Master of Clinical Psychology

This course is designed to provide a comprehensive overview of the Child Life profession. The course will support students in the application of knowledge of child development to educate, prepare, and support children and their families through the processes of hospitalization and changes in family dynamics due to illness. The course will cover the scope of child life practice, impact of illness, family centered care, therapeutic play, and child life preparation within the context of healthcare settings. Additionally, the course will review essential documents and standards of the child life profession. The course is taught by a Certified Child Life Specialist who meets the requirements set forth by the Association of Child Life Professionals. 

This course is designed to cover child development from birth to 8 years and to study the physical, language, cognitive, and social/emotional growth, and development of the child from birth to young adult in the contexts of family, school, peer, and community. In the course there is an emphasis on translation of theory to child life practice.

This course is designed to explore physical, social, behavioral development in all stages of adolescence (preadolescence, early adolescence, and late adolescence) in the context of family, school, peers, and community. In the course there is an emphasis on translation of theory to child life practice.

This course designed to study the historical and contemporary theories related to family structure and functions, family dynamics including broader societal perspectives of diversity and cultural variance, family relationships and the dynamics of family life, adaptations in family structure and interaction patterns during times of transition, adult-child interactions and family roles, and exploration of current research and theory as it applies to family systems

This course is designed to study the classical and contemporary theories of play, play as an essential element for children’s growth, development, and learning, and influence of play environments on children’s play. An understanding of expressive therapies: music, play, art and drama will also be incorporated into the course content.   

This course is designed to study the historical, current, cultural, spiritual, and religious perspectives. Additionally, various theories and practice specific interventions that assist children/youth or family members when they encounter issues of death, loss, and or grief. The topics of the course will include loss, transition, palliative care, self-awareness, and self-care. 

This course provides an overview of the common childhood illnesses, injuries, diseases, and disorders for psychosocial support staff who work in the healthcare field. Students will develop the knowledge and skills necessary to work with diverse pediatric populations, including children with special needs and children who have experienced trauma. Additional pediatric topics include cystic fibrosis, cancer, diabetes, sickle cell disease, traumatic brain injury, congenital heart deformities, psychiatric diagnoses, and gastrointestinal diseases.   

This course is designed to study and examine the practice of child life and child life programs/services within the context of the Middle East, especially the Gulf region. Additionally, this course will cover the clinical components of emotional safety and the adoption of specialized strategies including atraumatic, patient and family-centered, trauma-informed, culture-centered, and developmentally appropriate care to create a new standard of emotionally safe care. 

This course is designed to introduce pediatric palliative care and hospice services. It identifies the broad spectrum of palliative care and hospice care, explains multidisciplinary team members’ roles working with chronically and terminally ill children, and gives examples of pediatric palliative care and hospice program frameworks. The course also explores the different aspects of holistic approach to care for end of life and palliative care. These aspects include pain and symptom management, communication techniques, education, child life services, spiritual care, and grief and bereavement support to support the patient, sibling, and their parents/carers. 

This course is designed to explore the topics for advancing the profession of child life as well as the ethical responsibilities and considerations for emerging leaders within the field.  Students will gain information on leadership styles, theories, and explore other relevant and vital topics such as diversity, inclusion, communication, feedback, change management, and clinical supervision techniques.

Master’s degree students expected to write a report, referred to as a thesis, on the results of an original investigation, in conjunction with a Master’s Advisory Committee. Length and style of the thesis vary by college/department. All these are filed with the Office of Graduate Studies. A Master’s Advisory Committee will be formed for each student and will consist of three members; an Alfaisal faculty member as the Major Advisor and Chair, and two other members, one of whom may be from an organization outside of the University. The Chair of the Committee must have research and graduate student advising experience. This Committee will assist the student in the formulation of the Thesis Project Proposal, and later advise the student in the execution of the research project, the Thesis write-up, and help the student to prepare for the oral defense.

Master’s degree students expected to write a report, referred to as a thesis, on the results of an original investigation, in conjunction with a Master’s Advisory Committee. Length and style of the thesis vary by college/department. All these are filed with the Office of Graduate Studies. A Master’s Advisory Committee will be formed for each student and will consist of three members; an Alfaisal faculty member as the Major Advisor and Chair, and two other members, one of whom may be from an organization outside of the University. The Chair of the Committee must have research and graduate student advising experience. This Committee will assist the student in the formulation of the Thesis Project Proposal, and later advise the student in the execution of the research project, the Thesis write-up, and help the student to prepare for the oral defense.

This intent of this project is to enable to the student to learn to pursue a chosen topic through a literature search on atopic approved by the graduate advisor, collection and analysis of data, project report preparation and defense. Although this course officially begins in second year the trainees are encouraged to identify a project topic and supervisor in their first year so that they are able to begin their research project in the fall of their second year.

This intent of this project is to enable to the student to learn to pursue a chosen topic through a literature search on atopic approved by the graduate advisor, collection and analysis of data, project report preparation and defense. Although this course officially begins in second year the trainees are encouraged to identify a project topic and supervisor in their first year so that they are able to begin their research project in the fall of their second year.

After being taught about the biology of the brain students will visit the neurorehabilitation unit. Students will interact with patients that experience both psychological and physical changes as a result of brain injury. During this three-month phase students will learn the cognitive therapies applied to evaluate as well as restore motor and cognitive function in patients that have suffered a head injury, or stroke.

During this internship, students delve into the intricacies of mood disorders, psychoses, and various mental health conditions. Throughout this immersive experience, future clinical psychologists will transition from theoretical understanding to practical application, gaining invaluable experience in clinical settings. Participants will actively engage in the process of gathering patient information by engaging in face-to-face interactions, conducting psychometric tests for accurate diagnoses and assessment, and ultimately selecting the most appropriate therapeutic interventions based on individual case formulations. This hands-on approach allows interns to witness the real-life application of classroom teachings, enhancing their clinical skills and confidence.

All students in the Child Life program must complete a minimum 600-hour clinical internship in child life under the direct supervision of a Certified Child Life Specialist.

Internships are experience-based and are designed to teach and develop independent skills of child life practice. Individuals are expected, by the conclusion of the internship, to be able to function as job-ready, competent child life professionals

All students in the Child Life program must complete a minimum 600-hour clinical internship in child life under the direct supervision of a Certified Child Life Specialist.

Internships are experience-based and are designed to teach and develop independent skills of child life practice. Individuals are expected, by the conclusion of the internship, to be able to function as job-ready, competent child life professionals