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Course Criteria
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3.00 Credits
This course is for students who intend to become Psychotherapists. Classes are devoted to discussions of alternative ways a therapist might handle specific situations that commonly arise in clinical work including: establishing a working alliance with challenging patients, setting appropriate boundaries and managing boundary violations, handling resistance, repairing relationship ruptures, and maintaining an optimal balance between focusing on process and focusing on outcome. Role - playing is used extensively, and the class is highly interactive. Because experiential learning is a major didactic tool used in this course, class attendance is required.
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3.00 Credits
Obesity is a big and growing problem that threatens to overwhelm the US health delivery system. This course looks at the many facets that contribute substantially to the obesity epidemic. They include--poor decisions by individuals, overeating as an epidemic, exercise, addiction, USDA policies against individuals and for corporate advancement. We will identify how each factor contributes to the obesity explosion and discuss how each source can be remedied.
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3.00 Credits
This course will explore episodic (event) memory in both theoretical and ecological terms. We will cover theories of recognition memory and empirical results from the laboratory that have been used to advance these theories. We will also cover research on the brain areas and mechanisms that support event memory. Finally, we will explore the fallibility of memory in real-world settings, especially eyewitness testimony in court cases.
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3.00 Credits
This course will examine children's development and socialization in the context of families, communities, and the larger social context. An ecological perspective will be used that highlights the multiple levels of influence that shape a child's life and which recognizes the active role of the individual in shaping, as well as being shaped by, social contexts. The complex interactions among families, schools, workplaces, neighborhoods, government, and historical time period will be explored as they serve to provide opportunities and risks for the developing child. Ultimately, the goal of this course is to focus on the developing child in the real world. To understand humans we must understand the groups from which they come, the context of their human community, and the complex interplay between the individual and these settings.
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3.00 Credits
This course examines the role that international justice plays in globalized conflicts around the world, specifically taking into account psychological and social scientific perspectives. We will start by looking at different forms of justice, their limitations and dangers, and how they were applied in international conflicts (e.g., Nuremberg trials, truth and reconciliation commissions such as in South Africa, international criminal tribunals such as for the former Yugoslavia, native justice traditions such as those by the Navajo or Gypsies). We will then examine the relationships between justice on the one side and truth, morality, forgiveness, reconciliation, tolerance, peace, (just?) War, and empathy and emotions on the other side. While doing so, we will make connections to collective action, regime change, bystandership, the Responsibility to Protect and the Duty to Aid, and humanitarian interventions. Over the course of the semester you will also learn about International Criminal Law, human rights, and legal bodies such as the International Court of Justice. We will examine how they are used to prosecute minor players and state leaders accused of crimes, and analyze how people try to justify and excuse themselves legally and psychologically. At the end of the semester we will assess the effectiveness of justice processes, and investigate public perceptions of justice (e.g. the reception of Milosevic?s trial in Serbia or Saddam Hussein?s trial in Iraq) and the effects of justice on survivors of injustice and violence. We will conclude the course with the question of how to promote global justice, and the connected problem of when, where, and whom to give justice (e.g. international interventions in Serbia or Libya, but not in Rwanda or Syria).
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4.00 Credits
This seminar will examine how we make sense of ourselves, of other people, and of our social world, in general. This course will apply the theories used in a variety of areas in cognitive psychology (e.g. attention, memory and decision making) to questions and issues typically examined in social psychology. These questions include: How do we form impressions of others? Why are we attracted to certain people but not others? What kinds of information about people are important to us, and why? How do we explain our behavior; and how do we explain others' behavior? How do we organize all of this information about individuals and groups into something understandable? How do we form attitudes and stereotypes? Do our moods effect how we behave? Class meetings will include discussion, debates and exercises.
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3.00 Credits
Moral psychology has received a great deal of attention in recent years; researchers from diverse areas of psychology have contributed to a new understanding of morality. In this seminar, we will explore the nature of morality from these diverse psychological perspectives, including neuroscience, developmental psychology, cognitive psychology, social psychology and psychopathology. Among other investigations, we will examine the relationship of both cognition and emotion to moral judgment and behavior, and we will try to understand when and why people act (im)morally. We will also use our knowledge of morality to explore broad cultural and political differences.
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3.00 Credits
Advances in the field of neuroscience have generated ethical questions regarding the implications of brain research. Neuroethics evaluates concerns related to how this research can be used to identify, predict, and change the neural correlates of human behavior. Topics to be covered may include lifetime drug therapy, the use of drugs to "normalize" behavior in atypical populations, the use of cognitive enhancing drugs in healthy populations, implications of brain imaging, and memory manipulation. Students will read and critique scientific articles, participate in weekly discussion, and write weekly reaction papers regarding each topic. At the end of the semester students will write a summary of a specific topic related to neuroethics and present their findings to the class.
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3.00 Credits
The focus of the course is stress and disease. Students will learn about the neural circuits and biochemical mechanisms underlying the body's response to stress and how stress impacts disease. The bulk of the reading material for this course will consist of primary (peer-reviewed) research and review articles on stress and disease in animal models (some clinical papers in humans may also be covered). Students are expected to actively participate during class, give presentations, and write a research project proposal.
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3.00 Credits
Research in Cognitive Psychology and Neuroscience is constantly revealing new facts about how we see, hear, speak, move, recognize, remember, learn, and reason. The goal of these scientific studies is to explain these mental processes thoroughly and completely. However, many people feel that there is something about our consciousness or inner mental life that can never be explained by any scientific theory, no matter how advanced. In this seminar, we will ask what consciousness is, and will assess what current science can tell us about it. We will consider the different ways in which philosophers have tried to explain consciousness and the relationship between mind and body. Then we will examine how far science has progressed in explaining the workings of the mind, considering evidence from many different sources, including psychological experiments, brain imaging, neuronal recordings, and the effects of brain damage and drugs on experience and behavior. Finally, we will examine what is still unexplained, and will ask whether science can ever explain everything about the mind.
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