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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 13Spring | 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 including the role of eco-psychology in abnormal psychology. This course is a core course, required for pursuit of graduate studies in psychology. | Susan Cummings | Mon | Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
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Carrie Margolin and Michael Buse
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Program | FR–SOFreshmen - Sophomore | 16 | 16 | Day | F 12 Fall | W 13Winter | From Frankenstein to Freddy. From Groucho to Leno. For over 100 years, audiences have screamed in terror or roared with laughter at what Hollywood has presented.This program will look at the changes in what scares us, and what makes us laugh, over the course of American cultural history from the inception of filmmaking to present day. We will examine the psychology of fear, the psychology of humor, and the language and craft of filmmaking and other media used to convey these human emotions. We will focus on fear during fall quarter. Audiences in 1910 were terrified by . was a heart-pounder in 1925. Mass panic ensued in 1938 from the radio production of . What were the cultural and historical factors that made these so fear-inducing? Today, we need much more than monsters or aliens to give us goosebumps. It takes twisted psychological demons and graphic violence to startle and thrill. How has society changed in its response to what is considered scary? In winter quarter, we will switch to humor studies. As early as 1914, comedians such as Charlie Chaplin and the Keystone Kops provided merriment. Slapstick reigned supreme from the 1920s through the 1960s with the antics of The Three Stooges. Comedy branched out with the "Borscht Belt" stand-up comedians during that same era. Comedy continues into present day, from sit-coms to , with the acceptance of increasingly "off-color" and "dark" humor. The program format may include lectures, workshops, films, seminars, guest presentations and group and individual projects. We will focus on clarity in oral and written communication, critical thinking skills, and the ability to work across significant differences. | psychology, education and media studies. | Carrie Margolin Michael Buse | Freshmen FR Sophomore SO | Fall | Fall Winter | |||
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Gail Tremblay
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Course | FR–SRFreshmen - Senior | 4 | 04 | Day | Su 13Summer Session II | This course is designed to explore art projects that can be used in therapeutic settings with patients and clients. It will include readings and films about art used as therapy along with hands-on art projects that explore a variety of media. Students will be required to create at least five works of art using various media and to write a summary at the end of the summer session that explores what they have learned. | art therapy | Gail Tremblay | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | |||
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Ryo Imamura
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Program | FR–SRFreshmen - Senior | 8, 12 | 08 12 | Evening and Weekend | Su 13Summer 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. | Ryo Imamura | Fri Sat Sun | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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George Freeman
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Program | SO–SRSophomore - Senior | 16 | 16 | Day | F 12 Fall | W 13Winter | S 13Spring | In 1949, clinical psychologists defined a model of graduate training called The Boulder Model, also known as the scientist practitioner model. The model asks that students' training include research and clinical skills to make more informed and evidence-based decisions regarding treatment. Using this model of the scientist-practitioner, students will co-design a course of study in clinical psychology. The intention of this program is to prepare students at the levels of theory and practice for further study and work in the field of human services.Fall quarter, students will engage in a study of the history and systems of psychology, quantitative and qualitative research methods, and investigate regionally-based internships in preparation for winter and spring quarter placements. We will use the first three weeks to co-design as a community meaningful and thoughtful assignments geared to support the group as well as individual goals. Mid quarter is comprised of independent and small group work outside the classroom setting. We return for the last two weeks to review, revise and present the culmination of the quarter's work. Winter quarter's focus on personality theory and psychopathology establishes the two foundational areas of study particular to clinical and counseling psychology. We will examine the Three Forces of psychology: psychodynamic theory, behaviorism, and humanistic psychology as well as the field of transpersonal psychology. Students will also be placed in area internships. These theories will serve to inform the experience of the internships and anchor students' practical learning in the latest findings and theories. Our final quarter will be dedicated to an exploration of couples therapy, family and group therapy, and graduate and employment opportunities. Students will continue their 15 hour/week internships started winter quarter through spring quarter. Each quarter will examine multicultural themes regarding race, gender, sexual orientation, class, religious identity and ability/disability. | psychology. | George Freeman | Mon Tue Wed Thu | Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |
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Richard McKinnon
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Course | FR–SRFreshmen - Senior | 4 | 04 | Evening | F 12 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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Course | FR–SRFreshmen - Senior | 6 | 06 | Day and Weekend | Su 13Summer Session I | This class is an in-depth study of movement and its role in the organization 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. 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 | Thu Fri Sat | 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 | S 13Spring | In what ways do our constructive emotions/perceptions enhance our ability to see reality? Are there effective methods for training the mind to cultivate positive thought/emotions? Students will analyze the nature of constructive emotion/thoughts, their influence on our mental stability and brain physiology, and methodologies for influencing and improving mental development and function. Students will explore the correlation between mental training of the mind and physiological changes in the brain. We will also examine the nature of the genuine happiness from Eastern and Western psychological models of mind/emotion. | Jamyang Tsultrim | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
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Jamyang Tsultrim
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Course | FR–SRFreshmen - Senior | 4 | 04 | Weekend | F 12 Fall | Jamyang Tsultrim | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | |||||
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Marcella Benson-Quaziena
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Program | JR–SRJunior - Senior | 8 | 08 | Weekend | F 12 Fall | This quarter long program will take on a broad base study of well-being, addressing the mental, physical, social, emotional, and spiritual dimensions. The program will examine the diverse ways individuals within cultural communities define well-being as well as the connection between well-being and our "shadow" side. We will provide an environment to assist students to further develop competencies in the disciplines of psychology, community and health, and spiritual practice. During the quarter we will devote time to critical analysis, experiential inquiry, writing skills, and computer proficiencies. We will address the questions: What contributes to satisfying, engaging, and meaningful living; and What conditions allow people and communities to flourish?Notes: | community development, human services, sociology, social work, health and wellness, health related fields and social psychology. | Marcella Benson-Quaziena | Sat Sun | Junior JR Senior SR | Fall | Fall | |||
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Susan Cummings
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Course | SO–SRSophomore - Senior | 4 | 04 | Evening | F 12 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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Ryo Imamura
Signature Required:
Spring
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Contract | SO–SRSophomore - Senior | 16 | 16 | Day | S 13Spring | This is an opportunity for sophomore, junior and senior students to create their own course of study and research, including internship, community service, and study abroad options. Before the beginning of spring quarter, interested students should submit an Individual Learning or Internship Contract to Ryo Imamura, which clearly states the work to be completed. Possible areas of study are Western psychology, Asian psychology, Buddhism, counseling, social work, cross-cultural studies, Asian-American studies, religious studies, nonprofit organizations, aging, death and dying, deep ecology and peace studies. Areas of study other than those listed above will be considered on a case-by-case basis. | Ryo Imamura | Sophomore SO Junior JR Senior SR | Spring | Spring | |||||
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Mukti Khanna
Signature Required:
Spring
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Contract | SO–SRSophomore - Senior | 16 | 16 | Day | S 13Spring | This opportunity allows students to create their own course of study in the form of an Individual Learning Contract or Internship. Working with the faculty sponsor, individual students or small groups of students design projects or internships and meet regularly with faculty to reflect on their work. Students pursuing individual studies or internships in psychology, integrative health, mind-body medicine, service learning, expressive arts therapy and cultural studies are invited to submit contracts through the online learning contract system to khannam@evergreen.edu. While this opportunity is oriented towards sophomores-seniors, freshmen contracts will be considered if they are part of a group project or applying for an internship. | psychology, the health professions, human services and education. | Mukti Khanna | Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
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Laura Citrin
Signature Required:
Winter
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Contract | SO–SRSophomore - Senior | 16 | 16 | Day | W 13Winter | Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unique combination of subjects, and to pursue original interdisciplinary projects of their own specific interest. Students interested in social psychological research, particularly on topics related to gender, social norms, the body, emotions, moralization and conformity, or reproductive issues, are encouraged to propose an independent research project via the ILC online form. | Laura Citrin | Sophomore SO Junior JR Senior SR | Winter | Winter | |||||
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Jamyang Tsultrim
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Program | FR–SRFreshmen - Senior | 8 | 08 | Day and Weekend | Su 13Summer 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. | Jamyang Tsultrim | Wed Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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George Freeman
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Program | FR–SRFreshmen - Senior | 4, 8 | 04 08 | Day | Su 13Summer 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.Although the program is structured for a combined 8 credits, students wanting to complete only the abnormal psychology credits or the personality theory credits separately may register for only 4 credits. | George Freeman | Thu Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Carrie Margolin
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Course | FR–SRFreshmen - Senior | 4 | 04 | Evening | Su 13Summer 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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Heesoon Jun and Donald Middendorf
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Program | JR–SRJunior - Senior | 16 | 16 | Day | F 12 Fall | W 13Winter | S 13Spring | In this interdisciplinary program, we will focus on personal and cultural explorations of the dynamic psyche. We'll explore consciousness by examining personal belief systems, dreams and memories. One of our goals will be to understand the relationship between personal and collective consciousness. Another goal will be to collaboratively and individually integrate what we know about the creative, spiritual and scientific elements of the psyche. We will explore the intricate and complex dynamics of our personal and cultural psyche by examining the following questions. What is the psyche, what is consciousness, and what are their properties and dynamics? What impacts do our memories, dreams and beliefs have on our consciousness? Is our personal consciousness influenced by cultural consciousness or vice versa? Are there different types of consciousness? What are the relationships among the conscious psyche, the unconscious, and personal beliefs in constructing our sense of self? How do our beliefs structure our experience individually and ? During fall quarter, we'll build a foundation for our year-long study by examining theoretical and historical perspectives of identity construction, depth psychology, and belief systems and their relationships to conscious and unconscious mental processes. Our texts will include Jung's autobiography , and the journal . During winter quarter, we'll use this base to provide a foundation for a more in-depth analysis and interpretation of our personal and cultural memories, dreams, and beliefs and their relationship to emotions. These topics will be examined from a research perspective. One of our texts will be Van de Castle's . We'll study mindfulness teachings. In spring quarter, students will choose to work extensively with one of the faculty on more in-depth studies. Possible areas of exploration in spring quarter include psychology of dreams, culture and construction of self, memories and psychological disorders, beliefs and empowerment, Progoff in-depth journal work, and meditation theory and practice. Students are expected to attend every program activity on time and fully prepared to participate. This is a full-time program (16 credits/quarter for three quarters) and students will be expected to work efficiently for a minimum of 40 hours each week (including class time). Activities will include lectures, seminar discussions, workshops, film critiques and self-reflective learning activities. Students will also be expected to keep a personal log of hours spent on academic activities, participate actively in seminar discussions, work in small groups, complete papers, take exams, and give presentations to the class. Be prepared to explore challenging and unfamiliar ideas in a cooperative and friendly manner. | Heesoon Jun Donald Middendorf | Tue Wed Fri | Junior JR Senior SR | Fall | Fall Winter | ||
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Mukti Khanna, Glenn Landram and Marja Eloheimo
Signature Required:
Winter
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | F 12 Fall | W 13Winter | Mind-body medicine is an interdisciplinary field focusing on the applications of sociocultural, psychosocial, somatic and behavioral knowledge relevant to health and wellness. Fall quarter will explore historical foundations of mind-body medicine from diverse cultural and disciplinary perspectives. We will look at how mind-body medicine is being integrated into health care in disease prevention, health promotion, treatment and rehabilitation centers. During fall quarter, we will expand upon our exploration of mind-body medicine by examining some of the financial implications of our health care systems and what influence individuals have in the process. We will also explore plants as a medicine to gain both botanical and cultural understandings as well as integrate concepts with practice.Winter quarter will allow students to implement their own Cocreative Learning Plans with program modules and individual project or internship studies. Optional program modules will include readings and seminar, health psychology, statistics for graduate school preparation, and medicinal botany. Students who are in good academic standing may take 4-16 credits of project or internship studies within the program. Student project and internship work will be presented in a program-wide fair at the end of the quarter. | Mukti Khanna Glenn Landram Marja Eloheimo | Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||
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Mukti Khanna
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Program | FR–SRFreshmen - Senior | 4, 8 | 04 08 | Evening and Weekend | Su 13Summer Session I | Mind-Body Medicine focuses on the applications of sociocultural, psychosocial, and behavioral knowledge relevant to health and wellness. The course will explore historical foundations of mind-body medicine in addition to clinical practices including energy psychology, qigong, expressive arts therapy, somatic practices, and mindfulness. Questions to be explored include "What practices are emerging at the creative edge of healthcare?" and "How are healthcare providers preparing themselves to work in an integrative healthcare system?" Students have the option of doing health project work and theoretical readings for an additional 4 credits. | health, psychology, alternative and complementary medicine | Mukti Khanna | Wed Fri Sat Sun | 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 13Winter | 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 | Winter | Winter | ||||
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Kelly Brown
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Program | FR–SRFreshmen - Senior | 4, 8 | 04 08 | Day | Su 13Summer Full | Students will develop an understanding of the major theories of personality and abnormal psychology. 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 study abnormal psychology. Using the DSM-IV or V, students will develop and understanding of the characteristics, treatment, and prognosis of all major psychological disorders. Students will also learn skills and techniques for providing treatment throughout the course. Students will be able to apply their knowledge of various theories, techniques, and diagnoses to case examples and other real-life scenarios. | Kelly Brown | Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Stephanie Kozick, Amjad Faur and Susan Aurand
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Program | FR–SOFreshmen - Sophomore | 16 | 16 | Day | F 12 Fall | W 13Winter | S 13Spring | How do the places where we live form the essence of our conception of space? Do human actions shape rooms, or do rooms shape human actions?Domestic space is another way of saying “the rooms in a house;” those rooms, where we spend so much of our daily lives, offer occasions for thinking about a number of intriguing questions. One philosopher (Gaston Bachelard) argues that our perceptions of houses and other shelters shape our thoughts, memories, and dreams. Others have proposed that, “Domestic space is one of the most difficult terms to define.” What an invitation to inquiry!And what are the psychological implications of domestic space? Some sociologists have stated that “The history of the house is the history of the dialectic that emerges between these two impulses: shelter and identity.” What are the relationships between one's "shelter" and one's "identity"?The kitchen is a particularly fascinating room for sociocultural considerations; food preparation is common to homes in all cultures. We will consider the ethnographic work of Roderick Lawrence on kitchens, conduct ethnographic work of our own, and read delicious memoirs inspired by kitchens.Overall, this program’s curriculum will include perspectives of history, fiction and non-fiction literature, social science studies, and cinematic representations of rooms in homes, which in turn will inspire “picturing” domestic space through photography, story writing, and fine art expression. A variety of readings will provide “food” for discussions and other learning activities that concern the design, meaning, organization, and use of all the rooms in a home.In fall quarter students can expect to study the overall concept of space as it applies to domestic dwellings, and to engage photography as a form of visual anthropology. Readings, such as, Bill Bryson’s "At Home" provides a “comfy” examination of spaces as Bryson sets out “to wander from room to room and consider how each has featured in the evolution of private life.” In the same way, students will wander through rooms with a camera to act on the dynamics of space and objects. Bryson’s wanderings will join books, such as, "At Home: An Anthropology of Domestic Space," Bachelard’s "The Poetics of Space," and Busch’s "Geography of Home."Winter quarter examines a specific room in the house: the kitchen. Its purpose, history, design, tools, and tastes support interdisciplinary study. As both a solitary and social space, the kitchen offers a wide platform of sociocultural concerns. Readings, drawing workshops, a film series, photography, and project work consider the variety of meanings associated with the kitchen. Writing workshops will facilitate students’ own meaning making in memoir writing or “meditations” on the kitchen. The kitchen is inevitably connected to food with all its physical, aesthetic, and social aspects; the Organic Farm Sustainable Agriculture Lab (SAL) affords a kitchen workspace for program food tastings and other discoveries. Photography work will involve shooting, developing, and peer critiquing color photography concerned with kitchen culture. Instruction on lighting and creating color prints in the darkroom presented by Hugh Lentz.During spring quarter, the study of domestic space continues with students identifying and pursuing individual research plans or projects. Students might prepare a formal research project that deals with ethnography, theater, writing, health and sustainability, poetry,or other literary approaches. Students might also choose to engage the practices of design, drawing, painting, collage, and various forms of media to create visual representation works concerning domestic space. Each room of the structures we call “house” has special meaning, entertains special activities, and implies that there is human intent or deliberateness, a human tendency that Ellen Dissanayake ("What is Art For") connects to the very nature of what we refer to as “art.” Spring quarter will also include modes of sharing the development of individual projects through individual WordPress sites and weekly progress meetings that take up concepts of domesticity. | Stephanie Kozick Amjad Faur Susan Aurand | Freshmen FR Sophomore SO | Fall | Fall Winter Spring | |||
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Mark Hurst
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Course | FR–SRFreshmen - Senior | 4 | 04 | Evening | S 13Spring | Scientific inquiry into human behavior and cognition is a dynamic and rapidly growing field that influences personal development and diverse careers. This course examines essential aspects of the human experience (neurology, sensation and perception, personality, learning, memory, cognition, emotion) and political, economic, and cultural influences. Contemporary trends and specific sub-disciplines (neuropsychology, childhood development, gerontology, organizational behavior, wellness, etc.) will be addressed. Those seeking underpinnings for work in mental health and social work, education, medicine, public policy, and law will find this course indispensable. Students will demonstrate skill at applying theory to practice in journals, integrative response papers, and group activities. | Mark Hurst | Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
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Mark Hurst
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Course | FR–SRFreshmen - Senior | 4 | 04 | Weekend | S 13Spring | Scientific inquiry into human behavior and cognition is a dynamic and rapidly growing field that influences personal development and diverse careers. This course examines essential aspects of the human experience (neurology, sensation and perception, personality, learning, memory, cognition, emotion) and political, economic, and cultural influences. Contemporary trends and specific sub-disciplines (neuropsychology, childhood development, gerontology, organizational behavior, wellness, etc.) will be addressed. Those seeking underpinnings for work in mental health and social work, education, medicine, public policy, and law will find this course indispensable. Students will demonstrate skill at applying theory to practice in journals, integrative response papers, and group activities. | Mark Hurst | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
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Candace Vogler
Signature Required:
Spring
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Course | SO–SRSophomore - Senior | 4 | 04 | Evening | S 13Spring | 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 human evolutionarily-derived biological endowment, 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, and some lecturing. Students will journal regularly, write four short response papers, and write 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 13Winter | 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 how they hear and work with others. This course provides a foundation for more advanced academic and direct service work in interpersonal contexts.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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Scott Coleman
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Program | FR–SOFreshmen - Sophomore | 16 | 16 | Day | S 13Spring | This program introduces a broad spectrum of contemporary and classical psychological theories about learning and personality. It has the complementary intent of applying these theories to our understanding of ourselves as a unique learners and human beings. Our guiding questions will be both theoretical and personal, including: How can we make sense of human personality differences? How do people learn? Do I have a unique life calling? What is my learning style?Topics of study will include developmental and educational psychology, depth psychology and personality theory. Our work will be informed by such thinkers as Sigmund Freud, Carl Jung, Roberto Assagioli, Daniel Siegel, Nancy Chodorow, James Hillman, Carl Rogers, Howard Gardner, Jacob Moreno, John Welwood, Helen Palmer, Ken Wilber, Erik Erikson, Lawrence Kohlberg, Richard Schwartz, John Bowlby and Mary Ainsworth.In addition to reading, writing, and engaging in weekly seminars, our activities will include experiential workshops and individual and group projects, as well as regular assessments to support our growing understanding of the foundational concepts we will be learning. Learning about and from each other will be an essential feature of learning about the human psyche and its often surprising similarities and differences, so an emphasis will be placed on building a supportive learning community.This program may be particularly useful for those with an interest in bringing a more focused and self-informed perspective to their future learning opportunities. | psychology and education. | Scott Coleman | Freshmen FR Sophomore SO | Spring | Spring | ||||
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Steve Blakeslee and Mark Hurst
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Program | FR ONLYFreshmen Only | 16 | 16 | Day | F 12 Fall | W 13Winter | Who do you say you are, and why? How and why do people continually adjust and adapt their claims about themselves—their origins, preferences, values, and actions—to suit different audiences and occasions, at times even overhauling their identities completely? We will apply the practices and insights of psychology and the literary arts to the topic of self-narratives, both formal and informal: how they function, the many and varied forms they take, and the highly influential role they play in shaping our understanding of human experience. In the process, we will explore how self-stories can both expand and limit people’s thinking as they interpret their past, narrate their present, and plan their future.Through a variety of small- and large-group seminars, lectures, and experiential workshops, we will use psychology as a lens to examine, investigate, and theorize about our own identities and experiences. Recent innovations and activities in the field—for example, James Pennebaker’s groundbreaking work on narrative therapy—will be explored via video conferences with leading social psychologists. At the same time, we will explore the world of literature with a focus on considerations of the self. Of particular importance will be autobiographical narratives and the rich and intricate issues of memory, authority, persona, and truth that face every self-portraying writer. These accounts—ranging from Frederick Douglass’s slave narrative to Thoreau’s to Marjane Satrapi’s contemporary graphic novel, —embody a particularly critical function of self-stories: to open windows onto times, places, and social and political settings that differ sharply from our own. We will create a supportive group environment in order to write freely and fearlessly about memories, thoughts, and emotions. Students will also learn to recognize and articulate elements of traditional story form, such as settings, premises, and plot progressions involving conflict and resolution. Writing assignments will include response papers, summaries, short narratives, reflective journals, and a substantial memoir-essay. While this program focuses on particular topics, questions, and materials, it is also designed to systematically help students acquire the skills and abilities in the areas necessary to effective college-level study: reading (and rereading), writing (and rewriting), thinking, listening, speaking, and working together. We will consistently keep in sight both the “what” of our subject matter and the “how” of our approach to learning about it. The program will include many activities for students to undertake as individuals, but the larger aim is always to pursue a inquiry about the nature of selves and stories, pursuing knowledge and understanding together. In winter quarter, we will deepen our consideration of such topics as self-determination, willpower, the nature of happiness, and the notion of the double in both psychology and literature. Winter's literary texts will include works by Oscar Wilde, Virginia Woolf, Sylvia Plath, and Jean-Dominique Bauby. | Steve Blakeslee Mark Hurst | Freshmen FR | Fall | Fall Winter | ||||
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Carrie Margolin
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | S 13Spring | 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 and , 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 Reno, Nevada on April 25-28, 2013. | 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 | 8 | 08 | Day | Su 13Summer Session I | Eliot Aronson, , 2012 In this 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. | Laura Citrin | Mon Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Carrie Margolin
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Program | FR–SRFreshmen - Senior | 8 | 08 | Day | Su 13Summer 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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Steven Hendricks and Laura Citrin
Signature Required:
Winter
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Program | JR–SRJunior - Senior | 16 | 16 | Day | F 12 Fall | W 13Winter | Through the lenses of social psychology, literature and literary theory, we will inquire into the process of constructing external and internal realities. How does our conception of self, other and society depend upon learned social routines, metaphors and narratives? How do the ritual discourses and behaviors of everyday life become part of who we are and what we are capable of doing and thinking? What myths allow us to go about our days as if they made any sense?In fall quarter, we'll equip ourselves with the psychological and theoretical models for understanding reality, culture and self as constructions. In winter quarter, we'll take a critical look at processes of conformity and assimilation, attempting to understand the mechanisms by which ways of thinking, feeling and acting become naturalized.Our study of literature will range over 20th century novels, stories and essays, predominantly from Europe and the U.S.--works that challenge familiar literary forms and that relate strongly to themes and questions within our study of psychology. Creative writing work will give students another venue for understanding inquiries in literature and psychology. Our goal is not, however, to produce realistic psychological narratives; on the contrary, we'll look at how the conventions of psychological portraiture in novels frequently fail to take actual psychological insight into account, insights that challenge us more profoundly than the goal of realism. Our study of literary theory will focus on theorists whose work deals closely with the nature of literary meaning and the process of constructing the world through language. Over the year, we'll take in a sweep of 20th century theory, emphasizing the work of Roland Barthes as a thinker capable of making rich connections between the everyday mythologies of culture, the complexity of internal life, and the richness of literature.Our study of psychology will enable us to examine how individuals construct their sense of self via observation of and interaction with others in social context. Possible social psychological themes to be explored include identity formation, social norms, social hierarchy, power, conformity, transgressions, obedience, prejudice, stigma, marginalization, groupthink, persuasion and moralization.The program material will be taught via lectures, workshops, seminars, films and substantial reading of literature, theory and research studies. Writing- and research-intensive projects, as well as the reading of dense theoretical material, will make this a demanding program, designed for upper-level students prepared for more advanced work in the humanities and/or social sciences. | Steven Hendricks Laura Citrin | Junior JR Senior SR | Fall | Fall Winter | ||||
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Laura Citrin
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SOS | SO–SRSophomore - Senior | 16 | 16 | Day | S 13Spring | This SOS program is designed to provide an opportunity for intermediate and advanced students working within the social sciences to conduct independent projects within psychology or related social science disciplines, within a supportive intellectual environment of other researchers. It is an ideal capstone program for students completing their studies. Research projects may be inductive or deductive in their approach, and may utilize qualitative or quantitative methodology. Research may be aimed at testing a well-established theory, replicating a study, crafting an elegant psychological experiment, designing and executing a written survey, conducting interviews, or engaging in observational, ethnographic research. Faculty will also support substantial work with secondary research (library research) exclusively, resulting in a thorough literature review (a review of all of the work conducted on your topic of interest within the field). Students will form learning communities based on shared research interests (or methodological interests or theoretical interests). Faculty will provide structured support to these learning communities across all aspects of the research process.Students entering this SOS program should do so with a particular project in mind, although faculty will work one-on-one with students to help shape the nature of their project in both practical and theoretically meaningful ways. | Laura Citrin | Mon Tue Thu | Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
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Susan Cummings
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Course | SO–SRSophomore - Senior | 4 | 04 | Evening | W 13Winter | 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 course is a core course, required for pursuit of graduate studies 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 | Su 13Summer Full | This program will explore the role that movement, visual art, music, and media can play in problem solving and in the resolution of internalized fear, conflicts, or blocks. Through a variety of hands-on activities, field trips, readings, films/video, and guest speakers, students will discover sources of imagery, sound, and movement as tools to awaken their creative problem solving from two perspectives—as creator and viewer. Students interested in human services, social sciences, media, humanities and education will find this course engaging. This course does not require any prerequisite art classes or training.Students may attend either day or evening sessions. | Gilda Sheppard Carl Waluconis | Mon Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Gilda Sheppard and Carl Waluconis
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Program | FR–SRFreshmen - Senior | 8, 16 | 08 16 | Evening | Su 13Summer Full | This program will explore the role that movement, visual art, music, and media can play in problem solving and in the resolution of internalized fear, conflicts, or blocks. Through a variety of hands-on activities, field trips, readings, films/video, and guest speakers, students will discover sources of imagery, sound, and movement as tools to awaken their creative problem solving from two perspectives—as creator and viewer. Students interested in human services, social sciences, media, humanities and education will find this course engaging. This course does not require any prerequisite art classes or training.Students may attend either day or evening sessions. | Gilda Sheppard Carl Waluconis | Mon Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Ryo Imamura
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Program | FR–SOFreshmen - Sophomore | 16 | 16 | Day | F 12 Fall | W 13Winter | 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 the East, particularly Buddhism, which does not divorce the study of psychology from the concern with wisdom and human liberation.In direct contrast, 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, 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. 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. | Ryo Imamura | Tue Thu | Freshmen FR Sophomore SO | Fall | Fall Winter | |||
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Kathleen Eamon
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Program | FR–SRFreshmen - Senior | 8 | 08 | Day | Su 13Summer Session I | Using Freud’s famous essay on as our starting point, we will investigate this category of experience which has been described as hovering between the natural and the supernatural. Although our approaches will be diverse (including philosophical and psychoanalytic texts, as well as short stories and other media), we will focus on the way "the uncanny" has been mined for insight onto life, politics, and experience in modernity. Other possible authors include Kant, Baudelaire, E.T.A. Hoffmann, Edgar Allan Poe, Otto Rank, Tzvetan Todorov. The program will be reading, writing, and conversation intensive. | Kathleen Eamon | Mon Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Marcella Benson-Quaziena
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Program | JR–SRJunior - Senior | 8 | 08 | Weekend | W 13Winter | S 13Spring | To be a successful leader one must be an active follower and to be a successful follower one must be an adaptive leader. This two-quarter long program is designed for students who wish to understand the relationship between followership and leadership and to develop or enhance their leadership knowledge and skills. The program will concentrate on the personal, interpersonal and group skills essential for effective followership and leadership. We will contrast leadership styles and focus on the self-examination necessary for adaptive leadership with the goal of developing effective skills for contemporary organizations. 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.Please note: Students must be present at the first class to be considered registered. Use of Moodle Web-based software is a required part of this program. | Marcella Benson-Quaziena | Sat Sun | Junior JR Senior SR | Winter | Winter |
