Learning Outcomes and Coursework

The PsyD curriculum progressively leads students toward mastery of four learning outcomes. These outcomes are introduced in beginning-level courses, reinforced in mid-level courses, and fully developed in advanced courses and through the dissertation process. 

The four program learning outcomes (“PLOs”) aim to equip students with both theoretical understanding and skills in psychodynamic psychotherapy, as well as with the tools to conduct scholarly research, engage in publishing, and maintain a meaningful and authentic professional identity.

Program Learning Outcome 1: Theoretical Knowledge

Graduates will integrate foundational theories from psychodynamic, neurobiological, and trauma-informed perspectives into their knowledge of infant, child, and adolescent development and their mental health.

Graduates will:

• Distinguish and critically evaluate classical and contemporary psychodynamic theories.
• Investigate and appraise neurobiological and trauma-informed perspectives.
• Synthesize psychodynamic theories with the advances from neurobiological and trauma-informed perspectives as related to human development and mental health.

Selected courses that meet PLO 1:

• Adolescent Development and Mental Health
• Infant and Early Childhood Development and Mental Health
• Integration of Neurobiology into Psychoanalytic Treatment
• Neurobiology and Affect Regulation
• Psychodynamic and Neurobiological Understanding of Attachment
• Psychodynamic Theory I - III
• Selected Topics: Maternal (Paternal) Mental Health

Program Learning Outcome 2: Scholarly Research

Graduates will evaluate the scientific literature and research and conduct their own scholarly research and writing in the context of psychodynamic, neurobiological, and trauma-informed perspectives, psychodynamic child psychology, and psychotherapy in the service of infants, children, adolescents, and their families.

Graduates will:

• Conduct scholarly literature searches, review, and critique literature and research.
• Compose scholarly oral and written communication and convey ideas, concepts, designs, and methods applying current APA style guidelines and format.
• Design and complete scholarly work that contributes to the field.

Selected courses that meet PLO 2:

• Evaluating Psychodynamic Effectiveness
• Foundations for Doctoral Studies
• Qualitative and Quantitative Research Design Methods
• Scholarly Writing Seminar
• Dissertation Development I – IV
• Dissertation Completion A – D

Program Learning Outcome 3: Psychotherapy Application

Graduates will integrate psychodynamic, neurobiological, and trauma-informed perspectives, psychodynamic child psychology, and psychotherapy in the service of infants, children, adolescents, and their families.

Graduates will:

• Apply theoretical foundation to the conceptualization of child and adolescent psychotherapy informed by diverse psychodynamic modalities.
• Formulate comprehensive case conceptualizations, assessments, diagnoses, and treatment planning according to psychodynamic, neurobiological, and trauma-informed perspectives.
• Apply psychodynamic concepts to psychotherapeutic treatment, including reflections about unconscious processes and the dynamics of the therapeutic relationship.
• Apply multicultural competencies and culturally adaptive interventions in assessment, psychotherapy practice and advocacy to diverse social and physical environments.

Selected courses that meet PLO 3:

• Applications of Psychodynamic Play Therapy
• Child and Adolescent Diagnostic Profile
• Dyadic Child-Caregiver Psychotherapy
• Evaluation and Analysis of Psychological Assessment I – II
• Jungian Sandplay for Children and Adolescents
• Psychodynamic Family Therapy
• Psychodynamic Supervision

Program Learning Outcome 4: Professional Identity Development

Graduates will integrate their professional and personal identity as mental health professionals and embrace multiculturalism, inclusion, and equity as guiding principles in their interpersonal functioning, thinking, values, and commitments.

Graduates will:

• Recognize themselves as cultural beings, their own intersectionality, and positions of privilege, and acknowledge the impact of past and present structures of power, inequality, and oppression on the individual and on society at large.
• Demonstrate self-reflection and awareness of self and others from a position of cultural humility in all professional activities.
• Demonstrate professional skills in conduct, collaboration, and communication, as well as in selfcare, time, and stress-management.
• Uphold RDGS’ values and adhere to the APA ethical principles and code of conduct.

Selected courses that meet PLO 4:

• Case Conference II, III, IV
• Child and Adolescent Diagnostic Profile
• Cultural Humility
• Foundations for Doctoral Studies
• Selected Topics: Maternal (Paternal) Mental Health
• Psychodynamic Supervision