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Course Criteria
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3.00 Credits
This course introduces students to the theory and practice of family systems. We will compare and contrast various models of family systems including transgenerational, structural, strategic, and experiential approaches. This course is especially recommended for students considering a career in a clinical context as a therapist. We will apply family systems theories to clinical case studies and examine how family therapists try to bring about change. Students will have an opportunity to integrate these concepts as they begin to clarify and develop their own therapeutic framework. On sufficient demand.
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3.00 Credits
This course is an introduction to the theory and practice of group counseling and psychotherapy. Students in this course study both historical and current literature regarding the theoretical and experiential understandings of group purpose, developmental stages, dynamics such as roles, norms, and therapeutic factors, leadership orientations and process, counseling theories, group counseling methods, and skills. On sufficient demand.
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3.00 Credits
A review of both the theory and empirical literature investigating the psychology of gender (including biological cognitive, developmental and psychosocial models).
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3.00 Credits
This reading and writing intensive seminar focuses on factors and contexts that pose risks for development as well as those that promote resilience. Topics include the neuro-biological, behavioral, and social effects of child neglect, maltreatment, and other childhood trauma; an exploration of global and political issues, including extreme poverty and a Childrens Bill of Rights and the research on resilience, including some promising programs to promote resilience. Recommended especially for students interested in clinical or social work with children or in teaching.
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3.00 Credits
Course will explore child development across various contexts with particular emphasis on broadening students' perspectives beyond normative development in white, middle class environments. Contexts explored will include poverty and homelessness, racial discrimination, diverse family contexts (e.g., divorce, parents who are homosexual), foster care and adoption, violent/war stricken environments, and cross-cultural child-rearing practices. May include a service-learning component. On sufficient demand.
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3.00 Credits
Combines an emphasis on exploring alternative methods of providing mental health services in the community and the identification of conditions of risk to psychological adjustment and the prevention or lessening of risk factors. This course has a social-justice designation and a service-learning component. On sufficient demand. Reading/writing intensive.
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3.00 Credits
Since the Viet Nam war, our culture has become increasingly familiar with the terms trauma and posttraumatic stress disorder (PTSD). But what is trauma, exactly, and what are its effects? Is the nature of the trauma (type, duration) related to its impact? As a discipline, what do we know about the onset, duration and prognosis of PTSD? What do we know about the experience of PTSD? This course addresses these questions and considers both intrapersonal (biological and cognitive) and interpersonal dimensions of trauma. On sufficient demand.
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1.00 - 3.00 Credits
Students will work with children at the education center at Chimfunshi Wildlife Sanctuary in Zambia, Africa. They will be responsible for organizing educational activities for local and visiting school children and completing readings and a course project. Course meets the social justice core requirement. Summer.
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1.00 Credits
This class is mandatory for all student taking either/both upper-division psychology courses as part of the Zambia summer study abroad program. It will be designed to prepare students for the immersion experience and will include readings and discussion in comparative and child psychology, completion of activity plans, and preliminary research for course projects.
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3.00 Credits
Topic to be decided by faculty.
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