FALL 2011 PSYCH 490 SECTIONS
Schedule Number |
Section |
Meeting time |
Location |
Instructor |
Area (see below for specific topics) |
647584 |
001 |
T R 11:15-12:30 |
268 WILLARD |
Ray |
Clinical |
647587 |
002 |
T R 4:15-5:30 |
107 Ag Sc & Ind Bldg |
Newman |
Clinical |
647590 |
003 |
MWF 1:25-2:15 |
105 Chambers Bldg |
Scherf |
Developmental |
701851 |
004 |
M W F 10:10A - 11:00A |
105 Chambers Bldg |
Adams |
Social |
647593 |
006 |
MWF 11:15-12:05 |
316 HHD East |
Levy |
Clinical |
647596 |
008 |
T R 9:45-11:00 |
108 Chambers Bldg |
Hunter |
I-O |
647596 |
009 |
M W 2:30-3:45 |
Blandon |
Developmental |
Section 1: Dr. William Ray
The mind and brain of madness: psychological and neuroscience perspectives on psychopathology
Presently, descriptions of psychopathology such as the Diagnostic and Statistical Manual of Mental Disorders (DSM) use observable behaviors and self-report to classify mental disorders. In this seminar we will go beyond DSM and examine psychopathology from both a psychological and neuroscience perspective. We will consider how the neurosciences might offer a deep structure perspective as well as a better classification scheme to the traditional surface level one currently in use. The focus will be on brain mechanisms which are involved in basic human processes such as emotionality, cognition, and motor processes and how these lead to the behavior and experience involved in psychological disorders. DSM Axis I disorders (e.g. schizophrenia, depression, anxiety, PTSD) and Axis II disorders (personality disorders) will be emphasized. We will also examine treatment implications.
Section 2: Dr. Michelle Newman
Research and Practice of Cognitive Behavioral Therapy
This class will provide information about research and techniques associated with cognitive behavioral approaches to therapy. Part of this will involve psychotherapy research methods and learning to apply the knowledge of such methodology to critical thinking skills associated with research and practice of cognitive behavioral therapy. What are the basic principles of change in cognitive behavioral therapy? What do I need to know about research methodology in order to evaluate the efficacy of cognitive behavioral therapy? What are some of the basic skills that people are taught with respect to cognitive behavioral therapy? How does it work and how efficacious is it?
Section 3: Dr. Suzy Scherf
Developmental Neuroscience of Adolescence
Description coming soon
Section 4: Dr. Reg Adams
Social Vision
Human beings possess an elaborate visual system of nonverbal communication and perception. This course examines four themes related to this extraordinary ability by examining research positioned at the social psychological and visual science interface including how: 1) vision plays a powerful role in moderating social interaction and perception; 2) visual cues serve as the perceptual determinants of social group category and stereotype activation; 3) social factors play an important role in moderating basic visual processing; 4) visual and social perception are in some cases functionally equivalent to one another, where the study of one is essentially the study of the other.
Section 6: Dr. Ken Levy
Psychopathology and its Treatment
The seminar is designed to provide students with a both breadth and depth in developmental psychopathology with a focus on personality disorders and their treatment. We will examine psychopathology from a developmental perspective through a consideration of relevant theory, empirical investigations, and clinical case material. We will attempt to keep a fairly even balance between focusing on the historical background, the current research related to particular maladies, and the more clinical or applied aspects of psychopathology. Major topics covered will include: contrasting models of psychopathology; taxonomic/classification and epidemiology of psychopathology; course and outcome of psychiatric disorders; therapeutic approaches and their effectiveness and efficacy; and risk, trauma, and resilience. Specific personality disorders to be addressed include borderline personality disorder, narcissistic personality disorder, and antisocial personality disorder. With regard to treatment, we will examine evidence based practice, effectiveness vs. efficacy research, and mechanisms underlying psychotherapeutic change. Students will gain a solid background in these areas as well as relevant methodology to build upon.
The course will be conducted using primarily a lecture/discussion format. There will be an occasional movie, relevant video-taped clinical vignettes, and classroom exercises. Students are expected to think carefully about the reading and attend class prepared to discuss the readings assigned for that date.
Recommended prerequisites: Abnormal Psychology and/or Theories of Personality and/or Introduction to Clinical Psychology
Section 8: Dr. Sam Hunter
Creativity and Innovation in Organizations
This course will examine the individual, team, organizational, and environmental factors that shape novel idea generation and implementation in organizations. The course will introduce students to a number of theoretical frameworks for understanding creativity and innovation, as well as the methods and techniques utilized in research of the phenomena. We will take a process perspective on creative performance, considering the various activities that are required for successful innovation. Students engage in a semester long team-based project where they apply what they have learned from course material to understanding an invention or product of their choosing.
Section 9: Dr. Alysia Blandon
Family Relationships Across the Lifespan
This course is designed to provide an overview of research on family relationships from conception to death. The focus of this course will be primarily on: parent-child, marital/romantic, coparenting, and sibling relationships. For each relationship we will consider how these relationships change over time and across development and the impact of these relationships on the functioning of all family members. The influences of relationships on other relationships within the family will also be examined. Finally, understanding how relationships develop and change via both social and biological influences will be an important focus of the course. This course is designed for psychology majors who have some background in developmental psychology and who want to explore more in depth development within the family. Assigned readings will be drawn from the current research literature and the course format will be primarily class discussion with short lectures to introduce new themes and concepts.