33 courses with the subject PSY, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
PSY 224 or SOC 300 or ECO 115 Statistics HEALTH SCIENCE ELECTIVES (4) HEALTH CARE DELIVERY, HEALTH CARE DATA ACQUISITION, AND HEALTH CARE SYSTEMS ELECTIVES (2)
This course will examine theoretical and empirical contributions in the field of social psychology. Specific topics to be covered include social perception; social cognition; attitudes; theories of self; interpersonal relations; group processes; aggression; pro-social behavior; and how social psychology can be applied to everyday life. This course fulfills a Foundations Program requirement. (Fall, Spring)
This course is a survey of the field of sports psychology and all emotional, cognitive, behavioral, and social phenomena related to the fields of performance, competition, exercise, and training. We seek in this class to understand the complexity of the psychological experience of an athlete in performance. Topics will be broken down into three general categories. First, an examination of the lived-experience of the athlete in performance will be considered. Second, we will explore therapeutic intervention techniques that can be deployed with athletes to reduce anxiety, increase motivation, conceptualize emotions, and energize the body in performance. Lastly, a bio-psycho-social examination of the athlete’s career transition will be examined. Here we will look closely at the effects of head trauma, the loss of identity, the loss of interpersonal structures, and the experiential shifts that may occur as athletes navigate retirement. All of these topics will be examined by reviewing the scientific literature relevant to each phenomenon, supplemented at points with memoirs and non-fiction literature written by athletes or those with close involvement in sport.
SOC 121 Principles of Sociology OR ANT 131 Cultural Anthropology
219
This course explores the way in which cultural traditions and social practices regulate, express, transform, and permute the human psyche to shape human experience. We will explore constitution of culture, examine cultural similarities and, more importantly, cultural diversities in mind, self, and emotion, and investigate why cultures differ and ways in which culture interacts with human psyche to produce cultural effects. Students will be challenged to step outside of their own cultural framework, suspend their presumptions of human behavior to enter into the mind of other people from differing cultural backgrounds to see what is normal, beautiful, and true from their perspectives. Known principles of human behavior from mainstream psychology will be assessed in a cultural light and cross-cultural compassions will be made across a broad range of psychological phenomena, ranging from perception to psychopathology to social organization. It is the aim of this course that after taking this course students will become a more mindful citizen in today’s interconnected, globalized world. 228
This course introduces students to basic theoretical issues, research findings, and practical strategies in the field of interpersonal communication. The course examines the processes through which people collaboratively construct shared understandings in conversation, including discussion of how ideas about the self are shaped and expressed in dialogue with others. Through readings, discussion, and exercises, the class will work toward an understanding of how effective communication patterns, as well as problematic patterns, arise in the course of person-to-person interaction. (Fall, Spring)
PHI 152 The Human Difference OR PHI 153 The Book of
FOUNDATION IN PSYCHOLOGY AND CHILD AND ADOLESCENT DEVELOPMENT (6) (Completing these foundation courses fulfills the cornerstone psychology major requirements)
PSY 224 Statistics PSY 225 Research Methods
The main purpose of this course is to gain an appreciation of the importance of our sensory and perceptual systems in making us uniquely psychological beings. Throughout the semester, we will explore what it means to gain a scientific understanding of these systems. We will consider a number of different perspectives for addressing these issues regarding perceptual processes, as well as different methods and procedures for testing sensory responses and perceptual experiences. Students will actively be involved in participating in computer-based experiments, perceptual simulations, and internet assignments. In addition, time will be spent reading and discussing articles to illustrate the everyday importance of our perceptual systems. Sensory disorders and deficits such as hearing loss, loss of proprioception, phantom limbs, and visual agnosia will be discussed. Prerequisite: PSY 101. (Spring)
75
Cognitive psychology is the study of how we gather, organize, and use information. Students in this course learn how the mind works (and sometimes fails to work) by exploring topics such as the neural bases for cognition, object recognition, attention, memory, decision making, and problem solving. An understanding of factors that influence how people think is fundamental to many careers within and outside of the cognitive sciences, including but not limited to education, law, business management, and marketing. Prerequisite: PSY 101. (Fall, Spring odd years)
CAPSTONE SEMINAR (1) Students must complete one 400-level capstone seminar course from among:
PSY 250 Perception OR PSY 251 Introduction to Brain and Behavior
This course is an introduction to the study of women. The course will develop a coherent, integrated view of women and their roles; emphasize the full range of contributions of and the limited opportunities for women; examine and appraise the experiences of women; and critically examine the thinking about women at various times and from various perspectives. The basic approach is interdisciplinary, and the concentration of the course is on women in North America from the 19th century to the present. This is the same course as HIS 285 and SOC 285. (Fall, Spring)
Biological Cornerstone (1)
This course is designed to give students exposure to the many roles psychologists currently play in the community. Students are expected to spend 8 to 10 hours per week working in a clinical or research setting off-campus for 13 weeks. This translates into 100 hours of placement time. It is important to have one full day or two half days available to complete the field-based component of the course. In addition, students are required to attend a weekly seminar. Students have to secure their own internships prior to the start of the semester. Prerequisites: Limited to Junior and Senior Psychology majors and minors, or Junior and Senior minors in Applied Behavior Analysis. Prerequisite: PSY 101 or PSY 253. (Spring)
ADVANCED MENTAL HEALTH AND PRE-CLINICAL COUNSELING ELECTIVE (1)
This course provides an introduction to autism spectrum disorder (ASD). Topics will include the history of autism; current diagnostic criteria; genetic, neurological, and environmental causes; assessment; interventions; and lifespan issues. Students will learn the criteria for determining whether an intervention is evidence-based versus pseudoscientific and will examine a range of interventions for ASD to determine whether they can be considered evidence-based. Finally, current controversies in autism will be explored. (Spring)
This course introduces undergraduate students to different aspects of aging, with a focus on understanding age-related changes across the lifespan. Students will learn the biological, cognitive, social, and cultural factors that shape the aging experience. The course also explores key issues faced by older individuals in society, while examining the broader implications of a growing aging population. (Spring odd years)
This seminar is a continuation of PSY 225 focusing on more advanced problems of research design and analysis. Students are required to design and conduct a research project during the course of the semester. (Senior and Junior Psychology majors) Prerequisites: PSY 224, PSY 225. (Fall,
This 4-credit laboratory course reviews the utility, strengths, and weaknesses of leading tools and techniques used to study human neuroscience. Specifically, the course examines electroencephalography (EEG), event related potentials (ERP), functional magnetic resonance imaging (fMRI), and measures of autonomic nervous system activity (heart rate variability and skin conductance). Students are encouraged - and challenged - to think about the implications of using these tools to understand human neuroscience. Is the activity recorded by these tools predictive or responsive to human thought and behavior? Do particular patterns of brain activity reliably predict atypical or abnormal outcomes? When are neuroscientific methodologies necessary? In the accompanying laboratory section of this course (PSY 391L), students acquire hands-on experience collecting and analyzing data obtained with many of these tools. Students apply the knowledge acquired in lecture and lab to develop and test research questions, collect and analyze data, and communicate results in written (APA-formatted research paper) and oral formats. Lab Fee: $485.00. (Fall, 2023)
The goal of this course is to discover the childhood roots of adult happiness and success. The students will identify the emotional, social, intellectual, moral, and spiritual needs of children and adolescents and discuss the things that parents, schools, and society can do to meet these needs. Among others, topics include the role of early social relationships, the influence of the material world, the effects of media and technology, the importance of character, and the significance of faith and spirituality. The students will read a collection of primary and secondary sources from experts in the science of success and happiness of children and adolescents. The students will also read and reflect on readings from other disciplines as well as biographies of successful people with focus on their childhood and adolescent years. (Fall)
This course will provide students with an introduction to the field of forensic psychology. This course explores the clinical evaluation, psychopathology, and treatment modalities of criminal and severely mentally ill offenders in a variety of settings, including psychiatric and correctional facilities. A variety of readings, discussions, and real-life case studies of various types of offenders will be presented to give students a better understanding of the topic and related mental health and political issues. This class will include several in-depth discussions of various legal issues, such as not guilty by reason of insanity, risk and dangerousness, and competency to stand trial. Prerequisite: PSY 216 Psychological
Open to qualified Junior and Senior Psychology majors with permission of the instructor, the Chairperson, and the Associate Vice President of Academic Affairs for Undergraduate Studies. (Fall, Spring) Staff/One to Three credits
ADVISING TIPS FOR THE PSYCHOLOGY MAJOR WITH A CONCENTRATION IN NEUROSCIENCE
RECOMMENDED FOUR-YEAR PLAN FOR THE MAJOR IN PSYCHOLOGY WITH A CONCENTRATION IN NEUROSCIENCE OF HUMAN BEHAVIOR The following plan is recommended for psychology majors with a concentration in neuroscience of human behavior. It prepares students for the workforce or for graduate school, though to work within the field of neuroscience a graduate degree is almost always required. The concentration is designed so that students reap all the benefits of a major in psychology while focusing their study on topics relevant to neuroscience, as well as gaining some interdisciplinary expertise through the biology requirements. The major is flexible to accommodate study abroad and students can successfully complete the major with the latest starting point being spring of the second year. Students who intend to go to graduate school are encouraged to begin to seek opportunities for research experience as early as the second year.
Parents and child practitioners often encounter children’s problems that may not necessarily reflect psychopathology. This course is an in-depth study of the challenges that children face, the guidelines for determining when a behavior is a cause of concern, and how problems can be addressed. Students will explore the psychological, biological, and social roots of difficult phases of development such as difficulty to grow, bed- wetting, problems with sleeping and eating, common anxiety problems and fears, bad habits, and problems in self-regulation and social behavior. Prerequisite: PSY 290 (Spring, Even-numbered Years)
CHILD AND ADOLESCENT DEVELOPMENT ELECTIVE COURSES (1)
This course is a consideration of the history, problems, and techniques of clinical psychology Research and theoretical issues related to clinical assessment and different methods of psychotherapy are examined. Prerequisite: PSY 101, PSY 216. (Fall)
In this course the student will conduct the research project that was proposed and approved during the Honors Seminar (HON 300). The research project will be an empirical investigation (either quantitative or qualitative) of a psychological issue under the supervision of a faculty mentor. The project will culminate in written thesis and oral defense of the capstone work at the end of the semester. Students are encouraged to present the thesis work Undergraduate Symposium in the spring. This course can be a substitute for PSY 390 Research Seminar in satisfaction of the requirements of the Psychology major. Prerequisites: HON 300, PSY 224, PSY 225 (Fall, Spring)
Source: Assumption University's catalog, linked per course · table learning_unit · CourseShelf publish 61
