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Course Criteria
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4.00 Credits
Social Justice & Mental Health covers major theoretical contributions to social justice perspectives in mental health. This course will also examine interdisciplinary connections between economics, history, philosophy, sociology, and mental health. In addition, special topics will be discussed: social justice training for and identity of mental health counselors, self-reflexivity and social justice, cultural humility and multicultural orientation, systemic impacts on individual mental health. Students will pick an additional topic of interest to examine in some depth. Students are strongly encouraged to consider the political and personal impact of the course material.
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2.00 Credits
What makes each of us unique? Where do these differences come from? How do they contribute to enduring differences in the ways we act, think, and feel? Temperament is the mostly-biological foundation of personality. In this class, we will learn about research in humans and non-human animal models aimed at understanding the mechanisms underlying lasting differences in personality and their implications for risk and resilience.
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2.00 Credits
A majority of individuals play games in one form or another. This class examines how to capture the imagination of gamers through introducing concepts of game design as explained from a psychological lens. Applying theories of psychology with fundamentals of game design, students will ultimately create an analog game of their own.
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2.00 Credits
Structural Equation Modeling (SEM) refers to a family of statistical methods for modeling the relationships between variables. As a research tool, SEM integrates and extends features of analysis of variance (ANOVA) procedures, linear multiple regression, and factor analysis by allowing the testing of predictive and causal relationships among continuous and categorical variables, both observed and unobserved (latent). This course will provide a conceptual as well as an applied, hands-on understanding of SEM assumptions, analyses, and the interpretation of data, and is recommended for students, faculty, and staff that are interested in learning about how SEM can be used to model various forms of quantitative data, using null-hypothesis testing and Bayesian approaches. Statistical programs, such as R, will be highlighted as a way to learn about and apply SEM to a wide-variety of research questions and hypotheses in the sciences, business, and beyond.
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4.00 Credits
This course will provide an examination of the topic of control as studied by various psychologists. It is designed to increase students' level of knowledge of how psychologists define and study human perceptions and use of control through the reading and discussion of theoretical and research articles and books. This course is divided into three major sections: (1) Self-control; (2) Perceived Control of the Environment (Locus of Control, Illusion of Control, etc); (3) Control by the Environment (Persuasion, obedience, conformity, etc).
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2.00 Credits
It was previously believed that 1 in every 10,000 children were diagnosed with autism. Recent studies now estimate that 1 out of every 166 children in America are being diagnosed with the disorder. As concerns grow, blame is being placed on everything from vaccinations to cell phone radiation. This course will explore some of the current issues in the area of autism including possible causes as well as implications for schools, families, and the community.
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2.00 Credits
Explores issues affecting the homeless. Lectures and field experiences are designed to increase students' sensitivity and awareness of issues affecting the urban poor. Various political, social, environmental, economic, and health- related issues will be explored.
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4.00 Credits
Physical, psychosocial, and cognitive development of the individual from birth through 12 years of age. Course includes discussion of current research in child development and an integration of course content with field experience at schools and/or community agencies that serve children. Prerequisites: PSYC 105, 203, and 270, or consent of instructor. (4)
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4.00 Credits
Physical, psychosocial, and cognitive development of the individual from puberty to adulthood. Common adolescent problems are considered from research and clinical perspectives. Course includes discussion of current research in adolescent development and an integration of course content with field experience at community agencies that serve adolescents. Required for secondary education majors. Prerequisite: PSYC 105 and 203,or consent of instructor. PSYC 270 is a prerequisite for students who begin at Westminster Fall 2014 or later. (4)
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4.00 Credits
This course will serve as a general introduction to health psychology. The main goals of the course are (a) to provide an overview of substantive areas of basic research in health psychology, (b) to examine specific contributions of health psychology to understanding acute and chronic diseases, and (c) to illustrate how principles of health psychology may be applied to everyday life. We will become familiar with the biopsychosocial model of health, and begin thinking about health and illness from multiple perspectives, including that of the patient, the caregiver, the health professional, and of course, the scientist/researcher. We will learn not only the psychological approaches to studying health, but also the psychological aspects of being ill, caring for the ill, and the psychological dimensions of health promotion and self-care. PSYC 105, PSYC 216 or JUST 216, or consent of instructor. PSYC 270 is a prerequisite for students who begin at Westminster Fall 2014 or later. (4)
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