25 courses with the subject PSYC, 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.
PSYC 110Psychological Research I3
An introduction to the science of behavior and mental processes. The major psychological systems, theories, methods, and disciplines will be covered. PSYC 110 is offered every fall and covers topics such as neuroscience, learning, and developmental psychology. PSYC 111 is offered every spring and covers topics such as social psychology, perception, cognitive psychology, and clinical/counseling psychology. Neither course has a prerequisite.
For many laypersons, the primary source of knowledge about mental illness and psychology is popular film. This can, at times, lead the public to have incorrect or oversimplified perceptions regarding the etiology, symptoms, treatment and prevalence of mental disorders. In this class we will compare empirical research into disorders with the ways they are portrayed in film in order to understand common conceptions and misconceptions about clinical psychology stemming from popular film. We will also discuss how popular media can shape mental illness.
This is an introductory course on the psychological development of children from prenatal development through adolescence. For some topics, we will also examine mid- and late adulthood. It will start with a thorough review of how development is studied, both theoretically and methodologically, and will then examine children’s physical, perceptual, cognitive, social and emotional development. It focuses on understanding these issues through an evolutionary and biopsychosocial perspective of development.
PSYC 211Development of Children with Differing Abilities3
This course focuses on the child with differing abilities and their psychological development. Course includes: differentiating between typical and exceptional development; analyzing the differing abilities of children with physical, cognitive, health/medical, communication, and/or behavioral/emotional disorders (e.g. attention deficit hyperactivity disorder, autism spectrum, sensory processing disorder, etc.). This class can substitute for PSYC 301 as a prerequisite for Research in Developmental Psychology (PSYC 361).
This course examines risk factors that affect development during childhood as well as effective interventions that can support children and families in the early years. The impact of risk factors as well as the interaction between and among these factors will be explored. This class can substitute for PSYC-301 as a prerequisite for Research in Developmental Psychology (PSYC-361).
This course provides an overview of the addictive behaviors as well as the processes and mechanisms that underlie addiction. Students will be introduced to risk factors and protective influences that act on the time course of addiction. Neuroscientific, genetic, and environmental underpinnings will be discussed. In studying the environmental underpinnings, we will study the impact that public policy, laws,and economics have on addictions. We will also consider the present state of treatment: which treatments work,which do not,and those treatments having ambiguous effects. Lastly, we will discuss the emerging class of non-substance addictive behaviors including food, Internet/gaming, and sexual compulsions. Part of this class will include students undertaking their own behavior change project to highlight the issues that people with addictions face when trying to change.
An examination of how psychological factors influence human health. A variety of sub-disciplines in psychology will be examined to illustrate their impact on both health behavior and health outcomes.
Theories and representative research on the psychological factors that influence development from conception to adulthood. This will include genetic foundations and the following areas: physical, perceptual, cognitive, language, emotional, personality, morality, social and atypical development. It will focus on understanding these issues through an evolutionary and biopsychosocial perspective of development.
A discussion of our present day understanding of the prevalence, biological, psychological and environmental causes, psycho- and pharmacotherapies, and classification of psychological disorders. Disorders discussed will include anxiety disorders, affective disorders (Depression and Bipolar), schizophrenia, and neurological disorders.
The acquisition, storage, retrieval and use of knowledge. Topics include perception, attention, pattern recognition, imagery, memory, problem solving, knowledge, reasoning, and decision making.
In-depth analysis of how neurobiological factors influence the way we act, think, and feel. What are the biological bases of learning, cognition, sleep, sexual behavior, energy regulation, sensations, movements, and emotions?
Major theories of personality including psychoanalytic, humanistic, behavioral, cognitive, and trait are discussed in depth. In addition, research on the relationship between personality and human social behavior is covered.
This course will begin with a thorough review of developmental research methods. An emphasis is placed on developing scientific writing, presentations, and critical thinking about experimental methods. Students may participate in data collection, data organization, primary and secondary analyses.
Students will engage in the process of clinical psychology research. This may include developing research ideas, designing studies, running participants as well as conducting primary or secondary analyses.
Experimental research in cognition will be conducted. Students will learn to program original experiments on psychology-experiment software and learn advanced SPSS statistical analyses.
This course will begin with a survey of basic principles of learning, addressing issues such as the conditions necessary for learning to occur. We will then examine a few theories of learning in detail and design and conduct animal experiments to test predictions derived from some of these theories.
This course examines a number of applications of multivariate and multivariable statistics for psychology with hands-on research projects. The course will review basic concepts covered in PSYC 291 (particularly using SPSS) and then proceed to discuss factorial designs (ANOVA, ANCOVA, and MANOVA), multiple regression (linear and logistic), factor analysis, as well as other statistical tests. Particular emphasis will be placed on using statistics with real datasets, some of which will be collected by students in the course. Issues related to applied research methods in a number of psychological subdisciplines will also be reviewed. While some experience with basic statistics is necessary, this course is suitable for students with any amount of general mathematical background.
This course is offered fall and spring semesters. Students seek an internship/work placement the semester prior to enrolling in the course. Sample placements include local hospitals, Hospice, Job Corps, Springbrook, on-campus work placements, local schools, collaborative faculty research, etc. During the Capstone semester, students spend several hours per week on site at their work placement and several hours in a regularly scheduled class for discussions relating theory to practice. At the end of the semester, students will be expected to demonstrate integrative learning in both written and oral reports describing how the Capstone experience has contributed to personal growth, recognition of differences and diversity among people, interpersonal relationships, ethics, job skills, and perhaps most important, discussing the underlying principles and theories of psychology that form the basis for the experience.
