101 Introduction to General Psychology
Course goals are 1) to introduce the student to select concepts and principles of the general body of psychology, 2) to start the students to think in quantitative/experimental terms including frequency distributions, correlations, and the logic of research designs, and 3) to make application of the principles to their personal lives, and to major world events. These goals are facilitated by class discussion, demonstrations, student projects, writing assignments, and student oral reporting. Staff.
201 Research Methods and Analysis
This course is designed to introduce students
to the experimental methodology and data analysis strategies most relevant
to psychology. Students will gain extensive experience in each step of
the research process including: formulating meaningful research questions,
generating testable hypotheses, designing experiments, statistical or visual
analysis of data from experiments and communicating results. In this course,
students will also make extensive use of the information technology available
at Westminster. In addition to developing a mastery of various software
packages, students will learn to submit assignments electronically, communicate
via e-mail and utilize appropriate Internet resources.
Prerequisite: Psychology 101, Math 102, 131
or higher. S. K. Webster.
211 Motivation
This course will examine the ultimate and
proximal factors that arouse, sustain and direct behavior.
Prerequisite: Psychology 101. Offered alternate
years. A. Gittis.
221 Childhood and Adolescence
Principles of human growth and development
during childhood and adolescence. (Students may enroll in PSY 221 or PSY
222, but not both because of their overlap in content.)
Prerequisite: Psychology 101. M. Medvin.
241 Organizational Psychology
Individual, personal variables such as perception,
motivation, expectations, and attitudes, beliefs and values are examined
to show their power to predict behavior in organizational settings. Generally,
the even more powerful external structural variables are studied as predictors
of behavior. Typical structural elements involve job descriptions conveying
status, power, and responsibility, and how these vary by the degree of
centralization versus democratization within an organization. The very
practical behavioral consequences of these variables are analyzed including
job satisfaction, commitment to the organization, creative productivity,
and the sense of human dignity of the employee. Extensive case-study technique
is used.
Prerequisite: Psychology 101. J. McMinn.
251 Forensic Psychology
This course provides an introduction to relevant topics in forensic psychology including competency evaluation, criminal investigation, risk/violence assessment, expert testimony, trial consultation, and child custody evaluation.
Prerequisite: Psychology 101. K. Lunnen.
261 Neural Networks
The Biopsychological Perspective. An introduction to how biologically-oriented psychology analyzes such topics as memory, intelligence and consciousness as emerging from principles of neurocomputation.
A cluster course. Must also register for CS
271. A. Gittis.
262 Neuropsychology of Mind 271
This course surveys the contributions of psychology and neuroscience to understanding human thought and human nature. Particular attention is paid to scientific approaches in studying consciousness and the field of Clinical Neuropsychology.
PSY 101 will be helpful, but is not required. A. Gittis.
This course explores the application of behavioral
principles of learning (e.g., operant conditioning) to human behavior within
a variety of contexts. Specifically, students will explore the application
of behavioral principles to parenting, classroom management, learning problems,
performance enhancement and anxiety reduction among others. In this
course, students will be expected to demonstrate, through case studies
and role-plays, their ability to analyze a novel problem situation and
design an appropriate intervention. Students may receive credit for either
Psychology 271 or 281, but not both because of their overlap in content.
Prerequisite: Psychology 101. K. Lunnen.
281 Principles of Learning and Memory
This course provides an analysis of the variety of mechanisms by which our behavior and our representations develop from experience. An integrated approach to the study of classical and instrumental conditioning, reinforcement and memory in animals and humans is used.
Prerequisite: Psychology 101. A. Gittis.
291 Adulthood and Aging
What is the life course of adulthood? What
pathways do individuals follow? Do personalities change, or remain the
same as when we were children? What are our abilities in old age? How do
we care for our elderly? This course endeavors to explore these important
questions through readings, discussion, and projects.
Prerequisite: Psychology 101. M. Medvin.
301 Psychological Assessment
This course explores issues related to the
assessment of human functioning within a variety of areas, including intelligence,
academic achievement, personality and other dimensions of psychological
adjustment. In each of these areas, assessment tools are used to make a
variety of important decisions about educational placement, treatment needs,
program evaluation or employment. Students in this course will explore,
evaluate and, in some cases, experience commonly used assessment instruments.
Students will also design, construct and evaluate their own assessment
instrument. Required readings will explore current directions in psychological
assessment as well as the broader historical context from which the field
has emerged. A laboratory is included.
Prerequisite: Psychology 201. K. Lunnen.
311 Psychology of Personality
This course is a critical survey of the major
themes of personality structure, dynamics and development. Its objectives
include the description of the major theories of personality studied in
the 20th century and the recognition of the implicit assumptions of the
theorists which underlie them. Students will categorize, evaluate and apply
the theories to the daily life, literature, the arts, etc. The course involves
lecture, discussion, and team application projects.
Prerequisite: Psychology 101. S. K. Webster.
321 Social Psychology
An advanced theoretical, quantitative, and
experimental study of the reciprocal influence of the individual and the
small and large group. In some respects this is the interface between traditional
psychology and sociology. Processes and behaviors targeted are beliefs
about the self, self enhancement, group enhancement, related attributions,
attitude formation, attitude change, prejudice, generic segregation and
desegregation, conformity, independence, groupthink, aggression, helping
behavior, prejudice, and effective leadership. Formal laboratory designed
to complete a major class-wide assessment or experiment.
Prerequisite: Psychology 101 and 201. J. McMinn.
331 Psychology of Women
A course designed to provide information
about a group that has often been overlooked in psychological theory and
research. The uniqueness of the female experience will be viewed from a
lifespan perspective. Participant management is used for the course so
each class will meet the course objectives in a different manner. In the
past the course has focused on issues of psychology that are most relevant
to young adult women. The course is for any students who desire working
with or relating to women in the future.
Prerequisite: Psychology 101. S. Pataki.
341 Behavioral Neuroscience
This course provides an analysis of how nervous system activity underlies sensory, perceptual and higher cognitive activities including motivation, memory, language, thought and mental illness. Psychology 341 satisfies the Scientific Discovery Intellectual Perspective and includes a laboratory.
Prerequisite: Psychology 101. A. Gittis.
351 Cognition
This course explores human information processing from sensory stimulation through pattern recognition to memory and information utilization in problem solving and reasoning. Topics reviewed include perception, knowledge representation, intelligence and creativity.
Prerequisite: Psychology 101. A. Gittis.
401 Abnormal Psychology
This course provides students with an understanding
of the theoretical and empirical approaches to understanding abnormal human
behavior. The course focuses primarily on understanding the nature and
causes of various psychological disorders. Topics will include mood
disorders (depression, bipolar disorder), anxiety disorders, substance
use disorders, thought disorders (e.g., schizophrenia) and anger disorders
among others. Students will explore these topics through an examination
of empirical research as well as case studies. A brief overview of
psychological treatment is provided in this course, but students interested
in a more comprehensive understanding of treatment issues should consider
enrolling in PSY421 (Clinical Psychology: Theory and Practice) following
completion of this course.
Prerequisite: Psychology 101. K. Lunnen.
411 Exceptional Children
This in an upper level course that will cover
the psychological issues underlying the study and education of children
with special needs, and explore the etiologies, characteristics, treatment
and outcomes in adulthood for the exceptionalities of childhood and adolescence.
These include intellectual giftedness, mental retardation, neurological
and sensory impairment, emotional/behavioral disorders and autism. A field
trip is included in the course structure.
Prerequisite: Psychology 221 or 222 or consent
of instructor. M. Medvin
421 Clinical Psychology: Theory and
Practice
This course provides an in-depth exploration
of the field of clinical psychology and the treatment of psychological
disorders. Unlike PSY401(Abnormal Psychology), which focuses on understanding
psychological disorders, this course focuses exclusively on the treatment
of those disorders. Students will explore the various theoretical approaches
to psychological treatment and the challenges encountered by mental health
professionals (e.g., confidentiality, mandated reporting of abuse, the
scientist-practitioner schism). All students are required to participate
in a practicum involving a minimum of 3 hours per week of field experience.
In this practicum, the student gains applied experience in a mental health
setting and is expected to integrate that experience with the course content.
Prerequisites: Psychology 401 or consent
of the instructor. K. Lunnen.
560-590 Field Experience/Internship
A real-life experience working in a psychology
related field under the supervision of a person with at least a Master's
degree in psychology or a related discipline. Regular contact with the
Westminster College internship instructor is required for this collaboration.
A reading list developed prior to actual internship activities, a journal
and a paper integrating the readings, internship experience and other college
course work are required.
Prerequisite: Junior level standing. Staff.
601 Psychology Capstone: Senior
Studies I
This two semester hours Senior Capstone seminar
addresses psychological research, its strengths, weaknesses and applications
beyond psychology. Students must register for Senior Studies I concurrently
with Advanced Research I (631, 633, 635, 637 or 639). Students will prepare
and review proposals for senior theses and begin preliminary research. During
this process they will apply previous psychology training to the development
of an individual psychology research project; review, integrate,
and critically evaluate the psychological literature in the student's area
of choice. By writing and review research proposals students will sharpen
and develop new research methodology skills. They will practice effective
communication of research ideas and writing a proposal using the proper
psychological style. Teams will work together as responsible, sensitive
peer reviewers; giving constructive criticism, feedback, and fuel for new
ideas throughout the term.
Prerequisites: Psychology 201 and junior level standing.
S. K. Webster.
602 Psychology Capstone: Senior Studies
II
A re-evaluation and up-dating of the processes
in capstone—the title, the statement of the problem or hypotheses, a matching
appropriate literature review, methods, design and projected statistical
analysis. In most cases, this will involve some degree of revising and
rewriting. Detailed attention is given to matching statistical analyses
and their assumptions to the design or nature of the assessment. A fairly
detailed statistical review is conducted—the nature and fundamental importance
of descriptives, two-cell, and multiple cell factorial analyses of variance
including repeated measures, simple and partial correlation, regression,
selected non-parametrics, and the generalized use of reliability and factor
analysis. The analyses are introduced one week and the student comes to
class the following week with an analysis to present to class. Finally
guidance in given in constructing results with tables and graphs, and a
discussion section. Some practice sessions are included near the end of
the term by the students presenting their own data.
Prerequisite: Psychology 601. J. McMinn.
631 and 632 General Experimental
Research Seminar I & II
A. Gittis.
633 and 634 Developmental Research
Seminar I & II
Students choose a topic of interest based
on the course format and begin to conduct research to determine an outcome.
Seminar I begins with the design and layout of how the information will
be gathered. Seminar II compiles the data collected and determines the
outcome of the research project. M. Medvin.
635 and 636 Social Psychology Research
Seminar I & II
These are used to help the student prepare
for the work in the following week in Capstone. The particular challenges
and opportunities of each student’s study receive the cooperative attention
of the faculty member and the other seminar members. J. McMinn.
637 and 638 Applied Psychological
Research Seminar I & II
A small group seminar in which students will
get feedback from peers and their advisor on the various stages of their
senior thesis. Meets weekly. K. Lunnen.
639 and 640 Experimental and Personality
Research Seminar I & II
This weekly seminar is coordinated with the
Senior Capstone (PSY 601 and 601). Specific topics depend upon the research
projects underway. Examples of seminar topics have included body image
and person perception, factors that mediate conflict, and proactive coping
with stress. S. K. Webster.
660 Honors Research I
This is the Honors equivalent of Psychology 601, Psychology Capstone: Senior Studies I. S. K. Webster
670 Honors Research II
This is the Honors equivalent of Psychology 602, Psychology Capstone: Senior Studies II. J. McMinn
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