Courses in Psychology (Division 455)

The Department of Psychology offers two regular introductory courses: Psychology 111 and Psychology 112. Psychology 112 is offered as a natural science and stresses experimental psychology; Psychology 111 is approved for social science distribution but treats both perspectives with about equal weight. Students may not receive credit for Psychology 111 and Psychology 112. Either of the two courses meets the prerequisite requirement for concentration and serves as a prerequisite for advanced courses. Honors students and others with permission of the instructor may take Psychology 114 or 115. Psychology 115 is offered as a natural science course and stresses experimental psychology. In Psychology 114 the coverage of basic material is rapid, leaving some time for specialized topics.

Department of Psychology disenrollment policy for Psychology 111, 112, 330, 340, 350, 360, 370, 380, and 390. Students must attend discussion section by September 10 or contact the section TA, or they will be disenrolled from the course.

111. Introduction to Psychology. Psych. 111 serves, as do Psych. 112 or 113, as a prerequisite for advanced courses in the department and as a prerequisite to concentration. No credit granted to those who have completed or are enrolled in 112, 113, 114, or 115. Psych. 111 may not be included in a concentration plan in psychology. (4). (SS). Students in Psychology 111 are required to spend five hours outside of class participating as subjects in research projects.

This course is a one-term survey which integrates material from Psychology 112 and 113. It is a broad introduction to the whole of psychology. The course serves as a basic preparation for most advanced level courses in psychology. Discussion sections offer students the opportunity to discuss and critically examine what they are learning. Cost:3 WL:1 (Peterson)

112. Introduction to Psychology as a Natural Science. Credit is granted for both Psych. 112 and 113; no credit granted to those who have completed or are enrolled in 111, 114, or 115. Psych. 112 may not be included in a concentration plan in psychology. (4). (NS). (BS). Students in Psychology 112 are required to spend five hours outside of class participating as subjects in research projects.

This course provides an overview of the field of psychology from a natural science perspective. Current knowledge and major research activities in different areas of psychology, including biological, cognitive, developmental, personality, clinical and social areas, will be introduced. Specific topics to be covered are human nervous system, sensation and perception, sleep and dreams, drugs, learning and memory, language and thought, motivation and emotion, sex and sexual orientation, human development, personality, mental disorders, and social behaviors, with an emphasis on underlying brain mechanisms. It is hoped that students will become more understanding of the thoughts and behaviors of himself/herself as an individual and the society as a whole. Attendance of two hours in lecture plus two hours in discussion sessions is mandatory. Students are evaluated based on three one-hour exams, grades on six small (10-minute) quizzes administered during discussion sessions, and the degree of active course participation. There will be NO FINAL. Discussion sections will not meet prior to first lecture. Cost:2 WL:1 (Zhang)

114. Honors Introduction to Psychology. Open to Honors students; others by permission of instructor. No credit granted to those who have completed or are enrolled in 111, 112, 113, or 115. May not be included in a concentration plan in psychology. (4). (SS). Students in Psychology 114 are required to spend five hours outside of class participating as subjects in research projects.
Section 001.
This course provides a broad introduction to the field of psychology. We will cover such topics as physiology and behavior, sensory and perceptual processes, states of consciousness, learning and memory, thinking, intelligence, development across the life-span, motivation and emotion, personality, stress and adjustment, abnormal behavior and psychotherapy, and social psychology. The text for the course is Understanding Psychology (3rd ed.); there is also a course pack. Each student will also be expected to select and read a number of books from a master list of recommended popular books in psychology. Grades are based primarily on two exams, a reading log or journal based on the outside readings, and attendance at and participation in class. Cost:3 WL:1 (Morris)

115. Honors Introduction to Psychology as a Natural Science. Open to Honors students; others by permission of instructor. No credit granted to those who have completed or are enrolled in 111, 112, 113 or 114. Psych. 115 may not be included in a concentration plan in psychology. (4). (NS). (BS). Students in Psychology 115 are required to spend five hours outside of class participating as subjects in research projects.

Emphasizes those aspects of psychology in which the relevant stimuli are measurable in physical terms. Emphasis on principles of sensation, perception, maturation, learning, motivation, emotion, and the physiological bases of behavior.

120. First-Year Seminar in Psychology as a Social Science. Open only to first-year students. May not be included in a concentration plan in psychology. (3). (SS). May be repeated for a total of six credits.
Section 001 The Psychology of Culture, Power, and Human Relations.
(Beale)

Section 002 I, Too, Sing America: Psychology and Cultural Differences. Taking its title from the Langston Hughes poem, this seminar will explore psychological aspects of race, ethnicity, and other cultural differences in the United States. What are some of the opportunities and obstacles to our joining with Hughes in affirming, "They'll see how beautiful I am . . I, too, sing America?" Topics will include stereotyping, communication, cooperation, conflict, justice and discrimination. For example: What are psychological theories about how individuals and groups might most benefit from life in pluralistic societies? What are some psychological dynamics of stereotyping? What are possible connections between various forms of discrimination (for example, racism, sexism, homophobia and anti-Semitism)? WL:1 (Behling)

Section 003 Intergroup Relations, Conflict and Community. This introductory course will explore frameworks for understanding intergroup relations and conflict management across racial and ethnic groups, although it will also consider other group categories. As they explore case studies and theory, students will also examine their own communication styles in conflict, and their own experience as group members in conflict and in managing conflict with other groups. Students will reflect on the meaning of social justice and the different definitions of multiculturalism. The course format will include lecture and small group discussion sessions, including a considerable degree of interaction and participation. Participation in a "dialogue" group is required of all students. (Gurin)

Section 004 The Appreciation of Religious Diversity. This course explores and celebrates the diversity of religious or spiritual traditions, experience, and belief. Through reading, self-reflection, interviewing family members, and engaging in a respectful, frank dialogue with one another, we will move toward an appreciation of the differences as well as the similarities that make up the pattern of diversity in our society. Readings will be drawn from autobiographical texts, fiction, psychology, and commentary. (Mann)

Section 005 The Psychological Person and the Law. This seminar will examine a number of case studies involving psychology and the law that have been covered by the popular press (e.g., the Bobbit and Menendez trials). (Pachella)

Section 006 Hidden Meanings of Myth. We will examine the folklore of different ethnic and national groups, to draw from these writings core themes which may have figured significantly in the historical development of these peoples. The folklore will range from Oesop's and Grimms' fables to more complex legends and myths, some current in Chaucer's time, some from King Arthur's time, up to myths being born in our time. Themes studied will deal with the relationship between the sexes; the attitude toward life and death; the concepts of moral and immoral behavior. As a special chapter in the history of myths, the humor of different ethnic groups will be compared (e.g., Black humor, compared with Jewish humor). We will see also whether we can't speak of familial myths and even personal myths, and how these play a part in the way one lives his or her life. (Mayman)

Section 007 Leadership: Theory and Practice. This is a multidisciplinary seminar for first-year students that explores the questions: What is leadership? What are some styles of leadership and traits of effective leaders? How does one lead? We will examine both classical and contemporary views of leadership as well as what contemporary theory and research in the behavioral sciences tells us about leadership. This is not a "how to do it" course in leadership, though students will learn a great deal about how to be an effective leader. Core readings consist of Gardner On Leadership, Mcfarland et al. 21st Century Leadership, and Rosenbach and Taylor Contemporary Issues In Leadership. Small groups of students will also prepare an oral and written report on one outstanding leader of their choice. Course grades will be based on attendance at and participation in class discussions, a reading log or journal, several brief position papers, an end-of-class essay, and the oral and written reports. Cost:3 WL:1 (Morris)

Section 008 Attitudes and Stereotypes. This seminar will focus on social attitudes and social stereotypes, and on things we have learned about them through the work of social scientists. We will read a variety of material (some new, some old) in examining the ways in which these concepts have developed. We will also discuss the relevance and potential usefulness of the seminar readings for a proper understanding of contemporary society. (Manis)

Section 009 Freud's Revolution and How it Changed the World (for Better and for Worse). This course will study how Freud invented psychoanalysis, how his theory has changed in his lifetime and even more over time, and how it has affected out understanding of the mind. The goal of this seminar is to help students grasp the extent to which contemporary common sense notions of mind and behavior have been profoundly influenced by psychoanalytic thought. (Adelson)

Section 010 Divorce, Remarriage, and Child Development. The focus of this seminar will be the effects of parental divorce and remarriage on the life trajectories of children. (Kalter)

Section 011 Dreams. (Wolowitz)

Section 012 Thinking about Self and Identity. This seminar is organized around weekly topics focused on group discussion of assigned reading. Readings concern self organization, origins in early development, developmental disturbances. Brief weekly reactions to the reading topics are required and will be used in class to begin discussions. Attendance is required. Course evaluation will be based on two short papers, two essay tests, and, to a limited extent on class preparation and participation. (Fast)

Section 013 Language and Thought. This freshman seminar will examine the question of how language influences thought and how thought influences language. Through case studies, films, readings, and demonstrations, we will explore current psychological evidence on the issue. Topics include: language universals, variation across languages, bilingualism, communication in apes and other species, atypical language development in children, language disorders, and exceptional language. The goal is for students to obtain a deeper understanding of human language, and to discover how an age-old philosophical issue can be studied scientifically. (Gelman)

Section 014 Late Life Potential. Although late life is often viewed as a time of inevitable loss of competence, there is also evidence of great late life potential. This seminar will explore such potential. We will become familiar with relevant theory and research, read biographical material on late life greatness, study examples of late life accomplishments, and talk with vital old people. By the end of the seminar students should understand the nature of late life potential, as well as some of the conditions that facilitate it. From this understanding we will consider appropriate roles for the elders of our society. (Perlmutter)

Section 015 Leadership: Theory and Practice. See Psychology 120.007. (Morris)

121. First-Year Seminar in Psychology as a Natural Science. Open only to first-year students. May not be included in a concentration plan in psychology. (3). (NS). May be repeated for a total of six credits.
Section 001 Mind and Brain.
Developments in the study of the brain in humans and other animals in recent years have illuminated a number of issues in human cognition, including perception, learning, memory, consciousness, emotion, some aspects of thinking, and some of the effects of aging. In this course, we shall first familiarize ourselves with the structure of the nervous system and then look into some of these issues of cognition to see how developments in brain science have informed us about them. (Jonides)

Section 002 Cognition and Consciousness. This interdisciplinary seminar will explore the nature of conscious and unconscious mental processes in various types of human cognition and action, including perception, memory, thinking, and behavior broadly construed. We will take an eclectic approach in our exploration, encompassing points of view found in disciplines such as psychology, neurophysiology, artificial intelligence, philosophy, and medical practice. Both normal and altered states of consciousness (e.g., sleep, dreaming, meditation, hypnosis, and hallucination) will be considered from these perspectives. (Meyer)

122. Intergroup Dialogues. Permission of Instructor. Intended primarily for first and second year students. (2). (Excl). May not be included in a concentration in Psychology. May be repeated for a total of four credits.

In a multicultural society, discussion about group conflict, commonalities, and differences can facilitate understanding and interaction between social groups. In this course, students will participate in structured meetings of at least two different social identity groups, discuss readings, and explore each group's experiences in social and institutional contexts. Students will examine psychological, historical, and sociological materials which address each group's experiences, and learn about issues facing the groups in contemporary society. The goal is to create a setting in which students will engage in open and constructive dialogue, learning, and exploration. The second goal is to actively identify alternative resolutions of intergroup conflicts. Different sections of this course focus on different identity groups (for example, white people/people of color; Blacks/Jews; lesbians, gay men, bisexuals, and heterosexuals; white women/women of color; Blacks/Latinos/Asians; men/women).

211. Outreach. Prior or concurrent enrollment in introductory psychology. May not be included in a concentration plan in psychology. (1-3). (Excl). Offered mandatory credit/no credit. Laboratory fee ($15) required. (EXPERIENTIAL). May be repeated for a total of 6 credits.

Project Outreach enables students to do field work in local community settings. The purpose is to gain an understanding of yourself, the agency in which you will work, the people whom you will serve, and to provide a genuine community service. Outreach includes approximately 45 agencies in which you can provide direct service to children in day care settings, adolescents in after-school programs, handicapped children and adults, retarded and emotionally impaired persons, women, physically ill adults and children, persons legally confined to mental health and criminal institutions, social advocacy organizations concerned with combating racism, helping battered women, and others. All sections are two (2) credits requiring six hours of work per week including four (4) of fieldwork, log writing, readings, papers, one hour lecture and one hour discussion. Students need to check the Final Edition of the Time Schedule lecture/discussion times and meeting places per section. Information regarding registration, field work and course information for the Fall Term, 1996, will be available at an Information Meeting on Thursday, April 4, 1996, at 6:00 pm in 1324 East Hall. For information, call the Outreach Office at 764-9179. Two separate sections of Outreach count as an experiential lab for the Psychology concentration; they do not count as a lab for the Psychology as a Natural Science concentration. Cost:1, not including $15 lab fee. WL:1 (Miller)

Section 001 Preschool Children at Risk. (2 credits). Provide experience for a variety of children in preschool who are at-risk for developing intellectual, emotional, and behavior problems, or work with agencies trying to reduce the number of children facing these situations. Risk factors include poverty, teenage parents, single parenthood and developmental difficulties.

Section 002 Big Sibs Community & Opportunity. (2 credits). Be a Big Sib; develop a meaningful individual relationship with a child in need of the companionship of a consistent caring adult; share in activities and enjoy being with a young person in the community. Some students might also have the opportunity to be a Big Sib to a physically or mentally handicapped child.

Section 003 Juvenile Justice and Education. (2 credits). Establish a meaningful friendship with a child in an after-school program; help tutor, plan activities and serve as a positive role model for a local student; interact with and assist teenagers and preteens whose behavior is in conflict with the laws and rules of our society, or join with community groups working to increase educational opportunity and juvenile justice. Learn about juvenile criminal behavior, the criminal justice system and the law, institutionalization and rehabilitation.

Section 004 Social Justice. (2 credits). Learn about racism, homophobia, sexism, rape, incest, domestic violence, eating disorders, substance abuse, the AIDS crisis, and teen pregnancy. Develop supportive and helping relationships with people as they encounter special challenges throughout the lifespan from teens through elderly, or join with local agencies working to bring about change in the lives of people of color, women, gay men, and lesbians.

Section 005 Interventions for Mental Health. (2 credits). Work with children and adults with mental illness or developmental disabilities living in institutional settings or in the community; assist these people in practicing social skills and increasing their integration into society, or work with groups advocating for better conditions, services, and community awareness for persons with mental health problem & examine issues such as attitudes and prejudices about mental health, mental illness and mental retardation.

Section 006 Health, Illness, and Society. (2 credits). Serve as a non-medical liaison between staff, family, and patients, offering empathy and emotional support in waiting rooms, at bedside, in community health clinics and in other settings; learn how people cope with stress; provide supervised occupational, physical, rehabilitative, educational, and recreational therapy, and support for people with special physical or health needs: senior citizens, children who are physically impaired, or people who are HIV positive, or work with groups trying to prevent particular health problems, promote health education or those that are advocating for improved health services.

Section 007 Exploring Careers. (2 credits). Investigate majors and careers that best fit your needs and abilities; explore graduate school options; write a resume and cover letter; improve your job search strategies; talk with professionals in various fields; increase your awareness of social issues that affect people's career decisions and work lives.

Section 008 Lifespan Development. (2 credits). Work with infants, children and teenagers in a variety of day care and school settings. Learn about the course of human development and the many forces that influence this.

305. Practicum in Psychology. Introductory psychology. A total of 6 credits of Psychology letter-graded experiential courses may be counted for the Psychology concentration. (1-4). (Excl). (EXPERIENTIAL). May be repeated for a total of 6 credits.
Section 001 Mentoring High School Students. (3 credits).
This experiential learning course is designed to provide mentoring experiences for high school students who are regarded at risk for low achievement. We will pair college students with 9th-12th graders at Pioneer High School in order to help students with homework, to encourage effective learning strategies, to improve computer skills and to create their high school portfolio. College students who can relate to adolescents' concerns are a tremendous resource for their learning and motivation. Conversely, college students can learn a great deal from adolescents as they work together. The course will provide a personal relationship and useful academic information in order to help high school students become more successful and more motivated in school. University Students will be expected to participate in mentoring a minimum of 4 hours per week, read related background information, keep a weekly journal, and write a 5-10 page paper. Students will meet as a group to discuss relevant issues. Cost:1 WL:3 (Quart)

Section 002 Practicum in Child Development and Child Care. (2-4 credits). This course allows students to acquire experience working in a child care setting with preschool age children. Students will be assigned to specific classrooms and work under the direct supervision of the head teacher and director of the Pound House Children's Center. Students are required to keep a weekly journal summarizing their experiences in the child care setting as well as integrating these experiences with literature on children's development. Students will be required to read the Staff Handbook for information on Center policies as well as independent readings on child development. All students must show evidence of a negative TB tine test and have a physical exam from a doctor stating that there is no reason why they cannot work with young children. Contact Carolyn Tyson at Pound House 747-2204. (Volling)

Section 003 Alcoholism and Other Behavior Disorders in Community Settings, II. (3 credits). Prerequisite: Psychology 372. The University of Michigan Alcohol Research Center (UMARC) provides a continuing opportunity for students to gain valuable research experience in a community setting as part of the Health Profile Project. The project will focus on the nature and extent of alcohol problems among patients 60 years of age and older, and assess specifically the effectiveness of a brief intervention designed to help older adults with drinking problems. The project provides students the opportunity to obtain research experience in the social and health sciences fields. Students will administer brief questionnaires to elderly persons in primary care offices, and they also may have the opportunity conduct telephone follow-up interviews with participants in the brief intervention study. Other requirements include: interest in social sciences or health sciences; the ability to travel to project sites (car preferred); excellent interpersonal skills; and experience interacting with the public. Furthermore, students will gain valuable research experience in the areas of geriatrics and alcohol problems. This course is the second term of a two term practicum sequence. The sequence fulfills both lab requirements for psychology majors. Those who register for the course will be required to attend a research meeting, a one hour lecture, and 7.5 hours of field work each week during the academic term. Students also are required to write a research paper. (Zucker/Blow)

Sections 004-007: Community Issues in Latino/Latina Schools. (3 credits). The purpose of the proposed course is first, to expose students to Latino youth and their Southwest Detroit community (a poor multi-ethnic neighborhood); second, to educate students about cultural aspects of human development, mental health and contrasting theoretical approaches to social change; finally, to help the students analyze their practical experience using this theoretical framework. The overall goals of the course are to educate students to be able to envision themselves working in an urban community setting and to become motivated to work for social change in their academic and professional careers. This course will be a field course involving two visits per week to Southwest Detroit community. A neighborhood school, Earhart Middle School, will be used as the site for tutoring and working with the children. In this course, the instructors themselves will supervise the field experience. Neighborhood walks will be planned and led by the instructors to make students aware of the cultural diversity of the neighborhood, its economic base, and its interesting history. (Jose/Gutierrez)

306. Project Outreach Group Leading. Introductory psychology, Psychology 211, and permission of instructor. A total of 6 credits of Psychology letter-graded experiential courses may be counted for the Psychology concentration. (3). (Excl). (EXPERIENTIAL). May be repeated for a total of 6 credits.

This course provides students with knowledge and practice in areas related to enhancing the educational experience of undergraduate students involved in community service learning placements in a community setting, students will learn to supervise and evaluate the placement activities of others, and gain essential skills in facilitating small group discussions which integrate field experiences with theoretical concepts. Students will be evaluated on the basis of two projects, a number of other regular written assignments, and the quality of the small group discussions which they facilitate. Cost:2 (Miller)

307. Directed Experiences with Children. Introductory psychology and permission of instructor. A total of 6 credits of Psychology letter-graded experiential courses may be counted for the Psychology concentration. (3-4). (Excl). (EXPERIENTIAL). May be repeated for a total of 7 credits.
Section 101 Working with Children.
Directed experience with children aged eighteen months to five years at the University of Michigan's Children Center and Children's Center for Working Families for approximately eight to twelve hours per week on a regular basis. Seminar relating theoretical issues to applied practice is held every two weeks. No prerequisites required. Course is intended to introduce students to children in a child care setting. Cost:1 WL:5, Permission of instructor required for all students. (Sternberg)

308. Peer Advising Practicum in Psychology. Introductory psychology and permission of instructor. A total of 6 credits of Psychology letter-graded experiential courses may be counted for the Psychology concentration. (2-3). (Excl). (EXPERIENTIAL). May be repeated for a total of 6 credits.

This course offered for two or three credits is a supervised practicum for psychology concentrates who wish to learn to help other psychology students through academic advising/counseling. Students are selected by application and interview for the training and supervised practicum. Twelve hours of weekend training in peer facilitation psychology concentration requirements precede the weekly practicum and supervision sessions. A two hour faculty-supervised weekly class and an additional half hour meeting with undergraduate office staff is required. Required also are weekly journals and a final research paper. The purchase of two paperback texts and a course pack are necessary. In addition to experience with individual academic advising, students in this course may elect to help run "focus groups" on subjects of interest to psychology concentrators. The class is limited to about 20 students in order to facilitate discussion, training and supervision of the practicum. For further information please call Dr. Sherry Hatcher at 747-3920. Cost:3 WL:3, Application, interview, and override required from Dr. Hatcher. (Hatcher)

310. Training in Processes of Intergroup Dialogues. Permission of Instructor. Open to Juniors and Seniors. (3). (Excl). May be used as an experiential lab in the Psychology concentration. A total of six credits of Psychology letter-graded experiential courses may be counted for the Psychology concentration. (EXPERIENTIAL).

This course is designed to give students a foundation in the skills and knowledge needed to facilitate multicultural group interactions, including structured intergroup dialogues. Topics include: basic group facilitation skills and their applications to multicultural settings; social identity group development; prejudice and stereotyping and their effects on groups; the nature of social oppression; facilitation of intergroup communication; conflict intervention skills; techniques of community building; and surveys of some contemporary intergroup topic areas (e.g., affirmative action, sexual assault, separation/self-segregation). Students who successfully complete this training may apply to act as peer facilitators for the course Psychology 122, "Intergroup Dialogues." Recent trainees have facilitated dialogues with groups such as Blacks/Jews; lesbians, gay men, bisexuals, and heterosexuals; white women/women of color; Blacks/Latinos/as; men/women.

311. Practicum in Facilitating Intergroup Dialogues. Psychology 310 and permission of instructor. A total of six credits of Psychology letter-graded experiential courses may be counted for the Psychology concentration. (3). (Excl). (EXPERIENTIAL).

This practicum is open to students who have completed Psychology 310, and requires applied work in facilitating intergroup dialogues. Students serve each week as peer facilitators in Psych. 122, "Intergroup Dialogues." Additionally, Students also participate in weekly supervision seminars to discuss their work in the dialogue groups, and to discuss theory and practice of group observation, in-outgroup conflict intervention skills, intergroup communication and community building, methods of attending to personal issues when facilitating.

330. Introduction to Biopsychology. Introductory psychology. (4). (NS). (BS).

This course surveys the field of Biopsychology. It introduces the kinds of questions traditionally addressed by Physiological and comparative psychologists. Biopsychology is the study of how psychological processes relate to the brain and to evolution. A major focus is on how brain processes cause psychological events and behavior, and how psychological events are encoded in the brain (physiological psychology or behavioral neuroscience). Another focus is on how psychological processes (e.g., perception, cognition) differ across different species, and on how psychological processes have been shaped by evolutionary pressures (comparative or evolutionary psychology). Topics will include: principles of behavioral evolution that have shaped current behavior and physiological processes; the anatomy and operation of brain systems relevant to mind and behavior, and their relation to psychoactive drugs; neural mechanisms of normal action, perception, motivation, learning, and cognition in humans and other species. Students must register for the lecture and for one discussion/practicum section. NOTE: This course is intended primarily for sophomores and second-term freshmen who have ALREADY taken a course in introductory psychology. This course is a prerequisite for many upper-level courses in Biopsychology. Cost:2 WL:1 (Berridge)

331. Laboratories in Biopsychology. Psych. 330. (4). (Excl). (BS). Satisfies a Psychology research-based laboratory requirement.

The purpose of this course is three-fold. (1) Provide students with opportunities to gain practical laboratory experience by assisting an individual faculty member in the Biopsychology Program with his/her on-going research. (2) Introduce students to selected general methods used in the field of biopsychology (brain and behavior and animal behavior). (3) Provide practical knowledge about research design, quantification of behavior, scientific writing, the use of animals in research, and miscellaneous techniques used by biopsychologists in laboratory research. Students must register in two sections; a general lecture section (001) and an individual faculty member's section (faculty identification number). To be admitted, students must first get permission from an individual faculty member to work in his/her lab. Specific instructions and an application form (which must be completed) are available in the Psychology Undergraduate Office or the Biopsychology Program Office. Students concentrating in 'Psychology as a Natural Science' will receive priority. Cost:1 WL:1 (Becker)

340. Introduction to Cognitive Psychology. Introductory psychology. (4). (NS). (BS).
Section 001 Memory, Thinking, Perception.
It will provide an introduction to cognitive psychology. The topics to be covered include various aspects of the psychology of human memory, thinking (including problem-solving and reasoning), language, and perception. The course will emphasize not only the content material represented by these topics, but also the process by which researchers develop theories and collect evidence about relevant issues. There will also be material included on the brain mechanisms involved in cognitive processing. Students are required to have taken an introductory psychology course that included material on psychological experimentation. Performance will be evaluated via objective examinations that will stress knowledge of the material and understanding of the relationship between theory and data. Readings will be drawn from a text and several primary sources. The course will include lecture, discussion, demonstrations, in-class experiments, and practice on problem-solving exercises. Cost:2 WL:1 (Jonides)

341. Superlab in Psychology as a Natural Science. Psych. 330 or 340. (4). (NS). (BS). Satisfies a Psychology research-based laboratory requirement.

This course satisfies one of the advanced laboratory requirements in psychology. It is designed to acquaint psychology concentrators with a wide range of methods and topics applicable to the scientific study of behavior. The general objectives of the course are to learn why people do psychology research, to understand the logic of experimentation, to gain experience of experimentation, to learn to critically evaluate research findings. The performance objectives of the course are to be able to construct and carry out an experiment to test a given hypothesis, to be able to analyze the data from an experiment, to be able to present the experiment and its results in a clear, concise manner, and to be able to clearly communicate ideas in written form. Experimental methods are demonstrated using examples from vision and perception, pattern recognition, memory systems, language, problem solving, and decision making. Grading is based on exams and reports of three experiments conducted by students. Prerequisite: Psych 111 or 114. Cost:2 WL:1

350. Introduction to Developmental Psychology. Introductory psychology. No credit granted to those who have completed or are enrolled in 255. (4). (SS).

This course provides an introduction to the milestones of human development from conception to death. We describe physical, cognitive, and social growth of normal children with special attention to various cultural contexts of development and the rich diversity of individuals. The content is primarily drawn from research and theories in developmental psychology. We hope that students can integrate their knowledge of psychology and their observations of human development with the content of this course. In addition, we will discuss implications for child-rearing, education, and social policy-making so that you can apply the knowledge to meaningful problems. WL:1 (Paris)

351. Advanced Laboratory in Developmental Psychology. Stat. 402 and Psych. 350. (3). (Excl). Satisfies a Psychology research-based laboratory requirement.

This course provides training in the skills necessary to critique and conduct research on children's perceptual, cognitive, social, and emotional development. This is a laboratory course: students engage in the design, data collection, analysis, and write-up of developmental psychological research. In addition, there are lectures and discussions covering theories, research issues, methods, and actual studies in developmental psychology. Evaluation is based primarily on participation in research projects and written reports and exercises. Cost:3 WL:1 (Parker)

361. Advanced Laboratory in Organizational Psychology. Psych. 360. (4). (Excl). Satisfies a Psychology research-based laboratory requirement.

This is a project-oriented advanced laboratory in organizational psychology. The lab is designed (1) to provide students with opportunities to gain practical organizational research experience, (2) to introduce students to selected general research methods in organizational psychology (e.g., field experiments, experimental simulations, survey research), and (3) to provide practical knowledge about research design, analysis, and scientific writing. Student research teams will engage in the design, data collection, analysis, and write-up of organizational research projects. Instruction will be delivered by lecture, workshops, and discussions. Readings will focus on theories, research issues, and methods. Evaluation will be based on contributions to the research team (peer evaluations) and on collaborative written reports. Energetic and thoughtful participation in research projects is an absolute requirement. Cost:2 WL:1 (Saavedra)

370. Introduction to Psychopathology. Introductory psychology. (4). (SS).
Section 001.
This course is an introduction to the clinical, theoretical, and empirical literature on psychopathology. We will explore the concept of "mental illness." To what extent do psychiatric disturbances reflect medical conditions? Should they be thought of as social constructions or metaphors? During the term, we will discuss behavior that is deemed by the helping professions to be dysfunctional and methods typically employed to treat forms of psychological suffering. We will use case studies, autobiographical materials and films to understand psychopathology at the level of the individual and look to the theoretical and empirical literatures to understand existing norms of illness and health in order to understand what they tell us about human culture at the present time. Grading will be based on exams, assigned papers, and class exercises. This is a lecture class only. Students should be prepared for independent work as there are no discussion sections. (Leary)

Section 010. This course is an introduction to the clinical, theoretical, and research literature on psychopathology. We will explore the concept of "mental illness," existing systems of classifying behavior deemed to be dysfunctional (i.e., DSM-IV) and methods typically employed to treat forms of psychological suffering. The emphasis will be on understanding what psychopathology is at the level of the individual struggling with it as well as exploring what existing norms of illness and health tell us about human culture at the present time. Students are expected to attend lecture and section regularly and will be evaluated on examinations, short papers and class participation. (Hansell)

372. Advanced Laboratory in Psychopathology. Psych. 370. (3). (Excl). Satisfies a Psychology research-based laboratory requirement.
Section 001-004.
This course combines observations of psychiatric patients with didactic readings, lectures, and seminars. It is designed to introduce students to various methods of clinical inference and research relevant to the construction and study of dynamic theories of psychopathology, related psychodiagnostic methods, and psychotherapeutic interventions.

Section 005. This course offers undergraduates the opportunity to participate in an ongoing community-based research program. The project involves detailed screening for alcohol problems among older adults attending primary health care clinics throughout Southeast Michigan. The study hopes to provide a better understanding of whether brief interventions for elderly patients with alcohol problems are effective. Also, we will attempt to determine which specific characteristics of individuals predict who will change their drinking behavior as a result of this intervention. In addition to 1.5 hours of class time each week, work involves participation in several aspects of the data collection phases of the project. The project requires approximately nine hours of time commitment per week. Ideally, students involved in this work should be able to enroll for a two-term sequence, taking Psychology 372 in Fall and Psychology 305 in Winter. Completion of both 372 and 305 will satisfy the Psychology Lab requirement. For further information, contact either Dr. Zucker or Dr. Blow at 998-7952. (Zucker/Blow)

380. Introduction to Social Psychology. Introductory psychology. (4). (SS).

This course introduces students to the field of social psychology by covering such basic theoretical concepts as social beliefs and social inference; conformity and power; altruism and aggression; emotions and attitudes; stereotypes and prejudice; aggression; interpersonal attraction; and persuasion. Material from each unit is applied to a variety of contemporary social and psychological concerns. Students are evaluated by means of exams and classroom contributions, and through a series of short papers. Instructional methods include assigned readings, lectures, films, demonstrations, and weekly discussion sections. Cost:3 WL:1 (Fredrickson)

381/Soc. 472. Advanced Laboratory in Social Psychology. Stat. 402 and Psych. 380. (3). (Excl). Satisfies a Psychology research-based laboratory requirement.

Students design and implement two studies using survey and/or laboratory methodologies on a standard social psychological topic such as personality, culture and social beliefs, cooperation and competition, group discussion and attitude change, bargaining and negotiation, etc. Instruction is carried out via discussion and demonstration plus a small number of lectures. Grades based primarily on papers in which students analyze and write-up the results of their research projects. Quality of participation in class and in research teams is also taken into account. Cost:2 WL:1 (Burnstein)

390. Introduction to the Psychology of Personality. Introductory psychology. (4). (SS).

This course provides a broad survey of personality psychology, focusing on three levels of analysis: human nature, sex differences, and individual differences. These levels are examined from several theoretical perspectives, including evolutionary, psychoanalytic, motivational, cognitive, phenomenological, interactional, and dispositional. Emphasis will be placed on the interaction between internal personality characteristics and the social context within which individuals operate. Lectures and readings include a balance of theory and research. The course includes two lectures and two discussion sections per week. (Buss)

391. Advanced Laboratory in Personality. Stat. 402, and prior or concurrent enrollment in Psych. 390. (3). (Excl). Satisfies a Psychology research-based laboratory requirement.

Personality research methods will be explored in detail in this course. Techniques involved in assessing personality will be introduced, including attention to social and ethical issues. These may include scale construction, content analysis, interviewing and observation. Issues of experimental design will be discussed, and students will gain experience administering, coding, and evaluating personality measures. In addition, individually and in groups, students will plan and execute analyses of data drawn from one or more of ten different samples (of students, midlife adults, Presidents of the U.S., survivors of an earthquake, musicians, etc.) contained in the Personality Data Archive at the University of Michigan. Cost:2 WL:1

400. Special Problems in Psychology as a Natural Science. Introductory psychology. Only 6 credits of Psych. 400, 401, 402 and 500, 501, 502 combined may be counted toward a concentration plan in psychology, and a maximum of 12 credits may be counted toward graduation. (2-4). (Excl). (BS). May be repeated for credit.
Section 001 Biopsychology of Eating and Eating Disorders. (3 Credits).
The course is intended for sophomores, juniors, or seniors concentrating in psychology, anthropology, or the biomedical sciences (e.g., pre-med). Prerequisites includes Psychology 330, Introduction to Biopsychology or Anthropology 161, Introduction to Biological Anthropology. Furthermore, the students should have a genuine interest in biological approaches to the study of normal and pathological behavior. The course provides an introduction to the biopsychology of eating and eating disorders (anorexia nervosa, bulimia nervosa, binge-eating disorder, hyperphagia). The course is organized into three series of lectures. The first series of lectures analyze the role of food as a source of energy. These lectures cover fundamental topics in the physiology of nutrition, digestion, and metabolism, and in more detail focus on the sensory-hedonic aspects of eating and on the biopsychology of satiation. The second series of lectures is concerned with the role of food as a powerful organizing agent of individual and social behavior. Topics include the evolution of ingestive behavior, the evolution of food production from hunting to farming, the evolution of cuisine, and the development of the concept(s) of fitness. The third series of lectures cover the history of eating disorders, classification, definition, and assessment of eating disorders, and their psychiatric and medical profile. The links between disorders of eating behavior and those of sexual and reproductive behavior are stressed. Finally, major topics in the therapy and management of eating disorders (including the issue of force-feeding) are discussed. (Badiani)

411/WS 419. Gender and Group Process in a Multicultural Context. One course in women's studies or psychology. (3). (SS).

See Women's Studies 419. (Kardia)

412. Peer Counseling. Introductory psychology. (3). (Excl).
Section 001 Peer Counseling Skills.
This course, which is open to freshmen through seniors, is designed to explore the basic principles, techniques and developmental issues involved in peer counseling. The class size will be limited to 30 in each of two sections in this three credit course so as to encourage discussion and participation in role play exercises. Appropriate readings and class discussion will address such issues as confidentiality, empathy, listening and communication skills. While there will be no examinations, there will be weekly writing assignments, a midterm role play and critique, and a longer final paper. These written assignments and in-class exercises will give an opportunity to apply the theory and technique of peer counseling. Some of the readings and discussion will focus on issues of self understanding in adolescence and adulthood, and on research issues in the field. While there are not required prerequisites for this class, it would be helpful for students to be curious about peer counseling and have a capacity for empathy and self understanding. Both sections of this course will meet with guest speakers on campus whose programs offer opportunities to apply peer counseling skills and illustrations of how such skills are applied. Some of the class sessions may be videotaped for teaching purposes. Grades will be based on the quality of participation and written assignments. A course pack with readings and textbooks will be available and additional materials will be distributed by the instructor and teaching assistants during the course. Cost:3 WL:1 (Hatcher)

430. Comparative Animal Behavior. Introductory psychology or introductory biology or equivalent. (3). (NS). (BS).

This course presents a broad introduction to animal behavior from the perspective of evolutionary biology (sociobiology). The class is open to sophomores and is well suited for any student interested in animal behavior, biological psychology, or the relationship between evolution and social behavior. Introductory lectures present the basic principles of organic evolution so that all students have the same knowledge foundation from which other course topics can be examined. Course topics include, among others, the relationship between genes and behavior, inclusive-fitness thinking and social interactions between close genetic relatives (e.g., parent-offspring, siblings), the evolution of sex differences, mating systems and their ecological correlates, and sexual selection (male-male competition and mate choice by females). Terms such as nepotism, altruism, aggression, and reproductive behavior are considered in light of how they have evolved by natural selection and how they contribute to daily survival and reproductive success. Examples from a wide variety of animal species are used to help emphasize various points. A lecture format is used, and students are encouraged to question and comment during class. Grading is based on a multiple-choice quiz, two in-class essay exams and a term paper. Cost:1 WL:1 (W.Holmes)

434. Human Neuropsychology. Introductory psychology. No credit granted to those who have completed or are enrolled in Psych. 634. (4). (NS). (BS).

This course surveys current knowledge of the human brain and its role in mental processes, such as perception, attention, thought, language and memory, and learned behavior skills. Special topics include left vs. right-brain functions, sex differences in brain function and rehabilitation of cognitively impaired individuals with brain damage. Evaluation based on hour exams and final exam. Lecture and discussion. Cost:2 WL:1 (Butter)

437/Anthro. 368. Primate Social Behavior I. (4). (NS). (BS).

See Biological Anthropology 368.

442. Perception, Science, and Reality. Introductory psychology. No credit granted to those who completed Psych. 444 prior to Fall Term, 1992. (3). (NS). (BS).

This course carries concentration credit for Psychology concentrators and natural science credit for non-Psychology concentrators. The course focuses on basic perceptual phenomena and theories. It also examines the general relationship between perception and scientific observation. Topics include: sensory transduction and psychophysics, Gestalt organization, constancy and contrast effects, expectation, selective attention, perceptual learning and symbolic representation. While the course is oriented toward the natural sciences, it also considers social, philosophical and esthetic perspectives, since at its most general level, human perception concerns the questions of how and why human beings use sensory information to conceive of, and experience immediate reality the way they do. The instructor assumes no particular psychology background, and non-psychology concentrators are welcome. Grades will be determined on the basis of two short papers (each worth 30% of the grade) and one longer paper (worth 40% of the grade). An optional CONFER will also be available. Questions concerning this class can be e-mailed to Robert Pachella. Cost:2 WL:5, Get on waitlist. As places in the course open up, we will call people IN ORDER from the waitlist. MTW 6-7:30. (Pachella)

445 /Ling. 447. Psychology of Language. Psych. 340. (3). (Excl).

See Linguistics 447. (Myers)

451/Ling. 451. Development of Language and Thought. Psych. 350. (3). (SS).

This course will examine how children acquire their first language, from babbling and first words through complex grammar. Topics include: word meanings, syntactic development, pragmatics, relations between language and thought, influence of parental input, second-language acquisition, critical periods in development, and more. We will discuss major theoretical approaches as well as a variety of current research evidence. The course is a lecture format, but with the small class size discussion will be encouraged. Requirements: two exams, short written and oral assignments, and a term project. Cost:2 WL:1 (Tardif)

453. Socialization of the Child. Psych. 350. (3). (SS).

This course will cover the influences that affect the child's socio-emotional development. We will examine, through a developmental perspective, the role of family, peers, school and society at large in shaping personality, self-concepts, competence, attitudes, and behaviors. Throughout the course, attention will be paid to the impact of social class, ethnicity, and gender on the socialization process. Contemporary and clinical issues, such as divorce, single parenting, and child care will be considered. Lecture format. (Gold-Steinberg)

456. Human Infancy. Psych. 350. (3). (Excl).

This course will cover the social, emotional, and cognitive development of infants over the first three years of life, with an emphasis on children's development in context. We will also focus on the interface between social policy and issues relevant to infant development. Student's performance on exams, a research paper, and class presentations will serve as the means for evaluation. The class will meet twice weekly for lecture and discussion sessions. Cost:2 WL:1 (Volling)

459. Psychology of Aging. Psych. 350. (3). (SS).
Section 001.
This section of Psychology of Aging takes a broad view of aging. It is based on the premises that individual aging is a life long process that cannot be understood as an isolated phenomena but is a function of the physical and social changes that accompany psychological developments as well as of the social and historical context in which an individual ages. The course will draw information from the traditional specialties of the psychology of aging (such as memory; intelligence; personality; social relationships, and psychopathology and treatment) as well as from health and social gerontology (i.e., disease, treatment, and prevention; institutionalization; retirement; social stratification; and housing). Emphasis is on review of research evidence and application to concrete issues in aging and life span change. The course is organized into lectures and discussion sections; some contact with an older person outside of class is also required. Course requirements are several papers and two exams. A text and supplemental readings will be used. (Herzog)

464. Group Behavior in Organizations. Psych. 360. (3). (Excl).

The course is designed to help students understand the nature of behavior in groups within organizational settings. Topics include the nature of groups, group roles, leadership, group effectiveness, and other related areas. Emphasis is on the application of group concepts to organizational environments.

471. Marriage and the Family. Introductory psychology. (3). (SS).

An intensive introduction to the clinical and research literatures on the family in contemporary American society. Designed especially for students interested in clinical work with families, the course will examine family process, assessment, and intervention from the conceptual vantage point of general systems theory. Students will be expected to attend weekly lectures and discussion. (S.Olson)

488/Soc. 465. Sociological Analysis of Deviant Behavior. (3). (SS).

See Sociology 465. (Modigliani)

490. Political Psychology. Introductory psychology. (3). (SS).

A prior course or interest in history or political science is recommended. This course surveys the ways that psychological factors affect politics, and vice versa. After an initial analysis of psychology, gender, and politics, we consider leadership and war-versus-peace as two important topics involving both psychology and politics. We consider how to measure psychological characteristics of leaders and groups who must be studied "at a distance" rather than directly. We then consider some psychological-political processes: political socialization and "generations," political cognition, old and new ideologies, and voting and other links between the personal and the political. We conclude with political breakdowns (rebellion, terrorism, nationalism) and restoration (negotiation and mediation). Evaluation by exams and mini-papers. Lectures with discussion sections. Sections are scheduled as two hours long in order to show occasional movies, but will usually be one hour long. Cost:2 WL:1 (Winter)

501. Special Problems in Psychology as a Social Science. Introductory Psychology. Only 6 credits of Psych. 400, 401, 402, 500, 501, and 502 may be counted toward a concentration plan in psychology. (1-4). (Excl). May be repeated for a total of 12 credits.
Section 001 Cross-Cultural Conceptions of Development. (3 credits).
All children develop and become adult members of society. But how "childhood" and "development" themselves get defined varies widely across cultures. This course will attempt to explore specific aspects of development (language and cognition, social and moral development) across a variety of cultures, using materials from both psychological and anthropological research. Classes will be conducted in a combined lecture/discussion format. Students will be expected to participate actively in class discussions and to conduct their own research projects. It is recommended that students have a background in psychology, cultural anthropology, or area studies, as this is really a course in how cultures serve to modify and interact with child development. Cost:2 WL:1 (Tardif)

Section 002 Dreams As Models of Personal Conflicts and Resolution. (3 Credits). The purpose of the course is to review review historical developments in the conceptualization of the meaning of nocturnal dreams from the late 19th century to the present. The major emphasis will be on the use of dreams to explicate personal problem solving hence clinical data will be made the focus the aim of developing students' ability to read, interpret, and understand the meaning of dreams (their own and others) the main practical skill developed. In the course of the term, issues from psychopathology, personality, psychotherapy, creativity, literature and development will be discussed in respect to dream material which presumes the student has some degree of familiarity with these fields and topics. The classes will involve discussions of readings in which students will be expected to take active roles. The course readings will consist of Freud's "Interpretation of Dreams" and a course pack. The particular discussion of readings will be announced in class each week as on a course reading list. Course evaluations will be determined by quality of participation in the class, one or two exams (announced in class) and by (largely) a course paper on dreams (outline to be discussed) which will focus on a series of dreams of one's own or someone else in regard to cognitive structure, psychodynamic content and adaptive problem solving strategy. (Wolowitz)

Section 003 African-American Women in Context. (3 credits). For Fall Term, 1996, this section is offered jointly with Women's Studies 346.001. (Hunter)

502. Special Problems in Psychology. Introductory Psychology. Only 6 credits of Psych. 400, 401, 402, 500, 501, and 502 may be counted toward a concentration plan in psychology. (1-4). (Excl). May be repeated for a total of 12 credits.
Section 001 Ecopsychology. (3 credits).
This course explores the psychological dimensions of the current global ecological crisis. We will focus on both the causes and consequences of attitudes about the natural world. Consideration of causes will focus on the evolutionary and cultural/historical roots of current Western attitudes about nature and a comparison of these attitudes with those characteristic of other cultures. Consideration of consequences will focus on how different attitudes about the natural world influence the way people relate to nature in the West and elsewhere. We will critically examine the hypothesis that current Western attitudes toward nature endanger the future of the planet, and we will consider alternative attitudes about nature that are emerging today, such as deep ecology, ecofeminism, and the sustainability perspective. We will discuss the barriers to widespread changes in public attitudes about nature (e.g., consumerism) and how these barriers may be overcome. We will also consider how people's relationships with nature influence their mental and emotional well-being. Class time will include discussion, exercises designed to increase awareness of our relationship to the natural world, and some visual presentations (slides/videos). The reading load for this course is heavy and includes four books and a course pack. Course requirements include writing five short essays on assigned topics related to the students' own experiences in nature and attitudes about nature. In addition, students will participate in a group project involving the whole class. This project will involve doing research on selected aspects of the local environment and the development of a presentation (that can include written materials, the spoken word, video or slides, and other media) designed to inform others about the local environment and local environmental problems and potential solutions. Grades will be based on consistent participation in class discussions, the essays, and the group project (no exams). (Smuts)

510. Senior Honors Research I. Psych. 312 and permission of the Psychology Honors concentration advisor. (3). (Excl).

The primary focus in Senior Honors is implementation of your research design culminating in your final, acceptable thesis and poster preparation for our year-end poster session. (Previously summarized as Get thee to your tutor, Progress steadily, and Conclude well). The goal is a thesis that makes one justifiably proud, and enhanced grounded understanding of research methods. Early on, each student will present the scholarly background and specific research design of their study to the class, and we will sporadically return to brief design and implementation presentations by each student. Drafts of segments of ongoing work that can later be incorporated into the final thesis are to be submitted periodically. Other class session topics will include: special current issues and models of research, e.g., meta-analyses, risk/resilience research, integration of quantitative and qualitative data, etc.; graduate/professional school or job decisions and application strategies, basics of statistical reasoning, and more. Our primary focus, again, will be the conduct and successful completion of your thesis and the enrichment of your research competence. Note: designated statistical consultants and consultant time will be specifically dedicated to Senior Honors students' thesis guidance. Cost: 1 WL: 1 (Cain)

541. Advanced Topics in Cognition and Perception. Psych. 340. (3). (Excl). (BS). May be repeated for credit.

This course will examine the neuropsychological differences between the left and right sides of the human brain by considering studies of brain-damaged and split-brain patients, as well as behavioral and neuroimaging evidence from neurologically-intact individuals. We will review major theories about the evolutionary origins and functional significance of lateralization in the nervous system. (Reuter-Lorenz)

558. Psychology of Adolescence. Psych. 350. (3). (Excl).
Section 001.
This course considers the second decade of life from a developmental and contextual perspective. From the sometimes-awkward pubertal years through the transition to young adulthood, we will examine normative social and personality development within the context of the adolescent's family, peer groups, and school. Such questions as: How do adolescents approach and resolve the "identity crisis"? Why do adolescents spend so much time on the telephone? and How do some adolescents survive early adversity? will be addressed. In addition, we will examine historical and cultural perspectives (and myths) on adolescence. Finally, we will gain an understanding of problem and health-compromising behaviors, such as delinquency, drug use, and "unprotected" sex. The class format includes brief lectures and informed class discussions. Student evaluation will be based on exams, a term paper, and class involvement. Cost:2 WL:1 (Schulenberg)

Section 002. This course examines the adolescent period, largely from the points of view offered in personality, clinical, and social psychology. Although the course emphasizes the normal processes of adolescent development, for example, the achievement of ego identity, and the growth of mature modes of thinking and reasoning, it will also give close attention to such characteristically adolescent phenomena as delinquency and eating disorders, especially anorexia and bulimia. We will also try to understand the extraordinary increase in severe pathology among adolescents during the last two decades. There is a two-hour seminar discussion once each week; and the class members will also meet in groups of five or six once every two weeks. There is a term paper and a final essay examination. Cost:2 WL:1 (Adelson)

561. Advanced Topics in Organizational Psychology. Psych. 360. (3). (Excl). May be repeated for credit.

Presents in a seminar current topics of special interest to students and faculty. Course offerings often address faculty's current research. Topics vary from term to term; consult the Time Schedule for specific information about topics.

570. The Psychological Study of Lives. Psych. 370 or 390 and junior standing. (3). (Excl).

This course addresses the shaping of lives from two directions - the psychodynamic and the cultural. On the one hand, a life story manifests a continuity of tendencies and themes that have the stamp of individuality. On the other hand, the progress of life is determined by the person's social and cultural situation (family, social class, subculture, gender-role, economics). Students will learn to interpret biographical and autobiographical materials in cultural and psychological terms. Class discussion of theory, research, and case materials will be the medium of instruction. Students will be evaluated on the basis of one midterm and one final project, each involving the interpretation of a case history. Cost:3 WL:1 (Rosenwald)

571. Advanced Topics in Clinical Psychology. Psych. 370. (3). (Excl). May be repeated for credit.
Section 001 Divorce, Remarriage and Child Development.
This course is intended to review the short-term, intermediate and long-term effects of parental divorce on the social, emotional and cognitive development of youngsters, from birth to eighteen years of age. A review of clinical, developmental and sociological literatures pertaining to the effects of divorce on the trajectory of child development will be integrated. Findings from these literatures will be viewed from family systems, psychodynamic and stress/coping/ resiliency frameworks. The results of this review and conceptual understanding of published clinical and research findings will be used to assess alternative clinical, legal and social policy interventions on behalf of youngsters whose parents divorce. (Kalter)

572. Development and Structure of the Self. Psych 370 and junior standing. (3). (Excl).

This course examines major psychological conceptions of the self. It is organized around such topics as the self as meaning-maker, identity achievement in young adulthood, the emerging self of infancy, the integration of self, the gendered self, the moral self, the self and social institutions. It is designed for a group of 25-30 students who have a general background in psychology. It will emphasize the critical examination of a relatively small number of texts. The class format will be centered in discussions of assigned readings, and will regularly require brief prepared reactions to them to open class discussion. Student evaluation will be based on class participation, a paper, a midterm, and a final examination. Attendance is required. (Fast)

575. Perspectives in Advanced Psychopathology. Two courses from among Psych. 350, 370, 390, 443, 444, 451, and 558. (3). (Excl).

The evolution of conceptualization of psychopathology as repressed trauma, conflict regarding forbidden desire vs. guilt and anxiety; internalized "bad objects" vs. "good objects" and narcissistic abuse or deprivation is the focus of clinical case readings and discussion based on psychotherapy observations and interactions. Evaluation is based on an exam, final and class participation. Cost:4 WL:5, Waitlist through Tough-tone Registration. If room is available, the instructor will call students on the waitlist. Waitlisted students should not attend class unless they are called. (Wolowitz)

Independent Study/Directed Reading

The department of psychology offers several options for independent study/directed reading.

204. Individual Research and 206. Tutorial Reading. Arrangements may be made for adequately prepared students to undertake individual research or plans of study under the direction of a member of the staff. Students are provided with the proper section number by the staff member with whom the work has been arranged. Students are responsible for properly registering for this course.

505. Individual Research and 507. Tutorial Reading. Arrangements may be made for adequately prepared students to undertake individual research or plans of study under the direction of a member of the staff. Work in 505 must include the collection and analysis of data and a written report. Work in 507 provides an opportunity for further exploration of a topic of interest in Psychology. Faculty present a proposal for student work to the Department's Committee on Undergraduate Studies, which approves projects prior to registration.

The field practicum courses (Psych 404, 405, and 409) offer an opportunity to integrate experiential and academic work within the context of a field setting. Students make their own arrangements to work in various community agencies and organizations; meet regularly with a faculty sponsor to discuss their experiences; read materials which are relevant to their experiences; and create some form of written product that draws experiences together at the end of the term. Obtain materials as early as possible as it generally takes students some time to meet requirements necessary to register for the course. An override from a Psychology Department faculty member is required to register. Credits do not count for the concentration although courses may be used for experiential labs. Psychology 409 is reserved for research practica. Field Practicums and Psych 505, 507 have prerequisites of one of the following: Psychology 330, 340, 350, 360, 370, 380, or 390; and permission of instructor. A combined total of 6 credits of Psych. 505 and 507 may be included in a concentration plan in psychology.

The following limitations apply to Experiential and Directed Reading/Independent Study credit:

  1. A maximum 15 credits of Experiential courses may be counted toward a degree; a maximum 8 credits may be earned from one project, and only one such Experiential project may be elected each term.
  2. A combined total 30 credits of Experiential and Directed Reading/Independent Study courses may be counted in the 120 credits required for a degree.
  3. Experiential and Independent courses are excluded from area distribution plans.

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