Departmental Graduate Course Guide : University of Michigan PSYCHOLOGY DEPARTMENT

Psych 438—Hormones and Behavior (3 Credits)
Peckham
This course will discuss hormonal influences on animal behavior. The Relationship between hormones, brain and behavior will be discussed in a variety of species. We will discuss both the diversity in nature, as well as the common threads that govern interactions between hormones and behavior in all animals. Behaviors to be discussed include hormonal influences on sexual behavior, parental behavior, learning and memory, thirst, feeding, stress responses, and biological rhythms.

Text: Either Behavioral Endocrinology, 2nd edition, Becker et al. (2002) OR An Introduction to Behavioral Endocrinology, Third Edition, Nelson (2005)

Psych 530, Section 001—Advanced Topics in Comparative and Evolutionary Psychology: Comparative Animal Cognition (3 Credits)

Bergman
This seminar focuses on the cognitive abilities of animals from an evolutionary perspective, addressing questions such as: Are some animals “smarter” than others, and if so, why? How and why do cognitive abilities evolve? What sorts of cognitive abilities are favored by different ecological and social tasks? Are the cognitive abilities of animals specific to certain tasks or does it make sense to talk about generalized mental abilities like intelligence?

The course will begin with a brief review of evolutionary concepts and evolutionary comparative methods and then move on to specific topics relating to animal cognition. Topics will be chosen based on students' interests but potential topics include: spatial cognition, numeric cognition, foraging, learning, memory, sexual selection and cognition, ecological and social complexity hypotheses, comparative studies of brain size, communication and language, eavesdropping, intentions and theory of mind, deception, and behavioral flexibility.

This is a rapidly growing field and the readings will emphasize current research from the primary literature. We will also use chapters from S. Shettleworth’s Cognition, Evoution, and Behavior (Oxford University Press, 1998) as background for some topics. The reading load will be fairly heavy and grades will be based in part on participation in discussions relating to the readings. Written assignments will include a 10-15 page research paper. The course is open to undergraduates and graduate students. Undergraduate students must have had a prior course in animal behavior and all students must get permission from the instructor to enroll.

Smuts
This seminar analyzes the behavior of wolves and domestic dogs within the theoretical framework of evolutionary biology and behavioral ecology. Domestic dogs and wolves are very close relatives; they probably began to diverge about 15,000 years ago. They can produce fertile hybrids, and recent genetic analyses suggest that by some criteria, they are the same species. Yet wolves and dogs show some consistent physical and behavioral differences. A detailed look at the behavior of wild wolves will serve as a foundation for investigating questions such as:

Investigation of these and other questions will help students refine their knowledge of conceptual issues relevant to animal behavior in general. The course emphasizes social behavior, including social structure, reproduction, parental care, cooperation, competition, and communication. Class meets once per week for 3 hours. During the first hour, we will typically view videos on some aspect of behavior in wolves/dogs. After a brief break, we will discuss the videos and then move on to consider the week’s readings and assignments (if any). In the latter half of the course, some of the videos we see will be derived from research domestic dog social behavior conducted in this department. There will also be opportunities to observe and interact with some of the dogs currently being studied.

The reading load for this class is heavy and includes a number of research articles from the primary literature (e.g., scientific journals). There is an assignment every week involving student responses to the readings to be posted online via CTools. Additional assignments include several short essays. Grades are based on these assignments plus participation in seminar discussions and occasional quizzes on the readings. Permission of instructor required.

Psych 532—Mammalian Reproduction (4 credits)
Lu
Every Winter Term, the Reproductive Science Program offers a course in Mammalian Reproductive Endocrinology (MRE 541) which is part of the curriculum of three departments (Cell and Developmental Biology, Biology, Physiology and Psychology). This is a four-credit course for graduate and upper level undergraduate students.

Mammal Reproductive Endocrinology: A study of the physiological and behavior actions for reproductive hormones, which are responsible for the regulation of the reproductive systems and behavior. Topics include: The properties and mechanisms of action of pituitary gonadotropin and sex steroid hormones, the anatomy and endocrine regulation of the reproductive tracts (reproductive & maternal behavior), mechanisms of fertilization, implantation and development, the (neuro) endocrinology of mating and maternal behavior, pregnancy, and contraception.

PSYCH 581--001 Advanced Topics in Social Psychology (3 credits)
Crocker
The capacity to conceive of the self distinguishes humans from other animals, and plays a key role in many of our most human abilities and foibles. Without selves, people could not introspect, articulate goals, evaluate their abilities and progress, plan for the future, exert self-control, empathize, take the perspective of others, or feel humble or proud. And without selves, people would never be self- centered, self-serving, self-promoting, self-critical, self- affirming or self-denigrating. They would not have self-images, or feel self- conscious, ashamed, guilty, or embarrassed. They would never lack self-confidence-or have it, for that matter. Self-esteem would never be an issue, nor would garnering the approval or disapproval of others. The self is both a gift and a curse, contributing to some of the best and some of the worst moments in human experience. This course will provide an overview of the social psychology of the self, with a focus on self-esteem.

Psych 614—Advanced Statistical Methods I (4 credits)
Gonzalez
This is a continuation of Psych 613. Topics covered in this course include multidimensional scaling, cluster analysis, principal components, factor analysis, multivariate analysis of variance and canonical correlation. A brief introduction to reliability theory, structural equations modeling and hierarchical linear modeling will also be provided.

PSYCH 619 -Supervised Research I (1-4 Credits)
Faculty
The intent of this requirement is that each student, early in his or her graduate career, undertakes a research project roughly the equivalent in scope to a Master's thesis. This individual instruction course requires enrollment under a faculty section number. The First Year PSYCH 619 Research Project, after written, must be evaluated by two readers. Students can obtain an override in order to register for PSYCH 619. This can be done by sending an e-mail request to psych.saa@umich.edu. The course number, your U/M ID number and your faculty advisor’s name should be included in the e-mail.

PSYCH 634--Human Neuropsychology (4 credits)
Reuter-Lorenz
In a seminar format, this course will cover classic and recent works in human neuropsychology. The empirical evidence and theoretical accounts from the study of brain damage will be considered in light of neuroimaging and other cognitive neuroscience evidence pertaining to the same cognitive operations. Our goal will be to compare and contrast the evidence deriving from these different methodologies in order to understand the strengths, weaknesses, and conclusions that can be drawn from each.

PSYCH 644--Computational Modeling of Cognition (3 credits)
Polk
This course will review computational models of human cognitive processes with four goals in mind:

1. to learn about the wide variety of approaches to cognitive modeling and the advantages and disadvantages of each,
2. to study some of the most important cognitive models of specific cognitive domains,
3. to evaluate when cognitive modeling is an appropriate and useful research strategy, and
4. to give students an opportunity to gain hands-on experience in working with cognitive models.

Students will be expected to take turns in leading discussion of specific papers and to complete modeling assignments that require understanding and modifying existing computational models.

PSYCH 670--Research Design and Evaluation in Clinical Psychology (3 credits)
Faculty
This course covers research methods in psychopathology and clinical psychology. It does so on two integrated levels. The first entails a (relatively) abstract overview of general research issues and the second a (relatively) concrete examination of specific research skills and strategies. Course assignments include a series of exercises that will prepare you to do a research project suitable for the PSYCH 619 (masters) requirement in Clinical Psychology here at the University of Michigan. Class grade is based on satisfactory completion of assignments, class attendance, and sincere participation in discussions.

PSYCH 677--Clinical Assessment Lab II (2 credits)
Faculty
This laboratory follows Clinical Assessment Laboratory I and accompanies Clinical Assessment 674. One new instrument is introduced, the Rorschach inkblot test. In this term each student completes two assessments including the Rorschach, the WISC or WAIS, story-telling techniques and other instruments as needed, and participates in the intensively supervised analysis of 4-6 others.

PSYCH 678--Ethics and Professional Issues: Basic Skills and Systems of Psychology (1 credit)
Graham-Bermann
This two-credit seminar serves as an introduction to basic clinical skills and systems of behavior in psychology for first year clinical psychology graduate students. It is a continuation of the Psychology 678 seminar from the Fall 2009 semester.

Theories underlying basic clinical skills are presented along with clinical case examples and assigned chapters. Foundations/systems of behavior are presented by guest speakers from the University of Michigan's department of psychology who have expertise in particular areas. The four areas or foundations are: biological/neuroscience aspects of behavior, affective/cognitive aspects of behavior, developmental aspects of behavior, and social/organizational aspects of behavior.

PSYCH 681--Survey of Social Psychology (2 credits)
Ellsworth
This three-term sequence addresses basic professional issues of scientific conduct and responsibility. Enrollment is limited to the first year cohort of the social psychology area and joint program students admitted to social psychology. The first term provides a general orientation to graduate level research in social psychology and focuses on issues like literature searches, the development of research ideas, IRB procedures, the use of the subject pool, and the nature of the publication process. At the end of the first term, students present an extended abstract of their first year research project (619). The second term provides an overview of current faculty research projects. In addition, students regularly discuss progress on their 619 projects with the cohort. During the third term (fall of the second year), students make a more formal presentation of their 619 findings in class, in preparation for their presentation at the social psychology brown bag. Throughout, issues of scientific responsibility are addressed.

PSYCH 685--Social Psychological Theories (2 credits)
Gonzalez and Ellsworth
This course is limited to students who are planning to take the preliminary exam in social psychology during the spring-summer term. It covers the key theoretical and empirical issues in the field usign a broad range of textbooks and primary sources. Permission of instructor.

PSYCH 687--Methods of Survey Sampling (3 credits)
Lepkowsky
Methods of Survey Sampling/Applied Sampling is an applied statistical methods course, but differs from most statistics courses. It is concerned almost exclusively with the design of data collection. Little of the analysis of collected data will be discussed in the course. The course will concentrate on problems of applying sampling methods to human populations, since survey practices are more widely used in that area, and since sampling human populations poses a number particular problems not found in sampling of other types of units. The principles of sample selection, though, can be applied to many other types of populations.

The course is presented at a moderately advanced statistical level. While we will not develop the mathematical aspects of sampling theory, statistical notation and outlines of some algebraic proofs will be given. A sound background in applied statistics is necessary, since a few algebraic derivations will be presented. Little emphasis will be placed on the derivations. Nonetheless, a thorough understanding of the notation and results will be needed.

PSYCH 703--Cognition and Environment (3 credits)
Kaplan
We humans are on a collision course with the environment. Interestingly, much more attention seems to be invested in understanding the environment than the humans who are, after all, responsible for the vast preponderance of environmental problems. Likewise, if there are to be solutions, these too must come from people. Thus, understanding this difficult species must be a priority. Fortunately, considering the human mind and the environment as interacting systems encourages new ways of thinking about human cognition, affect, and action. In particular, there are some environments that are supportive of healthy human patterns, and some that bring out the worst in people. In other words, the environment makes a major difference in whether people are reasonable or not, healthy or not, fulfilled or not. Thus, knowing what sorts of environments to seek out and how to help make the environment more responsive to human needs has implications not only for self-management, but for the management of environmental systems. In pursuit of these topics the course covers a wide range of topics including environmental preference, problem solving, participation, muddling, and mental fatigue.

PSYCH 711--Questionnaire Design (3 credits)
Kreuter
This course is about the development of the survey instrument, the questionnaire. Topics include wording of questions (strategies for factual and non-factual questions), cognitive aspects, order of response alternatives, open versus closed questions, handling sensitive topics, combining individual questions into a meaningful questionnaire, issues related to questions of order and context, and aspects of a questionnaire other than questions. Questionnaire design is shown as a function of the mode of data collection such as face-to-face interviewing, telephone interviewing, mail surveys, diary surveys, and computer-assisted interviewing.

PSYCH 719--Supervised Research II (1-5 credits)
Faculty
This is an individual instruction course. When enrolling for PSYCH 719, students must use the individual section number of a faculty member. Overrides can be obtained from the Psychology Student Academic Affairs Office (psych.saa@umich.edu).

PSYCH 757--Social Development (3 credits)
Ceballo
This course will rely on an ecological framework to survey the field of children’s social development. Different theoretical approaches to the study of social development will be reviewed as well as factors relating to individual (e.g. gender, temperament, race), interpersonal (e.g. peer relationships), familial (e.g. parents, family structure), and socio-environmental influences (e.g. schools, neighborhoods, and culture) on children. Topics for specific consideration may include attachment, gender role socialization, parenting, academic achievement, intimacy and sexuality, media influences, economic stressors, and exposure to stressful life events.

PSYCH 759--Proseminar in Developmental Psychology (2 credits)
Smith
This graduate seminar considers cognitive functioning across the lifespan, with a focus on cognitive aging. We consider models of normal and pathological cognitive functioning and development in childhood, adulthood, and old age and examine findings from cross-sectional and longitudinal studies investigating age cohort differences and lifespan change. One of the central questions we will discuss is how and if intelligence and cognitive development in early life is related to cognitive maintenance and decline in adulthood and also to longevity. Does investing in the brain (e.g., learning, avoiding injury, engaging in physical exercise and social activity) pay off in terms of well-being across the lifespan? Is the development of the brain in adulthood limited by development during childhood? Do learning and memory processes change over the lifespan? Among the topics covered are: the effects of socioeconomic status and lifelong education on cognitive functioning in adulthood; cognitive reserve and how is it developed and maintained; associations between cognitive functioning and physical health; the acquisition of skills and specialized knowledge; intergenerational and interpersonal communication and language; cognition in the workplace and at home. The course involves a weekly heavy reading load of textbook chapters and journal articles and weekly submission of questions about these reading prior to each class. We also discuss research ethics, graduate research proposals, professional societies, and publication outlets.

This course is intended for first year Gradutae students in the Developmental area and is a continuation of the Fall course; other students interested in the course should seek permission of instructor.

PSYCH 779--Practicum on Ethics (2 credits)
Cain
Professional Ethics Seminar is a two semester course intended to provide didactic and case-based education and training regarding the ethical principles that inspire, govern and guide the profession of psychology vis-à-vis clinical practice. We will focus on those principles as applied in a wide range of specialty practices within clinical psychology; learn and critically assess the formal articulated principles: explore points of overlap between our profession’s ethical dictates and the law, as well as some troubling conflicts or downright collisions between the two; question whether there are significant gaps in the current principles; move from simple to highly complex, ambiguous ethical decision processes. Throughout we will embed such discussions in clinical case materials, as variously derived from your own direct clinical training experience, those emerging from your agency colleagues’ presentations in practicum settings, guests’ presentations, our readings, and the instructor’s direct, supervisory, and consultative clinical experience. We will also review clinicians’ multiple resources when confronting ethical dilemmas.

PSYCH 786--Research Design in Social Psychology (3 credits)
Ellsworth
This course is an introduction to research design and procedure in social psychology, emphasizing, but not restricted to, the experimental method.It covers the planning and conduct of research, not the analysis of data. Topics include: turning an idea into a researchable question, testing alternative hypotheses, reliability and validity, creating independent variables, designing measures, making the research involving to the participants, alternatives to experiments, research ethics, and preparing research findings for an audience.

PSYCH 789--Social Change/Social Movements (3 credits)
Tsutsui
Over the last two decades there has been great progress made in the study of social movements. There are many more empirical studies, a greater range of theoretical frameworks, efforts at theoretical integration, interdisciplinary linkages, especially between political science and sociology, and internationalization of the scholarly community. The seminar is not intended as a comprehensive review of the state of the field. Instead, it is designed to: a) critique major concepts and approaches; b) examine frontier conceptual issues, especially at the macro and political level; c) facilitate student research agendas.

PSYCH 808, Section 001--Special Seminar: Social Disparities and Developmental Health (3 credits)
Keating
Building on long-standing findings on the impact of social disparities on health, this seminar will explore the topic of social disparities in developmental health. Two major areas of research will be explored: to what extent are the established findings relating social disparities to mortality and morbidity found in research on a range of developmental outcomes, including child and adolescent health, achievement, and emotional/behavioral disorders; to what extent do developmental mechanisms (including brain and biodevelopmental mechanisms) account for the observed effect of social disparities on developmental health across the life course. In addition, the implications for social policy and professional practice of these research findings will be explored. This seminar may be of interest to graduate students in developmental psychology, clinical psychology, public health, public policy, and others.

PSYCH 808, Section 002--Special Seminar: Close Relationships (3 credits)
Edelstein
The seminar will provide a graduate-level introduction to the field of close relationships. Major theories of close relationships will be emphasized, including evolutionary, attachment, interdependence, and cognitive approaches. Topics will include attraction, relationship development and maintenance, relationships and health, infidelity, violence in intimate relationships, and relationship dissolution. Evaluation will be based on participation in discussions, weekly response papers, and a final project.

PSYCH 808, Section 003--Special Seminar: Minimal Structure and Rational Behavior: Competence and Performance in (Psycho) Linguistic Theory (3 credits)
Epstein and Lewis
This new interdisciplinary seminar explores the extent to which both the structure of the human language faculty and its behavioral expression may be understood as optimal under unifiable computational/cognitive constraints. We focus on the nature of abstract functional characterizations of sound-meaning mappings, and their realization in incremental real-time processing constrained by computational limits imposed by underlying cognitive system. The Seminar engages, and seeks to integrate, a range of topics in cognitive sciences, including generative linguistics theory, rational analysis and optimal control, computational modeling of memory and action, and multiple levels of theoretical explanation.

The course will expose students to both foundational topics in linguistics and psycholinguistic theory, and contemporary issues and theories at the cutting edge of the field. More specifically, it will be a mix of theoretical and empirical work in syntax, cognition and cross-linguistics studies of real-time, incremental human sentence processing using multiple modern methodologies (e.g., eye-tracking and event-related brain potentials).

The questions that we will explore include: What are the possible ways to characterize a knowledge state? For example, can we distinguish algorithmic from non-algorithmic characterizations of knowledge-states? What implications of processing architecture would such a distinction have? How do we determine whether some empirical regularity should be explained by the grammar or by the processing theory? In general, how do empirical results in theoretical syntax and those in experimental psycholinguistics relate?

Psych 808, Section 005--Special Seminar: Comparative Animal Cognition (3 credits)
Bergman
This seminar focuses on the cognitive abilities of animals from an evolutionary perspective, addressing questions such as:

The course will begin with a brief review of evolutionary concepts and evolutionary comparative methods and then move on to specific topics relating to animal cognition. Topics covered will include: spatial cognition, numeric cognition, foraging, learning, memory, sexual selection and cognition, ecological and social complexity hypotheses, comparative studies of brain size, communication and language, eavesdropping, intentions and theory of mind, deception, and behavioral flexibility. This is a rapidly growing field and the readings will emphasize current research from the primary literature. We will also use chapters from S. Shettleworth’s Cognition, Evolution, and Behavior (Oxford University Press, 1998) as background for some topics. The reading load will be fairly heavy and grades will be based in part on participation in discussions relating to the readings. Students will also be expected to lead the discussion at least once during the academic term. Written assignments will include several short essays and a 10-15 page research paper. The course is open to undergraduates and graduate students. Undergraduate students must have had a prior course in animal behavior and all students must get permission from the instructor to enroll.

PSYCH 808, Section 006--Special Seminar: Child Brain Developmental Laboratory (3 credits)
Kovelman
The course will focus on the use of non-invasive brain imaging methods to study child development. We will explore questions of early language, reading, math, memory, and other cognitive abilities. We will also explore the neural bases of early social and affective development.

The primary goal of the class is to allow the students to combine theory with practice and get hands-on experience with imaging technology in a child-friendly context. Our primary tool will be functional Near Infrared Spectroscopy (see http://www.jove.com/index/details.stp?ID=1268).

The course includes lectures, discussions and a lab component. Students who have already completed 758 (Human Developmental Neuroscience) will be exempt from the class time with Psych 400. Please e-mail instructor with any questions: kovelman@umich.edu

PSYCH 808, Section 008--Special Seminar: Decision Consortium (1-3 credits)
Yates
This seminar is the primary forum for the Decision Consortium, a University-wide distributed center for scholarship on decision making. Each session involves a vigorous discussion of new ideas and research on problems that have significant decision making elements. The typical session is led by a member of the Consortium who presents recent developments in his or her research program. The session also features discussants who study similar issues who offer their views and suggestions about the problems the presenter seeks to solve. Sessions emphasize vigorous participation by all in attendance, including students.

PSYCH 808, Section 010--Complexity and Emergence (3 credits)
Holland
Prequisites: Either familiarity with programming (no particular language required), or a course in finite mathematics. All technical topics will be developed in class from first principles.

Course Organization: This is a highly interactive class with students from all over campus. You will be expected to contribute to the class discussion and will be graded accordingly. There will be a final paper which you will present to the class.TOPICS: Many of our most difficult contemporary problems depend upon an understanding of systems consisting of agents that adapt and learn: ecosystems, markets, language acquisition and evolution, political systems, the Internet, nervous systems, immune systems, reaction networks in biological cells, and so on. These systems, called complex adaptive systems (cas), exhibit properties such as "emergent" structures, "complex" conditional interactions, perpetual novelty in behavior, and diversity in agents (there is no "best" agent). Because of these properties, cas require novel techniques for analysis and understanding. This class will introduce and explore techniques, such as agent-based modeling, that have been most effective in helping us to explore and understand the behavior of cas.The class aims to develop a range of ideas, examples, models, and intuitions that provide a deeper understanding of cas. All techniques will be fully developed in class, starting from elementary principles. The order of topics will depend partly upon particular interests of the class, but the following topics, at least, will be covered:Performance systems - sets of condition/action rules. Signal-passing systems - their pervasiveness from cell biology to language. Parallelism - systems with many rules active simultaneously. Agent-based models - models with multiple interacting agents. Credit assignment - strengthening stage-setting and predictive rules. Rule discovery - genetic algorithms. Building blocks - their role in everything from perception to invention.

Texts: HIDDEN ORDER (paperback) and EMERGENCE (paperback) ((paperback).Both published by Perseus Press and authored by J.H. Holland

PSYCH 817--Interdiscplinary Seminar in Quantitative Social Science Methodology (1 credit)
Xie
This seminar considers methodological issues that arise in research in the social sciences. Themes arise from ongoing research projects at the UM. Visiting researchers provide a brief account of their aims and data before defining the methodological challenges for which they desire discussion.

PSYCH 819--Supervised Research III (1-4 credits)
Faculty
This course is an individual instruction course. When enrolling for PSYCH 819, students must use an individual section number of a faculty member. Obtain an override from the Psychology Student Academic Affairs Office (psych.saa@umich.edu).

PSYCH 831, Section 001--Seminar in Physiological Psychology: Drugs of Abuse (3 credits)
Robinson
This course provides a basic introduction to the neuropsychopharmacology of drug abuse and addiction, and has a strong natural science (neuroscience) orientation. Prerequisites include PSYCH 230 (Introduction to Biopsychology) and an interest in biological approaches to the study of behavior. Introductory Biology and Chemistry are also recommended. The acute and long-term effects of selected drugs of abuse on behavior, mood, cognition, and neuronal function are discussed, and material from studies with humans is integrated with basic studies on the neurobiological basis of drug action and drug abuse — including detailed coverage of synaptic transmission and the distribution, regulation, and integration of brain neurotransmitter systems. The focus is on addictive or illicit drugs, and all the major classes are discussed, including: opiates (heroin, morphine, opium), sedative-hypnotics (alcohol, barbituates, chloral hydrate), anxiolytics (benzodiazepines), psychomotor stimulants (amphetamine, cocaine), marijuana, hallucinogens (LSD, mescaline), hallucinogenic-stimulants (MDA, MDMA), and dissociative anaesthetics (PCP). A lecture format is used, with required readings from a text. The course is intended primarily for juniors or seniors concentrating in biopsychology, biology, or the biomedical sciences (e.g., pre-med). Required Text: JS Meyer and LF Quenzer, Psychopharmacology: Drugs, the Brain and Behavior, 2005. Exams and Grading: The course grade will be based on the outcome of three multiple choice/short answer type exams.

PSYCH 831, Section 002--Seminar in Physiological Psychology: Methods in Behavioral Neurophysiology (3 credits)
Berke
This course shows how to obtain and interpret neural signals and relate them to behavior. This year it will be run primarily as a graduate seminar, with some additional practical elements and demonstrations. Topics covered will include the genesis of electrical signals in the brain, firing patterns of individual neurons, and the dynamic properties of cortical and hippocampal neural circuits. Additional topics will depend largely on the interests of participants, but will likely include optogenetic methods for labeling and manipulating specific neural subtypes, and calcium imaging of neural activity in behaving animals. On the analysis side we will look at standard methods for decoding brain:behavior relationships, involving the analysis of firing rate, cross-correlations and ensemble analyses, oscillatory entrainment and multiple regression analysis.

Preference will normally be given to graduate students, but advanced undergraduates with neuroscience research experience may also be considered. Enrollment is by permission of the instructor.

PSYCH 855--Research Methods: Bridging Personality and Context (3 credits)
Lee, F.
Just as researchers develop specializations in the main topics of their research, they also develop specialization in methodology. The faculty in P&SC represents a wide range of expertise across multiple research methodologies. In this course, we will examine different research methods and examine the relationship between personality/individual differences and social context. Our goal is to equip students with the skill to rigorously apply different kinds of methodologies to examine their research interests.

PSYCH 858--Current Issues in Developmental Psychology (2 credits)
Morrison
The primary purpose of the course is to help to prepare third year students in developmental psychology for their dissertation research. Details of the dissertation and other aspects of professional activities are discussed, including funding agencies, preparation of vitas, presentation of data, professional organizations, and historical background of contemporary developmental psychology.

PSYCH 861--Proseminar in Education and Psychology (3 credits)
Chavous
Seminar discussions of current topics in educational psychology with emphasis on classroom learning, motivation, and psycho-educational assessment. A major focus of the course is on research methods and helping students initiate and work on their first year research projects.

PSYCH 875--Introduction to Child Therapy (3 credits)
Graham-Bermann
The course will focus on the evaluation and treatment of children and adolescents presenting a wide array of problem behavior and symptomology. Treatment approaches from several different theoretical perspectives will be highlighted - including cognitive behavioral, family systems, psychodynamic, and social learning theory. Discussions will include case material covering a broad spectrum of topics typically encountered in child work, such as ADHD, child abuse and neglect, depression, defiant behavior and delinquency, divorce, sexual abuse, suicidality, and trauma. Clinical material will highlight the importance of gender, race, and cultural issues in the therapeutic process. Collateral work with parents, play therapy, the use of different modalities, and brief treatment approaches will also be addressed. Finally, this course will touch upon other related interventions and efforts at prevention that may be school or community based.

PSYCH 958, Section 001--Special Seminar in Personality and Development: Research Methods with Populations of Color (3 credits)
Rowley
This course is meant to be a reference tool for use in conducting research with populations of color. We will discuss the methodological, theoretical, and conceptual models being used to study populations of color, as well as substantive issues (e.g., racial identity, acculturation, history) that impact the research participation and results of research with these populations.

PSYCH 958, Section 002--Special Seminar in Personality and Development: Human Development and Schooling (3 credits)
Cortina
This course addresses fundamental issues of human development in educational contexts, both in and out of school settings, and examines theories and studies from psychology and education. The course deals primarily with students in K-12 emphasizing the preschool years and the transition into elementary school. The main goal of the course is to provide students with knowledge about developmental issues in the context of educational settings. The course will be conducted as a seminar with an emphasis on critical discussions of assigned readings. During the first hour of each class, students will present information and lead the discussion on a specific top of their own choice.Cost: $50-100

PSYCH 958, Section 003--Special Seminar in Personality and Development: Foundations in Teaching and Learning (3 credits)
Silver
A seminar on topics in personaltiy and development. Content varies by term and instructor.

PSYCH 978--Special Seminar in Clinical Psychology: Children and Traumatic Violence (3 credits)
Graham-Bermann
This three credit graduate level course on children and traumatic violence begins with a review of research on the effects of children’s exposure to violence. Research on child psychopathology, including traumatic stress symptoms and PTSD diagnoses in children, is presented and discussed. These findings are discussed in relation to typical child social, emotional and cognitive development. Next, following the developmental psychopathology model, risk and protective factors for children exposed to violence are explored. Therapeutic approaches for working with children traumatized by violence are covered with an emphasis on evidence-based practices. Students will learn state-of-the-art procedures for evaluating interventions. Course coverage includes didactic presentations of research on violence, videotaped evaluations and intervention sessions, models of coping, and child psychopathology with a focus on traumatic stress responses. Following training in research ethics and clinical work with at-risk children, there is a lab component where students participate in implementing and evaluating an intervention program with supervision. Full preparation and participation in discussion is expected at each class. Process notes are written following each lab session. A final case presentation is required at the end of the term. Grades are based on participation in discussion and preparation (30%), lab (50%), and case presentation (20%). Readings are available on CTools.

PSYCH 988--Advanced Seminars in Social Psychology: Social Psychology Lab (3 credits)
Nisbett
A seminar on topics in personaltiy and development. Content varies by term and instructor.

PSYCH 990--Dissertation/Precandidate (1-8 credits)
Faculty
Election for dissertation work by doctoral students not yet advanced to candidacy. Obtain an override from the Psychology Student Academic Affairs Offfice (psych.saa@umich.edu).

PSYCH 995--Dissertation/Candidate (8 credits)
Faculty
Election for dissertation work by doctoral students who have advanced to candidacy. Obtain an override from the Psychology Student Academic Affairs Offfice (psych.saa@umich.edu).




	HOME \| GRADUATE PROGRAM \| UNDERGRADUATE PROGRAM \| PROGRAM AREAS \| PEOPLE \| CONTACT US \| SITE MAP Website design by U-M Marketing Communications © 2009 Regents of the University of Michigan contact webmaster

Winter Term 2010