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LAPO 101 - Elementary Portuguese I (3 credits)
An introduction to elementary syntactic, semantic, phonetic and paralinguistic structures is offered. Pertinent everyday cultural concepts are discussed. Relevant comparison and contrast with the native language is treated. Functional communication in the second language in a controlled environment is the principal objective of the course. Note: See the “Departmental Foreign Language Policy” in the “Global Languages and Literatures” section of this catalog. (CGCL; CHUM)
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LAPO 102 - Elementary Portuguese II (3 credits)
Prerequisite: LAPO 101; or see the “Departmental Foreign Language Policy” in the “Global Languages and Literatures” section of this catalog
The further study of elementary syntactic, semantic, phonetic and paralinguistic structures is offered. Pertinent everyday cultural concepts are discussed. Relevant comparison and contrast with the native language is treated. Functional communication in the second language in a controlled environment is the principal objective of the course. (CGCL; CHUM)
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LAPO 151 - Intermediate Portuguese I (3 credits)
Prerequisite: LAPO 102
This course is a review of Portuguese grammar with emphasis given to reading, writing, listening and speaking; systematic laboratory practice; an introduction to Portuguese culture. (CGCL; CHUM)
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LAPO 152 - Intermediate Portuguese II (3 credits)
Prerequisite: LAPO 151
The course continues to review and reinforce previously acquired skills in Portuguese, in a communicative and functional way. More culturally based materials are introduced, focusing on the Portuguese linguistic and cultural heritage. In this student-centered approach, students make presentations and hold discussions in Portuguese. Dialectal variation (e.g., European vs. Brazilian Portuguese) and the various traditions of Portuguese-speaking countries are addressed. (CGCL; CHUM)
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Psychology |
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PSYC 100 - Introductory Psychology (3 credits)
This is a survey of the different processes such as perception, sensation, learning and emotion, with a discussion of the underlying physiological processes as well as an introduction to the more complex areas such as personality development, psychopathology, social influences and testing. Methods of investigation and research will be integrated with the above topics. Offered annually. (CSOC)
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PSYC 135 - Freshman Honors Colloquium (1 credit)
Prerequisite: Open to Commonwealth Honors students and to others at the discretion of instructor
Freshman Honors Colloquia allow honors students to explore challenging topics in discussion-based small classes; specific topics vary by semester and instructor. Repeatable. Offered fall semester.
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PSYC 136 - Freshman Honors Colloquium (1 credit)
Prerequisite: Open to Commonwealth Honors students and to others at the discretion of instructor
Freshman Honors Colloquia allow honors students to explore challenging topics in discussion-based small classes; specific topics vary by semester and instructor. Repeatable. Offered spring semester.
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PSYC 150 - Orientation to the Psychology Major (1 credit)
This course is an introduction to the department, its faculty and courses, with an emphasis on career planning and student development. The students will be introduced to the major fields in psychology with an emphasis on the importance of science and empiricism in understanding psychological phenomena. This course is recommended for anyone considering psychology as a major. All psychology majors must complete this course during their first year as a degree-seeking psychology major. Graded on a (P) Pass/(N) No Pass basis.
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PSYC 199 - First Year Seminar (3 credits)
Prerequisite: Open to all freshmen with a writing placement score of 3 or above or a SAT score of 500 or above or who have completed ENGL 101. Students with 24 or more transfer credits will have this requirement waived.
First Year Seminars (FYS) are writing-intensive, topic courses that introduce students to academic thought, discourse and practices. FYS courses prepare and orient students toward productive and fulfilling college careers by actively engaging them in a specific academic area of interest. Students will improve their writing, reading, research and basic information and technology skills while learning to work both collaboratively and independently. These courses will fulfill the First Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one FYS course may be taken for credit. (CFYS)
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PSYC 200 - Non-Western Theories of Personality (3 credits)
Prerequisite: PSYC 100 or consent of instructor
This course examines the conceptual models of personality as they have appeared in non-Western traditions. Differences in focus, emphasis and views of the nature of the self are investigated as they relate to cultural world views such as Hinduism, Buddhism, Taoism and Confucianism. (CGCL; CMCL; CSOC)
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PSYC 201 - Statistics for Psychology (3 credits)
Prerequisite: PSYC 100 and MATH 100 or higher (except First and Second Year Seminars and MATH 408); or consent of instructor
Statistics for Psychology is primarily a course that will introduce students to the application of statistics to the research process in psychology. Statistics are used to describe and to critically evaluate information. The two branches of statistics, descriptive and inferential statistics, will be covered in this course. Specific procedures that may be covered include measures of central tendency and variability, visual description of data, z-scores, correlation and linear regression, basic probability, parametric tests such as z-tests, t-tests, analysis of variance (ANOVAs), and non-parametric tests such as the chi-square test. (CQUR)
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PSYC 215 - Service-Learning in Psychology (3 credits)
Prerequisite: Consent of instructor
Topics and partnerships with community agencies may vary from semester to semester. However, every semester students will have an opportunity to learn about some topic(s) in psychology, e.g., boys’ development, girls’ development, aging, mental illness, etc., and apply those concepts in work with a community partner. In regular class meetings students will read professional literature on the topic, reflect on that work in writing, discussions, media analyses and in other ways. In additional out-of-class experiences, students will engage in community service of some kind using what they have learned in class to inform the service work. Students will be active learners, and they will be encouraged to reflect on and evaluate the service work that they and their community partners do. Repeatable: may earn a maximum of nine credits; only the first three credits will count toward the psychology major.
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PSYC 224 - Child Psychology (3 credits)
Prerequisite: PSYC 100 or consent of instructor
An investigation of the growth and development of the child from conception to pre-adolescence will include both the influence of heredity and other biological factors as well as the social influences of child-rearing practices, family value systems and peer culture effects. Topics will include the development of verbal ability, conscience and moral judgment, personality and self concept. Current theories and research findings will be discussed in relation to the above topics.
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PSYC 226 - Adolescent Psychology (3 credits)
Prerequisite: PSYC 100 or consent of instructor
An investigation of the growth and development of the pre-adolescent and adolescent including both physical as well as psychological changes relating to intellectual, moral, emotional, personality and social aspects. Current theories and research findings will be discussed in relation to the above topics.
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PSYC 227 - Developmental Psychology (3 credits)
Prerequisite: PSYC 100 or consent of instructor
This course offers a survey of the life cycle by means of an integrated approach to understanding developmental processes and the individual. The developmental tasks of infancy, childhood, adolescence, and adulthood are viewed from a life-span perspective, with an emphasis on continuity and change.
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PSYC 230 - Cross-Cultural Psychology (3 credits)
Prerequisite: PSYC 100 or consent of instructor
This course examines various psychological processes such as self-perception, communication, decision-making, categorization of others, gender perception, aggression, conformity, and helping, from a cross-cultural perspective. Emphasis will be placed on cultural differences in psychological functioning. (CGCL; CMCL; CSOC)
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PSYC 239 - Psychology of Aging (3 credits)
Prerequisite: PSYC 100 or consent of instructor
This course examines the sensory, cognitive and social changes resulting from old age, including changes in learning, personality and pathology. Problems of adjustment will be discussed and integrated with research findings in gerontology. (Formerly PSYC 329)
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PSYC 242 - Biopsychology (3 credits)
Prerequisite: PSYC 100; and PSYC 150; and PSYC 201 with a minimum grade of “C”; or consent of instructor
This course is an introduction to biopsychology, the scientific study of the biology of behavior. A major component to this course involves a detailed analysis of the brain, including how neurons communicate with one another and the identification and functional significance of major brain structures. In this course, students will learn about a variety of systems including those involved in vision, attention, memory, language and movement. Additional topics include brain damage and neuroplasticity, drug addiction and the biopsychological examination of hunger and sleep. Emphasis will be on psychological correlates of neurophysiological processes. (Formerly PSYC 342)
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PSYC 245 - Study Tour in Psychology (3 credits)
Prerequisite: Approved application through Study Abroad Office
Students study a broad range of topics in psychology at culturally rich locations abroad. Preparatory class work is conducted on campus prior to travel, lectures and discussions are conducted while on tour, and assignments are completed upon return. Repeatable for different itineraries: may earn a maximum of six credits. Offered intersession and summer session. Additional fee required. (CGCL; CSOC)
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PSYC 269 - Psychology of Criminal Behavior (3 credits)
Prerequisite: PSYC 100 or consent of instructor
This class covers basic psychological knowledge about the causes of crime and violent crime. Topics include biological causes of crime, family and childrearing causes, social causes, cognitive biases, and psychological and psychiatric issues and the role they play in criminal behavior. Case studies are examined, and basic research is reviewed. (Formerly PSYC 369)
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PSYC 286 - Sophomore Honors Colloquium (1 credit)
Prerequisite: Open to Commonwealth Honors students and to others at the discretion of instructor
Sophomore Honors Colloquia allow honors students to explore challenging topics in discussion-based small classes; specific topics vary by semester and instructor. Repeatable: may earn a maximum of six credits. Offered fall semester.
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PSYC 287 - Sophomore Honors Colloquium (1 credit)
Prerequisite: Open to Commonwealth Honors students and to others at the discretion of instructor
Sophomore Honors Colloquia allow honors students to explore challenging topics in discussion-based small classes; specific topics vary by semester and instructor. Repeatable: may earn a maximum of six credits. Offered spring semester.
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PSYC 298 - Second Year Seminar (Speaking Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101, and the speaking skills requirement. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are speaking-intensive, topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their speaking, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS)
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PSYC 299 - Second Year Seminar (Writing Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101 and ENGL 102. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are writing-intensive, topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their writing, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS)
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PSYC 310 - Social Psychology (3 credits)
Prerequisite: PSYC 100; and PSYC 150; and PSYC 201 with a minimum grade of “C”; or consent of instructor
The individual in social situations: attitude formation and change, culture and society, language and communication, leadership and group dynamics, personality characteristics and interpersonal relationships, small group behavior.
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PSYC 313 - Industrial and Organizational Psychology (3 credits)
Prerequisite: PSYC 100 or consent of instructor
The course will broadly cover the major themes represented by the study of industrial and organizational psychology. The first half of the semester will focus on areas such as job analysis, employee selection, training, performance appraisal and motivation. The second half of the semester will focus on employee behavior within an organizational framework.
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PSYC 320 - Research Methods in Psychology (3 credits)
Prerequisite: PSYC 100; and PSYC 201 with a minimum grade of “C”; or consent of instructor
This course will focus on research methods in psychology. Students will learn how to conduct, comprehend and critically evaluate research methods used in a diversity of psychological research including, for example, biopsychology, child psychology, social issues, sensation and perception, and learning and motivation. Students will evaluate how real studies test theories and hypotheses and determine how to resolve the conflicting findings of previous research. Proper psychological experimental design and writing format will be emphasized. (CWRM)
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PSYC 337 - Cognitive Psychology (3 credits)
Prerequisite: PSYC 100 and at least nine hours in psychology; or consent of instructor
The psychology of thinking, including historical and philosophical issues, process models, information theory, cybernetic, general systems and field theory approaches, visual and auditory cognition, psycholinguistics, memory and attention, problem solving and concept formation, with implications for mental retardation and learning disabilities.
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PSYC 344 - Drugs and Human Behavior (3 credits)
Prerequisite: PSYC 100 or consent of instructor
An exploration of psychoactive drugs and the way in which they are used in psychology today. Each drug will be studied in terms of the psychological, psychophysiological and behavioral theories of drug effects.
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PSYC 350 - Special Topics in Psychology (3 credits)
Prerequisite: PSYC 100 and at least six hours in psychology; or consent of instructor
Various and special topics of current interest in psychology will be offered from time to time. Topics will be announced prior to registration. Repeatable: only three credits will be counted towards the first 33 hours in the psychology major.
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PSYC 352 - Psychology of Learning (3 credits)
Prerequisite: PSYC 100; and PSYC 150; and PSYC 201 with a minimum grade of “C”; or consent of instructor
The shaping of behavior, laboratory conditioning, reinforcement, approach and avoidance of a goal, discrimination and generalization of physical cues and animal learning experiments. Experimental approaches to the study of human behavior. (Formerly PSYC 252)
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PSYC 355 - Behavior Analysis (3 credits)
Prerequisite: PSYC 100 or consent of instructor
This course systematically presents the principles that are necessary to analyze everyday human behavior. These principles are then applied to the treatment and prevention of a wide variety of behavior problems in education, clinical settings and the workplace. An emphasis is placed on the research methods used to assess the effectiveness of each procedure used to change behavior.
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PSYC 360 - Psychology of Personality (3 credits)
Prerequisite: PSYC 100 or consent of instructor
Basic concepts in the field of personality, organized around such topics as motivation, personality structure and dynamics, personality development, assessment and therapy. Problems and styles of adjustments will be considered.
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PSYC 370 - Abnormal Psychology (3 credits)
Prerequisite: PSYC 100 or consent of instructor
See Addenda to the 2018/19 Catalog for changes to this course, effective Spring 2019.
The primary purpose of this course is to define and classify the many different types of abnormal behavior. The genetic, biochemical and environmental causes for each category of behavior are presented. To a lesser degree, the most effective treatments and the degree to which the treatments are successful are evaluated.
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PSYC 390 - Research Problems in Psychology (1-3 credits)
Prerequisite: PSYC 100 and consent of department chairperson; formal application required. Students cannot enroll in PSYC 390 and PSYC 497 at the same time with the same professor in any given semester.
In this course, students will conduct an individual research project over one semester or multiple semesters in collaboration with a faculty mentor. At the end of each semester, the student must either give a professional presentation at a conference (on or off campus) or write an APA-style paper. Repeatable: may earn a maximum of six credits. Offered fall and spring semesters.
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PSYC 399 - Pre-Honors Psychology Colloquium (1 credit)
Prerequisite: Enrollment in the Honors Program; and a grade of “B” or higher in PSYC 201 and PSYC 320; or consent of instructor
Students will attend a one-hour weekly meeting designed to prepare them for completing an honors thesis. Outcomes for the course include choosing a research topic, choosing a mentor and developing a research proposal.
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PSYC 400 - Honors Psychology Colloquium (1 credit)
Prerequisite: PSYC 399 or consent of instructor
Students will attend a one-hour weekly meeting that they will enroll in concurrent with PSYC 485 Honor Thesis for a total of two credits over two semesters. This course is defined to support and monitor students with their thesis progress with the objective of completing an honors thesis. Repeatable: may earn a maximum of two credits.
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PSYC 410 - Applied Social Psychology (3 credits)
Prerequisite: PSYC 100 and PSYC 310; or consent of instructor
This course examines how theories, principles, methods and research findings from social psychology can be applied to the understanding and solution of everyday social problems. Applications to clinical and health psychology as well as issues related to the legal system, education and the environment are examined. (Formerly PSYC 210)
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PSYC 421 - Psychology of Human Differences (3 credits)
Prerequisite: PSYC 100 or consent of instructor
The relative contributions of genes and environment to individual and group differences will be examined. Topics will include the description of human variability; gene/environment interactions; the heritability of cognitive abilities, personality, and psychopathology; and sex and age differences. (Formerly PSYC 321)
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PSYC 426 - Comparative Psychology (3 credits)
Prerequisite: PSYC 100 or consent of instructor
This course will introduce students to the use of evolutionary theory as an organizing mechanism in understanding both human and nonhuman behavior. We will examine behavior in terms of Tinbergen’s four questions of nature: What is the cause of the behavior? How does the behavior develop? What is the function of the behavior? How did the behavior evolve? The course will also analyze the effects of natural selection, learning theory and cultural transmission in shaping the behavior of domestic and wild animal species. The course will culminate with a comprehensive research paper on an animal behavior topic of the student’s choice.
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PSYC 427 - History of Psychology (3 credits)
Prerequisite: PSYC 100 and at least nine hours in psychology; or consent of instructor
This course will cover psychology’s philosophical, scientific and cultural foundations. It has been said that psychology has a brief history but a long past. As such, the course begins with ancient Greek psychological theories and progresses through Hellenism, Romanism, the Middle Ages, the Renaissance, the Enlightenment, the start of scientific psychology in the late 1800s, and the subsequent explosion of specialization that lead to modern psychological thinking. Eminent thinkers and intellectual trends will be addressed, as well as the rise of science and its impact on understanding behavior and the mind. (Formerly PSYC 319)
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PSYC 440 - Sensation and Perception (3 credits)
Prerequisite: PSYC 100 and PSYC 242; or consent of instructor
This course explores the relationship between the nature of the environment and perceptual experience, including the sensory processes. Perceptual processes examined include spatial, pattern, and color perception, as well as our perception of time, depth and the perception of action and events. The relationship between perception, memory, cognition and behavior is investigated, with implications for our understanding of cultural differences, how we perceive personality and emotion and psychotherapeutic change. (Formerly PSYC 340)
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PSYC 445 - Cognitive Neuroscience (3 credits)
Prerequisite: PSYC 100 and PSYC 242 and PSYC 337; or consent of instructor
This course focuses on the study of the neural processes underlying human cognition and perception. How does the brain’s neural organization and functional connectivity give rise to human cognitive and perceptual abilities, such as sensory perception, learning, attentional regulation, memory, language, music and emotions? This question is addressed in the context of cognitive neuroscience research, which makes use of varied methodologies, including single cell recordings, animal models, brain imaging techniques and patient studies. Offered annually. (Formerly PSYC 345)
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PSYC 460 - Neuropsychology (3 credits)
Prerequisite: PSYC 100 and PSYC 242; or consent of instructor
This course is an introduction to neuropsychology focusing on the behavioral deficits that arise from brain pathology. This pathology includes diseases such as Alzheimer’s and Parkinson’s as well as other brain-related conditions such as stroke, tumors and head injury. Through this course students will learn about the history of neuropsychology, details of brain anatomy, various neuropsychological assessments, and the examination of behavioral deficits and neuropsychological profiles associated with a variety of brain disorders and/or conditions.
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PSYC 465 - Health Psychology (3 credits)
Prerequisite: PSYC 100 or consent of instructor
This course will review the critical role of behavior in health promotion and disease prevention. Theories and interventions related to health and behavior will be examined. The content of this course crosses the behavioral sciences, social sciences and medical sciences. Students will learn to conceptualize health from biological, psychological and social perspectives. Those who will benefit from this course are students seeking to understand how behavior affects health and what behavioral change strategies can be used to improve health status. (Formerly PSYC 365)
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PSYC 470 - Clinical Psychology (3 credits)
Prerequisite: PSYC 100 and PSYC 360 and PSYC 370; or consent of instructor
This course is a survey of diagnostic and treatment procedures and resources in clinical work with children and adults; professional skills and responsibilities of the clinical psychologist are covered.
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PSYC 474 - Forensic Psychology (3 credits)
Prerequisite: PSYC 100 and PSYC 360 and PSYC 370; or consent of instructor
A study of basic underlying assumptions of personality theory such as intentionality, nature/nurture and the knowability of man as these issues pertain to motive and bias as they manifest themselves in a judicial system.
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PSYC 485 - Honors Thesis I in Psychology (3 credits)
Prerequisite: Open to Commonwealth and Departmental Honors students with consent of instructor; formal application required
Two two-hour weekly meetings with the thesis director will culminate in an honors thesis. The honors student will normally enroll in this course during the fall semester of the senior year and complete the course during the spring semester of the senior year, earning a total of six credits. Whether the final version of the thesis qualifies the student to graduate with honors will be determined by the Department Honors Committee.
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PSYC 490 - Senior Seminar (3 credits)
Prerequisite: PSYC 100 and 15 hours in psychology; or consent of instructor
Topical areas of psychology will be offered to allow seniors an opportunity to engage in an extended writing project and to make individual presentations and critique each other through writing and discussion. Topics will be announced in advance. (CWRM)
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PSYC 493 - Internship: Peer Assisted Learning (3 credits)
Prerequisite: A minimum overall GPA of 3.0; and a grade of “B” or better in courses which the student will serve as a peer educator; and consent of department; formal application required
As part of the internship, qualified students will complete the Peer Tutor Training Program offered through the Academic Achievement Center, designed to assist students in the development of the knowledge and strategies essential for serving as a peer educator. Students will also be assigned to and attend a designated class in the Department of Psychology throughout the semester. Working under faculty supervision, students will schedule, prepare and conduct study sessions for students outside of class, consistent with recognized practices, and may assume other appropriate responsibilities. Students will work with only one class per semester. Repeatable: may earn a maximum of 12 credits, not more than two times for the same course content.
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PSYC 497 - Research (1-3 credits)
Prerequisite: PSYC 100 and consent of the department; formal application required. Students cannot enroll in PSYC 497 and PSYC 390 at the same time with the same professor in any given semester.
This course is for students interested in becoming involved in a faculty member’s research laboratory. Students will learn research skills and techniques under the supervision of a faculty mentor and will be involved in a research project. Repeatable: may earn a maximum of 12 credits.
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PSYC 498 - Internship in Psychology (3-15 credits)
Prerequisite: Consent of department; formal application required
This internship is open to juniors and seniors who wish to have the opportunity to gain first-hand experience in applying psychology in a clinical setting. Repeatable: may earn a maximum of 15 credits. Graded on a (P) Pass/(N) No Pass basis.
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PSYC 499 - Directed Study in Psychology (1-3 credits)
Prerequisite: PSYC 100; consent of the department; formal application required
Directed study is open to juniors and seniors who have demonstrated critical and analytical abilities in their studies and who wish to pursue a project independently. Repeatable: may earn a maximum of six credits.
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PSYC 500 - Human Developmental Psychology (3 credits)
Prerequisite: Matriculation in a graduate program in psychology or counselor education; or consent of instructor
This course provides a comprehensive review of the psychological study of human development, including its historical and cultural context. Current theory and research in areas such as cognition, emotion, physical maturation, self concept and attachment to others are examined and integrated through relational and biological perspectives. The interface between theory and application in clinical practice is highlighted.
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PSYC 503 - Directed Study (1-3 credits)
Prerequisite: Consent of the department chairperson; formal application required
Directed study is designed for the graduate student who desires to study selected topics in a specific field. For details, consult the paragraph titled “Directed or Independent Study” in the “College of Graduate Studies” section of this catalog. Repeatable: may earn a maximum of six credits.
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PSYC 504 - Research (1-4 credits)
Prerequisite: Consent of the department chairperson; formal application required
Original research undertaken by the graduate student in a specific field. Students initially enroll in PSYC 504 for four credits, and subsequently enroll for one credit each term thesis work continues. For details, consult the paragraph entitled “Directed or Independent Study” in the “College of Graduate Studies” section of this catalog.
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PSYC 505 - Research Methods and Design I (3 credits)
Prerequisite: Admission to MA in psychology program or consent of instructor
This course includes two semesters of integrated statistical procedures and research design skills. Special emphasis will be placed on methodological issues that are likely to confront the graduate in applied settings. In addition to covering traditional statistical and design concepts, special applied research tools such as survey methodology, program evaluation “small-N” designs, non-parametric and multivariate models will be presented. The course will be very closely tied to the use of commonly available statistical packages such as SPSS, BMD, ALICE and STP. The course will reflect a strong experiential component including data collection, analysis and interpretation.
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PSYC 506 - Research Methods and Design II (3 credits)
Prerequisite: Admission to MA in psychology program or consent of the department
This course includes two semesters of integrated statistical procedures and research design skills. Special emphasis will be placed on methodological issues that are likely to confront the graduate in applied settings. In addition to covering traditional statistical and design concepts, special applied research tools such as survey methodology, program evaluation “small-N” designs, non-parametric and multivariate models will be presented. The course will be very closely tied to the use of commonly available statistical packages such as SPSS, BMD, ALICE and STP. The course will reflect a strong experiential component including data collection, analysis and interpretation.
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PSYC 508 - Advanced Seminar (3 credits)
Prerequisite: Admission to MA in psychology program or consent of instructor
Various and special topics of current relevance in psychology, to be dealt with in depth, will be offered from time to time. Topics will be announced before pre-registration. Repeatable.
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PSYC 509 - Foundations of Clinical Practice (3 credits)
Prerequisite: Matriculation in graduate program in psychology or counseling; or consent of instructor
This course will prepare the clinician for practicum/internship training by considering the following: 1) historical overview of the profession; 2) multidimensional identity and roles of the mental health professional; 3) practice issues and issues related to federal and state legislation dealing with, for example, duty to warn, confidentiality and mandated reporting: 4) the variety of clinical settings and mental health delivery systems, including principles, theories and techniques of evaluation and management; 5) ethical and legal standards of psychological professional organizations: 6) experimental learning and the use of supervision; 7) report writing and note-keeping for clinicians; 8) self-evaluation.
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PSYC 511 - Theories of Psychotherapy (3 credits)
Prerequisite: Admission to MA in psychology program or consent of instructor
The major counseling theories are explored in an academic and experiential format. Role-playing and videotaping of the theories are common modalities. A sampling of the theories discussed are Reality Therapy, Behavior Therapy, Rational Emotive Therapy, Gestalt Therapy, Transactional Analysis, Client Centered Therapy and the Psychoanalytic Model. (Formerly PSYC 570)
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PSYC 512 - Evaluation Techniques (3 credits)
Prerequisite: Admission to MA in psychology program or consent of instructor
The course will begin with traditional components of psychological testing, including test construction, test development, test administration and test interpretation. Specific training will be placed on frequently administered clinical tests (e.g., MMPI, WAIS, and WISC). Beyond traditional test theory, students will be exposed to contemporary evaluation devices including behavioral assessment, interview data and naturalistic observation. (Formerly PSYC 573)
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PSYC 513 - Psychopharmacology for Nonmedical Professionals (3 credits)
This course examines modern drug treatment for mental disorders, including schizophrenia, mania, depression and anxiety. The types of drugs – antipsychotics, antidepressants, antianxiety and sedative-hypnotics – are discussed in conjunction with diagnostic factors, effectiveness, side effects, risk, and biological actions. Psychotherapeutic and ethical concerns are considered.
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PSYC 516 - Multicultural Counseling (3 credits)
Prerequisite: Admission to MA in psychology program or consent of instructor
This skill-based course will further develop the students’ working knowledge and basic competency in multicultural counseling theory and application. To this end, the course will focus on the counselor on both a professional and personal level. Additionally, the course will examine salient and population specific issues related to the life experiences of the culturally “different” client and how such experiences impact on the counseling relationship and process. Underlying values and assumptions associated with widely used traditional counseling interventions and their appropriateness with non-mainstream populations will be explored. Traditional and nontraditional culturally consonant counseling approaches will also be discussed.
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PSYC 518 - Theory and Process of Group Interaction (3 credits)
Prerequisite: Admission to MA in psychology program or consent of instructor
An examination of the theories and processes of group dynamics and their relationship to counseling philosophy. Special emphasis will be placed on the synthesis of leadership, membership, and purpose, as well as the evaluation of the appropriateness of various group counseling applications.
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PSYC 526 - Childhood Psychopathology (3 credits)
Prerequisite: Matriculation in the MA in Psychology program or consent of instructor
The nature, etiology, consequences and prevention of the major emotional disorders of children, considered from a developmental viewpoint. Areas include emotional problems of normal children as well as serious psychopathology. Primary emphasis is on psychological factors responsible for deviance. Some attention to organic and constitutional factors.
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PSYC 541 - Adult Psychotherapy: Theory and Practice (3 credits)
Prerequisite: Matriculation in Psychology MA program or consent of instructor
This course is designed for graduate students in clinical psychology to develop effective therapeutic techniques for working with older adolescents and adults through the lifespan. The course will employ an integrative developmental model: various approaches to therapy (humanistic, behavioral, cognitivist, constructivist, psychodynamic and systemic) will be applied and evaluated. No preferred treatment modality will be espoused, rather, students will be expected to make use of a combination of techniques and integrate the art and science of psychotherapy. Contextual and cultural awareness will be integrated throughout the course.
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PSYC 542 - Psychotherapy: Theory and Practice II (3 credits)
Prerequisite: Matriculation in MA program in psychology or consent of instructor
This course is designed for graduate students in clinical psychology who are interested in developing effective therapeutic techniques for working with young children and early adolescents. The course will examine child psychopathology from a developmental perspective. From this model, various approaches (humanistic, behavioral, cognitive and psychodynamic) to child therapy will be applied and evaluated. No preferred treatment modality will be espoused, rather students will be expected to make use of a combination of techniques and integrate various forms of psychotherapy. Moreover, contextual factors related to diversity will be integrated throughout the course.
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PSYC 550 - Mindfulness-Based Stress Reduction Experience (1.5 credits)
Prerequisite: Consent of instructor
This course provides an immersive experience in Mindfulness-Based Stress Reduction (MBSR). It is an experiential course with didactic and self-reflective components. The evidence-based MBSR program trains students to develop life-long self-care practices which may protect against career-related burn-out. Research has demonstrated this program may improve students’ concentration, resilience and compassion for oneself and for others. Repeatable: may earn a maximum of three credits. This intensive 10-week summer course includes an additional six-hour class and requires 45 minutes of daily home practice throughout the term. Offered summer session.
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PSYC 575 - Psychopathology (3 credits)
Prerequisite: Matriculation in Psychology MA program or consent of instructor
This course offers an advanced understanding of diagnostic processes by reviewing and critically examining theoretical paradigms for conceptualizing psychopathology. Various systems used to classify and diagnose mental disorders will be presented in order to analyze the epidemiology, etiology, differential diagnosis and standard treatment of mental disorders. Particular attention is given to sociocultural factors influencing the conceptualization of abnormality.
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PSYC 580 - Trauma and Loss (3 credits)
Prerequisite: PSYC 509 and PSYC 511 and PSYC 541; and matriculation in the Psychology MA program; or consent of instructor
This course explores issues related to human suffering which can halt, derail, alter and challenge the process of personality development. Building upon earlier courses, advanced graduate students will work to integrate how specific developmental challenges impact identity-formation and relate to the process of psychotherapy. A variety of approaches will be used to understand treatment with traumatized or bereaved persons; processes of vicarious traumatization and its prevention are also explored. Psychological understanding of the symptoms and treatment of these issues will be examined through clinical and developmental theory, case summaries and current research. Students will examine how these texts relate to their clinical experiences of trauma and loss in order to further develop professional skills. Offered fall semester.
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PSYC 585 - Mindfulness-Based Stress Reduction: Clinical Applications (3 credits)
Prerequisite: Matriculation in and completion of first year courses in Psychology, MA or Social Work, MSW or Counseling-Mental Health track, MEd; and consent of instructor
This course provides an immersive experience in Mindfulness-Based Stress Reduction (MBSR) in order to understand how mindfulness-based interventions can support traditional psychotherapy. Various approaches will be used to convey how MBSR is effective, including experiential, didactic and self-reflective assignments. Psychological understanding of this evidence-based program will be examined through clinical theory and research, as well as case material. Students will examine how these texts relate to the clinical application of mindfulness practices in order to further develop their professional skills. MBSR trains students to develop life-long self-care practices which may help counselors protect against professional burn-out, while deepening their capacity to be present with clients in distress. Advanced graduate students will cultivate their empathic therapeutic presence while paying particular attention to the working alliance. Repeatable: may earn a maximum of six credits. Offered as an intensive 10-week summer course which requires 45 minutes of daily home practice throughout the term. Offered summer session.
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PSYC 591 - Clinical Practicum (3 credits)
Prerequisite: Both the completion of the first year coursework (PSYC 505, PSYC 506, PSYC 509, PSYC 511, PSYC 512, PSYC 575) and the approval of the Psychology Graduate Committee
The Clinical Practicum will prepare students to work in mental health settings, providing opportunities to observe and assist under supervision. 100 hours required, including a minimum of 40 hours direct service work; 10 hours of individual supervision; and 20 hours of group supervision. One credit each semester: complete in two semesters, 50 hours a semester, working 3.5 hours each week. Two credits: complete in one semester, for 100 hours, working 7 hours each week. Repeatable: may earn a maximum of six credits.
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PSYC 592 - Internship (3-6 credits)
Prerequisite: PSYC 591 and matriculation in MA program in psychology; consent of department; formal application required
The internship will allow students to apply the skills acquired through classroom and practicum work. Students will be placed in mental health settings and will receive extensive supervision. Required 600 hours, including a minimum of 240 hours direct service work, 15 hours of individual supervision, and 30 hours of group supervision. It may not be taken for more than six credit hours in a single semester. Once begun, the internship must be taken in consecutive semesters. May be completed in two semesters (six credits each semester) for 300 hours each semester, working 20 hours each week, or completed in four semesters (three credits each semester) for 150 hours each semester, working 10 hours each week. Must be taken more than once and must total a minimum of 600 hours (12 credits).
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READ 199 - First Year Seminar (3 credits)
Prerequisite: Open to all freshmen with a writing placement score of 3 or above or a SAT score of 500 or above or who have completed ENGL 101. Students with 24 or more transfer credits will have this requirement waived.
First Year Seminars (FYS) are writing-intensive topic courses that introduce students to academic thought, discourse and practices. FYS courses prepare and orient students toward productive and fulfilling college careers by actively engaging them in a specific academic area of interest. Students will improve their writing, reading, research and basic information and technology skills while learning to work both collaboratively and independently. These courses will fulfill the First Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one FYS course may be taken for credit. (CFYS; CWRT)
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READ 201 - Teaching Content Area Literacies in Elementary and Early Childhood Classrooms (3 credits)
Prerequisite: ENGL 102
This course focuses on the relationship between literacy instruction and the content areas. The major areas of study include reading and writing in the content areas, text structure, thinking and questioning, a broad spectrum of reading strategies to understand text, the instruction of domain-specific vocabulary, and the necessary tools to effectively teach elementary and early childhood research writing. Integral to this course are the Common Core State Standards outcomes for content area literacy. (CWRT)
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READ 202 - Exploring New Literacies (3 credits)
This course prepares future classroom teachers to better meet the challenges of using new technologies as a vehicle that is interlaced within their language arts instruction. Along with examining software to improve reading and writing, this course will cover such topics as evaluating reliable sources; using online technology tools; creating class websites for more effective teaching; and using blogs, wikis, and other powerful Web tools.
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READ 203 - Children’s Literature and the Reading Process for the PreK-6 Classroom Teacher (3 credits)
This course helps students develop and refine their own understanding of children’s literature, and how literature for children can be selected, evaluated, and used in the classroom. Particular emphasis will be placed on the use of children’s literature in the development of reading.
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READ 204 - Discovering the World in the Classroom: Making Literacy Global (3 credits)
This course is designed to provide practical approaches, materials, and plans for engaging students in the discovery of the nature of the planet earth, the nature of human beings as species, and the nature of global social structures, all in the context of the immediate world of their neighborhood. Through the application of an inquiry-based, cross-curricular approach to literacy instruction, they will discover that a focus on the human world can be a central feature of the language arts plan.
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READ 205 - The Writer’s Workshop for the Classroom, K-12 (3 credits)
Participants will learn the relevance of teaching students (K-12) to write, using the entire writing process, as well as to engage in a Writers Workshop. In order to truly understand the value of the writing process and the Writers Workshop toward the development of a writer, each course participant will examine his/her life as a writer and how this parallels with K-12 development. Various writing genres as described in the Common Core State Standards will be analyzed and explored. Additionally, each course participant will discover the importance of writing in each content subject and at various grade levels and will learn about and participate in writing-to-learn activities.
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READ 298 - Second Year Seminar (Speaking Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101, and the speaking skills requirement. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are speaking-intensive topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their speaking, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS; CSPI)
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READ 299 - Second Year Seminar (Writing Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101 and ENGL 102. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are writing-intensive topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their writing, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS; CWRT)
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READ 499 - Directed Study in Reading (1-3 credits)
Prerequisite: Consent of the department; formal application required
This course is open to juniors and seniors who have demonstrated critical and analytical abilities in their studies and who wish to pursue a project independently. Repeatable: may earn a maximum of six credits.
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READ 503 - Directed Study (1-3 credits)
Directed study is designed for the graduate student who desires to study selected topics in a specific field. For details, consult the paragraph titled “Directed or Independent Study” in the “College of Graduate Studies” section of this catalog. Repeatable: may earn a maximum of six credits.
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READ 540 - Early Childhood Literacy Instruction (3 credits)
Intended as a content area graduate course in reading for the early childhood educator, this course features many instructional practices that promote language, literacy and learning in the young learner. In a review of current research, teachers learn and apply identified “best practices” in listening, speaking, reading, writing and thinking. Topics include linguistics, discourse, concepts of print, phonemic awareness, phonics, comprehension, authentic assessment, shared reading and writing, and guided reading and writing. Through an understanding of theories that support best practices, teachers develop specific strategies for observing and supporting young learners as they become successful, independent, and thoughtful readers and writers. Offered spring, fall, and summer II.
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READ 541 - Elementary School Literacy Instruction (3 credits)
Intended as a content area graduate course in reading for the elementary school educator, this course features many instructional practices that promote language, literacy and learning in the developing literate. In a review of current research, teachers learn and apply identified “best practices” in listening, speaking, reading, writing, viewing and producing. Topics include assessment, word analysis, vocabulary, narrative and expository text structures, guided reading and writing, comprehension strategies and study skills. Through an understanding of theories that support best practices, educators develop specific strategies for observing and supporting students as they become successful, independent and thoughtful readers and writers. Offered spring, fall, and summer II.
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READ 542 - A Critical Review of Reading and Writing Across the Content Areas (3 credits)
Prerequisite: READ 550
In this interactive course, teachers will learn the rationale for and application of various relevant and current literacy strategies they can employ across the content areas and in the elementary school classroom. Direct and indirect strategies for teaching vocabulary, reading processes, skill acquisition, study skills, levels of questioning and writing connections will be analyzed and utilized as they apply to different content material. Additionally, teachers will learn how to critically analyze and evaluate different texts in order to discover varied author perspectives regarding the same topic. In this way, the reader will move beyond the texts’ message to question, examine and dispute power relations that may exist between readers and authors. Offered annually.
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READ 543 - Assessment and Intervention Techniques for the Elementary Classroom (3 credits)
Prerequisite: READ 550
Candidates will learn assessment and intervention techniques in order to target the reading and writing difficulties and competencies of elementary students. Utilizing informal and formal literacy assessments, candidates will analyze assessment results, place students on a developmental continuum, and use various grouping options within the classroom setting. Candidates will connect theory, research and practice as they use assessment to guide their lesson planning and instruction and use the assessment results and intervention skills to facilitate effective practice and student growth. Offered annually.
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READ 544 - Children’s Literature for the Elementary Classroom (3 credits)
Prerequisite: READ 550
This course explores the various genres in children’s literature and how these can be used in the classroom, as well as for recreational reading. Students will read and discuss a wide variety of modern and traditional children’s literature, learn about children’s book authors and illustrators, develop skills in selecting and evaluating high quality literature, identify issues in contemporary children’s literature, examine literature from parallel cultures, make connections to the Common Core State Standards for English Language Arts, and design units of study to use in the elementary school classroom. Offered annually.
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READ 545 - Global Literacies: Discovering the World in the Elementary Classroom (3 credits)
Master’s candidates who are practicing teachers continue to prepare for their role in the Massachusetts classroom by considering, examining, practicing and planning for effective teaching and learning environments. Through the application of an inquiry -based, cross-curricular approach to literacy instruction, they will discover that the human world can be a central feature of the language arts plan. The course is designed to provide practical approaches, materials and plans for engaging children in the discovery of the nature of the planet earth, the nature of human beings as a species and the nature of global social structures, all in the context of the immediate world in their neighborhood.
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READ 546 - New Literacies for Internet Comprehension (3 credits)
Prerequisites: Access to a personal computer/laptop with printer and regular access to Internet connection, browsing capability and e-mail. May not be audited. Please see the Bridgewater State University website for information about Web and Web-based courses.
This course seeks to qualify educators in preparing youth for the challenges of reading comprehension in an age of online information through research-based instruction and Web inquiry. Leu, Kinzer, Coioro, and Cammack (2004) identify these five skills as asking questions, locating information, critically evaluating information, synthesizing information and communicating information. “New literacies” is the term referred to as these reading comprehension skills require novel strategies on the Internet and take a new literacies theoretical perspective. Educators develop an in-depth understanding of the role of the Internet in literacy development and the impact of the historical connections between literacy, learning, technology and culture.
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READ 547 - Teaching English Learners to Read and Write (3 credits)
In this course, educators will learn an effective framework regarding the levels of language development in listening, speaking, reading and writing for English learners. Educators will acquire effective strategies for creating conditions that support students’ first languages and in becoming proficiently literate in their first and subsequent languages. Educators will learn to develop culturally and developmentally responsive approaches to teaching English learners to read and write, with specific attention to assessment and instructional planning, the relationship between speech and print, word identification and vocabulary, beginning reading and writing practices and content area reading/writing/technology connections.
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READ 548 - Case Studies in Dual Language Instruction: Theory and Practice (3 credits)
Population and demographic changes in the United States in recent decades have resulted in a dramatic increase in student populations whose learning needs would be best met in a multilingual learning environment. Classroom teachers in this course prepare for their role in meeting the needs of an increasing population of second and third language pupils in the Commonwealth of Massachusetts. This course is designed to provide a direct, concrete, case-study learning experience in the lives of at least two families inhabiting such multilingual life worlds. This course is also designed to offer a comprehensive theoretical foundation in the history and conceptual frameworks related to second language instruction in the United States.
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READ 549 - Reading in the Content Areas (3 credits)
In a workshop format, educators use their own textbooks to develop exercises that aid their students in comprehending expository text. Direct and indirect strategies for teaching vocabulary, reading processes, skill acquisition, study guides and levels of questioning are analyzed and utilized as they apply to different content material. May not be audited. Includes 25 hours of fieldwork.
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READ 550 - Improving Literacy Instruction (3 credits)
Literacy educators are introduced to the subject matter that constitutes effective literacy instruction (all levels). They examine classroom practices that are consistent with the socio-psycho-linguistic theories of learning and develop a knowledge base of literacy instruction that benefits students’ comprehension and expression of a variety of texts. May not be audited. Includes 25 hours of fieldwork.
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READ 551 - Case Studies in Literacy Acquisition and Development (3 credits)
Through case studies, literacy educators develop an understanding of first and second language acquisition and development. Knowledge of sociocultural, psychological, linguistic and cognitive functions that impact reading and writing processes provides the foundation for individual and group instruction and assessment. May not be audited. Includes 25 hours of fieldwork. Offered summer session II and fall semester.
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READ 552 - Literacy Assessment Principles and Techniques (3 credits)
Prerequisite: READ 551 and matriculation in the MEd in Reading; or consent of program coordinator
Literacy educators use observation techniques and formal and informal diagnostic procedures to measure and monitor students’ literacy processes and behaviors. They analyze assessment data and recommend a model of diagnostic instruction that addresses students’ strengths and weaknesses. The resulting report is made available to parents and allied professionals. May not be audited. Includes 25 hours of fieldwork. Offered spring and summer session II.
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READ 553 - Issues in Literacy Education for Social Justice (3 credits)
Prerequisite: READ 550 and matriculation in the MEd in Reading; or consent of program coordinator
In a context of rapidly changing demographics, economies and technologies, literacy educators prepare to lead in matters of curriculum and instruction for the 21st century. Through extensive reading, writing, research, discussion and debate, they advance their thinking in a range of complex political and educational issues which impact the local, national and global communities. May not be audited. Includes 25 hours of fieldwork. Offered spring and summer session II.
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READ 554 - Research in Literacy Teaching and Learning (3 credits)
Prerequisite: Matriculation in the MEd in Reading; or consent of program coordinator
Literacy educators explore numerous research traditions and methods, including ethnographic, descriptive, correlational, experimental and multivariate. They develop a research project that demonstrates a fundamental understanding of the methodology, data collection procedures and analysis techniques that are central to a range of research, assessment and instructional perspectives and policy work. May not be audited. Includes 25 hours of fieldwork. Offered fall semester and summer session II.
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READ 555 - Supervision and Administration of Literacy Programs (3 credits)
Prerequisite: READ 550 and READ 552 and matriculation in the MEd in Reading; or consent of program coordinator
In order to develop a more literate environment, literacy educators draw on their professional knowledge base and state and national standards to assess a school-wide literacy program, analyze assessment data, develop a literacy plan, and provide a variety of opportunities for professional development and parental support. This firmly establishes them in the role as mentor and coach. May not be audited. Includes 25 hours of fieldwork. Offered fall semester.
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