Professor: F. Oja
CRN: 11645
Distribution:
E
Time: M W 8:30 am - 10:20 am PRE 128
The course is a survey of the academic discipline of psychology. The course is organized around five main questions: How do humans (and, where relevant, animals) act? How do they know? How do they interact? How do they develop? How do they differ from one another?
Professor: J. Chafetz
CRN: 11646
Distribution:
E
Time: W F 10:30 am - 11:50 am LC 118
This course is an introduction to the field of psychology. Its focus is how we develop from a cell of 46 chromosomes to complex human beings. Most of the material focuses on early child development. We will explore themes and theories in psychology, methods, statistics (a painless introduction!), prenatal development, perception, cognition, language, and social/emotional development. The readings are from a text and book of collected articles from both journals and the popular press. Students who are interested in psychology in general, development, education, children, thinking, or the scientific approach should enjoy this course. There are no pre-requisites. PSY 111 serves as an introductory course (as do General Intro and Intro to Social Psychology) to the rest of the courses in the program.
Professor: F. Oja
CRN: 11764
Distribution:
E/Q
Time: Tu F 8:30 am - 10:20 am PRE 128
This course is a contnuation of Introduction to Statistics and Research Design. A major aim of the course is to provide students with "hands on" experience in the doing of social psychological research. The primary focus will be on the measurement of psychological constructs, non-experimental research designs, and the statistical analysis of correlational data. REQUIRED OF PSYCHOLOGY MAJORS BEFORE MODERATION. Prerequisitite: Psy 203 OR permission of the instructor.
Professor: C. Achebe
CRN: 11648
Distribution:
E
Time: M W 9:00 am - 10:20 am OLIN 310
of related interest: MES
This course is a critical appraisal of the counseling
activities in the nation's school systems. Ultimately our goal is to find answers to a fundamental
question: "To what extent do these activities translate into social justice?" Through a variety of
readings in education and counseling, interspersed with case studies, the course will confront the
"wrinkles, warts and contradictions" inherent in school counseling. Hopefully it will generate
more inclusive, expansive and interculturally sensitive responses to a variety of needs in a
democratically diverse society.
Professor: R. Gordon
CRN: 11649
Distribution:
E
Time: M W 10:30 am - 11:50 am PRE 128
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 various 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.
Professor: F. Oja
CRN: 11650
Distribution:
E
Time: Th 8:30 am - 10:20 am PRE 128
This course is designed for the student who wants to understand the functioning of the visual system and the facts and explanations of basic perceptual phenomena. Topics covered include the physiological basis of perception, perceptual development, and clinical aspects of vision as well as the perception of brightness and contrast, color, objects and forms, depth, size, orientation, movement, and the common visual illusions. While drawing on the results of laboratory research, the emphasis is upon understanding the principles which govern our visual experience in the natural environment.
Professor: K. Barker
CRN: 11652
Distribution:
C
Time: M 2:00 pm - 4:00 pm OLIN 204
cross-listed: Gender Studies
Gender is one of the most powerful influences on our behavior and self-identities. This course will
utilize empirical findings to focus on topics relevant to the scientific understanding of womenÕs
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 (e.g., menstruation, childbirth, abortion);
sexuality; interpersonal relationships; and women at work. Students interested in taking this
course must complete and submit an application form that is available in Preston 102. Deadline
for receipt of all applications is Wednesday, November 27.
Professor: R. Gordon
CRN: 11654
Distribution:
E
Time: M 1:20 pm - 4:30 pm PRE 101
In this advanced seminar, we will review novel perspectives on psychological disorders through an in-depth reading of current research literature. Topics will include critiques of the DSM approach to diagnosis, panic disorders, obsessive-compulsive disorders, personality disorders, schizophrenia, and bipolar disorder. Particular emphasis will be given to new understandings of brain-behavior relationships afforded by brain imaging and medication studies, as well as contributions from developmental, cognitive, and sociocultural research. The syllabus of readings will be based on a new book by the instructor currently in preparation. Prior completion of or concurrent registration in Psychology 241 is required.
Professor: J. Chafetz
CRN: 11789
Distribution:
E/C
Time: Th 10:30 am - 12:30 am OLIN 303
In looking at development, it is difficult to
understand how the various systems work together (e.g. vision and motor development), because
most children can rely on all of these systems. This seminar will examine the role that the various
senses, cognitive abilities, family circumstances, and socialization have in development. We will
read about feral children, blind children, deaf children, and children who grow up in poverty. We
will discuss the journal articles every week. Students will present summaries and evaluations of
the assigned readings, as well as a major paper. This course satisfies a requirement for a junior
research conference for students who have moderated in psychology. Students who are interested
in child development, education, socialization, or intervention should enjoy this course. Pre-requisites: upper college standing and permission of the instructor.
Professor: K. Barker
CRN: 11790
Distribution:
C/E
Time: M 10:30 am - 12:30 pm PRE
101
cross-listed: Gender Studies
Professor: C. Achebe
CRN: 11656
Distribution:
E
Time: Th 1:20 pm - 3:20 pm OLIN
306
of related interest: MES
PSY 375 Inequalities & Injustice: Social Psychological
Perspectives
In this course, we will focus on social psychological perspectives on justice and injustice. We will
explore macro and micro views of injustice, the emerging social psychological research which
aims to "de-silence" injustice, and the ethics of prying open organizational injustices in the name
of social research. Among the topics we will explore are: classic social psychological theories of
justice (distributive and procedural justice, belief in a just world) and issues of equity, equality,
power, and conflict; privileges of race, gender and sexualities; moral exclusion and resistance
debates; and the politics of activist research. Prerequisite: permission of instructor.
PSY 383 The Psychology of Acculturation
The concern of the course is with the changes and
adaptations which occur on first-time and continuous intercultural contact. It encompasses two
processes: Acculturation, which denotes those changes that occur at the broad societal level of
culture change or the process through which an entire group changes, and Psychological
Acculturation which examines the adaptations individuals make on culture contact while still
embedded in the wider culture. Using Berry's conceptual framework we will attempt to further
elucidate the phenomenon of individual adaptation on culture contact by examining how it is
moderated by the following: Voluntariness of Contact, Acculturation Attitudes,Acculturation
Stress, and Identity Development. We will assess the research on the relationship between modes
of acculturation and levels of stress by examining the assessment scales for measuring the
Acculturation Level of specific groups: African Americans, Asian Americans and Mexican
Americans. Students will have an opportunity to explore projects on the psychological
acculturation of individuals from other cultural groups and dimensions (disability, sexual
orientation, sojourners, immigrants) covered in class.