2019-2020 Academic Catalog 
    
    Mar 29, 2024  
2019-2020 Academic Catalog [ARCHIVED CATALOG]

Courses


 
  
  • PSYC 277 - Masculinities and Violence


    This capstone seminar will focus on how masculinities interact with several forms of human violence. The course will begin with an examination of sociocultural and evolutionary theories of gender and masculinity, and we will debate the strengths and weakness of different perspectives. Each subsequent week will focus on a different form of human violence, including homicide, sexual assault, war and terrorism, bullying, sports, and others. The primary task of our discussions will be to examine how different forms of masculinity provoke, attenuate, or respond to human violence. Although our primary focus will be on understanding human violence, we will also examine efforts and solutions to reducing or eliminating violence (e.g., sexual assault prevention, suicide prevention, and pacifism). This seminar will be discussion based, interspersed with mini-lectures, activities, and media presentations. Students will also work toward developing a theoretically-grounded anti-violence intervention throughout the semester.

    Prerequisites for this course require a grade of C- or better

    Prerequisites: PSYC 108   AND  PSYC 109  and a mid-level seminar (PSYC 236-259)

    Anticipated Terms Offered: Bi-annually

  
  • 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

  
  • PSYC 279 - Ethnicity, Race, Culture, and Child Development


    In this course, we will examine both subjective and objective experiences related to ethnic, race, and culture among youth minority children across different contexts, such as familial, community, educational, and societal contexts. We will seek to understand the development of minority youth from an emic perspective, and will also explore how others in children’s environment (e.g., teachers, peers, observers) perceive them, integrating these different perspectives to evaluate how we can inform a culturally sensitive and empowerment-oriented environment for minority children and youths across different contexts. The aim of this course is to help students recognize the importance of considering these contextual factors to understand development, and if and how we can take these important factors into consideration in designing studies and programs of prevention and intervention so as to foster positive development for all children and youths.

    Prerequisites for this course require a grade of C- or better

    This course fulfills the capstone requirement of the Psychology major.

    Prerequisites: PSYC 108, 109, Basic Processes (PSYC 120-145), Developmental/Cultural (PSYC 150-156), Social/Personality (PSYC 170-179), First Seminar (PSYC 236-259),

    Lab/Research (PSYC 200-235).

    Course Designation/Attribute: DI

    Anticipated Terms Offered: Bi-annually

  
  • 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  

    Course Designation/Attribute: DI

    Anticipated Terms Offered: Annually

  
  • 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  

    Course Designation/Attribute: POP

    Anticipated Terms Offered: Annually

  
  • PSYC 286 - Advanced Topics in Developmental Psychology


    This capstone seminar provides students the opportunity to consider how to link theory and research in developmental psychology to authentic problems and issues. Students will be involved in a project working with a local organization, as well as have the opportunity to link the study of human development to areas of personal interest.

    SPRING 2020: Student Success–This capstone seminar provides students the opportunity to consider how to link theory and research in developmental psychology to authentic problems and issues. Students will be involved in a project working with a local or national organization, as well as have the opportunity to link the study of human development to areas of personal interest around the topic of student success.

    Prerequisites for this course require a grade of C- or better

    This course fulfills the capstone requirement of the Psychology major.

     

     

    Prerequisites:  

     ,  , PSYC 150  or PSYC 153 , and a First Seminar (PSYC 236-259).

    Anticipated Terms Offered: Offered periodically

  
  • 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

  
  • PSYC 290 - 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.

    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  , and a First Seminar (PSYC 236-259).

    Anticipated Terms Offered: Offered periodically

  
  • 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

  
  • PSYC 292 - Capstone Research in Psychology


    Independent study at an advanced level for qualified students.

    This course fulfills the capstone requirement of the Psychology major.

    Prerequisites: Permission

    Anticipated Terms Offered: Offered every semester

  
  • 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  

    Course Designation/Attribute: POP

    Anticipated Terms Offered: Spring

  
  • 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.

  
  • PSYC 297 - Honors


    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

  
  • 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

  
  • 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

  
  • PSYC 300 - Developmental Psychology Forum


    This forum provides the opportunity for graduate students and faculty members to discuss theoretical and methodological problems, read key articles, plan and present research and share updates on ongoing projects and trends in the field of developmental psychology.

    Anticipated Terms Offered: Offered every year

  
  • PSYC 301 - History, Theory and Method: Research Design


    This course is a graduate level survey of psychological research methods as they relate to the history and 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

  
  • PSYC 302 - Statistical Methods


    The first semester is devoted to a brief review of basic statistics concepts, parametric tests, and linear regression; non-parametric statistics, and an introduction to ANOVA. The second semester focuses on applied multivariate statistics, including various regression, ANOVA, and factor analytic techniques, and an introduction to structural equation modeling.

     

     

    Anticipated Terms Offered: Offered every year

  
  • 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 assess psychometric properties of tests and administer and interpret these tests with adult subjects.

    Anticipated Terms Offered: every fall

  
  • PSYC 304 - Child Assessment


    Spring Semester Child Assessment: In this course students develop skills in the administration and interpretation of clinical assessment instruments with children. Throughout the course, emphasis is on a developmental understanding of children as a base from which to interpret individual differences and psychopathology.

    Anticipated Terms Offered: Offered every spring

  
  • PSYC 306 - Qualitative 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 biennially

  
  • 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

  
  • PSYC 310 - Systems of Psychotherapy


    This course provides a historical and current overview of the major systems of psychology relevant 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.

    Anticipated Terms Offered: Offered every other year

  
  • PSYC 311 - Psychopathology


    Examines the difficulties of defining psychopathology and reviews the major diagnostic categories currently in use from phenomenological, theoretical and research perspectives. Special attention is given to gender, class, and diversity issues.

    Anticipated Terms Offered: Offered every other year

  
  • PSYC 313 - Assessment Practicum


    This assessment practicum provides students with more advanced assessment experiences. As part of the course, students receive two clinical referrals (one adult and one child) for assessment. They then administer a full assessment battery, interpret the data, and write up a final report. This course may be repeatable for credit.

     

    Prerequisites:  

    Prerequisite: PSYC 303  and PSYC 304  (adult and child assessment)

    Anticipated Terms Offered: Every year

  
  • 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

  
  • PSYC 316 - The Social Psychology of Collective Violence and its Aftermath


    This graduate seminar will provide an overview of classic and current social psychological theories and research on the origins, course, and aftermath of ethnic violence (including e.g. hate speech and political campaigns against ethnic minority groups; slavery and other forms of oppression; ethnic mass killings and genocide). We will cover these themes from the perspective of the victim, bystander, and perpetrator. In the first half of the semester, we will examine societal and situational factors as well as psychological processes that influence how human beings come to perpetrate mass violence against members of other groups (such as dehumanization and deindividuation, entitativity and intergroup emotions, moral exclusion and social categorization processes); we will also look at the literature on bystanders and rescuers. In the second half of the semester we will focus on how individuals and groups cope with ethnic victimization and respond to it in its aftermath, including future generations. We will examine both destructive, negative outcomes (such as trauma, revenge, siege mentality and competitive victimhood) and constructive, positive phenomena (such as the effect of apologies and truth commissions, reconciliation and forgiveness, and inclusive victim consciousness that can motivate solidarity with other victim groups). While the focus will mostly be on social psychological literature, occasionally we will draw on sources from sociology, genocide studies, and clinical psychology. Students will be expected to write conceptual review papers and research proposals on a related topic of their choice, and they will be responsible to lead one of the weekly discussions.

    Anticipated Terms Offered: Offered periodically

  
  • 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

  
  • PSYC 319 - Advanced Topics in Social Psychology


    An intensive treatment of key 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.

    SPRING 2020: Psychology of Prejudice and Discrimination–This course introduces students to psychological theories of prejudice and intergroup relations, with a strong emphasis on applying these theories to the multi-ethnic context of the United States as well as to other contexts in various part of the world such as Turkey, Germany, South Africa and Australia. The course will consist of mini-lectures, some large-group and small-group discussions, films, and opportunities to discuss ideas for research projects with peers. The course begins with an overview of key issues in the study of intergroup relations, in reference to perceptions and experiences of many native and immigrant groups in the United States as well as other groups around the world. We will then review classic and contemporary theory and research on prejudice and intergroup relations, with special attention to examples from social psychology. We will also focus on applications of such theory and research to pressing social issues, such as racial segregation in schools and affirmative action.

    Anticipated Terms Offered: Offered periodically

  
  • PSYC 323 - Theory and Research in Social and Emotional Development


    Explores theories and research on social and emotional development across the lifespan. Highlights contributions of the child, family, and the larger sociocultural context and their interplay. Emphasizes research methods and analysis in developmental research (e.g., modeling growth and change).

    Anticipated Terms Offered: Offered periodically

  
  • PSYC 324 - Advanced Social Psychology


    This graduate level course provides an introduction to the field of social psychology. Students explore a variety of research areas in social psychology, such as social cognition, interpersonal relations, prejudice, and aggression. Students engage in both theoretical and metatheoretical debates in the field of social psychology and develop a critical approach to assessing empirical research. Upon completion, students will be knowledgeable in the social bases of human behavior.

     

    Prerequisites: PSYC 301  

    Anticipated Terms Offered: Bi-annually

  
  • PSYC 325 - Intersectional Psychology


    What is intersectionality theory? How can psychologists integrate intersectionality theory into the field to promote social justice? There is burgeoning interest in intersectionality in psychology, which presents psychologists with a unique opportunity to focus on interlocking systems of oppression and structural-level issues. This course delves into intersectionality theory through its Black feminist scholar-activist origins and provides a lens for psychologists to understand how to promote social justice and equity in the field. Drawing on interdisciplinary scholarship, students will be encouraged to develop a critical understanding of how intersections of race, class, gender, and sexual oppression can be used to explore important issues in psychology.

     

    Anticipated Terms Offered: Bi-annually

  
  • PSYC 327 - Advanced Cognitive Development


     

    This course is intended to familiarize the student with major theories, issues, and research associated with the study of cognitive development and functioning across the lifespan. The coverage of topics is non-exhaustive and reflects the instructor’s opinions of the importance and quality of research as well as personal interests. For each topic, the readings are designed to provide a foundational background as well as representational research in the area. For each session there will be substantive areas covered as well as focus on a specific methodological/statistical issue in developmental research. We will also focus on critical thinking skills and evaluating primary source materials - both critique of work and finding the merit.

    Anticipated Terms Offered: Bi-annually

  
  • PSYC 337 - Advanced Graduate Statistics


    This course explores various advanced methods in statistical analysis.

     

    Anticipated Terms Offered: Every other spring

  
  • PSYC 338 - Psychotherapy Practicum


    Clinical psychology graduate students in this practicum learn how to conduct clinical interviews and individual psychotherapy using acceptance-based behavior therapy. Class time is devoted to group supervision, case conceptualization, evidence-based interventions, and discussions of the broader issues related to providing individual psychotherapy. Students also receive training in integrating data gathered from clinical interviews and standardized assessments to inform case conceptualization and monitor client progress over time. 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

  
  • PSYC 340 - Mini-Practicum


    Clinical psychology graduate students in this practicum 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

  
  • PSYC 342 - Couples Therapy Practicum


    Students in this practicum learn 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. Students treat 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 either treat couples as part of a two-person team or as the sole therapist. Class time is 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 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 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

  
  • PSYC 344 - Externship


    Clinical psychology graduate students in this practicum complete a year-long externship in a community placement of their interest. Externship sites are approved by the Director of Clinical Training. Students 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

  
  • 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

  
  • 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

  
  • 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

  
  • PSYC 358 - Stereotypes and Prejudice


    This graduate level course provides an introduction to the social psychology of stereotypes and
    prejudice. Students will explore a variety of topics regarding stereotypes and prejudice,
    including cognitive processing (e.g., categorization, activation, application), content and
    structure, expression, sociostructural causes and consequences (e.g., power, status, threat), and
    their reduction or elimination (e.g., prejudice reduction, intergroup interactions, social change).
    Further, students will engage both theoretical and metatheoretical debates in the field of
    stereotypes and prejudice and will develop a critical approach to assessing empirical research.
    The goals of this course are to (1) provide students with an in-depth understanding of
    stereotypes and prejudice and how they affect social and political reality, (2) critically examine
    theory and metatheory guiding research on stereotypes and prejudice, (3) learn how researchers
    study stereotypes and prejudice, and (4) develop a research proposal or review paper.

    Anticipated Terms Offered: Fall or Spring

  
  • PSYC 361 - Human Neuropsychology


    This course provides a broad overview of neuropsychology graduate students. The goal of the course is to provide students with knowledge of brain and behavior relationships. Students will learn how the brain governs primary cognitive domains such as memory, attention, executive functions, and intelligence. It will also examine the neuropsychological tests used to evaluate the various cognitive domains. Students become familiar with the format and type of information provided in neuropsychological reports, and we will discuss some of the disorders typically seen in individuals referred for neuropsychological evaluations such as dementias, traumatic brain injury, learning disabilities, ADHD etc.

    Anticipated Terms Offered: Offered every other year

  
  • PSYC 362 - PSYcast: Communicating Stigma Research on Social Issues


    This capstone seminar provides students with an overview of theoretical perspectives on stigmatization and its connection to important social issues. This course also focuses on communicating psychological research on stigma to broader audiences via student development of podcast (digital audio) episodes. The course begins with a review and discussion of perspectives on the origin and function of stigma. Each week, we will consider a different social issue (e.g., obesity, substance use, mental illness, racial equality, and others) and discuss how stigma research informs these issues. Throughout the semester, students will listen to relevant podcasts on these issues and identify strategies for developing a ‘PSYcast’ episode, which are student-led podcast episodes that discuss a social issue from a psychological lens using stigma research. Students will be encouraged to grapple with challenging topics through discourse and experiential activities.

    Graduate students will not complete a podcast at the end of the semester, rather, they will complete a weekly response reading for the week as outlined by bullet point 3 in the course requirements. Graduate students will also be responsible for listening to student submitted audio clips and determining on a yes/no basis if the audio clips adequately capture the key findings of the weekly readings. The final product for graduate students will be a 15-20 page review paper or a 15-20 page research proposal on a stigma intervention that addresses a current social issue.

    Anticipated Terms Offered: Bi-annually

  
  • PSYC 364 - Seminar: Diversity Issues


    This course will provide students with an overview of diversity and multicultural issues in psychology, with a particular emphasis on issues of diversity in clinical settings. Students will be exposed to a combination of theoretical perspectives, practical issues, and experiential exercises related to diversity in its varied forms, including race/ethnicity, gender, sexual orientation and  identity, social class, and ability/disability.

     

    Anticipated Terms Offered: Offered every other year.

  
  • PSYC 365 - 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.

    Anticipated Terms Offered: Offered periodically

  
  • PSYC 368 - 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.

    The goal of this seminar is to engage students in the major theories, empirical research, and current controversies on contemporary families. 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, 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.

    Anticipated Terms Offered: Offered periodically

  
  • PSYC 371 - 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.

     

    Anticipated Terms Offered: Periodically

  
  • PSYC 373 - 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

     

    Anticipated Terms Offered: Periodically

  
  • PSYC 375 - Societal Approaches to Thinking


    This capstone seminar provides a theoretical and methodological frame for studying how thinking is shaped by the societal context in which the person is situated, by the social location the person occupies in that context, by the cultural discourses in which he/she participates, and by the nature of what is being thought about. The seminar draws from readings from interdisciplinary sources, including psychology. We start with illustrative works from developmental psychology, sociocultural psychology and social psychology that approach thinking and reasoning in their social and cultural contexts. We also examine some works that do not emphasize the social context of thinking but that examine everyday thinking about social problems. We then discuss interdisciplinary writings that emphasize how societies and cultures are structured internally in terms of gender, race and class, and we examine empirical research on thinking and on personal epistemology that is grounded in this kind of societal framework. The last class of the semester will be a symposium in which each student will present her or his final paper in a 15-minute formal presentation, followed by class discussion.

    Anticipated Terms Offered: Offered periodically

  
  • PSYC 377 - Masculinities and Violence


    This capstone seminar will focus on how masculinities interact with several forms of human violence. The course will begin with an examination of sociocultural and evolutionary theories of gender and masculinity, and we will debate the strengths and weakness of different perspectives. Each subsequent week will focus on a different form of human violence, including homicide, sexual assault, war and terrorism, bullying, sports, and others. The primary task of our discussions will be to examine how different forms of masculinity provoke, attenuate, or respond to human violence. Although our primary focus will be on understanding human violence, we will also examine efforts and solutions to reducing or eliminating violence (e.g., sexual assault prevention, suicide prevention, and pacifism). This seminar will be discussion based, interspersed with mini-lectures, activities, and media presentations. Students will also work toward developing a theoretically-grounded anti-violence intervention throughout the semester.

    Anticipated Terms Offered: Bi-annually

  
  • PSYC 378 - 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.

     

    Anticipated Terms Offered: Bi-annually

  
  • PSYC 379 - Ethnicity, Race, Culture, and Child Development


    In this course, we will examine both subjective and objective experiences related to ethnic, race, and culture among youth minority children across different contexts, such as familial, community, educational, and societal contexts. We will seek to understand the development of minority youth from an emic perspective, and will also explore how others in children’s environment (e.g., teachers, peers, observers) perceive them, integrating these different perspectives to evaluate how we can inform a culturally sensitive and empowerment-oriented environment for minority children and youths across different contexts. The aim of this course is to help students recognize the importance of considering these contextual factors to understand development, and if and how we can take these important factors into consideration in designing studies and programs of prevention and intervention so as to foster positive development for all children and youths.

    Anticipated Terms Offered: Bi-annually

  
  • PSYC 381 - 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.

     

    Anticipated Terms Offered: Annually

  
  • PSYC 384 - Culture and Human Development


    How do the form and function of various developmental factors and processes vary as a function of cultural context? In this course we examine the ways an individual’s psychological and social development takes place in cultural context, from infancy to adulthood. We will also examine different ways we can define and conceptualize culture. Readings include qualitative and quantitative studies of different parts of the life span in diverse cultures (globally and within the United States). While most readings are drawn from psychology, some readings are by anthropologists, legal scholars, and literary authors. Course content has implications for theoretical, research, and applied purposes. The course format is highly interactive, including discussion of readings, class exercises, films, and student presentations. Course Requirements: For developmental psychology Ph.D. students, it satisfies the developmental graduate seminar requirement. Graduate students from all other programs and departments are welcome.

    Anticipated Terms Offered: Offered periodically

  
  • PSYC 386 - Advanced Topics in Developmental Psychology


    This capstone seminar provides students the opportunity to consider how to link theory and research in developmental psychology to authentic problems and issues. Students will be involved in a project working with a local organization, as well as have the opportunity to link the study of human development to areas of personal interest.

    SPRING 2020: Student Success–This capstone seminar provides students the opportunity to consider how to link theory and research in developmental psychology to authentic problems and issues. Students will be involved in a project working with a local or national organization, as well as have the opportunity to link the study of human development to areas of personal interest around the topic of student success.

     

    This course may be repeatable for credit.

    Anticipated Terms Offered: Offered periodically

  
  • PSYC 387 - Ethics and Professional Issues in Clinical Psychology


    This course addresses a range of ethical and professionals issues faced by clinical psychologists. Among the questions that we grapple with are, What constitutes confidentiality in therapeutic relationships? How do the ethical guidelines regarding confidentiality differ for adults versus minors? What is the duty to warn and when is it necessary? What are common ethical dilemmas in the initiation and termination of therapeutic relationships with mental health consumers? What are the tensions between ethical standards in clinical research versus clinical practice? How do psychologists manage complex professional issues such as multiple roles, determining and practicing within the boundaries of clinical competence, and recognizing and addressing professional misconduct in the workplace? For first-year clinical students.

    Anticipated Terms Offered: Offered every year

  
  • PSYC 389 - Clinical Workshop


    Clinical Workshop provides an opportunity for all clinical students to hear outside speakers present on topics of clinical relevance (first semester) and for students to present and receive feedback on their clinical cases (second semester). The agenda for the series is organized by the Associate Director of Clinical Training in consultation with the Director of Clinical Training. This seminar is required of all clinical students for the first four years of their program.

    Anticipated Terms Offered: Offered every semester.

  
  • PSYC 391 - Psychology of Mindfulness


    This 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 addressed will 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)?

    Anticipated Terms Offered: periodically

  
  • PSYC 391 - 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)?

    Anticipated Terms Offered: Offered periodically

  
  • PSYC 395 - 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.

  
  • PSYC 396 - 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? Related topics are the evolution of language in the human species, the history of number and writing systems and animal cognition.

    Anticipated Terms Offered: Offered periodically.

  
  • PSYC 398 - Clinical Internship


    This course is for graduate students in the clinical psychology training program who are completing their APA-approved internship. Permission of the Director of Clinical Training is required.

    Anticipated Terms Offered: Offered every semester

  
  • PSYC 399 - Directed Study


    Advanced readings or research under the direction of a department faculty member. Offered for variable credit. Graded Pass/Fail.

    May be repeated for credit

    Prerequisites: Permission of instructor.

    Anticipated Terms Offered: Offered every semester

  
  • PSYC 1080 - Experimental Methods


    This course will provide you a solid foundation in quantitative research methods, with an exclusive focus on experimental designs. From this course, you will learn to appreciate the scientific process of planning a study with scientific rigor, and developing the ability to critique scientific studies. This may include but not limited to framing research questions, designing studies and critiquing existing scientific studies. My hope is that the course will encourage you to think critically about existing scientific studies, initiate your own explorations of scientific research, and have a greater appreciation for the scientific process and its role in Psychology.

     

    Prerequisites: PSYC 1010 - INTRO TO PSYCHOLOGY & MATH 1470 - Statistics  

    Anticipated Terms Offered: varied

  
  • PSYC 1090 - Qualitative Methods


    Covers the principles of engagement in qualitative inquiry-with particular emphasis on observing, interviewing, and analyzing people in interaction. Classes take the form of a mix between lecture and discussion, supplemented by an individually conducted observation project, and an interview that is carried out as a small group project.

    Anticipated Terms Offered: varies

  
  • PSYC 1320 - Developmental Psychology


    This course provides a comprehensive overview of human psychological development from the prenatal period through the entire lifespan. History, theory, and methods specific to developmental study will be discussed to lay the groundwork for the state of the field, in addition to a broad overview of current research and theory specific to developmental issues. The importance of culture and context will also be emphasized throughout the course. Students will learn the basic skills necessary for scientific and psychological writing, and in general will become critical consumers of research on human development.

    Anticipated Terms Offered: varies

  
  • PSYC 1480 - Introduction to Clinical & Counseling Psychology


    Provides an overview of psychologists role in contemporary culture. This course critically examines various theories of cognitive, educational and personality assessment. It reviews theories of intervention and change with attention to their assumptions concerning normal and normative behavior and assesses current directions in health psychology.

  
  • PSYC 1520 - Adolescent Development


    This course is designed to introduce you to the research and theory of adolescent and early/emerging adulthood development. We will discuss topics such as change vs. stability in personlity, transitions into long-term relationships/parenthood, and media use in adolescence. We will explore the biological, social, emotional, and cognitive aspects of development, paying particular attention to the contextual factors that direct and inform developmental outcomes. An overarching theme will involve the consideration of how cultural factors and the social world influence development.

    Anticipated Terms Offered: varies

  
  • PSYC 1530 - Human Development Across the Lifespan


    This course will explore theory and research on human development from conception through old age. Areas of development considered will include biological, cognitive, and emotional functioning, as well as relationships with family members, peers and friends, and romantic partners. The course will draw on theory and research in psychology as well as sociology and anthropology. The cultural approach to development will be emphasized, that is, human development will be portrayed as taking markedly different paths depending on the cultural context.

     

    Anticipated Terms Offered: varies

  
  • PSYC 1550 - Human Behavior in the Social Enviorment


    A study of the process of human development from conception to death. Bio-psychosocial and cognitive development will be examined from an individual and systems perspective. Dual focus on person and environment is presented. Human development is examined utilizing a systems orientation that highlights the effects of culture. The impacts of health, diversity, oppression, and social policy on human development are discussed throughout the course.

    Anticipated Terms Offered: varied

  
  • PSYC 1560 - Cultural Psychology


    Provides a survey of theory, methods and research in culture and psychology. We will discuss different definitions of culture, and consider what the different definitions imply for how culture should be studied. Cross-cultural psychology and cultural psychology provide two general frameworks for addressing the complex question of how culture informs human action and experience. We will examine these approaches and explore the role of culture across a range of areas, including perceptual and cognitive processes, human development, identity and emotion. Issues concerning cultural contact and intercultural relations will be considered, and we will explore cultural phenomena such as the cultural organization of the environment, tourism and pilgrimage, burial processes, and music.

  
  • PSYC 1580 - Cultural Perspectives in Child Learning and Development


    This course provides a study of child learning and development from a cultural and contextual perspective - childrearing, social relations, interdependence and autonomy, developmental transitions across the lifespan, gender roles, attachment, and learning and cognitive development. It also focuses on how culture interacts with human development and identifies patterns in the differences and similarities among cultural communities. Course readings will include researches and theories from cultural and developmental psychology, anthropology, education and history.”

    Anticipated Terms Offered: NA

  
  • PSYC 1590 - Cultural Diversity in Psychology


    This course will provide students with an introductory overview of cultural diversity in psychology. Throughout the course, students will learn theories, research, and practical implications when dealing with cultural diversity in psychology. Therefore, students will be exposed to a range of constructs and be able to apply them in research and clinical practice.
     

    Anticipated Terms Offered: varies

  
  • PSYC 1650 - Introduction to Clinical Psychology


    How do different different psychotherapies work to improve psychological distress? Are some therapies more effective than others? This course will provide and overview of the field of clinical psychology, with a more critical eye toward the theory and empirical evidence the field has accumulated thus far. Clinical Psychologists are involved in the research, assessment, and treatment of psychological disorders This course will cover each of these areas. We will learn about historical roots and conceptual models in clinical psychology, become familiar with professional issues in the field, and compare assessment techniques and therapeutic approaches for their efficacy, research base, and cultural/historical context.

    Anticipated Terms Offered: Varies

  
  • PSYC 1690 - Psychology of Buddhism


    This course will provide and overview of Buddhist thought and its significance for psychology. The three main branches of Buddhism will be represented: the essential teachings of Theravada as its base, the rich philosophical understanding of the nature of reality (Mahayana) and the esoteric tantric vehicle ( Vajrayana) made accessible to Westerners today by virtue of the Tibetan diaspora. We will study this encompassing and comprehensive system for what it tells about the nature of the person, mind, and reality in relation to our understanding of human psychology. In addition, we will explicitly consider the relationship to Western psychology in praxis and theory.

    Course Designation/Attribute: VP (summer only)

    Anticipated Terms Offered: varies

  
  • PSYC 1700 - Social Psychology


    Provides a systematic introduction to the field of social psychology, which studies how the thoughts, feelings and actions of a person are influenced by other people and social situations. We will explore the power of situations, culture and context, as well as how people individually react and think about certain social situations.

    Anticipated Terms Offered: various

  
  • PSYC 1701 - Social Psychology and Intergroup Violence, Oppression and Liberation


    Why do people kill and oppress each other? How is social inequality sustained? How can we explain racism, terrorism, and genocide? What enables people to work together to fight injustice and violence? This course is an introduction to social psychological theories and research that address these and many other related questions. The course is a survey lecture course that will provide a broad overview of the basic social psychological processes underlying violence and oppression (e.g., prejudice, group identities, threat, inequality dehumanization), the psychology of different forms of intergroup violence (racism, intractable conflict, genocide, terrorism), and psychological factors that promote or create an obstacle to liberation and social justice between groups (e.g., through collective action, solidarity, redress, and reconciliation). We will study these questions through the lens of many different conflicts and contexts around the world, including current social movements such as Black Lives Matter and recent events such as the war in Syria or genocide against the Rohingya. Activities in class, media depictions of current events, and blogging will be used to further deepen the knowledge we acquire on these topics through readings and class discussions. This course is designed not only for (future) Psychology majors but also for students working towards a concentration in Comparative Race and Ethnic Studies, Peace Studies, Holocaust and Genocide Studies, or anyone else who is interested in understanding why violence and injustice between different ethnic, racial, religious, and national groups occurs and what we can do about it.

    Course Designation/Attribute: D&I

    Anticipated Terms Offered: 201905

  
  • PSYC 1710 - Psychology of Religion


    An investigation of religion and religious traditions through the lens of psychology. We will be investigating religious beliefs, experiences, and behavior through an examination of psychological research and theory, both historical and contemporary. We will be drawing on a diversity of psychological approaches, such as biological, developmental, social, cognitive, cultural, and humanistic.

    Anticipated Terms Offered: varies

  
  • PSYC 1730 - Abnormal Psychology


    This course begins with a discussion of the manner in which abnormal behavior has been traditionally defined and the implications of these definitions. A comprehensive overview of the major categories of abnormal behavioral disorders is then provided with an emphasis on theory and research (e.g., schizophrenia, affective disorders, substance abuse, eating disorders, etc.). Special attention is paid to issues of assessment, intervention, and prevention.

    Anticipated Terms Offered: varies

  
  • PSYC 2100 - Diagnosis and Treatment of Persons With Co-occurring Disorders


    Explores the diagnostic and treatment challenges posed by co-occurring mental illness and substance abuse disorders. There will be strong emphasis on increasing awareness of self and others, as well as development of clinical applications. Concepts and theories behind addictive and psychiatric disorders and their treatment process will be covered.

  
  • PSYC 2200 - Recovery and Relapse Prevention in Mental Illness and Addiction


    Mental Health and Addiction Services are increasingly organized according to principles of recovery outlined in the President’s New Freedom Commission Report. The course provides an overview of recovery-oriented approaches to care, psychosocial rehabilitation and relapse prevention. Students will be introduced to stages-of-change theory, motivational interviewing, Cognitive Behavior Therapy based skills and cognitive-behavioral analysis as applied to relapse cycles. The second half of the course will explore problem-specific evidence-based interventions that are consistent with recovery principles.

    Anticipated Terms Offered: various

  
  • PSYC 2300 - Psychology of Human Learning


    Emphasizes both theoretical understanding and practical application of theories and research findigs. Topics include how people process information in daily living, the use of learning style in educational methods and career choice, and the effect of emotions on perception and memory.

  
  • PSYC 2390 - Psychology of Human Motivation


    Students evaluate the different psychological theories of motivation from a phenomenological perspective. Each theory is evaluated in terms of an experiential matrix. Assists the student in his/her attempt to make sense of what comes under the rubric of motivation. Behavior modification and management strategies commonly used in clinics and the workplace are critically examined.

  
  • PSYC 2420 - Psychology of Religion


    An investigation of religion and religious traditions through the lens of psychology. We will be investigating religious beliefs, experiences, and behavior through an examination of psychological research and theory, both historical and contemporary. We will be drawing on a diversity of psychological approaches, such as biological, developmental, social, cognitive, cultural, and humanistic.

    Anticipated Terms Offered: varies

  
  • PSYC 2580 - Emerging Adulthood:Development from Late Teens thorough the Twenties


    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.”

    Anticipated Terms Offered: NA

  
  • PSYC 2910 - Psychology of Mindfulness and Meditation


    We 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)?

    Course Designation/Attribute: VP (summer only)

    Anticipated Terms Offered: Varies

  
  • SCIS 1960 - Introduction to Forensic Anthropology


    This course provides a broad overview of forensic anthropology-an applied field of biological anthropology. Forensic anthropology is the application of the science of physical/biological anthropology to the legal process. The identification of skeletal human remains is important for both legal and humanitarian reasons. Forensic anthropologists work to determine age, sex, ancestry, stature and unique features from the skeleton. While proficiency in forensic methods will not be the focus of this course, general identification techniques will be addressed. A combination of readings from the assigned textbook and articles assigned by the instructor will form the basis of class lecture and discussion.

    Anticipated Terms Offered: varied

  
  • SCRN 101 - Foundations of Screen Studies


    Introduction to film and related screen media, with emphasis on critical thought and analysis. The course begins with attention to aspects of filmmaking activities - such as cinematography, editing and sound - then explores more contextual screen areas such as art film traditions, screen genres, auteur theory, gender and representation, etc. Students actively analyze films in detail to foster an understanding of screen styles and meanings. Fulfills prerequisites for advanced screen-studies courses.

    Course Designation/Attribute: AP

    Anticipated Terms Offered: Offered every semester

  
  • SCRN 107 - Introduction to Digital Filmmaking


    An introduction to the skills and technology required for digital filmmaking. Each student will conceptualize, design, shoot, and edit three digital film projects (individual and collaborative). The course explores both the art and craft of moving image production; and there is a strong emphasis on the creation of imaginative and personal work.

    Students will be charged a V & PA lab fee upon registering for this course.

    Course Designation/Attribute: AP

    Anticipated Terms Offered: Offered every semester

  
  • SCRN 108 - Intro to Screenwriting


    This course is centered on the art and craft of screenwriting–both the theory behind the work, and the application of that theory. Students will be expected to write consistently throughout the term, a minimum of 10 hours a week, and complete a revised, polished feature-length screenplay by the end of term. Students will also be expected to expand their film vocabulary through viewing selected films and reading the course texts. The goal of this course is to provide a full understanding of the theories and principles behind writing for the screen–and to provide a structure in which those principles and theories can be applied.

    Anticipated Terms Offered: Offered every other spring

  
  • SCRN 114 - Writing About Film: Methods of Film Analysis


    Considers a variety of critical methods for the analysis and interpretation of film. The course considers several important kinds of writing about film, including journalistic film criticism and analysis based in film theory. Students actively practice all of these modes of writing to acquire the analytic skills used in upper-level courses. The major critical approaches or methodologies of film studies such as formalist criticism, genre criticism, auteur criticism and forms of ideological criticism are explored in coordination with weekly films.

    Course Designation/Attribute: VE

    Anticipated Terms Offered: Offered every spring

  
  • SCRN 115 - Cinephilia


    What is cinephilia? Is it merely love for cinema? Does it imply, like Susan Sontag argues, the death of cinema? What is the value of concepts like nostalgia, memory, loss, when applied to films? Does the shift from analog to digital represent a crisis of loss of film? How can we make sense of this love, which in its very admission, indicates a sense of loss of the medium itself? How has this particular engagement with cinema developed historically with different sets of audiences? How does it change our understanding of global and hierarchical categorizations of film industries when cinephilia plots relationships of homage and fetishization across various borders-national, industrial, and between mainstream and avant garde? This course seeks to develop an understanding of film via the concept of cinephilia-the affective engagement with cinematic media. We will study aspects of the film form in mainstream, avant-garde, and indie cinema to understand film as a medium in order to grasp the various considerations of cinephilia along with concepts like auteurism, genre, mode, and camp, amongst others. Ultimately, we will be able to understand cinephilia as a cultural phenomenon and as a spectatorial relationship to film in a global and intertextual context of cinema.

    The course fulfils the Aesthetic Perspective designation, which is part of PLS.

    The course is a designated FYI experience.

    Course Designation/Attribute: AP

    Anticipated Terms Offered: biannually

  
  • SCRN 119 - History of U.S. Film Until 1960


    This course will examine the history of cinema in the United States from its beginnings until 1960. We will address such issues as: the development of film technology in America, the industry’s relocation from New York to Los Angeles, the consolidation of classical style, the coming of sound, the quintessential American film genres, the star system and the studio system, the impact of the Depression and two World Wars, and the causes and consequences of censorship. 

     

    Course Designation/Attribute: HP

    Anticipated Terms Offered: Offered every other year

  
  • SCRN 120 - History of U.S. Film Since 1960


    The history of post-WWII American cinema is the story of an ongoing series of adjustments to (or developments within the context of) instability in postwar film business: film noir, 3-D, biblical epics, blockbusters, art film influences, “new blood” from TV and film schools, Black filmmaking, revisionist genre films, high-concept filmmaking, etc. Further complicating this process of adjustments, cinema was overlaid onto, and consequently influenced by, the political turmoil within American society in general: the “Red Scare,” the Vietnam War, the emergence of a mass counterculture, the antiwar movement, Watergate, Reaganomics, the end of the Cold War and increasingly vocal demands by women and minorities for social equality (and media representation).

    Course Designation/Attribute: HP

    Anticipated Terms Offered: Offered every other year

  
  • SCRN 121 - History of International Cinema Until 1960


    Broad survey designed to acquaint students with major foreign movements in cinema history. Includes readings on and screenings of examples selected from Italian silent epics, French Impressionism, German Expressionist and Weimar cinema, Soviet montage school, Soviet socialist realism, British documentary school, Nazi cinema, Italian neorealism, Japanese classical cinema and French New Wave.

    Course Designation/Attribute: AP

    Anticipated Terms Offered: Offered every other year

  
  • SCRN 122 - History of American Broadcasting and Electronic Media


    This course considers how broadcasting and electronic media have been developed over the past century. We will examine the technical achievements of the field as well as its social and aesthetic impacts from early electrical and wireless communication (telephone, radio) to mid-century inventions (television, satellites) and more recent innovations (cable, digital technology). We will sample a wide range of media productions, including early radio and TV shows, documentaries and current media phenomena. Students will do some of their own historical research on broadcasting to supplement the course material.

    Course Designation/Attribute: HP

    Anticipated Terms Offered: Offered every other semester

  
  • SCRN 123 - Factual Film and Television


    FALL 2016 - Focusing on the recent found-footage craze in film and television, this seminar theorizes the various tactics through which contemporary media deceive audiences precisely by telling the truth-delivering content that seduces by appearing actual, or “really real.”  Beginning with a close reading of four notable found-footage films-The Blair Witch Project (1999), Paranormal Activity (2007), Cloverfield (2008) and Chronicle (2012)-we will go on to establish the historical, aesthetic, and generic contexts that have made such films possible.  Special attention will be paid to media texts that are notorious for having taken liberties with the truth, such as Nanook of the North (1922), “The War of the Worlds” radio drama (1938), David Holzman’s Diary (1967), F for Fake (1973), The Thin Blue Line (1988), and Ghostwatch (1992, TV).  During the last five weeks of the course, the seminar will shift into a hands-on workshop phase, in which students will conceive, write, shoot, and edit their own short found-footage pseudo-documentary-a film that is wholly fictional yet purports to be real.  Students wishing to enroll should note that this is not in any sense a “film appreciation” course, but instead a serious, rigorous course in Film and Media Studies.  The major workload of the seminar will comprise a series of written analyses based on weekly screenings, in which students will grapple not only with narrative (i.e. scripted plots), but also with the intricacies of film form (i.e., editing, sound, cinematography, lighting, production design, and so on).

    Course Designation/Attribute: AP

    Anticipated Terms Offered: Offered periodically

  
  • SCRN 124 - History of International Cinema Since 1960


    Considers the proliferation and significance since the 1960s of new cinemas outside Europe, as well as major social, industrial, technological, and cultural changes in Western countries supporting alternatives to Hollywood entertainment. Surveys major developments in contemporary international cinema from the mid-1960s to the present, emphasizing both historical study of contexts and critical interpretation of individual films and broader film trends. Begins with politically-critical filmmaking in the Soviet bloc countries and in the developing countries of Latin America and Africa. Subsequently, the course explores aesthetic and industry trends in European and Asian cinemas, selected from the New German cinema movement, pan-European “quality” films, the Dogme 95 movement, Parallel Cinema in India, the Hong Kong New Wave, and China’s Fifth Generation filmmakers. The significant but problematic concept of national cinema is investigated throughout the course.

    Prerequisites: SCRN 101  or Permission.

    Course Designation/Attribute: GP

    Anticipated Terms Offered: Offered every other year.

  
  • SCRN 130 - Film Genre


    Devoted to the study of the major storytelling formats into which much narrative filmmaking (especially that of the American cinema) may be categorized. The course considers theoretical perspectives, formal description, historical background and social implications of genres such as the western, gangster film, musical, melodrama, etc., and through this work enables students to engage in and experience the interpretive insights of this critical perspective on the cinema. This course is taught as a variable topic, and may be offered as either an overview of several film genres or as a course concentrating on intensive study of a particular genre.

    May be repeated for credit.

    Course Designation/Attribute: AP

    Anticipated Terms Offered: Offered every other year

 

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