400

Psychological ideas and theories from their philosophical origins to the present. Discussion of five main schools of psychology and how they influence current thought in psychology.

Examination of how therapeutic, illicit, and recreational drugs associate with human behavior. Topics may include historical and societal views of drug use, drugs in food, environmental toxins; theories of why drugs are used and reasons for prescribing psychoactive drugs; and the relationship between chemical processes occurring in the nervous system and behaviors including abuse and addiction.

Study of the nature of language, how humans use language, how humans learn language, the psychological factors in language use, and the neural basis of language. Students will study the knowledge and processes that underlie a person's ability to produce and understand language.

Judgments affect our choices ranging from what brand of cereal to whom to marry.  This course examines how we define rationality as well as cognitive, affective, and motivational processes that underlie how we encode and evaluate options. Students are expected to engage with primary sources in the course packet through written weekly responses, class discussion, and a final paper.

Explores relationships between cultural variables and human behavior. The development of cross cultural psychology and research methodologies used by cross cultural researchers in examined. Theories that reflect the cultural, social, and developmental perspectives on behavior are considered.

This course will engage psychological and sociological perspectives toward understanding sports and physical activity as both personal engagements and social phenomena. Topics will include sport-based youth development, mental health and physical activity, performance enhancement, and sport and social issues. The course will emphasize reflective, analytic, critical, and interdisciplinary perspectives based on engaging with scholarly readings and material.

Considers the implications of combined medical, psychological, and pastoral care models on health and recovery. Special attention given to influences in health of personality, social context, belief and meaning, and mind-body connection.

This course introduces students to the field of gerontology. The course examines the aging process and its impact upon the individual, the family, and society. The course also covers various social, cultural, political, and economic issues for older adults in our society.

Introduction to group dynamics, contemporary models of group counseling, and the development of group skills.

This course is about child and youth development as embedded in social and cultural contexts. The particular emphasis will be on early childhood through the transition into adulthood, and on thinking about childhood and youth as social phenomena. The course is reading/discussion intensive and involves a community-based learning project.

This course examines theory, practice, and evaluation of interventions for children and youth across family, community, and institutional contexts. Students will critically analyze areas such as prevention, resilience, and positive youth development and develop specific skills through experiential practice laboratory sessions. Attention will be paid to effective and culturally appropriate programs and strategies for traditionally marginalized and oppressed populations.

Major theories which account for aggressive behavior or violence. Emphasis given to personality, social, biological, and environmental determinants of aggression and violence.

Review of major theories and techniques of psychotherapy; issues in the contemporary practice of psychotherapy.

Guided inquiry for superior students by arrangement with the psychology faculty.

Credit arranged.

Credit arranged.

Participate directly in the research process with a faculty member. Before enrolling a student must consult with a faculty member to define project.

Practical field experience working within a human service organization. Internships are individually arranged and may be done in a wide array of settings. Students will be required to supplement their experience with a classroom seminar. Psychology majors may take up to 6 credits in internships. Students may receive an IP (In Progress) grade until the completion of their internship.

This course is a senior capstone option for psychology majors in their final year of studies who have interests in applying psychological science in community-based settings. The course will integrate skills and concepts from the psychology major, and be oriented by a project related to mental health work, youth work/education, business, or other related areas of applied psychology. 

A capstone seminar for psychology majors designed to help the student integrate major contemporary psychological methods, theories, and research findings. Restricted to senior psychology majors.

Research, study, or original work under direction of a faculty mentor, leading to a scholarly thesis document with a public presentation of results. Requires approval of the thesis director (and department chair or director of the honors program when appropriate), along with a minimum 3.0 GPA in the major.