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.

A consideration of how we experience ourselves and come to know others, how our attitudes and behavior are influenced by other people, and how our identities are institutionally mediated. How do we form and maintain conceptions of ourselves? How do we form and maintain impressions of others? What are the fallibilities of human reason in everyday life? What are the challenges we face in our pursuit of happiness? What role does physical beauty play in attraction? What factors promote conformity, compliance, and obedience? What is injustice, and how do people resist it in their daily lives? Under what conditions are some people likely to aid a person in distress? How are we affected by features of the physical environment around us?

This course is a continuation of Psychology 203. Its objective is to extend to the area of methodology the skills and abilities students acquired in the fall semester and to give students hands-on experience in doing social psychological research. The primary focus is the measurement of psychological constructs, nonexperimental research designs, and the statistical analysis of correlational data. Students develop an understanding of research methods and design through reading, lectures, and conducting research. Quasi-experimental methods are emphasized. Students participate in modest projects in the areas of reliability, replication, sampling, and scaling and also design and conduct their own survey study. We discuss ethical issues relevant to each stage of the research process and work to develop students' ability to assess research reports critically.

Prerequisite: eligibility for a "Q" course.

Both conventional wisdom and popular culture portray the period of adolescence as one of turmoil and stress. Research in developmental psychology, however, does not necessarily support such a one-sided view. This course will examine theories and contemporary research related to the biological, cognitive, social, and emotional development of adolescents in a variety of contexts (including family, peers, school, and work) with the goal of understanding the normative processes of adolescent development. While the primary focus of the course is normative development, the issues of adolescent substance use, depression, and suicide will be discussed from a psychosocial perspective.

The ability to express thoughts and emotions, and to interact with the environment, is dependent in large part on the function of the nervous system. This course will examine basic concepts and methods in the study of brain, mind and behavior. Topics include the structure and function of the central nervous system, brain development, learning and memory, emotion, sensory and motor systems, the assessment of human brain damage, and clinical disorders such as schizophrenia, epilepsy and Parkinson's disease. Prerequisite: Introduction to General Psychology, Introduction to Developmental Psychology or Introduction to Biology

How a given society conceptualizes the notion of the self has implications for the perception of agency, and the attribution of responsibility in its therapeutic (helping) process. This course takes an excursion into the boundaries of the self from a "western", "non-western" and "women's" perspectives using research findings, cross disciplinary and cross-cultural readings (psychology , psychological anthropology, religion) to explore the issues. It will then critically examine the implications of the explanatory models for counseling in a multicultural society.

This course explores a particular perspective in the helping professions. It is a synthesis of two conceptual frameworks, those of Systems Thinking and the Multiplicity of the Mind. Broadly we shall look at how the various parts of the psyche (sub-selves, sub personalities the self) function as an inner ecology, i.e. how they relate to one another and interface with the environment. Other considerations will include sources and nature of transferred burdens (extreme ideas, feelings) which organize and constrain the parts from playing their valuable roles and how the core of the person (the self) can be differentiated to assume its inherently equipped role to give leadership to the internal family. The model offers a fresh, non-pathological perspective to change our inner world, re-empower others (especially abuse survivors ) understand our families , other cultures and our society. Those considering careers in social work or counseling (school, marriage and family) or eager to explore issues of culture, self and meaning will find this orientation helpful.

The course reviews the principal forms of psychopathology, with an emphasis on clinical definition, formal diagnosis, etiology, and treatment. The system of psychiatric diagnosis offered by the DSM-IV will be utilized in defining clinical syndromes including anxiety disorders, conversion disorders, psychophysiological disorders, antisocial and impulse disorders, schizophrenia, affective disorders, alcoholism, and eating disorders. Case descriptions will also be included in the reading. Theoretical perspectives include psychodynamic, social-learning, biological and contemporary research on the etiology of syndromes.

Prerequisite: one previous Psychology Course.

This course will emphasize the importance of thinking critically about gender in society. An important aspect of this course will be the exploration of the essential social expectations regarding masculinity in western society and the impact of these on men's lives. Some of the topics examined will be anti-feminine attitudes and their impact on socialization, the need for success, public aggression, the myths about male sexuality and the demand for self-reliance among boys and men. Within this context, men's relationships with each other and with women and the costs of the demands of masculinity on health will be examined. Throughout the course, the diversity of men is acknowledged and respected. The connection between psychological theory and social change for the welfare of both men and women is stressed.

How do we learn? How do we explain our academic successes and failures? Why do smart people sometimes fail? What role do teachers play in facilitating (or hindering) achievement? How can we intervene to enhance "at risk" students' low achievement? These issues are typically thought of as germane to either educational or developmental psychology. However, social psychologists have examined these and a variety of other educational issues for decades. Interestingly, the field's research and thinking about educational issues has been largely ignored in contemporary synopses of the field.. This Major Conference will explore the social psychological study of education with a strong emphasis on empirical investigation. Familiarity with research methods and statistics is required. For students moderated in psychology or those with appropriate background.

An apparent increase in the incidence of eating disorders has drawn considerable attention from clinical professionals as well as cultural theorists. In this course, clinical and cultural issues relevant to anorexia nervosa and bulimia nervosa will be articulated. Beginning with a discussion of the individual and family dynamics of eating disorders, issues such as body image, female identity, weight control, obesity, and the impact of the media will be explored in depth.