The course is designed to be a broad survey of the academic discipline of psychology. The text for the course, and therefore the course, is organized around five main questions: How do humans (and, where relevant, other animals) act; how do they know; how do they interact; how do they develop; and how do they differ from each other? Students are responsible for learning the material in the text without an oral repetition of the material in class.

See description above.

This course is a survey course of childhood development. From a psychological perspective, we will examine the cognitive, social, and motor development of children from infancy through middle childhood. The course itself is divided into three sections. In the first section, we will introduce the psychological theories of cognitive, social and motor development, which will serve as the theoretical foundation of the course. We will also examine the biological and environmental underpinnings of development, prenatal development, and birth. The second section of the course will cover development in infancy, and the final section of the course will cover early and middle childhood development.

This course is required before Moderation for psychology majors. The requirement of Psychology 203 and 204 cannot be met by courses taken elsewhere unless the student successfully passes tests based on these courses as they are taught at Bard. This is the first semester of a one-year, integrated course in applied statistics and research design and is offered only in the fall semester. In this semester we emphasize experimental research and parametric models, while the second-semester course focuses on correlational research and non-parametric models. The purpose of the year-long course is to prepare students to work seriously with quantitative data and to introduce them to the fundamental concepts of research design. The first semester includes elementary descriptive and inferential statistics from t-tests through contrasts and the analysis of covariance. It covers the rationale of basic concepts, their application, and the presentation of the results of statistical analyses; the fundamentals of the logic of experimental design and methods for controlling the effects of relevant variables; and enough computer usage to permit use of experimental software programs and independent use of the SPSS/PC+ statistical analysis package. In addition, we will use a segment of the PBS tele-course "Against All Odds" as an introduction and warm-up activity for most class meetings. Any student planning a concentration in psychology must have adequate mathematical skills (basic arithmetic and algebra) before enrolling in this course. Those with a weakness in basic mathematics should enroll in appropriate courses during their freshman year.

Although building grand theories of personality has gone out of fashion in contemporary psychology, these systems play an important role in understanding the history of psychology and continue to provide central, although often implicit, frameworks for clinical thinking. Moreover, personality theories have influenced knowledge in many other disciplines, including literary studies, anthropology, politics, history, and art criticism. In this course we will review the major theories of personality, including but not limited to Freud, Jung, Erikson, Sullivan, Horney, Rogers, and Kelley. A central perspective of the course will be how the biography of the theorist as well as various historical and intellectual influences came to shape the theory.

The contemporary demographic profile of the major communities and school systems in America is one of rapid change and growing diversity especially in language, ethnic origin, socioeconomic status, religion, family, spirituality, disability, gender, sexual orientation etc. This trend isexpected to continue unabated into the next millenium. While there is no doubt that some mental health needs are commonly shared, how they are met often resonates in unique ways within and among this diversity. Such a scenario must sit uneasily with any mental health professional no matter how well meaning, who is only versed in the traditional mono-cultural approach to helping. Against this backdrop, the course (1)explores the history, aims and assumptions of traditional counseling, (2)examines some innovative approaches to diversity -sensitive practices with African Americans, Latina/o ,Asian Americans, Native American Indians and Whites; (3)broadens students' counseling repertoire with the attitudes/beliefs, knowledge and skills needed to both effectively and sensitively meet the needs of all variations of clients in diverse human service settings.

Gender is one of the most powerful influences on behavior and self identities. Empirical findings are used to focus on topics relevant to the scientific understanding of women's behavior and experience: real and perceived sex differences in personality and abilities; development of sex differences, biological, psychodynamic, and social psychological theories; psychological aspects of uniquely female experiences, (for example, menstruation, childbirth, abortion) sexuality; interpersonal relationships, and women at work.

This course will explore the biological bases for the behavioral effects of several psychoactive substances including therapeutic compounds, such as antipsychotics and antidepressants, and drugs of abuse. The course will focus on mechanisms of drug action and physiological and behavioral effects. Broader societal issues such as drug addiction, drug policies and drug testing, and controversial therapeutic interventions will be discussed in relation to selected compounds.

Prerequsite: Introduction to Psychology, Introduction to Biology or General Chemistry

This course is an overview of selected counseling models whose attraction is their potentiality for wide application to normal developmental issues, by counselors and social workers and for teaching self-counseling skills. We shall examine them in the context of their historical or intellectual origins. In particular we shall look out for what they deal with best (their focus of convenience) and aspects which have been kept outside their scope (range of convenience- especially in the context of the increasing diversity in the demographics of our schools. Approaches to be explored will include: Psychoanalytic (Sigmund Freud), person-centered (Carl Rogers), Adlerian therapy (Alfred Adler), reality therapy (William Glasser), behavior therapy (Lazarus), cognitive behavior therapy (Albert Ellis), and family systems (Minuchin).

This course will focus on the evolution of psychiatric paradigms throughout the 20^th century and attempt to evaluate where we are in the field of psychopathology research. We will be especially interested in the evolution of cognitive-behavioral and biological views of mental disorder and the decline of the psychodynamic/developmental view that was once dominant in the field. We will approach the subject matter through the examination of specific research on such conditions as panic disorder, obsessive-compulsive disorder, schizophrenia, and mood disorders, as well as some larger works that examine critically the strengths and limitations of dominant paradigms. Students will be required to write a number of short critiques of research articles and these will form the basis of class discussions. This is a research conference specifically designed for students who have moderated in psychology and have taken PSY 241 (Abnormal Psychology).

This seminar will examine newly discovered drug treatments for several mental illnesses. Initial class meetings will focus on in-depth readings that will provide a background for understanding the methods used for identifying and testing potential new therapies. Subsequent meetings will consist of student-led discussions of topics of interest. This course is open to moderated psychology students and other students at the discretion of the instructor.