Psychology

Upon completion of this course, the student will be able to:

• compare the major theoretical perspectives in psychology (e.g., behavioral, biological, cognitive, evolutionary, humanistic, psychodynamic, socio-cultural)
• describe the general subject areas of psychology (e.g., biological, sensation and perception, learning and memory, cognition, consciousness, individual differences, psychometrics, personality, social processes, developmental/lifespan, emotion, motivation)
• describe the applied areas of psychology (e.g., clinical, counseling, forensic, community, organizational, school health)
• differentiate between commonly used research methods in psychology and their applications
• apply psychological concepts, theories, and research findings to personal, interpersonal, occupational, and social/community contexts
• incorporate systematic critical thinking in arriving at conclusions about behavior and mental processes
• describe the roles that culture and diversity play in various aspects of human behavior and mental processes
• distinguish between the ethical implications of psychological research and the responsibility to pursue and use knowledge wisely

Upon completion of this course, the student will be able to:

• compare the major theoretical perspectives in psychology
• analyze the dimensions of effective behavior in an increasingly complex and culturally diverse world
• define and use basic biological, physiological, and psychological terminology to describe adjustment and psychosocial development across the lifespan
• describe specific research methods and the general principles of research ethics for the study of human beings, including the safeguards and the peer-review process in science
• describe the physical and psychological effects of stress
• evaluate the effectiveness of various coping strategies
• distinguish between the most common psychological disorders and evaluate various treatment options
• describe the principles involved in attraction, relationship maintenance, and interpersonal conflict
• apply principles of effective communication in interpersonal relationships
• evaluate the effects of detrimental behaviors (e.g., smoking, drinking, overeating, poor nutrition) on physical and psychological health
• identify key aspects of the self-concept and the determinants of self-esteem
• evaluate the contributions of family, peers, schools, religion, and the media on the formations of sexual attitudes and behavior
• summarize the current research on the origins of sexual orientation and the adjustment of those with non-heterosexual orientations
• evaluate research on gender similarities and differences

Upon completion of this course, the student will be able to:

• relate behavior and mental processes to anatomical, biological, chemical, and genetic mechanisms.
• describe processes of neural communication within a neuron and between neurons.
• explain the endocrine system and the anatomy and physiology of the nervous system including their relationships to behavior.
• compare and contrast proposed treatments for psychological disorders, motor disorders, and other central nervous system pathologies.
• discriminate between the types of research methodologies which characterize the study of brain-behavior relationships and illustrate the scientific approach.
• critique and evaluate current research in biological psychology related to neuroanatomical, biochemical, and genetic mechanisms influencing behavior, cognition, and disorders.
• explain invasive vs. noninvasive research methods and the general principles of research ethics for the study of animals and human beings, including the research safeguards and the peer-review process in science.
• describe the brain-behavior relationships associated with motivation, addiction, sex, sleep, emotion, stress, learning, and memory.

Upon completion of this course, the student will be able to:

• describe the principles of the scientific method.
• plan and conduct basic dissection of neural tissue.
• discriminate between the anatomical features of the central and peripheral nervous system, their functions, and connectivity.
• distinguish cortical from subcortical structures and discuss their connectivity.
• differentiate features of basic cellular anatomy.
• compare the primary features of neurons, glia, and synapses at the cellular level.
• compare the cellular structure, electrophysiology, and function of various types of neurons.
• demonstrate proficiency with primary equipment and techniques used to investigate both brain and neuronal structure and function.
• compare the basic processes of sensation and perception for the main sensory systems and the principles of psychophysics.
• conduct basic psychophysical data collection and analysis procedures and interpret results.
• compare various psychobiological research methods in terms of the type of information gained and their areas of application.

Upon completion of this course, the student will be able to:

• analyze the elements of a scientific approach to understanding human social behavior.
• contrast the social influences with the biological or other influences on behavior.
• explain the major scientific studies which form the basis for current theories of social psychology.
• describe the ways in which principles gleaned from social psychological research apply to real-world problems and issues.
• evaluate models of intervention into social behavior designed to address social problems.
• compare basic concepts and theories in the major areas of inquiry within the discipline of social psychology.
• identify individual and sociocultural differences with respect to the topics addressed in social psychology.

Upon completion of this course, the student will be able to:

• compare and contrast statistical concepts relevant to research in the behavioral sciences.
• perform the following probability and statistical calculations by hand: sample spaces, factorial notation, counting rules, permutations and combinations, laws of probability, calculating probability of events using elementary, expected value probability principles; mean, median, mode, standard deviation – sample and best estimate, variance, range and interquartile ranges for discrete and continuous distributions; correlation, covariance, and regression analyses to test hypotheses of association; and, t-tests, ANOVAs, and other appropriate statistical analyses (Mann-Whitney U, Kruskal-Wallis H, Wilcoxon Signed- Ranks, and Friedman ANOVA) to test hypotheses of difference.
• calculate probabilities and percentiles using normal and t-distributions.
• use statistical software such as SPSS, R, Excel, Vassarstats or a graphing calculator to perform probability and statistical calculations.
• critique psychological literature from diverse authors or topics that contain statistics.
• formulate a testable hypothesis; analyze data using an appropriate statistical procedure; determine and interpret the statistical significance and p-value of results; reflect upon correctness of the hypothesis.
• analyze and appropriately interpret applications using data from various disciplines including business, social sciences, psychology, life sciences, health science, and education.
• examine research reported in the media, such as recognizing bias, methodological limitations, and understanding statistics reported via media.

Upon completion of this course, the student will be able to:

• explain the basic principles of the scientific method.
• assess the purposes and limitations of the various research methods.
• critically evaluate research reports in psychology.
• synthesize a body of research findings.
• develop and test hypotheses.
• demonstrate knowledge of general research designs, experimental and non-experimental methods, and standard research practices.
• select appropriate research designs to test hypotheses.
• explain the ethical treatment of humans and animal participants in research and the institutional requirements for conducting research.
• evaluate the generalizability of study results.
• demonstrate proficiency in APA style.

Upon completion of this course, the student will be able to:

• differentiate advanced theoretical aspects of "normal" and "abnormal" behavior.
• describe specific mental, emotional, and behavioral difficulties.
• analyze the mystery and prejudice that surrounds people experiencing severe problems in adaptive behavior.
• compare and contrast the approaches to psychological intervention including present community health practices.
• identify the contribution of social, biological, and psychological factors to the development and persistence of behavioral disorders.

Upon completion of this course, the student will be able to:

• describe the basic terminology and methodology of applied behavioral analysis and operant conditioning principles
• choose the appropriate research method to answer a specific question in applied behavioral analysis
• distinguish between the ethical implications of behavioral analysis research and the ethical applications of applied behavioral analysis interventions
• demonstrate principles of applied behavior analysis, including the conceptualization of individual or group behavior in terms of environmental determinants, identification of target behavior in a behavior modification plan, and ways to support contingencies of positive reinforcement, negative reinforcement, extinction and punishment
• propose a specific behavior modification program utilizing the principles of applied behavioral analysis

Upon completion of this course, the student will be able to:

• compare concepts from psychology, sociology, and related disciplines used to describe the establishment and maintenance of intimate relationships
• evaluate research methods used to study intimate relationships, including marriage and the family
• contrast various theoretical models used to understand intimate relationships and family dynamics
• examine current research on courtship, cohabitation, mate selection, gender roles, marital stages, family planning, family diversity, child-rearing, conflict resolution, family disorganization, sexuality in intimate relationships, starting over, and trends shaping the family of the future
• evaluate nonempirical conclusions about the present health of marriage and the family, particularly as represented in uncritical media accounts
• apply key concepts to personal relationships and life experiences

Upon completion of this course, the student will be able to:

• examine sexual behavior from historical, cultural, religious, and legal points of view.
• demonstrate knowledge of the scientific method as it relates to key research findings pertaining to the diversity of human sexual behaviors.
• compare male and female anatomical structures and their functions.
• demonstrate awareness and skills to make healthy and responsible choices and decisions regarding relationships and sexuality.
• compare and contrast biological, psychological, and cultural similarities and diversity in human sexual behavior.
• examine, analyze, and compare the diverse experiences that influence human sexual behaviors with particular emphasis on historical and cultural practices of human sexual behaviors.
• examine, analyze, and contrast the factors that influence diverse human sexual behaviors including causes and the evaluation of possible solutions to multiple ethnocentric problems.

Upon completion of this course, the student will be able to:

• assess typical stressors and compile a list of the typical stressors that may be encountered, including both positive and negative stressors.
• compare and contrast different theories on the types of coping strategies for handling stressors and types of strategies for stress management.
• assess the types of coping and stress management strategies in terms of effectiveness and ineffectiveness.
• explain the physiological processes associated with stress and the potential health effects to physical, behavioral, cognitive, and emotional health of experiencing long-term chronic stress.
• evaluate media reports on suggestions to improve health and manage stress using current research based findings.

Upon completion of this course, the student will be able to:

• compare and contrast the psychological influences of the effect of gender in the use of language
• compare and contrast the psychological influences of gender in the world of work
• analyze the differences and influences of personality and behavior as they contribute to the ethnic experience of women of color
• analyze the biopsychosocial aspects of sexuality
• describe the behavioral similarities and/or differences between Euro-American women and women of color

Upon completion of this course, the student will be able to:

• identify and examine specific values, beliefs, and experiences of diverse populations by race, ethnicity, gender, sexual orientation, gender identity, ability/disability, age, and socioeconomic class.
• evaluate the impact of bias, stereotyped thinking, prejudice, and discrimination in working with diverse populations.
• analyze the issues of racism, sexism, heterosexism, ableism, ageism, and classism as they relate to working with diverse populations.
• develop culturally responsive prevention, intervention, and/or resolution to identified issues and problems affecting diverse populations.
• assess one's personal attitudes regarding diverse populations.

Upon completion of this course, the student will be able to:

• examine how development evolves from conception through death
• evaluate the various domains of development (cognitive, physical, socio-emotional) and the interconnection among them
• examine how people are influenced by their genes, their families, and the world in which they live
• compare and contrast different theoretical perspectives used in explaining human development and behavior
• compare and contrast different scientific methods used to study human development and behavior
• evaluate the concept of continuity of development throughout the lifespan by assessing how experiences at one time of life may affect future development
• differentiate typical from atypical psychological development across the lifespan

Upon completion of this course, the student will be able to:

• describe the main characteristics of physical, cognitive, and social emotional development from birth through adolescence
• identify the roles of genetic and environmental influence on development
• identify the characteristics that exemplify typical and atypical development from birth through adolescence
• describe current and prominent theories of child development
• compare and contrast diverse parenting approaches and educational experiences in reference to developmental outcomes throughout childhood and adolescence
• apply theories to teaching and child-rearing practices with a focus on current topics in education for children from diverse backgrounds
• identify typical behavior of children and their individual differences and special needs (physical, cognitive, emotional, and social development)
• analyze the influence of culture, race/ethnicity, socioeconomic status, family and society structure on a developing child from birth through adolescence

Upon completion of this course, the student will be able to:

• evaluate key developmental events across the main domains in developmental psychology (physical, cognitive, socioemotional), from conception through adolescence.
• describe uses of the scientific method within developmental psychology.
• evaluate current and prominent developmental theories of child psychology.
• evaluate classic and current research in the area of child psychology.
• compare individual differences in typical behavior in children.
• differentiate typical from atypical psychological development in children.
• analyze the influences of culture, society, family, and physical environments on children’s behavior and mental processes.
• apply child psychology principles to one’s interactions with children (personal and/or professional).
• relate the connection between the study of child psychology to other disciplines.
• utilize critical thinking in arriving at conclusions about child psychology.

Upon completion of this course, the student will be able to:

• identify and explain the differences between gerontology and geriatrics and explain the changing age demographics both in the United States and globally.
• describe at least four commonly held myths, stereotypes, or ageist attitudes regarding older adults and explain the impact these attitudes have on the image of aging.
• analyze and predict three ways race, gender, and ethnicity might influence the aging process.
• analyze the concepts of successful aging and optimal aging and recognize the differences between at least three normal and three abnormal age changes.
• describe at least three biological and three social theories used to predict how an individual might respond to the aging process or to old age.
• discuss and incorporate the concept of family and intimate relationships in later life and the importance of convoys or networks in the individual process of aging.
• explain at least three of the financial costs associated with aging.
• describe the concept of “aging in place” using at least three local and national resources, two entitlements, and three healthcare options.
• identify an elder who is aging optimally and describe at least three lifestyle choices, based on gerontological theory, that the student feels altered his/her aging process.

Upon completion of this course, the student will be able to:

• compose grammatically correct paragraphs for the sciences with attributions.
• contrast learned versus innate human behavior.
• apply self-efficacy theory to aging, academic learning, and memory.
• assess the effects that fear of losing independence can have on older adults.
• analyze the gerontological perspective on aging.
• deconstruct the characteristics of an older cohort using the psychosocial factors of cohorts.
• describe the stages of life and phases of aging.
• generalize knowledge from a developmental theory or model to a situation involving an older adult.
• explain the difference between bias, prejudice, and discrimination and an "ism" such as racism, ableism, sexism, and ageism.
• devise a scenario in which a dramatic reaction to a micro-ism confirms a negative stereotype and demonstrates stereotype threat.
• rank the hierarchy of isms (ageism, sexism, racism, and ableism) based on a case study of an older adult.
• label the structures of neurons and the basic anatomy of the central and peripheral nervous system.
• differentiate between aging-related changes and illness, disease, and disability.
• diagram the processes of sensory, working, and long-term memory.
• evaluate the cognitive resources of an older adult with normal aging in terms of cognitive burdens, capacity, compensation, and reserves.
• relate something learned during a guided conversation with an older adult to a situation in your life.
• report accurate observations of an older adult's behavior and words without interpreting or diagnosing a condition.

Upon completion of this course, the student will be able to:

• describe basic demographic information on death, grieving, and related experiences
• describe the psychological, social, philosophical, and legal issues related to death
• evaluate information regarding the practical, everyday procedures and practices involved in dealing with death in our own lives
• identify noted psychologists in the field of thanatology who address the stages and anxieties associated with death and dying
• compare and contrast the dynamics of grief, bereavement, and the tasks of adult's and children’s mourning
• recognize the psychic pain of suicide, how one can help ameliorate the pain, and the various forms suicide can take, such as altruistic suicide and culturally-defined suicide
• assess personal attitudes and values concerning death

Upon completion of this course, the student will be able to:

• analyze the psychological, physiological, and sociocultural issues related to substance use, misuse, and abuse.
• describe the psychological and physiological progression of substance abuse.
• examine the dynamics of race, ethnicity, age, gender, sexuality, and economic conditions inherent in substance use, misuse, and abuse situations including alcohol and drug preferences and codependency.
• compare and contrast the key components of assessment and recovery programs for alcoholism and drug abuse including Alcoholics Anonymous (AA), Narcotics Anonymous (NA), Al-Anon, Adult Children of Alcoholics (ACA), inpatient and outpatient treatment agencies, and private and public harm reduction initiatives.

Upon completion of this course, the student will be able to:

• identify and explain the biological, social, and psychological implications of psychoactive drug use, misuse, abuse, and addiction.
• compare the effects of each class of psychoactive drugs upon the human brain and body.
• predict the effects of psychoactive drugs on behavior based on the pharmacology of each drug.
• analyze issues and challenges in the treatment of substance abuse and addiction.
• explain why high rates of relapse are common in substance abuse recovery based on pharmacological and neurological principles related to substance use and abuse.
• evaluate new research in the fields of psychopharmacology and addiction based on an understanding of pharmacological principles.
• demonstrate an understanding of basic pharmacology principles such as pharmacokinetics and pharmacodynamics.

Upon completion of this course, the student will be able to:

• analyze drug and alcohol use, misuse, abuse, and addiction.
• compare various theories of drug and alcohol addiction.
• differentiate treatment issues of drug and alcohol use, misuse, abuse, and addiction.
• describe treatment methods and counseling approaches of drug and alcohol use, misuse, abuse, and addiction.
• describe how alcohol abuse impacts the individual, family and community.
• identify harm reduction, addiction treatment services, and after care programs for sub-populations such as: adolescents, pregnant teens and women, college students, women, individuals with co-occurring disorders, and older adults.

Upon completion of this course, the student will be able to:

• describe the basic elements of psychology as a scientific discipline, including its subject matter and methodology
• evaluate the ideas and theories of various historical British contributors to current western psychological models
• interpret the psychological background and implications of the art and historical sites of England
• identify basic psychological principles in everyday English culture, people, and events
• compare and contrast English culture with one's own culture in terms of various psychological models
• analyze the effects of culture on human thinking and behavior

Upon completion of this course, the student will be able to:

• evaluate the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.
• examine applications of psychological concepts, theories, and research findings to personal, interpersonal, occupational, and social/community contexts.
• incorporate systematic critical thinking in arriving at conclusions about behavior and mental processes.
• examine the role that culture and diversity play in the various aspects of human behavior and mental processes.
• differentiate between the various psychological research methods and their applications.
• distinguish between the ethical implications of psychological research and the responsibility to pursue and use knowledge appropriately.

Upon completion of this course, the student will be able to:

• appraise various aspects of "normal" and "abnormal" behavior.
• extrapolate theories of psychopathology from scientific data and critically analyze the implications of those theories.
• differentiate specific psychological disorders.
• evaluate current approaches to treatment of psychological disorders including psychosocial rehabilitation.
• debate legal, ethical, and social issues in mental health.
• develop researchable hypotheses regarding biological, psychological, and social factors to the development and persistence of behavioral disorders.