Psychology

This course examines the relationship between neuro-biological processes and psychological processes. It focuses on the organization of the nervous system, the role of the neurobiological process in sensory experiences, sleep, attention, arousal, motivation, emotions, learning, memory and language. 

This course looks at the process of first language acquisition by examining the social and cognitive mechanisms that drive language learning in the first few years of life. It is designed to provide students with an in-depth understanding of first language acquisition with a focus on spoken language in typical healthy children. The course starts with an exploration of pre-verbal communication in infancy and tracks verbal development during toddlerhood into middle childhood. Overarching issues in linguistic theory, in the form of competing explanations of language acquisition patterns, will be discussed and key debates and current research in the field will be examined.

This is a special studies course involving an internship with a corporate, public, governmental, or private organization, arranged with the Study Center Director or Liaison Officer. Specific internships vary each term and are described on a special study project form for each student. A substantial paper or series of reports is required. Units vary depending on the contact hours and method of assessment. The internship may be taken during one or more terms but the units cannot exceed a total of 12.0 for the year.

This course delves into psychology and behavior when faced with risk, cognitive biases, and decision making. It discusses emotions and their relevance to economic phenomena and examines the works of Smith, Kahneman and Tversky, John Locke, Jeremy Bentham, and other names in psychological and behavioral economics.

This course examines various types of psychological disorders falling under psychiatric nomenclature and other behavioral models. It covers theories and research concerning the origin, diagnosis and treatment of these disorders.

The course introduces the fundamental conceptual aspects of the study of human behavior that have informed the applications of the science of behavior change. Behavioral principles are essential to understanding all aspects of "what humans do" and why they behave in such ways. The number of therapeutic approaches and interventions which have been researched and developed from the science of behavior analysis has rapidly expanded especially in recent decades. Such behavioral interventions have impacted significantly across a wide range of clinical issues including for example: child development and behavioral/emotional difficulties, individuals living with brain injury, people living with dementia, the assessment and treatment of self-injurious behavior and other challenging behaviors, accelerated educational outcomes, and best practice in treatment for children with neurodevelopmental and related conditions. The course content is designed to provide an introduction to the impact and scope of behavior analysis as a "helping profession" across contexts and populations.

This course reviews content with practical applications that aim to develop intervention and evaluation skills in psychology and mental health in the field of public health. It also considers reviewing the public health principal models, programs and instruments. Additionally, the course includes designing a transversal project that integrates the reviewed concepts with data retrieved in real escenarios (professional interviews, and if conditions allow it, visits to health centers).

This course examines the philosophical and spiritual roots, cultural influences and scientific studies of contemplative practices adopted in modern societies. Beginning with the introduction of the history and theory of contemplative practice and followed by the
scientific description of the impact on the mind-body connections developed through these practices, students will be guided to critically review the relationship of contemplative practices with four major themes: personal awareness and health, relational well-being with others, and the collective well-being in and across our societies. 

This course seeks to immerse students in a professional work environment. Students have the opportunity to observe and interact with co-workers, and learn how to recognize and respond to cultural differences. Students compare concepts of teamwork and interpersonal interactions in different cultures as experienced on the job. Seminar work helps students apply academic knowledge in a business setting and identify opportunities to create value within the company. Students research a specific topic related to their work placement and present their findings in a final research report.

This service-learning course combines a structured curriculum and extensive partnership with a local community-based organization to offer tangible community service. Here, student community service includes direct
engagement as well as a research-based action plan addressing a specific challenge or goal identified by a community-based organization. Students begin by exploring key community-based organizations: examining their
mission, vision and goals, and the place of the organization in the local community. Each student then works with an assigned partner organization and invests at least 90 hours partnering with the organization, working with them
and investigating ways to solve a challenge or issue the organization has identified. Student service-learning includes exploring the proximate and ultimate drivers of the organization's chosen challenge, and the organization's
infrastructure, resources, limitations and possibilities for reducing barriers to achieving the organization's self-identified goals. In concert, coursework probes the role of community-based organizations in both local and global
contexts, common challenges of community-based organizations in defining and implementing their goals, the role of service-learning in addressing these issues, and effective ways for students to help them achieve their mission,
vision, and goals. Coursework also guides the student's service-learning experience by helping students develop sound international service ethics, provide tools to investigate solutions to common development issues, aid in
data analysis and presentation, and provide best practices to illustrate findings and deliver approved joint recommendations orally and in writing. Throughout, students use service-learning as a means to expand their global awareness and understanding, explore shared aspirations for social justice, and develop skills to work with others to effect positive change.