26 - Psychology

Students are introduced to the study of human behavior and mental processes, with emphasis on the biopsychosocial determinants of behavior. Topics include psychobiology, learning, memory, motivation, development, personality, psychopathology and social behavior.

These laboratory experiences are designed to demonstrate the basic content areas covered in 26-100. Learning through active participation and research methods is stressed. Students conduct and analyze individual and group lab projects.

In this study of processes and theories concerning childhood development, specific theories are covered, including Freud's psychosexual stages of development, Piaget's stages of intellectual development, Erikson's developmental stages and Kohlberg's stages of moral development. Physical and psychological development and the subsequent acquisition of skills at the various stages of childhood are reviewed. The emphasis is on normal behavior.

The developmental processes of pre-pubescence through the progression to early adulthood are studied. Research and theory are examined as they pertain to biological, social, cognitive and emotional development in the context of the quest for identity and relatedness. Variations of experience according to gender, ethnicity, economic status and sexual orientation are explored. Typical problems of adolescents are also studied.

A continuing developmental survey of the human being through adulthood and old age, this course focuses on the continuity of development from earlier stages, with special emphasis on changes in cognition, personality and behavior, and the role of the central nervous system in aging. Cross-cultural studies in social roles and expectancies are included. Attachment, bereavement, death and related adjustment issues are explored as well.

This survey of the major models of personality and cognitive development includes psychoanalytic, behavioristic, humanistic, cognitive and physiological theories. Emphasis is on the interaction of genetic patterns and experiences, the emergence of individual differences and age-related changes in the normal human personality.

An in-depth study of the psychological factors affecting the emotional growth and development of women is presented. Special emphasis is placed on sex-role development and gender similarities and differences. Roles in family and society are also discussed.

Students examine the dynamics of human sexuality, including biological, cultural and psychological aspects. The course focuses on the sources of beliefs and attitudes about sex.

This course covers different topics during different terms in order to respond to student interest in areas not covered by regular courses. Material is covered at the introductory level.

This course is an intensive focus on an applied area of psychology. Emphasis is on experiential learning and class participation. Students receive a letter grade for course. It is open to both majors and non-majors. Majors can use up to three workshops to satisfy elective requirements within the Psychology or HRM major.

This course is an intensive examination of an area related to human resource management or organizational psychology. Emphasis is on experiential learning and class participation. Students receive a letter grade for the course. Majors can use up to three workshops to satisfy elective requirements within the Psychology or HRM major.

Students in this course actively participate in an ongoing research project and weekly seminar meetings. Students become familiar with the conceptualization, design and execution of the research project as they assist in research activities of faculty members. Up to three credit hours can be used as electives in the Psychology or HRM major.

This analysis of interpersonal forces in small groups focuses on theoretical analysis of group formation, communication and leadership processes, is combined with an examination of group-based change methods for improvement of individual and group behavior. Experiential learning is an important part of this class.

Students explore cultural differences and similarities in basic psychological processes. The course examines cross-cultural content with special emphasis on causes and coping methods for culture shock. A variety of enrichment experiences, including guest speakers, simulations and films, is used. This course satisfies the Illinois teacher certification requirement for a Third World course.

This course provides an analysis of the biological foundations of behavior with particular emphasis on central nervous system mechanisms that mediate learning and memory, motivation, emotion, sensory processes, and chemical and electrical stimulation of the brain. Physiological function rather than anatomy is emphasized. Some lab work is required.

This course covers the fundamental skills necessary for a complete understanding of statistics as a tool of science. Topics covered include data collection and organization, measures of central tendency, measures of variability, probability, correlation, hypothesis testing, t-tests, analysis of variance, chi-square and nonparametric tests.

This course teaches computer applications to students who are interested in analyzing research data, especially those going to graduate school. The course also prepares students in basic skills of computer analysis of data.

In the course students are given the opportunity to study concepts, structures, theories, and/or applications of psychology. Subject matter will vary.

Students are introduced to the field of psychometrics, which includes descriptive statistics, reliability, validity and interpretation. Special attention is given to the rationale for testing. Assessment techniques considered include intelligence, personality, performance, aptitude and interest testing.

This course investigates human behavior along the normal-abnormal continuum. It covers possible causes and treatments of the major types of behavior disorders, as well as issues in diagnosis and classification.

This course investigates the emerging body of knowledge about individuals with differential abilities. Students participate in a collaborative atmosphere while exploring historical and current special education law and policy; definition and identification procedures; trends in education, workplace and community environments; and their own personal philosophy of both special and regular education. Specific disabilities are discussed. This course explores and develops strategies used to promote both the academic and social success of all students including those with high or low incidence disabilities, ELL, gifted and talented, and at-risk students. [Cross-listed with 54-357: Teacher candidates will acquire an understanding and appreciation of diverse learners in today's classrooms. They will also develop a commitment to collaborative practices between special education and general education and how to utilize research-based instructional strategies that create learning communities for all students. Includes a five-hour clinical.]

This course explores a variety of formal and informal assessments used to identify learning and social needs, and create and adjust learning experiences. Pre-service candidates will understand both legal and ethical principles of measurement and assessments, and measurement theory and practices. Pre-services candidates will understand the role of collaboration with families and colleagues as well as the use of technologies to support assessment. [Cross-listed with 54-359.],

This course investigates behavioral, cognitive and emotional problems of children and adolescents. Diagnosis, etiology and treatment issues are discussed.

This survey of the psychological aspects of physical wellness and illness covers the interrelationship between physical and psychological factors in relation to stress, adaptation to illness, and health maintenance activities.

This course will explore the relationship between psychology and the law. The various specialties of forensic psychology and the role of the psychologist within those specialties will also be addressed. Special emphasis will be given to the exploration and the understanding of the pathology of the criminal mind and behavior.

A psychological study of human action in relation to the interpersonal environment, this course focuses on the individual as a functioning member of society. Topics covered include attitude formation and change, decision-making, social influences, prejudice, aggression and attraction.

This course covers elements of union-management relationships in both private and public sector organizations. It examines aspects of contract negotiation and implementation with attention to conflict reduction and grievance processing. Focus is on practical application and case-oriented discussions.

Students study the application of psychological principles in governmental, non-profit and private sectors. Emphasis is on the understanding of human resource management processes, motivation, communication, leadership, group dynamics, organizational structure and organizational change.

This course covers the systems, strategies and practices of effective training in organizations. Emphasis is on understanding the psychological principles that guide the design of successful training methods for entry-level positions to executive management development. The class focuses on the sequence of identifying needs, designing programs and evaluating program outcomes. A case-oriented approach is taken.

This study of the theories of work motivation and job satisfaction covers need models, cognitive models, learning models and self-growth models. Emphasis is on practical application of theories in the workplace to increase satisfaction of workers while increasing productivity.

Students examine the systems, strategies and practices of effective securing of organizational staff. Emphasis is on the psychological principles that shape the design of successful recruitment and selection of members of organizations. This includes external searches, as well as internal transfer or promotion. A case-oriented, practical approach is used to aid in skill development.

This course covers yearly updated national curriculum to orient students to detailed delivery of HRM services. Content covers six major areas of HRM practices. Students have option of taking national test for certification. Students share class with working professionals for networking and self-enrichment.  Typically offered in online format.

This course examines basic mechanisms of compensating employees, including determining the worth of jobs through job evaluation, creating incentive plans, and creating benefit packages. Goals include increasing performance and encouraging stability of employment.  Issues of pay equity, including comparable worth will be examined. Emphasis will be on practical, case-oriented methods.

This course is a ten week, accelerated course that prepares students to deal with HRM issues of alignment of global HRM processes and activities. It examines recruitment, mobility, compensation, training and communication in a multi-cultural context. The course is offered in conjunction with the Society for Human Resource Management and reviews materials that prepare HRM professionals to sit for a national test in the area (not required for course). Students share class with working professionals for networking and self-enrichment.

This course covers models of social influence that have been developed to increase the effectiveness of performance within organizations.  A situational approach will be used that recognizes different styles are needed for organizations that differ in size, purpose, staffing makeup and situational circumstances.  Exercises will encourage student self-analysis of models that are most effective for their personality and style.

Students gain experience in conducting psychological research, including the formulation of testable hypotheses, experimental design, data collection and analysis, writing of research reports and the ethics of research. Students design, carry out, and write up a research project. This course satisfies the advanced writing requirement for majors in the department.

This in-depth survey of major traditional and emerging models of personality combines the study of origins of theories with discussion of research on validity and application of models. Emphasis is on use of theories in analysis of human case studies, using class discussion and written reports.

A survey of the historical and contemporary theories of learning is presented. Topics include classical conditioning, free-operant conditioning, instrumental learning, cognitive aspects of learning and some applications of learning theories.

This in-depth study of basic processes involved in information processing includes pattern recognition, attention, sensory memory, short-term and long-term memory and levels of processing. Concept formation, semantic organization, problem solving and decision making are also covered.

Various contemporary psychotherapeutic theories and techniques are reviewed. The client-therapist relationship, basic principles common to most psychotherapies and the ethics of the therapeutic process are presented. This course has a significant experiential component.

Students participate in supervised, experiential training in private sector, governmental or non-profit organizations for a minimum of 150 hours onsite. A program evaluation project and report are required. Placement must be arranged and approved by the HRM director prior to registration for the course. This course satisfies the capstone requirement for HRM and Psychology. This course also satisfies the advanced writing requirement for the HRM major.

In this in-depth experience in research, students design, conduct and analyze a research project in an area of their choice, under the supervision of a faculty member. This course fulfills the Capstone requirement.

This seminar provides an in-depth study of topics in areas not covered in regularly scheduled courses. Topics will be announced when the seminar is placed in the schedule. Emphasis is on small group discussions and student-initiated examinations of the seminar topic. This course fulfills the Capstone requirement.

This course provides students with supervised training experiences outside the University 10 to 12 hours per week (20 to 24 hours during the summer). Placement and site arrangements must be approved and completed prior to registration. This course fulfills the Capstone requirement.

This course provides for an advanced student-initiated examination of a topic under supervision of faculty, usually in an area not covered by other courses. A detailed, written proposal must be submitted to supervising faculty prior to registration.