Psychology (PSY)

An introductory course to familiarize students with the necessary skills required to successfully engage in independent research. Specifically, students will develop a knowledge base of how to search for information, how to select appropriate sources of information, and to organize information for scientific research purposes. In addition, students will learn the fundamentals of APA style and basic statistics to enhance their empirically-based research presentations and papers.

General introduction to the basic concepts, methods, and findings of contemporary psychology. This course is part of the General Education program as well as a required course for Psychology majors.

Designed for Psychology majors, minors, and undeclared students with a strong interest in psychology. This course is part of the General Education Program and is required as a prerequisite for most psychology courses in the major. An introduction to basic principles of research in psychology, students learn about the scientific method, how to search for and evaluate psychological research, and conduct simple psychological studies to illustrate what has been learned in PSY 1100. Students also learn APA style and basic methods of analyzing data using computer software. A grade of C or better in this course is required to continue in the psychology major/minor program.

Designed for students in the College nursing program and covers significant stages of physical, cognitive and psychosocial development from infancy through adulthood. Major theories of human development across the life span are discussed. Related research findings that support our understanding of the human life cycle include topics such as developmental milestones, human interactions/communication, and the biopsychosocial changes that are expected as we age. Each of these will be considered in from a cross-cultural perspective.

A social-psychological approach to the study of human sexual behavior. Students will be introduced to research design and major findings in the field of human sexuality. Topics discussed include the physiology and the expression of sexual behaviors, communication, pregnancy and birth, sexuality throughout the lifespan, challenges/difficulties in sexual functioning. Topics are explored in the context of today's American society and from a cross-cultural perspective.

An overview of professional issues in psychology, including career options for students following bachelor and master's degrees, suggested elective choices for different career paths, and ethical and professional issues will be discussed. The course must be completed prior to the required internship in junior or senior year (PSY 4420).

This course is part of the General Education Program and is required as a prerequisite for most psychology courses in the major. An introduction to basic principles of research in psychology, students learn about the scientific method, how to search for and evaluate research, and conduct simple studies to illustrate what has been learning in PSY 1100. Students also learn APA style and basic methods of analyzing data using computer software such as SPSS. A grade of C or better in this course is required to continue in the psychology major/minor program.

This course will review research, theories, and interventions used in the assessment and treatment of different types of addictions including, but not limited to, substance-abuse and gambling. It builds upon introductory psychology courses and lays a foundation for those students who may be interested in working with populations influenced by addiction. Biopsychological as well as behavioral addictions will be covered.

Review of therapeutic techniques for all forms of addictive behavior.

An examination of biological, cognitive, psychosocial, and socio-cultural aspects of human development from conception through adolescence. A specific focus will be centered on understanding how the dynamic process and interaction of genetic (nature) and environmental (nurture) factors influence and shape individuals' identities and personhood in infancy, childhood and adolescence. This course is part of the General Education program as well as a required course for Psychology majors.

A study of the adult cycle examining the physical, cognitive, emotional, and behavioral changes throughout early, middle, and late adulthood. These aspects of development will be studied within the context of family, culture and environment. Topics include: theories of aging, age-related changes in cognitive processes, intellectual functioning, personality; social relationships, career and educational aspects, as well as physiological changes and psychopathology associated with aging. Multicultural issues will be addressed as they relate to different development periods of aging.

An investigation into the paradigm shift from mental illness to mental health and the psychology of the whole person. One of the field's central missions is the development of a classification of human strengths and virtues that constitute character. Concepts such as resiliency, human strengths, virtues, as well as empirical research supporting various techniques to enhance optimism, decrease stressors, and significantly increase well-being are explored.

Psychological theories, methods, research, and specific applications concerning work behavior are discussed. Topics will include selection and evaluation of personnel, training and development, leadership, work motivation, psychological conditions of work, consumer psychology, and the role of psychologists in business environments.

An overview of understanding women from a psychological perspective. Course topics such as gender, relationships, communication, sexuality and work will form the core of issues through which we will explore women, their contributions and their struggles. By reviewing the latest research findings and theoretical underpinnings of women's issues, you will gain an appreciation for women's studies and women in their own right.

This course applies psychological theories and research findings to educational practices of teaching, learning, and classroom management. Topics include human growth, development, and learning theories, effective teaching methods, instruction and classroom management skills, and technology-assisted education. A grade of B or higher in this course is required for admission into the teacher education program, and a field experience for 15 hours is also included.

Considers the physical, intellectual, emotional, and social characteristics of the atypical child. It explores discrepancies in growth and development, learning disabilities, behavioral and societal problems of the gifted and handicapped, and the implications for curriculum and instruction to meet and exceed state and local learning standards. This course fulfills part of the Special Education requirement for NY State Certification and New York City teaching licenses.

Covers the use of statistics in psychology including descriptive and inferential techniques, prediction, and tests of significance. The use of computer programs such as SPSS in statistical analysis is emphasized. Prepares students for employing statistical analyses during the thesis sequence in PSY 4998/4999.

An overview of the theoretical and philosophical background of qualitative research methods in psychology is provided in comparison to those of quantitative research methods. Fundamental skills to conduct a qualitative study are taught using various hands-on activities such focus group discussions and interviews. Students participate collaboratively with their classmate and their instructor to analyze/interpret provided data sets. Students will design a qualitative study and collect and report the findings in an APA Style paper. This course is especially helpful for those wishing to pursue a graduate degree.

This course will provide you with an introduction to the principals of learning theory as well as discussions of significant research findings in the areas of learning, memory, motivation, and behavior modification.

A comparison of principal personality theories with special focus on the development of personality as well as its structure and behavioral implications.

This course is designed to provide an overview of social psychology and to discuss applications of the material to your everyday life. Research related to cognition, attitudes, persuasion, conformity, dissent, and the power of group situations will be discussed. We will also focus on interpersonal processes with special attention to both prosocial and antisocial behaviors. Topics in areas such as conformity, obedience, sexual attitudes and behavior, aggression, prejudice, and the distinction between the view of human nature as stemming from biological versus social influences (i.e., nature vs. nurture debates) will be addressed.

This course is an introduction to the science of cognitive psychology. Generally speaking, cognition deals with information processing and problem solving. In this course we will discuss the cognitive approach to psychology which looks at humans as a complex computer. There is input, processing aspects, and output. In our case the input is from our senses, the processor is our brain, and the output is an observable behavior. We will cover topics such as perception, concept formation and category learning, language, decision making, and memory.

Focuses on both the universal and the culture-specific aspects of human behavior, as well as theories, and research methods in the field of cross-cultural and multicultural psychology. Topics including concepts of self, development, cognition, emotion, prejudice, views of morality, attractiveness, cultural competence, and mental health issues (in and across societies) will be introduced and discussed.

A broad review of primary sources examining how children and adolescents around the world develop and are socialized. Emphasis is placed on cross-cultural findings on topics such as attachment, parenting, schooling, peer relations, socialization, and immigration. Issues relating to children and adolescents growing up in American immigrant families are also explored.

Explores the field of forensic psychology including landmark legal cases relevant to psychology, potential careers in forensic psychology, expert testimony, forensic psychological assessment, psychopathy, ethics, and issues in working in the juvenile justice system.

Theoretical and applied perspectives on health behavior and change. Topics include stress, illness, social support, risky health behavior, health promotion and prevention.

This course examines major theories in IO Psychology and delves into ethical, legal, and social issues in organizations and the workplace. Topics include: motivation, attitudes, and the emotions in the workplace, diversity and social justice issues, training and development, leadership, and group dynamics in organizations.

An examination of abnormal behavior focusing on DSM-5 diagnoses. Discussion will incorporate differing views of the etiology and treatment of abnormal behavior such as schizophrenia and depression from different theoretical and historical perspectives. Classification of abnormal behavior in consideration of biological, psychosocial, and socio-cultural viewpoints are discussed.

The history of modern psychology since the 17th century. Emphasis is placed upon the major schools of thought including structuralism, functionalism, behaviorism, psychoanalysis, and humanistic psychology.

An in-depth examination of one topic chosen to reflect an intersection between the interests of our students, specialties of the instructors, and current trends in the field of psychology. Topics include, but are not limited to, cross-cultural and international psychology, relationships and attachment, animal cognition and behavior.

This course covers one particular topic for each section offered. Topics include but are not limited to the psychology of multiculturalism, cross-cultural and international psychology, school psychology, clinical and counseling psychology, health psychology, and forensic psychology. Topics are chosen to reflect both the interests of the students and current areas of concern in psychology. Students are allowed to take two seminar courses.

This course covers one particular topic for each section offered. Topics include but are not limited to the psychology of multiculturalism, cross-cultural and international psychology, school psychology, clinical and counseling psychology, health psychology, and forensic psychology. Topics are chosen to reflect both the interests of the students and current areas of concern in psychology. Students are allowed to take two seminar courses.

This course covers one particular topic for each section offered. Topics include but are not limited to the psychology of multiculturalism, cross-cultural and international psychology, school psychology, clinical and counseling psychology, health psychology, and forensic psychology. Topics are chosen to reflect both the interests of the students and current areas of concern in psychology. Students are allowed to take two seminar courses.

This course covers one particular topic for each section offered. Topics include but are not limited to the psychology of multiculturalism, cross-cultural and international psychology, school psychology, clinical and counseling psychology, health psychology, and forensic psychology. Topics are chosen to reflect both the interests of the students and current areas of concern in psychology. Students are allowed to take two seminar courses.

In this course, students will examine the various functions within the discipline of Human Resource Management. Students will explore the responsibilities within the four major areas of the discourse including Training and Development, Recruitment and Selection, Compensation and Benefits, and Employee Relations. Students will engage the material through methodologies such as mock interviews, class discussions, and analytical review of case studies, reading, reflection writing, and presentations.

This seminar focuses on multicultural counseling, psychotherapy, and healing as seen from a global perspective. Topics of the seminar include the role of culture in the treatment of culturally diverse population in the United States; shamanism; healing and therapeutic traditions in Africa, Asia, the Americas, and the Arab world; the role of women as healers; psychological principles common to therapy and healing across cultures; counseling refugees; and others. The seminar also includes discussions of the role of religion in traditional healing rituals. The readings include a handbook on culture and healing as well as preprints of a forthcoming book on multicultural counseling, both edited by the instructor. The seminar is especially appropriate for juniors and seniors with a background in psychology in other social sciences. Participants in the seminar will be asked to give a class presentation on a topic of their choice. The course can be used to fulfill the seminar requirement for psychology majors or may be used as a psychology elective.

This course is designed to help students both learn and then apply practical as well as theoretical information as it relates to the psychology of sport. Various mental training skills that can enhance one's athletic performance will also be covered. Some of the areas related to this class that will be explored this semester include stress, motivation, goal-setting, leadership, and imagery. Our personality, as it relates to athletic competition, as well as competition in the real world, will also be investigated.

This course will discuss the use of technology in the delivery of mental health care (MHC). This new and growing modality has important potential for improving the data collection for research designed to develop and measure evidence-based MHC. Technology, such as new powerful computers and servers, including cloud services, are used to develop and deliver health care to nearly every location in the United States and globally to millions of people in other countries. Students will learn about the technology-based modalities used for the delivery of MHC and will review the future challenges for mental health technologies.

Compelling evidence that individuals can increase their happiness by identifying and utilizing their signature strengths has been found in the research on positive psychology. This course will focus on the paradigm shift from pathology to strengths-based psychology in the rapidly growing field of positive psychology. Designed to explore the contemporary research on the science of happiness and meaning as the central theme of positive psychology, we will explore the variables critical to maximizing human potential and fulfillment. Course topics will include: optimism, life satisfaction, emotional intelligence, nature of meaning and purpose, humor, signature strengths, self-esteem and sense of self. Additionally, the course will examine how concepts in positive psychology can inform interventions in areas such as personal relationships, family, parenting, school, work and leisure.

This seminar is designed to introduce you to the principle concepts involved in the fields of clinical and counseling psychology. The course will require integration of knowledge from other psychology courses (e.g., general, abnormal) as well as the ability to apply new material. The purpose of this seminar is to familiarize you with the disciplines of clinical and counseling psychology and to teach basic therapeutic techniques.

This course is an introduction to the field of comparative cognitive - a growing field in psychology. We will discuss the pros and cons of cross species comparisons as well as delving into the various research methods employed when working with nonhuman subjects. Topics covered will include basic experimental design, intelligence and consciousness, logic, concept formation, language studies with apes and marine mammal species, self-awareness, culture, and ethics.

This course is based upon the Psychology of learning and reviews some basic concepts in the study of learning. Lectures then move on to focus on the various forms of behavioral treatments for psychological disorders. It includes a 15-hour field placement in a behavioral treatment setting which can include schools and mental health treatment programs. Open to Psychology Majors and other majors with permission.

Cross-cultural psychologists, anthropologists and historians have studied the human life cycle in a considerable variety of Western and non-Western cultures. In this context, infancy, childhood, and adolescence have received special attention. This course includes a broad selection of primary sources that portray how humans all around the world have conducted and reflected upon their lives. Students will be exposed to cutting-edge research in international psychology and anthropology.

Cross-listed with: BIO-1102, BIO-4000 and BIO-5401. Discussion and analysis of problems in psychology that are not covered in regular course work. The general content of the course consists of biological and ecological effects on animal behavior in a marine environment. The specific content of the course will remain flexible in response to student and departmental interest. Course requires travel. Contact Dr. Biolsi in the Psychology Department at kbiolsi@stfranciscollege.edu

This course will broadly focus on the relationships and interactions between humans and nonhuman animals. Theoretical and practical aspects will be discussed in regards to Animal Assisted Therapy (AAT) and Animal Assisted Activities (AAA). Specifically, we will discuss interactions with animals as therapeutic treatments in a hospital or home environment, as well as animals that assist individuals such as in the case of search and rescue as well as those who assist with various handicaps (e.g., seeing-eye dogs).

This course is an extension of psychobiology. We will review and discuss the anatomy of the nervous system and there will be a demonstration of a brain dissection for those who are interested. The focus of the course will be the physiological underpinnings of various psychological phenomena such as phantom limbs, aphasia, perception, concept formation, language, decision making, and memory. We will also study and discuss current techniques used to investigate the biological aspects of our mind, such as MRI, PET scan and TMS.

Relationship science is a multidisciplinary field which draws from subject areas such as psychology, biology, sociology, anthropology, etc. A variety of perspectives all converge to help determine what leads some relationships to flourish, while others are doomed to fail. This course will examine the neuropsychological, biological, evolutionary, and sociological perspectives of human bonding. As a class we will look at attachment from birth until death to determine what leads to a lasting relationship. Attraction, mating, love, commitment, and divorce will all be discussed, as well as implications for this science in our everyday lives and its impact on life satisfaction and well-being. Briefly stated, the objectives include (though are not limited to): Improve your understanding of relationship science and the various disciplines which comprise it; Critically examine pair bonding from a variety of different psychological perspectives; Examine attachment theories and their implications for development; Understand the components of attraction and how this leads to bonding; Assess the studies that have been done and determine what we still need to research; and Discuss the real world implications for this science.

The goal of this course is to support the development of critical thinking skills and to provide students with a more complete foundation for decision making. Various problem solving strategies will be discussed such as persuasion, probability, logic, and framing. We will discuss real world scenarios, such as advertising, and how our decision making process is effected by both conscious and non-conscious psychological processes.

This course is designed with two main components: A lecture component on campus at SFC and an experiential learning component that includes travel to Santa Cruz California. The course revolves around marine mammal cognition but general aspects of cognitive psychology. Topics covered will include basic experimental design, sensation/perception, intelligence and consciousness, logic, concept formation, language studies with marine mammal species, and ethics. Students will learn about and observe data collection sessions with captive, trained seals, sea lions, sea otters and dolphins. The ecology of sea lion habitat as well as marine mammal physiology will also be explored.

This course is an introduction to the science of forensic psychology. Students will be exposed to the psychological and legal issues relevant to various specialties within the field including adjudicative competence, security clearances and parental fitness. Other areas covered include overview of the American legal system; an overview of the American mental health system; legal research and writing; psychological research and writing; ethical issues in forensic psychology; legal ethics; and career choices.

This course introduces a rationale and theoretical framework for students interested in animal-human bonds and how these can produce psychological and physical health benefits. Special populations for which AAT will be considered include geriatric and Alzheimer's patients in long-term health care facilities, children with psychological disturbance, veterans and domestic violence survivors diagnosed with PTSD (post-traumatic stress disorder). This course will aid students in introducing AAT as an adjunct to the existing practice of an agency or provider.

This course will examine how psychological, biological, and social factors affect physical and mental health. The course will examine theoretical and empirical research in psychology and related fields and cover a number of topics such as theories of health promotion and prevention, personality and health, the psychology of risky health behaviors, stress, coping with chronic illness, psychoneuroimmunology, social relationships and health, and psychological barriers to health behavior change. The course will be taught primarily from a social-psychological perspective but will also draw from other perspectives such as clinical psychology.

This course will examine the use of persuasion and propaganda from psycho-socio-political viewpoints. Persuasion permeates our lives. Everyday we are inundated with persuasive messages, whether it is from the media, our politicians, the food labels we see in our grocery stores, or individuals selling a product. Research has shown that individuals are susceptible to persuasion, so much so that many of our choices and life decisions are swayed without our knowledge or understanding of how or why we make the choices that we do. Being informed and prepared are some of basic tools needed to overcome the traps of persuasion. Students will benefit from this seminar in that critical thinking and perspective taking are part and parcel to seeing through or even developing persuasive techniques. An interdisciplinary focus will enhance an appreciation of how politics, the media and societal trends are undoubtedly interrelated.

Many scholars and researchers in various disciplines such as philosophy, psychology, education, business, medical fields, and so on have studied human moral behaviors, broadly defined, because understanding human morality helps us widen our world view, establish ways of life desirable and contributing, develop safe and fair societies as well as sharpen our critical thinking skills and grow as matured citizens. Particularly if we approach human morality from cultural perspective, it can lead us to appreciate the importance of diversity in societies and equip oneself with openness, generosity, and harmonious life styles. This course provides an overview of the philosophical underpinnings and the empirical (psychological) research findings on human morality in cultural (as well as universal) perspective. The first phase of the course presents the philosophical foundations of the current understanding of morality. And then, it introduces various empirical approaches to human morality in, for example, evolutionary, neuroscientific, psychological, and educational fields. Finally, the course unfolds cultural aspects of morality to help students construct more comparable and realistic views and understanding of human. Students will read, understand, and discuss topics in book chapters as well as published studies in academic journals. Students' achievements will be assessed by their participation to class discussions, responses to reading questions, three commentary essays on readings/discussions, and a final paper.

This course is designed to assist you in understanding the origins and development of humanistic psychology. Humanistic Psychology serves as an orientation to experience psychology from a holistic standpoint. In other words, 'the psychology of being human' demonstrates respect for the dignity of human worth, open-mindedness towards differential approaches to the human experience, and interest in the exploration of novel ways of human thought and behavior. We will examine the theories of humanistic psychology and implore a strong 'theory of mind' to understand humanistic psychological practices.

This course will provide an examination of theoretical perspectives and research on human emotions. Course topics will include: basic emotional processes, emotion regulation, emotional awareness, as well as the role of emotions in psychiatric disorders.

This course surveys central issues in the psychology of religion and spirituality, with an emphasis on psychotherapy, measurement, and research methods. It covers the foundations and history of the psychology of religion, religion through the developmental lens, the construction, definition, and expression of religion and spirituality, multicultural issues, clinical competency, and applied areas.

This course will provide an overview of theoretical perspectives, research methods, empirical findings, and practical applications of psychological research on prejudice and discrimination. We will examine in depth, several issues that are central to research in this area. The topics include, but are not limited to: the development of prejudice among children, the role of cognitive, social, personality, and motivational factors in maintaining prejudice, the psychological consequences of prejudice and discrimination, research on specific types of prejudice such as racism, sexism, and ageism, and strategies for reducing prejudice, discrimination, and intergroup conflict.

During the last several decades, scholars and researchers in various disciplines have studied how children and adolescents develop in societies across the globe. In this context, such topics as infants' early interaction with caregivers, children's socialization throughout the school-ages, and adolescents' self-seeking journey have been popularly examined in terms of cultural specificities. More recently, however, as globalization prevails from one place to another into more profound levels, the developmental trends of those young generations seem to evolve in some directions that we have never seen or experienced. This course reviews the cornerstones of developmental theories and findings in many Western and non-Western cultures and explores new globalization trends in developmental pathways of children and adolescents. Students will be required to read (book chapters, academic journal articles, and non-profit organizations' trends reports), watch (documentary video clips), and discuss in class. To ensure a realistic understanding of readings and materials, each student will explore specific childrearing or adolescent-developing culture or topic and give a class presentation.

Study of the brain and the nervous system in relation to behavior. Basic neuroanatomy as well as the organizational structure of the nervous system as a whole is discussed. Biological influences are explored in relation to areas of interest such as memory, motivation, emotion, sleep, addiction, and causes/treatments of mental illness.

Supervised fieldwork in selected settings including (but not limited to) schools, hospitals, social service agencies, city and federal agencies, and businesses. Students participate in two class meetings per week on campus where they focus on how previous coursework might be applied in various career paths. Foci are also on professional ethics and assistance in the clarification of student Students are assisted in clarifying their career-related goals. Requires 100-hours of supervised field experience that is pre-approved by the professor.

Overview of the sensory systems, topics include the traditional five human senses (vision, hearing, taste, smell and touch) but more unique topics such as pain perception, phantom limbs, visual and auditory illusions, and sensory mapping are explored.

The course provides students with an opportunity to spend a semester working in an approved applied seeting in a field of their choosing while working closely with one faculty member. It consists of observation and supervised experience within selected applied settings.

The course provides students with an opportunity to spend a semester working in an approved applied setting in a field of their choosing while working closely with one faculty member. It consists of observation and supervised experience within selected applied settings.

Individual investigation into a topic of research in psychology under the direction of a faculty member of the department. If interested, please speak to your academic advisor

Individual investigation into a topic of research in psychology under the direction of a faculty member of the department. If interested please speak to your academic advisor.

The first course in a two-semester senior thesis requirement for all psychology majors (see PSY4999). Research methodology emphasizing experimental design is covered. Students conduct a comprehensive review of research literature on a chosen topic, write a detailed review paper of their research, and develop a research question and hypothesis for implementation in PSY 4499 (Experimental Psychology II). This course partially satisfies the requirement for the senior thesis in psychology. A grade of C or better in this course is required to continue in the psychology major program.

A continuation of Experimental Psychology I (PSY4998). Students develop research procedures for their proposed experiment from PSY 4998, gather appropriate participants, collect data, conduct statistical analysis, and write a research paper in APA Style. Students also present their projects at the Psychology Science Fair held at SFC. Along with successful completion of PSY4498, this course satisfies the requirement for the senior thesis in psychology. A grade of C or better in this course is required to continue in the psychology major program.

This course is designed with two main components: A lecture component on campus at SFC and an experiential learning component that includes travel to Santa Cruz California. The course revolves around marine mammal cognition but general aspects of cognitive psychology. Topics covered will include basic experimental design, sensation/perception, intelligence and consciousness, logic, concept formation, language studies with marine mammal species, and ethics. Students will learn about and observe data collection sessions with captive, trained seals, sea lions, sea otters and dolphins. The ecology of sea lion habitat as well as marine mammal physiology will also be explored.

Many scholars and researchers in various disciplines such as philosophy, psychology, education, business, medical fields, and so on have studied human moral behaviors, broadly defined, because understanding human morality helps us widen our world view, establish ways of life desirable and contributing, develop safe and fair societies as well as sharpen our critical thinking skills and grow as matured citizens. Particularly if we approach human morality from cultural perspective, it can lead us to appreciate the importance of diversity in societies and equip oneself with openness, generosity, and harmonious life styles. This course provides an overview of the philosophical underpinnings and the empirical (psychological) research findings on human morality in cultural (as well as universal) perspective. The first phase of the course presents the philosophical foundations of the current understanding of morality. And then, it introduces various empirical approaches to human morality in, for example, evolutionary, neuroscientific, psychological, and educational fields. Finally, the course unfolds cultural aspects of morality to help students construct more comparable and realistic views and understanding of human. Students will read, understand, and discuss topics in book chapters as well as published studies in academic journals. Students' achievements will be assessed by their participation to class discussions, responses to reading questions, three commentary essays on readings/discussions, and a final paper.

This seminar focuses on psychosocially and culturally oriented studies of children and adolescents conducted by social scientists in western and nonwestern countries. The goal of the seminar is to arrive at a global understanding of childhood including the cultural, economic, ecological, and political conditions determining developmental trajectories in a wide variety of cultural groups. Open to Honors Students

Graduate students only. Examines theories and research in the field of learning and motivation and their implications for practice. Biological, cultural and environmental/contextual influences upon motivation are discussed. Focus is on how psychologists can use current knowledge in learning theory, along with motivational factors, in the applied areas of the discipline. These include areas such as education, mental health, and forensics.

Graduate students only. This course aims at familiarizing students with the field of psychological assessment. The course is designed to develop in students a high level of competence in this discipline by providing up-to-date practical, research, and theoretical information. The emphasis of the course is on measuring behaviors in applied settings and in discussing the practical benefits and the important limitations of psychological assessment.

Graduate students only. Provides a conceptual and experiential introduction to group dynamics. Foci include approaches to group counseling, techniques and styles of group leadership, and the facilitation of group processes in counseling and other situations. It is designed to introduce students to group work with adults, youths, and children in various settings by conducting counseling groups within the classroom and with the instructor.

Graduate students only. An integration of information about the medical and social aspects of disability along with the potential psychological problems that may ensue. Functional abilities and limitations will be considered along with the medical and psychological terminology needed to understand physicians' and psychologists' reports. Topics include how societal factors such as stigma and lack of resources may affect those with disabilities as well as the dynamics of adjustment, conflicts that may arise from disabilities, coping mechanisms, and the impact on the individual and their families.

Graduate students only. Focuses on the neural basis of cognition and the exciting area of neuroplasticity. Readings and discussions center on research in the field pertaining to individuals with and without brain damage using both behavioral and physiological methods. Specific topics of cognition include neural development, memory, language, pain, aphasia, synesthesia, and the biological basis for disorders (e.g., schizophrenia, depression, anxiety, and autism. Brain damage and related rehabilitation is also discussed in relation to neuroplasticity

Graduate students only. An advanced course examining theories, methods and findings in multicultural psychology, with emphasis given to the impact culture has on human perception and experience. Issues such as the complexity of identity, privilege and oppression, and the importance of cultural contexts in counseling and other settings are explored.

Graduate students only. This course explores different theoretical foundations and their practical implications in psychological counseling. Focus is on various orientations such as psychodynamic, cognitive-behavioral, and humanistic-existential. Students will learn the effectiveness of using different perspectives in treatment.

Graduate students only. Independent research and study in a topic in Psychology including submission of a written report. Prerequisites: graduate standing and approval of the department chairperson.

Graduate students only. Expands upon the general principles of assessment introduced in PSY6207 (Behavioral Assessment and Diagnosis) to illustrate applications of assessment to planning and evaluating clinical interventions. Students will gain an understanding of how operant conditioning triggers and maintains behaviors and cognitions. Behavioral assessment recording and monitoring techniques, including ABA designs, and instruments used in diagnosis will be discussed. A review of how to implement behavior change including the use of shaping, successive approximation, in vitro/in vivo techniques using relaxation and imagery will be reviewed.

Graduate students only. Focuses on standards of professional conduct and ethical issues within the field of psychology. Students will be familiarized with ethics codes and develop an ability to apply these codes to a variety of situations including privacy, treatment of clinical clients, research design, treatment of research participants, and standards of professional conduct within the field. Emphasis is on the development of students' ability to apply ethical standards in a variety of situations. with Includes discussions of ethical dilemmas that may arise when working in a variety of settings with clients, research participants, and non-human animals

Graduate students only. Centers on advanced design and statistical analyses in research. Course content includes various methodologies beyond those learned at the undergraduate level. Methodologies focus on core principles of quality research and the importance of understanding the context in which science occurs. A higher order, more complex understanding of data analysis will compliment research design discussions and exercises.

Graduate students only. Discusses current research and theories for an in-depth examination of one topic chosen to reflect an intersection between the interests of our students, specialties of the instructors, and current trends in the field of psychology. Topics include, but are not limited to cross-cultural child development, relationships and attachment, and the nature of consciousness.

Graduate students only. First part of a two-semester course (see PSY7991). Students apply their coursework and foundational knowledge of psychology in a chosen area of interest by engaging in 300 hours of supervised fieldwork over the two-semesters. Approximately one-half (150 hours) of fieldwork should be completed by the end of this course. Students also participate in meetings with their practicum instructor on campus. Placements have included (but are not limited to) schools, hospitals, social service agencies, human resources, city and federal agencies, and businesses. The placement should reflect student career interests and students are responsible for finding their own placements with help from faculty as needed

Graduate students only. A continuation of PSY 7990. Students continue their onsite work and complete their 300 hours in their practicum field placement. An APA Style paper integrating a research literature review with their practical experiences in the field is required, as well as a presentation to the Department of the culmination of their work for PSY 7990 and 7991

Graduate students only. First part of a two-semester course (see PSY7999). Designed for students interested in further pursuing their graduate career, especially at the doctoral level. With supervision from a research mentor, students develop a research rationale/hypothesis and successfully create a research proposal. After the proposal is approved by a thesis committee, students complete a written literature review on their topic that will serve as the Introduction section to their final thesis paper. An application for IRB approval will be completed and submitted to their academic committee for review.

Graduate students only. A continuation of research from Supervised Thesis I (PSY7998). This course will culminate in an APA Style paper that is of publication quality in a peer-reviewed journal. Students orally defend their thesis to the academic committee assembled during Supervised Thesis I (PSY 7998).