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Course Criteria
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3.00 Credits
This seminar course is intended to introduce students to the field of clinical psychology. The course begins with an examination of the historical development, philosophical issues and theoretical bases pertinent to the study of clinical psychology. Using an integrative theoretical framework, the course examines a broad sampling of current topics and controversies in the field of clinical psychology, including: the concept of abnormality, assessment, issues of diagnosis and classification, clinical judgment, the nature and evaluation of psychological intervention, and forensic psychology. Prerequisites: PSY 1004: Fundamentals of Psychology, PSY: 2036 Personality Psychology, and PSY 2011: Abnormal Psychology. ( Offering is tentative based on student interest.)
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3.00 Credits
This upper-level seminar will provide an intellectual forum for discussing the psychology of stereotypes, prejudices, and discrimination. Utilizing materials from textbooks, scholarly research articles, and the Internet, students will explore such topics as the social psychology of prejudice, the maintenance of stereotypes and prejudice, the power and consequences of stereotypes, techniques for reducing prejudice, current research on ethnic and gender stereotypes, and coping with prejudice. Recommended: PSY 2009: Social Psychology ( Spring '08 & '09)
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3.00 Credits
After adolescence, we continue to develop as an adaptive response to continuous changes in life circumstances. This course will explore the current theories about adult development and examine what current research can tell us about: adults' capabilities and changes that occur over time, influences of the environment, and how we influence our own environments and development. In addition, it will explore what is known about continuities between childhood/adolescence and adulthood. Prerequisite: PSY 2002: Developmental Psychology: Early through late adolescence. ( Fall '07 & '08) (Spring '08 & 09)
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3.00 Credits
The development of attachments and their importance to later development will be covered. The various theories of attachment will then be used to help explain how other types of social behaviors, such as: sharing, caring, empathy, and aggression develop. Prerequisites: PSY 2001: Developmental Psychology: Infancy through late childhood and PSY 2002: Developmental Psychology: Early through late adolescence. (Spring '08 & '09)
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3.00 Credits
The course will offer opportunities to understand the changing demographics of death and terminal illness in America; to compare cultural and developmental differences in approaches to death and dying; to explore some highly controversial current topics in the field; to become acquainted with resources in this area; and to recognize and appreciate one's own attitudes and reactions to death and dying. This will be accomplished through lectures, videos, class discussions, and presentations. Lectures from individuals "on the front line," who work in various relatedfields may also be incorporated. Prerequisites: PSY 2001: Developmental Psychology: Infancy through late childhood and PSY 2002: Developmental Psychology: Early through late adolescence. ( Fall '07 & '08) (Spring '08 & 09)
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4.00 Credits
This course introduces students to the theory and practice of qualitative research methods. Qualitative and quantitative approaches to research will be discussed as different (not opposing) approaches, influenced and driven by different theoretical perspectives, assumptions, and research questions. Students will acquire knowledge about the historical context of qualitative research. In addition, students will gain specific knowledge and practice in the major qualitative research approaches including interview and ethnography. Methods of analysis for qualitative data will also be examined and utilized. Writing skills will be emphasized. Prerequisite: PSY 1004: Fundamentals of Psychology ( Fall '07 & '08)
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4.00 Credits
This course will cover theories of the change in cognitive function in children from birth through adolescence and how different theories of development explain how and why developmental change occurs. Some of the theories covered include: neo-Piagetian, information processing and connectionism, dynamic systems, and theories about how children develop theories about the world. This course is intended for students who have already had courses in child and adolescent development and thus, already know the changes in cognitive function over childhood. . Prerequisites: PSY 2001: Developmental Psychology: Infancy through late childhood and PSY 2002: Developmental Psychology: Early through late adolescence. ( Spring '09)
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3.00 Credits
This seminar will provide an intellectual forum for discussing the psychology of social influence and persuasion - the ability of a person or group to change the behavior of others. Integrating theory, scientifically documented research, and practical applications, students will explore such topics as: mindlessness, compliance, obedience, cults, subliminal persuasion, and propaganda. Recommended: PSY 2009: Social Psychology. (Fall '07 & '08)
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3.00 Credits
This upper level seminar course will explore the philosophical foundations of scientific psychology. The course will consider the problematic nature of the concept of mind from Descartes to the present. Students will explore various theories postulated to explain the relationship between the brain and the mind. In so doing, students will contemplate the ambiguities surrounding relevant concepts such as causation, reductionism, and explanation. Readings will include primary sources from both psychology and philosophy. Recommended: PSY 1004: Fundamentals of Psychology. ( Offering is tentative based on student interest.)
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3.00 Credits
This course is designed to illustrate the power of non-conscious processes by presenting compelling evidence that many of our thoughts, feelings, and behaviors stem from unconscious processes. Examining the unconscious from social and cognitive viewpoints, this course will provide an intellectual forum for discussing the research that has contributed to our understanding of the "new unconscious." Utilizing materials from books andscholarly research articles, we will explore such topics as priming research, thin-slicing, implicit vs. explicit learning, automatic vs. controlled process, intuition vs. introspection, subliminal perception, and other unconscious processes. (Summer '08)
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