67 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.
A summary and overview of the field of psychology as the scientific study of human behavior including research issues, theoretical approaches, and selected areas of study.
An overview of the practical application of psychology to business, industry and organizations. Attention is given equally to two major areas: A. Individual Work Behavior (selection, placement, testing, training, job analysis) and B. Organizational Psychology (job satisfaction, supervision, productivity, motivation, communication).
Study of individual development from the prenatal period through late childhood, including details of physical, cognitive and psychosocial development. Includes opportunity to observe and record child behavior. Students may not receive credit for this course if credit has been earned for a lifespan development course (e.g., PSYC 207).
Human development from late childhood to the early twenties. Course covers adolescent development across multiple domains, including physical, cognitive, and social development. The course also focuses on contexts that shape adolescents' development, as well as challenges and positive developmental experiences during this period.
A survey of the theories, issues, and empirical data relevant to the process of human development from conception to death. Focus is on the physical, intellectual and psychosocial development of the individual person. Students may not receive credit for this course if credit has been earned for a child psychology course (e.g., PSYC 205).
This course covers the meaning, purposes, and processes of statistical methods; graphic representation; measures of central tendency and variability; normal distribution; hypothesis testing and inference; z-scores; t-tests; analysis of variance; correlation; simple linear regression; confidence intervals and effect sizes. This course stresses practical application within social sciences and related fields, including the use of statistical software.
Biological Psychology is the study of behavior from evolutionary, genetic, and physiological perspectives. Specific topics include evolutionary and genetic approaches to the study of behavior, intra and interneuronal signaling, neuroanatomy, sensation and perception, motor systems, sleeping and dreaming, motivated behavior (eating, drinking, temperature regulation), reproductive behavior, and emotion. Prerequisite: PSYC 100, C or higher.
This course will introduce students to basic counseling skills for use in multiple professions such as education, exercise/sports, ministry, social work, and human relationships in general. The course is experiential, with a focus on active listening and empathy. Skill development will be enhanced through demonstrations and role-plays. Open to all students except Psychology majors. May not be taken if credit has been earned for PSYC 320. Prerequisite: PSYC 100, C or higher.
This course focuses on career planning and professional development for psychology majors. Topics will include an overview of the undergraduate major in psychology, career exploration and options in psychology and related fields, preparation for employment and/or graduate school, and consideration of major ethical issues in the field.
This course will include introduction to relevant research, theory, and practice of Forensic and Legal Psychology. Students will learn the distinctions between forensic, a clinical psychology discipline, and legal, a cognitive/social psychology discipline. This interdisciplinary course will cover an array of social justice topics and skills from police interviewing and interrogation procedure, to competency and insanity evaluations, to judicial decision-making, to forensic bias and much more.
Study of basic criteria which an authentic psychological test should meet: standardization, validity, reliability. Course also includes overview of many prominently known tests of achievement, intelligence, aptitude, interests and personality. Students take several psychological tests and create a comprehensive assessment portfolio.
Etiology, dynamics, symptoms and treatment of the more common types of psychological disorders, both functional and organic.
A general survey of social psychology with emphasis on current research findings. Topics include social influence, attitudes, interpersonal interactions and group behavior.
A study of selected theories of personality development representing the major approaches to understanding personality and behavior in modern psychology.
An examination of the methodological, empirical and conceptual issues involved in the extension of behavior-analytic principles to applied settings. Topics include a review of basic principles in behavior analysis, issues of behavioral measurement, functional analysis of behavior, design and implementation of contingency management programs, and evaluation of behavior programs.
Survey and critical review of existing theories of learning and cognition to include the behaviorist perspective, an overview of cognitivism and how it evolved from behaviorism, and a study of perception and attention processes and their relationship to the memory system. In addition, social learning theory, theories of memory, and problem solving are reviewed.
A study of selected theories and practical approaches to family therapies and resolving issues affecting family systems. Prerequisite: PSYC 100, C or higher.
The course will introduce students to the counseling process, the extensive practice of problem assessment, and counseling skills. The course is experiential, with a focus on counseling techniques, and less emphasis on theory. Prerequisite of PSYC 100, minimum grade of C.
Explores how Western-based theories (in perception, cognition, developmental, social, and clinical psychology) are altered in, and affected by, cross-cultural settings and indigenous psychologies, and how the results can be critically understood and practically applied. Course examines various topics (such as health, communication, personality, gender and identity) from a cross-cultural perspective.
This course explores the psychological, cultural, and spiritual dimensions of grief and the human capacity for resilience in the face of loss. Students will examine foundational theories of loss, coping strategies, and the role of faith and meaning-making in the grieving process. Through discussion, reflection, analysis of real-world case studies, and experiential learning, students will gain a deeper understanding of how people across different ages and cultures process grief and reframe their lives with strength and hope. This course provides students the opportunity to practice and employ counseling techniques and assessment strategies.
This course covers basic psychological research designs, including observational techniques, qualitative methods, self-reports, and experimentation. This writing-intensive course requires students to develop a substantive written research proposal: abstract, extended review of primary source psychological literature, empirical hypothesis, method of data collection, and references. A thorough application of APA writing guidelines is emphasized. Prerequisite: PSYC 100, C or higher. Prerequisite or corequisite: PSYC 220, C or higher.
Designed to provide a supervised off-campus work experience in organizations related to the field of psychology. Students' specific placement depends on their interests and abilities, and on the needs of organizations. Each hour of academic credit requires 40 hours of work for the agency. Students are evaluated by their clinical and faculty supervisors. Prerequisites: Sophomore status and successful completion of PSYC 100 and at least two additional psychology courses. Consult with instructor a semester prior to registration.
This course functions as a culminating senior experience and all students will participate in standardized assessment testing. Recommended for all psychology majors with an interest in pursuing graduate studies, the focus of this course is the empirical investigation of a research topic selected by the student and described in a manuscript prepared in the editorial style of the American Psychological Association. The manuscript includes (a) a brief review of the scholarly (i.e., peer-reviewed) literature addressing the selected topic; (b) the formulation of an original research hypothesis; (c) a description of the method of participant selection, instruments, research procedures, and data collection and analysis appropriate to the hypothesis; and (d) a discussion of the results of the investigation, with emphasis on theoretical as well as practical application. Students are encouraged to present their findings at a regional undergraduate research conference that meets each spring. .
This course functions as a culminating senior experience and all students will participate in standardized assessment testing. Students will participate in an off-campus supervised work experience in psychological or related services offered at institutions providing, research, education, treatment or rehabilitation for children, adolescents or adults. Specific placements depend on the needs of the institutions and the students' interests and experience. Each hour of academic credit requires 40 hours of work for the agency. Interns are evaluated by their clinical and faculty supervisors. Prerequisite: Senior status as a psychology major or permission of instructor. Internships may be arranged for fall or spring. Consult with instructor a semester prior to registration.
This foundational course explores the principles of professional conduct, establishing the knowledge base for ethical and legal practice in clinical psychology. Students will study the APA Ethical Principles of Psychologists and Code of Conduct and relevant laws, developing a framework for ethical decision-making in increasingly complex scenarios. The course emphasizes authenticity and integrity in professional values, teaching students to engage in self-reflection and seek consultation regarding their professional functioning. By focusing on ethical and legal standards, students are prepared to uphold the welfare of others in all professional activities.
This course serves as a cornerstone for establishing a professional identity in health service psychology. It fosters thoughtfulness and critical analysis by tracing the intellectual and philosophical origins of psychological science, exploring the evolution of major theoretical schools, and examining historical and contemporary scientific knowledge. Students will critically evaluate the systems that shape current practice, demonstrating an integrative, professional-level understanding of psychological science, methodology, and theory. Through this process, students deepen their grounding their future practice in the historical and scientific foundations of the discipline.
This course provides an in-depth exploration of the scientific literature concerning human cognitive and affective processes. Students will attain advanced, comprehensive knowledge of how individuals perceive, learn, remember, and regulate emotion. There is an emphasis on students to think deeply, holistically, and critically about how these fundamental aspects of behavior are integrated and influence functional and dysfunctional human behavior. The material serves as essential Discipline-Specific Knowledge necessary for subsequent coursework in psychopathology and evidence-based psychological assessment and intervention.
This course examines the biological and physiological processes that underlie and influence behavior, cognition, and emotion. Students will engage in critical analysis of the current scientific literature, striving for an advanced understanding of neuroanatomy, psychopharmacology, genetics, and endocrinology as they relate to psychological phenomena and psychopathology. The utility and application of neuropsychological assessment tools will be explored.
This course examines how social environments influence individual thoughts and behaviors. Students analyze theories of group dynamics, social cognition, and cultural factors, learning to integrate these interpersonal insights into clinical assessments, case formulations, and evidence-based interventions for diverse populations.
This critical course centers on the core value of relationships by promoting humility, kindness, and championing diversity, equity, and belonging in clinical practice. Students will explore issues of culture, race, ethnicity, gender, sexual orientation, disability, and socioeconomic status. The course fulfills the requirement for individual and cultural diversity competency by challenging students to engage in self-reflection with authenticity about their own biases and to apply culturally responsive care to promote social Justice.
This introductory course focuses on foundational clinical skills by introducing students to major schools of psychotherapy (e.g., CBT, psychodynamic, humanistic) and basic intervention strategies. Students develop their relationships competency by learning to establish and maintain an effective therapeutic alliance with clients. The course focuses on implementing evidence-based intervention plans specific to treatment goals and client needs.
This course provides a comprehensive introduction to the scientific principles of psychological assessment and the fundamental concepts of test construction and evaluation. As a foundational requirement for advanced clinical training, the course emphasizes the critical understanding of psychometric theory necessary for the competent selection, administration, interpretation, and development of psychological assessments.
This course will train students to critically evaluate and develop research methodology. Students learn how to formulate scholarly activities, design research, and apply statistical techniques to inform clinical practice and contribute to the professional knowledge base.
Building on introductory skills, this course encourages exploring advanced, integrative, and specialized models of intervention and challenging students to modify and adapt evidence-based approaches when necessary. Students will practice complex intervention skills informed by the current scientific literature, diversity characteristics, and contextual variables.
An advanced course that requires students to think deeply and holistically about human development across the lifespan. Emphasis is placed on integrating developmental theories with empirical research to understand both normative and non-normative developmental trajectories. Students analyze the complex interplay of biological, social, and cultural factors on individual functioning.
This course cultivates the in-depth study of psychopathological behavior within its context, including family, social, societal, and cultural factors. Students will pursue expertise in mastering current diagnostic classification systems and applying this knowledge to the assessment and diagnostic process for adults, integrating a strength-based perspective that recognizes and incorporates client resilience factors.
Focused on the dignity of each individual, this course examines the functional and dysfunctional behaviors in youth, including how family and community systems contribute to a child's context. Thoughtfulness is applied in the critical evaluation of developmental trajectories, risk factors, protective factors, and resilience to inform accurate diagnosis and case conceptualization.
This is the first supervised experiential training course that focuses on developing core clinical skills through practice. The course is repeated three times, taken in the Fall, Spring and Summer semesters. Practicum hours: 200 (minimum).
This is the first supervised experiential training course that focuses on developing core clinical skills through practice. The course is repeated three times, taken in the Fall, Spring and Summer semesters. Practicum hours: 200 (minimum).
This is the first supervised experiential training course that focuses on developing core clinical skills through practice. The course is repeated three times, taken in the Fall, Spring and Summer semesters. Practicum hours: 200 (minimum).
A course dedicated to the professional administration, scoring, and interpretation of standardized cognitive and achievement assessment instruments (e.g., WAIS-IV). Students will critically evaluate the psychometric properties of tests and understanding how to effectively communicate assessment findings to a range of audiences.
A course dedicated to the professional administration, scoring, and interpretation of standardized behavioral and personality assessment instruments (e.g., BDI-II; BASC-3). Students will critically evaluate the psychometric properties of tests and understanding how to effectively communicate assessment findings to a range of audiences.
This course examines creative and new methods of inquiry, specifically in qualitative research design and analysis.
An advanced course that emphasizes preparing students for substantially independent research. It builds on foundational statistics by applying complex multivariate techniques and promoting a deep commitment to empirical rigor in all scholarly work.
A capstone research methods and design course that allows students to creatively and effectively integrate quantitative and qualitative research methodologies. Students apply complex research designs that generate scholarly activities of sufficient quality and rigor to contribute to their dissertation research and scientific and professional knowledge base.
Building on Practicum I, this course demands a greater degree of independence in professional skills across levels of training. Students continue to practice their clinical skills through self-reflection and actively seeking and demonstrating openness to feedback and supervision. Practicum hours: 200 (minimum). This course is taken three times during the Fall, Spring, and Summer semesters.
Building on Practicum I, this course demands a greater degree of independence in professional skills across levels of training. Students continue to practice their clinical skills through self-reflection and actively seeking and demonstrating openness to feedback and supervision. Practicum hours: 200 (minimum). This course is taken three times during the Fall, Spring, and Summer semesters.
Building on Practicum I, this course demands a greater degree of independence in professional skills across levels of training. Students continue to practice their clinical skills through self-reflection and actively seeking and demonstrating openness to feedback and supervision. Practicum hours: 200 (minimum). This course is taken three times during the Fall, Spring, and Summer semesters.
This course reflects stewardship by teaching students to treat their resources-including time and professional knowledge-as gifts, applying consultation and supervision models responsibly. Excellence is achieved through demonstrating knowledge of supervision and consultation models and applying this knowledge in direct or simulated practice with psychology trainees or other health professionals.
This course focuses on the study of group processes. Students develop skills for effective group intervention and communication in diverse group settings.
This course examines the empirical and theoretical foundations for integrating religious and spiritual dimensions into psychological treatment. Students will evaluate the Biopsychosocial-Spiritual (BPSS) model as a framework for holistic assessment. Emphasis is placed on identifying faith and spiritual resources that can bolster resilience, as well as "spiritual bypass" or religious struggles that may complicate clinical presentations. Students will develop proficiency in taking a formal spiritual history and using faith-sensitive interventions within established therapeutic modalities.
This APA-aligned capstone residency provides the final year of intensive clinical training required for the doctoral degree. Interns transition from students to autonomous practitioners by integrating psychological science with evidence-based practice across diverse populations. Under the direct supervision of licensed psychologists, participants deliver high-level diagnostic assessment, intervention, and consultation. The internship emphasizes the mastery of nine Profession-Wide Competencies, including ethical practice, cultural humility, and interprofessional collaboration. Completion requires 2,000 hours over 12 months, with a minimum of 25% of time dedicated to direct patient care. This course is taken three times during the Fall, Spring and Summer semesters (one credit each).
This APA-aligned capstone residency provides the final year of intensive clinical training required for the doctoral degree. Interns transition from students to autonomous practitioners by integrating psychological science with evidence-based practice across diverse populations. Under the direct supervision of licensed psychologists, participants deliver high-level diagnostic assessment, intervention, and consultation. The internship emphasizes the mastery of nine Profession-Wide Competencies, including ethical practice, cultural humility, and interprofessional collaboration. Completion requires 2,000 hours over 12 months, with a minimum of 25% of time dedicated to direct patient care. This course is taken three times during the Fall, Spring and Summer semesters (one credit each).
This APA-aligned capstone residency provides the final year of intensive clinical training required for the doctoral degree. Interns transition from students to autonomous practitioners by integrating psychological science with evidence-based practice across diverse populations. Under the direct supervision of licensed psychologists, participants deliver high-level diagnostic assessment, intervention, and consultation. The internship emphasizes the mastery of nine Profession-Wide Competencies, including ethical practice, cultural humility, and interprofessional collaboration. Completion requires 2,000 hours over 12 months, with a minimum of 25% of time dedicated to direct patient care. This course is taken three times during the Fall, Spring and Summer semesters (one credit each).
This course dedicates time to critical thinking, allowing students to develop a scholarly activity of sufficient quality and rigor to contribute to the professional knowledge base. The goal is excellence in formulating a project grounded in research that demonstrates the ability to critically evaluate and synthesize scientific literature.
This sequence of courses (Dissertation I, II, and III) systematically guides doctoral candidates through the design, execution, and dissemination of their doctoral research. These courses lead to the independent completion and defense of a scholarly project. Students engage in a series of rigorous scholarly activities, including the responsible management of resources, data, and time, culminating in the successful dissemination of their research findings.
This sequence of courses (Dissertation I, II, and III) systematically guides doctoral candidates through the design, execution, and dissemination of their doctoral research. These courses lead to the independent completion and defense of a scholarly project. Students engage in a series of rigorous scholarly activities, including the responsible management of resources, data, and time, culminating in the successful dissemination of their research findings.
This sequence of courses (Dissertation I, II, and III) systematically guides doctoral candidates through the design, execution, and dissemination of their doctoral research. These courses lead to the independent completion and defense of a scholarly project. Students engage in a series of rigorous scholarly activities, including the responsible management of resources, data, and time, culminating in the successful dissemination of their research findings.
This capstone sequence represents the final transition toward professional independence. Students must demonstrate proficiency in all profession-wide competencies with substantial autonomy, taking full ownership of their clinical and professional practice. By the conclusion of this series, students will fully embody the professional readiness required to successfully secure and complete a Pre-Doctoral Internship. Practicum hours: 200 (minimum). This course is repeated three times in the Fall, Spring and Summer Semesters.
This capstone sequence represents the final transition toward professional independence. Students must demonstrate proficiency in all profession-wide competencies with substantial autonomy, taking full ownership of their clinical and professional practice. By the conclusion of this series, students will fully embody the professional readiness required to successfully secure and complete a Pre-Doctoral Internship. Practicum hours: 200 (minimum). This course is repeated three times in the Fall, Spring and Summer Semesters.
This capstone sequence represents the final transition toward professional independence. Students must demonstrate proficiency in all profession-wide competencies with substantial autonomy, taking full ownership of their clinical and professional practice. By the conclusion of this series, students will fully embody the professional readiness required to successfully secure and complete a Pre-Doctoral Internship. Practicum hours: 200 (minimum). This course is repeated three times in the Fall, Spring and Summer Semesters.
Source: Eastern University's catalog, linked per course · table learning_unit · CourseShelf publish 59
