Psychology

http://psychology.uoregon.edu

Ulrich Mayr, Department Head
541-346-4921
Straub Hall
1227 University of Oregon
Eugene, Oregon 97403-1227

The mission of the Department of Psychology undergraduate program is to educate students about the major research findings and theories in the field of psychology, and to train them to use an empirical approach to understanding human behavior. Specifically, the program endeavors to provide students with

  • Broad exposure to the basic concepts and ethical issues of psychology
  • Education in the scientific method, including applied research opportunities
  • Strong critical-thinking and written-communication skills, including the ability to evaluate and convey the evidence for claims regarding human behavior
  • Experience through internship and practicum opportunities at partnering community organizations

Faculty

Jennifer Ablow, associate professor (developmental psychopathology, attachment, interpersonal emotional arousal and regulation). BA, 1988, Colorado, Boulder; PhD, 1997, California, Berkeley. (1999)

Nicholas Allen, Ann Swindells Professor in Clinical Psychology (adolescent development and mental health, mood disorders, developmental social and affective neuroscience). BS 1985, MS, 1988, PhD, 1993, Melbourne. (2013)

Holly Arrow, professor (group dynamics, psychology of war). BA, 1977, Elmira; MFA, 1982, Colorado; MA, 1995, PhD, 1996, Illinois, Urbana-Champaign. (1996)

Dare A. Baldwin, professor (language acquisition, semantic development, cognitive development). BA, 1982, California, Berkeley; MSc, 1984, California, Santa Cruz; PhD, 1989, Stanford. (1993)

Ted Bell, instructor (brain development, human memory, applied cognitive science). BS, 1990, Oregon State; MS, 1997, PhD, 2005, Oregon. (2011)

Elliot Berkman, associate professor (affective neuroscience, self-regulation, quantitative methods for neuroimaging). BA, 2002, Stanford; PhD, 2009, California, Los Angeles. (2010)
Justin Caouette, instructor (adolescent social cognition, translational neuroscience, prevention science). BA, 2008, Claremont McKenna College, PhD, 2016, UC Davis. (2020)

Melynda D. Casement, assistant professor (clinical psychology). AB, 2002, Mount Holyoke College; PhD, 2010, Michigan, Ann Arbor. (2016)

Robert Chavez, assistant professor (social neuroscience, interpersonal perception, personality and individual differences). BS, 2008, New Mexico; PhD, 2015, Dartmouth College. (2016)

David Condon, assistant professor (personality and individual differences, data science, cognitive abilities). AB, 1996, Duke; MBA, 2002, Chicago; MS, 2012, PhD, 2014, Northwestern. (2019)

Paul Dassonville, associate professor (cognitive neuroscience, perception, sensorimotor integration). BS, 1986, Texas A & M; PhD, 1992, California, Los Angeles. (1999)

Crystal Dehle, clinical associate professor (clinical psychology). BS, 1990, Washington State; PhD, 1995, Oregon. (2005)

Dagmar Zeithamova Demircan, assistant professor (cognitive neuroscience, memory). MA, 2003, Charles University, Prague; PhD, 2008, Texas, Austin. (2014)

Sarah DuBrow, assistant professor (cognitive neuroscience, memory, decision-making). BA, 2008, Stanford; PhD, 2016, New York. (2019)

Nicole M. Dudukovic, senior instructor (cognitive neuroscience, memory). BA, 2000, Stanford; MA, 2002, California, Los Angeles; PhD, 2007, Stanford. (2015)

Caitlin M. Fausey, assistant professor (development, language and cognition, experience sampling). BA, 2004, Northwestern; MA, 2008, PhD, 2010, Stanford. (2014)

Philip A. Fisher, professor (prevention research, stress neurobiology, foster care); Philip H. Knight Chair. BA, 1986, Bowdoin College; MS, 1990, PhD, 1993, Oregon. (2008)

Jennifer J. Freyd, professor (trauma psychology). BA, 1979, Pennsylvania; PhD, 1983, Stanford. (1987)

Gordon C. Nagayama Hall, professor (sociocultural context of psychopathology, sexual aggression). BS, 1977, Washington (Seattle); PhD, 1982, Fuller Theological Seminary. (2001)

Sara D. Hodges, professor (social cognition, construction of social judgments). BA, 1989, Rhodes; MA, 1992, PhD, 1995, Virginia. (1995)

Benjamin Hutchinson, assistant professor (cognitive neuroscience, memory, attention). BA, 2004, Pennsylvania; PhD, 2011, Stanford. (2018)

Christina M. Karns, research associate (attention, social emotions, neuroplasticity, neuroimaging). BS, 1999, California, San Diego; PhD, 2008, California, Berkeley. (2008)

Jagdeep Kaur-Bala, senior instructor (cognitive neuroscience, perception, attention). BSc, 1988, MSc, 1990, All India Institute of Medical Sciences, New Delhi; PhD, 1996, Tata Institute of Fundamental Research, Mumbai. (2007)

Brice A. Kuhl, associate professor (cognitive neuroscience, memory, neuroimaging). BA, 2001, Kenyon College; PhD, 2009, Stanford. (2015)
Anne Mannering, instructor, program director Online Master’s in Psychology (cognitive and social-emotional development, early life stress, self-regulation). BA, 1998, UT Austin; MS, 2001, PhD, 2006, Oregon. (2020)

Robert Mauro, associate professor (social, emotions, psychology and law). AB, 1979, Stanford; MS, 1981, Yale; PhD, 1984, Stanford. (1984)

Ulrich Mayr, Robert and Beverly Lewis Professor in Neuroscience (cognitive neuroscience, cognitive aging). BA, 1988, PhD, 1992, Berlin. (2000)

Jeffrey Measelle, associate professor (developmental psychology, emotional development, family). BA, 1985 Brown; PhD, 1997, California, Berkeley. (1999)

Kate Mills, assistant professor (development, social neuroscience, adolescence). BA, 2011, Portland State; PhD, 2015, University College, London. (2018)

Jordan Pennefather, senior instructor (social and educational psychology, methodology, data analysis). BA, 2003, California State, Dominguez Hills; PhD, 2008, Colorado, Boulder. (2010)

Jennifer Pfeifer, professor (developmental and social cognitive neuroscience, adolescent self-perception and emotion processing). BA, 2000, Stanford; MA, 2003, PhD, 2007, California, Los Angeles. (2008)

Catrin Rode, instructor (cognitive psychology). MA, 1992, Konstanz; PhD, 1996, Münster. (2000)

Gerard Saucier, professor (personality beliefs and values, psychometrics). BA, 1978, North Carolina, Chapel Hill; MA, 1984, PhD, 1991, Oregon. (1997)

Margaret E. Sereno, associate professor (visual cognition, neural network modeling, brain imaging). BA, 1983, Northern Illinois; PhD, 1989, Brown. (1991)

Paul Slovic, professor (judgment, decision-making, risk assessment). BA, 1959, Stanford; MA, 1962, PhD, 1964, Michigan. (1986) 

Matt Smear, assistant professor (systems neuroscience, olfaction). ScB, 1998, Duke; PhD, 2005, California, San Francisco. (2014)

Sanjay Srivastava, professor (interpersonal perception and self-perception, social functions of emotions, personality dynamics and development). BA, 1995, Northwestern; PhD, 2002, California, Berkeley. (2004)

Don M. Tucker, professor (emotion, cognition, neuropsychology). BA, 1969, Colorado; MS, 1972, PhD, 1974, Pennsylvania State. (1984) 

Nash Unsworth, professor (working memory, memory and attention differences, memory search and retrieval). BS, 2001, Idaho State; PhD, 2006, Georgia Institute of Technology. (2010)

Michael Wehr, professor (systems neuroscience, auditory neurophysiology, cortical circuits). ScB, 1991, Brown; PhD, 1999, California Institute of Technology. (2005)

Sara Weston, assistant professor (social personality, health, personality development). BA, 2012, Northwestern; MA, 2014, PhD, 2017, Washington (St. Louis). (2019)

Maureen Zalewski, associate professor (clinical psychology, emotion and stress regulation contributing to psychopathology) BS, 2005, Pennsylvania State; MS, 2008, PhD, 2012, Washington (Seattle). (2013)

Emeriti

Lewis R. Goldberg, professor emeritus. AB, 1953, Harvard; MA, 1954, PhD, 1958, Michigan. (1960)

Barbara Gordon-Lickey, professor emerita. AB, 1963, Radcliffe; PhD, 1966, Massachusetts Institute of Technology. (1969)

Marvin Gordon-Lickey, professor emeritus. AB, 1959, Oberlin; MA, 1962, PhD, 1965, Michigan. (1967)

Douglas L. Hintzman, professor emeritus. BA, 1963, Northwestern; PhD, 1967, Stanford. (1969)

Ray Hyman, professor emeritus. AB, 1950, Boston University; MA, 1952, PhD, 1953, Johns Hopkins. (1961)

Carolin Keutzer, associate professor emerita. BA, 1960, MA, 1963, PhD, 1967, Oregon. (1967)

Daniel P. Kimble, professor emeritus. BA, 1956, Knox; PhD, 1961, Michigan. (1963)

Peter M. Lewinsohn, professor emeritus. BS, 1951, Allegheny; MA, 1953, PhD, 1955, Johns Hopkins. (1965)

Edward Lichtenstein, professor emeritus. BA, 1956, Duke; MA, 1957, PhD, 1961, Michigan. (1966)

Richard Marrocco, professor emeritus. BA, 1965, California, Los Angeles; PhD, 1972, Indiana. (1973)

Louis J. Moses, professor emeritus. BA, 1983, Western Australia; PhD, 1991, Stanford. (1993)

Helen Neville, professor emerita. BA, 1968, British Columbia; MA, 1970, Simon Fraser; PhD, 1975, Cornell. (1995)

Michael I. Posner, professor emeritus. BS, 1957, MS, 1959, Washington (Seattle); PhD, 1962, Michigan. (1965)

Mary K. Rothbart, professor emerita. BA, 1962, Reed; PhD, 1967, Stanford. (1969)

Myron Rothbart, professor emeritus. BA, 1962, Reed; PhD, 1966, Stanford. (1969)

Anne D. Simons, professor emerita. BA, 1974, Stanford; PhD, 1982, Washington (St. Louis). (2006)

Marjorie Taylor, professor emerita. BS, 1979, MS, 1981, Acadia; PhD, 1985, Stanford. (1985)

Robert L. Weiss, professor emeritus. BA, 1952, PhD, 1958, State University of New York, Buffalo. (1966)

The date in parentheses at the end of each entry is the first year on the University of Oregon faculty.

Undergraduate Studies

All students participate in and collaborate on research as part of the academic course sequence. Students are encouraged to gain additional research experience through research assistant positions in faculty labs and the undergraduate honors thesis program. The psychology major affords students great flexibility in selecting upper-division courses to fit individual goals and interests. Classroom and internship opportunities are enriched by numerous faculty research programs that range in levels of analysis and intellectual focus. An undergraduate degree in psychology provides the background for a broad range of careers, including social services, education, law, or graduate programs in psychology.

Preparation

High school preparation should include courses in social sciences as well as the natural sciences (physics, biology, chemistry). Language and mathematical skills are also highly desirable. In general, the broad liberal-arts training that prepares students for college studies is appropriate for majoring in psychology at the university.

Careers

Some students major in psychology to prepare for graduate training and careers in related fields such as personnel relations, vocational and personal counseling, medicine and dentistry, social and case work, marketing, administration, the legal profession, or counseling in the public schools. Others prepare for careers as academic psychologists (teaching and research), clinical psychologists (mental health centers, institutions, and private practice), industrial and organizational psychologists, and government psychologists (testing, research, and administration).

Career information is also available on the American Psychological Association website.

Review of Courses

Lower-Division Courses

Among lower-division courses, psychology is introduced as a social science by the following courses:

PSY 201Mind and Brain4
PSY 202Mind and Society4

Transfer students should plan to take no more than two lower-division courses before starting upper-division work. The introductory courses should be chosen with an eye toward prerequisites for upper-division courses and toward providing a broad background in the field. Transfer equivalents for lower-division courses are evaluated case by case. Check with the department’s head advisor to determine equivalency of completed introductory work.

Upper-Division Courses

Upper-division courses fall into four categories:

  1. Courses that teach research skills and methodologies—Scientific Thinking in Psychology (PSY 301), Statistical Methods in Psychology (PSY 302), Research Methods in Psychology: [Topic] (PSY 303)
  2. 300-level core courses that provide breadth in the major—Biopsychology (PSY 304), Cognition (PSY 305), Social Psychology (PSY 306), Personality (PSY 307), Developmental Psychology (PSY 308), Psychopathology (PSY 309)
  3. Other 300-level courses of broad interest to many different majors throughout the university as well as to psychology majors
  4. Area courses, numbered 410 to 480, designed for psychology majors, which may be open to other students who fulfill the prerequisites and obtain instructor approval

Group Requirements

For psychology courses approved to fulfill social science or science group requirements, see the current course list on the registrar’s website.

Major Requirements

To satisfy major requirements students take a total of 68 credits. Of those credits, 56 credits in psychology courses are required, 48 of which must be upper-division, and 16 of which must be taken in residence at the University of Oregon. Mind and Brain (PSY 201) and Mind and Society (PSY 202) must be taken for letter grades and passed with grades of mid-C or better. All other required courses must be taken for letter grades and passed with grades of C– or better, although elective psychology courses may be taken pass/no pass. A minimum grade point average of 2.00 in psychology course work is required.

Bachelor of Arts Degree Requirements

Introductory Prerequisite Courses
WR 121College Composition I4
WR 122College Composition II (WR 123 recommended)4
or WR 123 College Composition III
PSY 201Mind and Brain4
PSY 202Mind and Society4
MATH 243Introduction to Methods of Probability and Statistics4
Methods Foundations Courses
PSY 301Scientific Thinking in Psychology4
PSY 302Statistical Methods in Psychology4
PSY 303Research Methods in Psychology: [Topic]4
300-Level Core Courses12
Select three of the following, one of which must be PSY 304 or PSY 305:
Biopsychology
Cognition
Social Psychology
Personality
Developmental Psychology
Psychopathology
400-Level Specialty Courses12
Select three of the following:
Psychology and Law
Learning and Memory
Human Performance
Perception
Psycholinguistics
Brain Mechanisms of Behavior
Cognitive Neuroscience
Hormones and Behavior
Group Dynamics
Decision-Making
Cultural Psychology
Motivation and Emotion
Psychology of Trauma
Intimate Relationships
Cognitive Development
Language Acquisition
Social Development
Infancy
Development and Psychopathology
Upper-Division Elective Courses 112
Total Credits68

Bachelor of Science Degree Requirements

Introductory Prerequisite Courses 1
WR 121College Composition I4
WR 122College Composition II (WR 123 recommended)4
or WR 123 College Composition III
PSY 201Mind and Brain4
PSY 202Mind and Society4
MATH 243Introduction to Methods of Probability and Statistics4
Methods Foundations Courses 2
PSY 301Scientific Thinking in Psychology4
PSY 302Statistical Methods in Psychology4
PSY 303Research Methods in Psychology: [Topic]4
300-Level Core Courses 212
Select three of the following, one of which must be PSY 304 or PSY 305:
Biopsychology
Cognition
Social Psychology
Personality
Developmental Psychology
Psychopathology
400-Level Specialty Courses 212
Select three of the following:
Psychology and Law
Learning and Memory
Human Performance
Perception
Psycholinguistics
Brain Mechanisms of Behavior
Cognitive Neuroscience
Hormones and Behavior
Group Dynamics
Decision-Making
Cultural Psychology
Motivation and Emotion
Psychology of Trauma
Intimate Relationships
Cognitive Development
Language Acquisition
Infancy
Social Development
Development and Psychopathology
Upper-Division Elective Courses 112
Total Credits68

Planning a Program

Besides attending lecture courses, students may participate in seminars, reading and conference courses, laboratory work, and other means of gaining experience. Departmental requirements for a psychology major are designed to maximize individual curriculum planning. Students are encouraged to schedule frequent consultations with their advisors to ensure completion of all requirements. Peer advisors can help students create a two- or four-year plan.

Sample Program

The sample program shown provides an idea of a typical course load during the freshman year for a student working on a bachelor of science or bachelor of art degree.

First Year
FallCredits
First-year interest group or elective course  4
First-year interest group course or arts and letters group-satisfying course  4
PSY 202Mind and Society (or a social science group-satisfying course) 4
BA-required mathematics or second-language course  4
Winter
WR 121College Composition I 4
PSY 201Mind and Brain (or a science group-satisfying course) 4
Arts and letters group-satisfying course  4
BA-required mathematics or second-language course  4
Spring
WR 123College Composition III 4
PSY 202Mind and Society (or social science group-satisfying course) 4
MATH 243Introduction to Methods of Probability and Statistics (or science group-satisfying course) 4
BA-required second-language or elective course  4
 Total Credits: 48

Departmental requirements for a psychology major are designed to maximize individual curriculum planning. This should be done in close and frequent consultation with the advisor.

Peer Advising

The psychology department’s peer advisors work to make academic advising more effective, inclusive, and efficient. Questions about the university system and specific inquiries about the department’s norms, opportunities, and courses are welcome. During the academic year, the peer advisors hold regularly scheduled office hours in 229 Straub Hall. 

Preparation for Graduate Study

A bachelor’s degree is seldom sufficient qualification for professional work in psychology; at least a master’s degree is required for most positions. Students should not undertake graduate work unless their grades in undergraduate psychology and related courses have averaged mid-B (3.00) or better.

Prospective graduate students in psychology are advised to take courses in related fields such as anthropology, biology, computer science, chemistry, linguistics, mathematics, philosophy, physics, and sociology. Strong preparation in quantitative methods is advisable. Reading knowledge of at least one second language appropriate to psychology also may be useful.

Honors Curriculum

Students with excellent records who plan to pursue a career in psychology may consider applying to the departmental honors program upon completion of PSY 303. The honors program centers on an independent research project, which the student develops and carries out under the supervision of a departmental committee. Information about admission criteria and how to apply is available online.

Minor Requirements

Special Studies: [Topic] (PSY 199) does not count toward the minor.

PSY 201Mind and Brain4
PSY 202Mind and Society4
PSY 301Scientific Thinking in Psychology4
PSY 302Statistical Methods in Psychology4
Select three of the following, one of which must be PSY 304 or PSY 305:12
Biopsychology
Cognition
Social Psychology
Personality
Developmental Psychology
Psychopathology
Total Credits28

All 28 credits must be taken for letter grades and passed with a C– or better. At least 16 credits must be upper-division courses taken in residence at the University of Oregon.

Middle and Secondary School Teaching Careers

The College of Education offers a fifth-year program for middle-secondary teaching in social studies. This program is described in the College of Education section of this catalog.

Four-Year Degree Plan

The degree plan shown is only a sample of how students may complete their degrees in four years. There are alternative ways. Students should consult their advisor to determine the best path for them.

Bachelor of Arts in Psychology

Degree Map
First Year
FallMilestonesCredits
First-Year Interest Group or elective course 4
First-Year Interest Group or arts and letters group-satisfying curse 4
PSY 202 Mind and Society 4
First term of first-year second-language sequence 4
Begin taking your second language in your first or second year  
 Credits 16
Winter
PSY 201 Mind and Brain 4
WR 121 College Composition I 4
Arts and letters group-satisfying course 4
Second term of first-year second-language sequence 4
Meet with a psychology advisor to discuss your academic goals  
 Credits 16
Spring
Social science group-satisfying course (or PSY 202) 4
WR 123 College Composition III 4
Science group-satisfying course (or MATH 243) 4
Third term of first-year second-language sequence 4
Plan your summer experience  
 Credits 16
 Total Credits 48
Degree Map
Second Year
FallMilestonesCredits
PSY 301 Scientific Thinking in Psychology 4
MATH 243 Introduction to Methods of Probability and Statistics 4
Arts and letters group-satisfying course 4
First term of second-year second-language sequence 4
Consider studying abroad  
 Credits 16
Winter
PSY 302 Statistical Methods in Psychology 4
Arts and letters group-satisfying course 4
Social science group-satisfying course 4
Second term of second-year second-language sequence 4
Consider doing an internship for the major  
 Credits 16
Spring
PSY 303 Research Methods in Psychology: [Topic] 4
Science group-satisfying course 4
Multicultural course 4
Third term of second-year second-language sequence 4
Talk to a psychology advisor about your career plans  
 Credits 16
 Total Credits 48
Degree Map
Third Year
FallMilestonesCredits
Choose from PSY 306-309 4
PSY 304
Biopsychology
or Cognition
4
PSY 401
Research: [Topic]
or Practicum: [Topic]
1-4
Elective course 4
If you are considering graduate school, take 300-level CORE courses in your intended field of study, take the GRE, look up possible schools  
 Credits 13-16
Winter
Choose from PSY 304-309 4
Science group-satisfying course 4
Elective courses 8
 Credits 16
Spring
Social science group-satisfying course 4
PSY 400-level core course or multicultural course 4
Elective courses 8
 Credits 16
 Total Credits 45-48
Degree Map
Fourth Year
FallMilestonesCredits
PSY 400-level core course 4
Upper-division elective with PSY subject code 4
Elective courses 8
Meet with an advisor early to make a graduation plan  
Apply to graduate schools or look for work after graduation  
 Credits 16
Winter
PSY 400-level core course 4
Upper-division elective course with PSY subject code 4
Elective courses 8
 Credits 16
Spring
PSY 400-level core course 4
Upper-division elective course with PSY subject code 4
Elective courses 8
Apply to graduate on DuckWeb the term you complete all requirements  
 Credits 16
 Total Credits 48

Bachelor of Science in Psychology

Degree Map
First Year
FallMilestonesCredits
First-Year Interest Group or elective course 4
First-Year Interest Group or arts and letters group-satisfying course 4
PSY 202 Mind and Society 4
Elective course 4
 Credits 16
Winter
PSY 201 Mind and Brain 4
WR 121 College Composition I 4
Arts and letters group-satisfying course 4
Elective course 4
Meet with a psychology advisor to discuss your academic goals.  
 Credits 16
Spring
Social science group-satisfying course (or PSY 202) 4
WR 123 College Composition III 4
Science group-satisfying course or MATH 243 4
Elective course 4
Plan your summer experience  
 Credits 16
 Total Credits 48
Degree Map
Second Year
FallMilestonesCredits
PSY 301 Scientific Thinking in Psychology 4
MATH 243 Introduction to Methods of Probability and Statistics 4
Arts and letters group-satisfying course 4
Elective course 4
Consider studying abroad  
 Credits 16
Winter
PSY 302 Statistical Methods in Psychology 4
Arts and letters group-satisfying course 4
Social science Group-satisfying course 4
Mathematics course 4
Consider doing an internship for the major  
 Credits 16
Spring
PSY 303 Research Methods in Psychology: [Topic] 4
Science group-satisfying course 4
Multicultural course 4
Mathematics course 4
Talk to a psychology advisor about your career plans  
 Credits 16
 Total Credits 48
Degree Map
Third Year
FallMilestonesCredits
Choose from PSY 306-309 4
PSY 304
Biopsychology
or Cognition
4
PSY 401
Research: [Topic]
or Practicum: [Topic]
1-4
Elective course 4
Begin working in a research lab or doing an internship  
If you are considering graduate school, take 300-level CORE courses in your intended field of study, take the GRE, and look up possible schools  
 Credits 13-16
Winter
Choose from PSY 304-309 4
Science group-satisfying course 4
Elective courses 8
 Credits 16
Spring
Social science group-satisfying course 4
PSY 400-level core course or multicultural course 4
Elective courses 8
 Credits 16
 Total Credits 45-48
Degree Map
Fourth Year
FallMilestonesCredits
PSY 400-level core course 4
PSY 300-400 level elective 4
Elective courses 8
Meet with an advisor early to make a graduation plan  
Apply to graduate schools or look for work after graduation  
 Credits 16
Winter
PSY 400-level core course 4
Upper-division elective course with PSY subject code 4
Elective courses 8
 Credits 16
Spring
PSY 400-level core course 4
Upper-division elective course with PSY subject code 4
Elective courses 8
Apply to graduate on DuckWeb the term you complete all requirements  
 Credits 16
 Total Credits 48

Online Master’s Degree Program

The Online Master’s in Psychology program is designed to benefit people with bachelor’s degrees working in community-based organizations and public agencies that address social and mental health needs. This terminal master of science (MS) degree requires 54 credits of coursework completed on a part-time schedule (9 credits per term) distributed over 6 consecutive terms, including summer. All courses are delivered asynchronously online. Students receive advanced training in program evaluation and the brain science of development and behavior change and complete a capstone research project. Upon completion of the program, students will be able to (a) evaluate current interventions delivered in their home agencies, (b) make informed selections of evidence-based programs to deliver, and (c) have a working knowledge of the basic psychological and neural processes at play in their clients as they participate in behavior change programs. This program does not provide clinical training.

PSY 614Fast Program Refinement4
PSY 615Community Needs Assessments4
PSY 616Implementation with Community and Cultural Perspectives3
PSY 619Intervention Science4
PSY 628Methods of Program Evaluation4
PSY 629Methods of Program Measurement4
PSY 630Translational Neuroscience in Early Childhood3
PSY 631Translational Neuroscience in Adolescence3
PSY 632Translational Neuroscience in Adulthood3
PSY 672Trauma Informed Interventions3
PSY 690Capstone Research12
Choose Two Electives From The Following:6
Seminar: [Topic] (Neuroscience in the Community)
Seminar: [Topic] (Child Psychology and Neurological Development)
Experimental Course: [Topic] (Implementation Scalability)
Substance Use and Addiction
Data Analysis I
Total Credits53

Individualized Master's Degree Program

The individualized master’s degree program does not lead to a PhD. This program is designed to provide advanced training for a small number of individuals who have a clearly focused research interest and an academic plan.  Unlike other master’s programs, this program is not designed for general master’s level training in psychology.  We expect persons entering the master’s program to be highly self-motivated, with the goal of acquiring conceptual and research skills appropriate to their own work plans. Each program of master’s study will be tailed to the individual student’s goals within the discipline, so long as it satisfies core master’s degree requirements.  This program does not provide clinical training.

The degree—either a master of arts (MA) or a master of science (MS) requires 45 credits of work. Program requirements and application information may be obtained from the department website. Clinical training is not available in the master’s program.

  • 45 credit hours in courses approved for graduate credit
  • 24 of the 45 credits must be UO graded graduate credits (B- or higher)
  • 30 of the 45 credits must be Psychology graduate credits
  • 9 of the 45 credits must be in 600-level courses
  • 2 approved graduate-level statistics courses (grade of B- or higher)
  • Psy 607 Sem Research Ethics
  • Completion of an approved research paper or thesis
  • Maintain a UO Cumulative Graduate-Level GPA of 3.0 or higher

The Department expects that most students will complete the Master's degree in 1-2 years

Doctoral Degree Programs

The five chief PhD program options are clinical, cognitive-neuroscience, systems neuroscience, developmental, and social-personality.

The department maintains a psychology clinic; specialized facilities for child and social research; experimental laboratories for human research, and well-equipped animal laboratories.

Applicants to the PhD program in psychology must take the Graduate Record Examination (GRE) and provide official results to institute code 4846 and department code 2016. Applicants must also provide three letters of recommendation, curriculum vitae, writing sample, statement of purpose, and official transcripts from all colleges and universities attended. Instructions, deadlines, and a complete list of required materials may be obtained from the department website.

During the first year of graduate work, students acquire a broad background in psychology and are introduced to methods, research, and ethics. Each student’s program is planned in relation to background, current interests, and future goals. Research experience and a dissertation are required of PhD candidates; teaching experience is recommended, and opportunities to teach are available. 

Requirements for Doctoral Students

PSY 611–613Data Analysis I-III12
Three of five core courses
PSY 607Seminar: [Topic] (three terms: Research, Ethics, Research)1-5
First-year research requirement
Supporting area requirement
Major preliminary examination
Additional course work required for students in the clinical program 1
Doctoral dissertation

More detailed program and application information may be obtained from the department website.

For general regulations governing graduate work at the university, see the Graduate School section of this catalog.

Clinical Psychology

The clinical psychology program has been continuously accredited by the American Psychological Association since 1958 (Office of Program Consultation and Accreditation, American Psychological Association, 750 First Street NE, Washington, D.C. 20002-4242, 202-336-5979, email apaaccred@apa.org, website www.apa.org/ed/accreditation); it is also accredited by the Psychological Clinical Science Accreditation System, and is a member of the Academy of Psychological Clinical Science.

The program endorses a clinical scientist model for graduate training. This model emphasizes multilevel conceptualizations of psychopathology, comprising neurobiological, developmental, psychosocial, and multicultural perspectives. Doctoral students receive training in infant, child, and adult psychopathology; culture and diversity; infant, child, family, and adult assessment; and neuropsychology. In all practica and clinical training experiences there is a strong focus on evidence-based treatments. Students receive training in the clinical techniques and practices, as well as the methodology for development, implementation, and evaluation of these interventions. Both psychotherapeutic interventions and prevention programs are included in the training.

The major goal of doctoral training is to support promising doctoral students in developing careers as scientist-practitioners. Students interested primarily in clinical practice would most likely prefer a program less research-oriented than the Oregon Clinical Psychology Training Program.

The research and clinical opportunities available to doctoral students depend on current activities of the clinical and departmental faculty, and may also encompass ongoing projects in research hubs linked with the clinical program, notably the Center for Translational Neuroscience, Center for Digital Mental Health, and the Prevention Science Institute, as well as research institutes located in the Eugene community that are affiliated with the clinical program. These institutions include the the Oregon Research Institute, Oregon Social Learning Center, Decision Research, and Electrical Geodesics.

Members of the clinical faculty and other faculty members with clinical interests have ongoing research in several areas, including the neurobiology of early stress, brain development and neural plasticity, behavior and molecular genetics, infant mental health, emotion and attention, prevention science, school readiness, child welfare system research, pubertal development and the transition to adolescence, depression, anxiety, personality measurement and theory, cognitive therapy, child and family assessment, social and emotional adjustment of children and adolescents, drug and alcohol abuse, cross-cultural psychology, sexual aggression, interpersonal violence, child abuse, institutional betrayal, and traumatic stress.

The department places a particularly high priority on translational research, encouraging multidisciplinary collaborations with colleagues from other areas of psychology and other academic departments. Currently, faculty research is funded by the National Science Foundation, National Institute of Mental Health, National Institute of Drug Abuse, National Institute on Child Health and Development, and the Institute of Education Sciences.

Please note: All clinical students must submit an FBI criminal background check and, when participating in external practicums, must carry their own liability insurance. Newly admitted students must complete a background check prior to enrolling in the program.

Additional information regarding course requirements for clinical students is provided in the Guide to the Clinical Program and the Doctoral Student Handbook, located on the department website.

Cognitive Psychology and Cognitive Neuroscience

The Department of Psychology at the University of Oregon has played an important role in the development of the field of cognitive neuroscience, and current researchers are continuing that tradition. Research areas include the cognitive and neural basis of perception, visual cognition, selective attention, working memory, long-term memory, executive control, action, language processing, and brain plasticity. In addition, studies include how these processes are altered by development in impoverished environments, aging, traumatic brain injury, autism, and other conditions. Studies employ a wide range of methods, including behavioral experiments, analyses of individual differences, functional imaging, electrophysiology, and transcranial magnetic and direct current stimulation.

The research efforts of the cognitive neuroscience laboratories benefit from the collaborative atmosphere at the University of Oregon, both within psychology and across other departments, allowing for an exploration of cognitive processes at many levels of analysis. Labs are located within the state-of-the-art facilities of the Robert and Beverly Lewis Integrative Science Building, in close proximity to the many other labs of the Institute of Neuroscience. The building also houses the Lewis Center for Neuroimaging, a research-dedicated facility with a 3T MRI scanner that supports ongoing research and training with functional and structural magnetic resonance imaging.

One of the most important aspects of the cognitive neuroscience graduate program is its informal, collaborative atmosphere. At the same time, there is an emphasis on the development of imagination and intellectual independence. Students are encouraged to explore their research ideas from many different perspectives, with the assistance of the expertise from researchers in several labs within the Department of Psychology and the Institute of Neuroscience.

Developmental Psychology

The Department of Psychology has recently expanded the scope of its developmental psychology program with the addition of new faculty members and new emphases in the graduate curriculum. The department as a whole offers extensive coverage of development during infancy, childhood, and adolescence, with some additional interest in aging. Several areas of research are strongly represented, including cognitive development, socio-emotional development, developmental psychopathology, and developmental social and affective neuroscience.

Several exciting clusters of expertise exist within these broad areas.Research on theory of mind and perspective-taking, as well as learning and knowledge acquisitions, links to research on the development of executive functioning and self-regulation. This cluster also connects with research on self-evaluation, affective and appetitive motivations, and decision-making. Another vibrant area of work looks at infant processing of action, language, and the statistical properties of everyday visual, linguistic, and musical environments. In addition, many researchers share a strong interest in social contextual effects on infant, child, and adolescent well-being, ranging from the small-scale (familial and peer influences, early adversity) to the large-scale (cultural and global contexts of development).

Members of the developmental psychology faculty also have strong collaborative links with the Center for Translational Neuroscience, Oregon Social Learning Center, Prevention Science Institute, and Oregon Research Institute. Current and previous funding sources for the faculty and students in developmental psychology include the Bill and Melinda Gates Foundation, National Science Foundation, National Institute on Drug Abuse, Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institute of Mental Health, John Merck Scholars Program, James S. McDonnell Foundation, John Templeton Foundation, and the Oregon Medical Research Foundation. Graduates from the program have risen to faculty and postdoctoral positions at the University of Minnesota, Swarthmore College, Queen's University, Vanderbilt University, University of California at Davis, University of Michigan, Harvard University, Hamilton College, University of Utah, Oregon Health and Science University, Oregon Social Learning Center, University of Oregon, Villanova University, Brown University, University of Regina, Otterbein University, Wabash College, College of Idaho, and others.

Social and Personality Psychology

Research in social and personality psychology at the University of Oregon reflects an intellectually diverse approach to understanding intrapersonal and interpersonal processes and individual differences. The primary goal of the program is to train outstanding researchers, concentrating on high-quality research and training combined with substantive and methodological breadth. Faculty members conduct research spanning a broad spectrum of human behavior using innovative approaches. Areas of particular focus include the following:

  • Emotion and motivation—nature of emotions, emotion regulation, social functions of emotions, self-regulation, goal pursuit, self-control
  • Self, identity, and social cognition—self-perception and interpersonal perception, perspective-taking and empathy, self-other comparisons
  • Groups, networks, and organizations—status hierarchies, social power, psychology of war and sociopolitical violence, group dynamics, online social networks
  • Culture, values, and worldviews—moral psychology, culture and belief systems, psychology of religion
  • Personality structure and development—structure of personality attributes, culture and personality description, lifespan development
  • Decision-making and risk perception—human judgment, individual and group decision-making, decision-making in applied contexts (e.g., legal, aviation), risk perception, communication, and assessment

Research in these areas draws upon a wide range of methods, including individual, dyadic and group methods, psychophysiology, neuroimaging, neuroendocrinology, experience sampling, longitudinal studies, surveys, computational methods, and field studies. Students have the opportunity to develop their skills through course work and through collaboration with faculty mentors.

The program encourages interdisciplinary approaches, and training exposes students to a wide range of topics through small seminars, informal brown-bag series, lab meetings, and a variety of other opportunities. Students often work with multiple instructors and researchers, including faculty members from other areas of psychology, from other departments and units on campus, and from other institutions. Students may flexibly tailor their own graduate program under the guidance of faculty advisors, making the social and personality psychology program a distinctive training experience for each graduate student.

System Neuroscience

Systems neuroscience at the University of Oregon bridges the psychology and biology departments, and is strongly affiliated with the Institute of Neuroscience. Research areas span levels from genes to circuits to behavior, with a focus on understanding how neuronal computations underlie behavior. Researchers study the sensory systems, such as the olfactory, visual, and auditory systems, as well as how they interact with neural systems for memory, attention, and decision-making. Graduate students studying systems neuroscience join the neurons, circuits, and cognition graduate program, which provides an interdisciplinary training program that includes cross-rotations in different laboratories, multilab group meetings, research seminars, journal clubs, and retreats. Students combine a core neuroscience curriculum with a customized course of study designed to fit their interests.

Systems neuroscience labs at Oregon are highly collaborative within the systems area as well as with biology labs studying synaptic, cellular, and molecular neuroscience and with cognitive neuroscience labs using fMRI and EEG to study working memory and attention in humans. Research uses a range of innovative approaches, including optogenetics, electrophysiology, imaging, and theory, placing systems neuroscience at the heart of a highly collaborative intellectual community.

Courses

Course usage information

PSY 199. Special Studies: [Topic]. 1-5 Credits.

Repeatable.

Course usage information

PSY 201. Mind and Brain. 4 Credits.

Introduction to perception, memory, learning, and cognition.

Course usage information

PSY 202. Mind and Society. 4 Credits.

Introduction to topics in clinical, personality, social, and developmental psychology.

Course usage information

PSY 301. Scientific Thinking in Psychology. 4 Credits.

Fundamentals in the empirical study of human behavior, including hypothesis formation, experiment design, behavioral data basics, and critical evaluation of scientific claims. Sequence with PSY 302, PSY 303. Students may not register for PSY 301 after completing PSY 303.

Course usage information

PSY 302. Statistical Methods in Psychology. 4 Credits.

Probability and statistics applied in psychological research. Topics include descriptive statistics, hypothesis testing, correlation, regression, and design of experiments. With laboratory. Sequence with PSY 301, PSY 303.
Prereq: MATH 243 or one from MATH 241, MATH 246, MATH 251; PSY 301, WR 121; Pre- or coreq: PSY 201, 202.

Course usage information

PSY 303. Research Methods in Psychology: [Topic]. 4 Credits.

Practical experience designing, conducting, analyzing, and communicating original research about human behavior. Sequence with PSY 301, PSY 302. Repeatable once for a total of 8 credits when the topic changes.
Prereq: PSY 201, PSY 202, PSY 301, PSY 302; one from WR 122, WR 123.

Course usage information

PSY 304. Biopsychology. 4 Credits.

Relationships between brain and endocrine activity and behavior. Topics include sensation, perception, sexual behavior, drug effects, eating, drinking, sleeping, dreaming, and learning.
Prereq: PSY 201.

Course usage information

PSY 305. Cognition. 4 Credits.

Major topics addressed in this class include perception, attention, memory, language, reasoning, and decision-making.
Prereq: PSY 201.

Course usage information

PSY 306. Social Psychology. 4 Credits.

Processes underlying social perception and social interaction. Topics include aggression, the self-concept, stereotyping and prejudice, conformity, persuasion, attraction, and helping.
Prereq: PSY 202.

Course usage information

PSY 307. Personality. 4 Credits.

Theory and methods for studying human traits, including personality tests and measures. Current research in personality. Studies of age, gender, culture, and relation to emotion and motivation.
Prereq: PSY 202.

Course usage information

PSY 308. Developmental Psychology. 4 Credits.

Survey of cognitive, social-emotional, and personality development in infancy, childhood, adolescence, adulthood.
Prereq: PSY 202.

Course usage information

PSY 309. Psychopathology. 4 Credits.

Major descriptive and theoretical approaches to etiological, developmental, and social factors in emotion and personality disorders. Includes assessment, diagnosis, treatment, and special topics.
Prereq: PSY 202.

Course usage information

PSY 348. Music and the Brain. 4 Credits.

Explores the neural correlates of our perception of tonality, harmony, melody, and rhythm and how these relate to neurobiology, brain damage, and cognitive neuroscience.

Course usage information

PSY 366. Culture and Mental Health. 4 Credits.

Role of culture in the definition and maintenance of mental health and the definition and treatment of mental illness.

Course usage information

PSY 380. Psychology of Gender. 4 Credits.

Critical analysis of evidence for sex differences, gender roles, and the effect of gender on traditional issues in psychology. Topics include parenthood, violence, and sexual orientation.

Course usage information

PSY 383. Psychoactive Drugs. 4 Credits.

Physiological and behavioral effects of psychoactive drugs such as alcohol, opiates, barbiturates, and excitants. The psychology of use and overuse; therapies for correcting drug problems.

Course usage information

PSY 388. Human Sexuality. 4 Credits.

The nature of human sexuality; hormonal, instinctual, and learned factors in sexuality; psychosexual development; sexual orientation; frequency and significance of various types of sexual behavior; sexual inadequacy; sexual deviation.

Course usage information

PSY 399. Special Studies: [Topic]. 1-5 Credits.

Repeatable.

Course usage information

PSY 401. Research: [Topic]. 1-21 Credits.

Repeatable.

Course usage information

PSY 403. Thesis. 1-12 Credits.

Repeatable.

Course usage information

PSY 405. Reading and Conference: {Topic]. 1-21 Credits.

Repeatable.

Course usage information

PSY 406. Field Studies: [Topic]. 1-21 Credits.

Repeatable.

Course usage information

PSY 407. Seminar: [Topic]. 1-5 Credits.

Repeatable.

Course usage information

PSY 408. Laboratory Projects: [Topic]. 1-9 Credits.

Repeatable.

Course usage information

PSY 409. Practicum: [Topic]. 1-9 Credits.

Repeatable.

Course usage information

PSY 410. Experimental Course: [Topic]. 1-5 Credits.

Repeatable.

Course usage information

PSY 412. Applied Data Analysis. 4 Credits.

Intermediate-level practical data analysis and interpretation. Topics include experimental design, analysis of variance, multiple regression, exploratory data analysis. Extensive computer use. Honors only.
Prereq: PSY 303.

Course usage information

PSY 420. Psychology and Law. 4 Credits.

Introduction to topics of concern to both psychology and the law. Includes eyewitness identification, legal decision-making, criminal defenses, profiling, polygraphy, and mental-health law.
Prereq: PSY 303.

Course usage information

PSY 433. Learning and Memory. 4 Credits.

Processes underlying learning and memory, including evolution. Topics range from simple forms of behavior change to the acquisition, retention, forgetting, and retrieval of symbolic information.
Prereq: PSY 303; one course from PSY 304, PSY 305.

Course usage information

PSY 436. Human Performance. 4 Credits.

Motor and intellectual capacities; analysis of the flow of information within the nervous system; applications of performance principles to human-machine systems.
Prereq: PSY 303, PSY 305.

Course usage information

PSY 438. Perception. 4 Credits.

Topics covered are color, size, shape, depth, distance, and movement. Examines the relationships between stimuli and perception, stimuli and the neural response, and the neural response and perception.
Prereq: PSY 303, PSY 304.

Course usage information

PSY 440. Psycholinguistics. 4 Credits.

Processes and structures underlying language use. Methods of studying language processing. Relationships between psycholinguistic data and observations from linguistics and neurophysiology.
Prereq: PSY 303, PSY 305.

Course usage information

PSY 445. Brain Mechanisms of Behavior. 4 Credits.

Organization of the mammalian brain. Structure and function of the neuronal systems underlying vision, perception, motivation, coordinated movement, sleep-wakefulness, learning and memory, and affective disorders.
Prereq: PSY 303, 304.

Course usage information

PSY 449. Cognitive Neuroscience. 4 Credits.

Integrative neural mechanisms of normal and abnormal processes in systems (e.g., selective attention, language, memory, object recognition, and emotion).
Prereq: PSY 303, PSY 304.

Course usage information

PSY 450. Hormones and Behavior. 4 Credits.

Relationships among the brain, endocrine systems, and behavior. Developmental effects of hormones on the brain, puberty, sexuality, aggression, stress.
Prereq: PSY 303, PSY 304.

Course usage information

PSY 457. Group Dynamics. 4 Credits.

Topics in small-group dynamics, including decision-making, conflict, and changes over time in group structure and behavior.
Prereq: PSY 303.

Course usage information

PSY 458. Decision-Making. 4 Credits.

Psychological processes involved in judgment and decision-making. Normative theories of ideal behavior contrasted with descriptive analysis of actual behavior.
Prereq: PSY 303.

Course usage information

PSY 459. Cultural Psychology. 4 Credits.

Examines interdependence between mind and culture in substantive domains such as social cognition, motivation, emotion, and psychopathology. Cultural pluralism, collective identities, tolerance, and diversity considered.
Prereq: PSY 303.

Course usage information

PSY 468. Motivation and Emotion. 4 Credits.

Adaptive human behavior; considers biological processes involved in emotions, how emotions interact with cognition, and social influences.
Prereq: PSY 303.

Course usage information

PSY 472. Psychology of Trauma. 4 Credits.

Cognitive, neuropsychological, developmental, social, and clinical approaches to understanding trauma. Includes analysis of childhood trauma, sexual assault, domestic violence, terrorism, combat, and natural disasters.
Prereq: PSY 303.

Course usage information

PSY 473. Intimate Relationships. 4 Credits.

Adult intimacy and love relationships. Clinical-counseling approaches: assessment, couple and family therapies, and evaluation. Models of relationship functioning and the empirical study of interpersonal relationships.
Prereq: PSY 303.

Course usage information

PSY 475. Cognitive Development. 4 Credits.

Intellectual development in children from infancy to adolescence with a focus on early childhood. Topics covered include perception, attention, memory, reasoning, conceptual structure, social cognition.
Prereq: PSY 303; one course from PSY 305, PSY 308.

Course usage information

PSY 476. Language Acquisition. 4 Credits.

How children acquire language from the earliest speech sounds to full sentences. Topics include babbling, first words, word combinations, the relationship between cognition and language development.
Prereq: PSY 303; one course from PSY 305, PSY 308.

Course usage information

PSY 478. Social Development. 4 Credits.

Theoretical issues and empirical studies of social-emotional development. Topics may include attachment, temperament, moral development, family interaction, self-image, aggression, and sex-role development.
Prereq: PSY 303; one course from PSY 306, PSY 307, PSY 308.

Course usage information

PSY 479. Infancy. 4 Credits.

Mechanisms and processes that underlie and promote rapid changes in physical, cognitive, and linguistic capabilities, from birth to 24 months. Covers innovative methodologies and cultural attitudes toward infants.
Prereq: PSY 303; one course from PSY 308, PSY 376.

Course usage information

PSY 480. Development and Psychopathology. 4 Credits.

Biological and environmental factors that shape normal and abnormal development. Analysis of how family functioning affects psychopathology and resilience in children and adolescents.
Prereq: PSY 303; one course from PSY 308, PSY 309.

Course usage information

PSY 490. Honors in Psychology. 1 Credit.

Repeatable. Reading and conference. Repeatable twice for maximum of 3 credits each.
Prereq: Honors psychology majors only.

Course usage information

PSY 491. Honors is Psychology. 1 Credit.

Repeatable. Reading and conference. Repeatable twice for maximum of 3 credits each.
Prereq: Honors psychology majors only.

Course usage information

PSY 492. Honors in Psychology. 1 Credit.

Repeatable. Reading and conference. Repeatable twice for maximum of 3 credits each.
Prereq: Honors psychology majors only.

Course usage information

PSY 503. Thesis. 1-16 Credits.

Repeatable.

Course usage information

PSY 507. Seminar: [Topic]. 1-5 Credits.

Repeatable.

Course usage information

PSY 510. Experimental Course: [Topic]. 1-5 Credits.

Repeatable.

Course usage information

PSY 512. Applied Data Analysis. 4 Credits.

Intermediate-level practical data analysis and interpretation. Topics include experimental design, analysis of variance, multiple regression, exploratory data analysis. Extensive computer use.

Course usage information

PSY 520. Psychology and Law. 4 Credits.

Introduction to topics of concern to both psychology and the law. Includes eyewitness identification, legal decision-making, criminal defenses, profiling, polygraphy, and mental-health law.

Course usage information

PSY 533. Learning and Memory. 4 Credits.

Processes underlying learning and memory, including evolution. Topics range from simple forms of behavior change to the acquisition, retention, forgetting, and retrieval of symbolic information.

Course usage information

PSY 536. Human Performance. 4 Credits.

Motor and intellectual capacities; analysis of the flow of information within the nervous system; applications of performance principles to human-machine systems.

Course usage information

PSY 538. Perception. 4 Credits.

Topics covered are color, size, shape, depth, distance, and movement. Examines the relationships between stimuli and perception, stimuli and the neural response, and the neural response and perception.

Course usage information

PSY 540. Psycholinguistics. 4 Credits.

Processes and structures underlying language use. Methods of studying language processing. Relationships between psycholinguistic data and observations from linguistics and neurophysiology.

Course usage information

PSY 545. Brain Mechanisms of Behavior. 4 Credits.

Organization of the mammalian brain. Structure and function of the neuronal systems underlying vision, perception, motivation, coordinated movement, sleep-wakefulness, learning and memory, and affective disorders.

Course usage information

PSY 549. Cognitive Neuroscience. 4 Credits.

Integrative neural mechanisms of normal and abnormal processes in systems (e.g., selective attention, language, memory, object recognition, and emotion).

Course usage information

PSY 550. Hormones and Behavior. 4 Credits.

Relationships among the brain, endocrine systems, and behavior. Developmental effects of hormones on the brain, puberty, sexuality, aggression, stress.

Course usage information

PSY 557. Group Dynamics. 4 Credits.

Topics in small-group dynamics, including decision-making, conflict, and changes over time in group structure and behavior.

Course usage information

PSY 558. Decision-Making. 4 Credits.

Psychological processes involved in judgment and decision-making. Normative theories of ideal behavior contrasted with descriptive analysis of actual behavior.

Course usage information

PSY 559. Cultural Psychology. 4 Credits.

Examines interdependence between mind and culture in substantive domains such as social cognition, motivation, emotion, and psychopathology. Cultural pluralism, collective identities, tolerance, and diversity considered.

Course usage information

PSY 568. Motivation and Emotion. 4 Credits.

Adaptive human behavior; considers biological processes involved in emotions, how emotions interact with cognition, and social influences.

Course usage information

PSY 572. Psychology of Trauma. 4 Credits.

Cognitive, neuropsychological, developmental, social, and clinical approaches to understanding trauma. Includes analysis of childhood trauma, sexual assault, domestic violence, terrorism, combat, and natural disasters.

Course usage information

PSY 573. Intimate Relationships. 4 Credits.

Adult intimacy and love relationships. Clinical-counseling approaches: assessment, couple and family therapies, and evaluation. Models of relationship functioning and the empirical study of interpersonal relationships.

Course usage information

PSY 575. Cognitive Development. 4 Credits.

Intellectual development in children from infancy to adolescence with a focus on early childhood. Topics covered include perception, attention, memory, reasoning, conceptual structure, social cognition.

Course usage information

PSY 576. Language Acquisition. 4 Credits.

How children acquire language from the earliest speech sounds to full sentences. Topics include babbling, first words, word combinations, the relationship between cognition and language development.

Course usage information

PSY 578. Social Development. 4 Credits.

Theoretical issues and empirical studies of social-emotional development. Topics may include attachment, temperament, moral development, family interaction, self-image, aggression, and sex-role development.

Course usage information

PSY 579. Infancy. 4 Credits.

Mechanisms and processes that underlie and promote rapid changes in physical, cognitive, and linguistic capabilities, from birth to 24 months. Covers innovative methodologies and cultural attitudes toward infants.

Course usage information

PSY 580. Development and Psychopathology. 4 Credits.

Biological and environmental factors that shape normal and abnormal development. Analysis of how family functioning affects psychopathology and resilience in children and adolescents.

Course usage information

PSY 601. Research: [Topic]. 1-21 Credits.

Repeatable.

Course usage information

PSY 602. Supervised College Teaching. 1-3 Credits.

Repeatable.

Course usage information

PSY 603. Dissertation. 1-16 Credits.

Repeatable.

Course usage information

PSY 605. Reading and Conference: [Topic]. 1-21 Credits.

Repeatable.

Course usage information

PSY 607. Seminar: [Topic]. 1-5 Credits.

Repeatable.

Course usage information

PSY 609. Practicum: [Topic]. 1-9 Credits.

Repeatable.

Course usage information

PSY 610. Experimental Course: [Topic]. 1-21 Credits.

Repeatable.

Course usage information

PSY 611. Data Analysis I. 4 Credits.

Introduction to probability, hypothesis testing, and analysis of variance with applications. Includes training in the statistical analysis of data by computer. With laboratory.

Course usage information

PSY 612. Data Analysis II. 4 Credits.

Multiple regression and advanced topics in analysis of variance. Includes training in the statistical analysis of data by computer. With laboratory.
Prereq: PSY 611.

Course usage information

PSY 613. Data Analysis III. 4 Credits.

Multivariate techniques including MANOVA, factor analysis, principal components. Includes training in the statistical analysis of data by computer. With laboratory.
Prereq: PSY 612.

Course usage information

PSY 614. Fast Program Refinement. 4 Credits.

This course introduces a structured but flexible framework for intervention program development, implementation, and evaluation. Students will explore why change is needed in the field as they learn and practice the Framework’s guiding principles (precision, fast-cycle iteration, co-creation, and shared learning).

Course usage information

PSY 615. Community Needs Assessments. 4 Credits.

Explores the formative steps in intervention design and implementation. Introduces key concepts and methods for needs assessments with agencies and individuals serving at-risk communities. Topics include building community partnership and using qualitative research methodology to empirically assess barriers to and facilitators of access to interventions.

Course usage information

PSY 616. Implementation with Community and Cultural Perspectives. 3 Credits.

This course explores essential tools for implementing effective (or evidence-based) programs with fidelity in community settings. Topics include community outreach, diversity science, partnership and co-creation, team science, and models of change.

Course usage information

PSY 618. Substance Use and Addiction. 3 Credits.

Exploration of brain mechanisms underlying motivated behaviors and dysfunctions that lead to addictive behaviors. Topics include neurobiological and psychological effects of addictive drugs, factors that contribute to addiction, societal impacts, the link between addiction and habits, and how this relates to behaviors like pathological gambling.

Course usage information

PSY 619. Intervention Science. 4 Credits.

Exploration of the development and evaluation of evidence-based treatments, the field of implementation science, and culturally competent intervention approaches. Students develop clinical intervention and case conceptualization skills while learning about infant, child, adolescent, adult, and couple focused evidence-based treatments for a variety of disorders.

Course usage information

PSY 620. Psychopathology. 3 Credits.

Definition, measurement, and diagnosis of deviant behavior; includes critical reviews of research on the etiology, intervention, and outcome of major mental disorders.
Prereq: major standing.

Course usage information

PSY 621. Clinical Psychobiology. 3 Credits.

Research and theory from the neurosciences applied to clinical problems and biological therapies.
Prereq: major standing.

Course usage information

PSY 628. Methods of Program Evaluation. 4 Credits.

This course provides full-spectrum coverage of program evaluation. We will cover theory, model testing, experimental design and basic statistical theory and methods. Designed to provide students with tools and techniques they can apply to program development and evaluation within their home organizations.

Course usage information

PSY 629. Methods of Program Measurement. 4 Credits.

This course provides students with an understanding of best practices in quantitative and qualitative measurement. Topics include assessment, psychometrics, validity, and reliability. Students will gain practical tools they can apply to conducting research within social service and related settings.

Course usage information

PSY 630. Translational Neuroscience in Early Childhood. 3 Credits.

Introduction to key concepts and methods of translational neuroscience. Uses a multidisciplinary lens to examine environmental influences on early human development, from the prenatal period through early childhood. Reviews the evidence base for interventions that aim to mitigate risk factors in these critical developmental periods.

Course usage information

PSY 631. Translational Neuroscience in Adolescence. 3 Credits.

Examines neuroscience research on brain structure, function and neuroplasticity specific to adolescent development. Relates principles of adolescent brain development to evidence-based treatments. Topics include the effects of hormones on brain development, increased sensitivity to dopamine in reward seeking, and the neural basis of social cognition.

Course usage information

PSY 632. Translational Neuroscience in Adulthood. 3 Credits.

Examines neuroscience research on brain development and neuroplasticity in adulthood. Emphasizes bidirectional links between neurobiology and behavior and connections to evidence based psychosocial treatment common to aging adult populations. Topics include stress neurobiology, anxiety and depression, substance use, and cognitive function over the adult lifespan.

Course usage information

PSY 672. Trauma Informed Interventions. 3 Credits.

Seminar on the effects of adverse childhood experiences (ACES) and trauma on physical and mental health. Topics include stress-related psychopathology, culture- and trauma-informed clinical intervention, and socio-demographic and cultural factors related to adversity and stress.

Course usage information

PSY 690. Capstone Research. 1-2 Credits.

Faculty-supervised research credits for each quarter in which students conduct their capstone research project, which is embedded in their home agency / employer (minimum 3 terms of 2 units per term). Small group advising allows for faculty-student advising on project enhanced by peer-to-peer advising/mentoring.

Course usage information

PSY 704. Internship: [Topic]. 1-15 Credits.

Repeatable.