Doctor of Philosophy in Psychology
Doctor of Philosophy programs
Description of the Doctor of Philosophy in Psychology programs
The Ph.D. program in Psychology 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 provides specialized theoretical and practical training in clinical assessment, psychotherapy, and the prevention of psychopathology. Along with this training, students pursue a research plan that contextualizes clinical practice in contemporary issues in mental health and well-being. It prepares students for a supervisory-level career in clinical practice and research.
The Human Development major provides specialized theoretical and academic training on 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 full-time research and teaching career in higher educational institutions.
The Industrial/Organizational Psychology major provides specialized theoretical and practical training for supervisory practitioner skills in human resource and organizational development. There are emphases on the applications, development, and evaluation of measurement and assessment principles and practices in organizations, and on contemporary local and international trends in the practice of psychology in industry.
With a Master’s Degree in Psychology
- Total units, 51
- Core courses, 6 units
- Major courses, 18 units
- Minor courses, 9 units
- Internship, 6 units
- Dissertation, 12 units
With a Master’s Degree in Psychology
- Total units, 66
- Bridging courses, 15 units
- Core courses, 6 units
- Major courses, 18 units
- Minor courses, 9 units
- Internship, 6 units
- Dissertation, 12 units
Internship
Written Comprehensive Examination
Dissertation
Mandatory graduation requirements
- Passing the Written Comprehensive Examinations
- Public defense of PhD dissertation
- Completion of PhD dissertation
- Publication in an internationally-indexed journal
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) | PLO 1. Exhibit systematic and critical understanding and originality in the use of a substantial of psychological theory and knowledge | PLO 3. Communicate this new knowledge (see PLO 2) to peers using the publication norms in psychology | PLO 2. Develop and adapt research methods to extend and redefine existing knowledge and practice, and in a specialized area of psychology | PLO 5. Engage in discourse related to individual and societal concerns using psychological knowledge and skills that demonstrates authoritative and ethical judgment, adaptability, and individual responsibility | ||||
| PLO 4. Lead and participate in professional collaborations with psychologists and other scholars / professional that have scientific merit and social relevance | PLO 6. Demonstrate awareness of professional strengths, adaptability and individual responsibility for continuing professional development as a psychologist | |||||||
| 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 analyses 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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This course covers the conceptual foundation, data requirements, and interpretation of multivariate data analysis (including discriminant analysis, multidimensional scaling, canonical correlation analysis, cluster analysis, factor analysis, path analysis, and structural equation modeling). 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 provides a comprehensive treatment of qualitative research methods. It covers the qualitative research paradigm, case study, qualitative interviews, focus groups, field observations and ethnography, and systematic analyses of qualitative data. Lectures, discussions, empirical research article critiques, simulation of the qualitative research process will be the primary teaching strategies and will provide students with programmed opportunities for critical thinking and experiential learning. |
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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 instruments 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 are done to further enrich students’ learning experience. |
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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 course aims to develop the psychotherapeutic skills of students through the application of different strategies and techniques in a psychotherapeutic setting, with an emphasis on evidence-based psychotherapy interventions and techniques. Foundational concepts and issues related to competency in psychotherapy and underlying principles of effective psychotherapy will be discussed. |
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In this course, psychopharmacology is studied using the neurobiological model of mental illness. This model posits that psychopharmacological agents address certain neurobiological abnormalities that are believed to contribute to signs and symptoms of mental disorders. This course will integrate principles of neurobiology, pharmacology, and psychopathology to the treatment of psychiatric disorders such as psychotic disorders, mood disorders, anxiety disorders, substance use disorders, dementia, attention deficit-hyperactivity disorder, and personality disorders. Learning is facilitated by interactions with actual patients and their families and health care givers. Discussions of recent research on psychopharmacology will also be done in order to further enrich the learning experience of the students. |
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This course exposes students to theoretical models and professional issues and skills that are essential for competent clinical supervision. It will also tackle the stages of supervision, supervisory relationship, supervision roles and strategies, evaluation of supervision, and legal and ethical issues relevant to clinical supervision. This course will be conducted through lectures, assigned readings, and student demonstrations and presentations. |
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This course presents a comprehensive discourse about ethics as applied in clinical practice, particularly in the areas of assessment, intervention, and supervision. Ethical guidelines in doing research in clinical psychology are also covered. Ethical guidelines from the Psychological Association of the Philippines, the American Psychological Association, and the International Union of Psychological Societies will be discussed. The course will also cover specific issues and cases encountered in actual clinical practice in the Philippines. |
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The course focuses on the use of the Rorschach test as a projective test. It provides exposure to the administration, scoring, and interpretation of the Rorschach test using the Exner’s Comprehensive Scoring System. It also looks into some practical considerations in the use of Rorschach as part of a comprehensive clinical assessment. |
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The course allows the student to initiate a formal inquiry on a subject matter of his or her choice in the field of clinical psychology. The student is guided in the process of conceptualizing for research and in determining the appropriate tools for addressing questions posed for research. The student is likewise guided in the preparation of a research report and in the presentation of research paper. The output of the course will be a proposal to be presented for critique in class sessions. Class assignments will contribute to the development of the final proposal. |
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The course is an introduction to the processes of aging in the context of family relationships. In this course aging is used to describe the journey from midlife to later adulthood/old age including health issues, retirement, and return-to-work possibilities. Theory, research and applications are emphasized. |
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This course covers the various aspects of providing psychotherapy to children and adolescents. Different theories and approaches that are appropriate to their developmental needs will be discussed. It will also deal with the common psychological disorders among children and adolescents encountered by professionals in mental health and educational settings and how to create treatment plans for these disorders. Legal and ethical issues in dealing with this population will be presented. The course will combine lectures, case presentations, discussions, videos, and experiential exercises. |
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This research elective course focuses on the longitudinal research design for human development students. It will focus on the application of longitudinal research design for researches on human development. It will focus on designing, and analyzing longitudinal research designs. |
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This is one of the subject areas for the Written Comprehensive Examination for PhD 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 PhD in Psychology 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 PhD in Psychology students. This exam area will focus on the integration of knowledge and skills in contemporary issues, trends, and practices in psychology. |
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The student undergoes apprenticeship, experiencing first-hand applications of concepts and theories in the practice of industrial/organizational psychology. Students will be matched with an appropriate institution, where they will design, implement, and evaluate human resources or organizational development initiatives and interventions. They will work closely with an on-site supervisor and will 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 Doctor of Philosophy in Psychology program. The student is supervised on the conduct of the research and in the writing of their dissertation. |
| 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 analyses 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. |
|
|
This course covers the conceptual foundation, data requirements, and interpretation of multivariate data analysis (including discriminant analysis, multidimensional scaling, canonical correlation analysis, cluster analysis, factor analysis, path analysis, and structural equation modeling). 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 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. Discussed in this course are theories and research that account for and demonstrate how culture influences individual development. Metatheoretical and metamethodological 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 course provides the student with an in-depth discussion of methodologies and both classical and contemporary methodological issues in human development research. Research exemplars utilizing the discussed methods or that embody a particular methodological issue are examined. In this course, the student gains experience in articulating a research question, in formulating an appropriate conceptual framework, and in designing the corresponding methodology. By the end of the course, the student is expected to conceptualize and propose research that utilizes a methodological design, technique, or innovation in human development research. |
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The course reviews contemporary advances in the understanding of key concepts in the development of language, conceptualization and reasoning, social cognition., and other cognitive functions or processes. Students are introduced to the principles and methods that characterize current research on cognition, and how these are applicable to key issues in the field of human development. |
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This course provides a deeper understanding of the factors that play an important role in social, emotional, and personality development, as well as in the socialization processes within which these factors are embedded. A review of social and emotional development across the lifespan is undertaken and is substantiated by discussions about selected thematic areas for research. Discussions likewise deal with contemporary issues in Philippine society and culture. |
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This course examines the development of individuals and of social groups in the context of social institutions. Theoretical approaches that allow this examination are discussed in terms of their conceptualizations and of compatible methodologies. Key works that have investigated human development in the social institutions of the family, culture, work, and the community are analyzed. |
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This course presents a comprehensive discourse about ethics as applied in human development. It focuses on ethical guidelines in doing research in human development across the lifespan and with different populations. Ethical guidelines from the Psychological Association of the Philippines, the International Union of Psychological Societies, and the American Psychological Association are discussed. The course also covers specific issues encountered in actual human development research in the Philippines. |
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In this course, the student conceptualizes a specific research problem in human development that can be addressed through empirical research. The empirical research is started and completed during the duration of the course. The major output is an empirical research article that is suitable for presentation in a conference or for submission to a scientific or scholarly journal. |
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The course allows the student to initiate a formal inquiry on a subject matter of his or her choice in the field of human development. The student is guided in the process of conceptualizing for research and in determining the appropriate tools for addressing questions posed for research. The student is likewise guided in the preparation of a research report and in the presentation of research paper. The output of the course will be a proposal to be presented for critique in class sessions. Class assignments will contribute to the development of the final proposal. |
|
|
The course is an introduction to the processes of aging in the context of family relationships. In this course aging is used to describe the journey from midlife to later adulthood/old age including health issues, retirement, and return-to-work possibilities. Theory, research and applications are emphasized. |
|
|
Child and Adolescent Psychotherapy This course covers the various aspects of providing psychotherapy to children and adolescents. Different theories and approaches that are appropriate to their developmental needs will be discussed. It will also deal with the common psychological disorders among children and adolescents encountered by professionals in mental health and educational settings and how to create treatment plans for these disorders. Legal and ethical issues in dealing with this population will be presented. The course will combine lectures, case presentations, discussions, videos, and experiential exercises. |
|
|
This research elective course focuses on the longitudinal research design for human development students. It will focus on the application of longitudinal research design for researches on human development. It will focus on designing, and analyzing longitudinal research designs. |
|
|
This is one of the subject areas for the Written Comprehensive Examination for PhD 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 PhD in Psychology 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 PhD in Psychology students. This exam area will focus on the integration of knowledge and skills in contemporary issues, trends, and practices in psychology. |
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The student undergoes apprenticeship in the teaching of and research in human development. Students will be matched with a higher educational institution, where they will teach undergraduate-level courses and conduct research. They will work closely with an on-site supervisor and will attend class meetings for updates of work, discussions of concerns, and paper presentations. |
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The student is supervised in their research project as a final requirement in the Doctor of Philosophy in Psychology program. The student is supervised on the conduct of the research and in the writing of their dissertation. |
| 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 analyses 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. |
|
|
This course covers the conceptual foundation, data requirements, and interpretation of multivariate data analysis (including discriminant analysis, multidimensional scaling, canonical correlation analysis, cluster analysis, factor analysis, path analysis, and structural equation modeling). 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. |
|
|
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 instruments and methodologies. |
|
|
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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The course provides an in-depth examination of the concepts, skills, and principles for managing human resources within an organization. Particular focus is placed on the process, policies, and benchmarked practices subsumed under the following components: acquisition and preparation, assessment and development, motivational aspects, and maintenance. Applied research questions and issues are discussed, as well as current trends in the practice of human resource management. |
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This course presents the principles and problems of internationalization and the consequences of this process on the personnel and organizational policies of internationally operating companies. Human Resource Management is studied from a comparative and international perspective. Issues and concerns regarding following topics are examined: policy differences among countries, cross-cultural differences reflected in an international staff, and industrial democracy and industrial relations within an international context. |
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This course presents the principles and strategies for evaluating enhanced workplace learning and performance accountability using the concept and principles of Return on Investment (ROI) in Human Resource function and programs. Students are introduced to the basics of how to implement a comprehensive evaluation process that utilizes a proactive approach to accountability in organizations. Various organizational functions and systems may be evaluated for development. |
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This course presents a comprehensive discourse about ethics as applied in the practice of psychology in industry and organizations. Ethical guidelines and standards from the Psychological Association of the Philippines, the International Union of Psychological Societies, and the American Psychological Association will be examined. The course also covers specific issues encountered in the actual practice of industrial/organizational psychology in the Philippines. |
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The course is a comprehensive coverage of the assumptions, principles, and methods of psychological measurement and assessment as these are used in organizations at both the individual and group levels of analyses. Applications to different functions, such as recruitment, selection, training and development, organizational development, and evaluation are discussed. Procedures and standards of both canonical and innovative methods are studied. There are extensive, actual practice in the application, construction and design, and evaluation of these methods. Ethical priniciples in measurement and assessment are discussed. |
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The course allows the student to initiate a formal inquiry on a subject matter of his or her choice in the field of advanced/industrial psychology. The student is guided in the process of conceptualizing for research and in determining the appropriate tools for addressing questions posed for research. The student is likewise guided in the preparation of a research report and in the presentation of research paper. The output of the course will be a proposal to be presented for critique in the class sessions. Class assignments will contribute to the development of the final proposal. |
|
|
The course is an introduction to the processes of aging in the context of family relationships. In this course aging is used to describe the journey from midlife to later adulthood/old age including health issues, retirement, and return-to-work possibilities. Theory, research and applications are emphasized. |
|
|
Child and Adolescent Psychotherapy This course covers the various aspects of providing psychotherapy to children and adolescents. Different theories and approaches that are appropriate to their developmental needs will be discussed. It will also deal with the common psychological disorders among children and adolescents encountered by professionals in mental health and educational settings and how to create treatment plans for these disorders. Legal and ethical issues in dealing with this population will be presented. The course will combine lectures, case presentations, discussions, videos, and experiential exercises. |
|
|
This research elective course focuses on the longitudinal research design for human development students. It will focus on the application of longitudinal research design for researches on human development. It will focus on designing, and analyzing longitudinal research designs. |
|
|
This is one of the subject areas for the Written Comprehensive Examination for PhD 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 PhD in Psychology 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 PhD in Psychology students. This exam area will focus on the integration of knowledge and skills in contemporary issues, trends, and practices in psychology. |
|
|
The student undergoes apprenticeship, experiencing first-hand applications of concepts and theories in the practice of industrial/organizational psychology. Students will be matched with an appropriate institution, where they will design, implement, and evaluate human resources or organizational development initiatives and interventions. They will work closely with an on-site supervisor and will attend class meetings for updates of work, discussions of concerns, and case conferences. |
|
|
The student is supervised in their research project as a final requirement in the Doctor of Philosophy in Psychology program. The student is supervised on the conduct of the research and in the writing of their dissertation. |