Each course in the curriculum progressively leads students toward mastery of competencies within four programs learning outcomes: Theoretical Knowledge, Scholarly Research, Psychotherapy Application, and Professional Identity Development. Student learning in these areas is assessed within courses, the Comprehensive Examination, and the completion of the Dissertation at the end of the program.
Theoretical Knowledge (PLO 1): 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:
1a. Distinguish and critically evaluate classical and contemporary psychodynamic theories.
1b. Investigate and appraise neurobiological and trauma-informed perspectives.
1c. Synthesize psychodynamic theories with the advances from neurobiological and trauma-informed perspectives as related to human development and mental health.
Scholarly Research and Writing (PLO 2): Graduates will evaluate scholarly literature and research and conduct their own scholarly research and writing in the context of psychodynamic, neurobiological, and trauma-informed perspectives and psychotherapy in infant, child, adolescent development, their families, and their mental health. Graduates will:
2a. Conduct scholarly literature searches, review, and critique literature and research.
2b. Compose scholarly oral and written communication and convey ideas, concepts, designs, and methods applying current APA style guidelines and format.
2c. Design and complete scholarly work that contributes to the field.
Psychodynamic Child Clinical Skills and Application (PLO 3): Graduates will integrate psychodynamic, neurobiological, and trauma-informed perspectives and scholarly research into their conceptualization of assessment and treatment of infants, children, adolescents, and their families. Graduates will:
3a. Apply theoretical foundation to the conceptualization of child and adolescent psychotherapy informed by diverse psychodynamic modalities.
3b. Formulate comprehensive case conceptualizations, assessments, diagnoses, and treatment planning according to psychodynamic, neurobiological, and trauma-informed perspectives.
3c. Apply psychodynamic concepts to psychotherapeutic treatment, including reflections about unconscious processes and the dynamics of the therapeutic relationship.
3d. Apply multicultural competencies and culturally adaptive interventions in assessment and psychotherapy practice and advocacy to diverse social and physical environments.
Professional Identity Development (PLO 4): 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:
4a. 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.
4b. Demonstrate self-reflection and awareness of self and others from a position of cultural humility in all professional activities.
4c. Demonstrate professional skills in conduct, collaboration, and communication, as well as in selfcare, time, and stress-management.
4d. Uphold RDGS values and adhere to the APA ethical principles and code of conduct.
1a. Distinguish and critically evaluate classical and contemporary psychodynamic theories.
1b. Investigate and appraise neurobiological and trauma-informed perspectives.
1c. Synthesize psychodynamic theories with the advances from neurobiological and trauma-informed perspectives as related to human development and mental health.
Scholarly Research and Writing (PLO 2): Graduates will evaluate scholarly literature and research and conduct their own scholarly research and writing in the context of psychodynamic, neurobiological, and trauma-informed perspectives and psychotherapy in infant, child, adolescent development, their families, and their mental health. Graduates will:
2a. Conduct scholarly literature searches, review, and critique literature and research.
2b. Compose scholarly oral and written communication and convey ideas, concepts, designs, and methods applying current APA style guidelines and format.
2c. Design and complete scholarly work that contributes to the field.
Psychodynamic Child Clinical Skills and Application (PLO 3): Graduates will integrate psychodynamic, neurobiological, and trauma-informed perspectives and scholarly research into their conceptualization of assessment and treatment of infants, children, adolescents, and their families. Graduates will:
3a. Apply theoretical foundation to the conceptualization of child and adolescent psychotherapy informed by diverse psychodynamic modalities.
3b. Formulate comprehensive case conceptualizations, assessments, diagnoses, and treatment planning according to psychodynamic, neurobiological, and trauma-informed perspectives.
3c. Apply psychodynamic concepts to psychotherapeutic treatment, including reflections about unconscious processes and the dynamics of the therapeutic relationship.
3d. Apply multicultural competencies and culturally adaptive interventions in assessment and psychotherapy practice and advocacy to diverse social and physical environments.
Professional Identity Development (PLO 4): 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:
4a. 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.
4b. Demonstrate self-reflection and awareness of self and others from a position of cultural humility in all professional activities.
4c. Demonstrate professional skills in conduct, collaboration, and communication, as well as in selfcare, time, and stress-management.
4d. Uphold RDGS values and adhere to the APA ethical principles and code of conduct.
