Courses

An overview of contemporary psychology which introduces the student to the following areas: human development, sensation and perception, motivation, learning, emotion, psychological measurement, biological basis of behavior, experimental psychology, intelligence, abnormal behavior, and personality. Format consists of lectures and discussions. Fall and Spring;

The First-Year Seminar (FYS) introduces new Gonzaga students to the University, the Core Curriculum, and Gonzaga’s Jesuit mission and heritage. While the seminars will be taught by faculty with expertise in particular disciplines, topics will be addressed in a way that illustrates approaches and methods of different academic disciplines. The seminar format of the course highlights the participatory character of university life, emphasizing that learning is an active, collegial process.

An introduction to the essential statistical methods employed in psychological research. Fall and Spring

This course introduces the fundamental methods used in psychological research. Students have an opportunity through assignments and in-class exercises to practice their understanding of the scientific principles guiding psychology. Majors must earn a grade of B- or better (course may be repeated). Research concentration students must earn an A- or better. Fall and Spring. Students must take PSYC 202 to meet the Statistics pre-requisite.

Topics to be determined by faculty.

Topic to be determined by faculty. Permission of Department Chair required.

This course will introduce students to the biological structures and processes that are involved in psychological behavior. Students will learn about the cells, anatomy, and development of the human nervous system, and about the biological processes related to specific behaviors including perception, movement, emotion, learning, memory, and cognition.

Examines the transduction of sensory information, its processing and organization by the human nervous system, and how these processes result in perceptual experiences. Emphasis on vision and hearing.

An exploration of the psychophysics and neurophysiology of human cognition. Topics include perception, attention, memory, language, reasoning, decision making, and the representation of knowledge.

Advanced survey of concepts and methods relevant to the scientific analysis of learning.

Studies how cultural systems and mind mutually and dynamically influence each other. Cultural influences on cognition, perception, emotion, motivation, moral reasoning, and the constitution of well-being/psychopathology discussed with a view towards understanding divergent mentalities. PSYC 335 Social Psychology recommended as a pre-requisite, but not required.

Psychophysiology is a branch of psychology that uses physiological measures, such as skin conductance and heart rate, to study psychological processes, such as selective attention and emotion. In this seminar you will learn to record and psychologically interpret common psychophysiological measures including skin conductance, muscle activity, cardiovascular activity, eye movements, and cortical brain activity.

This seminar is designed to provide undergraduates with a broad foundation in current theory and research related to human emotion. Students become familiar with classic theories, current issues, methodologies and debates characterizing the study of emotion. Both intrapersonal and interpersonal dimensions of emotion are addressed. The seminar prepares students for graduate level work in the area of psychology and as such, it requires a high level of preparation for and participation during each class meeting.

Students will study the behavior of a variety of species and how their behavior relates to that of human beings.

An investigation into the impact that individuals, groups, and social structure have on individual decision-making and behavior. Fall and Spring;

A survey and critique of major theories of personality. Fall and Spring.

The essentials of child psychology, representing various schools of thought based upon research on the development of children from conception to preadolescence. May include a service-learning component.

A survey of psychological research and major theories regarding the life-span between puberty and the attainment of maturity. May include a service-learning component.

Examines psychological development during the lifespan from post-adolescence through middle age, with an emphasis on emerging adulthood.

Explores the interaction and impact of the aging process on physiological, cognitive, and psychological changes within the individual. Topics such as the diversity of aging experiences, retirement, widowhood, coping with illness, family care giving, and mental health issues.

Lifespan development explores the physical, cognitive, and socio-emotional changes that humans experience across the lifespan from birth through old age. We address questions such as: "Is development continuous or discontinuous?"; "Are we the product of nature or nurture?"; "Do all people follow a similar trajectory or is human development marked by diversity?". Drawing on developmental, social and cognitive psychology, and an understanding of development milestones of each age period, as we investigate development we pay special attention to the roles of parents, peers, schools, and socioeconomic contexts in those processes.

An overview of theory, research, and practice in developmental psychopathology. The major disorders of childhood are reviewed. Upon sufficient demand.

Using the APA ethical guidelines for psychologists we examine the aspirational goals, the standards themselves, the history of the current standards, and how to apply them in a variety of situations faced by psychologists.

Designed to guide students in the application of psychological theory and research to work in the classroom. Includes topics such as learning, aspects of human development that influence learning, and how to structure the classroom environment to maximize learning. Upon sufficient demand.

An exploration of the psychological research which seeks to understand differences and similarities in human behavior when compared across cultures and groups.

Introductory level course to the field of forensic psychology, the branch of psychology which focuses on the application of psychological research data and principles within the legal arena. Students are introduced to the process of applying psychological knowledge, concepts, and principles within the civil and criminal court systems. Includes an introduction to an overview of topics such as the history of forensic psychology, an overview of the legal system, consultation to legal parties, ethical issues, eye witness testimony, assessment, evaluation of malingering, competency in criminal proceedings, civil commitment, child custody, psychologist testimony in courtroom settings, assessment of sexual offenders, assessment of violent and homicidal behavior, treatment of crime victims, police and investigative psychology, and careers within this field. A variety of formats including lecture, readings, presentation by class members on selected topics, and guest speakers from within the legal arena. Disclaimer: Course by virtue of its topic addresses issues related to criminal activity and the subsequent legal proceedings. Although it may seem obvious, each person should consider carefully whether the content is suitable before enrolling in the course as the lectures, readings, and other materials may at times involve topics related to violence and sometimes sexual material, which may be offensive to some people.

A survey of psychology applied to the work experience. Selection, evaluation, leadership, and work motivation are among the broad range of topics covered.

Topic to be determined by faculty.

A critical review of learning procedures used to effect behavioral change in the natural environment. Includes treatment of both normal and maladaptive behaviors.

Survey of major emotional and behavior disorders; discussion of causation, symptomology, and treatment. Pre-requisite: PSYC 101 and PSYC 202 and PSYC 206

Neuropsychology is the study of the relationship between brain functioning and behavior, especially as it applies to psychopathology. The course incorporates an introduction to neuroanatomy, an overview of neuropsychological assessment, and clinical case studies.

This course is designed to cover a survey of health/pediatric psychology (i.e. studying the interface between psychological and physical processes), while simultaneously providing in-depth analysis of various topic areas (e.g. oncology, pain, etc.). Course content emphasizes many aspects of health/pediatric psychology including basic and applied research, consultation, clinical intervention, and health promotion strategies.

This reading and writing intensive seminar focuses on factors and contexts that pose risks for development as well as those that promote resilience. Topics include the neuro-biological, behavioral, and social effects of child neglect, maltreatment, and other childhood trauma; an exploration of global and political issues including extreme poverty; a Children's Bill of Rights; and the research on resilience, including some promising programs to promote resilience. Recommended especially for students interested in clinical or social work with children or in teaching.

Combines an emphasis on exploring alternative methods of providing mental health services in the community and the identification of conditions of risk to psychological adjustment and the prevention or lessening of risk factors. This course has a service-learning component that requires a commitment outside of the classroom. Reading/writing intensive.

An introduction to current theory and method in clinical and counseling psychology. Reading/writing intensive. (WE Designation)

An exploration of the interaction between human behavior and the physical environment. Emphasis on perception, preference, and coping with less preferred environments.

This course provides a survey of psychological theory and research regarding addictive disorders and their treatment.

Individuals develop within a complex network of relationships. Among these, family relationships are especially significant due to their centrality and longevity. This course examines what we know from the empirical study of family relationships. Students are introduced to methods of studying family relationships as well as prominent theories and findings regarding marital and family functioning. Two themes span the variety of topics covered in this course: the first involves the importance of understanding the family as a system embedded in a particular socio-economic context; the second has to do with the interface between individual and family development.

Introduces students to the theory and practice of family systems. We compare and contrast various models of family systems including transgenerational, structural, strategic, and experiential approaches. This course is especially recommended for students considering a career in a clinical context as a therapist. We apply family systems theories to clinical case studies and examine how family therapists try to bring about change. Students will have an opportunity to integrate these concepts as they begin to clarify and develop their own therapeutic framework.

Introduction to the theory and practice of group counseling and psychotherapy. Students in this course study both historical and current literature regarding the theoretical and experiential understandings of group purpose, developmental stages, dynamics such as roles, norms, and therapeutic factors, leadership orientations and process, counseling theories, group counseling methods, and skills.

A review of both the theory and empirical literature investigating the psychology of gender, including biological cognitive, developmental and psychosocial models.

Students in this course explore child development across various contexts with particular emphasis on broadening students' perspectives beyond normative development in white, middle class environments. Contexts explored include poverty and homelessness, racial discrimination, diverse family contexts (e.g., divorce, parents who are homosexual), foster care and adoption, violent/war stricken environments, and cross-cultural child-rearing practices. May include a service-learning component.

This reading, writing, and discussion intense seminar explores the role that culture plays in the manifestation, experience, and course of mental illness and the cultural foundations for understanding such illnesses. Although not required, recommended pre-requisites are Cultural Psychology (PSYC 318) and Psychopathology (PSYC 390).

Since the Viet Nam war, our culture has become increasingly familiar with the terms 'trauma' and 'post-traumatic stress disorder' (PTSD). But what is trauma, exactly, and what are its effects? Is the nature of the trauma (type, duration) related to its impact? As a discipline, what do we know about the onset, duration and prognosis of PTSD? What do we know about the experience of PTSD? This course addresses these questions and considers both intrapersonal (biological and cognitive) and interpersonal dimensions of trauma.

The Core Integration Seminar (CIS) engages the Year Four Question: “Imagining the possible: What is our role in the world?” by offering students a culminating seminar experience in which students integrate the principles of Jesuit education, prior components of the Core, and their disciplinary expertise. Each section of the course will focus on a problem or issue raised by the contemporary world that encourages integration, collaboration, and problem solving. The topic for each section of the course will be proposed and developed by each faculty member in a way that clearly connects to the Jesuit Mission, to multiple disciplinary perspectives, and to our students’ future role in the world.

Advanced discussion of how the brain performs cognitive processes (such as perception, attention, memory, and other select topics). Draws heavily on empirical studies to assess theories of brain function and neural processing.

Advanced theory, research or application topic to be determined by faculty.

An advanced treatment of topics and techniques commonly used by psychologists, including the general linear model, coding schemes, multiple correlation and regression, analysis of variance and covariance, planned and post hoc tests, and the use of statistical computer packages. Format is combined lecture/lab. Fall and/or Spring.

What should people do? What do people actually do? In this course we investigate how and why the answers to these two questions are sometimes different. We utilize theories in social psychology and behavioral economics to gain a better understanding of why human beings often diverge from "rational" decision making processes and what consequences this has for individuals, groups, and society as a whole.

Service learning course. We examine the social constructions of poverty and wealth and their outcomes (perceived, as well as measured) on well-being. Through our readings and students' connections to those living in poverty in Spokane we develop an understanding of the obstacles and hardships that accompanies those living in poverty.

This course explores the most up-to-date social psychological research and theory on interpersonal relationships, with a specific focus how close relationships (and a perceived lack of social connection) impact individual health and well-being. Examples of topics explored in this course include the impact of loneliness on health and social functioning; forgiveness and sacrifice within intimate relationships; self-disclosure and social support; friendship; relationships and techonolgy.

Emphasis on the theoretical aspects of psychological testing for test administration, construction, and evaluation. Either PSYC 460 or PSYC 462 (but not both) will count toward Psychology major and minor requirements.

Emphasis on the theoretical aspects of psychological testing for test administration, construction, and evaluation in clinical settings. Either PSYC 460 or PSYC 462 (but not both) will count toward Psychology major and minor requirements.

The various systematic approaches to the understanding of psychological phenomena are surveyed in historical context; such schools as structuralism, functionalism, psychoanalysis humanistic psychology, and varieties of behaviorism and cognitivism, are considered.

The attitudes, principles, and techniques which enter into the experimental analysis of behavior. Concentrated laboratory study and the communication of experimental findings.

This class examines the relationship between mind and brain based upon current philosophical and empirical perspectives.

Seminar course explores the basic principles of attachment theory and an analysis of attachment relationships (e.g., parent-child, romantic partners) at various points in the lifespan. May include a service-learning component. Reading/writing intensive.

The psychotherapeutic value of mindfulness is gaining empirical support within Western science and is increasingly being utilized in psychotherapy. This reading/writing intensive seminar is a practical, experiential, and academic exploration of mindfulness and its relevance to psychotherapy. Students are introduced to and practice self-applied mindfulness training, and will review and evaluate empirical and theoretical literature exploring mindfulness-based practices, and discuss ways to incorporate mindfulness into our personal and professional lives. Further exposure to advanced research methodologies, students are introduced to (or review) small N and case study methods to investigate their experiences with mindfulness-based practices. Reading/writing intensive. (WE Designation)

Human Flourishing explores what is constructive, beautiful and healthy about human beings and their social interactions. This course provides familiarity with the Positive Psychology movement and what it brings to the social psychology table that helps us understand and improve ourselves and the communities in which we reside (e.g. our relationships, workplaces). Some of the section topics include: healthy relationships and their benefits, happiness as both a cause and an effect of positive outcomes, distinguishing positive emotions (e.g. awe, elevation, gratitude) and their outcomes, and the importance of personal well-being for the workplace and our economy. Reading/writing intensive.

Topic to be determined by faculty.

This class is the first in a two-class Research Concentration sequence that builds on the information presented in lower division Research Methods (PSYC 206) and Statistics (PSYC 202) classes. During this semester students will learn about ethical considerations that all Psychologists must adhere to and different research designs to describe, predict, and control behavior across a variety of subfields in Psychology. By the end of this course, all students will have formulated and proposed an empirical research study in collaboration with the course instructor and their main faculty research advisor.

This class is the second in a two-class Research Concentration sequence and builds on the information presented in PSYC 488 Advanced Research Designs. During this semester students will conduct studies proposed in their PSYC 488 research proposals and learn how to analyze, write-up, and present the empirical data that they have collected from their research proposal in PSYC 488.

Directed study of special topic to include readings and practical application.

Directed reading of an advanced topic in the field of psychology; reports submitted, conferences attended, and examination taken at the judgment of the Directed Reading Director.

Supervised research experience as a part of a research team working on a specific project under the direction and supervision of a faculty member.

Advanced psychology students participate in the tutoring and proctoring of students who can benefit from special assistance in a particular area of psychology, especially in research methods. It is assumed that tutors and proctors have an especially good command of the subject matter. Fall and Spring.

Supervised agency experiences in one or more of the applied aspects of psychology. Only one credit may be counted toward the requirements for the Psychology major.

Supervised individual research on a topic of interest to the student and approved by and arranged with a faculty member.

Supervised research experience as a part of a research team working on a specific project under the direction and supervision of a faculty member.

Comprehensive Alternate course is for students who have either taken PSYC 455/455L (grade of B or better) OR taken the GRE Subject Test in Psychology (test scores need to be reported at or above the 12th percentile to the Psychology Department) OR completed independent research and presented this work at a conference.

Students must take the Major Fields Test (MFT) in Psychology and score at or above the 45th percentile to pass. The MFT is administered at least once a semester by the Psychology Department.