(F, S) The major focus of this course is an exploration of how individuals learn, including specific learning theories and their relation to classroom teaching. Prerequisites: PSYH 200 or permission from instructor. (Odd Years Only).
(S) This course will cover advanced topics in the field of behavioral neuroscience with greater emphasis on the areas examined in Physiological Psychology. Through class lecture and laboratory exercises, studetns will explore the theories and experimental methods used in the field of behavioral neuroscience. Prerequisite: PSYH 315. (Odd Years Only).
(on demand) Students will apply the principles and concepts learned in PSYH 301 by developing and implementing a research project of their interest approved by the instructor. Research activities could range from regining existing experimental procedures to identifying interesting new research questions and developing new experimental manipulation to examine them. Students are required to submit a written report and orally present their research project. Such experiences, particularly if they are extended over several semesters, will further advance the student's ability to obtain graduate training for a career in any area of psychology, whether counseling and therapy, government, industry, science, or academia. May be repeated up to 2 times. Prerequisite: PYH 301 and 302 or permission of instructor. (Odd Years Only).
(F) This course will build on the concepts and principles learned in Experimental Research Design I & II. Topics include ethics in research, writing research proposals and reports, selecting the appropriate research design and statistical analyses, performing literature research, and critically reviewing published research reports. Students will be introduced to frequently used statistical and graphic computer packages in psychology. Students will be required to write a research proposal that includes a hypothesis, literature review, and experimental plan. Students will also be required to implement the proposal in a mall scale pilot study. If approved by the professor, students may choose to fully implement the research proposal in Senior Seminar. Prerequisites: PSYH 200, 301, 302, or written permission of instructor.
(S) Students will extend the application of principles and concepts learned in Senior Seminar I. Topics covered may include experimental design, survey design, advanced statistics, qualitative research design, and empirical writing. Students will implement their Senior Seminar I proposals by revising and expanding their literature reviews, revising and implementing their designs, analyzing results, and describing conclusions. Students will also prepare a professional presentation to be given at an institutional symposium and/or professional conference. Prerequisites: PSYH 301, 302, 497 and senior standing; or written permission of the instructor.
A comprehensive review of fundamental concepts in personality theories and their applications to counseling and psychopathology, with special focus on explicating the relationship between theory and practice. Key elements and concepts: identifying the strengths and limitations of each of the major theories, as well as commonalities and divergences among them. The course will help students formulate an initial personal theory of counseling from which to build as they evolve through the program. Exploration of Psychoanalytic, Behavioral, Person Centered, Gestalt, Cognitive, and Perceptual-phenomenological theories are among the course foci. Cross-listed as COUN 502.
Intensive focus on the development of individual counseling skills through readings, discussion, experiential exercises, and feedback on skill development. Reviews of videotaped interviews enhance self-observation skills and understanding of therapeutic process. Prerequisites: 502 & 520. Cross-listed as COUN 503.
This course is designed to facilitate a skill base in designing counseling programs; evaluating counseling programs; and interpreting evaluation data. Students will be versed in various models of program design and evaluation, as well as understand how to apply data and change. Students will be asked to do an informal program evaluation at a site, including collecting data, and then interpreting and processing data, with suggestions for improvements. Ethical and culturally relevent strategies for interpreting and reporting the results of the evaluation will also be included. (Formerly Program Evaluation).
Introduction to the foundations of the alcohol and drug abuse rehabilitation field. Emphasis on the roles and responsibilities of the addictions counselor. Focus is on the first six of the twelve core functions: screening, intake, orientation, assessment, treatment planning, and basic counseling skills. Interactive work stressed.
Introduction to the foundations of the alcohol and drug abuse rehabilitation field. Emphasis on the roles and responsibilities of the addictions counselor. Focus is on the last six of the twelve core functions: case management, crisis intervention, client education, referral, reports and recordkeeping, and consultation with other professionals in regard to client treatment & services. Interactive work stressed.
Introduces students to the ethical issues involved in chemical dependency treatment. Special attention will be given to the epidemiology of HIV/AIDS, hepatitis, tuberculosis and sexually transmitted diseases that frequently infect people who use drugs or who are chemically dependent. Students will examine treatment options and prevention strategies. The ethical and legal issues that impact infected individuals as well as the larger community will be explored. Students are expected to demonstrate respect for the client and an appreciation of individual and cultural differences, including sexual orientation. They are also expected to explore their own attitudes and biases about HIV/AIDS and infectious diseases.
Major emphasis on factors determining the development of addictions, including physiological, emotional, cognitive, and behavioral dimensions of the addictive process. Also emphasizes intervention and treatment strategies for the various types of chemical dependency and substance abuse. Cross-listed as COUN 510.
An intensive exploration of the current state of research and theory as applied to human development across the lifespan. Although this course outlines the latest findings on developmental changes that occur from birth to eighteen, strongest emphasis will be placed upon adult development and changes that are a product of the aging processes. Developmental issues germane to counseling and the helping professions will be emphasized, along with in-depth discussions of developmental research from primary source material. Cross-listed as COUN 511.
This course examines descriptive and inferential statistics with the emphasis on understanding fundamental concepts and applyng data-analytic techniques to psychological studies and mental health literature. Students will gain the knowledge necessary for conducting psychological research activities, reviewing the literature, and understanding statistical tests and data analysis.
This course is designed to address the diverse issues that are related to the recovery from addiction as an ongoing process involving physical, psychological, social, intellectual, spiritual and cultural aspects of the individual. Major themes of the course include the passages of recovery, relapse prevention principles, relapse warning signs, and the twelve-step approach to recovery. Using a holistic perspective, students will gain insight into basic recovery principles as they are related to the process and prevention of relapse.
The intention of this course is to expand knowledge of the principles of research design across the range of major psychological research strategies, including both qualitative and quantitative methods. It aims to develop understanding of the intrinsic strengths and weaknesses of diverse investigative strategies in psychological inquiry, facilitate educated and analytical appraisal of empirical social science literature, and afford basic knowledge of applying varois methodological strategies in research projects.
This course involves an examination of current issues related to the classification and diagnosis of abnormal behavior and psychological states. Dimensional, descriptive, and categorical approaches to classification are reviewed, with emphasis on the current forms of adult psychopathology found in the DSM. Topics include the symptomatology, etiology, developmental patterns, and treatment approaches to various diagnostic categories. Empirical findings, methodological concerns, and conceptual issues are discussed. Cross-listed as COUN 520.
Exploration of the physiological effects of chemical use on human biological systems and human development. Emphasizes identification and management of chemically induced crises situations, including issues in co-morbidity and prevention.
This course involves an examination of current issues related to the classification and diagnosis of abnormal behavior and psychological states. Dimensional, descriptive, and categorical approaches to classification are reviewed, with emphasis on the current forms of adult psychopathology found in the DSM. Topics include the symptomatology, etiology, developmental patterns, and treatment approaches to various diagnostic categories. Empirical findings, methodological concerns, and conceptual issues are discussed.
This course is a systematic survey of the major theories of personality. Personality theories from the psychoanalytic, behavioral, phenomenological-existential, trait-factor and social learning traditions are presented and contrasted. The fundamental assumptions, nature of development, and individual variability of personality are presented for each outlook. The application of personality research is discussed in a variety of areas such as the study of aggressoin, anxiety, altruism, and locus of control.
This course provides an in-depth examination of the biochemical, neuro-anatomical, and physiological bases of human and animal behaviors such as sensory-perception, motor function, language, learning, memory and emotion. Prerequisite: an undergraduate course in Physiological or Biological Psychology, Neuroscience, Neuroanatomy or Neurophysiology; or permission of the professor.