Spring 2023
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 2022
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 2022
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 and in the process of successfully completing all degree requirements except the capstone, PSYC E-599c, which they must enroll in the upcoming spring term as their final course. Candidates who do not meet these degree requirements are dropped from the course.
Fall 2022
Precapstone: Applied Educational Psychology
Max Krasnow PhD, Lecturer in Extension, Harvard University
Educational psychology is the study of how students learn, what challenges interfere with their learning, and how to address these challenges. In this course, we develop a firm foundation in the application of psychological insights to all things education, including teaching methods, learning formats, assessment, discipline, and socioemotional growth.
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 and in the process of successfully completing all degree requirements except the capstone, PSYC E-599d, which they must enroll in the upcoming spring term as their final course. Candidates who do not meet these degree requirements are dropped from the course.
Fall 2022
Theory and Research in Human Development Precapstone
Karyn Gunnet-Shoval PhD, Lecturer in Extension and Associate of the Department of Psychology, Harvard University and Assistant Professor of Psychiatry, Geisel School of Medicine, Dartmouth College
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 and in the process of successfully completing all degree requirements except the capstone, PSYC E-599, which they must enroll in the upcoming spring term as their final course. Candidates who do not meet these degree requirements are dropped from the course.
Fall 2022
Theory and Research in Human Development Precapstone
Katie Marie Heikkinen EdD, Lecturer in Extension, Harvard University
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 and in the process of successfully completing all degree requirements except the capstone, PSYC E-599, which they must enroll in the upcoming spring term as their final course. Candidates who do not meet these degree requirements are dropped from the course.
Spring 2023
Bridging Science and Practice in Human Development Capstone
Karyn Gunnet-Shoval PhD, Lecturer in Extension and Associate of the Department of Psychology, Harvard University and Assistant Professor of Psychiatry, Geisel School of Medicine, Dartmouth College
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 2023
Bridging Science and Practice in Human Development Capstone
Katie Marie Heikkinen EdD, Lecturer in Extension, Harvard University
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 2023
Capstone: Applied Educational Psychology
Max Krasnow PhD, Lecturer in Extension, Harvard University
This course builds upon the foundation established in PSYC E-597d by creating a capstone project that bridges research and practice. The project includes two components: the project prototype and the academic report. The prototype is the specific product designed to address the real-world problem identified in the fall term proposal. Prototypes can take one of several forms. First, they can apply research to design a project to solve or address a real-world problem in the education field. Second, they may communicate scholarship to specific audiences who would benefit from knowing the information (for example, an online training, publishable article, informational website, or printable materials). Capstone projects build on specific interests of each student and are developed in consultation with the instructor. These specialized projects allow students to seek a practical application of existing research on educational psychology, while developing their skills designing research-based practice and engaging stakeholders, whether in the role of researcher, designer, consultant, or advocate. The capstone semester culminates with a formal oral presentation.
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.
Spring 2023
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 creating a capstone project that bridges research and practice. The project includes two components: the project prototype and the academic report. The prototype is the specific product designed to address the real-world problem identified in the fall term proposal. Prototypes can take one of several forms. First, they can apply research to design a project to solve or address a real-world problem. Second, they may communicate scholarship to specific audiences who would benefit from knowing the information (for example, an online training, publishable article, informational website, or printable materials). Capstone projects build on specific interests of each student and are developed in consultation with the instructor. These specialized projects allow students to seek a practical application of existing research on psychometrics, while developing their skills designing research-based practice and engaging stakeholders, whether in the role of researcher, designer, consultant, or advocate. The capstone semester culminates with a formal oral presentation.
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.
Fall 2022
Wellbeing from the Inside Out: Working toward a Healthy Body, Peaceful Mind, and Joyful Heart
Elizabeth Frates MD, Assistant Professor of Physical Medicine and Rehabilitation, Spaulding Rehabilitation, Harvard Medical School
This course explores how to enhance our state of wellbeing. We look at what it means to be in a state of health and what it takes to move beyond that into wellbeing 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 wellbeing. 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 wellbeing.
Fall 2022
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. This course has an optional, concurrent on-campus active learning weekend, PSYC E-1017w. In a noncredit format, you can extend your learning on the topic while engaging with peers and faculty on the Harvard University campus. If you successfully participate in the weekend, PSYC E-1017 and PSYC E-1017w fulfill four credits of on-campus course work for the Bachelor of Liberal Arts (ALB) degree or the Master of Liberal Arts (ALM), psychology, industrial-organizational psychology, or other liberal arts programs.
Fall 2022
Grief: Active Learning Weekend
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. This course provides a rich, meaningful, on-campus supplement to the semester-long course PSYC E-1017. We also focus on meaning-making creative activities and on addressing collective grief. Weather permitting, we take a guided tour and explore an historic and innovative cemetery. Students learn about ethical wills and begin creating their own legacy writing.
Prerequisites: Students must be concurrently enrolled in PSYC E-1017. Students should bring laptops to class.
January 2023
Psychological Resilience
Shelley H. Carson PhD, Lecturer in Extension, Harvard University
This intensive January session 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 2023
Stress, Coping, and Resilience
Evan Kleiman PhD, Assistant Professor of Psychology, Rutgers University
Everyone experiences stress, but stress does not affect everyone the same way. This course explores how stress affects individuals and the process by which individuals cope with stress. The goal of this course is to give an in-depth understanding of the theoretical and empirical work on stress (negative life events, psychological and physiological stress), coping, and resilience. The course is taught from the perspective of clinical psychology and positive psychology and covers factors like social support, self-efficacy, optimism, and gratitude. Major focus is given to the study of resilience to stress and related topics (depression, anxiety, self-injury) through the lens of positive psychology. The course includes assignments that allow students to experience first-hand how positive psychological interventions work.
Fall 2022
Happiness and Affective Forecasting
Marcia Steinbrook PhD, Professor of Psychology, Emerita, Salem State University
This course provides students with depth in a focused topic in psychology, while taking a developmental perspective. To arrive at a working definition of happiness, we review classic philosophical theories that underlie the psychology of happiness. After a brief overview of the history of happiness, we explore developmental foundations for it, and factors that contribute to or detract from it over a lifetime. We review affective forecasting skills that are essential for making better choices, in order to enhance marriage, parenting, and career satisfaction.
Prerequisites: PSYC E-15 or equivalent. At least one other course in social, clinical, or developmental psychology is recommended. A basic grasp of applied statistics would be helpful.
Spring 2023
Habits and Habit Change
Shelley H. 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.
Spring 2023
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.
January 2023
Introduction to Lifestyle Medicine
Elizabeth Frates MD, Assistant Professor of Physical Medicine and Rehabilitation, Spaulding Rehabilitation, Harvard Medical School
This intensive January session course focuses on lifestyle medicine, which is the science and application of healthy lifestyles as interventions for the prevention and treatment of lifestyle-related diseases such as heart disease, diabetes, stroke, obesity, some neurological conditions, and some cancers. It is the evidence-based specialty bridging the science of physical activity, nutrition, stress management and resilience, sleep hygiene, and other healthy habits to individuals through clinical practice in healthcare. Lifestyle interventions include exercise prescriptions, nutrition prescriptions, stress management and resilience, smoking cessation programs, sleep evaluations, identifying and encouraging social connections, harnessing individuals' strengths, and using positive emotions such as gratitude and laughter as medicine to empower individuals to reach their optimal state of health and wellbeing. Starting with Hippocrates and ending with modern medicine, we explore how trends and guidelines in lifestyle choices by individuals and clinicians have shaped and altered the health of the population. This course brings evidence-based knowledge and practical strategies to those professionals aspiring to instill healthful lifestyle behaviors in themselves as well as in their patients, clients, family, and friends.
Spring 2023
Health: A Positive Psychology Perspective
Ellen Langer PhD, Professor of Psychology, Harvard University
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.
Fall 2022
Health: A Positive Psychology Perspective
Ellen Langer PhD, Professor of Psychology, Harvard University
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.
Fall 2022
Introduction to Social Psychology
Holly Parker PhD, Lecturer on Psychology, 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 2022
Psychopathology
Shelley H. 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.
Spring 2023
Brain Mechanisms of Psychiatric Disorders and Drug Actions
Simon Barak Caine PhD, Associate Professor of Psychology, Harvard Medical School
Though psychopharmacology is typically restricted to training in psychiatry, it is a fascinating and rigorous science with far reaching applications for many aspects of our everyday lives. Have you wondered whether depression is caused by too little serotonin, schizophrenia by too much dopamine, or anxiety by too much cortisol? Is all that true? What does the science tell us? This course challenges the assumption that this material is of use only to health professionals and basic research scientists through an examination of specific examples of patient populations, many of which may remind you of someone you know or have known. Finally, what about recreational drugs and commonly used drugs? Is nicotine a carcinogen? Is too much caffeine bad for your health? Are cannabinoids addictive? What is the difference between cannabinoids and cannabidiols? The course covers these questions and more.
Prerequisites: Background in neurobiology and/or neuroscience is extremely relevant.
Spring 2023
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 2022
Dopamine
Simon Barak Caine PhD, Associate Professor of Psychology, Harvard Medical School
A Parkinson's victim regains control of her body with l-dopa. A schizophrenic man paralyzed by fear and hallucinations is freed from a mental institution by clozapine. A meth addict lies, cheats, and steals, ending up emaciated and dead. Miracles and monstrosities, all related to a single molecule dopamine. The overall goal of this seminar is to focus on a single subject, a single chemical neurotransmitter, and remain on that topic to proceed through three phases of study, as follows. First, to orient students to tools from multiple traditional disciplines: synaptic mechanisms of neurotransmission, neuropharmacology, behavioral pharmacology, neuroanatomy, and psychiatry. Second, to elicit interest and curiosity through examples of specific and important disease states: Parkinson's disease, schizophrenia, and drug addiction. Third, to gain a historical perspective by reviewing articles of recent years. The main discipline presented in this course is pharmacology, specifically, in vivo pharmacology and more specifically, behavioral pharmacology in humans. Pharmacology has played and continues to play a key role in the history of neuroscience, in many applications of clinical medicine, and in the relationships among mind, brain, and behavior.
Prerequisites: No science background is necessary, however an inclination for scientific material, and prior introductory coursework in neurobiology, neurosciences, physiological psychology, medical sciences, systems physiology, or biology is helpful.
Fall 2022
Memory Systems of the Brain
Simon Barak Caine PhD, Associate Professor of Psychology, Harvard Medical School
This course is a neuroscience-based survey of memory systems including the disciplines of traditional psychology (for example, behaviorism versus cognitivism), behavioral neuroscience (in animals and human patient case studies), neuroanatomy (both extrinsic and intrinsic circuitries), cognitive neuroscience (executive functions, including semantic and episodic memory, and language) and contemporary topics in learning and memory research (including epigenetics, optogenetics, and chemogenetics). Students learn how to approach original scientific articles, including citation, hypothesis, methods (key dependent and independent variables), results (including graphs, statistical analyses, and interpretation), and conclusions, and importantly, learn to determine in their professional scientific opinion if the conclusions are sufficiently justified by the results, or not.
Prerequisites: Background in neurobiology and/or neuroscience is highly relevant, and in the absence of the latter, an inclination to science-based coursework and neurobiology/neuroscience especially is an advantage.
Fall 2022
Sleep and Mental Health
Edward Franz Pace-Schott PhD, Assistant 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 2023
Sleep and Mental Health
Edward Franz Pace-Schott PhD, Assistant 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 2023
Culinary Psychology: How the Mind and Body Work Together to Maximize the Enjoyment of Healthy Eating
Elizabeth Frates MD, Assistant Professor of Physical Medicine and Rehabilitation, Spaulding Rehabilitation, Harvard Medical School - Stelios Kiosses MS, Clinical Lead, Edison Education, and Research Collaborator, Computational Psychopathology Research Group, University of Oxford - Neil Rippington MA, Consultant and Author
This course teaches the basics of the psychology of eating and cooking, with an emphasis on how our minds have an impact on our taste and appetite for food. Healthy thinking and lifestyle patterns are an integral part of nutrition. Exercise, sleep, friendships, attitude, and alcohol have a significant impact on what food we consume and when we consume it. We explore the importance of our senses for the perception and enjoyment of food. We review cultural and historical aspects of food such as aphrodisiacs, processed foods, and the use of cutlery.
Fall 2022
The Psychology of Close Relationships
Holly Parker PhD, Lecturer on Psychology, 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 2023
Groups and Culture
Roberta 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 2022
Psychology of Diversity
Mona S. 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 2022
Motivation
Roberta 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 2023
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 2023
Is Persistence a Panacea? Contextualizing Human Motivation
Timothy Valshtein PhD, College Fellow in the Department of Psychology, Harvard University
From self-help books to the latest task-tracking application, it can seem as though ample motivation is all that stands in the way of life's successes. But is it really that simple? In this course, we explore this dilemma and more by diving into the major theories of motivation and self-regulation. Taking an empirical approach, we explore how we set goals, effortfully pursue them, resist temptations, break bad habits, and develop new ones. However, this is not the whole story. In the second half of the course, we examine key drawbacks and limitations of human motivation, such as whether it is possible to have too much motivation, what happens when we give up on our goals, and the role of self-regulation in psychopathology. This course outlines the development, interrelations, and contradictions of the different approaches to understanding motivation and self-regulation, ultimately challenging and refining our understandings of human agency, self-directed behavior, and beyond.
Spring 2023
The Psychology of Competition and Peak Performance
Emily Hangen PhD, Visiting Assistant Professor, Fairfield University
Competition is ubiquitous: athletes compete on the sport 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 2022
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.
Fall 2022
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.
January 2023
Music and the Mind
Mayron Pereira Piccolo Ribeiro PhD, College Fellow, Department of Psychology, Harvard University
Music is an important ally when we feel like celebrating and when we are feeling down. It can distract us, or make us forget or remember things more easily. Why do songs like "The Scientist" give us a sad vibe while songs like "I Got a Feeling" set the stage for a fun night ahead? Is music training like crossfit for the brain? How can music engagement (that is, passive listening or active making of music) support wellbeing? In this intensive January session course, we explore how music modulates our emotions and behaviors through the lens of psychological science. We look at how the brain experiences music and the impact of music and musical training on brain plasticity throughout different stages of development. Finally, using empirical research and case studies, we discuss how music is applied to daily life and how it has benefited premature babies, individuals with mental disorders (such as depression), as well as conditions such as Alzheimer's disease and Parkinson's disease.
Spring 2023
Music and the Mind
John Patrick Whelan MD, PhD, Lecturer on Pediatrics, Massachusetts General Hospital, Harvard Medical School
Maestro Leonard Bernstein famously presented six Norton Lectures in the Harvard Square Theater entitled, "The Unanswered Question." What is music? Why do humans enjoy it? What are the evolutionary origins of our music sense and its relationship to speech? This course explores 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, and alterations in music perception seen in 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 tremendous experimental progress the past twenty years have brought to the neuroscience of music perception.
Spring 2023
Self and Identity
Alexandra Sedlovskaya PhD, Associate Director, C. Roland Christensen Center for Teaching and Learning, Harvard Business School
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.
January 2023
Confronting Bias in the Self and Others
Joseph Vitriol PhD, Senior Researcher and Lecturer in Political Science, Stony Brook University
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 intensive January session 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.
Spring 2023
Fake News and Political Misperceptions
Joseph Vitriol PhD, Senior Researcher and Lecturer in Political Science, Stony Brook University
At its core, politics is about the psychology of persuasion. Through rhetorical machination, argumentation, and debate, communicators try to influence how citizens think about an issue, candidate, or event. In the age of fake news and alternative facts, where misleading, sensationalized, or disproven information abounds, how individuals arrive at their political beliefs and acquire political knowledge is of central importance. In this course, we step inside the mind of citizens and political elites to explore the psychological processes underlying the persistence and consequences of misinformation for political psychology. We examine interdisciplinary perspectives on mass communication, the structure and function of belief systems and political identity, and strategies for correcting political misperception (which often fail). A major goal of this course is to consider how psychological science contributes to our understanding of politics, and how the study of politics advances our understanding of human nature.
Prerequisites: A background in social sciences, especially psychology and political science, is encouraged but not required.
Fall 2022
Psychology of Terrorism and Intergroup Conflict
Miriam Lindner PhD, Postdoctoral Fellow in Psychology, Harvard University
In recent years, the specter of terrorism has returned to Western democracies, where violent attacks have shaken the United States, Canada, Norway, France, and Germany. While leaders and civilians are usually quick to respond with an outpouring of grief and solidarity, critics point to the selective outrage that citizens of industrialized nations often display. When terrorist attacks occur in non-Western countries, such as Lebanon or Nigeria, news coverage is staggeringly scarce. Similarly, we witness differential standards in other domains of political violence: outside attackers like the 9/11 hijackers or the shooters in the streets of Paris are treated in terms of the impact and consequences of their actions, whereas those who come from within as Norwegians see Anders Breivik or Americans see mass shooters are examined for their intentions and what made them act the way they did. These examples highlight only some of the key questions that arise in the wake of terrorism: why are so many people quick to refer to some events as terrorist attacks, yet debate whether the label applies to other cases in other words: when is a terrorist not a terrorist? Why are some attacks met by calls for stricter security policies, even if they curtail civil liberties? Why are we so outraged when violence hits us at home, while at the same time we turn an eye to similar atrocities occurring on foreign soil? These questions, and many others, are the province of political psychology, a field that uses experimental methods and theoretical ideas from psychology as tools to help understand political processes. After completing this course, students are able to tackle the puzzles above by referring to relevant psychological frameworks and concepts and apply them to the study of terrorism and current events. Topics covered include: in-groups and out-groups; the role of gender, ethnicity, perceived threat, political ideology, religiosity, and emotions in shaping responses to terrorism and conflict; media portrayal and elite rhetoric in the wake of terrorist violence; and interventions to curb intergroup hostility.
Fall 2022
The Brain in Psychology I: The Neuroanatomical Basis of Psychological Function
William Milberg PhD, Professor 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 2023
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 2023
The Brain in Psychology II
William Milberg PhD, Professor 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 2023
Lifestyle Medicine for Brain Health and Performance
Stephanie Peabody PsyD, Founding Director, Brain Health Initiative - Shelley H. Carson PhD, Lecturer in Extension, Harvard University
The brain plays a critical role in every area of an individual's life, from learning, working, and playing, to personality, aptitude, and memory. The profound implications of lifelong neurogenesis (creation of new neurons), lifelong neuroplasticity (rewiring the brain through experience), and cognitive reserve (delaying the onset of degenerative symptoms via a brain health lifestyle) are too often taken for granted in our culture. It is not just about eating blueberries, taking a walk, or doing a daily puzzle. What we do at every stage of life has an impact on our brain performance. This course offers core information on the brain, brain health, performance, and optimal functioning, as well as practical ways to promote brain-healthy living to prevent injury, diseases, and other brain health problems for individuals and communities. Topics include brain anatomy and function (including plasticity and neurogenesis); common myths about the brain and brain health; the brain and brain body connection; and how to protect and promote the developing, maturing, and aging brain (for example, physical activity, nutrition, sleep, social engagement, how positive and negative thoughts affect brain functioning, stress resilience, and cognitive stimulation). Throughout the semester, students are introduced to and have the opportunity to experience evidence-based brain health and performance assessments, protocols, and tools to optimize brain health and enhance brain performance.
Fall 2022
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.
Fall 2022
Creativity Research: Eccentrics, Geniuses, and Harvard Students
Shelley H. 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 2023
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.
Spring 2023
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 2023
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.
Prerequisites: Introductory psychology or abnormal psychology, or introductory neuroscience.
Fall 2022
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.
Spring 2023
Does the Clinician-Scientist Have a Social Justice Mandate?
Kelsey Quigley PhD, Preceptor in Expository Writing, Harvard University
Central to the work of clinicians and scientists alike is a neutral stance. Mental health clinicians must act as neutral containers for their patients' experiences and emotions. Clinical scientists should, in theory, be agnostic when encountering political and cultural influences, remaining open to the full range of possible results that may be generated by their investigations. In reality, however, psychological practitioners and scientists operate within and may need to address real environmental conditions affecting the lives of their patients and participants. In this course we take up the question of what role does social justice play in the work of the clinician-scientist? In our first unit, we ask what role, if any, social justice should play in mental health assessment and treatment, drawing on literature from developmental psychopathology (where does disorder come from?) and evidence-based assessment and treatment (how do we understand it and what do we do about it?). In the second unit, we turn to the role of the scholar, asking what responsibilities the clinical scientist has as a citizen-expert. We look to historical examples in which clinical science has (or hasn't) informed public policy and consider the extent to which policymakers listen to or rely on scientific expertise. In the final part of the course, students select an aspect of clinical practice or science to examine further in a final paper or project. Example topics include: an investigation of how Henry Kempe's discovery of battered child syndrome informed child welfare law, or composition of a set of policy recommendations in partnership with a child welfare organization; an analysis of social justice components of trauma-focused cognitive-behavioral therapy, or a clinical case presentation and treatment plan for a hypothetical patient; or an examination of policymakers' key considerations in addressing child homelessness in Massachusetts, or consultation with a local shelter to assess their needs and draft an action plan (for example, for funding, policy change, or staff trainings). Throughout, we make use of audio (podcast) and video recordings of assessment and therapy sessions to see how clinicians gather evidence, formulate arguments, and incorporate social justice into their work or not. Likewise, we watch congressional briefings and hear from experts who have collaborated with policymakers to understand how they balance scientific neutrality with duty to share knowledge that could improve the lives of real people.
Spring 2023
The Psychology of Cults
Bethany Burum PhD, Lecturer on Human Evolutionary Biology, 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 2022
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.
January 2023
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 2023
Statistical Modeling for Social and Behavioral Sciences
Adam Smith PhD, Senior Associate Consultant, Kincentric
Understanding and performing statistical analyses is a vital ability for those working in the psychological and behavioral sciences. Regardless of a person's specialty, the concepts of variability, probability, and predictive modeling are fundamental for answering questions involving data. This intermediate level statistics course is designed to help students understand how to manage data, formulate strong questions/hypotheses, perform analyses, and accurately evaluate statistical results and output. We use the free and open-source program R/RStudio to run statistical analyses. Because we use this tool, both academic and industry-oriented students leave the course with the capability to run complex analyses without the need for expensive software. We cover topics related to the general linear model, including regression, analysis of variance (ANOVA), and analysis of covariance (ANCOVA). Students may not take both PSYC E-1900 and STAT E-150 for degree or certificate credit.
Prerequisites: High school algebra.
Fall 2022
Statistics for the Behavioral Sciences
Max Krasnow PhD, Lecturer in Extension, Harvard University
Statistics are the tools we use to summarize and describe the world around us and to explore the causal processes at work. Understanding statistics and how they are used and misused is vital to assimilating information as an informed citizen, as well as pursuing a career in the behavioral sciences and other fields. This course covers introductory and intermediate level statistics, and covers topics including principles of measurement, central tendency and variability, probability and distributions, correlation, hypothesis testing, t-tests, analysis of variance and covariance, linear and logistic regression, and chi-square tests. Students learn to use statistical software of their choice (for example, SPSS, Excel, R, or Jamovi) to help them understand how to manage data, formulate strong questions and hypotheses, and perform and interpret these statistical analyses. Students may not take both PSYC E-1900 and STAT E-150 for degree or certificate credit.
Prerequisites: High school algebra.
Spring 2023
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.