Albany College of Pharmacy and Health Sciences · Courses
PSY
34 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 110Foundations of Psychology1
An overview of the theoretical perspectives, empirical findings, and applications in the major sub disciplines of psychology. Topics to be covered include the history of psychology, psychological research methods, biological bases of behavior, sensation and perception, states of consciousness, conditioning and learning, memory, motivation, emotion, sexuality, health, stress, and basic statistical applications of psychology. Transfer students who have taken Introduction to Psychology elsewhere may receive credit for this course. Not open to FPY majors. (3)
An overview of the theoretical perspectives, empirical findings, and applications in the major sub disciplines of psychology. Topics to be covered include a review of psychological research methods, developmental psychology, cognition and creativity, intelligence, personality, psychopathology, therapies, social behavior, cultural psychology, industrial/organizational psychology, community psychology, and other areas of applied psychology. Not open to FPY majors. (3)
The First-Year Psychology Seminar is required for new first year Psychology majors at ACPHS. The topic(s) covered in the course will vary from year to year, but the academic focus will be on critical thinking/analysis and college-level writing and oral communication skills particularly relevant in psychology. Time will also be spent on helping new Psychology majors develop important skills that are necessary for college success and understanding the various support systems available to them at ACPHS. Students will be offered opportunities to develop their academic skills by reading, writing, analyzing, and discussing current issues in psychological research and theory. Restricted to first year first-semester traditional PSY majors. Transfer students and students who switch to the Psychology major after their first semester should substitute any other PSY course at the 200 level or above for this requirement. (3)
An introduction to the history, empirical evidence, and modern theories of human sexuality. We will examine the nature of and influences on sexual decisions, sex research and theory, the sexual response cycle, love and
This course examines the development of individuals from conception of birth to death. Emphasis is placed on psychological research and theories about how learning, emotion, cognition, personality, social interactions, and physical processes change over time with growth, maturity, and aging. Students will learn to critically analyze and apply key theories and empirical evidence to understand the changes that occur across the lifespan. This course is not open to PSY or FPY majors. Students may not take this course for credit if they have already completed PSY 250, PSY 252, and/or PSY 254. (3)
This course involves the study of the major frameworks of child development and psychology. Topics to be covered include principles of development, prenatal development and birth, infancy, attachment and separation, early experience, deprivation and plasticity, cognitive development, language development, pro-social behavior and moral development, and gender typing and identity from conception until pre-adolescence. Emphasis will be placed on the complex and dynamic physiological, psychological, social, and ecological variables that influence early human development. (3)
This course offers an empirical study of physical, cognitive, social, and emotional development through adolescence and emerging adulthood. Emphasis is on the predictable crises and developmental tasks faced during each period for a wide variety of cultures and countries. Topics include puberty, identity formation, autonomy, maturity, sexuality, education, work, dating and love, as well as the influence of media on development. (3)
This course will provide an overview of the theoretical perspectives and empirical findings throughout the study and history of aging from mid- to late adulthood. Topics include biological underpinnings of aging and health, trajectories of memory and intellectual functioning across older adulthood, cognitive decline and growth in old age, personality and coping, social interactions, love, employment, retirement, mental health and aging, bereavement, caregiving, death and dying, as well as successful aging. (3)
This course provides an opportunity for students to obtain a hands-on research experience under the guidance of a faculty member. The number of credit hours and scope of the project undertaken are at the discretion of the faculty member involved. PSY 290 is generally reserved for introductory level experiences and/or smaller scale projects. Students are expected to perform three hours of research related work per credit hour earned. (1-3); Prerequisite: permission of the instructor
An examination of the factors that serve to initiate, maintain, and direct human and animal behavior. Theories and research in motivation from the biological, behavioral, and cognitive/social perspectives will be considered. (3)
An introduction to psychological research strategies and statistical applications. Topics covered include searching the literature, measurement, validity, developing and writing hypotheses, descriptive studies, correlational design,
A continuation of PSY 295, it is strongly recommended that students take this course in the semester immediately following PSY 295. This course involves further examination of psychological research strategies and statistical applications, such as correlation coefficients, regression, probability, the logic of inferential statistics, t-tests, ANOVA, using statistical analysis software, research ethics approval, drawing conclusions from research, and APA writing style. In this course, students will complete the psychological study designed in PSY 295, including data collection, data analysis, and submission of a formal research report. Prerequisite: Successful completion of PSY 295.
An analysis of individual behavior in social situations through the use of the scientific method. Emphasis will be placed on empirical research in the areas of social perception, cognition, attitude development and change, prejudice, the self, interpersonal attraction, love, social influence, group dynamics, altruism, and aggression. (3)
An introductory examination to the nervous system and the biological basis of behavior and cognition. Included are examinations of the central and peripheral nervous systems and their respective roles in learning, memory, biological rhythms, homeostasis, sleep, health, and stress. (3)
The purpose of this course is to provide a detailed understanding of brain/behavior relationships in humans. Students will learn the neural substrates (cortical and subcortical) responsible for producing behavioral deficits following different forms of brain damage. Topics may include neural plasticity, neuropsychiatric & neuropsychological disorders, neurodevelopmental disorders, neurological disorders, and neuropsychological assessment.
Children’s understanding of the world changes dramatically with development. How do they learn about and make sense of the world around them? This course will explore central issues in the study of cognitive development from birth through adolescence, including developmental changes in perception, language, memory, problem solving, and conceptual understanding. The course will also provide an in-depth look at major theoretical perspectives in cognitive development, including Piaget’s constructivist approach, the information processing approach, and the sociocultural approach. (3)
This course will review the behavioral and cognitive effects of both psychopharmacological treatments and drugs of abuse and their corresponding pharmacokinetic and pharmacodynamic properties. Drug treatments for clinical disorders such as depression, mania, anxiety disorders, insomnia, schizophrenia, epilepsy, Parkinson’s disease, Alzheimer’s disease, and stroke may be examined.
An examination of the applications of psychological research and theories to physical health. Topics covered include stress and coping, theories of health behavior, changing health behavior, health protective and health compromising behaviors (e.g., diet, sleep, substance use), the relationship between health care professionals and patients, and
An introduction to the theoretical and empirical approaches to adult psychopathology, including discussion of biological, psychological, social, cultural, and historical factors. Emphasis will be placed on the etiology, prognosis, and prevalence of the major mental disorders defined by the DSM-V-TR. The course covers major categories of psychiatric diagnoses and psychological distress, including Anxiety, Mood, Eating, Sexual, Substance-Related, Personality, and Schizophrenia-Spectrum Disorders. (3)
An introduction to the theoretical and empirical approaches to child psychopathology, including discussion of biological, psychological, social, cultural, and historical factors. Emphasis will be placed on the etiology, prognosis, and prevalence of the major mental disorders defined by the DSM-V-TR. This course covers major categories of psychiatric diagnoses and psychological distress, including neurodevelopmental disorders, behavioral and emotional disorders, and problems related to physical and mental health. (3)
An introduction to the major systems of psychotherapy, including psychodynamic, existential, experiential, interpersonal, exposure, behavioral, cognitive, third wave, systemic, multicultural, and integrative approaches. Theories, techniques, processes and assessment of the practice of therapeutic approaches will be discussed with emphasis on empirical approaches and case studies. Prerequisite - PSY 363 Psychopathology is strongly recommended. (3)
An examination of the psychophysiological processes of gathering and interpreting information from the world around us through sound, touch, taste, olfaction, and vision. The innate, neural, and learned aspects of sensation and perception will be considered.
This course is offered on an occasional basis as a means of providing Psychology majors and faculty with the opportunity to explore a particular area of study not normally covered in the major. (1 to 4)
This course provides an overview of eating disorders and body image from a clinical science perspective. It covers eating disorders, feeding disorders, and body dysmorphic disorder as recognized by the American Psychiatric Association, as well as other disordered eating, body image-related, and weight-related behaviors. It examines theoretical foundations, risk factors, assessment, treatment, and prevention of these issues. Special attention is paid to sociocultural influences on body image and disordered eating, as well as issues of diversity related to these topics. (3)
This course provides an opportunity for students to participate in a specialized study project under the guidance of a faculty member. The number of credit hours and scope of the project undertaken are at the discretion of the faculty member involved. Students are expected to perform three hours of project related work per credit hour earned. (1- 3). Prerequisite: permission of the instructor.
An overview of the major theories that attempt to account for the dynamics of behavior and learning and their neurobiological mechanisms in human and non-human animals. Topics will include non-associative and associative learning processes, working memory, and long-term memory. Emphasis will be on the empirical research findings that describe these processes.
An in-depth examination of the major personality theorists, including Psychodynamic, Humanistic, Trait, Behavioral, Biological, Social Learning, and Cognitive perspectives. Emphasis will be placed on the evaluation and empirical validity of each perspective. (3)
Examines psychological theory and research on differences among people and the role this plays with individuals’ self-perception, interpersonal and intergroup interaction, and society. We will discuss topics such as how diversity impacts individuals, how individuals incorporate diversity into their identity, how diversity influences social justice, how stereotypes, prejudice, and discrimination influence our perceptions of diversity and effect people who are members of diverse groups (e.g., race, nationality, age, gender, sexual orientation, religion, socioeconomic status, physical abilities or attributes), and how we can promote fairness and equity in the world around us. (3)
An overview of the psychological and statistical techniques applicable to the measurement of human behaviors and characteristics, with emphasis on theoretical constructs and social issues underlying psychological testing. Topics included test construction, sampling, reliability, validity, interpretation, factor analysis, and item response theory.
Provides a focused discussion of topics and issues central to the practice of clinical psychology. As a capstone experience for students in the Clinical/Counseling concentration or any student planning a career in mental health, this course explores specific theoretical orientations and approaches such as clinical psychology, neuropsychology, health psychology, clinical child psychology, forensic psychology, and others. This course also includes discussion of ethical concerns, professional issues, graduate training, and careers in mental health. Pre-requisites: PSY 111 and PSY 363 or equivalent. (3)
This course will provide an overview of the theoretical, psychological, and cultural perspectives of death, dying, and bereavement. Topics include attachment and loss throughout the life cycle; grief, mourning, and bereavement; helping the bereaved cope; individual differences related to preparation, adjustment and coping; hospice care; aid in dying; the development of attitudes and anxiety regarding death and dying; cultural and historical influences on death attitudes and practices; assisted suicide; legal issues; suicide. Students are challenged to examine their own personal attitudes toward the issues discussed, including but not limited to psychological, medical, legal, ethical, religious, and cultural aspects of death, dying, grief, and bereavement. (3)
Undergraduate Research. This course provides an opportunity for students to obtain a hands-on research experience under the guidance of a faculty member. The number of credit hours and scope of the project undertaken are at the discretion of the faculty member involved. PSY 490 is generally reserved for more advanced research projects of students with prior research experience. Students are expected to perform three hours of
This course provides an opportunity for students to obtain career-related experience directly related to the student’s program and career objectives. The number of credit hours and scope of the internship undertaken are at the discretion of the faculty member involved. Students are expected to perform three hours of on-site internship- related work per credit hour earned. Students will also be required to complete academic assignments to be determined by the faculty advisor of the internship (1-3); Prerequisite: permission of the instructor
This course is designed to provide Psychology majors with a capstone experience. Each student in this course will be required to successfully complete and present a project on a significant question or topic that is being addressed by psychologists currently working in the discipline. This course includes an embedded exit exam. Students must earn at least an average of C- on the exam to pass the course. Prerequisite: Successful completion of PSY 299. Successful completion of the seminar, with a C- or better, is required for graduation. Open only to senior Psychology majors.
