Psychology

The course explores common logical and psychological barriers to understanding and analyzing empirical research. Topics include common fallacies of deductive and inductive reasoning, judgmental heuristics relevant to evaluating empirical research claims, essentials of a scientific method, misleading statistical and graphical techniques, establishing genuine associations, the role of inferential statistics for identifying illusory associations, essentials of causal inference, and threats to the validity of experimental and non-experimental research.

This course examines psychological and biosocial theories of crime which help explain aggressive and violent behavior. The course searches for the origins of criminal behavior in biological, psychological, learning, and situational factors, and looks at the link between mental illness and crime. Next, the general theories of aggression and those related to specific forms of violent crimes are studied. The study of a particular crime covers the theories, precipitating factors, relationship between victim and offender, and impact upon the victim. Criminologists, among others, study violent behavior in an attempt to identify biological triggers, risk factors, developmental patterns, or learned cues which may help handle the behavior. These markers and factors are examined, along with the treatment paradigms that have been designed to prevent, control, and treat perpetrators (and victims) of domestic and family violence and sexual offenses. Students complete assigned readings for discussion in class where active student participation is required.

The course analyzes human cognition from evolutionary and functional perspectives. The first part of the course places the human brain in a comparative and evolutionary context. The second part analyzes differences and similarities between the human mind and other forms of animal cognition and the concept of consciousness. The final part of the course is dedicated to language. Students analyze the theories proposed by Chomsky, Pinker, the idea of a “universal grammar,” recent research in neurolinguistics, comparative studies of animal communication, and sociolinguistic studies of language differentiation, in order to categorize the origin, uniqueness, and diversity of human language.

The extensive independent study field research paper produced by the student is both the centerpiece of the intern's professional engagement and the culmination of the academic achievements of the semester. During the preparatory session, IFE teaches the methodological guidelines and principles to which students are expected to adhere in the development of their written research. Students work individually with a research advisor from their field. The first task is to identify a topic, following guidelines established by IFE for research topic choice. The subject must be tied in a useful and complementary way to the student-intern's responsibilities, as well as to the core concerns of the host organization. The research question should be designed to draw as much as possible on resources available to the intern via the internship (data, documents, interviews, observations, seminars and the like). Students begin to focus on this project after the first 2-3 weeks on the internship. Each internship agreement signed with an organization makes explicit mention of this program requirement, and this is the culminating element of their semester. Once the topic is identified, students meet individually, as regularly as they wish, with their IFE research advisor to generate a research question from the topic, develop an outline, identify sources and research methods, and discuss drafts submitted by the student. The research advisor also helps students prepare for the oral defense of their work which takes place a month before the end of the program and the due date of the paper. The purpose of this exercise is to help students evaluate their progress and diagnose the weak points in their outline and arguments. Rather than an extraneous burden added to the intern's other duties, the field research project grows out of the internship through a useful and rewarding synergy of internship and research. The Field Study and Internship model results in well-trained student-interns fully engaged in mission-driven internships in their field, while exploring a critical problem guided by an experienced research advisor.

This course considers a unique area of psychological research: positive psychology, and area that focuses on psychological well-being and optimal functioning as well as the individual and social determinants thereof. Students explore this field of psychology and explore its relationship to other areas of psychology. Key studies, and their ethical dimensions, from both classic and modern biological, experimental and intervention perspectives are provided throughout.

The course provides an overview of the nature and history of abnormal behavior and then examines the predominant models underlying our understanding of abnormality. Detailed descriptions and empirical research relating to a range of clinical problems form the core of the course. Topics include schizophrenia, mood disorders, anxiety disorders, personality, somatoform and dissociative disorders, and disorders of childhood. Presentations of clinical problems are supported by outside speakers or video-based illustrations. There is an emphasis upon empirical evidence relating to the epidemiology, etiology, and treatment of the clinical problems covered during the course. The course provides an introduction to the National Practice Standards for Mental Health Workforce.