Fall 2024
Introduction to Psychology
Todd Farchione PhD, Research Associate Professor of Psychological and Brain Sciences, Boston University
This course is a broad introduction to the field of psychology. Students explore the key figures, diverse theoretical perspectives, and research findings that have shaped some of the major areas of contemporary psychology. This course also examines the research methods used by psychologists across these areas to study the origins and variations in human behavior.
Spring 2025
Introduction to Psychology
Todd Farchione PhD, Research Associate Professor of Psychological and Brain Sciences, Boston University
This course is a broad introduction to the field of psychology. Students explore the key figures, diverse theoretical perspectives, and research findings that have shaped some of the major areas of contemporary psychology. This course also examines the research methods used by psychologists across these areas to study the origins and variations in human behavior.
Fall 2024
Engaging in the Scholarly Conversation I
Mayron Piccolo PhD, Lecturer on Psychology, Harvard University
This course trains students in the skills of critically engaging the scholarly literature in their field of study. They learn how to assess the presuppositions, argumentation, methodology, evidence, and conclusions of scholarly writing in their discipline. After building that foundational skill set, the second portion of the course focuses on how to identify patterns, debates and schools of thought in the larger body of existing scholarship relevant to the students' interests, which is an essential precursor of the final goal: identifying gaps or opportunities for future scholarly contributions.
Prerequisites: Students must have completed SSCI E-100a with a grade of B or higher to enroll in this course. PSYC E-300a and PSYC E-300b must be completed before registering in the Crafting the Thesis Proposal tutorial for thesis-track students and prior to the precapstone course for capstone-track students. We strongly advise students to complete the two weekends in the same academic year with same instructor (part one in fall and part two in spring).
Fall 2024
Engaging in the Scholarly Conversation I
Adrienne Tierney EdD, Research Advisor in Psychology, Harvard Extension School
This course trains students in the skills of critically engaging the scholarly literature in their field of study. They learn how to assess the presuppositions, argumentation, methodology, evidence, and conclusions of scholarly writing in their discipline. After building that foundational skill set, the second portion of the course focuses on how to identify patterns, debates and schools of thought in the larger body of existing scholarship relevant to the students' interests, which is an essential precursor of the final goal: identifying gaps or opportunities for future scholarly contributions.
Prerequisites: Students must have completed SSCI E-100a with a grade of B or higher to enroll in this course. PSYC E-300a and PSYC E-300b must be completed before registering in the Crafting the Thesis Proposal tutorial for thesis-track students and prior to the precapstone course for capstone-track students. We strongly advise students to complete the two weekends in the same academic year with same instructor (part one in fall and part two in spring).
Spring 2025
Engaging in the Scholarly Conversation II
Mayron Piccolo PhD, Lecturer on Psychology, Harvard University
This course trains students in the skills of critically engaging the scholarly literature in their field of study. They learn how to assess the presuppositions, argumentation, methodology, evidence, and conclusions of scholarly writing in their discipline. After building that foundational skill set, the second portion of the course focuses on how to identify patterns, debates, and schools of thought in the larger body of existing scholarship relevant to the students' interests, which is an essential precursor of the final goal: identifying gaps or opportunities for future scholarly contributions.
Prerequisites: Only students who have successfully completed PSYC E-300a in the fall with a grade of B-minus or higher may take this course. PSYC E-300a and PSYC E-300b must be completed before registering in the Crafting the Thesis Proposal tutorial for thesis-track students and prior to the precapstone course for capstone-track students. We strongly advise students to complete the two weekends in the same academic year with same instructor (part one in fall and part two in spring).
Spring 2025
Engaging in the Scholarly Conversation II
Adrienne Tierney EdD, Research Advisor in Psychology, Harvard Extension School
This course trains students in the skills of critically engaging the scholarly literature in their field of study. They learn how to assess the presuppositions, argumentation, methodology, evidence, and conclusions of scholarly writing in their discipline. After building that foundational skill set, the second portion of the course focuses on how to identify patterns, debates, and schools of thought in the larger body of existing scholarship relevant to the students' interests, which is an essential precursor of the final goal: identifying gaps or opportunities for future scholarly contributions.
Prerequisites: Only students who have successfully completed PSYC E-300a in the fall with a grade of B-minus or higher may take this course. PSYC E-300a and PSYC E-300b must be completed before registering in the Crafting the Thesis Proposal tutorial for thesis-track students and prior to the precapstone course for capstone-track students. We strongly advise students to complete the two weekends in the same academic year with same instructor (part one in fall and part two in spring).
Fall 2024
Human Development Precapstone
Vladimir Ivkovic PhD, Instructor in Psychiatry, Massachusetts General Hospital, Harvard Medical School
The study of human development is interested in questions about how people learn, grow, and change. This course focuses on using human development research to improve or support human growth, development, and learning. The final paper of the semester is a written proposal for the capstone project (which includes a literature review, rationale, and stakes). Example capstone projects might include helping a public audience understand scientific findings, creating a professional development workshop on empathy for physicians, writing a curriculum to promote prosocial behavior in preschoolers, or designing a multimedia website to help workers transition into retirement. A successful proposal (which is the final product of the fall semester) is an evidence-based academic paper that convinces an audience not only that a strong need for your project exists, but that your project's theory of change (that is, how you plan to take your learners from point A to point B) is rooted in the literature on human development and psychology. As students work on their capstone proposal, they are exposed to a broad range of literature on various topics in human development. Students learn to become rigorous consumers of the scholarship on human development. Each week, we examine a different topic, drawing on conceptual frameworks and review articles as well as empirical research.
Prerequisites: Registration is limited to officially admitted candidates in Master of Liberal Arts, psychology who are in their penultimate semester. Prospective candidates and students with pending admission applications are not eligible. Candidates must be in good academic standing, have completed the engaging in scholarly conversation series (if required), and be in the process of successfully completing all other degree requirements. Candidates must enroll in the capstone, PSYC E-599, in the upcoming spring term as their one and only final course (no other course registration is allowed simultaneously with the capstone). Candidates who do not meet these degree requirements are dropped from the course.
Fall 2024
Measuring the Mind: Precapstone in Psychometrics
Max Krasnow PhD, Lecturer in Extension, Harvard University
Psychometrics is just a fancy word for the assessment and measurement of psychological characteristics (skills, abilities, personality traits, knowledge, opinions, preferences, and attitudes). Political pollsters, survey writers, market researchers, teachers and trainers, and many others do this all the time without knowing they are doing psychometrics or that there is a whole field of theory and evidence-based insights into ways of doing it better. In this course, we survey the wide field of psychometrics, including principles of measurement, scale development, reliability and validity, and item response theory.
Prerequisites: Registration is limited to officially admitted candidates in Master of Liberal Arts, psychology who are in their penultimate semester. Prospective candidates and students with pending admission applications are not eligible. Candidates must be in good academic standing, have completed the engaging in scholarly conversation series (if required), and be in the process of successfully completing all other degree requirements. Candidates must enroll in the capstone, PSYC E-599c, in the upcoming spring term as their one and only final course (no other course registration is allowed simultaneously with the capstone). Candidates who do not meet these degree requirements are dropped from the course.
Fall 2024
Psychologist as Educator: Precapstone in Communicating Science through Public Engagement
Max Krasnow PhD, Lecturer in Extension, Harvard University
Translating scientific knowledge is a vital public service, and there is a large body of psychological and social science research that can have positive effects in people's lives, such as the psychology of learning and habit change, positive psychology and improving well-being, psycho-education, and avoiding cognitive biases and logical fallacies. However, there are many barriers to effective education of the often technical and complex outputs of scientific research. In this course, we explore principles of learning and education, common barriers to understanding, effective teaching methods, and modes of communication in the modern world. During this course students devise, workshop, and revise a proposed capstone project. A successful proposal for a capstone project is an academic paper that highlights the need for your project and establishes a plan for your project's implementation. A capstone project includes two components: the project prototype and the academic report. The prototype is a specific product designed to address a real-world problem. Prototypes can take a variety of forms (for example, an in-person workshop, online training, publishable article, application, informational website, book, or printable materials). Capstone projects build on specific interests of each student and are developed in consultation with the instructor.
Prerequisites: Registration is limited to officially admitted candidates in Master of Liberal Arts, psychology, who are in their penultimate semester. Prospective candidates and students with pending admission applications are not eligible. Candidates must be in good academic standing, have completed the engaging in scholarly conversation series (if required), and be in the process of successfully completing all other degree requirements. Candidates must enroll in the capstone, PSYC E-599d, in the upcoming spring term as their one and only final course (no other course registration is allowed simultaneously with the capstone). Candidates who do not meet these degree requirements are dropped from the course.
Fall 2024
Theory and Research in Stress and Psychological Wellbeing Precapstone
Deborah R. Phillips PhD
Scholarly writings around stress have uniquely addressed its evolutionary, biological, psychosocial, social, ecological, and cultural implications, epidemiology, maintenance, and management and reduction. The first of a two-semester sequence, the course bridges the science of stress with practical considerations for improving or supporting psychological well-being related to stress. The course culminates in a research paper that serves as the academic proposal for students' spring semester capstone project. A successful proposal is an evidence-based academic paper that convinces an audience not only that a strong need for the project exists, but that the project's theory of change (that is, how one plans to take learners from point A to point B) is rooted in the literature on stress. As students work on their capstone proposal, they are exposed to a broad range of literature on various topics on stress. Students learn to become rigorous consumers of the scholarship on stress as well as its relationship with psychological well-being. Each week, we examine a topic and review articles as well as empirical research.
Prerequisites: Registration is limited to officially admitted candidates in Master of Liberal Arts, psychology, who are in their penultimate semester. Prospective candidates and students with pending admission applications are not eligible. Candidates must be in good academic standing, have completed the engaging in scholarly conversation series (if required), and be in the process of successfully completing all other degree requirements. Candidates must enroll in the capstone, PSYC E-599e, in the upcoming spring term as their one and only final course (no other course registration is allowed simultaneously with the capstone). Candidates who do not meet these degree requirements are dropped from the course.
Fall 2024
Theory and Research in Stress and Psychological Wellbeing Precapstone
Deborah R. Phillips PhD
Scholarly writings around stress have uniquely addressed its evolutionary, biological, psychosocial, social, ecological, and cultural implications, epidemiology, maintenance, and management and reduction. The first of a two-semester sequence, the course bridges the science of stress with practical considerations for improving or supporting psychological well-being related to stress. The course culminates in a research paper that serves as the academic proposal for students' spring semester capstone project. A successful proposal is an evidence-based academic paper that convinces an audience not only that a strong need for the project exists, but that the project's theory of change (that is, how one plans to take learners from point A to point B) is rooted in the literature on stress. As students work on their capstone proposal, they are exposed to a broad range of literature on various topics on stress. Students learn to become rigorous consumers of the scholarship on stress as well as its relationship with psychological well-being. Each week, we examine a topic and review articles as well as empirical research.
Prerequisites: Registration is limited to officially admitted candidates in Master of Liberal Arts, psychology, who are in their penultimate semester. Prospective candidates and students with pending admission applications are not eligible. Candidates must be in good academic standing, have completed the engaging in scholarly conversation series (if required), and be in the process of successfully completing all other degree requirements. Candidates must enroll in the capstone, PSYC E-599e, in the upcoming spring term as their one and only final course (no other course registration is allowed simultaneously with the capstone). Candidates who do not meet these degree requirements are dropped from the course.
Spring 2025
Bridging Science and Practice in Stress and Psychological Wellbeing Capstone
Deborah R. Phillips PhD
This course builds upon the foundation established in PSYC E-597e by creating a capstone project that bridges research and practice. The project includes two components: the project prototype and the report. The prototype is the specific product designed according to psychological well-being and learning principles, and the report presents the scientific justification of the prototype by explaining the design choices according to the relevant literature. Projects build on specific interests of each student and are developed in consultation with the instructor. These specialized projects allow the students to seek a practical application in a narrow sub-field of stress and psychological well-being. The capstone project culminates in a formal presentation of student work.
Prerequisites: Registration is limited to officially admitted capstone track candidates in the Master of Liberal Arts, psychology. Candidates must be in good academic standing, ready to graduate in May with only the capstone left to complete (no other course registration is allowed simultaneously with the capstone), and have successfully completed the precapstone course, PSYC E-597e, in the previous fall term. Candidates who do not meet these degree requirements are dropped from the course.
Spring 2025
Bridging Science and Practice in Stress and Psychological Wellbeing Capstone
Deborah R. Phillips PhD
This course builds upon the foundation established in PSYC E-597e by creating a capstone project that bridges research and practice. The project includes two components: the project prototype and the report. The prototype is the specific product designed according to psychological well-being and learning principles, and the report presents the scientific justification of the prototype by explaining the design choices according to the relevant literature. Projects build on specific interests of each student and are developed in consultation with the instructor. These specialized projects allow the students to seek a practical application in a narrow sub-field of stress and psychological well-being. The capstone project culminates in a formal presentation of student work.
Prerequisites: Registration is limited to officially admitted capstone track candidates in the Master of Liberal Arts, psychology. Candidates must be in good academic standing, ready to graduate in May with only the capstone left to complete (no other course registration is allowed simultaneously with the capstone), and have successfully completed the precapstone course, PSYC E-597e, in the previous fall term. Candidates who do not meet these degree requirements are dropped from the course.
Spring 2025
Human Development Capstone
Vladimir Ivkovic PhD, Instructor in Psychiatry, Massachusetts General Hospital, Harvard Medical School
This course builds upon the foundation in human development established in PSYC E-597 by creating a capstone project that bridges research and practice. The project includes two components: the project prototype and the report. The prototype is the specific product designed according to developmental and learning principles and the report presents the scientific justification of the prototype by explaining the design choices according to the relevant literature. Prototypes can take two different forms. First, they can apply research to practices in order to facilitate learning or behavioral change (for example, curricular materials for an educational program for adolescents to stop smoking, materials for professional development workshops on teamwork). Second, they may communicate scholarship to specific audiences who would benefit from knowing the information (for example, a publishable article or a website explaining current research on emotion function or reasoning about risk for parents and teachers). Projects build on specific interests of each student and are developed in consultation with the instructor. These specialized projects allow the students to seek a practical application in a narrow sub-field of human development, while simultaneously becoming acquainted with new research presented in PSYC E-599 and deepening their understanding of the topics covered in PSYC E-597. The capstone project culminates with a formal presentation of the students' projects.
Prerequisites: Registration is limited to officially admitted capstone track candidates in the Master of Liberal Arts, psychology. Candidates must be in good academic standing, ready to graduate in May with only the capstone left to complete (no other course registration is allowed simultaneously with the capstone), and have successfully completed the precapstone course, PSYC E-597, in the previous fall term. Candidates who do not meet these degree requirements are dropped from the course.
Spring 2025
Measuring the Mind: Capstone in Psychometrics
Max Krasnow PhD, Lecturer in Extension, Harvard University
This course builds upon the foundation established in PSYC E-597c by leading students through the execution of their fall term proposal plan. The final assignments for this term in completion of the capstone are: the capstone prototype (the specific product designed to address the real-world problem identified in the fall term proposal), the capstone report (an academic, thesis-style paper reporting on the capstone prototype), and the capstone presentation (a conference-style, oral presentation of the completed capstone).
Prerequisites: Registration is limited to officially admitted capstone track candidates in the Master of Liberal Arts, psychology. Candidates must be in good academic standing, ready to graduate in May with only the capstone left to complete (no other course registration is allowed simultaneously with the capstone), and have successfully completed the precapstone course, PSYC E-597c, in the previous fall term. Candidates who do not meet these degree requirements are dropped from the course.
Spring 2025
Psychologist as Educator: Capstone in Communicating Science through Public Engagement
Max Krasnow PhD, Lecturer in Extension, Harvard University
This course builds upon the foundation established in PSYC E-597d by leading students through the execution of their fall term proposal plan. The final assignments for this term in completion of the capstone are: the capstone prototype (the specific product designed to address the real-world problem identified in the fall term proposal), the capstone report (an academic, thesis-style paper reporting on the capstone prototype), and the capstone presentation (a conference-style, oral presentation of the completed capstone).
Prerequisites: Registration is limited to officially admitted capstone track candidates in the Master of Liberal Arts, psychology. Candidates must be in good academic standing, ready to graduate in May with only the capstone left to complete (no other course registration is allowed simultaneously with the capstone), and have successfully completed the precapstone course, PSYC E-597d, in the previous fall term. Candidates who do not meet these degree requirements are dropped from the course.
Fall 2024
Well-Being from the inside Out: Working toward a Healthy Body, Peaceful Mind, and Joyful Heart
Beth Frates MD, Assistant Professor of Physical Medicine and Rehabilitation, Spaulding Rehabilitation, Harvard Medical School
This course explores how to enhance our state of well-being. We look at what it means to be in a state of health and what it takes to move beyond that into well-being and thriving. The course focuses on the research that helps us understand how to keep our bodies healthy, our minds peaceful, and our hearts joyful. We examine both the science and the art of well-being. Our own experiences help to formulate our own inner wisdom and we work to draw that out in this course as we search for the meaning of well-being.
Spring 2025
Intercultural Perspectives on Trauma
Mayron Piccolo PhD, Lecturer on Psychology, Harvard University
Traumatic experiences vary in part due to the different adversities and experiences people from diverse cultures throughout the world face. And even though most of our understanding of psychological trauma is built on samples found in western, educated, industrialized, rich, and democratic (WEIRD) countries, many researchers generalize these findings to non-WEIRD populations. In this course, we look at psychological trauma and post-traumatic stress through a multicultural lens, beyond the western perspective. Can a global model of trauma fit all cultures? If not, how should we properly assess trauma using culturally valid methods? What is the impact of the cultural experience on perceiving an event as traumatic? After answering these questions, we apply the foundational knowledge acquired during the course to establish a deeper understanding of cross-cultural trauma in veterans, refugees, and women who experience female genital excision.
Fall 2024
Grief
Cynthia A. Meyersburg PhD, Lecturer in Extension, Harvard University
Grief is ubiquitous. At some point in our lives, each of us will grieve, yet it can be a taboo topic. This course provides an overview of the major theories, modern research, and current issues for understanding the phenomenon of grief. We examine psychological as well as anthropological and sociological research articles so we can better address questions such as, what is grief? Why do we grieve? Did Neanderthals grieve? Is grieving over the death of pets a new phenomenon? Is there more than one normal pattern of recovery? Are there effective treatments for people with complicated grief? What are some of the grieving practices of people in different cultures? At different times in history? Is it possible to have a meaningful and worthwhile life, despite grief? What does it mean to be resilient? We read and discuss a fascinating set of materials, enriching our knowledge and understanding of this important, universal topic.
January 2025
Psychological Resilience
Shelley Carson PhD, Lecturer in Extension, Harvard University
This course covers the field of resilience research, including an examination of evidence-based cognitive, emotional, interpersonal, and self-care skills that have been demonstrated to reduce risk of major psychological disorders, such as major depression and anxiety disorders, in the face of adversity.
Spring 2025
Habits and Habit Change
Shelley Carson PhD, Lecturer in Extension, Harvard University
This course examines habits and habit change at several levels of analysis, including the biological (neurobiological), psychological (emotional, cognitive, and behavioral), and socio-cultural levels. Some of the topics we cover include the definition and measurement of habits, individual differences in our propensity to form habits and make changes to them (in other words how our personality affects our habits), the role of IQ, gender, age, and cultural differences in habits, and the relationship of habits to various forms of psychopathology. We also apply what we learn by forming a new habit of our own during the course.
Prerequisites: An introductory psychology course.
Fall 2024
Psychophysiology of Stress and Resilience
Vladimir Ivkovic PhD, Instructor in Psychiatry, Massachusetts General Hospital, Harvard Medical School
This course explores the concepts of stress and resilience in relation to the underlying psychophysiologic mechanisms that regulate them. Shaped by evolutionary forces, human psychophysiologic, emotional, behavioral, and social performance continuously adapts to intrinsic and extrinsic stressors with the aim of improving fitness. The traditional topics are supplemented with current stress-related research in the context of the COVID-19 pandemic. These core topics and processes are discussed in the broader context of (mental) health and understanding of the etiology of stress-related psychopathologies, such as post-traumatic stress disorder (PTSD). Contemporary findings from research studies conducted in laboratory (for example, neuroimaging), occupational and extreme (for example, spaceflight), and clinical (for example, mental health clinic) environments are discussed in the context of history, systems, and research paradigms used to study psychophysiology of stress. Theoretical concepts and research findings are evaluated relative to their utility in developing prevention and mitigation strategies for stress-related psychopathologies, and translational implementation in clinical treatments. This course may feature expert guest lecturers (occupational health experts, and NASA and Antarctic researchers) and demonstrations of state-of-the-art experimental methodologies used in psychophysiologic research on stress and resilience.
Prerequisites: An introductory-level courses in psychology and human physiology is recommended prior to taking this course.
Fall 2024
Loss and Legacy
Cynthia A. Meyersburg PhD, Lecturer in Extension, Harvard University
Grief is ubiquitous. Yet, in many cultures, this aspect of human experience is taboo to discuss and scientific research into understanding grief is a relatively recent endeavor. We focus on meaning-making creative activities and on addressing collective grief. Weather permitting, we take a guided tour and explore an historical and innovative cemetery. Students learn about ethical wills and begin creating their own legacy writing. Students may not take both PSYC E-1017w (offered previously) and PSYC E-1028 for degree or certificate credit.
Prerequisites: Students must be concurrently enrolled in PSYC E-1017 or have completed PSYC E-1017 with a B-minus or higher in order to enroll in this course. Students should bring a laptop to class.
Fall 2024
Emerging Adulthood: Challenges and Possibilities
Selva Lewin-Bizan PhD, Lecturer on Psychology, Harvard University
In the past half-century, the typical experiences of people aged 18-29 in developed countries have changed significantly. They now delay marriage and parenthood while spending more time on education. They are focused on personal development, with high levels of optimism about future work and relationships. This developmental stage, referred to as emerging adulthood, is distinct from late adolescence in that individuals are less dependent on their parents and are no longer minors by law, but have not yet settled into fully adult roles. This course critically evaluates theory and research on a variety of topics central to this in-between stage, including identity explorations in the areas of love (sex, dating, and long-term relationships), work, and worldviews (political beliefs and civic engagement); changing relationships with parents, siblings, and grandparents; and structural influences on the transition to adulthood experience, such as discrimination surrounding sexual orientation, sexual violence on college campuses, and mental health challenges. The course highlights variations between cultures and that even within American society there are unique patterns in experiencing emerging adulthood.
Prerequisites: PSYC E-15 or the equivalent.
Spring 2025
Family, School, and Society: Shaping the Developing Child
Selva Lewin-Bizan PhD, Lecturer on Psychology, Harvard University
What obstacles do single, low-income fathers face to becoming and staying involved in the lives of their children? Why are students in poor schools at increased risk of entering adulthood without all the skills they need to succeed in the workforce and life? Why do children in poverty have higher chances for serious health issues than wealthier children? What difference do kinship versus non-kinship care arrangements make in the lives of children who are in foster care? Why are children subjected to harsh discipline policies at school more likely to go to jail or prison later in life than those who are not? How do strengths and resiliencies of immigrant children go unnoticed in the face of their many challenges? How important are affirming relationships with family and school practices for successfully navigating stigma and bullying of LGBTQ youth? Using theory, research findings and other data sources, and current news, this course focuses on the complex social issues that America's children and adolescents face both in their immediate settings of family and school and with broader societal values, customs, and laws, and the effects of these issues on their psychological development and well-being.
Prerequisites: PSYC E-15 or the equivalent.
Fall 2024
Health: A Positive Psychology Perspective
Ellen Langer PhD, Professor of Psychology, Harvard University - Deborah R. Phillips PhD
Why does it seem that some people are so resilient and content? This course looks at psychological and physical health from the perspective of positive psychology. The major focus is on mindfulness theory and its relationship to stress and coping, illness and wellness, decision making, and placebos. The medical model, the biosocial model, and a unified mind-body model are compared to examine their role in becoming mindful and thus healthier, happier, and less stressed.
Spring 2025
Health: A Positive Psychology Perspective
Ellen Langer PhD, Professor of Psychology, Harvard University - Deborah R. Phillips PhD
Why does it seem that some people are so resilient and content? This course looks at psychological and physical health from the perspective of positive psychology. The major focus is on mindfulness theory and its relationship to stress and coping, illness and wellness, decision making, and placebos. The medical model, the biosocial model, and a unified mind-body model are compared to examine their role in becoming mindful and thus healthier, happier, and less stressed.
Spring 2025
The Art and Science of Empowering People to Change
Beth Frates MD, Assistant Professor of Physical Medicine and Rehabilitation, Spaulding Rehabilitation, Harvard Medical School - Tracie McCargo PhD
This course explores the theory, science, and real-world experience of behavior change. Throughout the semester, students learn about behavior change basics, stages of change, motivational interviewing, the power of autonomy, appreciative inquiry, goal setting and planning, maintaining motivation, overcoming obstacles, using strengths, accountability, the five step collaboration cycle, group coaching, and positive health practices.
Fall 2024
Introduction to Social Psychology
Holly Parker PhD, Lecturer in Extension, Harvard University
This course provides an overview of the major concepts and questions in the field of social psychology. Students have the opportunity to discuss and think critically about a variety of exciting issues, such as the impact of social perceptions on individual behavior, factors that influence how people see themselves, romantic relationships, aggression, and the act of helping others.
Fall 2024
Sex, Gender, and Evolution
Max Krasnow PhD, Lecturer in Extension, Harvard University
Why did so many species evolve to have two sexes? Why is sex dichotomous in our gametes, but continuous in our bodies and behavior? Did we evolve to have a sense of our own gender identity and if so, why? This course takes a deep dive into these questions and more. Classes are organized around group discussion of readings. After mastering the foundational material, students write their final paper, applying the course material and their outside interests and expertise to a topic of interest in this wide field.
Prerequisites: Evolutionary psychology or an equivalent course is recommended. Prior coursework in some combination of introductory genetics, biology, psychology, sociology, and women and gender studies is helpful but not required.
Fall 2024
Schizophrenia
Cynthia A. Meyersburg PhD, Lecturer in Extension, Harvard University
Schizophrenia is a neuro-developmental disorder that approximately one percent of people experience during their lives. Schizophrenia can be profoundly disabling, and even for people who are able to be very high functioning (for example, Professor Elyn Saks), schizophrenia is a difficult disorder to manage. Better understanding the symptoms, risk factors, treatments, and impacts of schizophrenia can provide valuable insight and help to reduce stigma.
Fall 2024
Psychopathology
Shelley Carson PhD, Lecturer in Extension, Harvard University
We examine a variety of mental disorders from several different theoretical perspectives. We focus on diagnostic issues, epidemiology, causes, gender differences, and treatments of each disorder.
Prerequisites: PSYC E-15, or the equivalent.
Fall 2024
Cognitive Neuroscience
Elizabeth Phelps PhD, Pershing Square Professor of Neuroscience, Harvard University
This course provides students with a foundational knowledge of cognitive neuroscience, a field that studies the intricate links between the mind, the brain, and behavior. Students learn basics about brain anatomy and function and the methods used to study how the brain supports cognition and behavior. We explore the various functions of the brain by taking a journey from lower to higher level cognitive processes. We study how we can sense and perceive the world, act in it, remember it, feel about it, control thoughts and behaviors, make decisions, and think about others.
Prerequisites: PSYC E-15 or the equivalent.
Spring 2025
Cognitive Neuroscience
Elizabeth Phelps PhD, Pershing Square Professor of Neuroscience, Harvard University
This course provides students with a foundational knowledge of cognitive neuroscience, a field that studies the intricate links between the mind, the brain, and behavior. Students learn basics about brain anatomy and function and the methods used to study how the brain supports cognition and behavior. We explore the various functions of the brain by taking a journey from lower to higher level cognitive processes. We study how we can sense and perceive the world, act in it, remember it, feel about it, control thoughts and behaviors, make decisions, and think about others.
Prerequisites: PSYC E-15 or the equivalent.
Spring 2025
Evolutionary Psychology
Max Krasnow PhD, Lecturer in Extension, Harvard University
Evolutionary psychology is the application of principles from evolutionary biology to the study of human behavior. In this course, we explore the underlying theories in evolutionary psychology and how they have been applied to topics covering the range of human experience, including cooperation, mating, friendship, aggression, warfare, collective action, kinship, parenting, social learning, dietary choice, spatial cognition, reasoning, emotions, morality, personality and individual differences, predator avoidance, hazard management, culture, and more.
Prerequisites: PSYC E-15, or the equivalent; PSYC E-1050 or PSYC E-1240 recommended.
Fall 2024
Sleep and Mental Health
Edward Franz Pace-Schott PhD, Associate Professor of Psychiatry, Harvard Medical School
The scientific study of sleep is an area of research that is both highly diverse and among the most interdisciplinary and unifying of topics in psychology and neuroscience. In the past several decades, exciting new discoveries on the neurobiology of sleep have been facilitated by technologies such as functional neuroimaging and molecular genetics. Nonetheless, sleep remains mysterious and controversial and, remarkably, there still is no generally agreed upon function for this behavioral state that occupies one third of our lives. Importantly, sleep science exemplifies the translational approach in biomedical science whereby human and animal research together continually advance the field of sleep medicine. Following an overview on the physiology and behavioral neuroscience of sleep, students choose a topic related to the effects of sleep on mental health to research in depth, to present to the class, and to discuss in a term paper. Topics might include the characteristic abnormalities in sleep occurring in mood, anxiety, psychotic, addictive, autism spectrum, or neurodegenerative disorders. Such changes are increasingly seen as bidirectional, with sleep disturbances contributing to the waking symptoms of these mental disorders. Other topics might focus on the contribution of primary sleep disorders to psychiatric and neurological illness such as the linkage between sleep apnea and depression, circadian rhythm disorders in bipolar illness, insomnia as a risk factor for mood and anxiety disorders, or contribution of nocturnal seizures to neurodevelopmental disorders. Still other topics may focus on the contribution of normal sleep to emotional regulation, memory consolidation, and human performance factors. For those with more neuroscientific interests, topics might include neuroimaging of cognitive functioning following sleep deprivation or the growing interest in trafficking and disposal of abnormal proteins during sleep having a potential role in neurodegenerative illness.
Prerequisites: An introductory psychology course (such as PSYC E-15).
Spring 2025
Sleep and Mental Health
Edward Franz Pace-Schott PhD, Associate Professor of Psychiatry, Harvard Medical School
The scientific study of sleep is an area of research that is both highly diverse and among the most interdisciplinary and unifying of topics in psychology and neuroscience. In the past several decades, exciting new discoveries on the neurobiology of sleep have been facilitated by technologies such as functional neuroimaging and molecular genetics. Nonetheless, sleep remains mysterious and controversial and, remarkably, there still is no generally agreed upon function for this behavioral state that occupies one third of our lives. Importantly, sleep science exemplifies the translational approach in biomedical science whereby human and animal research together continually advance the field of sleep medicine. Following an overview on the physiology and behavioral neuroscience of sleep, students choose a topic related to the effects of sleep on mental health to research in depth, to present to the class, and to discuss in a term paper. Topics might include the characteristic abnormalities in sleep occurring in mood, anxiety, psychotic, addictive, autism spectrum, or neurodegenerative disorders. Such changes are increasingly seen as bidirectional, with sleep disturbances contributing to the waking symptoms of these mental disorders. Other topics might focus on the contribution of primary sleep disorders to psychiatric and neurological illness such as the linkage between sleep apnea and depression, circadian rhythm disorders in bipolar illness, insomnia as a risk factor for mood and anxiety disorders, or contribution of nocturnal seizures to neurodevelopmental disorders. Still other topics may focus on the contribution of normal sleep to emotional regulation, memory consolidation, and human performance factors. For those with more neuroscientific interests, topics might include neuroimaging of cognitive functioning following sleep deprivation or the growing interest in trafficking and disposal of abnormal proteins during sleep having a potential role in neurodegenerative illness.
Prerequisites: An introductory psychology course (such as PSYC E-15).
Spring 2025
The Psychology of Close Relationships
Holly Parker PhD, Lecturer in Extension, Harvard University
This course is an exploration of the psychology of close human relationships. We learn about intimate (romantic) relationships and friendships, and the ways in which these two kinds of relationships interact. Other kinds of close relationships (family and work relationships, for example) are integrated into the course, and although they are extremely valuable relationships in their own right, they are addressed secondarily to romantic relationships and friendships for the purposes of this course. Examples of topics include attraction and love, relationship formation and dissolution, relational interaction patterns, relationship satisfaction, and the social context of relationships (the influence of others). Students have an opportunity to explore relationships through readings in the popular press, but ultimately a scholarly, critical examination of the scientific literature serves as the foundation of our learning throughout the course. Students find that the literature contains unexpected findings that can change the way they look at relationships, both from academic and applied, real-life perspectives.
Prerequisites: PSYC E-15, or the equivalent.
Spring 2025
Groups and Culture
Bobbi Wegner PsyD, Adjunct Lecturer on Education, Harvard Graduate School of Education
This course provides a comprehensive introduction to the concept of groups and culture. It is designed to help students understand key skills that generate cohesion and cooperation, and demonstrate how individuals can come together as a group and function across scale. Drawing on examples of successful organizations and small group experiences, students learn the recipe to positive group functioning and how to create a culture that promotes learning, growth, collaboration, trust, and positive change. Students also learn how to lead a successful small group and translate these skills to larger systems. Students learn about what not to do as well; past flops from groups and organizations are shared, and how to reform a toxic culture is addressed. The course is viewed through the lens of practical application. Students walk away understanding the basic principles of group dynamics, group facilitation, and culture. There are guest speakers from both business and psychology.
Fall 2024
Psychology of Diversity
Mona Sue Weissmark PhD, Adjunct Associate Professor of Psychiatry and Behavioral Sciences, Northwestern University Feinberg School of Medicine
The United States is becoming increasingly diverse and the world increasingly globalized. The central focus of the course is on the links between diversity and psychological processes at individual, interpersonal, and international levels. We consider several basic questions, including: What is diversity? How do race, nationality, and religion influence individuals? What impact does diversity have on cross-group relationships? How is diversity related to people's perceptions of fairness and justice? What is the relevance of people's perceptions of fairness and justice to social problems and social change? Does respect for diversity promote peace and positive change? Much research has addressed these questions, and we closely examine the evidence that has emerged so far.
Prerequisites: Previous coursework in psychology is helpful but not required.
Fall 2024
Motivation
Bobbi Wegner PsyD, Adjunct Lecturer on Education, Harvard Graduate School of Education
This course provides a comprehensive introduction to the concept of motivation. It is designed to help students understand what motivation is, how it relates to needs, cognitions, emotions, and behaviors. It also covers how to assess and intervene to help people achieve goals effectively. Students learn the different types of motivation, what shapes it, how to assess and measure it, how to make a theoretical formulation on where people are in their readiness for change, how to foster motivation through intervention such as motivational interviewing, and how to promote motivation on an individual and systems level. This course is led by a practicing clinical psychologist and the semester is viewed through the lens of application. Students walk away understanding what to look for, how to ask questions and assess, how to formulate an understanding of an individual's motivation to change, what tools to use, and how to think about motivation on an individual and systems level. Theory of change is touched upon as well.
Spring 2025
Motivation
Cynthia A. Meyersburg PhD, Lecturer in Extension, Harvard University
Motivation is an internal process that drives behavior. Understanding motivation is essential for effecting change in ourselves and in others. In this course students learn the theories and empirical research regarding motivation, as well as consider how to apply what they learn to a variety of contexts ranging from improving workplace productivity, enhancing learning in school, changing personal habits, and understanding the behaviors of others.
Spring 2025
The Psychology of Competition and Peak Performance
Emily Hangen PhD, Visiting Assistant Professor, Fairfield University
Competition is ubiquitous: athletes compete on the field, dancers and actors audition for coveted roles, candidates vie for employment or political positions, businesses compete for profit, and students compete for scholarships and program admission. Why do some individuals choke under the pressure of competition, while others thrive? How does having a competitor or audience watching you affect how well you perform? In this course we elucidate the relation between competition and performance in discussions of social comparison theory, social facilitation, goal adoption, the opposing process model of competition, performance under stress, and deliberate practice. Students develop a scientifically-grounded understanding of how competition affects motivation and performance and learn practical, evidence-based tips for how to reach their own peak performance.
Prerequisites: Familiarity with general psychology is helpful.
Fall 2024
Psychology of Willpower
Rebecca Fortgang PhD, Instructor in Psychology in the Department of Psychiatry, Harvard Medical School
It's two in the morning. Will you finally write that paper, or will you give up and go to sleep? You are not the only person who faces dilemmas like these. Self-control is challenging, and everyone struggles with it. How do we find the willpower to do the things we will be happy about tomorrow, and stay away from things we regret? This course brings together insights from psychology, psychiatry, neuroscience, and behavioral economics to identify how we can break old habits and forge new ones, resist temptation, and pursue goals. Students learn about the science of self-control and put empirically-supported strategies to the test in their own lives.
Prerequisites: PSYC E-15 or the equivalent.
Spring 2025
Psychology and Religion in Historical Context
Nadine Weidman PhD, Lecturer on the History of Science, Harvard University
From Sigmund Freud's denunciation of the Judeo-Christian god as an infantile delusion to Dr. Herbert Benson's discovery that meditation can make us healthier, psychology and religion have had a long and complicated relationship. This course examines how psychologists and psychiatrists from the mid-nineteenth century to the present have tried to explain and sometimes explain away religious and spiritual experiences, practices, and phenomena. Is faith in the supernatural an essential human trait a channel to the "superconscious," as William James argued? Or is it a form of madness? Is religion responsible for humans' longevity as a species, as evolutionary psychologists claim? Or are religious differences now tearing us apart? If religious phenomena become increasingly subject to to psychological explanation, is there still a place for god in a secular world? We ponder our own answers to these questions as we read those offered by such major scientific thinkers as Sigmund Freud, Carl Jung, William James, Gordon Allport, Aldous Huxley, Lois Murphy, and E.O. Wilson, and by religious, spiritual, and mystical thinkers from a range of traditions Judeo-Christian, Hindu, Muslim, and Buddhist.
Spring 2025
Music and the Mind
John Patrick Whelan MD, PhD, Lecturer on Pediatrics, Massachusetts General Hospital, Harvard Medical School
Fifty years ago Leonard Bernstein presented six seminal lectures entitled, "The Unanswered Question," first in the Harvard Square Theater and later to a national public television audience. What is the meaning of music, he asked, and why do we enjoy it? This course takes his inquiry several steps further, exploring the evolutionary origins of our musicality, the relationship between music and speech, and the unique emotional impact of music. We explore the neuroanatomy of hearing and music perception, its relationship to sound perception in other species, the extraordinary capacity for musical memory, the relationship between music and emotion, the role of involuntary music (that is, ear worms), and alterations in music perception experienced by patients with autism, Williams syndrome, stroke, and dementia. No previous musical training is necessary, but students can anticipate gaining an improved appreciation of musical form and variety across cultures, and a sense of the experimental progress the past twenty years in the neuroscience of music perception.
Spring 2025
Self and Identity
Alexandra Sedlovskaya PhD, Lecturer in Extension, Harvard University
Our sense of who we are permeates every aspect of our life. This course explores how we develop a sense of self; how we navigate multiple identities, some of which may be conflicting or socially devalued; and how these identities affect both consciously and unconsciously our thoughts, motives, feelings, and behavior. Students engage with classical theories and contemporary research to gain insight into psychological perspectives on self and identity.
Fall 2024
Too Much of a Good Thing? The Psychology of Rewards
Mayron Piccolo PhD, Lecturer on Psychology, Harvard University
How can we harness the power of rewards to improve our mental health and well-being? Is there a fine line between rewards that are beneficial and those that are harmful to our lives? This course examines the complex world of rewards. We explore different categories of rewards (for example, social, monetary, and natural/primary) and uncover how they can be effectively implemented to enhance well-being and mental health. We also discuss the consequences of unbalanced responses to rewards, such as addiction, binge eating, and substance use disorders. Drawing on research from psychology, neuroscience, and behavioral economics, this course provides students with a comprehensive understanding of the role rewards play in shaping our lives and our mental health. Throughout the course, we grapple with the delicate balance between constructive and destructive responses to rewards and how this balance affects our pursuit of a fulfilling life.
Fall 2024
Leading and Managing Diversity: The Science of Bias
Joseph A Vitriol PhD, Assistant Professor, Management, Lehigh University College of Business
This course focuses on the design, implementation, and evaluation of anti-bias interventions and other initiatives to create, maintain, and lead diverse, equitable, and inclusive (DEI) organizations. This course equips students with a scientific understanding of modern forms of bias, how they impact interactions and decision making, and how to confront biases in individuals and organizations. One of the major goals of this course is for students to learn how to identify evidence-based strategies and translate them into bold actions in order to create and maintain meaningful change for individuals, organizations, and societies. Students gain practical experience by participating directly in a real-world anti-bias intervention and DEI program. Students also learn to apply cutting-edge scientific methods (for example, how to design and conduct a survey or field experiment) that are critical for evaluating the effectiveness of these initiatives. The course culminates in an independent research project in which students propose, develop, and evaluate the effectiveness of an anti-bias or pro-diversity intervention in an organizational setting.
Fall 2024
Confronting Bias in the Self and Others
Joseph A Vitriol PhD, Assistant Professor, Management, Lehigh University College of Business - Adam Brosan Magerman PhD, Consultant, Diversity, Inclusion, and Belonging, RHR International
Most people reject hostile expressions of prejudice and are motivated to reduce bias in their judgment and behavior, but many groups continue to be marginalized and discriminated against in modern society. Targets of prejudice often experience interpersonal and institutional discrimination that undermines their psychological well-being and economic mobility. In this course, we critically examine the psychological processes that underpin conscious and unconscious forms of prejudice and stereotyping. We examine the effectiveness of various interventions for reducing bias, considering how and why many people fight back rather than self-improve when confronted with evidence of their own bias or that of others in society. Together we work to develop a scientific understanding of how modern forms of prejudice and discrimination operate in human relations and how to confront biases in the self and others.
Fall 2024
The Brain in Psychology I: The Neuroanatomical Basis of Psychological Function
William Milberg PhD, Professor of Psychology in the Department of Psychiatry, Harvard Medical School
This course reviews contemporary neuroscience and neuroanatomy relevant to understanding higher psychological functions. It combines lectures and laboratory methods to help students gain understanding of the topology and connectivity of cortical structures. Students learn how anatomy as viewed through neuroimaging techniques is related to actual brain tissue and the methods through which inferences about the relationship between neural structure and function are made.
Spring 2025
Neuroscience of Learning: An Introduction to Mind, Brain, Health, and Education
Tracey Noel Tokuhama-Espinosa PhD, Educational Researcher
This course provides an overview of the neuroscience of learning through mind, brain, health, and education science (MBHE), or the intersection of psychology, cognitive neuroscience, health, and education. Fundamental biological, psychological, social, and environmental factors are introduced with an emphasis on critical functions related to learning and achievement across settings, age groups, and concepts, such as epigenetics, sensitive periods, and neuroplasticity. In addition, factors that facilitate and roadblocks that inhibit optimization of learning are explored as we discuss key cognitive constructs (language, attention, memory, executive functions, and affect/emotions) with special attention to comparative cultural influences on neurocognitive processes. These studies are directly applied by students who complete the semester research project, which is conducted in an area of personal interest.
Spring 2025
The Brain in Psychology II
William Milberg PhD, Professor of Psychology in the Department of Psychiatry, Harvard Medical School
This seminar is an introduction to the neuropsychological aspects of cognition, personality, and social behavior. Students are introduced to the intellectual underpinnings, assumptions, and methods used in contemporary neuropsychological research and learn how these apply to the classical problems of psychology. As part of the course, students present and analyze recent literature in cognitive and behavioral neuroscience and neuropsychology.
Prerequisites: PSYC E-1605, or the equivalent recommended.
Spring 2025
Lifestyle Medicine for Brain Health Active Learning Weekend
Shelley Carson PhD, Lecturer in Extension, Harvard University - Stephanie Peabody PsyD, Founding Director, Brain Health Initiative
In this active learning weekend, students extend the knowledge and skills learned in PSYC E-1612 through required readings and pre-course video learning, lectures, exercises, and live experiences during the on-campus weekend. Students work with an accountability partner to develop a brain-healthy habit to last a lifetime. Students submit a term project paper two weeks after the live weekend describing their habit change process and outcome.
Prerequisites: To enroll in this course, students must have completed PSYC E-1023, PSYC E-1612, or NUTR E-106 with a grade of B-minus or higher.
Fall 2024
Brain and Behavior in the Extremes
Vladimir Ivkovic PhD, Instructor in Psychiatry, Massachusetts General Hospital, Harvard Medical School
What happens to the human brain and behavior when we are exposed to isolated, confined, and extreme environments? Examples include spaceflight; high altitude flights or mountaineering; submersed or underwater activities; and polar, desert, or jungle exploration. In addition to these classical extreme environments, the COVID-19 pandemic placed a large portion of the world's population in an extreme environment defined by social and physical isolation/confinement, movement and travel restrictions, disruption of personal and professional activities, and novel health risks and behavioral adjustments. This course covers the effects of extreme environmental exposures on major physiologic systems and the resulting neurophysiologic and neurobehavioral performance and (re)adaptation. These topics are augmented by contemporary findings from research studies conducted in operational environments and discussed in the context of history, experimental methods, and research paradigms used in extreme environmental physiology and translational neuroscience. We also review current studies emerging from the COVID-19 pandemic and discuss them in the context of transition from every day to a new normal extreme environment, including physiologic, behavioral, and social adaptations. Theoretical concepts and research findings are evaluated relative to their utility in developing functional countermeasures for extreme human habitation as well as methods for clinical treatment of related medical conditions in the general population. As such, this course may be particularly interesting to students pursuing careers in translational neuroscience, psychology, extreme physiology/medicine, and human performance in extreme environments. This course features expert guest lecturers (for example, NASA astronauts and researchers, Antarctic expeditionary physicians, and underwater explorers) and demonstrations of unique experimental methodologies and equipment used in isolated, confined, and extreme environments.
Prerequisites: Prospective students would benefit from completing introductory-level courses in psychology and human physiology prior to taking this course.
Spring 2025
Women's Brain Health
Stephanie Peabody PsyD, Founding Director, Brain Health Initiative - Shelley Carson PhD, Lecturer in Extension, Harvard University - Annie Fenn MD, Founder and Owner, The Brain Health Kitchen
Women are far more likely than men to suffer from anxiety, depression, migraines, brain injuries, strokes, and even Alzheimer's disease. However, through the lens of women's health, women's brain health rarely gets addressed until symptoms emerge. This course gives women a roadmap to address the unique opportunities to promote protective factors of brain health and address risks of female brain illness. The course also introduces how women's brains age distinctly from men's, primarily due to the decline of a critical brain-protective hormone: estrogen. Throughout the course, students learn about multiple aspects of women's brain health, including depression, anxiety, stress, insomnia, migraines, hormonal imbalances, brain fog, memory lapses, and the increased risk of dementia. The course introduces cutting-edge, evidence-based lifestyle approaches to protect the female brain, a self-care routine that includes a brain-healthy diet proven to work for women, stress reduction, physical activity, social wellness, positive psychology, and sleep. The course also examines the controversy about soy and hormonal replacement therapy; the implications of environmental toxins, including skin care, beauty products, anti-aging procedures, cleaning supplies, insecticides, and SPF; and the role of our microbiome. The brain-health implications of puberty, pregnancy, menopause, and perimenopause are still a black box to most doctors, leaving girls and women exasperated as they grapple with symptoms ranging from mood swings and hot flashes, to insomnia, brain fog, and potentially cognitive decline. Through this course, students understand that hormones impact brain health and performance and not just the reproductive systems it is a neurological hormonal cycle that can be proactively supported through a brain-healthy lifestyle across the lifespan.
Spring 2025
The Emotional Mind
Leah Somerville PhD, Grafstein Family Professor of Psychology, Harvard University
Not only do emotions permeate our everyday lives, they have aided in the survival of the human species. But what are emotions and what are they good for? What causes us to experience an emotion? And how do emotional responses, in turn, influence our perception, memory, decision making, and psychological well-being? This course addresses these questions by drawing on key advances from historical, philosophical, psychological, and neuroscientific perspectives.
Fall 2024
Creativity Research: Eccentrics, Geniuses, and Harvard Students
Shelley Carson PhD, Lecturer in Extension, Harvard University
Human creativity is essential to our ability to survive and thrive as a species. In addition, creativity in the arts enriches and adds breadth to our everyday experiences. Creativity in the sciences has extended our lifespan, made living conditions more comfortable, and opened the worlds of outer space and inner space to our scrutiny and amazement. This course provides an overview of the major theories, modern research, and current issues in the field of creativity. We examine creativity from different levels of analysis, including biological, psychological, and social levels. We use three different approaches in our examinations: first, we examine empirical research; second, we employ the case-study approach to learn from the lives of history's most eminent creative achievers; and finally, we use ourselves as subjects to arrive at valuable insights about the creative process. Some of the topics we cover include the definition and measurement of creativity, the nature of the creative process, the creative personality, the role of family life and culture in creativity, the relationship of creativity to IQ, and the relationship of creativity to psychopathology.
Spring 2025
Obsessive Compulsive Disorder (OCD) and OCD-Spectrum Disorders
Cynthia A. Meyersburg PhD, Lecturer in Extension, Harvard University
Obsessive compulsive disorder (OCD) can impact children, teens, and adults. Over two percent of people experience OCD at some point in their lives. OCD and other OCD-spectrum disorders (such as hoarding, trichotillomania, and body dysmorphic disorder) can cause disability and suffering. Yet, OCD is frequently misunderstood and misrepresented in the media and popular culture, creating misunderstanding and barriers to treatment. Better understanding the symptoms, diagnostic criteria, risk factors, subtypes, treatments, and impacts of OCD can provide valuable insight and help to reduce stigma. Enrich your understanding of OCD in this intensive active learning weekend course.
Spring 2025
Psychology of Anomalous Experiences
Cynthia A. Meyersburg PhD, Lecturer in Extension, Harvard University
Explore the scientific explanations of anomalous experiences such as synesthesia, lucid dreaming, hypnosis, hallucinations, near death experiences, false memories, hauntings, alien abductions, and memories of past lives. In this introduction to anomalous experiences, students gain a greater understanding for how we come to have anomalous experiences.
Prerequisites: A college-level course in psychology or permission of the instructor.
Spring 2025
Psychosis: Development, Symptoms, and Treatment
Rebecca Fortgang PhD, Instructor in Psychology in the Department of Psychiatry, Harvard Medical School
Psychosis is among the most mysterious states of the human mind. It is a symptom of several psychiatric disorders, most notably schizophrenia. It can also be experienced temporarily under the influence of psychoactive drugs, sleep loss, or extreme stress. In this course, we discuss the symptoms and phenomenology of psychosis and how it manifests in schizophrenia spectrum disorders. Students also learn about the various pathways of its development, with a focus on genetic and environmental influences, as well as possible treatment interventions. Students are challenged to confront their preexisting notions about psychosis and to develop understanding and empathy for those experiencing it.
Prerequisites: An introductory psychology course recommended.
January 2025
Pseudoscience and Mental Health
Cynthia A. Meyersburg PhD, Lecturer in Extension, Harvard University
In clinical psychology, it is essential to distinguish valid scientific claims from pseudoscientific ones so that we conduct research that is elucidating and provide treatments that work. This course teaches students the critical thinking skills necessary to identify the characteristics of pseudoscience, applying what they learn to evaluate popular, and often controversial, methods, assessments, and treatments within the field of clinical science. Controversies to be examined include the following: is the Rorschach inkblot test a valid measure of psychopathology? Is there such a thing as multiple personality disorder? Is it possible to remember events that did not actually occur? The critical thinking skills learned in this course can help students recognize bias and errors in their own research and that of others.
Prerequisites: PSYC E-15 or permission of the instructor.
Spring 2025
Psychopaths and Psychopathy
Ellsworth Lapham Fersch PhD, JD, Lecturer on Psychology, Harvard Medical School
This course focuses on criminal as well as successful white-collar and street psychopaths. Topics include definitions of psychopathy and its relation to sociopathy and antisocial personality disorder; neuroscientific and psychological research into causation and treatment; similarities and differences among male and female psychopaths; social and media reaction; and legal responses. The course examines psychological and neuroscience research as well as case studies.
Fall 2024
Law and Psychology
Ellsworth Lapham Fersch PhD, JD, Lecturer on Psychology, Harvard Medical School
This course compares legal and psychological approaches to human behavior and considers their interaction. Topics include criminal, ethnic, and racial profiling; confessions; the insanity defense; civil and criminal commitment; expert witnesses; eyewitness identification and testimony; juries; neuroscience; punishment and rehabilitation; sexual behavior; and victimless crimes. It analyzes the roles of lawyers and of psychologists, in theory and in practice, and focuses on case studies and on research.
Fall 2024
Power and Privilege in Systems
Lindsey Davis PhD, Assistant Professor in Clinical Psychology, William James College
This course looks at a variety of intersections between human psychology and the functioning of organizations and systems, with a focus on issues related to power and privilege. Students examine the role of psychological research in understanding and resolving systemic inequities. The differential treatment of individuals in a variety of systems (for example, criminal justice, health care, and education) are examined using social science research and case studies. These ideas are applied to analyze aspects of workplace culture and dynamics, including recruitment, retention, and conflict resolution. Students are encouraged to explore their own roles in these dynamics through self-reflection assignments and small and large group discussions. The final project requires students to work remotely in small groups to consult with an organization of their choosing regarding an identified issue related to equity and/or inclusion, using culturally competent and trauma-informed approaches.
Fall 2024
The Psychology of Cults
Bethany Burum PhD, Associate of the Department of Psychology and Lecturer in Extension, Harvard University
In November of 1978, 909 members of the People's Temple perished in Jonestown, Guyana. In March of 1997, 39 followers of the Heaven's Gate cult died in a mass suicide, believing that their souls would join a spacecraft following the comet Hale-Bopp. In the 1960s and 70s, David Berg of the Children of God convinced his followers to abandon their monogamous marriages, encourage pedophilia, and allow their children to be sex trafficked. How do these things happen? This course explores the psychological mechanisms that enable cults to form and to take things to such extremes. What do cults share with other groups (mainstream religions, nations, and everyday social interactions), and what makes them stand apart? In what ways are cults an environment in which many of our psychological tendencies (toward ingroup conformity, heuristic decision making, and rationalization) are magnified? And what do cults reveal about the profound power of our social environment?
Fall 2024
Clinical Psychology
Nancy Hebben PhD, Assistant Professor of Psychology, Harvard Medical School
Clinical psychology is a diverse and compelling field that combines science and practice. Clinical psychologists research, assess, and treat mental illness. They work with people to help them adjust to challenges and deal with problems of everyday life. They can develop and use empirically validated treatments to alleviate suffering and to improve functioning. They also can assess human abilities and personality traits. This course provides a broad overview of the field and introduces students to topics such as the history of clinical psychology, professional activities of clinical psychologists, diagnosis and treatment, the role of science in clinical psychology, and current issues and ethics. The course also explores some of the most common mental illnesses. In addition, students learn about preparing and applying for graduate school in clinical psychology or related fields.
Prerequisites: Coursework in psychology, preferably abnormal psychology.
Spring 2025
Applied Clinical Psychology
Cynthia A. Meyersburg PhD, Lecturer in Extension, Harvard University
Clinical psychology is a diverse and compelling field. Clinical psychologists research, assess, and treat mental illness. They work with people to help them adjust to challenges and heal after losses. They can develop and use empirically validated treatments to alleviate suffering and to improve functioning. They also can assess human abilities and personality traits. This course introduces students to clinical psychology, including topics such as the history of treatment and the role of science in clinical psychology. The course also explores some of the most common mental illnesses. We consider challenges and controversies in the field. In addition, we learn about preparing for graduate school in clinical psychology or related fields.
Spring 2025
Case Studies in the Lives of Persons
Wynn Schwartz PhD, Lecturer on Psychiatry, Harvard Medical School
How do we go about understanding and describing the lives of persons? How can we empathetically depict a life that respects how people actually behave, how people come to be the way they are, and how people change? While acting more or less cognizant and intentionally, engaged in varied roles in multiple and complex communities, people encounter and construct their worlds. Working from a theory-neutral descriptive perspective designed for comparative theoretical approaches, we employ conceptual tools that facilitate an examination of the nuanced commonalities, differences, and significant through-lines in selected adults and then apply these concepts in constructing a psychological biography or autobiography.
Prerequisites: PSYC E-15 or equivalent.
Spring 2025
Behavior Change Workshop
Rebecca Fortgang PhD, Instructor in Psychology in the Department of Psychiatry, Harvard Medical School
Absolutely everyone faces challenges with motivation and self-control this is part of being human. This intensive weekend course is designed to help students apply the science of goals, motivation, and self-control to a personal goal. Students are asked to choose one behavior change challenge to target over the course of two weeks (and hopefully beyond), using empirically-supported methods. This course brings together insights from psychology, psychiatry, neuroscience, and behavioral economics to identify how we can break old habits and forge new ones, resist urges, and pursue valued changes in our lives.
Fall 2024
Ethical Controversies in Psychology and Neuroscience
Nadine Weidman PhD, Lecturer on the History of Science, Harvard University
Can brain scans really see your thoughts? Should your brain or your free will be held responsible for your behavior? Should psychoactive drugs be used to enhance our lives even to make us superhuman or only to treat illness? Psychology, psychiatry, and neuroscience raise a host of ethical controversies, from their claim to peer into the privacy of the mind, to their applications in the criminal justice system, to their treatment of experimental subjects (both human and animal), to the myriad uses of artificial intelligence. Rather than attempting to determine the right answers, this course explores the scientific, social, and political issues, and the moral and religious values, that these questions involve. Readings include works by scientists, philosophers, historians, theologians, and ethicists. Students enact the roles of stakeholders in in-class debates on issues raised by the present-day technologies of mind and brain.