Master of Science in Psychology
Programs
- Master of Science in Psychology, Major in Clinical Psychology
- Master of Science in Psychology, Major in Human Development
- Master of Science in Psychology, Major in Industrial/Organizational Psychology
PROGRAM DESCRIPTION
Description of the Master of Science in Psychology programs
The Master of Science in Psychology program adheres to a scientist-practitioner model of integrating scientific inquiry with committed, responsible practice of psychology. Students are trained to conduct research on relevant issues in their area of specialization and to base professional practice on a solid empirical foundation. Students are to develop critical thinking skills, social engagement, professional integrity, and a pursuit for lifelong learning.
The Clinical Psychology major trains students in clinical assessment, psychotherapy, and the prevention of psychopathology. Along with this training, students engage in research that contextualizes clinical practice in contemporary issues in mental health and well-being. It prepares students for a career in clinical practice and research.
The Human Development major covers a broad spectrum of specialization that addresses the need, across the entire lifespan, to understand developmental processes so as to harness human potential in the psychological, cognitive, social, and cultural aspects. It prepares students for a research and teaching career in higher educational institutions.
The Industrial/Organizational Psychology major is directed towards developing practitioner skills in human resource and organizational development. There are emphases on the applications of measurement and assessment principles in organizations, and on contemporary local and international trends in the practice of psychology in industry.
Total units, 42 units
- Core courses, 6 units
- Major courses, 21 units
- Elective courses, 6 units
- Practicum, 3 units
- Thesis, 6 units
Mandatory graduation requirements
- Passing the Written Comprehensive Examinations
- Completion of thesis
- At least one publication in a refereed journal or juried creative outlet
Program Learning Outcomes
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Expected Lasallian Graduate Attributes (ELGA) |
ELGA 1. Critical and Creative Thinker (CCT) | ELGA 2. Effective Communicator (ECO) | ELGA 3. Innovator and constant seeker of improvement (IE) | ELGA 4. Service-Driven Citizen (SDC) | ELGA 5. Reflective Life- Long Learner (RLL) |
| Program Learning Outcomes (PLO) | PLO1. Demonstrate advanced, integrated, and critical understanding of psychological theory, research, and/or professional skills in a subarea of psychology | PLO2. Communicate this knowledge in PLO1 to experts and non-experts in the field. | PLO3. Design research and programs based on sound psychological theory and methods, and in compliance with ethical standards. | PLO4. Apply the reasoning and methods of psychological scholarship and the ethical principles of psychologists in one’s profession | PLO6. Demonstrate awareness of professional strengths, adaptability and individual responsibility for continuing professional development as a psychologist |
| PLO5. Collaborate with peers, communities, and institutions to apply psychological knowledge and tools to address individual and social concerns |
| Type of course, unit | Course name | Course description |
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This course covers the conceptual foundation, data requirements, and interpretation of multiple regression models (including hierarchical, moderational, and mediational models); one-way analysis of variance (between-subjects and within-subjects), two-way factorial designs (between-subjects, within-subjects, and split-plot or mixed designs), and three-way factorial designs; multivariate analyses of variance; item and reliability analysis; factor analysis; and, chi-square tests of independence and nonparametric tests. Descriptive statistics and basic univariate inferential statistics (simple linear regression/correlation and t-tests for independent and dependent samples) will be reviewed as appropriate. Emphasis is given on selecting appropriate analyses for a given research problem and on interpreting results of these analyses. The student will receive training in managing and analyzing data using statistical software. |
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This course gives a comprehensive treatment of the logic, methodologies, and standards of the quantitative approach in empirical research in psychology and the social sciences. Experimental designs, quasi-experimental designs, and surveys are covered. Students examine published research, propose and implement their own research, and evaluate others’ research. |
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The course is a comprehensive treatment of personality theories. It covers contemporary issues in the study of personality, including debates about measurement implications of personality science for clinical and organizational practice, the cultural and indigenous context of the person, and feasibility of an integrated theory of human personality given the field’s history. Discussions feature critical appraisals of cases utilizing cutting-edge technologies and methodologies. |
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This course gives a comprehensive overview of abnormal psychology and psychopathology and uses the biopsychosocial model to analyze mental illness. The biological dimension includes genetic, neurostructural, and neurochemical factors. The psychological dimension includes developmental and personality factors. The social dimension includes family, community, and cultural factors. This course further focuses on the epidemiology, clinical features, etiology, diagnosis, management, and prognosis of common mental illnesses. Learning in this course is facilitated by interactions with actual patients, their families, and health caregivers both in the hospital and community settings. Discussions of recent research on abnormal psychology is done to further enrich students’ learning experience. |
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This course discusses frameworks, processes, and therapies for dealing with client-problem solutions in the presence of or in the context of a group. Students are trained to observe how people behave in the presence of others and how they react to the behavior of others. Applications of various techniques in different settings or populations will be discussed. |
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This course covers the theoretical models, strategies, and skills of various psychotherapies. As the students familiarize themselves with therapeutic models and strategies, they consequently evolve their own therapeutic philosophy and style. Students are guided in their attempts at therapeutic intervention. |
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The course is a comprehensive coverage of the assumptions, principles, and methods of clinical individual assessment; its various stages (interviewing, administering, scoring, interpreting and evaluating the results of a battery of psychological tests, psychological report writing and communicating test findings); and, the commonly used individually administered intelligence and achievement tests in the Philippines. The course provides extensive actual practice in the administration, scoring, and interpretation of the different Wechsler scales and the Stanford-Binet scale. |
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The course covers the various projective techniques, examining their nature, assumptions, principles, and applications to clinical assessment. The student is exposed to the actual use of projective tests as part of a comprehensive clinical assessment. It looks into the practical considerations in selecting, administering, scoring, and interpreting commonly used projective techniques in the Philippine setting. |
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This seminar course serves as review for the licensure examination for psychologists administered by the Professional Regulatory Board of Psychologists. It provides an overview and summary of courses included in the licensure examination, strategies for review, test-taking practice, and analyses of examination errors. This course also provides an integration of Clinical Psychology, thus ensuring a strong foundation in practice and discourse in this discipline. Because this is a review and integration course, it is taken during the last term of coursework. |
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This is just one of the many electives that students can choose. The electives available to students may vary each term. |
This course examines the foundational theories, perspectives, and empirical studies of child development from conception to late childhood. This course covers developmental milestones and critical periods; domains of development, including biological and physical, cognitive, language, and socioemotional development; assessment of children’s psychological functioning; and, childhood psychopathology. Also examined in this course are parenting/caregiving and the development of Filipino children. By the end of the course, the student is expected to conceptualize and propose research that will contribute to the understanding of child development. |
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This is just one of the many electives that students can choose. The electives available to students may vary each term. |
In this course, the students are guided in examining how an individual¿s psychological and social development from infancy to adulthood occurs in the context of culture. Discussed in this course are theories and research that account for and demonstrate how culture influences individual development. Metatheoretical and meta-methodological issues that permit culture to be an explanatory factor to individual development are used in this course as a guide in examining research on the life periods of childhood, adolescence, and adulthood. |
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This is one of the subject areas for the Written Comprehensive Examination for Master of Arts in Psychology students. This exam area will focus on the integration of knowledge and skills in research methods and statistics. |
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This is one of the subject areas for the Written Comprehensive Examination for Master of Arts in Psychology students. This exam area will focus on the integration of knowledge and skills in psychological theory and content |
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This is one of the subject areas for the Written Comprehensive Examination for Master of Arts. This exam area will focus on the integration of knowledge and skills in contemporary issues, trends, and practices in psychology. |
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In this course, the student undergoes apprenticeship, experiencing first-hand applications of concepts and theories learned in clinical psychology courses. Students are matched with institutions engaged in clinical practice, specially in assessment, counseling, and psychotherapy. Students work closely with an on-site supervisor. They attend class meetings for updates of work, discussions of concerns, and case conferences. |
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The student is supervised in their research project as a final requirement in the Master of Arts in the Psychology program. The student is supervised on the conduct of the research and in the writing of a research report. |
| Type of course, unit | Course name | Course description |
|
|
This course covers the conceptual foundation, data requirements, and interpretation of multiple regression models (including hierarchical, moderational, and mediational models); one-way analysis of variance (between-subjects and within-subjects), two-way factorial designs (between-subjects, within-subjects, and split-plot or mixed designs), and three-way factorial designs; multivariate analyses of variance; item and reliability analysis; factor analysis; and, chi-square tests of independence and nonparametric tests. Descriptive statistics and basic univariate inferential statistics (simple linear regression/correlation and t-tests for independent and dependent samples) will be reviewed as appropriate. Emphasis is given on selecting appropriate analyses for a given research problem and on interpreting results of these analyses. The student will receive training in managing and analyzing data using statistical software. |
|
|
This course gives a comprehensive treatment of the logic, methodologies, and standards of the quantitative approach in empirical research in psychology and the social sciences. Experimental designs, quasi-experimental designs, and surveys are covered. Students examine published research, propose and implement their own research, and evaluate others’ research. |
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|
The course provides an extensive overview of the major theoretical approaches to human development. Traditional and contemporary theories are examined and contrasted in terms of their basic conceptual components. Students apply contemporary perspectives and principles in describing social and cultural conditions that organize an individual’s life experience within a chosen age-range of the lifespan. |
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This course examines the foundational theories, perspectives, and empirical studies of child development from conception to late childhood. This course covers developmental milestones and critical periods; domains of development, including biological and physical, cognitive, language, and socioemotional development; assessment of children’s psychological functioning; and childhood psychopathology. Also examined in this course are parenting/caregiving and the development of Filipino children. By the end of the course, the student is expected to conceptualize and propose research that will contribute to the understanding of child development. |
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This course covers the various theories on the biological, cognitive, social and emotional development of adolescents in the context of family, peers, school, and community. Following the positive youth development approach in transitioning to adulthood, this course provides an examination of and discussions on various topics and issues, including: self and identity, gender and sexuality, autonomy and achievement, personality development, stress, mental health, and problem behaviors. Also examined in this course is the development of Filipino adolescents. By the end of the course, the student is expected to conceptualize and propose research that will contribute to the understanding of adolescent development. |
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This course examines the key changes that happen as individuals progress through the various stages of adult development and aging, including biological, physical, social, psychological, and cognitive changes. Classic and contemporary theoretical constructions alongside current research and issues in the field will be discussed. By the end of the course, the student is expected to conceptualize and propose research that will contribute to the understanding of adult development and aging. |
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In this course, the students are guided in examining how an individual’s psychological and social development from infancy to adulthood occurs in the context of culture. Theories and researches that account for, and that demonstrate how culture influences cognitive, socioemotional, and moral development are discussed. Theoretical and methodological issues that permit culture to be an explanatory factor to individual development are discussed to serve as a guide in examining research undertaken on the life periods of childhood, adolescence, and adulthood. |
|
|
In this course, the students are guided in examining how an individual’s psychological and social development from infancy to adulthood occurs in the context of culture. Discussed in this course are theories and research that account for and demonstrate how culture influences individual development. Metatheoretical and meta-methodological issues that permit culture to be an explanatory factor to individual development are used in this course as a guide in examining research on the life periods of childhood, adolescence, and adulthood. |
|
|
This seminar course provides an integration of human development courses, thus ensuring a strong foundation for engaging in research and discourse in this discipline. Because this is an integrative course, it is taken during the last term of coursework. |
|
This is just one of the many electives that students can choose. The electives available to students may vary each term. |
The course is a comprehensive treatment of personality theories. It covers contemporary issues in the study of personality, including debates about measurement, implications of personality science for clinical and organizational practice, the cultural and indigenous context of the person, and feasibility of an integrated theory of human personality given the field’s history. Discussions feature critical appraisals of cases utilizing cutting-edge technologies and methodologies. |
|
This is just one of the many electives that students can choose. The electives available to students may vary each term. |
This course gives a comprehensive overview of abnormal psychology and psychopathology and uses the biopsychosocial model to analyze mental illness. The biological dimension includes genetic, neurostructural, and neurochemical factors. The psychological dimension includes developmental and personality factors. The social dimension includes family, community, and cultural factors. This course further focuses on the epidemiology, clinical features, etiology, diagnosis, management, and prognosis of common mental illnesses. Learning in this course is facilitated by interactions with actual patients, their families, and health caregivers both in the hospital and community settings. Discussions of recent research on abnormal psychology is done to further enrich students’ learning experience. |
|
|
This is one of the subject areas for the Written Comprehensive Examination for Master of Arts in Psychology students. This exam area will focus on the integration of knowledge and skills in research methods and statistics. |
|
|
This is one of the subject areas for the Written Comprehensive Examination for Master of Arts students. This exam area will focus on the integration of knowledge and skills in psychological theory and content. |
|
|
This is one of the subject areas for the Written Comprehensive Examination for Master of Arts in Psychology students. This exam area will focus on the integration of knowledge and skills in contemporary issues, trends, and practices in psychology. |
|
|
In this course, the student undergoes apprenticeship, experiencing first-hand applications of concepts and theories learned in human development courses. Students are matched with higher educational institutions engaged in academic teaching and research. Students work closely with an on-site supervisor. Students attend class meetings for updates of work, discussions of concerns, and research presentations. |
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|
The student is supervised in his or her research project as a final requirement in the Master of Arts in Psychology program. The student is supervised on the conduct of the research and in the writing of a research report. |
Course descriptions (Master of Science in Psychology, Major in Industrial/Organizational Psychology)
| Type of course, unit | Course name | Course description |
|
|
This course covers the conceptual foundation, data requirements, and interpretation of multiple regression models (including hierarchical, moderational, and mediational models); one-way analysis of variance (between-subjects and within-subjects), two-way factorial designs (between-subjects, within-subjects, and split-plot or mixed designs), and three-way factorial designs; multivariate analyses of variance; item and reliability analysis; factor analysis; and, chi-square tests of independence and nonparametric tests. Descriptivestatistics and basic univariate inferential statistics (simple linear regression/correlation and t-tests for independent and dependent samples) will be reviewed as appropriate. Emphasis is given on selecting appropriate analyses for a given research problem and on interpreting results of these analyses. The student will receive training in managing and analyzing data using statistical software. |
|
|
This course gives a comprehensive treatment of the logic,methodologies, and standards of the quantitative approach in empirical research in psychology and the social sciences. Experimental designs, quasi-experimental designs, and surveys are covered. Students examine published research, propose and implement their own research, and evaluate others’ research. |
|
|
The course is a comprehensive treatment of personality theories. It covers contemporary issues in the study of personality, including debates about measurement, implications of personality science for clinical and organizational practice, the cultural and indigenous context of the person, and feasibility of an integrated theory of human personality given the field’s history. Discussions feature critical appraisals of cases utilizing cutting-edge technologies and methodologies. |
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This course utilizes principles and theories of social psychology in studying the individual as a social being in contemporary events and times. A comprehensive overview of social psychological phenomena and areas of study is undertaken. Applications of social psychology is examined in selected themes, such as aging, mental health, gender, leadership, conflict and its management, and migration and the environment. |
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This course gives a comprehensive overview of the concepts and theories in Industrial/Organizational Psychology and considers the various individual, group and organizational variables that may affect organizational behavior. The course also covers the key principles of human resources management in the organization, and the various functions, components, and models of human resources management. The role of human resource management in the current highly competitive environment, as well as the competencies of an effective practitioner, are discussed. |
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The course provides a comprehensive treatment of the historical, theoretical, statistical, and practical bases of the measurement of psychological attributes and constructs. This course covers procedures and standards for construct explication, test construction and item analysis, establishment of reliability and validity of measures, establishment of norms, construction of test manual, and administration, scoring, and interpretation of test scores. The psychological tests widely used in the educational, industrial, and government settings are examined. Ethical considerations are covered, as well as current practices and trends in the Philippine setting. |
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This course equips the student with knowledge, skills, and approaches in industrial or workplace counseling as carried out in a variety of situations and settings. The place of counseling in the employee assistance programs of companies and organizations will be discussed. Also to be discussed is the typical scope of employee assistance programs (workplace concerns. stress amidst life events, emotional instability, relationships issues, etc.) Workplace counseling models are evaluated in the context of Philippine industrial realities. |
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The course provides and in-depth examination and evaluation of the various strategies for the systematic introduction of change in organizations. The course develops students’ skills in organization diagnosis and assessment, as well as in the design and implementation of change interventions. |
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This seminar course provides an integration of Industrial and Organizational Psychology courses, thus ensuring a strong foundation for engaging in practice and discourse in this discipline. Because this is an integrative course, it is taken during the last term of coursework. |
|
This is just one of the many electives that students can choose. The electives available to students may vary each term. |
This course examines the key changes that happen as individuals progress through the various stages of adult development and aging, including biological, physical, social, psychological, and cognitive changes. Classic and contemporary theoretical constructions alongside current research and issues in the field will be discussed. By the end of the course, the student is expected to conceptualize and propose research that will contribute to the understanding of adult development and aging. |
|
This is just one of the many electives that students can choose. The electives available to students may vary each term. |
In this course, the students are guided in examining how an individual¿s psychological and social development from infancy to adulthood occurs in the context of culture. Discussed in this course are theories and research that account for and demonstrate how culture influences individual development. Metatheoretical and meta-methodological issues that permit culture to be an explanatory factor to individual development are used in this course as a guide in examining research on the life periods of childhood, adolescence, and adulthood. |
|
|
This is one of the subject areas for the Written Comprehensive Examination for Master of Arts students. This exam area will focus on the integration of knowledge and skills in research methods and statistics. |
|
|
This is one of the subject areas for the Written Comprehensive Examination for Master of Arts students. This exam area will focus on the integration of knowledge and skills in theory and research. |
|
|
This is one of the subject areas for the Written Comprehensive Examination for Master of Arts. This exam area will focus on the integration of knowledge and skills in contemporary issues, trends, and practices in psychology. |
|
Organizational Psychology |
In this course, the student undergoes apprenticeship, experiencing first-hand applications of concepts and theories learned in industrial/organizational psychology courses. Students are matched with companies and organizations performing human resources or organizational development functions. Students work closely with an on-site supervisor. They attend class meetings for updates of work, discussions of concerns, and case conferences |
|
|
The student is supervised in his or her research project as a final requirement in the Master of Arts in Psychology program. The student is supervised on the conduct of the research and in the writing of a research report. |