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Psychology [clear]
| Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days | Multiple Standings | Start Quarters | Open Quarters |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
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Susan Cummings
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Course | SO–SRSophomore - Senior | 4 | 04 | Evening | S 12Spring | This course is designed to help students examine abnormal and normal behavior and experience along several dimensions. These dimensions include the historical and cultural influences in Western psychology, current views on abnormality and psychological health, cultural differences in the approach and treatment of psychopathology, and the role of healthy habitat in healthy mind. Traditional classification of psychopathology will be studied, including theories around etiology and treatment strategies. Non-traditional approaches will be examined as well and the role of eco-psychology in abnormal psychology. | Susan Cummings | Mon | Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
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Stephanie Kozick and Leslie Flemmer
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | S 12Spring | This is an inquiry-based program structured as a collaborative effort to engage authentic questions about the process of learning. What is an educated society and what does it mean to become educated within a society? Whose ways of knowing count in such educational pursuits assumed to ultimately achieve happiness and personal fulfillment? Can one be considered “educated” if one lacks educational credentials, cultural knowledge of the arts, political awareness, or social and economic connections? And, to what end and in what means must we even consider these questions? In this program, we will inquire about the role that educators, artists, authors, and the environment play in guiding us toward a more vibrant and holistic outlook. This comprehensive inquiry requires an interdisciplinary curriculum designed to employ dialogue and the arts in an examination of what is meant by the term “education.” The program will include student-centered learning activities of readings, discussions, talks, film, and expressive projects.Students who are curious about paths to knowledge, the field of education, social justice, and cultural and historical considerations can join us in a wide-ranging examination of our diverse society. Students can expect to work collaboratively to think, learn, and interpret how individuals form, interact in, and become participants in an educated society while engaging topics that include critical pedagogy, arts and humanities, and the construction of knowledge through social networks and cultural practices. Motivated, open-minded students willing to work with others in critical discussions of readings, to experiment with the arts and writing projects, and to closely observe the contributions of others will gain new perspectives about what matters when contemplating an educated society. At quarter’s end, students will be able to identify their own and others efforts to understand what it means to be educated. Some of the authors who will have contributed to that understanding are: Virginia Woolf, Paolo Freire, William Ayers, James Baldwin, John Dewey, Terry Tempest Williams, Sherman Alexi, Gerald Durrell, and Maxine Green. | Stephanie Kozick Leslie Flemmer | Mon Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
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Cindy Beck and Jamyang Tsultrim
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Course | SO–SRSophomore - Senior | 4 | 04 | Weekend | S 12Spring | Interest in Eastern philosophy and the influence of contemplative practice on the body has been growing over the past few decades. This class will explore Eastern models of the theory of knowledge, particularly traditional epistemological models of cognition based on Indo-Tibetan studies. Class material will look at the effect these practices have on neurological function by studying neuroanatomy, brain plasticity, and the connections between sensory input and our emotions, thoughts, and actions. Students will learn to analyze constructive emotions and thoughts and their influence on mental stability. Students will also learn methodologies for influencing and improving mental development and function. Hands-on workshops, readings, and discussions will emphasize class concepts and help students learn to integrate Western science and Eastern philosophy. | Cindy Beck Jamyang Tsultrim | Sat | Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
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Ryo Imamura
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Program | FR–SRFreshmen - Senior | 8, 12 | 08 12 | Evening and Weekend | Su 12Summer Session II | Western psychology’s neglect of the living mind, both in its everyday dynamics and its larger possibilities, has led to a tremendous upsurge of interest in the ancient wisdom of Buddhism which does not divorce the study of psychology from the concern with wisdom and human liberation. We will investigate the study of mind that has developed within the Buddhist tradition through lectures, readings, videos, workshops, and field trips. Students registering for 12 credits will attend a meditation retreat and complete a research paper on meditation. | Buddhist Studies, Asian psychology, consciousness studies, psychotherapy, social work | Ryo Imamura | Fri Sat Sun | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | |||
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Donald Middendorf and Terry Setter
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Program | JR–SRJunior - Senior | 16 | 16 | Day | F 11 Fall | W 12Winter | S 12Spring | What is the relationship between our understanding of consciousness and our self understanding? This year-long, interdisciplinary program will provide an opportunity for students who are interested in doing intensive work in the nature of consciousness to cultivate self awareness through challenging readings, creative work in expressive arts, and self-reflection. We will examine our beliefs about the nature of reality as manifest in the expressive arts and physical reality from a variety of disciplinary viewpoints, including physics, music, psychology and philosophy. Prospective students should have a strong interest in the experiential study of the relationships between reality and consciousness as well as college-level skills in reading, writing and pursuing research topics. Effort and self-motivation will be essential for succeeding in this program.We will take an approach that welcomes the complexity of the many different views of consciousness that have been proposed by researchers, philosophers and spiritual leaders. We will use texts that cover many contemporary scientific models of consciousness and examine alternative areas of research, such as lucid dreaming and paranormal phenomena. Students will keep a structured journal of activities and practices that explores their developing understandings of the nature of consciousness. During winter and spring quarters, academic work and contemplative discipline will be integrated into our study as tools to help us understand our selves and the nature of consciousness through an in-depth study of dreams - including keeping a dream journal and a journal of experiences during contemplative practices. In spring, students will have the opportunity to pursue their interests in more individualized activities for a portion of their credits.This is an experiential and rigorous full-time program in which students will be expected to participate in all program activities, and to document 48 hours of work per week that are invested in program related activities. Students are strongly encouraged to commit to the year-long community learning process, to not work more than 15 hours per week outside of the program, and to take no more than 16 credits per quarter. Students are expected to take exams and to buy and bring the appropriate seminar books to each class. | consciousness studies, philosophy of modern physics, and psychology. | Donald Middendorf Terry Setter | Tue Wed Thu | Junior JR Senior SR | Fall | Fall Winter Spring | |
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Richard McKinnon
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Course | FR–SRFreshmen - Senior | 4 | 04 | Evening | F 11 Fall | Humans are born with a wealth of information about how the world is structured, ready to develop that knowledge through experience with the environment. In this course, we'll investigate what babies know from birth and how that knowledge unfolds into mature systems such as vision, language, morality, and character. We will compare theories that emphasize the contribution of innate knowledge with those that emphasize the role of the environment. | Richard McKinnon | Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||
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Jehrin Alexandria
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Program | FR–SRFreshmen - Senior | 8 | 08 | Day | Su 12Summer Session I | This class is an in-depth study of movement and its role in the reorganization of the human brain as well as a look at contemporary works in the field of energy psychology. We will explore the emotional issues that can occur when such organization is not complete and various techniques to address them including The Work of Byron Katie and EFT. Students will learn to recognize normal neurological organization by studying specific developmental milestones as well as recognize gaps and abnormalities in brain development and how they impact growth, learning, and psychological well-being. This class will be deeply experiential as well as theoretical. Please wear comfortable clothing as there is basic movement in some classes. | Jehrin Alexandria | Mon Mon Tue Tue Wed Thu Thu Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Jamyang Tsultrim
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Course | FR–SRFreshmen - Senior | 4 | 04 | Weekend | W 12Winter | Jamyang Tsultrim | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | |||||
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Alison Styring, Steven Scheuerell and George Freeman
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Program | FR ONLYFreshmen Only | 16 | 16 | Day | F 11 Fall | W 12Winter | S 12Spring | The word environment encompasses multiple meanings, from the natural to the built, from the interiors of our minds to the spiritual. In each case there is a constant interface of environments with one another and with other creatures, each defining and circumscribing our experience of the world. Some of our essential questions revolve around how we define the environment and how we are shaped by as well as how we shape the environment, both natural and built. For example, does the concept of wilderness include humans? Is the ecological niche of a human essentially different from that of other living things? We will explore the habitats we occupy along with other creatures in those environments. We will explore dichotomies that foster dynamic tensions, such as the dichotomy between concepts of "natural" versus "human". We intend to investigate these tensions through our study of psychology, personal biography, biology, environmental studies, ornithology and cultural studies. In fall quarter we will develop the foundational skills in environmental studies and psychology needed to understand and critique the writings and current research in community ecology, animal behavior and conservation biology, and to examine the conscious and unconscious, and the theories of perception and cognition in psychology. We will examine parallels and linkages among disciplines in terms of methods, assumptions and prevailing theories. In winter we'll continue building on this foundation and move ourselves from theory to practice through an emphasis on methodologies, analyses, and their underlying assumptions. In spring quarter we'll implement the skills and knowledge we've developed through specific student-directed projects and our optional field trip. The faculty will foster creativity, experimentation and imaginative processes as means of discovering and bringing a new awareness to our extraordinary world. The students will respond to the themes of the program through individual and collaborative projects. To build our learning community we will use experiential collaboration activities such as Challenge and Experiential Education as a means to develop a sense of commitment and group citizenship. We will use multicultural discussion opportunities such as Critical Moments to explore the politics of identity and meaning. We will develop our observational skills via field workshops and field trips. We will have writing and quantitative reasoning workshops to further develop students' current skills and to develop advanced skills in these areas. Students completing this program will come to a stronger understanding of their personal lives as situated in a variety of contexts. They will develop strategies for engaging in a range of settings to promote social change, in-depth personal development, increased self-awareness, critical commentary and analyses, and practices that promote stewardship of our personal lives, our immediate environment and global communities. | psychology, behavioral sciences and environmental science. | Alison Styring Steven Scheuerell George Freeman | Mon Tue Thu Fri | Freshmen FR | Fall | Fall Winter | |
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Susan Cummings
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Course | FR–SRFreshmen - Senior | 2 | 02 | Evening | Su 12Summer Session II | Mind and nature are inseparable. The natural world is not outside of us or separate from us, but it us. Ecopsychology is an exciting emerging perspective that explores the connection between psychological and ecological health. Many of our psychological ills and our addictions are directly related to our lack of awareness and our perceived disconnection from our natural origins. The very destruction of our habitat is an expression of this lack of connection to the ground of our being. There are many emerging approaches to deal with this, such as the greening of playgrounds, nature-based therapy, architecture that aims to connect us with a healthy habitat, and the exploration of our assumptions. We will explore the historical and cultural influences underlying and leading up to this perceived separation from nature, cultural differences in perspectives, assumptions in psychology, the connections between pathology and this perceived separateness from nature, and the role of connectedness with nature in child development.Students will review the literature, engage in experiential activities and projects, and brainstorm solutions. | Susan Cummings | Mon | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Mark Harrison and Theresa Aragon
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Program | SO–SRSophomore - Senior | 8 | 08 | Weekend | F 11 Fall | W 12Winter | Conflict is a fundamental dynamic of human experience and interaction. It is the necessary struggle to balance concern for self with connections to others. Because pain, suffering, and stress are deeply associated with our perception of conflict, we tend to regard conflict as a destructive or destabilizing force.Seen from another perspective, however, conflict is one of the most life-affirming forces in nature. Without conflict, children would not develop into normal human beings. Without conflict, literature and the performing arts would be dull and insignificant. Without conflict (and conflict resolution), we would live in a rather uneventful and humorless world. The challenge for all of us and the purpose of this program is to understand and experience conflict as an important, unavoidable, and generally useful lifeforce. In this two-quarter program, we will explore and analyze conflict from the perspective of the in the fall and in the winter. We will draw on a variety of sources—among them the arts, current events and politics, work and the business environment, forms of play—to learn about the nature of conflict and its role in society. The program format will include lectures, seminars (in class and online), as well as active learning in the form of workshops, exercises, group and individual presentations, and field trips to performances. We will focus on clarity in oral and written communication, critical analysis, and the ability to work across disciplines and significant differences. | Mark Harrison Theresa Aragon | Tue Sat Sun | Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||
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Kathy Kelly
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Program | JR–SRJunior - Senior | 8 | 08 | Weekend | W 12Winter | S 12Spring | What is a system and how is it different from a pile of parts? What is a whole system? In what ways does understanding whole systems contribute to wisdom and well-being? This two-quarter program will introduce students to general systems theory. Students will learn basic characteristics of systems and explore systems across an array of disciplines—ecological, organizational, economic, and cosmological. Students will be introduced to tools and develop practices to help gain an understanding of complex systems and system dynamics.In winter quarter, students will work with cases from their professional or personal experience to observe and identify system dynamics and then imagine and anticipate possible interventions and consequent systemic effects. In the spring quarter, our study will extend to understanding ourselves in relation to the systems in which we are living as we explore the nearby Nisqually River watershed to see how ecological, economic, and civic systems are interconnected.Students will be introduced to ecological economics, an analytic tool that advances a systems perspective in service of environmental conservation and development in public policy making. Over both quarters, we will observe our class as a living system—a learning laboratory connecting theory to practice—as we develop ourselves as individuals, leaders, and participants in a learning community. Through reading, participatory exercises, reflection, writing, stories, and expressive arts, students will cultivate a systems perspective as a way of understanding complex systems. Students will be better able to design holistically and intervene wisely for greater well-being for themselves, their organizations, and communities.Learning Objectives:Class will meet five weekends per quarter, with online work between meetings. | Kathy Kelly | Sat Sun | Junior JR Senior SR | Winter | Winter Spring | |||
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Mark Hurst
Signature Required:
Fall Winter Spring
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Program | SO–SRSophomore - Senior | 8 | 08 | Evening and Weekend | F 11 Fall | W 12Winter | S 12Spring | Psychology is making a significant difference in peoples' lives, both in a broad manner as well as in specific application. In this year-long program, students will: 1) examine basic empirical research, from psychology’s history to the present, that has led to creative application of the findings in individual, group, and community endeavors; 2) learn the general and specific methodology and strategies that influence individual lives as well as interpersonal interactions in public and private settings; 3) develop a personal theoretical orientation for influencing change; and 4) create a conceptual instructional module regarding a specific life domain (relationships, work, parenting, health, leisure, etc.) for implementation in a setting relevant to their future goals or careers (education, social services, business, government, criminal justice, medicine, economics, etc.). This program is designed to foster advanced comprehension and analysis of the material, enhance critical thinking, and build a skill base that can be applied for the social good. Each quarter builds on previous material, so the intention is for students to continue through the year, culminating in a final spring project. We will use a variety of instructional strategies such as small and large group seminars, lectures, workshops, films, role-playing, field trips, guest lectures, and videoconferences with prominent contemporary psychologists. The material covered in this program is relevant to daily living as well as preparatory for careers and future studies across all disciplines. | psychology, education, health care, criminal justice, political science, management | Mark Hurst | Fri Sat Sun | Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | |
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Susan Cummings
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Course | SO–SRSophomore - Senior | 4 | 04 | Evening | F 11 Fall | The purpose of this course is to provide an overall view of the emergence of psychology as a field, its historical roots, its evolution within a broader sociocultural context, and philosophical currents running throughout this evolution. Attention will be paid to the interaction of theory development and the social milieu, the cultural biases within theory, and the effect of personal history on theoretical claims. This course is a core course, required for pursuit of graduate studies in psychology. | Susan Cummings | Mon | Sophomore SO Junior JR Senior SR | Fall | Fall | ||||
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Heesoon Jun
Signature Required:
Winter
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Contract | SO–SRSophomore - Senior | 16 | 16 | Day and Evening | W 12Winter | Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unique combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. This is an opportunity for students interested in a self-directed project, research or internship in psychology. Students with a lively sense of self-direction, discipline, and intellectual curiosity are strongly encouraged to apply. | Heesoon Jun | Sophomore SO Junior JR Senior SR | Winter | Winter | |||||
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Heesoon Jun
Signature Required:
Spring
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Contract | SO–SRSophomore - Senior | 16 | 16 | Day and Evening | S 12Spring | Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unique combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. This is an opportunity for students interested in a self-directed project, research or internship in psychology. Students with a lively sense of self-direction, discipline, and intellectual curiosity are strongly encouraged to apply. | Heesoon Jun | Sophomore SO Junior JR Senior SR | Spring | Spring | |||||
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Jamyang Tsultrim
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Program | FR–SRFreshmen - Senior | 8 | 08 | Day and Weekend | Su 12Summer Session I | This class explores similarities and differences between Eastern and Western psychology and examines possibilities for creating an integrated approach to help to alleviate the psychological suffering of others while maintaining emotional balance and professional ethics. Through the integrated practice of clinical East-West counseling skills such as intentional listening/reflection, personal practice/role-play, and cultivation of insight and positive emotions, students will develop knowledge and aptitude to differentiate and apply effective counseling methods in the helping professions. | counseling psychology, East-West psychology | Jamyang Tsultrim | Wed Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | |||
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Laura Citrin and Anne de Marcken (Forbes)
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | F 11 Fall | Jean-Paul Sartre (1948) What are emotions, sentiments, and feelings? From whence do emotions come? What functions do they serve, both for the individual and for society? In this full-time psychology program, we will examine the ways that emotions -emotional experience and expression- are connected with cultural ideologies and assumptions. We'll cover the "big five" emotions: anger, sadness, happiness, disgust, and fear, as well as the socio-moral emotions like embarrassment, contempt, shame, and pride. We will also discuss the field of positive psychology and its analysis of the positive emotions (e.g., joy, hope, interest, love) and the role they play in what positive psychologists refer to as "the good life." We will study the ways emotions are expressed, avoided, embraced, and rejected according to complex display rules that vary across culture and within culture based on gendered, raced, and classed social norms. Underlying all of this discussion will be an analysis of the ways that power operates on and through us to get under our skin and into what feels like our most personal possessions -our emotions. The interrogation of emotions in this program will occur via readings, lectures, films, workshops, and twice-weekly, student-led seminars. Students will also engage in the process of primary data collection for a research project centered on an emotion that is of particular interest to them. Conducting research will enable students to participate first-hand in knowledge production within the interdisciplinary domain of affect studies. Readings will be selected to provoke thought and incite debate and discussion. Possible texts include Larissa Tiedens & Colin Leach (Eds.), ; Melissa Gregg & Gregory Seigworth (Eds.), ; Sara Ahmed, ; William Miller, Tom Lutz, ; and Barbara Fredrickson, | psychology, sociology, mental health, and cultural studies. | Laura Citrin Anne de Marcken (Forbes) | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||
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George Freeman
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Program | FR–SRFreshmen - Senior | 8 | 08 | Day | Su 12Summer Session II | This program will explore the central personality theories from a traditional perspective as well as a nontraditional perspective. We will examine the relationship of personality theories to abnormal behavior and develop an understanding of the DSM classification system and other diagnostic methods. We will use an on-line Moodle site to facilitate discussions of the texts and other pertinent issues. We will use segments of films to reinforce the theoretical and practical concepts we’re learning. | George Freeman | Thu Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Yvonne Peterson, Bill Arney and David Rutledge
Signature Required:
Winter Spring
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | F 11 Fall | W 12Winter | S 12Spring | This program is for learners who have a research topic with a major focus on justice and community in mind, as well as for those who would like to learn how to do research in a learner-centered environment. Learners will be exposed to research methods, ethnographic research, interviewing techniques, writing workshops, computer literacy, library workshops, historical and cultural timelines, educational technology, and the educational philosophy that supports this program. The faculty team will offer a special series of workshops to support the particular academic needs of first and second year participants.Individual research will pay special attention to the relationship of reciprocal respect required in justice themes. Student researchers will pay special attention to the value of human relationships to the land, to work, to others and to the unknown. Research will be concentrated in cultural studies, human resource development, and ethnographic studies to include historical and political implications of encounters, cross-cultural communication, and to definitive themes of justice. We shall explore Native American perspectives and look at issues that are particularly relevant to indigenous people of the Americas.In this program, learners' individual projects will examine what it means to live in a pluralistic society at the beginning of the 21st century. Through each learner's area of interest, we will look at a variety of cultural and historical perspectives and use them to help address issues connected to the program theme. The faculty are interested in providing an environment of collaboration where faculty and learners will identify topics of mutual interest and act as partners in the exploration of those topics.Yvonne Peterson will facilitate a joint Theory to Praxis workshop for with students from Laws/Policies of Indian Education and Indian Child Welfare to allow for common conversation, presentations, speakers, community service and outreach to Indian communities, student presentation of academic projects, and to build a shared academic community.In fall quarter, participants will state research questions. In late fall and winter, individually and in small study groups, learners and faculty will develop the historical background for their chosen questions and do the integrative review of the literature and data collection. Ongoing workshops will allow participants to learn the skills for completing their projects. Late winter and into spring quarter, students will write conclusions, wrap up print/non-print projects, and prepare for a public presentation. The last part of spring will be entirely dedicated to presentations.In keeping with Evergreen's transfer policy, credit will not be awarded in physical education activities that are not accompanied by an academic component. | education, social sciences, multicultural studies, social work, public administration, human services and the humanities. | Yvonne Peterson Bill Arney David Rutledge | Tue Thu Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | |
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Marcella Benson-Quaziena
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Program | JR–SRJunior - Senior | 8 | 08 | Weekend | F 11 Fall | Organizations and individuals who lead them are dynamic systems that continue to change over their life spans. This program is designed for students who wish to develop or enhance their leadership knowledge and skills through the lens of an internal consultant. Students will examine the role of leaders as facilitators of change within organizations. The program will concentrate on the personal and interpersonal skills essential for effective leadership and consultation. The program will emphasize the concepts of motivation, interpersonal relationships, leadership, and organization culture. The program will take a systemic approach to understand Self as a system, to examine purpose as an organizing force, and to explore how we can use an understanding of the connections between human systems and organizational structures to create change. Students will be introduced to the field and practice of organizational development and use organizational theory and systems thinking to provide the context for understanding diverse organizations and for assessing leadership competency within an organizational context. The program assumes a willingness to accept necessary changes in behavior, to practice, to apply skills, and to evaluate skill development through assessment of practice. Credits will be awarded in leadership development and organizational psychology. | Marcella Benson-Quaziena | Sat Sun | Junior JR Senior SR | Fall | Fall | ||||
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Carrie Margolin
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Course | FR–SRFreshmen - Senior | 4 | 04 | Evening | Su 12Summer Session II | This course will focus on milestones of human development from conception through death. We will consider the nature of physical, cognitive, and psychosocial development throughout the lifespan, addressing major theories and current research that explain how and why developmental change occurs. Some practical topics to be explored will include child rearing, learning disorders, adolescent rebellion, adult midlife crisis, and care giving for elderly parents. This course serves as a prerequisite for upper-division work and graduate school admission in psychology, education, and health care. | psychology, social services, health care, education | Carrie Margolin | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | |||
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Jamyang Tsultrim
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Course | FR–SRFreshmen - Senior | 4 | 04 | Weekend | F 11 Fall | This course will emphasize mindfulness psychology as a clinical tool as well as a method of professional self-care. Recent research has proven the effectiveness of mindfulness training to treat conditions such as stress and pain, addictions, chronic depression, anxiety, eating disorders, and other health conditions. Students will explore the similarities and differences between various mindfulness clinical approaches and gain practical skills to help alleviate the psychological suffering of others while maintaining emotional balance and professional ethics. Students will have opportunities for personal practice, observational learning, and the development of counseling skills through role-play, reading, and discussion. | Jamyang Tsultrim | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||
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Mukti Khanna
Signature Required:
Fall
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Program | JR–SRJunior - Senior | 16 | 16 | Day | F 11 Fall | W 12Winter | S 12Spring | This program will engage in the study of Multicultural Counseling from theory, practice and application. Practice of counseling, applied cultural competency skills and evolving one's skills as a counselor will be developed throughout the yearlong program. Learning goals include acquiring a theoretical and applied understanding of psychological theory and practice from developmental, biological, cultural, emotional and social contextual perspectives. Expressive arts therapy practice and experience will be integrated in the program throughout the year. We will incorporate diverse pedagogical strategies including lecture, discussion, dialogue, seminar, films, videotaping and expressive arts therapy laboratories.During fall quarter, students will study personality theory and explore the relationship between personality theory and applied counseling skills. In winter, students will explore how research is informing evidence-based practice, as well as study the field of abnormal psychology and its interface with diverse populations. In spring, students will learn ethics in the helping professions. Social justice, multicultural counseling theory, mindfulness-based practice, integrative health and emerging therapy paradigms will be explored throughout the yearlong inquiry.In both winter and spring quarters, students will be required to complete 6-credit internships in local counseling/mental health settings, providing opportunities to integrate theory and practice. Carl Rogers (1902-1987) | psychology, health, counseling, social and human services. | Mukti Khanna | Junior JR Senior SR | Fall | Fall | ||
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Kathleen Eamon
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Program | FR–SRFreshmen - Senior | 8 | 08 | Day | Su 12Summer Session II | In this intensive five-week program, we will read Freud's in its entirety, using textual analysis, writing, and conversation to understand what it means to claim that the "interpretation of dreams is the royal road to the unconscious," watching closely how Freud forges a new path between physiological-scientific explanations of dreams, on the one hand, and mythic, religious, and popular belief in their deep meaning, on the other. This work is foundational not just in psychology and philosophy but also in understanding contemporary approaches to film, aesthetics, and literature. | Kathleen Eamon | Tue Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Kelly Brown
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Program | FR–SRFreshmen - Senior | 8 | 08 | Day | Su 12Summer Session I | Students will develop an understanding of the major theories of personality and the counseling techniques that are used in treatment. During the first half of the program, students will explore ideas which look at what accounts for individual differences among people, why people might act in the ways in which they do, and why they might change. In the second half, students will learn counseling skills and techniques. Students will be able to apply their knowledge of various theories and techniques to case examples and other real-life scenarios. | psychology, social work | Kelly Brown | Mon Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | |||
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Candace Vogler
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Course | SO–SRSophomore - Senior | 4 | 04 | Evening | S 12Spring | In this advanced class we will focus on attachment theory and family systems theory as lenses into understanding the complexity of working with children and families in many settings: education, mental health, psychology etc. We will use psychological texts, fiction, films and personal histories to understand the interplay between biological endowment, early attachment and family development as well as the external constraints families and children face, including poverty, out-of-home placement, schools and trauma. Work in class will include seminars, role-plays, some lecturing. Students will journal regularly, write 4 short response papers. and one longer paper. Self and faculty evaluations are required. | Candace Vogler | Wed | Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
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Candace Vogler
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Course | SO–SRSophomore - Senior | 4 | 04 | Evening | W 12Winter | This course is intended for students interested in careers involving interpersonal relationships including counseling, teaching, social work, and psychology. Studies in basic developmental theory will supplement class work focused on developing skills in intentional interviewing and how these skills connect to family systems concepts. Students will explore how their own history reflects and shapes their work with others, as a foundation for further learning, academic training, and experience. Students must use their own audio tape and playback equipment or equipment available through media loan to transcribe and analyze in-class interviews and role plays as they develop skills in understanding the role of the observer in gathering clinical, personal, and ethnographic information. Self and faculty evaluations are required. | Candace Vogler | Wed | Sophomore SO Junior JR Senior SR | Winter | Winter | ||||
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Laura Citrin and Carolyn Prouty
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | W 12Winter | Why is the rate of caesarian section births rising? What are the ethical implications when parents choose for certain traits in embryo selection? How do our ideas of masculinity and femininity shape male and female reproductive health? How is infertility, abortion, and maternal mortality experienced differently across race and class? This program will explore the sociological, psychological, historical, political, and ethical issues related to reproduction and childbirth, mainly in the US, but we look at the global manifestations of these issues as well. We will learn basic female and male reproductive anatomy and physiology in humans, including the physical processes involved in birth.Through lecture, seminar, film, reading and discussion stimulated by multiple guest speakers from the community, students will examine such topics as conception, pregnancy, birth and the postpartum period; ethical issues in fertility (including infertility) and obstetrics; power and hierarchy in reproductive health care; and breakthroughs in the technologies of reproduction. Students can expect to read and analyze primary scientific and social science literature, academic and popular texts, and to learn to recognize and think critically about their own evolving perspectives surrounding reproduction and birth. | Laura Citrin Carolyn Prouty | Mon Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||
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Toska Olson and Heesoon Jun
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Program | JR–SRJunior - Senior | 16 | 16 | Day | F 11 Fall | W 12Winter | S 12Spring | The major goal of the program is to link theory and practice. Students will have opportunities to understand abstract theories by applying them to projects and activities and by putting them into practice in real-world situations. This three quarter program involves learning psychological and socialogical perspectives in fall quarter, applying them to field work in winter and spring quarters, and returning to the classroom in spring quarter to assess what worked and to suggest future improvements.During fall quarter, students will study psychological and sociological perspectives on identity, effective communication, society, social problems and human service work. Students will examine questions such as: Where do I fit within my community? How does my society influence me? How can I have a positive impact on my community and society? Students will explore the reciprocal relationship between self and community through program readings, consciousness studies, class activities and fieldwork exercises.During the second half of winter quarter and the first half of spring quarter, students will make meaningful service contributions to local, national, or international organizations by participating in an internship or volunteer work for 35 hours a week, the equivalent of 14 credits. Students serving outside the local area will communicate electronically with the faculty to ask questions and discuss their learning, and students serving locally will meet with faculty and peers every other week for seminar discussions.Students will return to the classroom in the middle of spring quarter to reflect on, critically examine and integrate their fall quarter theoretical learning with their winter and spring quarter practical experience. The major project this quarter will be a synthesis paper that details this integration, proposes how to more effectively prepare students for community work and develops effective guidelines for serving the community. In the spring, students may continue their community work for four of the 16 credits.Studies will encompass lectures, workshops, seminar discussions, reading, writing, research, small group collaboration and student presentations about topics related to self and community. Students who successfully complete this program will gain considerable experience with applied work in the social sciences, non-profit organizations, and human services and with independent scholarly research and writing. | psychology, sociology, social work and human services. | Toska Olson Heesoon Jun | Mon Wed Thu | Junior JR Senior SR | Fall | Fall Winter | |
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Carrie Margolin
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | S 12Spring | Students will investigate theories and practices of psychologists to enhance their understanding of counseling, social services and the science of psychology. We will cover history and systems of psychology. Students will read original source literature from the major divisions of the field, including both classic and contemporary journal articles and books by well-known psychologists. Students will explore careers in psychology and the academic preparations necessary for these career choices. We will cover the typical activities of psychologists who work in academia, schools, counseling and clinical settings, social work agencies and applied research settings. Among our studies will be ethical quandaries in psychology, including the ethics of human and animal experimentation. Library research skills, in particular the use of PsycInfo and Science and Social Science Citation Indexes, will be emphasized. Students will gain expertise in the technical writing style of the American Psychological Association (APA). The class format will include lectures, guest speakers, workshops, discussions, films and an optional field trip. There's no better way to explore the range of activities and topics that psychology offers, and to learn of cutting edge research in the field, than to attend and participate in a convention of psychology professionals and students. To that end, students have the option of attending the annual convention of the Western Psychological Association, which is the western regional arm of the APA. This year's convention will be held in San Francisco (Burlingame), California on April 26-29, 2012. | psychology, education and social work. | Carrie Margolin | Mon Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | |||
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Laura Citrin
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | S 12Spring | Eliot Aronson, , 2012 In this full-time program, we will explore the fundamentals of social psychology, the field that bridges psychology and sociology, to examine how people think, feel, and behave because of the real (or imagined) presence of social others. This program starts with the premise that human beings are inherently beings informed, influenced, and constituted by the social world. Using this perspective as a launching off point, we will investigate everyday life--from the mundane to the extraordinary--as it is lived and experienced by individuals involved in an intricate web of social relationships. This social psychological view of the self explores the ways that individuals are enmeshed and embodied within the social context both in the moment and the long-term, ever constructing who we are, how we present ourselves to the world, and how we are perceived by others. Through lecture, workshop, twice-weekly seminar, film, reading, writing and research assignments, we will cover most of the fundamental topics within the field including: conformity, emotions and sentiments, persuasion and propaganda, obedience to authority, social cognition, attitudes, aggression, attraction, and desire. We will also discuss epistemology (the branch of philosophy concerned with how we know what we know) as we learn about and practice social psychological research methods. A final project will be to conduct primary and secondary research on a social psychological phenomenon of students’ own interest, and to use one’s findings to create a segment for a podcast in a style similar to NPR’s “This American Life” radio show. | Laura Citrin | Mon Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
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Carrie Margolin
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Program | FR–SRFreshmen - Senior | 8 | 08 | Day | Su 12Summer Session I | This course provides a concentrated overview of the statistics and research methodology required for the GRE and prerequisites for graduate schools in psychology, education, and other social sciences. We emphasize hands-on, intuitive knowledge and approach statistics as a language rather than as math alone; thus this course is gentle on "math phobics." No computer skills are required. You will become an informed and savvy consumer of information, from the classroom to the workplace. We will cover descriptive and inferential statistics, research methodology and ethics. | psychology, social services, health care, education | Carrie Margolin | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | |||
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Stephanie Kozick
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SOS | FR–SRFreshmen - Senior | 16 | 16 | Day | W 12Winter | This SOS is intended for: individual students who have designed a learning project focused on community development; groups of students interested in working together on a community based project; and students who have an interest in working as an intern in a community agency, organization, or school setting. Interested students should attend the Academic Fair on to meet the faculty, Stephanie Kozick and the Director of the Center of Community Based Learning and Action, Ellen Shortt Sanchez. Stephanie Kozick can also be contacted through her e-mail ( ). Project proposal form can be obtained at the Academic Fair, or an electronic copy found at . Student Originated Studies (S.O.S.): Community Based Learning and Action is a component of Evergreen's Center for Community Based Learning and Action (CCBLA), which supports learning about, engaging with, and contributing to community life in the region. As such, this S.O.S. offers the opportunity for goal oriented, responsible, and self-motivated students to design a project, research study, or community internship or apprenticeship that furthers their understanding of the concept of “community.” The range of academic and community work in the program includes: working with one or several community members to learn about a special line of work or skill that enriches the community as a whole— elders, mentors , artists, teachers, skilled laborers, community organizers all contribute uniquely to the broader community; working in an official capacity as an intern with defined duties at a community agency, organization, or school; or designing a community action plan aimed at problem solving particular community needs. Prior to the beginning of winter quarter, interested students or student groups must have a draft plan in place. Projects will then be further developed with input from the faculty. Students will meet in a weekly seminar setting to share progress reports, discuss the larger context of their projects in terms of community asset building and wellbeing, and discuss readings selected by program students that illuminate the essence of their projects. Small interest groups will meet with the faculty to discuss issues related to their group projects. | Stephanie Kozick | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | |||||
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Susan Cummings
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Course | SO–SRSophomore - Senior | 4 | 04 | Evening | W 12Winter | The major personality theorists will be presented sequentially within their cultural and historical contexts. This will provide the students with a broader understanding of the evolution of ideas concerning human nature. Exploration of theories will be limited to those that apply specifically to the practice of counseling. Attention will be paid to the interaction of the individual with the social milieu, the cultural biases within theory, and the effect of personal history on theoretical claims. This upper-division course provides prerequisites for many graduate programs in psychology. | Susan Cummings | Mon | Sophomore SO Junior JR Senior SR | Winter | Winter | ||||
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Gilda Sheppard and Carl Waluconis
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Program | FR–SRFreshmen - Senior | 8, 16 | 08 16 | Day and Evening | Su 12Summer Full | The course explores the role that movement, visual art, music, writing, and media play in problem-solving and the resolution of internalized fear, conflicts, or blocks. Through hands-on activities, field trips, readings films/video, writing, and guest speakers, students discover sources of imagery as tools to awaken creative problem solving from two perspectives: creator and viewer. Students interested in human services, media, and education will find this course engaging. There are no prerequisite art classes or training required, and students can enroll in the course a second time. (Equivalencies and content will be enhanced for returning students.)Students may attend either day or evening sessions. 40137 (16 credits, full session), 40138 (8 credits, first session), 40139 (8 credits, second session) 40140 (16 credits, full session), 40141 (8 credits, first session), 40142 (8 credits, second session) | Gilda Sheppard Carl Waluconis | Mon Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Ryo Imamura
Signature Required:
Winter
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Program | SO–SRSophomore - Senior | 16 | 16 | Day | F 11 Fall | W 12Winter | Western psychology has so far failed to provide us with a satisfactory understanding of the full range of human experience. It has largely overlooked the core of human understanding--our everyday mind, our immediate awareness of being with all of its felt complexity and sensitive attunement to the vast network of interconnectedness with the universe around us. Instead, Western psychology has chosen to analyze the mind as though it were an object independent of the analyzer, consisting of hypothetical structures and mechanisms that cannot be directly experienced. Western psychology's neglect of the living mind--both in its everyday dynamics and its larger possibilities--has led to a tremendous upsurge of interest in the ancient wisdom of Asia, particularly Buddhism, which does not divorce the study of psychology from the concern with wisdom and human liberation. In contrast to Western psychology, Eastern psychology shuns any impersonal attempt to objectify human life from the viewpoint of an external observer, instead studying consciousness as a living reality which shapes individual and collective perception and action. The primary tool for directly exploring the mind is meditation or mindfulness, an experiential process in which one becomes an attentive participant-observer in the unfolding of moment-to-moment consciousness. Learning mainly from lectures, readings, videos, workshops, seminar discussions, individual and group research projects, and field trips, in fall quarter we will take a critical look at the basic assumptions and tenets of the major currents in traditional Western psychology, the concept of mental illness, and the distinctions drawn between normal and abnormal thought and behavior. In winter quarter, we will then investigate the Eastern study of mind that has developed within spiritual traditions, particularly within the Buddhist tradition. In doing so, we will take special care to avoid the common pitfall of most Western interpretations of Eastern thought--the attempt to fit Eastern ideas and practices into unexamined Western assumptions and traditional intellectual categories. Lastly, we will address the encounter between Eastern and Western psychology as possibly having important ramifications for the human sciences in the future, potentially leading to new perspectives on the whole range of human experience and life concerns. | psychology, counseling, social work, education, Asian-American studies, Asian studies and religious studies. | Ryo Imamura | Tue Thu | Sophomore SO Junior JR Senior SR | Fall | Fall Winter | ||
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Lester Krupp, Steve Cifka and Sonja Wiedenhaupt
Signature Required:
Winter
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | F 11 Fall | W 12Winter | With public education increasingly under attack, it is imperative that we persistently ask: What is education for? What qualities and abilities does a just society need in its citizens? In this program we will focus on several dimensions of K-12 education in today's society. We will consider questions such as: What makes an effective teacher? In what ways should curriculum be structured to serve learning, development, and citizenship? How effective are current policies in education such as No Child Left Behind and Race to the Top?To help inform these questions, we will study how people learn from cognitive, neuropsychological, interpersonal, and socio-cultural perspectives. We will explore ways in which school structures and teaching practices can facilitate or impede learning. We will also study theories of cognitive, moral, and social development because of their power to illuminate our histories as students and teachers, and for their value in understanding the practice of teaching and the process of becoming a teacher.To critically engage with academic perspectives, we will both write reflectively about our individual past and present learning experiences, and analyze children's and adolescent literature. We will also work directly with younger students (pre-K through high school) in order to learn about ourselves as teachers and to apply concepts to understand another's learning and development. Our work will involve critical reading of texts, writing, visual representation, public presentation, collaborative group work, as well as any other practices that we discover are necessary to support our learning. This all-level program will support both first-year students and advanced students with an interest in broader issues of child and adolescent development and education, and will be particularly useful for anyone considering education or psychology as a profession. It will also be a useful program for those who are wondering about how to nurture and maximize their learning as students. | education and psychology. | Lester Krupp Steve Cifka Sonja Wiedenhaupt | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||
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Cynthia Kennedy
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | S 12Spring | The body, a vital component in teaching and learning, has often been neglected in higher education. A possible reason for this neglect lies in the enduring influence of the writings of Rene Descartes who, in the 17th century, wrote "I think therefore I am." He stated that each of us has a mental realm within us that is separate from the sensual nature of the body. This separate realm of the mind was seen as "higher" than the faculties of the body. This way of thinking influences much of education today, as the intellect is seen as the location of rational thought, and therefore, more reliable than the body and its emotions. There is much evidence, however, that Descartes was wrong. This program is devoted to exploring the marriage between the mind and body with an emphasis on the body. We will investigate the central role of the body in many aspects of our lives including decision-making and leadership, creativity, emotional intelligence, health and self-image. Our guiding question will be, "What is the role the body plays in our development as whole human beings?" The approach to answering this question is enjoyable! Students will have an opportunity to learn in many ways using many modalities and multiple intelligences. We will integrate somatic (body-based) learning practices into our study including weekly yoga and dance workshops (no prior experience necessary). Our inquiry will ask us all to attune ourselves to the wisdom that is available and present in our own body awareness. We will participate in community readings, rigorous writing assignments, and critical study of important texts. In addition to the core work for everyone in the program, students will also design their own learning experiences. These can include field studies, research papers, or exploration of body-based practices. | leadership positions, education, movement and expressive arts. | Cynthia Kennedy | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring |
