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Course Criteria
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3.00 Credits
Historical survey of psychology, emphasizing contributions of major "schools" of psychology, theories, their place in science, and current theoretical trends.
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3.00 Credits
This course fulfills The Citadel's Senior Capstone course for graduating Psychology majors. In partial fulfillment of this course, students will complete a mandatory internship with an off-campus organization or business. In conjunction, students will discuss topical issues affecting their growth as psychology students, interns, and upcoming college graduates. The goal of this course is to provide professional development opportunities that will increase one's ability to meet the post-graduate transition. Moreover, this course is designed to satisfy and assess the six Value Rubrics as outlined by The Citadel's General Education Curriculum.
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3.00 Credits
PSYC 418 and PSYC 419 provide opportunities for individualized and men- tored internship, research, and leadership experiences in psychology and related disciplines. Students may take one or both courses. If taking both, students may select different mentors or different options for the two courses but are encouraged to attempt more than one type of experience and to demonstrate a developmental progression in the nature and extent of their leadership within and across courses.
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3.00 Credits
PSYC 418 and PSYC 419 provide opportunities for individualized and men- tored internship, research, and leadership experiences in psychology and related disciplines. Students may take one or both courses. If taking both, students may select different mentors or different options for the two courses but are encouraged to attempt more than one type of experience and to demonstrate a developmental progression in the nature and extent of their leadership within and across courses.
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3.00 Credits
An independent research project culminating in a formal paper. Strongly recommended for students planning graduate study. Approval for enrollment based on capability of applicant and the acceptance of a written proposal.
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1.00 - 3.00 Credits
This course is designed to focus on a current problem, technique, or theory in the field of psychology. Required courses provide a solid foundation, preparing students for graduate education or entry level employment. The field of psychology is much more diverse than can be fully reflected in our required curriculum, yet limited resources make a full slate of elective courses in psychology impossible. Through special topics courses, the department can offer (on an occasional basis) exposure to the frontiers of the field while maintaining a focus on the mainstream of psychology through required courses.
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3.00 Credits
An analysis of the principles of human development with emphasis on the contributions of biological, social, psychological, and multicultural influences as applied to an understanding of cognitive, emotional, social, and physical development across the life-span. Particular emphasis will be given to the psychobiological nature and social context of development as well as cultural and ethnic variations impacting on developmental processes.
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3.00 Credits
This course will provide a systematic review of key concepts and principles of contemporary behavior and social learning theory. This material serves as a backdrop for an examination of a functional analytic approach to behavioral assessment and cognitive-behavioral therapeutic interventions. The theoretical rationale and empirical basis of traditional and more recently developed cognitive-behavioral interventions will be reviewed. Examples of these interventions include exposure techniques, contingency management, child-parent training, social skills training, cognitive therapy interventions, motivational interviewing, acceptance and commitment therapy, mindfulness, and dialectical behavioral therapy.
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3.00 Credits
Thiscourse is an overview of child and adolescent educational and behavioral disorders. The course will focus on definition, etiology, epidemiology, diagnosis, and treatment/intervention. Overlap and distinguishing characteristics of educationally and psychiatrically defined disorders (e.g., DSM-V) will be emphasized.
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3.00 Credits
This course is critical to data collection in the School Psychology program's data-based problem-solving model. It is an introduction to the administration, scoring, and interpretation of measures of intelligence and visual-motor abilities. The student will have practical experiences in the use of appropriate instruments. Each student must demonstrate proficiency with intervention planning within the problem-solving model.
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