2017-2018 Academic Catalog [ARCHIVED CATALOG]
Courses
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PSYC 200 - Research in Program Evaluation
How does one know if new programs put in place are meeting the stated goals? Leaders interested in strengthening the quality of their programs and improve outcomes pertaining to human development and learning often turn to program evaluation as a valuable tool. Program evaluation provides insights into a program’s effectiveness; evaluation data can be used both to improve program services and individual learning. This course is designed to provide psychology majors a first-hand opportunity to participate in authentic research projects on program evaluation. Methods will not be taught in a vacuum; rather students will learn methods while working on ongoing program evaluation. Students will receive training in all phases, including formulating research questions, data collection and analysis, project management and reporting for actual users of our findings. Skills and experiences from this class are valuable for students who are considering careers not only in psychology but also in fields where applying psychology research is useful, including educational settings, healthcare, human services, management, and sales and marketing.
Prerequisites for this course require a grade of C- or better
This course fulfills the mid-level Lab/Research requirement for the psychology major.
Prerequisites: PSYC 105 , PSYC 108 , PSYC 109
Anticipated Terms Offered: varied
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PSYC 203 - Research in Stigma, Intersectionality, and Health
This course provides undergraduate students with the opportunity to conduct research in the Stigma, Intersectionality, and Health Lab administered by professor Nicole M. Overstreet. The Stigma, Intersectionality, and Health Lab conducts research examining the connection between stigma and health on an individual, interpersonal, and structural level, with a particular focus on stigmatized attributes that are visible, such as race and gender, and those that are concealable, such as mental illness, sexual minority status, and HIV/AIDS. Students in this course will be responsible for a variety of research tasks, including, but not limited to, coding, data entry, data collection, data analysis, survey development, and scientific writing. May be repeated for credit (3 times).
Prerequisites for this course require a grade of C- or better
This course fulfills the Lab/Research requirement of the Psychology major.
Prerequisites: PSYC 101 , PSYC 105 , PSYC 108 , and Instructor’s permission
Anticipated Terms Offered: Fall and Spring
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PSYC 204 - Lab in Decision Making
Each of us makes dozens of decisions in a day. Some are relatively inconsequential (such as what brand of toothpaste to buy) whereas others may be life changing (such as which college to attend). What is involved in decision-making? What roles do context, ethics, commitment, purpose, and cognitive biases play? Students will evaluate existing studies, find and/or apply examples of decision-making psychology research in everyday life, and conduct analyses then present empirical findings in APA style during a student research conference.
Prerequisites for this course require a grade of C- or better
This course fulfills the lab/research requirement for the psychology major.
Prerequisites: PSYC 105 , PSYC 108 , PSYC 109
Anticipated Terms Offered: varied
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PSYC 205 - Research in Child Development across Contexts
This course provides undergraduate students with the opportunity to be involved in research under the supervision of Professor Ana Marcelo. Students in this course will be responsible for a variety of research tasks, including, but not limited to, data collection, data entry, data coding, data analysis, and data dissemination. Professor Marcelo’s research examines the different risk and protective factors in child development across different contexts, with a particular focus on cultural context.
Prerequisites for this course require a grade of C- or better
This course fulfills the mid-level lab/research requirement of the psychology major.
Prerequisites: PSYC 150 OR PSYC 152 OR PSYC 153 and Permission
Anticipated Terms Offered: Every semester
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PSYC 206 - Research on Youth Purpose
This course involves students in ongoing research addressing how young people develop a life purpose. Actual work depends on the stage of the research project, and may include literature reviews, data collection and follow-up, data analysis and interpretation, argument building, and writing and presentation of findings related to the relationship of educational experiences to life purpose, culture and purpose development, and emotions and life purpose. This is a collaborative course where students work as a team on current research that encompasses research partners in six countries around the world.
Prerequisites for this course require a grade of C- or better
This course fulfills the Lab/Research requirement of the Psychology major.
(may be repeated for credit)
Prerequisites: PSYC 105 , PSYC 108 , PSYC 109 , PSYC 150 , and Instructor’s permission. PSYC 252 is helpful, but not required. Both PSYC 150 and PSYC 252 may be taken concurrently with PSYC 206.
Anticipated Terms Offered: Fall and Spring
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PSYC 210 - Research on Ideology and Violence
This course provides undergraduate students with the opportunity to conduct research in the Ideology and Intergroup Violence Lab administered by professor Andrew L. Stewart. Students in this course will be responsible for a variety of research tasks, including, but not limited to, data collection, data entry, data analysis, and scientific writing. The Ideology and Intergroup Violence Lab conducts research examining the etiology and prevention of intergroup violence, particularly in gender, race, nationality, sexual orientation, and other intergroup relations. This course may be repeatable for credit.
Prerequisites for this course require a grade of C- or better
This course fulfills the Lab/Research requirement of the Psychology major.
Prerequisites: PSYC 105 , PSYC 108 , and Permission
Anticipated Terms Offered: Fall and Spring
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PSYC 211 - Fundamentals of Applied Research through Internship
This is a mid-level internship course. Students will attend a weekly 3-hour seminar, and complete a placement at a local community organization. The main goal of this course is to provide you with the opportunity to apply and further develop your psychological knowledge and skills through an internship in a non-academic setting, while discussing these experiences and sharing skills with an academic community in a weekly seminar setting. The course is intended to serve as an opportunity for students to begin developing and exploring their own professional identity. This internship in applied psychology, and the community we will build in seminar, presents an opportunity for you to learn about work life from firsthand experience, to interpret workplace events and client service through a psychological perspective, and to employ students’ psychological knowledge and skills toward solving practical problems and meeting the needs of your internship site.
Prerequisites for this course require a grade of C- or better
Fulfills the Lab/Research requirement of the Psychology major.
Prerequisites: PSYC 101 , and at least 1 course from the basic processes, developmental, or social/personality content areas (PSYC 120-175).
Students will be required to complete an application in order to be placed in the course, and may need to attend some training or complete some screenings (such as CORI screening to work with youth) in advance of the start of the course.
This course requires instructor permission.
Anticipated Terms Offered: Annually
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PSYC 216 - Research in Political Psychology
This course involves students in ongoing research in political psychology, with a specific focus on activism and civic engagement. This includes working with, and possibly collecting, different kinds of data: survey-based measures of identity, activism, and political attitudes; interviews; and content analyses of media outlets and websites. Students will have the opportunity to participate in different phases of research depending on the nature and stage of the project (from project development, to data collection, to coding, to data entry and analysis).
Prerequisites for this course require a grade of C- or better
This course fulfills the Lab/Research requirement of the Psychology major.
Prerequisites: PSYC 101 , PSYC 105 , PSYC 108 , and Instructor’s Permission
Anticipated Terms Offered: Every semester
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PSYC 221 - Research in Social Psychology
Fall 2015:
Undergraduate students in this course will have the opportunity to conduct research in Professor Randi L. Garcia’s lab on various projects related to sexual objectification, the dynamics of diverse group interactions, and the gender division of household labor. Research projects in this lab examine the consequences of sexual objectification for both women and men in the workplace, how stereotyping and discrimination play out in diverse versus homogenous groups, and the complexities of the gender division of household labor using an intergroup relations framework. Students in this course will engage in a variety of task including, but not limited to, literature review, research design, survey development, data collection, the coding of videotaped interactions of “first dates” and small group interactions, data analysis, and scientific writing.
Prerequisites for this course require a grade of C- or better
This course fulfills the Lab/Research requirement of the Psychology major
Prerequisites: PSYC 101 , , and Instructor’s permission.
Anticipated Terms Offered: Offered every year
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PSYC 223 - Research in Motivational and Emotional Development in Children and Adolescents
Ongoing research on the effects of contexts (home, school, etc.) on the emotional and motivational development of children.
Prerequisites for this course require a grade of C- or better
This course fulfills the Lab/Research requirement of the Psychology major.
Prerequisites: PSYC 108 and Instructor’s permission.
Anticipated Terms Offered: Offered every semester
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PSYC 224 - Research on Identity Development
Designed to train students in an ongoing research project on the development of subjectivity and identity in and through discourse, particularly narrative discourse.
Prerequisites for this course require a grade of C- or better
This course fulfills the Lab/Research requirement of the Psychology major.
Prerequisites: PSYC 109 and Instructor’s permission
Anticipated Terms Offered: Offered periodically
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PSYC 226 - Research in Men’s Mental Health
Students will collaborate on studies of the way men experience, express, and respond to problems in living. Data collected include interviews, questionnaires, and other methods for exploring links between masculine gender socialization and men’s well-being.
Prerequisites for this course require a grade of C- or better.
This course fulfills the Lab/Research requirement of the Psychology major.
Prerequisites: PSYC 101 & Instructor’s permission
Anticipated Terms Offered: Offered periodically
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PSYC 228 - Research in Youth & Anxiety
This 2-semester research course addresses issues surrounding the etiology and intervention of anxiety symptoms in youth, with a specific emphasis on the family context (e.g., parenting styles, family processes). The research draws from both the clinical and developmental sub-disciplines of psychology and, thus, addresses aspects of normative child and adolescent development as well as the development of psychopathology. Data include coded observations of dyadic interactions, standardized interviews, and questionnaire data.
For the 2016-17 This year will be dedicated to research related to child and adolescent mental health problems and interventions. There is a special emphasis on basic intervention research addressing family processes in youth anxiety disorders. In this course, students will participate in research conducted at the Pediatric Anxiety Disorders Clinic at UMass Memorial Medical Center. Specifically, through attending weekly lab meetings and participating in an ongoing research project, students will learn how to generate research questions and hypotheses; how to design studies to address these research questions and hypotheses; how to collect, clean, and enter data into study datasets, how to analyze data; and how to interpret findings and disseminate information at professional meetings and in peer-reviewed publications.
Prerequisites for this course require a grade of C- or better
Prerequisites: PSYC 101 , , , PSYC 109 and Instructor’s permission. PSYC 173 or PSYC 150 recommended
Anticipated Terms Offered: Every year
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PSYC 229 - Research in the Development of Language
Students participate in a research project concerning the interaction between language development and early literacy acquisition. Students are responsible for various phases of research, including literature reviews, data collection and analysis, and interpreting results.
Prerequisites for this course require a grade of C- or better
This course fulfills the Lab/Research requirement of the Psychology major.
Prerequisites: PSYC 150 and Instructor’s permission.
Anticipated Terms Offered: Periodically
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PSYC 231 - Couples Research
This course involves undergraduate majors in all phases of ongoing research being conducted in the Couples Research Laboratory of professor James Cordova. Students will participate in weekly lab meetings. Depending on the phase that studies being conducted in the lab, students can be involved in project design, recruiting participants, interviewing participants, observing couples’ interactions and coding their behavior, gathering data, managing data and library research.
Prerequisites for this course require a grade of C- or better
This course fulfills the Lab/Research requirement of the Psychology major.
Prerequisites: PSYC 105 , PSYC 108 and Instructor’s permission.
Anticipated Terms Offered: Offered every semester
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PSYC 232 - Research in Community
This course provides a hands-on experience with conducting community/clinical psychology research through the Mental Health, Culture, and Community Research Program. Students will be actively involved in a variety of research projects that examine a range of topics, including cultural influences on the help-seeking process, emotion regulation and coping strategies, the development and expression of depressive symptoms, and the psychotherapy process. Current research projects take place in the local community, including local health organizations and schools. In order to maximize the experience on this project, students participate in a weekly class in which the theoretical underpinnings of the project are discussed. Students are also required to write a final paper and present a poster at Academic Spree Day.
Prerequisites for this course require a grade of C- or better.
This course fulfills the Lab/Research requirement of the Psychology major.
Prerequisites: PSYC 101 & Instructor’s permission.
Anticipated Terms Offered: Offered every semester
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PSYC 234 - Research on Adult Development
This course involves students in research addressing issues pertaining to adult development. Possible topics include identity development in emerging adulthood, relations between emerging adults and their parents, the transition to parenthood, and midlife marriage and work transitions, among others. Both qualitative and quantitative methods will be employed, including interviews and questionnaires.
Prerequisites for this course require a grade of C- or better
This course fulfills the mid-level lab/research requirement of the psychology major.
Prerequisites: PSYC 101 , PSYC 105 , PSYC 108 , PSYC 109 , and Instructor’s permission.
Anticipated Terms Offered: Periodically
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PSYC 235 - Research on Diverse Families and Sexualities
This course involves undergraduates in all phases of ongoing research being conducted in the Diverse Families and Sexualities Laboratory of Professor Abbie Goldberg. The two primary research projects that Dr. Goldberg’s team is working are: (1) The Transition to Adoptive Parenthood Project, a 10 year longitudinal study of heterosexual, lesbian, and gay adoptive parents, which focuses on parents’ experiences in a wide range of settings (e.g., their communities; their children’s schools); and (2) The Postpartum Well-Being Study, a study of sexual minority and heterosexual women during the first year of parenthood, which focuses on their mental health, sexual identity, partner relationships, social support, and experiences with health care professionals.
Students will participate in weekly lab meetings. Students will also participate in transcribing participant interviews, coding data, entering data, and assisting with other lab tasks. To be accepted into the lab, students must: meet a minimum GPA requirement; interview with Dr. Goldberg and a doctoral student; be able to articulate the intersection between their interests and career goals and the foci of/opportunities provided by the lab; and be able to commit to one year in the lab.
Prerequisites for this course require a grade of C- or better
This course fulfills the Lab/Research requirement of the Psychology major.
Prerequisites: PSYC 101 and Instructor’s permission.
Anticipated Terms Offered: Offered every semester
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PSYC 236 - Stigma and Health
This course provides an introduction to the phenomenological experience of stigmatization and will critically engage you to understand health consequences of stigmatization. In this course, we will examine perspectives on the origin and function of stigma and consider models that examine the connection between stigma and health on an individual, interpersonal, and structural level. We will also consider the health implications of living with stigmatized attributes within society. We will focus on stigmatized attributes that are visible, such as race and weight, and those that are concealable, such as mental illness, sexual minority status, and HIV/AIDS. Finally, we will consider multi-level interventions to reduce stigmatization and its downstream influence on individual health.
Prerequisites for this course require a grade of C- or better
This course fulfills the mid-level First Seminar requirement of the Psychology major.
Prerequisites: PSYC 101 , PSYC 108 , and PSYC 138 , or Instructor’s permission
Anticipated Terms Offered: Fall
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PSYC 237 - Dating and Sexual Violence: Research and Prevention
This course explores research on the prevalence, risk for, consequences of, and prevention and treatment of dating and sexual violence. Historical, legal, and psychological perspectives on these issues will be highlighted. Students may also be trained to deliver an empirically-supported prevention program addressing dating and sexual violence on college campuses.
Open to sophomores and juniors; seniors by permission of instructor.
Prerequisites for this course require a grade of C- or better
This course fulfills the mid-level First Seminar requirement of the Psychology major.
Prerequisites: and a 170-level course.
Anticipated Terms Offered: Periodically
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PSYC 240 - Race and Racism: Theory and Experiences
This course addresses the historical and sociopolitical construction of the concept of race and racial categories, and the ways in which ‘race’ shapes our social world. Using Critical Race Theory, we focus on social inequality and on the importance of approaching racism as a systemic phenomenon that structures societies at all levels and in all domains. The objectives of the course are to provide students with a critical and theoretical appreciation of the historical construction of ‘race’ and of its functioning in the social world, and to lead them to use this perspective as an analytic tool for understanding the world around them, for examining how their own identity in this racialized social world has shaped their experience, and for understanding the experiences of people from ‘racial’ groups different from their own. Readings, films, class activities, and assignments are designed to promote these objectives and to stimulate students’ reflections about the role they want to play as social agents.
Prerequisites for this course require a grade of C- or better
This course fulfills the mid-level First Seminar requirement of the Psychology major.
Prerequisites: Course open to sophomores, juniors, and seniors only.
Program of Liberal Studies (PLS) Designation: DI
Anticipated Terms Offered: Annually
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PSYC 241 - The Psychology of Resistance during Genocide
What enables people to resist against violence and oppression, even when they are targeted and severely restricted such as during genocide? How do people overcome the uncertainty and fear that characterize these situations, and what motivates them to engage in resistance even when this can mean sure death? This seminar explores these questions about the psychology of resistance among victim groups during genocide and mass violence, drawing on oral histories and academic literature. This course is interdisciplinary, and addresses students of Psychology, Sociology, Holocaust and Genocide Studies, Peace Studies, IDCE, Race and Ethnic Relations, and other social sciences. Students in this course will (1) develop lay theories of the psychology of resistance; (2) work with video-recorded, archived oral history interviews that were conducted with genocide survivors during the Holocaust and other genocides; (3) integrate this knowledge with psychological and sociological literature on this topic; and (4) apply this knowledge to other contexts. Students will present their individual and group work in class and at Academic Spree Day.
Prerequisites for this course require a grade of C- or better.
This course fulfills the mid-level First Seminar requirement of the Psychology major.
Prerequisites: PSYC 101
Anticipated Terms Offered: Bi-annually
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PSYC 243 - Human Development and Culture
This course examines the ways an individual’s psychological and social development takes place in a cultural context. Readings include qualitative and quantitative studies of different parts of the life span in diverse cultures (such as India, Guatemala and the United States). While most readings are drawn from psychology, some readings are by writers in anthropology and philosophy.
Prerequisites for this course require a grade of C- or better
This course fulfills the mid-level First Seminar requirement of the Psychology major.
Prerequisites: PSYC 108 , PSYC 109 , and a 150-level course
Anticipated Terms Offered: Offered periodically
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PSYC 244 - Cognitive Development
This seminar explores the perceptual and cognitive abilities of babies and young children. How does their knowledge of physical objects, space, the biological world, number, and people’s minds and behaviors evolve? How does their ability to imitate and communicate develop? How do they learn to categorize and label objects? How does reasoning and problem-solving change with age? Different theoretical approaches will be considered, especially with respect to the role of experience, innate factors, and cultural factors in development.
Prerequisites for this course require a grade of C- or better
This course fulfills the mid-level First Seminar requirement of the Psychology major.
Prerequisites: PSYC 120 or PSYC 150 , or Instructor’s permission.
Anticipated Terms Offered: Periodically
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PSYC 245 - Psychological Perspectives on Criminal Behavior
Examines various types of criminal behavior according to psychological theories. We first will discuss major psychological theoretical perspectives on crime, including psychobiological theories, personality theories, learning theories, and developmental theories. We will then discuss the intersection between various mental disorders and criminal behavior. The third part of the course will address specific types of crime, including sex offending, serial killing, terrorism, and battering. The semester ends with a discussion of various legal issues related to mental health, including insanity and competency.
Prerequisites for this course require a grade of C- or better
This course fulfills the mid-level First Seminar requirement of the Psychology major.
Prerequisites: PSYC 108 or instructor’s permission
Anticipated Terms Offered: Offered periodically
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PSYC 246 - Self and Identity in Social Context
What makes us who we are-what is a Self? Is our Self comprised of memory, a set of cognitive functions, or our personality? What are the narratives we use to understand our lives in a social world? How is our Self translated into identities, and how do those identities operate in the larger social world? How are those identities shaped by those around us, and how much can or do they change?
The first objective of this course is for you to understand how psychologists study each of the above questions and others, as well as how they have attempted to answer them. We will do this through discussions and reflections on empirical and theoretical readings in psychology, as well as readings from related fields, excerpts from novels (both traditional and graphic), and other sources. The second objective of this course is for you to produce a scholarly zine (a kind of self-made magazine) or blog that explores questions related to self and identity, and for which you have polished and self-reflective answers, informed by psychological theory.
Prerequisites for this course require a grade of C- or better
This course fulfills the mid-level First Seminar requirement of the Psychology major.
Prerequisites: PSYC 101 , PSYC 108 , and PSYC 109
Anticipated Terms Offered: Fall or Spring, Bi-annually
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PSYC 247 - Psychology of Music
This course will cover the psychology of music in its broadest sense. Why does music exist and what functions does it serve psychologically, socially, and evolutionarily? What cognitive and brain mechanisms allow for the perception and performance of music? Can music promote physical, social, and emotional well-being? How is the act of music listening related to identity development in adolescence?
Prerequisites for this course require a grade of C- or better.
This course fulfills the mid-level First Seminar requirement of the Psychology major.
Prerequisites: PSYC 101
Program of Liberal Studies (PLS) Designation: AP
Anticipated Terms Offered: Annually
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PSYC 248 - Children with Learning Disabilities
The topics in this course arise from an old question: What cognitive and linguistic skills underlie speaking, reading, writing, and learning? Some practical implications of that old question are: Who are the children that fall under the term “learning disabled?” If a preschooler has a language disorder, does he/she “catch up” during school years? What happens to children with “developmental delays” when they enter school? Can early language programs help these children achieve academic success? How does instructional style influence classroom learning? What is literacy and what is required to be a good reader?
The course should be of interest to students interested in developmental psychology, communication disorders, and education.
Prerequisites for this course require a grade of C- or better
This course fulfills the mid-level First Seminar requirement of the Psychology major.
Prerequisites: PSYC 101 , PSYC 108 , and PSYC 120 or PSYC 150 ; or Instructor’s permission
Anticipated Terms Offered: Annually
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PSYC 251 - Special Topics in Psychology
Spring 2016 Topic: The Psychology of Music
This course will cover the psychology of music in its broadest sense. Why does music exist and what functions does it serve psychologically, socially, and evolutionarily? What cognitive and brain mechanisms allow for the perception and performance of music? Can music promote physical, social, and emotional well-being? How is the act of music listening related to identity development in adolescence?
Prerequisites for this course require a grade of C- or better
This course fulfills the mid-level First Seminar requirement of the Psychology major.
Prerequisites: PSYC 101
Anticipated Terms Offered: Offered periodically.
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PSYC 252 - What is My Purpose in Life?
What is meaningful to me? How can I contribute? Where am I headed? What do I intend to do with my life? In this first seminar, we will explore beyond who we are (identity) to consider why we are here (purpose). We will examine how purpose functions in our personal psychology, read other individuals’ paths to their purposes, consider criteria to help us find or forge our own purposes, and evaluate ways to study purpose through a psychological lens.
Prerequisites for this course require a grade of C- or better
This course fulfills the mid-level First Seminar requirement of the Psychology major.
Prerequisites: PSYC 105 and PSYC 109
Anticipated Terms Offered: Annually or Bi-annually
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PSYC 253 - Pretend Play and Child Development
This course is designed to unpack the development of play and the developmental significance of play. We will explore and discuss the different forms of play and discuss different theories of play. We will also discuss how play develops overtime and identify different factors that may contribute to this development. Moreover, will explore how the ability to engage in play contributes to different aspects of development, such as emotional development, social development, and cognitive development. Finally, we will examine and discuss if and how the development of play and the developmental significance of play may vary as a function of gender, race/ethnicity, socioeconomic status, and developmental status. At the conclusion of this course, students will have a better understanding of the developmental significance of play.
Prerequisites for this course require a grade of C- or better.
This course fulfills the mid-level First Seminar requirement of the Psychology major.
Prerequisites: PSYC 108 , PSYC 109 , and PSYC 150 or Instructor’s permission
Anticipated Terms Offered: Bi-annually
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PSYC 257 - Teaching Psyc as a Way of Learning
This First Seminar is for mid- and upper-level psychology majors who have taken PSYC 109 . Students in PSYC 257 will serve as Peer Learning Assistants (PLAs) for PSYC 109 , where the primary tasks will be to organize sections and classes around the following three inquiry-based tasks: (i) getting students actively involved in discussions in section and on Black Board; (ii) helping students to organize (and stay on top of) their observation projects; and (iii) support and guide a group of six students through an inquiry-based interview project. The goal for participants in PSYC 257 is to learn to conduct and guide small group projects and discussions and through this activity deepen their understanding of qualitative, inquiry-based, psychology. This will be achieved by weekly meetings to go over the experiences of PLAs and preparing the upcoming projects.
Prerequisites for this course require a grade of C- or better.
This course fulfills the mid-level First Seminar requirement of the Psychology major.
Prerequisites: PSYC 109 - Qualitative Methods in Psychology and Registration by instructor permission only.
Anticipated Terms Offered: Offered most semesters.
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PSYC 258 - Emerging Adulthood: Dev. from Late Teens through the 20s
This course focuses on development from ages 18 to 29, a period of the life course now known as “emerging adulthood.” Topics explored include family relationships, friendships, love and sexuality, school and work transitions, religious beliefs, and views of what it means to become an adult. The course is international in scope, highlighting differences between industrialized and developing countries. Perspectives from psychology, sociology and anthropology are considered.
Prerequisites for this course require a grade of C- or better
This course fulfills the mid-level First Seminar requirement of the Psychology major.
Prerequisites: PSYC 101
Anticipated Terms Offered: Offered periodically
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PSYC 259 - Psychotherapies
This course provides an overview of the major theoretical approaches to conducting psychotherapy. There is a strong emphasis on diversity issues in psychotherapy throughout the course, as well as ongoing consideration regarding how therapeutic interventions can be evaluated empirically. Students are exposed to the various therapeutic approaches through primary source readings, class illustrations and discussion, videos, and a final research paper.
Prerequisites for this course require a grade of C- or better
This course fulfills the mid-level First Seminar requirement of the Psychology major.
Prerequisites: PSYC 105 , PSYC 108 , and PSYC 109
Anticipated Terms Offered: Offered periodically
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PSYC 263 - Knowledge, Development and Instruction
This is an advanced seminar that combines an in-depth examination of research in cognitive development and the learning sciences, with classroom-based research in a public school setting (focusing on learning progressions of key concepts in math, science and classroom discourse).
Prerequisites for this course require a grade of C- or better
This course fulfills the capstone requirement of the Psychology major.
Prerequisites: PSYC 101 , PSYC 150 , and a First Seminar (PSYC 236-259)
Anticipated Terms Offered: offered periodically.
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PSYC 264 - Social and Cultural Psychology of Genocides
This seminar reviews social psychological theories on the psychology of genocide, addressing processes among victim, perpetrator, and bystander groups. Perspectives from cultural psychology that allow for a more contextualized understanding of the evolution of mass violence are also included. While most of the available literature has dealt with the Holocaust, we will also read and discuss the Armenian genocide; genocide in Cambodia, Rwanda, and Sudan; and other relevant contexts and events. In addition to discussing psychological processes and societal factors that enable the evolution of genocide, we will address topics such as rescuing behavior and resistance during genocide, propaganda and hate speech, and psychological reactions to extreme mass violence. The aftermath of genocide and questions of transnational justice will also be briefly touched on.
Prerequisites for this course require a grade of C- or better
This course fulfills the capstone requirement of the Psychology major.
Prerequisites: PSYC 101 and a First seminar (PSYC 236-259) or Instructor’s permission
Anticipated Terms Offered: Offered periodically
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PSYC 265 - Psychology of Men
Explores topics related to the social learning and social construction of masculinity and the male gender role in different social contexts including families, friendships, mental and physical health, sports, and intimate relationships.
Prerequisites for this course require a grade of C- or better
This course fulfills the capstone requirement of the Psychology major.
Prerequisites: PSYC 101 and a First Seminar (PSYC 236-259) or Instructor’s permission
Anticipated Terms Offered: Offered periodically
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PSYC 266 - Social and Personality Development
Explores theories and research on the social, emotional, and personality development of individuals across the lifespan. Highlights contributions of the child, family, the larger sociocultural context and their interplay to development. Topics covered include parent-child attachment, temperament, peer relations, self-development, sex-role socialization and issues particular to emerging adulthood, midlife, and older adults. Emphasizes research methods and analysis in developmental research (e.g., modeling growth and change).
Prerequisites for this course require a grade of C- or better
This course fulfills the capstone requirement of the Psychology major.
Prerequisites: PSYC 108 and a First Seminar (PSYC 236-259)
Anticipated Terms Offered: Offered periodically
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PSYC 267 - Narrative and Friendship
Employing a capstone-format, this course examines the use of narrative as an increasingly influential and integrating paradigm within psychology, the social sciences, and the humanities. Our topic this semester will be the conceptual foundations of the narrative perspective including methods of analysis, and their application to the theme of Friendship. The participants will be given the opportunity to explore ‘Friendship’ in the form of a group project from a perspective of their own choosing, in which narrative serves as a basic analytic and organizing principle.
Prerequisites for this course require a grade of C- or better
This course fulfills the capstone requirement of the Psychology major.
Prerequisites: PSYC 109 or Instructor’s permission
Anticipated Terms Offered: Annually
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PSYC 268 - Contemporary Families
The goal of this seminar is to engage students in the major theories, empirical research, and current controversies on contemporary families. Contemporary families are notably diverse, varying in terms of their racial/ethnic makeup, number of parents, gender of parents, biological relatedness among family members, and many other factors. In turn, modern families are the subject of considerable debate and discussion, with questions centering on whether “the family” is in transition or in decline, whether certain families are more valid than others, and so on. This seminar will examine the varied contextual forces and social locations that are fundamentally intertwined with, and serve to shape, family life (e.g., race, social class), as well as the many forms that contemporary families take (e.g., single-parent families, lesbian/gay-parent families, adoptive families). Special attention is paid to timely but understudied topics related to family life, such as the influence of reproductive technologies (e.g., donor insemination) and information technologies and social media (e.g., text messaging, the internet) on family life. This course will also emphasize the major theoretical perspectives that have been used to understand and theorize about families. Finally, media representations of diverse families, as well as resources aimed at addressing the needs of diverse families, will be examined and critiqued based on the empirical literature. This advanced seminar is ideal for students who wish to gain an in-depth understanding of family complexity and diversity, especially those who are interested in working with families in research or applied settings.
Prerequisites for this course require a grade of C- or better
This course fulfills the capstone requirement of the Psychology major.
Prerequisites: PSYC 108 and PSYC 109 or instructor permission
Anticipated Terms Offered: Periodically
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PSYC 270 - Advanced Topics in Social Psychology
An intensive treatment of selected areas in social psychological research and theory, including consistency theories in attitude formation and in interpersonal perception; attribution theory in self-perception; and social/situational determinants of normal, everyday behavior and of antisocial behaviors such as violence, criminality and riots.
Prerequisites for this course require a grade of C- or better
This course fulfills the capstone requirement of the Psychology major.
Prerequisites: PSYC 108 PSYC 109 PSYC 170 or Instructor’s permission.
Anticipated Terms Offered: Offered periodically
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PSYC 271 - Creativity, Collaboration, and Human Development
This capstone seminar will focus on the relationship between “the new” (creativity) and “the good” (morality/ethics). How can we create, invent, and innovate in ways that builds from what already exists–but improves, enhances, or changes it for the better? How can we come up with good ideas and implement them to make a positive difference for ourselves and others? This capstone seminar explores what creativity is, how it develops and is implemented, its collaborative nature, and how it affects individual, societal and cultural development over time. We will examine theory and research as well as case studies to discuss the experiences, opportunities, contexts, and effects of creativity-especially for the greater good.
Prerequisites for this course require a grade of C- or better
This course fulfills the capstone requirement of the Psychology major.
Prerequisites: PSYC 109 , a 150-level psychology course , and a First Seminar (PSYC 236-259).
Anticipated Terms Offered: Periodically
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PSYC 272 - How to Make an Activist
This capstone seminar explores the question, “what makes an activist” by examining the psychology of social/political activism and political engagement in the U.S. context. Why do some people want to change the world, and how can psychological theories help us better understand activism in the world, and in our own lives? It is not necessary for you to consider yourself an activist (or want to be an activist) in order to take this course. Together we will read empirical and theoretical work examining these questions, and make connections to the world around us. If you are involved with community-based work, or curious about why other people are, this course presents an opportunity to explore these issues from an interdisciplinary psychological perspective. The emphasis will be on how psychological processes and engagement are shaped by social context (history, social and cultural location) and individual differences (including not only personality, but also gender, race, sexuality, class, etc.).
Prerequisites for this course require a grade of C- or better
This course fulfills the capstone requirement for the psychology major.
Prerequisites: PSYC 101 , PSYC 108 , PSYC 109 and a First Seminar (PSYC 236-259).
Anticipated Terms Offered: Periodically
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PSYC 274 - Children With Disorders
This course is designed to provide upper level students the opportunity to delve deeply into the topic of child & adolescent psychopathology. In particular, students in the course will become familiar with: 1) the conditions and disorders that typically develop and/or are diagnosed during infancy, childhood, and adolescence, including their diagnostic criteria, course and chronicity, and prevalence in the population, 2) how such disorders represent deviations from a more typical developmental trajectory, 3) the etiological or causal factors attributed to each disorder (i.e., genetic & environmental), and 4) current intervention and prevention practices. The course will also emphasize a developmental perspective and take an empirical approach.
At the conclusion of the course, each student should be able to:
1) Describe the relative contributions of genetic, family, school/community, societal/cultural factors to the development of the primary childhood and adolescent disorders
2) Identify symptoms and diagnostic criteria for each disorder/condition
3) Explain current approaches to treatment and/or prevention of childhood psychological disorders
4) Evaluate the merits of an empirical article as well as the value of clinical research translated for public consumption
Prerequisites for this course require a grade of C- or better
This course fulfills the capstone requirement of the Psychology major.
Prerequisites: , , , , , and a First Seminar (PSYC 236-259) or Instructor’s permission
Anticipated Terms Offered: Periodically
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PSYC 278 - The Aftermath of Intergroup Violence: Social Psychological Perspectives
Most societies grapple with the psychological and material consequences of collective violence that was committed by one group against another - slavery, genocide, wars, and other mass atrocities continue to affect group members and intergroup relations even decades later as collective memories of the violence are passed down generations - or collectively and purposefully denied and repressed. Past violence often feeds into present-day conflict and strains intergroup relations in several other ways because of the different perspectives of victim and perpetrator groups on the historical events and distinct psychological needs in the aftermath of collective violence. This seminar addresses these social psychological dynamics among victim and perpetrator groups in the aftermath of intergroup violence. We will examine the different psychological needs, cognitions, and emotions among descendants of victim and perpetrator groups, and learn about the social psychological processes that influence collective memories of violence, responses to transitional justice mechanisms, reparations and redress. Particular emphasis will be placed on the divergent perspectives between victim and perpetrator groups and the psychological obstacles that get in the way of reconciliation. The readings we will discuss draw from societies on all continents of the world, including (but not limited to) the aftermath of colonization of Africa, genocides against Indigenous peoples in the Americas and in Australia, the Armenian Genocide, mass violence in Bangladesh, political violence in Chile, the Holocaust, civil war in Liberia, the conflict in Northern Ireland, the Rwandan genocide, Apartheid in South Africa, wars in former Yugoslavia, and slavery and racism in the U.S.
Prerequisites for this course require a grade of C- or better
This course fulfills the capstone requirement of the psychology major.
Prerequisites: All major requirements before capstone or instructor’s permission.
Anticipated Terms Offered: Bi-annually
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PSYC 280 - Morality & Culture
This course examines the development of moral reasoning and emotions from infancy through adulthood in diverse cultures. This includes a focus on key theories, methods, and research findings. Readings are primarily from psychology but also from anthropology, philosophy, and sociology.
Prerequisites for this course require a grade of C- or better
This course fulfills the capstone requirement of the Psychology major.
Prerequisites: PSYC 105 , PSYC 108 , PSYC 109 , and a 150-level psychology course (PSYC 150 , PSYC 152 , or PSYC 153 ).
Anticipated Terms Offered: Offered periodically
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PSYC 281 - Understanding and Addressing Mental Healthcare Disparities in the U.S.
This course will provide students with an overview of the persistent disparities in access to, and engagement with, mental healthcare in the U.S. We will review the research that has found disparities with different populations and across numerous mental disorders, as well as consider why existing knowledge has not led to a reduction in these disparities. We will then consider a range of possible solutions that encompass greater attention to sociocultural factors. Students will be exposed to a combination of theoretical perspectives, practical issues, and experiential activities.
Prerequisites for this course require a grade of C- or better
This course fulfills the capstone requirement of the Psychology major.
Prerequisites: PSYC 101 and PSYC 173
Anticipated Terms Offered: Annually
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PSYC 283 - Historical Background of Contemporary Psychology
Includes an appreciation of the generative ideas and world hypotheses underlying contemporary psychological approaches and traces the earlier manifestations of these ideas and world hypotheses in intellectual history or history of ideas.
Prerequisites for this course require a grade of C- or better
This course fulfills the capstone requirement of the Psychology major.
Prerequisites: PSYC 101 and a First Seminar (PSYC 236-259)
Anticipated Terms Offered: Offered periodically
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PSYC 285 - Psychological and Practical Issues in Developmental Disabilities
This course is designed to introduce students to the psychological, behavioral and practical issues arising from developmental disabilities. First, we will explore the underlying causes, deficits across cognitive, behavioral, motivational domains, and specific needs of these individuals. The second objective of the course is to explore all the factors that will help these individuals to be integrated into our society. Throughout the course students will have the opportunity to spend time at different educational sites that work with individuals with developmental disabilities and interact with educational, clinical and supporting staff, as well as with individuals with disabilities to gain a better understanding of the their needs and capabilities.
Prerequisites for this course require a grade of C- or better
This course fulfills the capstone requirement of the psychology major.
Prerequisites: PSYC 109 , PSYC 150 OR PSYC 152 OR PSYC 153 , PSYC 248
Anticipated Terms Offered: Annually
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PSYC 286 - Advanced Topics in Social Development
This capstone seminar explores various topics in social development.
Fall 2016
This course will explore theories and research in social and personality development. Beginning in infancy and moving through adolescence, we will examine how children form connections with others and become part of a social world while at the same time becoming individuals with unique experiences, perspectives, and self-concepts. For each session there will be substantive areas covered (e.g., peer influences, parenting, gender roles) as well as focus on a specific methodological/ statistical issue in developmental research (e.g., measuring change).
Prerequisites for this course require a grade of C- or better
This course fulfills the capstone requirement of the Psychology major.
Prerequisites: , , and a First Seminar (PSYC 236-259)
Anticipated Terms Offered: Offered periodically
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PSYC 287 - Basic Peer Counseling and Health Education
In this course, students will be introduced to peer counseling and peer education through classroom presentations, readings, and experiential exercises. Students will be introduced to basic counseling skills, including listening and communication skills, as well as basic theories of peer counseling. There will also be classroom sessions on specific topics related to campus issues, such as alcohol and substance abuse, sexual assault, eating disorders, and other topics addressed by peer educators.
Prerequisites for this course require a grade of C- or better
This course fulfills the capstone requirement of the Psychology major.
Prerequisites: PSYC 173 or PSYC 175 , and a mid-level First Seminar (PSYC 236-259)
Anticipated Terms Offered: Annually
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PSYC 291 - The Psychology of Mindfulness
This capstone seminar will examine the intersection between contemplative practice such as mindfulness meditation and recent empirical research in cognitive neuroscience, affective science, and clinical psychology. Emphasis will be placed on the history and origins of mindfulness practices, the scientific study of the practices, and adaptations of mindfulness practices by Western scientists for the treatment of psychological disorders and enhancement of well-being.
Key questions this course will address include: 1) What is contemplative practice and how does mindfulness influence psychological well-being? 2) What are the historical origins of mindfulness practices and how have such practices been adapted by Western scientists? 3) How does Western empirical inquiry inform our understanding of mindfulness (i.e. mechanisms)?
Prerequisites for this course require a grade of C- or better
This course fulfills the capstone requirement of the Psychology major.
Prerequisites: PSYC 108 - Experimental Methods in Psychology & PSYC 109 - Qualitative Methods in Psychology & ONE MID LEVEL SEMINAR (PSYC 236-259)
Anticipated Terms Offered: Offered periodically
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PSYC 295 - Social Science Research to Influence Public Policy
The purpose of this course is to teach students strategies for using their research knowledge to influence public policy decisions, particularly at the state level. Students will also be involved in the planning and implementation of the Family Impact Seminar, a seminar where Clark faculty and their colleagues present research to state legislators at an annual symposium at the State House in Boston in late March. Students will learn the importance of using research to influence public policy, the challenges in translating research into a format that is relevant to policymakers, and strategies for overcoming those challenges.
Prerequisites for this course require a grade of C- or better
Fulfills the capstone requirement for psychology majors.
Prerequisites: PSYC 108 OR SOC 202 OR PSCI 107 OR GEOG 141 OR ID 132
Anticipated Terms Offered: Spring
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PSYC 296 - What Children Know
Examines the evolution of children’s knowledge about the physical world; the biological world; language, number and other symbolic systems; and the social world. How do infants’ and children’s perceptual and cognitive abilities interact with input from caretakers to advance their knowledge? How do symbolic systems such as language and writing get internalized? How is cognitive development relevant to education? Related topics are the evolution of language in the human species, the history of number and writing systems and animal cognition.
Prerequisites for this course require a grade of C- or better
This course fulfills the capstone requirement of the Psychology major.
Prerequisites: PSYC 150 , and a mid-level seminar (PSYC 236-259)
Anticipated Terms Offered: Offered periodically.
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PSYC 297 - Honors in Psychology
The Psychology Honors sequence is a two-semester experience designed to guide selected honors students through the design and execution of an independent honors research project. The Psychology Honors sequence is designed to be especially, but not uniquely, attractive to students interested in pursuing graduate study in Psychology or another related discipline such as medicine, teaching, and the law. The major focus of the experience is the completion of an individual research project conducted in close collaboration with a faculty mentor. These collaborations typically occur in individual meetings, as well as group meetings as part of the faculty member’s research team. In the fall of senior year, the student will develop the research project, submit a proposal to the IRB, and begin the project. In the spring semester students will complete their individual research projects and prepare written and oral presentations. Honors students are encouraged to present their projects at Academic Spree Day.
Students interested in pursuing an Honors project must apply to the department during the spring semester of their junior year. In addition, students are strongly encouraged to have identified a possible faculty supervisor as early as the end of the sophomore year, as some faculty members may require that Honors students enroll in their research course and/or take a Directed Study with them during junior year, in order to start developing their Honors thesis prior to the senior year.
This course fulfills the capstone requirement of the Psychology major.
Prerequisites: By permission only.
Anticipated Terms Offered: Offered every semester
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PSYC 298 - Internship
Academic experience taking place in the field with an opportunity to earn university credit. Does not count for Psychology major credit.
Anticipated Terms Offered: Offered every semester
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PSYC 299 - Directed Study in Psychology
Independent study for qualified students. Does not count toward Psychology major credit.
Prerequisites: Instructor’s permission.
Anticipated Terms Offered: Offered every semester
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PSYC 300 - Developmental Psychology Forum
Devoted to the presentation and critique of different approaches to the individual and his or her ways of functioning in the world. The approaches considered may include: Piagetian, nativist, feminist or cultural/historical approaches, or may stem from interdisciplinary perspectives on a selected theme. The aim is to acquaint the participants with sympathetic expositions of several points of view and the application of these viewpoints to some selected topic of inquiry. Different topics are discussed in different years.
Anticipated Terms Offered: Offered every year
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PSYC 301 - Theory and Method: Research Design
This course a graduate level survey of psychological research methods as they relate to philosophies of science, “micro”-theories, and substantive conceptual or pragmatic issues in psychology. Special emphasis is placed on developing useful and logically consistent links between different areas of inquiry and different methods. Students will apply concepts and methods to the development of their own programs of research.
Anticipated Terms Offered: Offered every fall semester
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PSYC 303 - Assessment
Adult Assessment: This course introduces students to the clinical diagnostic interview and major psychological assessment instruments (WAIS, Rorschach, TAT, and MMPI-2) for use in adult clinical assessment. As part of the course, students will learn to administer and interpret these tests with adult subjects.
Anticipated Terms Offered: every fall
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PSYC 304 - Child Assessment
Spring Semester Child Assessment: In this course students will develop skills in the administration and interpretation of clinical assessment instruments with children. Throughout the course, emphasis will be placed on developmental understanding of children as a base from which to interpret individual differences and psychopathology.
Anticipated Terms Offered: Offered every spring
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PSYC 306 - Qualitative/Interpretive Methods
A graduate-level introductory seminar into qualitative research, its conceptual roots, covering the ontological and epistemological concerns, but centering on the methodological issues surrounding contemporary psychological research. Textbook readings will be supplemented with contemporary articles on ethnography, ethnomethodology, discourse and narrative analysis.
Anticipated Terms Offered: Offered periodically
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PSYC 308 - Social Forum
This is a forum on research and theory in social and cultural psychology in which graduate students and faculty members discuss theoretical and methodological problems, plan new research and share updates on ongoing projects.
Anticipated Terms Offered: Offered every semester
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PSYC 310 - Theories of Psychotherapy
This course provides an overview of the major theoretical approaches to conducting psychotherapy. There is a strong emphasis on diversity issues in psychotherapy throughout the course, as well as ongoing consideration regarding how therapeutic interventions can be evaluated empirically.
Anticipated Terms Offered: Offered every other year
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PSYC 311 - Psychopathology
Examines the difficulties of defining psychopathology and reviews the major diagnostic categories currently in use from a phenomenological, theoretical and research perspective. Special attention is given to gender, class and diversity issues.
Anticipated Terms Offered: Offered every other year
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PSYC 315 - Social and Cultural Psychology of Genocides
This seminar reviews social psychological theories on the psychology of genocide, addressing processes among victim, perpetrator, and bystander groups. Perspectives from cultural psychology that allow for a more contextualized understanding of the evolution of mass violence are also included. While most of the available literature has dealt with the Holocaust, we will also read and discuss the Armenian genocide; genocide in Cambodia, Rwanda, and Sudan; and other relevant contexts and events. In addition to discussing psychological processes and societal factors that enable the evolution of genocide, we will address topics such as rescuing behavior and resistance during genocide, propaganda and hate speech, and psychological reactions to extreme mass violence. The aftermath of genocide and questions of transnational justice will also be briefly touched on.
Anticipated Terms Offered: Offered periodically
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PSYC 317 - Research
This is a variable unit graduate course for students engaged in research at the PhD level. This course replaces the PSYC 399–Directed Studies course.
Anticipated Terms Offered: Fall and Spring
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PSYC 319 - Advanced Topics in Social Psychology
An intensive treatment of selected areas in social psychological research and theory, including consistency theories in attitude formation and in interpersonal perception; attribution theory in self-perception; and social/situational determinants of normal, everyday behavior and of antisocial behaviors such as violence, criminality and riots.
Topic for Fall 2014: Understanding and Improving Group Relations:
Intergroup conflict and violence continue to plague many parts of the world, and intergroup relations shape our daily lives and statuses within different social structures.
This advanced-level seminar will cover in-depth analyses of theories and principles about intergroup relations from various academic disciplines and intellectual approaches, with special attention given to the social/political psychology of conflict and to proposed strategies to reduce it. Topics will include historical and comparative reviews of research and theory, such as social identity, stereotypes, attitudes, social movements, power, and conflict reduction, as well as the application of these concepts to contemporary societal problems. The purpose of this course is to introduce students to the concepts and tools necessary for the study of intergroup relations, and to use these tools to explain the status of marginalized and disadvantaged groups, as well as the role of privilege and power. In this class, we will discuss current, past, and ongoing real-world cases that are relevant to the class’s interests (through film and student presentations), review and critique existing literature on the topic, and explore alternative explanations and solutions to intergroup relations (through simulations and theoretical analyses). This course may be repeatable for credit.
Anticipated Terms Offered: Offered periodically
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PSYC 323 - Theory and Research in Social and Emotional Development
Explores theories and research on the socialization and individuation (and their interaction) of the developing infant, child and adolescent. Highlights contributions of the child, family, the larger sociocultural context and their interplay. Topics covered include parent-child attachment, temperament, peer relations, self-development and sex-role socialization. Emphasizes research methods and analysis in developmental research (e.g., modeling growth and change).
Anticipated Terms Offered: Offered periodically
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PSYC 336 - Cognitive and Affective Behavior
This course is firmly research-based but goes beyond the recounting of research to examine the specific pertinence of different findings for understanding normal and atypical child development. Cognitive development research is a major area of developmental psychology that investigates the acquisition of knowledge in children. It describes and explains systematic changes in children’s knowledge about the physical and the social worlds and in their use of cultural tools (e.g., language, writing, and number). Cognition involves a large array of mental processes-perceiving objects and events, problem-solving, reasoning, creativity, using language, conceptualizing, remembering, classifying, symbolizing, understanding others’ intentions, and many others.
Anticipated Terms Offered: Offered periodically
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PSYC 337 - Advanced Graduate Statistics
This course will explore various advanced methods in statistical analysis.
Spring 2018: Structural equation modeling is set of advanced statistical techniques and analyses that can test psychological theories and models. This course provides an introduction to structural equation modeling with an emphasis on the importance of psychological theory, the limitations of these models, and the critical evaluation of one’s own models and models found in the literature. We will cover path analysis, confirmatory factor analysis, latent variable models with causal paths, and model evaluation and comparison, along with variations and special topics of these core analyses. A strong background and competence in linear regression is necessary to succeed in this course, and we will be using R (primarily) to analyze data.
Anticipated Terms Offered: Every other spring
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PSYC 338 - Psychotherapy Practicum
Clinical psychology graduate students in this practicum will learn how to conduct clinical interviews and individual psychotherapy using acceptance-based behavior therapy. Class time will be devoted to group supervision, case conceptualization, and discussions of the broader issues related to providing individual psychotherapy. Students should expect to see between two and three clients over the course of the one-year practicum.
Prerequisites: PSYC 303
Anticipated Terms Offered: Every semester
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PSYC 340 - Mini-Practicum
Clinical psychology graduate students in this optional practicum will complete a year-long, 5-10 hour per week, community placement. Mini-practicum sites are approved by the Director of Clinical Training.
Prerequisites: PSYC 338
Anticipated Terms Offered: Every semester
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PSYC 342 - Couples Therapy Practicum
Students in this practicum will learn how to assess and treat the full spectrum of mildly to severely distressed couples. The treatment approach emphasizes fostering intimacy, closeness and mutual acceptance, while at the same time teaching useful communication and problem-solving skills. We will be treating both married and unmarried couples as long as they are currently living together and are not violent. Depending on the number of students in the practicum, students will either treat couples as part of a two-person team or as the sole therapist. Class time will be devoted to group supervision, discussions of the broader issues of couple therapy and a weekly journal club. Students should expect to see between two and three couples over the course of the one-year practicum, with each course of therapy being approximately 20 to 25 sessions. Students in the practicum will learn about the correlates and predictors of marital distress, how to assess a couple’s level of distress and commitment, how to formulate and test therapeutic hypotheses over the course of treatment, and how to conduct a very powerful and effective approach to couple therapy. Students should expect to be proficient and capable of proceeding quite independently by the end of this one year practicum.
Prerequisites: PSYC 338
Anticipated Terms Offered: Every semester
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PSYC 344 - Externship
Clinical psychology graduate students in this practicum will complete a year-long externship in a community placement of their interest. Externship sites are approved by the Director of Clinical Training. Students will also have regular meetings with the Associate Director of Clinical Training to discuss ongoing progress, supervision, and professional development topics.
Prerequisites: PSYC 342
Anticipated Terms Offered: Every semester
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PSYC 346 - Advanced Therapy Practicum
Clinical psychology graduate students who have completed Externship may elect to take this practicum. This experience is a year-long experience in a community placement of the student’s interest. Training sites must be approved by the Director of Clinical Training.
Prerequisites: PSYC 344
Anticipated Terms Offered: Every semester
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PSYC 350 - Motivation and Self-Regulation
Explores the motivation of human behavior (i.e., what energizes and directs our actions). Examines theoretical and empirical works relevant to motivation, particularly those emphasizing an active organism. Also applies motivational theories to various areas, including education, work, sports, psychopathology and psychotherapy.
Anticipated Terms Offered: Offered periodically
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PSYC 354 - Social and Personality Development
Explores theories and research on the social, emotional, and personality development of individuals across the lifespan. Highlights contributions of the child, family, the larger sociocultural context and their interplay to development. Topics covered include parent-child attachment, temperament, peer relations, self-development, sex-role socialization and issues particular to emerging adulthood, midlife, and older adults. Emphasizes research methods and analysis in developmental research (e.g., modeling growth and change).
Anticipated Terms Offered: Periodically
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