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Course Criteria
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1.50 Credits
Charlop This course teaches research and assessment procedures that determine the effectiveness of clinical interventions. Students will learn to assess treatment outcomes for individual patients. Emphasis will be on single-subject designs used primarily in behavior therapy, along with comparisons of treatment groups with waiting list control groups. Students will observe and participate in the use of these procedures in the Claremont Autism Center, which will serve as their clinic milieu. Prerequisites: one course in psychology and permission of instructor. Offered every year.
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1.50 Credits
Charlop This course offers field experience in the application of behavior modification principles with autistic children at CMC's Claremont Center for the Study of Autism. Each student works in a supervised individual capacity in areas such as teaching an individual child, training parents to work with their children, and observing and scoring videotape measures of child and parent interactions. Emphasis is placed on providing students with the opportunity to utilize their knowledge of behavior principles in a real-life setting, participate in research, record behavior, and analyze treatment effectiveness. Lecture plus practicum component. Prerequisites: one course in psychology and permission of instructor. Offered every year.
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1.50 Credits
K. Brown, Kanaya This course is designed to provide study in the area of developmental psychology. Explores theories of development, developmental research methodology, physical development, cognitive development, and social development from infancy through adolescence. A practicum component will allow students to relate theory to actual childhood populations through observations and participation in the CMC Children's School or in local elementary schools. Lectures plus practicum component. Prerequisite: Psychology 81 or permission of instructor. Offered every year.
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1.50 Credits
Kanaya In depth analysis on the impact of selected educational policies on children and adolescents' development, including achievement, motivation and subsequent labor outcomes. Basic concepts in developmental psychology, education, and applied research designs are reviewed. Readings will include policy briefs, court cases, evaluation reports, and empirical research articles from multiple disciplines including psychology, economics, education and sociology. Offered every other year.
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1.50 Credits
Staff Special Topics in Psychology is designed to offer psychology majors an additional upper level seminar experience in an area specific to a faculty member's research. The topic of the class will change from semester to semester, and the content will reflect areas not already covered in other upper division psychology seminars. In addition, the Special Topics seminar will endeavor to have a multidisciplinary focus, so that students from other disciplines may be interested in enrolling in the class. Courses will often be cross-listed in other programs. Prerequisite: one psychology course or permission of instructor. In 2008-2009 the topic will be Chase and Hetts Success. Health. Love. Happiness. We all seek them. Positive psychology is the scientific examination of and the practice of developing methods for the promotion of human potential to achieve them - to help people confront challenges, appreciate others, and live lives of meaning and purpose. Psychology has had great success in studying and repairing "what went wrong" +ositive psychology explores how to prevent things from "going wrong" in the first place, and more importantly,to develop methods to help things "go right." Thiscourse reviews aspects of personality, social, cognitive, and clinical psychology as well as cognitive and social neuroscience to explore the emerging understanding of subjective well-being, flow, optimism, joy, creativity, strengths, virtues, and happiness, as well as methods for their promotion and to examine the application of those explorations to our day to day lives.
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1.50 Credits
Reed Cognitive neuroscience serves as an interface between cognitive psychology (the study of information processing) and neuroscience (the study of the physical brain). In this course, we will discuss "hot" controversiesin the field regarding how our brain gives rise to important cognitive activity such as visual perception, attention, executive function, memory, motor control, language, and consciousness. Questions include: Is the recognition of faces special Do we need our cortex to see How does the brain make moral judgments Do we have special brain mechanisms to "hear" music Wewill consider evidence from patients with localized brain damage, mind-brain relationships in normal individuals, and functional neuroimaging (e.g., PET, fMRI, EEG/ERP). Prerequisite: one course in psychology or neuroscience. Offered every year.
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1.50 Credits
Reed Both our own actions and those of others influence perception of human action. The goal of this course is to integrate knowledge from art, sports, psychology, kinesiology, neuroscience, biomechanics, and physics to provide insights into understanding what is unique about the human body and its movement. Course topics include: representing the human body, perceiving human action, producing human action, and the aesthetics of human action. Prerequisite: one course in psychology or neuroscience, or permission of instructor. Offered every other year.
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1.50 Credits
Conger, Riggio Examines the broad range of theoretical and empirical literature on effective leadership in organizations. Theories are related to leadership in business, politics, and social movements. Topics include contingency, transactional, transformational, cognitive, gender, and cultural influences on leadership processes; ethical considerations; and integrative approaches. Prerequisites: one psychology course and permission of instructor. Offered every year.
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1.50 Credits
Conger The purpose of this course is to explore the leadership challenges that entrepreneurs face as they build their venture. The course will examine the following topics: 1) sourcing entrepreneurial venture ideas; 2) developing and refining venture ideas; 3) translating ideas into business plans; 4) obtaining financial resources; 5) assembling non-financial resources; 6) leading the psychological dynamics of the entrepreneurial team; 7) managing risk; 8) leading during critical transitions as the enterprise grows and matures; and 9) building an enduring organization and culture. These topics will be presented in a venture life-stage framework. The learning experience includes readings, case studies, and presentations by entrepreneurs and venture capitalists. Prerequisites: one psychology course or permission of instructor. Offered every year.
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1.50 Credits
Charlop The study of various disorders of childhood ranging from mild behavior problems through autism and childhood schizophrenia. The course will review the description, diagnosis, etiology, and treatment of each disorder and will examine the implications of research findings for education, placement, institutionalization, and public policy. Prerequisite: one course in psychology. Offered occasionally.
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