70 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.
Orientation course for first-year graduate students in Psychology.
Introduction to the role of psychology in maintaining health and in treating nonpsychiatric disorders. Cross-listed with: BBH 502
/Maximum of 6 The course will review the latest research methods, design, and findings from a broad range of psychological topics. Emphasis will be placed on empirical research, yet also cover timely reviews and professional development emphasis. Students will gain an in depth understanding of the current research in the field as well as an appreciation for emerging methods and research practices.
Overview of analysis techniques for psychological data. PSY 507 Analysis of Psychological Data I (3) Research in psychology employs a variety of methods, many of which are unique to the study of the mind and behavior. This course assumes some familiarity with psychological research and concerns the analysis of psychological data, including the results from self-report and observational studies, factorial and repeated- measures experiments, and designs that mix two or more types of factor or measure. An introduction to the current methods of describing and reporting psychological data will be provided, as will a primer on the special issues surrounding data reduction and measurement error that arise when working with human subjects.
Overview of advanced analytic techniques for psychological data.
/Maximum of 9 The Seminar in Quantitative Methods is designed to provide a seminar experience for graduate students in Psychology and related programs. Topics will vary by semester and instructor, but will be related to quantitative methods (e.g., research design, measurement, data analysis). Each section will provide an in-depth look at different topics in quantitative methods. Although the topics covered will vary across sections, all sections are focused on achieving the following goals: - To provide students with a broad theoretical understanding of the specific topics addressed in the seminar, - To provide students with the technical skills necessary to incorporate appropriate data analytic techniques into their research projects, and - To provide students with a cursory treatment of the mathematical foundations of these topics, so that Graduate - The Pennsylvania State University 2026-2027 1345 interested students have the requisite background to pursue additional training in these areas.
/Maximum of 12 Critical review of readings on a topic of current interest, either in content or methodology, within psychology. PSY 511 Seminar in Contemporary Psychology (1-3 per semester/maximum of 12) The Seminar in Contemporary Psychology is designed to provide a seminar experience for graduate students in Psychology and related programs. Topics will vary by semester and instructor. Each section will provide an in-depth look at a current area of scientific research in psychology. Assigned readings will include material from the original scientific literature (journal articles, chapters, or books). Evaluation methods vary by section, but are writing-based and typically include a combination of short writing assignments (30%), class participation (10%), and longer papers requiring library research in the original literature (60%).
In this course students will evaluate a mix of foundational and cutting- edge research and theory investigating various changes during adolescence principally from a developmental cognitive neuroscience perspective. Particular emphasis will be placed on understanding the application of non-invasive neuroimaging techniques (e.g., functional magnetic resonance imaging, EEG) and the critical role these tools have played in our understanding of adolescent development. Topics to be discussed include (but will not be limited to) structural brain development, maturation in cognitive control functions (e.g., working memory, inhibitory control), as well as affective (e.g., emotion and reward processing), and social information processing. We will also examine factors contributing to adolescent decision-making and risk-taking behaviors. Cross-listed with: HDFS 512
Problems of theory and of research methods with emphasis on persisting issues relevant to contemporary developments in social psychology.
/Maximum of 9 Consideration of theoretical and research issues relevant to psychological aspects of language sounds, syntax and semantics, and other cognitive support. LING (PSY) 520 Seminar in Psycholinguistics (3 per semester/maximum of 9) In this seminar, psycholinguistic approaches to bilingualism will be examined. Bilingualism is of interest for a number of reasons. First, despite the prevalence of monolinguals in the United States, most people of the world are bilingual. To have a genuinely universal account of human cognition will therefore require a detailed understanding of the relations between language and thought in individuals who speak and understand more than one language. It will be essential that research on basic cognitive functions
Survey of theories, methods, and issues in cognitive science.
Evaluation of models for personnel selection, placement, and performance appraisal in business and industry.
Analysis of the role of social and organizational variables as they affect employee performance and employee attitudes.
Total Credits 1 SBN 505, SBN 508, and SBN 511 can be taken more than once, if this involves sections with different topics. Primary graduate programs will determine whether a given section of the SBN courses can fulfill their requirements. The dissertation must involve the integration of neuroscience and a research question of interest within the primary graduate program. Selection of specific courses is made by the student in consultation with an adviser from the primary graduate program and an adviser from the Social and Behavioral Neuroscience program. Primary graduate programs may add additional distributional requirements. Students or faculty may request that the Social and Behavioral Neuroscience Steering Committee consider approval of other courses, including one-time approval for an experimental or variable-title course. The Steering Committee may delegate this approval process to the program Director, in consultation with academic advisers from a student’s primary graduate program and Social and Behavioral Neuroscience.
/Maximum of 12 An advanced seminar in a topical or research area in the field of cognitive psychology.
Principles and methods for assessment of human developmental processes across the life span. Cross-listed with: HDFS 526
Design and application of observational methods in developmental research. Cross-listed with: HDFS 528
/Maximum of 6 Readings and reports on recent findings in child development. educational psychology; 3 in statistics Cross-listed with: HDFS 529
This course is designed to provide students with an overview of multilevel theory building and testing. Issues to be discussed include: multilevel theory & multilevel constructs, multilevel measurement models including composition and compilation models, data aggregation, aggregation bias, the role of within-group agreement in multilevel measurement, cross- level inference & cross-level bias, cross-level interactions, and multilevel regression models/hierarchical linear models/random coefficient regression models. This course has three goals: 1) To provide students with a broad theoretical understanding of multilevel modeling, 2) To provide students with the technical skills necessary to incorporate multilevel data analytic techniques into their research projects 3) To provide students with a cursory treatment of the mathematical foundations of these topics so that the interested student has the requisite background to pursue advanced training in these areas.
Students will examine the social and psychological processes underlying leadership in organizations. PSY 532 Psychological Foundations of Leadership (3) Emerging organizational challenges underscore the criticality of leadership in successful organizational functioning - a trend that is as true for the corporate world as it is for non-profit and governmental institutions. Underlying the need for well-trained, effective leaders is the requirement that future leaders have a fundamental understanding of the psychological processes driving successful leadership. This course provides a broad exploration of the theoretical bases for understanding leadership. Specifically, in this course, students will have the opportunity to learn about the psychological, cognitive, and social foundations underpinning leadership thinking and theory. In
/Maximum of 3 Supervised application of psychological principles in industrial and governmental settings.
This seminar is designed to help students develop a broad understanding of applied research by exposing them to the various research methods commonly used in Industrial/Organizational Psychology. The objectives for the course include: 1) developing a solid core understanding of the concepts underlying the research endeavor; 2) building an appreciation of the strengths and limitations of various designs and methods of research; 3) developing the skills to apply these methods to research problems; 4) creating an understanding of the connections between theory, method, and the advancement of knowledge; 5) becoming aware of ethical issues in research; and 6) making significant progress toward the completion of the master's thesis proposal.
PSY 537 builds on the basic learning blocks of organizational psychology in order to be on the frontiers of knowledge about multilevel and interpersonal dynamics in organizations from the employee, to the team, to the broader organization. The course objective is to gain in- depth knowledge of the theories and research evidence in an area of organizational psychology, and then to develop a novel research idea that contributes to and expands beyond existing research. Specific topic in this course include: employee emotions and motivation, employee well- Graduate - The Pennsylvania State University 2026-2027 1347 being, leadership and social influence, workplace diversity, and team-level processes and climate.
Industrial training in relation to psychological learning theory and experimental findings.
at Work
Contemporary psychological theory, research, and methodology in relation to clinical psychology.
This course covers knowledge about typical development in adulthood and about atypicality and the development of adult psychological disorders.
Experimental and quasi-experimental designs, methodological problems, and techniques of experimental control in clinical psychology research.
An introduction to theories, current issues, and critical psychological research findings relating to social and emotional development. PSY 547 Fundamentals of Social Development (3) This course will focus on children's social and emotional development with an emphasis on the various agents that play a part in children's socialization. An important assumption underlying this course and guiding its content is that growth in social and emotional competence emerges from children's experiences in their relationships with other people, especially parents, siblings, and friends. In addition, we will assume that socialization is bi-directional, th is, that children influence their relationships even as their relationships influence them. The goals for the course are as follows: To enhance understanding and familiarity with the methods and findings of the scientific literature on social development; to provide an understanding of the how of theory and cultural assumptions influence empirical research and how to recognize the implications of theory for research; to enhance understanding of the variability that exists among individuals in terms of social experiences and the growth and development of social competence; to develop or extend students' skills for scholarly communication by providing opportunities to make presentations and produce written work in formats that mimic those used by professionals in the field.
Fundamentals of Cognitive Development will provide students with a broad background in theories, methods, and empirical findings in cognitive development. Discussions will address cognitive development across the lifespan, although empirical work will emphasize cognitive development during infancy, childhood, and adolescence. Students will study varied theoretical frameworks and methods, and will obtain experience in evaluating research from different theoretical perspectives, considering the role of diverse contexts and individuals, and addressing implications of research for applied issues such as education.
Conceptual frameworks and major contributions to the study of individual development across the life-span. psychology Cross-listed with: HDFS 549
Development of psychological measures; evaluation of reliability and validity. Predictive utility of tests in clinical settings emphasized.
Theoretical issues and research in clinical assessment with special reference to administration and interpretation of testing procedures and clinical interviewing.
Survey of human neuroanatomy, neuropathology, behavioral correlates of cerebral dysfunction, and the assessment of neurological disorders.
Whole-community disaster preparedness describes a fairly wide range of issues of relevance to the homeland security mission space that essentially encompasses aspects of emergency management, such as "ensuring resilience to disasters" as one of the core missions of the U.S. Department of Homeland Security (DHS) - since after 9/11 and the creation of DHS, the Federal Emergency Management Agency (FEMA) came under the roof of DHS, forming one of its so-called department components. Academically and professionally, disaster psychology contributes an important perspective to emergency management within an all-hazards and a whole-of-community approach to homeland security: Based on a general civil security perspective, it addresses the way people perceive and experience disasters, the way they react to them, and the way they recover from them. Within this context, the course explores the psychological impact of disasters and terrorist attacks on victims, families, rescuers, and society and methods of reducing negative psychological effects. Topics covered include the perception and communication of risk, psychological effects of traumatic events, and psychological interventions to reduce harmful psychological effects of disasters. Recommended Preparations: Prior graduate work in homeland security, emergency management, disaster research, or psychology. Cross-listed with: HLS 558
/Maximum of 6 SUPERVISED PRACTICE IN THE PSYCHOLOGY CLINIC, INCLUDING ASSESSMENT, THERAPY, REPORT WRITING, AND STAFF PARTICIPATION. Graduate - The Pennsylvania State University 2026-2027 1349
/Maximum of 6 Diagnosis and counseling of child-parent problems of learning and adjustment.
Conceptual foundations of principles, assessment methods, and research strategies.
Experimental and descriptive research on culture and behavior in both Western and non-Western settings.
This course examines the causes and consequences of terrorism, and the responses to terrorism from a psychological perspective, to include Christian extremism, Islamic Fundamentalism, Jihadism, Left wing extremism and Marxist terrorism, Right wing extremism, and single- issue terrorism. It draws on research from a variety of disciplines in order to examine terrorist ideologies; the motives, strategies, and behaviors of terrorists and terrorist leaders; how people come to join terrorist groups; methods of recruitment; terrorist tactics; the psychological consequences of terrorism on individuals, communities, and global societies; psychological counterterrorism; reactions to counterterrorism efforts; terrorism prevention; and possibilities for disengagement and deradicalization. Cross-listed with: INTAF 568, PLSC 568
/Maximum of 12 Historical development of theory and methods; determinants and principles of complex social or interactional behavior; contemporary problems and research.
Theory and research on the psychology of gender, emphasizing gender in social interaction, and in individual identity. PSY (WMNST) 572 Psychology of Gender (3) This seminar is a graduate-level introduction to the psychology of gender. Our goal is to understand what "gender" is, and how and when gender matters in our evaluations of ourselves and in
Clinical-child therapeutic techniques from a developmental-clinical perspective with emphasis on theoretical basis and empirical evaluation of various techniques.
Overview of major methods used in clinical assessment of infants, pre- school children, and grade-school children with emphasis on social- emotional functioning.
Designs and procedures useful in social psychology and cognate disciplines; quasiexperimental designs and analysis, field experimentation, validity of inferences.
Theory and method in research on attitude formation and change with emphasis on critical analysis. Cross-listed with: SOC 584
Overview of how social behavior and social perception (e.g., impression formation, attitudes, the self, stereotyping) are influenced by cognitive processes.
Objectives and content of psychology; organization and presentation of material; teaching aids and techniques.
/Maximum of 9 Creative projects, including nonthesis research, which are supervised on an individual basis and which fall outside the scope of formal courses.
/Maximum of 9 Formal courses given on a topical or special interest subject which may be offered infrequently; several different topics may be taught in one year or term.
/Maximum of 999 No description.
0 Credits/Maximum of 999 No description.
/Maximum of 6 Supervised training in lecture content and presentation, examination construction, and individual instruction.
/Maximum of 999 No description.
0 Credits/Maximum of 999 No description.
Students will examine the relation of cultural variations in psychological and social factors affecting the effective leadership of individuals and groups in work organizations. PSY 811 Global and Cross-Cultural Leadership (3) Contemporary organizations have become increasingly focused on both the global marketplace and global competition. Large organizations frequently have physical locations and employees in numerous countries around the globe, but many relatively small organizations compete on a global scale even if physically located in one or a few countries. One consequence of the global marketplace is that organizational leaders need a global mindset in order to be effective in their leadership roles, that is, an awareness of the impact of culture on factors such as work-related values, norms, and expectations such that cultural differences are an automatic part of leader and organization decision-making. This course provides a comprehensive examination of the psychological, social, and cultural factors that underlie expectations, preferences, and judged effectiveness of leadership practices and styles in organizations and work groups in the major cultural regions of the world. The course will focus on the development of the students' ability to think critically about the complexity of the direct, indirect, and interactive impact of these factors on leading within multinational organizations that operate worldwide. Considerable attention will be placed on the extensive findings of the major research effort related to global leadership, Project GLOBE, that assessed the expectations, preferences, and perceived effectiveness of a comprehensive set of leadership styles and behaviors in 3 industrial sectors in a total of 60 cultures located in all geographic regions of the world. Students will be able to use the Globe Project's framework of cultural differences and similarities related to organizational leadership to analyze specific cultural settings in terms of desired leadership approaches. Students will understand the paradoxical needs for both flexibility and consistency when attempting to lead with a global perspective. They will also be able to develop leadership approaches in their organizations that can achieve sufficient levels of both consistency across various global and cultural settings (needed for perceptions of fairness and predictability) and flexibility (necessary for adaptation to cultural and social differences). Students will also be exposed to research on the challenges faced by expatriate leaders who are given international assignments outside of their native cultures. Over the semester students will explore relevant examples, cases, and discussions that emphasize the application of psychological theory and research findings from varied cultural settings to the practice of leadership functions in global organizations and work situations. Some examples of the course material that will be addressed include: dimensions of national culture relevant for work organizations; research on the differences and similarities of preferred and effective leadership across dimensions of cultural differences; developing a global mindset and global leaders; leading multinational and culturally diverse teams; challenges of expatriate leadership assignments. Graduate - The Pennsylvania State University 2026-2027 1351
Students will examine the influence of leadership on the psychological and social processes related to effective decision making in work groups. PSY 812 Group Leadership and Effective Decision Making (3) Contemporary organizations can easily suffer from an "information explosion" with the ready availability of large quantities of data of possible relevance to decisions and problem-solving. Psychological research has identified numerous factors that can result in work groups' failing to make effective decisions. These factors include cognitive biases and heuristics that can be employed with little or no awareness by individuals and groups, usually to simplify information processing to make a decision quickly. They also include psychosocial factors related to how decisions are influenced by conformity, social power, and overconfidence about decision outcomes. In addition, psychological research has shown that groups do not always include effectively new information into revisions of the perceived consequences of decision alternatives. Leaders can help work groups be less influenced by such factors by use of approaches that require more in-depth processing of information and that increase group member awareness of potential biases and constraints that affect decision making. This course provides a comprehensive exploration of the psychological and social factors that underlie decision making in work groups in organizational settings, and in addition emphasizes the role that group leadership plays in making these decision processes more effective. The course focuses on the development of the students' ability to think critically about the complexity of factors that influence group decision making and the range of approaches to decision making that may be effective across various types of decisions and situational contexts. Particular attention will be paid to how group members process information related to the decision at hand and make judgments about uncertain future events. Over the semester students will be exposed to relevant examples, cases, and discussions that emphasize the application of psychological theory and research findings to the practice of leadership functions in work settings that help develop effective group decision making. Building on this knowledge, students will develop the skill to recognize and identify in specific organizational settings the cognitive and psychosocial factors that may influence information processing and decision making. They will be able to draw on these insights to develop action plans for minimizing the dysfunctional effects that certain of these factors may have on decision making, while aligning leader behaviors to support group processes that encourage decision effectiveness. Students will learn how to apply principles of in-depth information processing and evidence-based analytic processes to their own decision making.
Students will examine the influence of leadership on the psychological and social processes related to developing creative ideas and implementing them within work groups and organizations. PSY 813 Leadership for Creativity and Innovation (3) Organizations face continuous and strong pressures to be innovative with regard to all types of organizational functions. Creativity and innovation are not just important with regard to developing new products and services that organizations can offer to their customers, but with regard to developing more effective administrative, production, and delivery systems. At the same time individuals and groups within the organization
2 additional courses selected in consultation with the student's 6 adviser. Total Credits 12
Leadership research and theory most often focuses on leaders and what it takes for them to achieve results through others. However, some leadership research and theory takes a different approach by focusing more on followers and how leaders can empower those followers to achieve their own results. The purpose of this course is to explore these more follower-centric approaches to leading others, including transformational leadership, servant leadership, and authentic leadership. The course will begin with an overview of follower-centric leadership in which the concept will be contrasted with more leader-centric theories such as trait theory, authoritarian leadership, transactional leadership, and charismatic leadership. The core of the course will be divided into three units, covering transformational leadership, servant leadership, and authentic leadership. The final unit of the course will provide an opportunity for students to compare and contrast the three different approaches or styles.
Students will explore the impact of negative and destructive leader behaviors including toxic leadership, abusive supervision and leader error. PSY 816 Dysfunctional Leadership (3) Leaders face a variety of psychological, cognitive, social, and decision-making challenges in organizational life. Even the noblest leaders may be tempted by the opportunities and trappings afforded by influential leadership positions. It is necessary, then, to teach less experienced leaders about the potentially negative components of supervisory roles. As such, this course approaches the psychological processes surrounding the darker side of leadership, with specific foci on destructive leadership, toxic supervision, leader error and error recovery. The course will provide students with foundational information regarding psychological concepts of dark leadership with the aim of reducing the scope, frequency, and impact of negative leadership. Over the semester, students will be exposed to the causes and antecedents of negative leadership with a particular focus on multilevel influences. Students will also learn means and methods of appropriately and ethically recovering from errors. Learning objectives include providing a basic understanding of what factors cause destructive leadership and how to avoid potentially pit- falling situations. Emphasis will be placed on teaching students how to assess and identify contextual factors that may drive harmful leadership
Students will examine the topic of shared and collective leadership, which includes the psychological processes surrounding collective, team- based, and dyadic leadership in organizations. PSY 817 Psychology of Shared and Collective Leadership (3) Given the complexity faced by leaders in organizations, it will not always be possible to operate alone as a leader. At times, it will be beneficial to share that process with one or more other individuals, hence the growing emphasis on "we-based" leadership. With psychology serving as the disciplinary framework for the course, students will have the opportunity to learn about the process and framework of shared leadership with the express goal of allowing them to utilize this, and similar, leadership processes in their own professional careers. The course will focus on providing a broad exploration of collective leadership. In particular, it will provide an understanding of the varying approaches to understanding and thinking about shared and collective leadership. In the investigation of course material, students will be exposed to real life examples and experiences - drawing heavily on instructor and student experiences as well as chosen case studies. Learning objectives for the course will center first on providing a foundation in the relatively new concept of "we- based" leadership to students. With this foundation, students will begin to apply this knowledge to understanding the conditions under which we-based approaches are most and least effective. Finally, students will be provided with a greater understanding of the contextual factors that shape the need for we-based leadership, with a focus on sustaining long- term leadership effectiveness.
y Total Credits 9
Ethical decisions must be made by leaders at all levels of an organization. Thus, students in this course will have the opportunity to learn about important issues in ethical leadership that will provide a foundation of the basic principles of operating as an ethical leader in organizations. The term "organizations" is intentionally broadly defined and will include reference to business, non-government organizations, government entities, and non-profit entities. Specifically, students will be exposed to topics such as the role of psychological development in ethical decision making, theoretical foundations of choosing ethical pathways from the field of psychology, the role of personality and cognition in ethicality, developing and sustaining an ethical climate, ethics during crises, ethics in a global environment, and the psychological underpinnings of leading groups toward ethical ends. The course will be grounded in psychological theory, with particular emphasis on social, cognitive, and affective frameworks. Through the presentation and investigation of the course material, students will be exposed to the core principles of ethical leadership as well as a series of real-world case examples and experiences. In addition, students will share their personal experiences and work through the often challenging and difficult decisions that surround ethical leadership. These practical discussions will be couched and framed in the discipline of psychology. Such practical applications are intentional and aimed at providing a bridge between psychological theory and application. Building on these insights, the learning outcomes of the course will be to teach students to effectively and accurately assess complex leadership situations, possessing the capacity to make ethical decisions and take ethical action. Moreover, students will develop an awareness of key psychological principles guiding ethical choices and be able to apply such awareness to identify key barriers to leading ethically, with the intent of encouraging students to remove such barriers in organizations. Finally, students will possess the ability to teach others how to operate in ethically-bound ways, further enhancing the performance and sustainability of the organization.
Supervised, professionally oriented student activities that constitute the culminating experience for the program. Psychology - CA (PSYC)
Source: Pennsylvania State University-Penn State Erie-Behrend College's catalog, linked per course · table learning_unit · CourseShelf publish 59
