2013-2014 Undergraduate Catalog

Psychology

Students may complete a major or minor in Psychology. Within the major, students may complete a concentration in neuralscience.

Faculty

Students may complete a major or minor in Psychology. Within the major, students may complete a minor in Neuroscience.

Faculty

Kimberly E. Cassidy, Interim President and Professor
Louisa C. Egan Brad, Visiting Assistant Professor
Clark R. McCauley Jr, Professor and Director of the Solomon Asch Center for Study of Ethnopolitical Conflict
Amy Michelle Neeren, Lecturer
Paul D Neuman, Senior Lecturer (on leave semester II)
Leslie Rescorla, Professor of Psychology on the Class of 1897 Professorship of Science and Director of Child Study Institute (on leave semester II)
Marc Schulz, Professor of Psychology and Rachel C. Hale Professor in the Sciences and Mathematics (on leave semester II)
Anjali Thapar, Chair and Professor
Earl Thomas, Professor
William Douglas Tynan, Lecturer
Robert H. Wozniak, Professor

The department offers the student a major program that allows a choice of courses from among a wide variety of fields in psychology: clinical, cognitive, developmental, physiological, and social. In addition to the considerable breadth offered, the program encourages the student to focus on more specialized areas through advanced coursework, seminars and especially through supervised research. Students have found that the major program provides a strong foundation for graduate work in clinical, cognitive, developmental, experimental, physiological, and social psychology, as well as for graduate study in law, medicine, and business.

Major Requirements

Major requirements in Psychology are PSYC 105 (or a one-semester introductory psychology course taken elsewhere); PSYC 205; and eight additional courses (not including the Junior Brown Bag). Majors must complete four courses at the 200 level, three courses at the 300 level, and one Senior Requirement. Majors may elect to fulfill their Senior Requirement with PSYC 399 (Senior Seminar in Psychology) or by completing two semesters of supervised research (PSYC 401 or PSYC 403).

Majors may substitute advance placement credit (score of 5 on the Psychology Advanced Placement exam) for PSYC 105. In general, courses at the 200 level survey major content areas of psychological research. With the exception of PSYC 205, all 200-level courses require PSYC 105 or the permission of the instructor. Courses at the 300 level typically have a 200-level survey course as a prerequisite and offer either specialization within a content area or integration across areas. PSYC 399, 401, and 403 are senior capstone courses and are intended to provide psychology majors with an intensive and integrative experience in psychology to culminate their undergraduate careers.

The Psychology major requires one course with a laboratory. The laboratory requirement is typically fulfilled by PSYC 105. If a student takes introductory psychology elsewhere, and the course has no laboratory, or the student receives advanced placement credit for introductory psychology, then a laboratory course at the 200 or 300 level can be taken to fulfill the laboratory requirement. Students who take Haverford courses with the half credit laboratory attachments may count the laboratory portion of the course toward fulfilling the lab requirement for the Bryn Mawr major (Note: PSYC 205 can not be used to fulfill the laboratory requirement).

Majors are also required to attend a one-hour, weekly brown bag in the junior year for one semester. This requirement is designed to sharpen students’ analytical and critical thinking skills, to introduce students to faculty members’ areas of research, to provide additional opportunities for student-faculty interactions, and to build a sense of community.

Advising

The selection of courses to meet the major requirements is made in consultation with the student’s major adviser. Any continuing faculty member can serve as a major adviser. It is expected that the student will sample broadly among the diverse fields represented in the curriculum. Courses outside the department may be taken for major credit if they satisfy the above descriptions of 200-level and 300-level courses and are approved by the student’s major adviser. Students should contact their major adviser about major credit for a course outside the department before taking the course.

Honors

Departmental honors (called Honors in Research in Psychology) are awarded on the merits of a report of research (the design and execution; and the scholarship exhibited in the writing of a paper based on the research). To be considered for honors, students must have a grade point average in psychology of 3.6 or higher at the end of the fall semester of the senior year.

Haverford College Courses that Count toward the Major

Certain courses currently offered at Haverford College may be substituted for the equivalent Bryn Mawr courses for purposes of the Bryn Mawr psychology major.

Introductory psychology at Haverford may be substituted for PSYC 105. PSYC 200 at Haverford may be substituted for PSYC 205.

The following courses at Haverford will count as 200-level courses for the major:

PSYC H213 (Memory and Cognition)
PSYC HH215 (Introduction to Personality Psychology)
PSYC H217 (Biological Psychology)
PSYC H224 (Social Psychology)
PSYC H238 (Psychology of Language)
PSYC H260 (Cognitive Neuroscience)

The following courses at Haverford will count as 300-level courses for the major:

PSYC H214 (Psychology of Adolescence)
PSYC H220 (The Psychology of Time)
PSYC H221 (The Primate Origins of Society)
PSYC H222 (Evolution and Behavior)
PSYCH H225 (Self and Identity)
PSYC H240 (Psychology of Pain and Pain Inhibition)
PSYC H250 (Biopsychology of Emotion and Personality)
PSYC H311 (Advanced Personality Psychology: Freud)
PSYC H325 (The Psychology of Close Relationships)
PSYC H340 (Human Neuropsychology)
PSYC H350 (Biopsychology of Stress)
PSYC H370 (Neuroscience of Mental Illness).

Students who take Haverford courses with the half credit laboratory attachments may count the lab portion of the course toward fulfilling the advanced lab requirement for the Bryn Mawr major.

Minor Requirement

A student may minor in Psychology by taking PSYC 105 and PSYC 205 and any other four courses that meet the requirements of the major.

Minor in Neuroscience

Students majoring in psychology can minor in Neuroscience. The minor comprises six courses: one gateway course (Behavioral Neuroscience BMC PSYC 218, Biological Psychology HC PSYC 217, or Introduction to Neuroscience BMC BIO 202), plus five additional courses. The five courses must sample from three different disciplines and at least one course must be at the 300-level or higher. Additional information for the minor is listed on the Psychology Department’s website.

Minor in Computational Methods

Students majoring in psychology can minor in computational methods.The minor consists of one gateway course (Introduction to Computer Science, CS 110 or CS 205), a course in data structures (CS 206) and discreet mathematics (CS 231), plus three additional courses. Additional information for the minor is listed on the Computer Science Department’s website.

Minor in Child and Family Studies

Students majoring in psychology can minor in Child and Family Studies. The minor comprises six courses: one gateway course (Developmental Psychology PSYC 206, Educational Psychology PSYC 203, Critical Issues in Education EDUC 200, or Study of Gender in Society (SOCL 201), plus five additional courses, at least two of which must be outside of the major department and at least one of which must be at the 300 level. Additional information for the minor is listed on the Child and Family Studies’s website.

COURSES

PSYC B105 Introductory Psychology
How do biological predispositions, life experiences, culture, contribute to individual differences in human and animal behavior? This biopsychosocial theme will be examined by studying both “normal” and “abnormal” behaviors in domains such as perception, cognition, learning, motivation, emotion, and social interaction thereby providing an overview of psychology’s many areas of inquiry. Students will select one two-hour lab meeting per week.
Requirement(s): Division II with Lab
Approach: Quantitative Readiness Required (QR); Scientific Investigation (SI)
Units: 1.0
Instructor(s): Thomas,E., Rescorla,L.
(Spring 2014)

PSYC B120 Focus: Psychology of Terrorism
Introduction to the psychology of terrorism. Each week will include reading and a film introducing a different case history: Mohammed Atta, Timothy McVeigh and Terry Nichols, Weather Underground, Baader-Meinhof Gang, Battle of Algiers, Shaheed, Al-Qaeda and bin Laden. Text is Friction: How radicalization happens to them and us (McCauley & Moskalenko, 2011). Each student posts each week on Moodle a max-300-word essay identifying mechanisms of radicalization in the case history, and a comment on one other student’s post. Grading includes clicker quizzes, posts, comments, and an optional final paper. This is a half-semester “focus course,” no prerequisites.
Requirement(s): Division I: Social Science
Units: 0.5
Instructor(s): McCauley,C.
(Spring 2014)

PSYC B125 Focus: Psychology of Genocide
Introduction to the psychology of genocide, including perpetrators, leaders, and mass sympathizers. Each week will include reading and a film introducing a difference case history: Cherokee Removal, Armenian Removal, Holocaust, Rwanda, Pol Pot, Khymer Rouge Killers, Darfur-Sudan. Text is Why not kill them all? The logic and prevention of mass political murder (Chirot & McCauley, 2010 paperback). Each student posts each week on Moodle a max-300-word essay identifying mechanisms of radicalization in the case history, and a comment on one other student’s post. Grading includes clicker quizzes, posts, comments, and an optional final paper. This is a half-semester “focus course,” no prerequisites.
Requirement(s): Division I: Social Science
Units: 0.5
Instructor(s): McCauley,C.
(Spring 2014)

PSYC B160 Focus: Psychology of Negotiations
Explores the psychology, art, and science of negotiations. The core of the course is a series of seven simulations designed to allow students to experiment with negotiation techniques. Debriefings and discussions of negotiation theory and behavioral research complement the simulations. This is a half-semester, 0.5 unit course.
Requirement(s): Division I: Social Science
Approach: Course does not meet an Approach
Units: 0.5
Instructor(s): Egan Brad,L.
(Spring 2014)

PSYC B201 Learning/Behavior Analysis
This course covers the basic principles of behavior, and their application to the understanding of the human condition. Topics include the distinction between closed-loop (selection by consequences) and open-loop (elicitation and adjunctive behavior) relations, the distinction between contingency-shaped behavior and behavior under instructional control, discrimination and concept formation, choice, functional analysis of verbal behavior and awareness and problem solving. Behavior Analysis is presented as a distinct research methodology with a distinct language, as well as a distinct theoretical approach within psychology.
Requirement(s): Division II: Natural Science
Approach: Scientific Investigation (SI)
Counts towards: Neuroscience
Units: 1.0
(Not Offered 2013-14)

PSYC B203 Educational Psychology
Topics in the psychology of human cognitive, social, and affective behavior are examined and related to educational practice. Issues covered include learning theories, memory, attention, thinking, motivation, social/emotional issues in adolescence, and assessment/learning disabilities. This course provides a Praxis Level I opportunity. Classroom observation is required. Prerequisite: Introductory Psychology (PSYC 105)
Requirement(s): Division I: Social Science
Counts towards: Child and Family Studies; Praxis Program
Units: 1.0
Instructor(s): Cassidy,K.
(Fall 2013)

PSYC B205 Experimental Methods and Statistics
An introduction to experimental design, general research methodology, and the analysis and interpretation of data. Emphasis will be placed on issues involved with conducting psychological research. Topics include descriptive and inferential statistics, experimental design and validity, analysis of variance, and correlation and regression. Each statistical method will also be executed using computers. Lecture three hours, laboratory 90 minutes a week.
Requirement(s): Division I or Quantitative
Approach: Quantitative Methods (QM); Scientific Investigation (SI)
Units: 1.0
Instructor(s): Thapar,A.
(Spring 2014)

PSYC B206 Developmental Psychology
A topical survey of psychological development from infancy through adolescence, focusing on the interaction of personal and environmental factors in the ontogeny of perception, language, cognition, and social interactions within the family and with peers. Topics include developmental theories; infant perception; attachment; language development; theory of mind; memory development; peer relations, schools and the family as contexts of development; and identity and the adolescent transition. Prerequisite: PSYCB105 or PSYCH100
Requirement(s): Division I: Social Science
Counts towards: Child and Family Studies
Units: 1.0
Instructor(s): Egan Brad,L.
(Spring 2014)

PSYC B208 Social Psychology
A survey of theories and data in the study of human social behavior. Special attention to methodological issues of general importance in the conduct and evaluation of research with humans. Topics include group dynamics (conformity, leadership, encounter groups, crowd behavior, intergroup conflict); attitude change (consistency theories, attitudes and behavior, mass media persuasion); and person perception (stereotyping, essentializing, moral judgment). Prerequisite: Introductory Psychology (PSYC 105) or equivalent, or instructor’s permission.
Requirement(s): Division I: Social Science
Approach: Scientific Investigation (SI)
Units: 1.0
Instructor(s): McCauley,C.
(Fall 2013)

PSYC B209 Abnormal Psychology
This course will cover the main psychological disorders manifested by individuals as they develop across the life span. The semester will begin with an historical overview of how psychopathology has been conceptualized and treated across many centuries of Western history. The course will then review the assumptions of the major models which have been formulated to explain psychopathology: the biological, the psychodynamic, the behavioral, and the cognitive. We will begin with childhood and adolescent disorders and then cover the main disorders of adults. Among the disorders covered will be: attention deficit disorder, anorexia/bulimia, conduct disorder/antisocial personality, borderline personality disorder, anxiety disorders, psychophysiological disorders, substance abuse, depression, and schizophrenia. For each disorder, we will explore issues of classification, theories of etiology, risk and prevention factors, research on prognosis, and studies of treatment. Prerequisite: Introductory Psychology (PSYC 105).
Requirement(s): Division I: Social Science
Counts towards: Child and Family Studies; Neuroscience
Units: 1.0
Instructor(s): Neeren,A.
(Spring 2014)

PSYC B212 Human Cognition
This course deals with the scientific study of human cognition. Topics include perception, pattern recognition, attention, memory, visual imagery, language, reasoning, decision making, and problem solving. Historical as well as contemporary perspectives will be discussed, and data from cognitive psychology, cognitive neuroscience, and computational modeling will be reviewed. The laboratory consists of experiments related to these topics. Lecture three hours, laboratory 90 minutes a week. Prerequisite: Introductory Psychology (PSYC 105)
Requirement(s): Division II with Lab
Approach: Scientific Investigation (SI)
Counts towards: Neuroscience
Units: 1.0
Instructor(s): Thapar,A.
(Fall 2013)

PSYC B214 Applied Behavior Analysis
This course covers the basic principles of behavior and their relevance and application to clinical problems. Applied Behavior Analysis is an empirically-based treatment approach focusing less on treatment techniques and more on treatment evaluation. The course covers the techniques used (data gathering and analysis) to determine the effectiveness of treatments while in progress. To do this, examples of human problems may include eating disorders, anxiety disorders, addictive behavior, autistic behavior, attention deficit hyperactivity disorder and oppositional/conduct disorder.
Requirement(s): Division I: Social Science
Approach: Scientific Investigation (SI)
Units: 1.0
Instructor(s): Neuman,P.
(Fall 2013)

PSYC B218 Behavioral Neuroscience
An interdisciplinary course on the neurobiological bases of experience and behavior, emphasizing the contribution of the various neurosciences to the understanding of basic problems of psychology. An introduction to the fundamentals of neuroanatomy, neurophysiology, and neurochemistry with an emphasis upon synaptic transmission; followed by the application of these principles to an analysis of sensory processes and perception, emotion, motivation, learning, and cognition. Lecture three hours a week. Prerequisite: Introductory Psychology (PSYC 105).
Requirement(s): Division II: Natural Science
Counts towards: Neuroscience
Units: 1.0
Instructor(s): Thomas,E.
(Fall 2013)

PSYC B224 Cross-Cultural Psychology
Explores human behavior as a product of cultural context. Why are some aspects of human behavior the same across cultures, while others differ? Topics include the relationships between culture and development, cognition, the self, and social behaviors. Discussions include implications of cross-cultural psychology for psychological theory and applications. Pre-requites: ANTH101, PSYCB105, PSYCH100, SOCL102 or permission of instructor
Requirement(s): Division I: Social Science
Approach: Cross-Cultural Analysis (CC)
Units: 1.0
Instructor(s): Egan Brad,L.
(Fall 2013)

PSYC B240 Evolution of Human Nature
Explores human nature as a product of evolutionary processes. The course will begin by introducing the evolutionary perspective and the roles of sex and mating strategies within the context of the animal kingdom. Topics will include the evolutionary origins of altruism, social structures, language, domestic and intergroup violence, and religion. Prerequisite: ANTH101, BIOL101, ECON105, PSYCB105, PSYCH100, SOCL102, or permission of instructor
Requirement(s): Division I: Social Science
Units: 1.0
Instructor(s): Egan Brad,L.
(Spring 2014)

PSYC B250 Autism Spectrum Disorders
Focuses on theory of and research on Autism Spectrum Disorders (ASD). Topics include the history of autism; classification and diagnosis; epidemiology and etiology; major theories; investigations of sensory and motor atypicalities, early social communicative skills, affective, cognitive, symbolic and social factors; the neuropsychology of ASD; and current approaches to intervention. Prerequisite: Introductory Psychology (PSYC 105).
Counts towards: Child and Family Studies
Units: 1.0
Instructor(s): Wozniak,R.
(Fall 2013)

PSYC B257 Identity under Pressure
This course explores psychological understandings of identity formation and change, particularly in times of upheaval and migration. Examples of identity formation will be drawn from psychological studies, the family histories of class participants, oral history projects, and the experiences of Jews in Hamburg, Germany before and during World War II.
Units: 1.0
(Not Offered 2013-14)

PSYC B260 The Psychology of Mindfulness
This course focuses on psychological theory and research on mindfulness and meditative practices. Readings and discussion will introduce students to modern conceptualizations and implementation of mindfulness practices that have arisen in the West. Students will be encouraged to engage in mindfulness activities as part of their involvement in this 360.
Approach: Course does not meet an Approach
Units: 1.0
Instructor(s): Schulz,M.
(Fall 2013)

PSYC B288 Laboratory in Social Psychology
This laboratory course will offer experience in designing and conducting research in social psychology, statistical analysis of research results, and research reporting in the style of a journal article in psychology. Each student will participate in two research projects. This is a 0.5 unit course that meets for the full semester. Prerequisites: Introductory Psychology (PSYC 105 or equivalent) and Statistics (PSYC 205 or equivalent).
Requirement(s): Division I: Social Science
Approach: Quantitative Readiness Required (QR); Scientific Investigation (SI)
Units: 0.5
Instructor(s): McCauley,C.
(Fall 2013)

PSYC B301 Advanced Research Methods
This course focuses on psychology research and design methodology. An important purpose of the course is to help students with their undergraduate thesis research. Topics include: internal and external validity, reliability, strengths and weaknesses of various methods (survey, case, observational, and experimental), data coding, levels of measurement, research ethics, and data analysis.
Units: 1.0
(Not Offered 2013-14)

PSYC B308 Adult Development and Aging
The course broadly explores the biological, psychological, and social aspects of aging into middle and late adulthood for individual, families, communities, and society at large. This is accomplished through exploration of a.) the psychological and social developmental challenges of adulthood, b.) the core biological changes that accompany this stage of life, c.) research methodology for inquiry into aging, d.) the demands and impact on care givers and families, e.) psychopathology common in older adults, f.) social welfare policies and programs designed to ameliorate stress and promote well-being among older adults, and g.) the political, social, and academic discourse around the concept of aging successfully in the 21st century. Throughout the course, the experience of aging, and the ways in which this experience differs by race, ethnicity, gender, class, culture, and sexual orientation are considered. This course builds on theory, knowledge, and skills of social work with older adults introduced in Foundation Practice and Human Behavior in the Social Environment I and III. This course is relevant to the clinical, management, and policy concentrations, in that it focuses on the concepts, theories, and policies central to effective assessment and intervention with older adults.
Crosslisting(s): SOWK-B308
Units: 1.0
(Not Offered 2013-14)

PSYC B310 Advanced Developmental Psychology
This course details theory and research relating to the development of children and adolescents with family, school, and cultural contexts. We examine topics including (but not limited to): developmental theory, infant perception, language, attachment, self-awareness, social cognition, symbolic thought, memory, parent-child relations, peer relations, and gender issues. Prerequisite: PSYC 206 or permission of the instructor.
Units: 1.0
Instructor(s): Wozniak,R.
(Spring 2014)

PSYC B312 History of Modern American Psychology
An examination of major 20th-century trends in American psychology and their 18th- and 19th-century social and intellectual roots. Topics include physiological and philosophical origins of scientific psychology; growth of American developmental, comparative, social, and clinical psychology; and the cognitive revolution. Prerequisite: any 200-level survey course.
Units: 1.0
Instructor(s): Wozniak,R.
(Fall 2013)

PSYC B322 Culture and Development
This course focuses on development and enculturation within nested sets of interacting contexts (e.g. family, village, classroom/work group, peer group, culture). Topics include the nature of culture, human narrativity, acquisition of multiple literacies, and the way in which developing mind, multiple contexts, cultures, narrativity, and literacies help forge identities. Prerequisites: PSYC 105 and PSYC 206, or Permission of the Instructor
Requirement(s): Division I: Social Science
Approach: Cross-Cultural Analysis (CC)
Counts towards: Child and Family Studies
Units: 1.0
Instructor(s): Wozniak,R.
(Spring 2014)

PSYC B323 Advanced Topics in Cognitive Neuroscience
This is a topics course. Course content will vary. A seminar course dealing with state-of-the-art developments in the cognitive neuroscience of human memory. We will cover topics related to the cognitive and neural architecture of working memory, episodic memory, semantic memory, false memory, and various forms of non-declarative memory. A strong emphasis will be placed on studies utilizing functional neuroimaging, neuropsychological investigations, and animal models. Prerequisite: a course in cognition (PSYC B212, PSYC H213, PSYC H260) or behavioral neuroscience (either PSYC B218 or PSYC H217).
Counts towards: Neuroscience
Units: 1.0
(Not Offered 2013-14)

PSYC B325 Judgment and Decision-Making
This course will explore the psychology of reasoning and decision-making processes in depth. We will examine affective, cognitive, and motivational processes, as well as recent research in neuroscience. Among other topics, we will discuss notions of rationality and irrationality, accuracy, heuristics, biases, metacognition, evaluation, risk perception, and moral judgment. Prerequisites: ECONB136, ECONH203, PSYCB205 or PSYCH200, and PSYCB212, PSYCH260 or permission of instructor.
Requirement(s): Division I: Social Science
Units: 1.0
Instructor(s): Egan Brad,L.
(Fall 2013)

PSYC B326 From Channels to Behavior
Introduces the principles, research approaches, and methodologies of cellular and behavioral neuroscience. The first half of the course will cover the cellular properties of neurons using current and voltage clamp techniques along with neuron simulations. The second half of the course will introduce students to state-of-the-art techniques for acquiring and analyzing data in a variety of rodent models linking brain and behavior. Prerequisites: one semester of BIOL 110-111 and one of the following: PSYC 218, PSYC 217 at Haverford, or BIOL 202.
Requirement(s): Division II: Natural Science
Counts towards: Neuroscience
Crosslisting(s): BIOL-B326
Units: 1.0
(Not Offered 2013-14)

PSYC B340 Women’s Mental Health
This course will provide an overview of current research and theory related to women’s mental health. We will discuss psychological phenomena and disorders that are particularly salient to and prevalent among women, why these phenomena/disorders affect women disproportionately over men, and how they may impact women’s psychological and physical well-being. Psychological disorders covered will include: depression, eating disorders, dissociative identity disorder, borderline personality disorder, and chronic pain disorders. Other topics discussed will include work-family conflict for working mothers, the role of sociocultural influences on women’s mental health, and mental health issues particular to women of color and to lesbian women. Prerequisite: PSYC B209 or PSYC B351 (or equivalent 200-level course).
Requirement(s): Division I: Social Science
Counts towards: Child and Family Studies; Gender and Sexuality Studies
Units: 1.0
(Not Offered 2013-14)

PSYC B346 Pediatric Psychology
This course uses a developmental-ecological perspective to understand the psychological challenges associated with physical health issues in children. The course explores how different environments support the development of children who sustain illness or injury and will cover topics including: prevention, coping, adherence to medical regimens, and pain management. The course will consider the ways in which cultural beliefs and values shape medical experiences. Prerequisite: PSYC B206 highly recommended.
Requirement(s): Division I: Social Science
Counts towards: Child and Family Studies
Units: 1.0
Instructor(s): Tynan,W.
(Fall 2013)

PSYC B350 Developmental Cognitive Disorders
This course uses a developmental and neuropsychological framework to study major development cognitive disorders manifested by children and adolescents, such as language delay/impairment, specific reading disability, math disability, nonverbal learning disability, intellectual disability, executive function disorder, autism, and traumatic brain injury. Cognitive disorders are viewed in the context of the normal development of language, memory, attention, reading, quantitative abilities, and executive functions. Students enrolled in the course will learn about the assessment, classification, outcome, remediation, and education of the major cognitive disorders manifested by children and adolescents. Students will participate in a course-related Praxis placement approximately 3 - 4 hours a week.
Counts towards: Child and Family Studies; Praxis Program
Units: 1.0
(Not Offered 2013-14)

PSYC B351 Developmental Psychopathology
This course will examine emotional and behavioral disorders of children and adolescents, including autism, attention deficit disorder, conduct disorder, phobias, obsessive-compulsive disorder, depression, anorexia, and schizophrenia. Major topics covered will include: contrasting models of psychopathology; empirical and categorical approaches to assessment and diagnosis; outcome of childhood disorders; risk, resilience, and prevention; and therapeutic approaches and their efficacy .Prerequisite: PSYC 206 or 209.
Counts towards: Child and Family Studies
Units: 1.0
(Not Offered 2013-14)

PSYC B352 Advanced Topics in Developmental Psychology
This is a topics course. Topics vary. Prerequisite: PSYC 206 or the consent of the instructor.
Requirement(s): Division II with Lab
Counts towards: Child and Family Studies
Units: 1.0
(Not Offered 2013-14)

PSYC B358 Political Psychology of Group Identification
This seminar explores the common interests of psychologists and political scientists in ethnic identification and ethnic-group conflict. Rational choice theories of conflict from political science will be compared with social psychological theories of conflict that focus more on emotion and essentializing. These theories will be applied to Western interventions in the Balkans. Each student will contribute a 350-word post in response to each reading assignment, and represent that post in seminar discussion of the reading. Each student will write a final paper applying these theories to a case of ethnic conflict chosen by agreement with the instructor. Grading includes posts, participation in discussion, and the final paper. Prerequisite: PSYC 208 or two semesters of political science, or instructor’s permission.
Counts towards: Peace, Conflict, and Social Justice Studies
Crosslisting(s): POLS-B358
Units: 1.0
Instructor(s): McCauley,C.
(Spring 2014)

PSYC B375 Movies and Madness: Abnormal Psychology Through Films
This writing-intensive seminar (maximum enrollment = 16 students) deals with critical analysis of how various forms of psychopathology are depicted in films. The primary focus of the seminar will be evaluating the degree of correspondence between the cinematic presentation and current research knowledge about the disorder, taking into account the historical period in which the film was made. For example, we will discuss how accurately the symptoms of the disorder are presented and how representative the protagonist is of people who typically manifest this disorder based on current research. We will also address the theory of etiology of the disorder depicted in the film, including discussion of the relevant intellectual history in the period when the film was made and the prevailing accounts of psychopathology in that period. Another focus will be how the film portrays the course of the disorder and how it depicts treatment for the disorder. This cinematic presentation will be evaluated with respect to current research on treatment for the disorder as well as the historical context of prevailing treatment for the disorder at the time the film was made. Prerequisite: PSYC B209.
Requirement(s): Division III: Humanities
Units: 1.0
Instructor(s): Rescorla,L.
(Fall 2013)

PSYC B395 Psychopharmacology
A study of the role of drugs in understanding basic brain-behavior relations. Topics include the pharmacological basis of motivation and emotion; pharmacological models of psychopathology; the use of drugs in the treatment of psychiatric disorders such as anxiety, depression, and psychosis; and the psychology and pharmacology of drug addiction. Prerequisite: PSYC 218.
Units: 1.0
Instructor(s): Thomas,E.
(Spring 2014)

PSYC B396 Topics in Neuroscience
A seminar course dealing with current issues in neuroscience. It provides advanced students minoring in neuroscience with an opportunity to read and discuss in depth seminal papers that represent emerging thought in the field. In addition, students are expected to make presentations of their own research.
Counts towards: Neuroscience
Crosslisting(s): BIOL-B396
Units: 1.0
(Not Offered 2013-14)

PSYC B399 Senior Seminar
This seminar is intended to serve as a capstone experience for senior psychology majors who have opted not to do a senior thesis. The focus of the seminar will be on analyzing the nature of public discourse (coverage in newspapers, magazines, on the internet) on a variety of major issues, identifying material in the psychological research literature relating to these issues, and to the extent possible relating the public discourse to the research.
Units: 1.0
Instructor(s): Wozniak,R.
(Spring 2014)

PSYC B401 Supervised Research in Neural and Behavioral Sciences
Laboratory or field research on a wide variety of topics. Students should consult with faculty members to determine their topic and faculty supervisor, early in the semester prior to when they will begin.
Units: 1.0
Instructor(s): Dept. staff, TBA
(Fall 2013)

PSYC B401 Supervised Research in Neural and Behavioral Sciences
Laboratory or field research on a wide variety of topics. Students should consult with faculty members to determine their topic and faculty supervisor, early in the semester prior to when they will begin.
Units: 1.0
Instructor(s): Dept. staff, TBA
(Spring 2014)

PSYC B403 Supervised Research
Laboratory or field research on a wide variety of topics. Students should consult with faculty members to determine their topic and faculty supervisor, early in the semester prior to when they will begin.
Units: 1.0
Instructor(s): Dept. staff, TBA
(Fall 2013)

PSYC B403 Supervised Research
Laboratory or field research on a wide variety of topics. Students should consult with faculty members to determine their topic and faculty supervisor, early in the semester prior to when they will begin.
Units: 1.0
Instructor(s): Dept. staff, TBA
(Spring 2014)

PSYC B425 Praxis III: Independent Study
Praxis III courses are Independent Study courses and are developed by individual students, in collaboration with faculty and field supervisors. A Praxis courses is distinguished by genuine collaboration with fieldsite organizations and by a dynamic process of reflection that incorporates lessons learned in the field into the classroom setting and applies theoretical understanding gained through classroom study to work done in the broader community.
Counts towards: Praxis Program
Units: 1.0
(Not Offered 2013-14)

PSYC B501 Research Methods
This course deals with psychology research and design methodology. An important purpose of this course is to help graduate students begin their predissertation research projects. Topics include: internal and external validity, reliability, characteristics of various methods (survey, case, observational, and experimental), data coding, levels of measurement, research ethics, and publication. Open only to 1st year graduate students in the Clinical-Developmental psychology graduate program.
Units: 1.0
(Not Offered 2013-14)

PSYC B502 Multivariate Statistics
This course is designed to introduce students to advanced statistical techniques that are becoming increasingly important in developmental, clinical and school psychology research. We focus on understanding the advantages and limitations of common multivariate analytic techniques that permit simultaneous prediction of multiple outcomes. Emphasis is placed on helping students critically evaluate applications of these techniques in the literature and the utility of applying these techniques to their own work. Topics covered include path modeling, ways of analyzing data collected over multiple points in time (e.g., a growth curve capturing change in a developmental variable during childhood), confirmatory factor analysis, and measurement models. Students use existing data sets to gain experience with statistical software that can be used for multivariate analyses.
Units: 1.0
Instructor(s): Schulz,M.
(Fall 2013)

PSYC B508 Social Psychology
Provides an introduction to basic social psychological theories and research. Topics covered include: group dynamics, stereotypes and group conflict, attitude measurement, and attitudes and behavior. An emphasis is placed on research methods in the study of social psychology.
Units: 1.0
Instructor(s): McCauley,C.
(Fall 2013)

PSYC B510 Developmental Psychology
This course provides an overview of theory and research relating to the development of children and adolescents within family, school, and cultural contexts and thus serves as a foundation for future work in the department. Following an overview of major developmental theories, we examine topics such as infant perception, infant sociality, prelinguistic communication, attachment, language development, the development of self awareness, early social cognition and theory of mind, conceptual change, memory and learning, parent-child relations, peer relations and gender issues, self-concept and self-perception, moral development, logical thinking, and identity formation. Topics are examined within a multicultural, ecological, and developmental framework.
Units: 1.0
(Not Offered 2013-14)

PSYC B512 Human Cognition
This course explores the cognitive bases of behavior, emphasizing information processing approaches. Major areas of cognitive psychology are surveyed. These areas include perception, attention, memory, language, and thinking and decision making.
Units: 1.0
(Not Offered 2013-14)

PSYC B529 Cognitive/Neuropsychology
This course explores the cognitive bases of behavior, emphasizing an information processing approach. The major areas of cognitive psychology are surveyed. These areas include perception, attention, memory, language, and thinking and decision making. The application of basic knowledge in these areas to developmental and clinical psychology is also explored. In addition, the course deals with the basics of human neuropsychology, providing an introduction to disorders of language, spatial processing, memory, emotion, and planning/attention as a result of brain injury.
Units: 1.0
(Not Offered 2013-14)

PSYC B540 Intro to Psychological Assmt: Intelligence & Perception
This course introduces current approaches to identifying the educational needs of children and adolescents through psychological assessment. The major topics include: theoretical conceptualizations of intelligence and learning disabilities/differences within a developmental framework, psychometric concepts as they apply directly to the assessment process, and the use of norm-referenced measures of cognition and informational processing in concert with observations, clinical interviews, and other qualitative information about the strengths and needs of students. Additional topics include issues of culture in assessment, differential validity of standardized tests, the role of dynamic assessment approaches, and multiple perspectives on current classification systems. Assignments entail practice in the administration, scoring, interpretation, and integration of selected cognitive and information processing measures, as well as the communication of findings and their implications.
Units: 1.0
(Not Offered 2013-14)

PSYC B541 Psychoeducational & Personality Assessment
This course serves as a continuation of Psych 540 with emphasis on the assessment of academic skill development, social/emotional functioning, and behavioral functioning with the purpose of aiding in the development of appropriate remedial strategies and clinical recommendations. This course will include an overview of the reading process, and the acquisition of math and writing skills. Students will be introduced to standardized measures of academic assessment as well as informal, curriculum-based, and response to interventions methods of assessment of learning disabilities/differences. Students will also be exposed to a variety of diagnostic and assessment tools utilized for the assessment of social/emotional and behavioral issues including rating scales, observations, interviews, questionnaires, and projective measures. This course will also introduce the students to current approaches in the assessment and/or diagnosis of several specific disorders including Attention Deficit/Hyperactivity Disorder, Autism Spectrum Disorder, and Nonverbal Learning Disabilities. Interpretation and integration of information will be emphasized throughout. Assignments include weekly readings, practice psycho-educational reports, and a final take-home exam.
Units: 1.0
(Not Offered 2013-14)

PSYC B551 Developmental Psychopathology
An examination of research and theory addressing the origins, course, and consequences of maladaptive functioning in children, adolescents, and families. Major forms of childhood and adolescent psychopathology (e.g., antisocial behavior, attention deficit hyperactivity disorder, and depression) are examined and faimly-based risk factors for psychopathology, such as parenting quality and marital conflict, are explored. An important focus of the course is on the identification of risk and protective factors for psychopathology. Topics covered include contrasting models of psychopathology; assessment and classification of childhood disorders; models of individual and family risk; social and cultural factors influencing the development of psychopathology; and therapeutic efforts to prevent or ameliorate disorders.
Units: 1.0
(Not Offered 2013-14)

PSYC B561 Intro. to Psychotherapy
This course provides an introduction to the principles and practice of individual psychotherapy with an emphasis on working with children and adolescents. Students are encouraged to think critically about the nature and process of psychotherapy and to apply creatively their knowledge and skills to the task of helping those in need. emphasis is placed on formulating therapeutic goals and conceptualizing therapeutic change. The course provides an overview of dominant conceptualizations of therapy, especially psychodynamic and cognitive/behavioral approaches. Therapeutic techniques and challenges in work with children and adolescents are presented. Concurrent with the course, students have an introductory therapy experience in a school or clinic in which they conduct psychotherapy with one or two clients and receive supervision.
Units: 1.0
(Not Offered 2013-14)

PSYC B595 Psychopharmacology
A study of the role of drugs in understanding basic brain-behavior relations. Topics include the pharmacological basis of motivation and emotion; pharmacological models of psychopathology; the use of drugs in the treatment of psychiatric disorders such as anxiety, depression, and psychosis; and the psychology and pharmacology of drug addiction. Prerequisite: PSYC 218.
Units: 1.0
(Not Offered 2013-14)

PSYC B612 Historical Issues in Clinical Developmental Psychology
Familiarizes students with 20th century developments in clinical psychology and with the 18th and 19th century social and intellectual trends from which they emerged. Topics include: Mesmerism and the rise of dynamic psychiatry in Europe and America; changing patterns in the institutionalization of the insane; the Bost Group (James, Prince, Sidis) and the development of abnormal psychology and psychotherapy; the American reception of psychoanalysis; the Mental Hygiene and Child Guidance movements; the growth of psychometrics; personality theories and theorists; and trends in the professionalization of clinical psychology after WWII.
Units: 1.0
Instructor(s): Wozniak,R.
(Fall 2013)

PSYC B623 Family, School, and Culture
This course will explore three central domains of a child’s life - family, the school and how culture influences and is influenced by both. The readings are both theoretical and clinical in nature, designed to provide the student with a broad introductory grasp of the central ideas, research and concepts in each domain. In addition, theory and research are linking with clinical practice for psychologist working in schools or treating children with school problems.
Units: 1.0
(Not Offered 2013-14)

PSYC B642 Consultation & Practice Issues in School Psychology
The third and final course in the CDPP psychological assessment sequence, this course prepares students for the professional practice of clinical developmental and school psychology. The course deals with models of special education; consultation approaches in school psychology; categories of exceptionality; multicultural issues in the delivery of school psychology services; principles of educational psychology; the structure and organization of schools; and assessment of preschoolers. The class includes a weekly “Diagnostic and Personality Assessment Lab”. While taking this course, and continuing through the second semester, each student works in an assessment practicum in a school, clinic, or pupil service agency. In small weekly lab groups, which are held throughout the academic year, students and instructors discuss ongoing cases and consider such clinical issues as test selection, scoring, report writing, working with parents, consultation, and programming recommendations.
Units: 1.0
(Not Offered 2013-14)

PSYC B660 Family Therapy
This course introduces students to the theoretical and practical foundations of treating couples and families from a systems perspective. Treatment issues are covered through the use of videotapes, didactic presentations, role plays, and student presentations. In conjunction with the weekly one-semester course, students can elect to participate in a one-morning per week family therapy supervision group at CSI. While enrolled in this course, and in the subsequent semester, students engage in psychotherapy practicum in a clinic, school, pupil service agency, or other approved setting arranged by the department.
Units: 1.0
(Not Offered 2013-14)

PSYC B690 Ethical Issues in Psychology Seminar
This course deals with ethical issues in the science and practice of psychology. Students give class presentations and lead discussions about the APA, PA Licensing Board, and NASP Ethics codes, and about professional issues related to academic and applied psychology. It is taught in the year in which students are engaged in their assessment practicum (usually their third year in the program). Specific ethical issues discussed include competence, informed consent, confidentiality, child abuse reporting, and the duty to warn, with particular emphasis on situations likely to arise in the provision of psychological services to children and families. (Discussion of ethical conduct of research and practice also occurs in the weekly Research Brown Bag lunch meeting and in the Research Methods course, as well as in meetings between individual students and their research advisors). (Roberts,C)
Units: 1.0
(Not Offered 2013-14)

PSYC B701 Supervised Work
Units: 1.0
Instructor(s): Thomas,E., Wozniak,R., Rescorla,L., Cassidy,K., Neuman,P., Schulz,M., Thapar,A.
(Spring 2014)

PSYC B702 Supervised Research
Units: 1.0
Instructor(s): Thomas,E., Rescorla,L., Schulz,M.
(Spring 2014)

QUAN B001 Quantitative Seminar
Units: 1.0
Instructor(s): Horner,B.
(Fall 2013)