credit hours distributed as follows: core course requirements, 42 credit hours; and practicum and practicum seminar requirements, 6 credit hours. In addition to these credit hour requirements, students must successfully complete the Comprehensive Examination.

Core Course Requirements

Students enrolled in the MA in Clinical Psychology degree program are required to complete core course requirements in the following distribution areas: Applied Psychology, Research Methodology, Core Assessment, Intervention, and Professional Development.

Applied Psychology Requirements

Students Are Required to Take the Following:

  • PP 7010 - Lifespan Development (3)
  • PP 7311 - Diagnostic Psychopathology (3)

Applied Psychology Requirements—6 Credit Hours

Research Methodology Requirements

Students Are Required to Take the Following:

  • PP 7200 - Statistics and Research I (3)

Research Methodology Requirements—3 Credit Hours

Core Assessment Requirements

Students Are Required to Take the Following:

  • PP 7365 - Clinical Interviewing (3)
  • PP 7370 - Cognitive Assessment (3)
  • PP 7373 - Integrative Assessment (3)
  • PP 7385 - Personality Assessment (3)

Core Assessment Requirements—12 Credit Hours

Intervention Requirements

Students Are Required to Take the Following:

  • PP 6450 - Foundations of Clinical Interventions (3)
  • PP 8010 - Cognitive Behavioral Theory and Therapy (3)
  • PP 8030 - Psychodynamic Theory and Therapy (3)
  • PP 8060 - Group Psychotherapy (3)

Intervention Requirements—12 Credit Hours

Professional Development Requirements

Students Are Required to Take the Following:

  • PP 7100 - Professional Issues: Ethics, Conduct, and Law (3)
  • PP 7110 - Professionalization Group I (1)
  • PP 7111 - Professionalization Group II (1)
  • PP 7114 - Professionalization Group III (1)
  • PP 7340 - Issues in the Assessment and Treatment of Diverse Populations (3)

Professional Development Requirements—9 Credit Hours

Practicum and Practicum Seminar Requirements

Students are required to complete 6 credit hours of practicum and practicum seminar.

  • PP 6201 - Master’s Practicum I (3)
  • PP 6202 - Master’s Practicum II (3)

Practicum and Practicum Seminar Requirements—6 Credit Hours

Graduation Requirements

To be eligible for graduation, students must meet the following requirements:

  • 42 credit hours of required courses
  • 6 credit hours (one academic year) of practicum and practicum seminar
  • Satisfactory completion of the Comprehensive Examination
  • A GPA of at least 3.0 (on a scale of 4.0)
  • A completed Petition to Graduate submitted to campus administration

Research Training

Consistent with our practitioner-scholar model and goals, this program can help you learn the knowledge and skills needed to critically evaluate professional literature, use this literature to inform your professional practice, and engage in research that aligns with your career objectives. Across the curriculum, your studies will be informed by current empirical research, and you will be taught to critically evaluate the literature and assess outcomes in a manner consistent with the model of the local clinical scientist. Formal training in research methods and statistical analysis occurs in two required semester-long courses, and, with this knowledge and experience, you may then begin work on your Clinical Research Project (CRP).

The Clinical Research Project (CRP)

The CRP is designed to develop and refine the skills necessary to integrate your clinical knowledge with research literature to produce original, scholarly research in clinical psychology. During this project, you will be expected to:

  • Significantly deepen your knowledge about a particular area (or areas) of clinical psychology
  • Sharpen your critical thinking and writing skills
  • Develop and apply skills in research methodology

The CRP requires you to analyze and synthesize the psychological literature and to develop original research questions. To successfully complete this project, you must investigate these questions and draw conclusions based on your study results. CRPs may involve original empirical research using quantitative, qualitative, or mixed methodologies, or a comprehensive literature review with an original contribution such as strategies for enhancing current treatments, a proposal for program development and evaluation, or a novel treatment approach.

The Clinical Research Project can serve as a launching point for students and alumni to pursue further scholarship such as publications and presentations, often in collaboration with program faculty. Recent examples of such collaboration include:

  • Ketisch, T., Jones, R. A., Mirsalimi, H., Casey, R., & Milton, T. (2014, in press). Boundary disturbances and eating disorder symptoms. American Journal of Family Therapy.
  • Hollander, D., Shillingsburg, M.A., & Muskat, L.R. (2014, May). Effectiveness of stimulus-stimulus pairing: A review of the literature. In M.A. Shillingsburg (Chair), Outcomes of applied behavior analytic interventions for children with ASD. Symposium conducted at the meeting of Association for Behavioral Analysis International (ABAI), Chicago, IL.
  • Townsend, N., DeFilippis, N., & Hill, F. (2014, August). Variables impacting life satisfaction in former Soviet Union countries. Poster session presented at the 2014 annual conference of the American Psychological Association, Washington, DC.
  • Webb, D., Collins, M., DeFilippis, N. & Hill, F. (2013). Reliability of the Clinical Dementia Rating with a traumatic brain injury population: A preliminary study. Applied Neuropsychology, 2, 145-151.
  • Balkema, N. & Muskat, L.R. (2012, February). The efficacy of DBT with children in an in-patient setting. Poster session presented at the meeting of the Southeastern Psychological Association, New Orleans, LA.
  • Milton, T., Jones, R., Mirsalimi, H., & Casey, R. (2012, February). Childhood sexual abuse and disordered eating: Caucasian and African-American women. Poster session presented at the 58th annual convention of the Southeastern Psychological Association, New Orleans, LA.
  • Shariati, R., Yosick, R. A., Belden, A., Truskowski, J., Muskat, L.R. & Zaorski, D. M. (2012, February). Perceptions of the discipline of psychology in the United States from 1948–2010. Poster session presented at the meeting of the Southeastern Psychological Association, New Orleans, LA.
  • Lewis, K. & Muskat, L.R. (2011, April). Strengthening her inner voice: Empowerment-oriented approaches and the psychological wellness of African American women. 3-hour continuing education workshop presented at the meeting of the Georgia Psychological Association, Atlanta, GA.
  • Luton, L.M., Burns,T., & DeFilippis, N.A. (2010). Frontal lobe epilepsy in children and adolescents: A preliminary neuropsychological assessment of executive function. Archives of Clinical Neuropsychology, 25 (4), 762-770.