Psychology Course Descriptions

A survey of basic topics, concepts, and psychological principles, including child development, learning, memory, motivation, physiological influences, stress, coping, personality dynamics, social functioning, abnormal behavior, and psychotherapy. Special emphasis is given to covering disabilities, crime and violence, profiling and forensics, managing stress, psychotropic medications, addictions, brain injury, and counseling. At the end of this course, it is expected students will (a) understand the research principles that make psychology a scientific discipline; (b) be able to critically evaluate research findings; (c) understand the biological and psychological factors involved in cognitive and emotional development from birth to old age; (d) know the causes and effects of psychological disorders; (e) appreciate various psychotherapies; and (f) be capable of evaluating the use of prescription medication for treating mental disorders, among other topics.

 

Basic statistics in the behavioral sciences, including descriptive statistics, probability, correlation, one- and two-sample t-tests, one-way and two-way analysis of variance, and chi-square.

 

This is a hands-on lab designed to give students an understanding of the computer Implementation of basic statistics in the behavioral sciences. Over the course of the semester, students will learn to apply the theories and concepts of statistics using the computer software program SPSS. This course is recommended for students who wish to pursue graduate level study.

 

This course gives students exposure to the various methods used in behavioral science research including research design, data collection and analysis, and ethics. Students will have the opportunity to write a research proposal, conduct a research project, and report the results in both written and verbal formats. Students will have the opportunity to create and present on a poster similar to those done in professional psychology conferences. Prerequisite: PSYC 220.

 

This course is designed to provide students with an introductory overview of how brain processes impact behavior and psychological functioning. Course material will be discussed in the context of implications for both normal and abnormal behavior.

 

The intent of this course is to provide students with a broad range of knowledge about sexuality. Topics include: what sexuality is, basic sexual anatomy, conception, contracep­tion, attraction, variations in sexual behavior, sexual disorders, and sexual diseases. Not open to students who have taken PSYC 391L.

 

Topics include: basic principles of learning as seen in controlled laboratory studies: current research trends involving fear, frustration, partial reinforcement, etc., which have relevance for both human and animal learning: application of learning principles to everyday be­havior, self-control, and behavior problems.

 

An experimentally-oriented survey of theory and research on motivational forces governing behavior. Topics include instinct, pain, fear, frustration, incentive, cognitive consistency and dissonance, aggression, achievement, power, job motivation, and interpersonal attraction.

 

This course surveys the dominant theorists in the 20th century who have analyzed the learning process from a variety of conceptual models. In the course we also apply the theories to present issues like coping with anxiety, depression, post-traumatic stress, and psychotherapy. The theorists include Thorndike, Pavlov, Guthrie, Tolman, Hull, Skinner, Ethological Theory, Gestalt Theory, Piaget, and Bandura.

 

This course surveys research and theories on psychological factors like stress, fear, and anxiety and their impact on mental and physical well-being. Additionally, we will consider the psychological and physical health effects of behaviors like smoking, alcohol and drug abuse, exercise, and nutrition. We will also investigate the psychological impact of STDs, heart disease, diabetes, aging, and other physical conditions.

 

This course involves an extensive examination of the interface between psychology and the legal and criminal justice systems. By taking this course, students will develop an under­standing of the roles forensic psychologists perform and the tensions they experience by participating in the legal system. By examining relevant criminal cases, we will examine topics including psychologists’ contributions to understanding theories of crime, eyewitness testimony and memory, criminal profiling, repressed and recovered memories, lie detection, competency testing, the insanity defense and the death penalty, pre-trial publicity, false confessions, and jury selection among others. The course will include lecture, discussion, video and guest speakers as well as trips to local legal and criminal justice venues.

 

Drug abuse is our nation’s number one health and social problem. In this course, we will examine the use and abuse of drugs from many perspectives: social, legal, medical, phar­macological and psychological. Beginning with a basic coverage of how the brain controls behavior, we will look at how drugs interact with the brain to have such powerful effects on behavior. Topics will include the medical use of drugs (including over-the-counter and psycho-therapeutic drugs), the illegal abuse of drugs like heroin and cocaine, and the use and abuse of non-drugs like caffeine, nicotine, and alcohol. Cross-listed as NEUR 342.

 

In this course we will first examine significant overarching issues relevant to the psychol­ogy of violent crime including mental illness and violent crime, psychological effects of incarceration, adolescence and violence, psychopathy, and other causes of violent crime. Then students will choose a particular type of crime (gang violence, crimes of the wealthy, human trafficking) or a particular type of violent offender (serial killer, domestic abuser) and conduct a thorough investigation of it. Not open to students who have taken PSYC 391J.

 

This course is designed to give the student an understanding of the various theories that focus on the biological causes of a number of mental illnesses including: major depression, bipolar disorder, anxiety disorders, and schizophrenia. A major part of the course will be focused on how the current medications work and what we can learn about the possible causes of the illness based on this information. Cross-listed as NEUR 345.

 

This course surveys what is currently known about the neurobiology of psychiatric disor­ders and the use of psychoactive drugs to treat them. Starting with the basics of the brain/ behavior relationship and principles of pharmacology, we will cover the symptoms and treatment of the affective disorders, anxiety disorders, and the schizophrenias, among oth­ers. Also included will be the psychological aspects and pharmacotherapy of the neurode­generative disorders like Parkinson’s disease, Huntington’s chorea, and Alzheimer’s disease. Cross-listed as NEUR 346.

 

This course deals with how we construct a conception of physical reality from sensory experi­ence. While the primary focus will be on vision and hearing, the chemical senses (taste and smell) the somatosenses (touch, temperature, and vibration) will also be addressed. We will cover the anatomy and physiology of the various sensory receptors, the neural mechanisms of sensation, sensory representation in the brain, as well as the phenomenological experience of perception. Topics will include the ways in which illusions can fool our senses and what they tell us about how our sensory systems work. Cross-listed as NEUR 348.

 

This course will introduce you to the field of animal behavior. We will examine basic principles derived from evolution, ecology, and ethology. We will use these principles to explain how and why animals behave as they do in particular situations. We will focus on many important behaviors such as foraging, communication, migration, predator-prey interactions, mating, and parental care. Cross-listed as BIOL 349 and NEUR 349.

 

Exploration of the structure, dynamics, and development of personality as conceptual­ized by prominent theorists of different persuasions. Psycho-analytic, behavioristic trait, biological, and humanistic/existential, theoretical orientations will be compared and contrasted. The course begins with a foundation of the more traditional personality theo­ries and move on to more contemporary, innovative approaches to personality. Research findings associated with this field will also be examined.

 

The etiology, diagnosis, and treatment of psychological disorders from both traditional and contemporary viewpoints. Emphasis is placed upon comparison of alternative models of causation and treatment. Students will be encouraged to explore their own thoughts and feelings about individual differences and deviance.

 

In this course we will examine the psychological literature and ourselves as we explore the psychology of subjective well-being and happiness. We will experiment with various interventions designed to enhance our personal well-being, our strengths, and our posi­tive interactions with others. In the second half of the course, we will conduct original investigations of particular personality topics or an intensive study of an individual. Not open to students who have taken PSYC 391G.

 

Fundamentals of test construction, evaluation, and application. Tests, surveys, and in­terviews, as well as other methods of psychological assessment used in clinical, business, and counseling settings will be evaluated by class members. Students will be expected to administer and interpret several tests during the semester.

 

This course will apply the principles of psychological assessment to the workplace. The course will address different types of tests/inventories for evaluating job applicants, assess­ment measures for employee development, test fairness, test construction, and employee opinion surveying. The fundamentals of I/O psychology will be addressed in relation to psychological assessment.

 

Study of significant aspects of human development from conception through adolescence. Topics include influences upon the development of social and emotional growth, personal­ity, intellectual capacity, and the acquisition and usage of language. The relevance of these topics to parent effectiveness will be stressed.

 

Analysis of human development from young adulthood through old age. Main emphases are upon social and emotional changes associated with various stages of adult life. Crises typically encountered by individuals in their twenties, thirties, forties, etc. are discussed, including shifts in self-concept, sexual desires, attitudes toward life, conceptions of death, etc. Development during the period of old age will be stressed.

 

The influence of social factors on individual behavior, thoughts, and feelings. Topics include: attitude formation and change, altruism, aggression, attraction, conformity, interpersonal relationships, and group processes.

 

This course will survey the major theoretical and empirical approaches to the self-concept. Topics include the nature of the self, search for self-knowledge, development of the self and identity, self-esteem, and self-presentation. We will also examine how our feelings about ourselves influence our behavior and whether these feelings can be changed to produce greater happiness and life satisfaction. Through a variety of course activities, students will be invited to explore a variety of aspects of the self.

 

Consideration of the development of gender-based psychology theory by addressing both male and female issues. Topics will include gender stereotypes in the media, advertising, and literature; the changing roles of men and women in contemporary society; and per­sonal relationships from both the male and female perspective.

 

A survey of industrial psychology. Topics include worker attitudes and job satisfaction; employee motivation and work efficiency; advertisement strategies and worker attitudes/ behavior; and intervention techniques (e.g., sensitivity training and role playing); and organizational change. Discussions of personnel selection and vocational assessment/ choice will also be undertaken, along with typical roles and responsibilities of industrial psychologists in a variety of organizational settings.

 

Filmmakers and television producers have been able to capture important areas of psycho­logical experience through the shows they create. We will analyze important psychological themes as captured on film and television including such topics as characteristics of psychotherapy and mental illness, prejudice and discrimination, interpersonal attraction and relationship dissolution, aggression and violence, child development, coping mechanisms, and personality change and cultural reflections of gender. Students may apply this course toward a minor in Latin American Studies by completing a relevant course project that is approved by the instructor.

 

In this class students will explore the major paradigms that drive therapy, learn about therapy techniques from various paradigms, and discuss the ethics related to counseling and therapy. Students are expected to understand multiple therapeutic orientations, analyze the orientations strengths and weaknesses, and apply the theory to a case example. Furthermore, students will learn about the various jobs available related to counseling and therapy. This class is designed for students who are contemplating an occupation in a therapy or counseling related field.

 

Introduction to theories and research in cognitive psychology. Topics will include: perceptual organization, information processing, cognitive development, relationships between sensory analysis, perception, memory, learning, language, and problem solving. Students will also learn application of these topics to multiple career settings including business and therapy. 

 

This course is designed for students intending to pursue an Honors Thesis (PSYC 485). The seminar will review basic principles and research design and analysis. Students will be introduced to research being conducted in the Department of Psychology, and they will choose their Honors Thesis Faculty Advisor. Students will develop their thesis project to include a literature review of their topic and a method section specifying the design and procedures for conducting the research. Prerequisite: PSYC 221.

 

A course offered periodically, in an area of expertise by a member of the department. The course will concentrate on a topical area such as the psychology of violent crime; psychobiology; counseling adults; art therapy; child and adolescent psychopathology; etc. Student must take the same topical seminar to replace a previous topical seminar course failing (F) grade.

 

A course designed for students who want to review psychological literature in an area of their choice, under the supervision of a psychology faculty member. Generally, this will allow students to either become more familiar with an area covered in existing courses; or explore fields of psychology that are not part of existing curricula. This course is not designed as a substitute for taking of existing courses in the regular manner. Pass/Fail option may be required at the discretion of the instructor. Prerequisites: Junior standing and 12 credits in psychology or permission of the Department.

 

This interdisciplinary team taught course will examine the issues surrounding juveniles and the juvenile justice system. It will encompass an overview of juvenile diversion programs specifically addressing psychological and sociological developmental issues and how diversion techniques, including mentoring, may influence positive outcomes. Requirements include a service learning or academic component. Cross-listed as CJ 420

 

An opportunity for a student to engage in independent research in a specific phase of psychology. Junior or senior status required, and permission of a supervising department faculty member. Prerequisite: PSYC 221.

 

A seminar designed to provide a culminating and integrative understanding of contem­porary psychology. Students will choose a contemporary psychological issue and write a major paper synthesizing information from previous course work with current theories and research. A classroom oral presentation is also required. To be taken in the senior year. Offered spring semester only.

 

Supervised work in an applied setting. Focuses upon counseling skills (e.g., listening, empathy, feedback) and emphasizes theoretical foundations of therapy. Typically offered in the fall semester and involves experience in interviewing and/or counseling techniques, psychological assessment, behavioral management procedures, etc. May be taken more than once for up to 12 credits, only six of which may count toward the major sequence (i.e., the 33 credits required). Junior/senior standing and permission of the instructor.

 

This practicum will consist of conducting research. Students will be involved in all steps of the research process including: literature review, study design, IRB submission, data collection, statistical analysis, and professional presentation. Students are expected to present their research at a professional conference or in a professional publication. This class is designed for students planning on attending graduate school. Topics researched in this class vary based on the interests of the students and the instructor. This class may be taken up to 3 times for a total of 9 credits. Permission of the instructor is required.

 

If you have a minimum 3.5 G.P.A. in psychology courses and 3.4 G.P.A. overall, and if you have a passion for psychology and want to make an original contribution to the field, you might want to consider conducting an honors thesis in psychology. The thesis will involve an empirical study conducted by the student, using a methodology appropriate to the psychological issue under investigation. The study will be based on a proposal submitted and approved in PSYC 385. You may complete this honors thesis without being enrolled in the King’s College Honors Program. Prerequisite PSYC 385.

 

This internship experience is coordinated with the Office of Experiential Learning and a member of the psychology faculty who agrees to supervise the internship. Normally, student interns will be juniors or seniors at the time of the internship. A minimum overall G.P.A. of 2.50 is required.