An introductory course dealing with the major content areas in psychology. Topics may include heredity and environment, emotions and motivation, perception, learning, personality, and intelligence. This course may be taken to meet Smith College requirements and as an elective by non-psychology majors. It is required for psychology majors.
Topics are selected on basis of student need and academic qualifications of staff. If regular lectures are not given, a minimum of 30 hours of work for each hour credit must be included. This course may be repeated for credit.
The course introduces descriptive and inferential statistics, correlation, probability, and regression-with applications in behavioral sciences. (Offered also as SOCI 2301.)
This course will review the similarities/differences among Christian Counseling, Biblical Counseling, and Pastoral Counseling theories. The philosophical bases of the major counseling theories as well as the need to replace those philosophies with a Christian worldview will be discussed. The student will review their personal worldview in light of scripture. The student will develop a spiritual development/discipline plan and report on their progress each week.
This introductory course examines relationship formation in a variety of contexts. Relevant research about attraction, dating, family formation, parenting, and cohabitation will be discussed. Issues of establishing and maintaining healthy intimate relationships will be a primary focus of the course. The causes of divorce and the special challenges of single parenthood will also be addressed.
This is an introductory course about human sexuality. It will survey a variety of topics from biological to psychological to social aspects of human sexuality. This course will provide a scientific understanding of the historical, biological, psychological and social/cultural influences on human sexuality and its expression. Information about human sexuality across the lifespan will be included. This course provides information about sexual identity, orientation, and how changing sexual attitudes are influencing the culture. This course also provides information about the prevention and treatment of sexually transmitted infections. Information about the biological and psychological causes of sexual dysfunction and their treatments will also be covered.
Health Psychology is an introductory course dealing with the major content areas of health psychology. Topics include: an overview of the field of health psychology, major body systems, important theoretical models for explaining, promoting, and changing health behaviors, and moderators for stress and coping. The psychosocial aspects of pain, coronary heart disease, hypertension, stroke, diabetes, and other chronic health conditions will also be introduced. (Offered also as KINE 2340.)
A study of psychological functioning, symptomology, psychological disorders, behavioral issues, psychosomatic illnesses, and substance abuses. May be taken by non-psychology majors as an elective. Recommended for majors in nursing, education, and areas which deal with problems of persons.
This course reviews the major theories of personality as they relate to explanations of human behavior, mental processes, and development. Issues of formal theory development and evaluation of formal theories are addressed. May be used as an advanced elective by psychology majors.
An upper level psychology elective, this course is designed to emphasize the continuity of human development throughout the life span. The interrelationships among physical, cognitive and psychosocial development will be emphasized.
A study of the joys and stresses of post-retirement life. The financial and psychological stresses on the family taking care of aging parents will be covered. The frustration of dealing with declining mental and physical health and the high suicide rate of seniors will be reviewed. Intervention programs commonly used for later life challenges will be explored.
Experimental psychology is an applied research course for psychology majors. Basic research design, methods and terminology will be presented and practiced. Peer-reviewed scholarly research articles representing both correlational and experimental studies will be critically analyzed. Students will be expected to participate in the early stages of designing a quantitative research study to include a critical review of the literature, formulating testable hypotheses, choosing an appropriate research design and method, and outlining analyses. Introductory level statistical analyses will be revisited and practiced using SPSS software.
Topics are selected on basis of student need and academic qualifications of staff. If regular lectures are not given, a minimum of 30 hours of work for each hour credit must be included. Laboratory may or may not be included. This course may be repeated for credit.
This course surveys current systems of thought in psychology and reviews the major philosophical and historical underpinnings of the discipline tracing the roots from their origins in philosophy and the natural sciences through the early schools of psychology and into their current form.
This course will focus on major forms of atypical development in childhood and adolescence. Course material will include disorders of behavior, disorders of emotion, developmental and learning problems, and problems related to mental health. Child and adolescent disorders will be discussed in terms of defining characteristics, associated features, possible causes, theoretical formulations, research evidence, and current approaches to intervention and prevention. The possible developmental course of each disorder will be presented to show how biological, psychological and socio-cultural factors interact with the child’s environment to determine the expression of atypical development.
This course will evaluate the overlap of psychological counseling, Biblical knowledge and theology. The student will read and study contemporary psychologists who have written on the field of the integration of Bible, theology, faith development and psychology.
This course investigates cognition and mental processes, including the study of perception, attention, memory, thinking, learning, problem-solving, language, etc. This course will present an overview of research findings and theories regarding these mental processes and will approach many of these topics from a developmental perspective to help students understand the genesis and progress of various cognitive skills.
Comprehensive and intensive study of major theoretical orientations in counseling and psychotherapy, stressing implications for research and practice. Includes experiences in micro-counseling and other simulations to develop counseling skills.
A course dealing with the process of dying and grief of the survivors. The psychological adjustments of the individual, family, and professional are examined. How to facilitate grief as well as therapeutic issues are discussed.
A survey of marriage counseling models with emphasis on the ones that have the strongest research efficacy. Students will also survey the major family counseling theories and the techniques used by those theories.
This course will survey ethical issues for Christian counselors. The requirements for licensure as a counselor will be covered. The differences between licensed and unlicensed Christian counselors and the limitations of practice will be covered. Legal requirements for all licensed and unlicensed will be surveyed. How to protect oneself from liability and how to evaluate one’s attitude to avoid judgment will be covered. How the American Counseling Association is infringing on the field of Christian counseling will be discussed and how that may impact one’s ability to practice in the future.
A course stressing the contributions of major learning theories to understanding behavior. Particular attention is paid to human learning and the applicability of learning theory to the educational process as well as to goal attainments. (Offered also as EDUC 4330)
Contemporary approaches to social behavior are considered. Cultural influences, prejudice, persuasion, conformity, attribution theories, and social cognitions are some of the topics addressed.
The insights of psychology as a science are used to inspect and evaluate the religious dimensions of life. How religion effects religious development, health, experience, and relationships in the church, family, and marriage will be covered.
A survey of parenting models/programs, with special emphasis placed upon challenges of adults to become effective parents. Modern family dynamics will be covered as well as family of origin parenting models. How the family functions as a system will be explored and how parenting stress can affect the entire family. Models of counseling intervention that address issues not amenable to the effects of parenting education will be covered. The student will analyze their own family of origin parenting system.
This course explores the physiological bases of behavior, with emphasis on learning the reciprocal relationship between the brain, behavior, and environment. Neurodevelopment, the effects of drugs, and the biological basis of both cognitive disorders and psychopathology will be some of the topics covered.
In this course a different Christian mindfulness technique will be introduced and practiced each week. Biblical counseling techniques will be surveyed and practiced. The use of non-judgmental techniques and the importance of cognitive behavioral techniques to practice will be emphasized.
The course will introduce counseling relationships and processes. Included in the study are theories of multicultural counseling, dimensions of worldviews, racial/cultural identity development, counseling ethnic minorities, bicultural/biracial minorities, women, and sexual minorities. The main focus of the course will be gaining practical knowledge and skills necessary to work effectively with ethnically and culturally diverse clients in North America.
This course is the culminating experience for the psychology major. Students will incorporate the essential core concepts of psychology into one of two domains. Domain I will focus on an in-depth original research project written according to American Psychological Association guidelines. Domain II will focus on a field placement experience at an approved site.
This course provides an intermediate level introduction to descriptive and inferential statistics, correlation, probability, and regression with applications in behavioral sciences. This course is taken by students fulfilling the leveling requirement for a Master’s degree in psychology or counseling.
This course is designed to explore the ethical and legal guidelines pertinent to delivery of psychological services in a school setting. Planning and establishing a professional identity for career development; understanding legalities, ethics, and standards of practice for school psychology; and, working effectively with special populations and problems in school settings.
A seminar format will provide the student with opportunities to study ethical standards and applications in mental health fields.
This course is an introduction to the field of couples and family therapy. It will feature theory and practice in the treatment of dyadic relationships, marriages, and families (including families with children). Students will develop an understanding of the prominent theories, including emphasis on systems theories that form the basis of relevant therapy approaches. (Offered also as COUN 5312).
This course will introduce the student to those nondirective counseling skills which communicate the qualities of empathy, genuineness, and unconditional positive regard, and which facilitate building the foundation of the therapeutic working alliance. The course will include extensive skills-practice, role-playing, and videotaped exercises. Intake skills and additional counseling techniques will be introduced didactically and practices in class. This course will also focus on development of other affective interventions that are evidence-based. (Offered also as COUN 5313)
Comprehensive and intensive study of major theoretical orientations in counseling and psychotherapy, stressing implications for research and practice. Includes experiences in micro-counseling and other simulations to develop counseling skills. A minimum grade of B is required for this course. (Offered also as COUN 5323 for residential students.)
A course stressing the contributions of major learning theories to understanding behavior. Particular attention is paid to human learning and the applicability of learning theory to the educational process as well as to goal attainments.
This course addresses the history of school psychology as well as paradigms for service delivery. The varied roles of the specialist in school psychology are explored. Professional issues such as Praxis, licensure, and memberships in professional organizations are discussed. Following best practices as described by the National Association of School Psychologists, students will be exposed to various methods and techniques of consultation in the schools. Additionally, systemic intervention and crisis procedures will be addressed.
A study of pedagogical theories, styles, and strategies as they apply to college-level teaching of psychology. Students will explore various techniques for teaching psychology courses in both residential and online courses, including presentation of course material, learning assessment tools, test construction, feedback, and grading. A minimum grade of B is required for this course.
A study of physiological bases of behavior with an emphasis on mental disorders, behaviors, and emotions. Psychopharmacological medications are addressed in depth.
This course is designed to strengthen diversity and multicultural awareness among counselors and other mental health providers. The course will strengthen counseling relationships and processes. Included in the study are theories of multicultural counseling, dimensions of worldviews, racial/cultural identity development, counseling ethnic minorities, bicultural/biracial minorities, women, and sexual minorities. The main focus of the course will be on gaining practical knowledge and skills necessary to work effectively with ethnically and culturally diverse clients in North America.
This course is for students in the MAP-General program who have completed the research project requirement for PSYC 6324. Students will select an advisory committee to prepare for formal manuscript preparation and the oral defense of the thesis.
This course will provide students the opportunity to put their classroom knowledge into practice in a higher education teaching environment and gain experience in syllabi preparation, lecture development, evaluation of student assignments, and classroom lectures.
This course will provide students the opportunity to put their classroom knowledge into practice in a clinical environment and gain experience in delivering and observing psychological services.
This course is designed for students in the Master of Arts in Psychology-Specialist in School Psychology (MAP-SSP) program. The MAP-SSP program requires a 450-hour practicum experience. Practicum experience affords the students the opportunity to put their classroom knowledge into practice in a clinical environment, to gain real world experience in delivering psychological services, to learn about the intricacies of working in a professional group setting, and to be mentored and evaluated by professionals in their field of study. The practicum includes two main features: delivery of services and supervision. Students will also have administrative duties, including but not limited to, maintaining client records and maintaining personal records of hours involved in practicum duties.
Topics are selected on basis of student need and academic qualifications of staff. If regular lectures are not given, a minimum of 30 hours of work for each hour credit must be included. This course may be repeated for credit if the content differs.
Supervised laboratory experiences in individual and group counseling with emphasis upon methods and techniques. Competence in counseling with varied types of human concerns is developed. All practicum students must be involved in counseling activities and must exhibit skills in evaluation as well. This course meets on campus when the student is involved in an off-campus practicum assignment.
This course is for students in the MAP-General program who have successfully completed the research project requirement for PSYC 6324. Students will select an advisory committee to prepare for formal manuscript preparation and the oral defense of the thesis.
Intensive study and examination of literature and theory in developmental psychology as it relates to persons through the lifespan from infancy through adulthood. Social and personality development, intellectual development, language acquisition, and developmental expectations are emphasized. The unique concerns of the exceptional child are studied as well as in-depth, case-study skill development. (Offered also as EPSY 6301.)
Principles and techniques of psychological measurement are emphasized. Major instruments are surveyed, inclusive of projective measures and individual intellectual measures. The knowledge and skills covered can apply in a variety of settings; agencies, clinics, schools, and businesses. Uses and critical evaluation of achievement, aptitude and personality tests are included, as are ethical standards for uses of tests.
The purpose of this course is to attain knowledge of cognitive functioning and develop skills in the cognitive assessment of children and adolescents. This course integrates the skills of administration, scoring, and interpretation of major cognitive assessment instruments (e.g., KABC-II, WISC-V, and WJ-IV COG) in the context of recent cognitive theories and research. The Cattell-Horn-Carroll (CHC) Theory of Cognitive Abilities will be the primary underlying framework for interpreting test data. Also, an emphasis will be placed on a dual discrepancy model when utilizing the CHC theory of cognitive abilities. Issues of assessing culturally and linguistically diverse children and adolescents are integrated throughout the course in addition to specified lectures. (Offered also as EDSP 6305 and EPSY 6305)
This course is focused on methods and processes of collecting, organizing, evaluating, and interpreting educational, occupational, and personal-social information for the purpose of helping others to engage in meaningful, satisfying vocations. The major theories of career development are emphasized. (Offered also as COUN 6306).
This is a course in learning how to lead out-patient psychotherapy/counseling groups. The dynamics of group process are described and theories of psychotherapy are applied to groups. Students design a psychoeducational group manual. Groups are conducted and led by students for at least 10 hours of class time, which allows students opportunities to practice group leadership. Feedback is provided by classmates and the professor. Course is offered only in residential format. (Offered also as EPSY 6308 and COUN 6308.)
This course is designed to provide knowledge and skills in functional behavioral assessment and intervention.
A course that examines the etiology, symptoms, diagnosis, prognosis and therapeutic methods applicable to the major psychological disorders. Emphasis is placed on being able to differentiate one disorder from the other. A minimum grade of B is required for this course.
The formulation of hypotheses, development of testable objectives, experimental design, subject selection, data collection, data analysis and interpretation, and report preparation will be examined and constructed. An oral presentation of the research proposal will be made.
The student conducts an approved research project and prepares a report of findings of sufficient quality to be submitted for professional publication.
This course is designed for students in the Specialist in School Psychology graduate program. The internship experience is a minimum of 1200 contact hours in accordance with TBHEC/TSBEP requirements. The student must complete the internship in less than two years and in no more than two sites. The student must have direct, systematic supervision with experiences that include assessment, intervention, behavior management, and consultation for children representing a range of ages, populations, and needs.
This course covers the domain of personality assessment. This course provides students with an understanding of various aspects of personality testing including test development, administration, scoring, interpretation, and application. The course will also focus on the phases of the process of personality assessment: clarifying a referral question; conducting a clinical interview; test selection; scoring and interpretation; integration of testing with other sources of information; providing feedback to clients; and writing accurate and effective reports.
The purpose of this course is to attain knowledge of cognitive functioning and develop skills in the cognitive assessment of children and adolescents. This course integrates the skills of administration, scoring, and interpretation of major cognitive assessment instruments. This course trains students to diagnose the presence or absence of a specific learning disability, dyslexia, and dysgraphia. Administration, scoring, interpretation, preparation of written reports, the development of recommendations, and knowledge of evidence-based interventions in psychology and education designed to promote academic skills will be taught in this course. Also, an emphasis will be placed on dual discrepancy and other current models when utilizing the CHC theory of cognitive abilities. Students must be computer literate. (Offered also as EDSP 6344)
This course will include the application of statistical methods for the purpose of program evaluation at the individual, group, and systems levels.
