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Course Descriptions
Required Courses
70500 Statistical Methods in
Psychology I
This course introduces students to data analysis techniques
that are suitable for field research projects. Heavy emphasis
is given to various regression models, univariate and multivariate
analysis of variance techniques and time series intervention
models. Students are given experience using computer programs
from SAS, SPSS-X, and BMDP. New students who have completed
a graduate statistics course may be able to use that in lieu
of this requirement. 705 Statistics I and 706 Statistics II
are required by the Ph.D. Program in Psychology.
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70600 Statistical Methods in
Psychology II
Psychology 706 is a continuation of Psychology 705. The topics
covered include confidence intervals for regression parameters
and their use in prediction problems, simultaneous, stepwise,
and hierarchic regression models, power analysis, simple and
factorial analysis of variance (balanced and unbalanced cases),
post-hoc comparisons, simple and factorial multivariate analyses
of variance.
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70500 Statistical Methods in
Psychology I
The purpose of this course is to introduce the student
to the basic principles underlying statistical inference,
to provide an understanding of basic statistical analyses
(t-tests, simple analysis of variance and regression models,
non-parametric methods) and to provide an introduction to
the use of statistical computer packages.
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70600 Statistical Methods in
Psychology II
The following topics are considered: (a) the description of
multi variate data sets, (b ) multiple regression analysis,
(c) analysis of variance for factorial designs, (d) randomized
block designs, and (e) analysis of covariance.
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72900 Research Methods In Human
Developmental Psychology I-II
The course is designed to introduce the student to methods
for conducting research on psychological problems within a
developmental framework. General topics included are: what
is special about the developmental approach to psychology,
the relationship between theory and method, selecting participants
(subjects), obtaining human subjects’ approval, kinds
of design (especially cross-sectional, longitudinal, cross-lagged),
measurement, data analysis, and interpretation. Special topics
include changing behavior and cross-sectional research. In
each case, the topic is approached didactically and practically.
The student is expected to complete a pilot study of a research
project and a (re)design of same.
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79200 Research Methods and
Ethics in Environmental Psychology I
The class will cover issues, problems and ethics of various
field research issues including problem definition, research
design, review of literature, and data analysis. Specific
techniques covered include observation, interviews, questionnaires,
participatory methods, graphics, community studies and social
impact assessment.
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79300 Research Methods and
Ethics in Environmental Psychology II
This course is a continuation of Research Methods and Ethics
in Environmental Psychology I, covering the major research
techniques used in Environmental Psychology, the rationale
for their use, their strengths and limitations and ethical
concerns. The research problems selected by students in the
first semester are pursued, with the design and application
of appropriate data collection techniques. The laboratory
meeting enables discussion of research questions specific
to the ongoing studies. The class terminates with a presentation
of the research and a final paper.
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79100 Environmental Social Science I:
Interdisciplinary Perspectives
This course is designed to provide a survey of the range of
disciplines that comprise the field of Environmental Social
Science. Readings are designed to broaden the students' familiarity
with literature concerning peoples engagements with the physical
environment from the fields of anthropology, sociology, geography,
urban planning, architecture, environmental design and management,
and psychology.
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80103 Environmental Social Science II:
Ecological Concepts in Psychology
This course examines the strands of ecological thought in
psychology ranging from self- proclaimed ecological theorist
such as J.J. Gibson, Egon Brunswick, and Roger Barker through
other theorists for whom context was crucial, such as Kurt
Lewin and L.S. Vygotsky. More recent work is drawn from artificial
intelligence, environmental and developmental psychology,
and discourse analysis. The goal of the course is to help
students develop a theoretical basis for understanding psychological
processes as embedded in the physical, social, and cultural
world.
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80103 Stress, Coping,
Trauma and Resilience
In 1962, a seminal, observational study of adjustment to chronic
disease appeared in the Archives of General Psychiatry (Visotsky,
Hamburg, Goss, & Lebovits, 1962). Its authors posed questions
regarding adjustment to polio that continue to stimulate research
today: "How is it possible to deal with such powerful, pervasive,
and enduring stresses as are involved in severe polio? What
are the types of coping behavior that contribute to favorable
outcomes?" (p. 28). Four decades later, theoretical and empirical
consideration of these questions have produced multifaceted
conceptualizations of adjustment, theoretical frameworks for
understanding determinants of adjustment, and empirical evidence
regarding factors that contribute to untoward or favorable
outcomes The seminar focuses on the intersections among the
constructs of stress, coping, trauma, and resilience (or positive
adaptational outcomes)-- in particular, those theories that
provide clues on those factors that enhance adaptation. We
will explore how stress affects psychological functioning
and physical health, and the interpersonal and environmental
resources that individuals and communities draw upon to cope
with stress/trauma. Historically, in psychology, we have focused
almost on negative health and mental health consequences of
stress and trauma. But what factors allow individuals, communities,
and societies to flourish in the face of stress/trauma? To
answer these questions, we will read the literature while
focusing on several areas -- the terrorist events of 9-11,
the experience of cancer, and loss and bereavement. Although
this is not a clinical course, our study will include some
research on psychosocial interventions designed to minimize
the impact of trauma.
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80103 Home, Homeland
and Homelessness
The focus of this seminar is on people's connections to places,
particularly to their homes, their homelands and the implications
of their loss. We will begin with an analysis of theories
of home, its meanings and functions, its changes over time
and its roles in people's lives. We then will consider the
implications of the loss of home and explanations for the
increases in contemporary homelessness. Finally, we will address
homelands, raising questions regarding contestations over
territories, and the significance of homelands in light of
increasing global concerns. Through readings on history, theory
and research, exploration of the interests of class members,
as well as the work of outside guests who have studied theses
issues, we will try to clarify the implications of place meanings
and place attachments.
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79103 Environmental Social Science III:
Social and Cultural Theory
This seminar is part of a three course sequence that introduces
first and second year graduate students to the multidisciplinary
theoretical bases of the environmental social science field.
The readings are divided into four parts: 1) From culture
to interpretation includes cognitive, ecological and interpretive
theories of culture and environment drawn from anthropology.
2) From structure to practice covers the transformation of
structural theories of social behavior to theories that include
human agency and link actors to the social and physical environment
through practice. 3) From history to political economy traces
Marxism in its many forms, and focuses on Marxist geographical
theory as it redefines space and spatial practices in such
a way as to understand the production of space and the social
reproduction of the class structure that supports uneven development.
The final part reviews 4) critical theories: race, class,
and gender including recent work in feminism, critical race
theory, post colonial theory, and critical literary theory.
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80103
Developmental Psychopathology
The seminar is designed to provide students with a solid background
in developmental psychopathology. This seminar is not designed
as a practicum, but instead is designed to provide basic knowledge
of a broad range of areas relevant to the conceptualization
of psychopathology to build upon. Therefore, in this seminar
we will examine psychopathology from a developmental perspective
through a consideration of relevant theory, empirical investigations,
and clinical case material. We will attempt to keep a fairly
even balance between focusing on the historical background,
the current research related to particular maladies, and the
more clinical or applied aspects of working clinically with
children. Major topics covered will include: contrasting models
of psychopathology; taxonomic/classification and epidemiology
of childhood psychopathology; course and outcome of childhood
disorders; therapeutic approaches and their effectiveness
and efficacy; and risk, trauma, and resilience. Specific disorders
covered include: Anxiety disorders; mood disorders; personality
disorders; schizophrenia; conduct disorder; attention deficit
disorder; and autism spectrum disorders. We will also consider
important areas of controversy in the field. The following
issues will be considered during the semester: genetics versus
environmental contributions to psychopathology; attachment
versus temperamental explanations for child traits; the long-term
effects of early childhood experience; effects of cocaine
exposure on infants and children, pharmacology versus psychotherapy
in the treatment for children and adolescents; bipolar disorder
in children.
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80103 Health
Behavior Change: Theories and Interventions
Psychologists are under increased pressure to play a greater
role in promoting health and reducing unhealthy behaviors
which are likely to lead to illness, injury, or death. Over
half of the premature deaths in the United States are preventable.
This course will address major theories of health behavior
change and how these theories can be used to guide the development,
implementation, and evaluation of individual, group, and community-level
behavioral interventions designed to improve health. Issues
involved in the delivery of health related interventions for
behaviors related to HIV/STD prevention, alcohol/cigarette/drug
use, and other health-related behaviors will be presented.
In addition, techniques and approaches used to deliver such
interventions will be discussed.
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72000 Developmental Psychology I
Various theoretical approaches and methods to studying cognitive,
social, perceptual, and affective development will be considered.
Philosophical positions regarding scientific explanations
and experimental paradigms, along with value presuppositions
regarding the nature of development and developmental theories
also will be considered.
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72100 Developmental Psychology II
This course examines theories, methods, and research in social
development with a focus on socio-cognitive and socio-emotional
development. Topics include self as a social construct, relationships
between self and society, social interaction and cognitive
change, affect and intelligence. We also consider implications
of social development theories for practice and policy that
benefit children and adolescents.
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80101 Developmental Proseminar
I
This is a required course for all students in the first semester
of matriculation in the Developmental subprogram. The contents
of this course are not covered by any course in another program.
The purpose of the course is to introduce new students to
the research interests of the faculty. At each session, a
different faculty member will discuss his or her research
interests in the form of a professional autobiography. In
addition to presenting research interests and activities,
faculty will discuss their academic background and how they
developed their interests. Because this course requires no
preparation on the part of students, it carries zero credits
and will be graded as pass/fail. No prerequisite.
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80103 Proseminar in Social
Personality Psychology I - II
This course is for first-year students in social-personality
psychology. The course was designed to provide professional
socialization from the start of doctoral training. CUNY faculty
both from the Social-Personality Psychology program and other
subprograms present their current work, and students will
learn basic professional skills such as how to write a curriculum
vitae, create a conference poster, write an abstract, and
read statistical tables.
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74000 Social-Personality Psychology
I
This is a required course for all first year Social-Personality
students. We will read and discuss materials that well exemplify
the (a) link between the intellectual concerns of personality
psychologists and social psychologists and (b) the need to
approach human behavior through a variety of levels of analysis,
moving from the individual through the cultural level. Students
will be introduced to some classic texts in behavioral and
social science as well as contemporary examples of broad-based
psychological research.
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80101 Lab in Social Personality
Psychology I - II
This is a required course for first year Social-Personality
students. It provides a context for students’ development
of their second-year project ideas. Emphasis is placed on
both faculty and students’ provision of useful feedback
on both conceptual and methodological elaborations. The major
project of the semester will be each student’s completion
of a full length and critical literature review. This will
serve as the foundation for each student's second year project.
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80101 Proseminar
in Psychology and the Law
The Proseminar in Psychology and Law will introduce students
to the range and diversity of topics in this emergent and
exciting field of applied psychology. At each session a member
of the faculty of the Psychology and Law Concentration will
present their areas of research and practice. These areas
are the following: Children's welfare (incl. testimony, custody,
abuse and neglect,elinquency, and competency) Gender discrimination
Discrimination; Prison education Police psychology; Gender
and personality issues in forensic psychology Police selection,
Organizational and employment issues in criminal justice organizations
Mental health law; Assessments of dangerousness Social psychology
and law; Gender; Use of scientific evidence in court Legal
decision making; Jury behavior; Eyewitness reliability; Media
and law, Death penalty; Scientific evidence Application of
statistics, measurement, and research methods in legal cases
Children's perception of rights, school discipline; Youthful
offenders' views of the criminal justice system Criminal behavior;
Sexual homicide; Criminal psychopathology Civil competency;
Aggression; Suicide; Research ethics Jury decision making
Mental health law; Psychopathology of criminal behavior Criminal
and civil competencies and capacities; Development & validation
of forensic assessment instruments; Mental state at time of
offense (insanity).
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80103 Research Design in
Social & Personality Psychology I
This course is the second semester of introductory research
methods for social-personality psychology students. The course
will focus on specific methods and strategies for conducting
research. Included will be discussion of techniques such as
questionnaire construction, interviewing, participant observation,
and meta-analysis. The course will be organized in modular
form and will involve presentations from multiple faculty.
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80103 Qualitative
Research Interviewing
This course covers theory, development, and utilization of
qualitative research interviewing in psychosocial studies
with particular focus on multicultural and social justice
issues. It will distinguish between this form of interviewing
from other more structured interview techniques, such as surveys
and those from other disciplines. The course will follow development
of interview format from origin of exploratory ideas, conceptual
and theoretical foundations, creating interview content and
structure, learning techniques of effective interviewing,
monitoring the interview and subjects' responses, to issues
for data analysis. Role play and feedback sessions are part
of the course.
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72300 Current Issues in Psychology
This seminar covers current research in developmental, environmental
and social personality psychology through presentations by
guest speakers, discussions around topics in formation, and
issues related to students' research. We have organized a
mix of presentations for this semester that reflect the many
interests across the three subprograms. Also, we have scheduled
the first Wednesday of every month for 'Community Meetings'
in which each subprogram will meet separately and will have
the opportunity for general discussion of issues based in
your own subprogram as well as other program-wide concerns.
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80260 Second Year Research Seminar
I - DEV
An informal group of students preparing second year research
projects which discusses problems of research problem formation
and research design.
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80260 Second Year Research
Seminar I - ENV
This is the Second Year Research Paper Seminar. The goal of
this seminar is to develop individual research projects including
problem formulation, literature review, research design, definition
of methods, implementation and analysis. The first semester
focus is on problem formulation, literature review and design
of research including methods. Ethical concerns are addressed
throughout the year.
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80103 Second Year Research
Seminar II (Environmental)
This is the second half of the Second Year Paper Seminar.
The goal of this seminar is to continue work on individual
research projects. The second semester focus is on the conduct
of the research including data collection and analysis and
writing up the final paper, preferably one that is publishable.
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80103 Social-Personality
Psychology I
This is a required course for all first year Social-Personality
students. We will read and discuss materials that well exemplify
the (a) link between the intellectual concerns of personality
psychologists and social psychologists and (b) the need to
approach human behavior through a variety of levels of analysis,
moving from the individual through the cultural level. Students
will be introduced to some classic texts in behavioral and
social science as well as contemporary examples of broad-based
psychological research.
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80260 Second Year Research Seminar
I - S/P
This course serves as a component of the second-year independent
research project requirement. During the first semester students
develop and prepare a research proposal. Course content is
organized according to the issues and written genres essential
to develop a research proposal: theory and problem formulation,
critical literature review, hypothesis development, methods
(sample, procedures, design, data analysis plan), and IRB
approval. By the end of the first semester, students are expected
to have a study ready for pilot testing and are required to
submit a research proposal. Students are expected to carry
out the project during the second semester and course content
will again follow from the issues faced by researchers implementing
a study. These issues include subject recruitment, data collection,
analysis and reporting results. The final products include
a journal-length article reporting the study and an oral presentation.
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77100 Ethical Issues for Research
Psychologists
This course is designed to provide a forum for discussion
about the ethical issues of doing research with "human subjects",
and the ethical issues raised daily in the academy. The course
will cover the federal regulations for the protection of human
subjects (and the underlying philosophy for and history of
them), the different ethical issues that arise with different
research methods, the dialectic between ethics and science,
and the issues concerning special populations. The course
will also cover a number of areas of professional ethics,
including teaching, mentoring and publication. Ethical issues
arising in psychological research will be considered through
the use of case studies, debates, role-playing and discussion
of diverse experiences.
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70301 Method Foundations
in Social Personality Psychology
This course, co-taught by Professors Cross and Fine, will
examine the epistemological foundations of social psychological
research, historically and today, with explicit attention
to questions of knowledge construction, theory, design, methods
and analysis. Bridging varied methodologies and designs --
qualitative, quantitative and combined -- we will be reading
classic and critical texts; reviewing varied empirical articles,
and creating a rich conversation about theories of methods
in psychology past, present and future. Key notions including
validity, generalizability, unit of analysis, design, objectivity,
subjectivity and researcher reflexivity will be examined across
the many methodological traditions that have defined our field.
Individual faculty from the s/p program will be invited to
join the class for specific discussion points during the semester.
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Electives
80100 Discourse Theory and Analysis
This course is about theory and practice of discourse analysis.
The course reviews different theories of discourse and specific
data analytic approaches derived in these theoretical contexts.
We explore discourse analysis as the ongoing interaction of
theory and practice from critical comparisons of diverse approaches
and focus on complexities within several approaches as they
apply to students' research. Readings are drawn from disciplines
including psychology (social, personality, developmental),
anthropology, literary theory, and sociology. We apply theory
to oral, written, spontaneous, planned, and published texts
as sites of creation, reflection and integration of culture,
knowledge, and identity. Course work includes participating
in discourse analysis labs, as well as reading and writing.
Students are invited to bring their own projects and data
in to the course.
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80100 Epistemology
Epistemology refers to "how do we know?: There are classic
formulations that treat the problem of knowing as one of "how
does this ‘inside’ (the mind the brain, cognition,
the soul) "get to know about that outside." (The
world, Others in the world). This essentially dualistic formulation
is rooted in a particular Cartesian version of the knowing
relationship, New models of knowing have sprung up in Psychology
and in other fields in the social sciences and humanities.
This critique has even been extended to the workings of scientific
laboratories.
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80100 Experimental Psychology
and the Law
This course is a seminar that will examine the relationship
between social science and the law. The course will adopt
an interdisciplinary approach both in content and style. We
will study social science and law from 3 converging points
of view: 1) using social science research and theory in dispute
resolution, 2) using social scientific analysis of legal doctrine
to formulate public policy, and 3) studying the research results
of social science (especially psychology) as it attempts to
understand the legal system. We will begin by studying the
origins of the relationship between social science and the
law and the functions of the law from a social scientific
perspective. Next, we will briefly discuss some of the methodological
problems of answering legal questions with scientific analysis.
After discussing the foundations of the relationship, we will
examine specific legal problems from a social scientific point
of view. Adopting Monahan and Walker's typology, we will examine
the use of social science to determine factual issues specific
to a particular case, establish legal rules that set precedent
for future disputes, provide context or background for determining
facts important only to a specific case, shape the court system
and set public policy, and assist attorneys in preparing for
litigation. While examining these topics we will focus on
a number of specific legal issues including trademark law,
obscenity, school desegregation, jury size, death qualification,
the death penalty, rules of evidence, tort liability of special
defendants, setting bail, parole, searches and seizures, criminal
defenses (including eyewitness identification), note- taking
by jurors, rules of evidence, custody mediation, alternative
forms of dispute resolution, changing venue, juror selection,
and jury instructions.
In the process of studying the relationship between law and
social science, we will look at the results of research that
speak directly and indirectly to the issues raised in the
law. Although our efforts will focus on psychological research,
we will examine contributions of sociologists, anthropologists,
and economists where it is appropriate. While selections from
the supplemental readings will provide the basic reference
for our discussion of research findings, individual students
will be encouraged and at times required to extend their search
for social scientific findings to professional journals which
report recent and pertinent findings about legal issues. Course
Objectives: This is a survey course with the overall objective
of introducing the interdisciplinary approach of sociolegal
and psychological jurisprudence to students of social science
and students of law. The students are expected to (1) become
comfortable in translating legal problems into social scientific
questions and social scientific findings into legal arguments,
(2) learn about the resources available for the study of sociolegal
and psychological jurisprudence, (3) gain a fundamental understanding
of the general content area, and (4) master a specific problem
area.
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80100 Interviewing Children
This is an advanced research methods seminar exploring the
strengths and weaknesses of different methods for allowing
children to express their knowledge, interests, concerns or
feelings. Techniques used by developmental psychologists,
clinical psychologists, anthropologists, sociologists, journalists,
educators, social workers and market researchers will be compared.
Film, video and transcripts will be used as resources. Consideration
will also be given to the full range of props available in
working with children. Techniques will include drawing, the
use of toys, dolls, collage, and a variety of verbal methods,
including children in groups and the production of collective
texts. Considerable emphasis will be given to the politics
of the relationship between the interviewer and child, and
to ethical issues. Students will be required to complete a
very thorough interview with a child supplemented with an
extensive commentary and self-critique involving all of the
issues covered in the seminar, including the consideration
of alternative approaches.
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80100 Spatial Conflicts: Local
to International
This seminar is an examination of the grounds for socio-spatial
conflicts that range from conflicts over single spaces, neighborhood
conflicts (intra- and between neighborhoods) to intra-country
and across country conflicts. We will cover topics such as
personal space, territoriality, the creation of strangers,
space identity and nationalism. Readings will be supplemented
by presentations by guest-speakers with the goal of creating
discussion by class members.
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80100 Language and Thought in Development
The course explores the interdependence of language and cognitive
development. Topics will include the emergence of symbolic
thought, the status of prelinguistic categories, representational
formats for declarative memory, cognitive and linguistic determinants
of categorization, and bilingualism. Mechanisms and factors
effecting cognitive change will be discussed.
72800 Language Development
This course presents a description of the course of language
acquisition from the pre-linguistic period to middle childhood.
Emphasis is given to the cognitive and communicative foundations
of language, and the development of syntax and semantics from
functional perspective. Particular attention is given to the
relation of language, thought and culture in development
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80100 Urban Health: Environmental,
Individual, and Social Aspects
Urban health refers to health problems associated with urban
living, as well as health problems that are most likely to
affect populations that are highly concentrated in urban areas,
such as minorities and recent immigrants. This course surveys
the range of urban health problems and attempts to identify
underlying causes and potential solutions to urban health
crises. We begin with a survey of the prevalence and geography
of health problems within and across urban centers, and how
they have changed in recent decades. These problems include
the concentration of certain diseases (e.g., AIDS, asthma,
infant mortality, victimization) and health disparities among
different urban populations (e.g., excess lung cancer in African
Americans, excess asthma in Latinos). We will explore risk
and protective factors that vary with race, ethnicity, social
class, and gender in order to understand both disease concentration
and health disparities. We also consider the contribution
of the physical and social environment of cities to health.
Throughout the course, we will emphasize the interactions
of biological, psychological, social, and environmental processes
in health. Social processes will include family and small
group, cultural, economic and social structural levels. The
course will conclude with an examination of successful urban
health interventions and of the hurdles involved in mounting
such interventions. This section of the course will focus
on characteristics and processes in urban areas that can support
health. For example, urban enclaves and the cultural diversity
of cities can support the health of vulnerable populations
as well as provide unique settings for successful prevention
and treatment programs.
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80100 Proseminar in Psychology
I
The Proseminar in Psychology targets the first-year doctoral
students of all ten subprograms. It addresses issues that
have been the focus of theoretical and empirical research
across the disciplines of psychology. The Proseminar presents
and integrates the disciplinary perspectives bearing on each
issue. In so doing, it reminds one that each discipline makes
critical contributions to our understanding of the individual.It
also indicates that psychology is bigger than the sum of its
disciplines.The Proseminar will address two seminal issues
-- implicit memory and the self -- from three vantage points:
(1) From the biological level through the "mind-body" individual.
The individual is an intact entity comprised of various biological
systems in interaction and transaction with each other. These
systems also interact with the mind.(2) From the individual
through the environment. The individual is nested within environmental
strata (e.g., family, society, culture) and both the individual
and the strata are constantly interacting and affecting one
another.(3) From a historical perspective. Each issue has
a long history of theoretical and empirical research within
psychology. We focus on how that knowledge has changed over
time and where it may lead in the future.To accomplish the
goals of the Proseminar, we are drawing upon the expertise
of faculty from the ten subprograms. Each issue also has a
coordinator to ensure a cohesive presentation and discussion
of the issue with the students. My job, as the leader of the
Proseminar, is to ensure that all runs smoothly and according
to plan.
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80100 Race, Ethnicity & Urban
Ethnography
This course combines reading and discussion of exemplary ethnographies
with direct field experiences in urban ethnography. By paying
specific attention to literature that addresses race/ethnicity
as well as gender, class, and sexual orientation inequality,
this course provides a critical Consideration of the contributions
of the ethnographic tradition. To emphasize changes and continuities
in the study of racial and ethnic communities, the material
for this course will employ classic Chicago School-style ethnographies,
post-World War II urban ethnographies, and contemporary works.
Students who have no experience in field methods and participant
observations are welcome, as are students with on-going field
research projects. All participants will be expected to write
and share field notes and to complete a semester project.
Because students will be able to choose from a wide variety
of ethnographies as well as field locations, this course is
appropriate for students in the traditional social sciences
(e.g. sociology, anthropology, psychology, history) as well
as more contemporary ones (e.g. gender studies, race studies,
American studies, cultural studies, lesbian and gay studies).
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80100 History and Paradigms in
Psychology
Psychology today is clearly a discipline in search of its
own identity and status among other sciences as well as the
ways to strengthen its role in society at large. Can psychology
continue to exist as a landscape of competing theories without
undermining its own legitimacy as well as its ability to address
issues of a broad societal significance? Or can a unifying
paradigm that would render a nondualistic and nonreductional
explanation to diverse findings across psychology's sub-disciplines
be found and explicated? This course offers a critical reflection
on diverse psychological paradigms as they emerged in the
history of this discipline in attempts to answer the very
fundamental questions pertinent to any psychological inquiry:
What is the nature of human mind and human development? How
to study them in a meaningful and objective way? The roots,
the meaning and the implications of several prominent paradigms
in psychology -- behaviorism, cognitivism, constructivism,
phenomenology, and evolutionary perspective -- will be revealed
and discussed. Advances in dynamic systems theory as well
as in cultural-historical activity theory will be explored
in view of their benefits in curing psychology's most serious
ailments such as its theoretical fragmentation, its methodological
anarchy, and the gap between research and practice.
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80100 Social and Environmental
Policy
No social need (whether for a clean environment, a good transportation
system, or ways of dealing with the poor) can be addressed
without the need to understand what public policies can do
and can't do. It is simply not enough to say that a need exists.
It is also important to suggest policies that are likely to
be efficient and effective.
In order to understand policies designed to address social
"ills" like environmental pollution, the lack of affordable
housing, the lack of jobs, and inadequate transportation systems,
it is necessary to study the historical and social context
of such policies as well as the particular issues which drive
policy decisions and behavior. This leads to an understanding
not only of why certain policy prescriptions are popular,
but why many of them seem to fail. Why is the environment
so corrupted? Why do we still have enormous income disparities?
Why can't public transportation be better? Why can't inner
cities be developed?
This seminar will address the issue of how social and environmental
policy is evaluated by examining specific policy areas (like
welfare, transportation, economic development, and hazardous
waste). Using both qualitative and quantitative methods, students
will analyze policies. In addition to class discussion, students
will choose a subject for in-depth analysis as a term project.
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80100 Architecture Design Studio:
Environmental Diversity Through Design- Architecture and Food
Architecture students from city college school of architecture
along with graduate students from the cuny graduate center
in environmental psychology will collaborate in a fall elective
exploring the relationship between architecture (design) and
food.
We will explore and investigate food and design from delivery,
to preparation, to display, to serving, to consumption, to
disposal....the forms, spaces and products that are inherent
in its continuum. we will also explore the variations of these
processes through a multi-cultural perspective.
How do different groups and different eating styles call for
different design approaches?
Join us as we explore the diversity of new york's peoples
through the architecture of their foods and the foods of their
architecture - field trips, dialogue sessions, design investigations
and workshops, and eating.
Come join us with an open mind and an empty stomach.
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80101 Statistical Consulting
Seminar
The purpose of this course is to afford students the opportunity
to apply their statistical and research design skills to real
life research problems. Each week, an invited guest will describe
a statistical, measurement, or research design question that
they have not been able to "solve" on their own. Students
in the class together with the instructors, will serve as
statistical consultants and offer possible solutions to the
problems. Regular class attendance is the only course requirement.
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85300 Health Psychology
The connection between the mind and the body is a hot topic
of scientific investigation. In this course, we examine the
ways that behavior and health are related from a variety of
theoretical perspectives. We study findings on the effects
of long-term stress on susceptibility to illness, including
the common cold. We explore healthy people's risk perceptions
and how they affect behavior change. We explore the social
context of health, including how social conditions, social
inequalities, and patient-provider relationships affect health.
We find out how to optimize adaptation to chronic illnesses,
such as breast cancer and AIDS. The aims of this course are
three-fold. First, students will become acquainted with the
current state of knowledge in health psychology. Second, students
will develop an understanding of the models, theories, and
methods used to explore person and environment factors (and
their interaction) in health and disease. Third, substantive
issues will be discussed with an awareness of sociocultural
diversity and the importance of understanding context; specifically,
each topic area will be examined as it relates to issues of
gender, age, sexual orientation and race/ethnicity. This is
the fundamental core course for all students in the Health
Concentration, and for any student interested in health psychology.
It is required of all students in the Health Concentration.
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80100 Identity Development and
Consequences
The seminar focuses on the unfolding of personal identity
and the individual and social forces that influence identity
formation. It addresses the adaptational and health-related
correlates of identity formation and integration. The impact
of time on individual and cohort changes in identity processes
is of interest. The seminar targets the identity development
of gay/lesbian and immigrant individuals as discussion exemplars
because each group experiences a discontinuity between a former
identity (e.g., as a straight person or a member of the majority
group in the native land) and a new identity. In the process,
within group differences are considered, particularly what
they imply about internal power dynamics. Further, attention
is drawn to unspoken and uninvestigated identities, specifically
those which are neither discredited nor discreditable and
which serve as the counterparts to gay/lesbian and immigrant
(ethnic) identities.
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80100 Research Seminar in Personality,
Social Structures/Processes, and Culture
This research seminar will provide a space for discussion
of projects that require thinking and looking seriously at
individual persons, local contexts, and broader social and
cultural structures. At issue is how to conceive of, observe,
and interpret experiences and stories of individuals set within
particular social places and times and framed by cultural
representations, including those of a global scope. There
will be a revisiting of earlier social science work (e.g.,
that on Personality and Social Structure and Personality and
Culture) but the emphasis will be on the updating and transformation
of these approaches to suit research possibilities in the
postmodern period. Topics to which this theory and methods
development could be applied include health and illness, religion
and spirituality, fashion, self and identity, and more. Seminar
participants will select the topics and specific research
questions.
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80100 Evaluation Research and
Consultation
This course integrates several aspects of program evaluation
into a practicum-based experience. The course will provide
an overview of basic theory and methods of evaluation research
and include a focus on the practical application of theory
and method to evaluation consultation. Topics will include:
design fundamentals; negotiating the evaluation consultant
role; evaluation goal setting; designing the evaluation; thoughtful
questionnaires and interviews; data analysis applications
in evaluation; reporting and problem solving. Students will
be required to participate in identifying evaluation settings
and in the completion of a "mock" cooperative evaluation design
project. The course is useful for students who plan to work
in community-based or government agencies and/or who may wish
to be involved in intervention research or research consultation.
Students who wish to audit only must register for "0" credits
and participate fully in the class meetings and cooperative
project although a written product is not necessary.
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80100 Theories of Social
(In) Justice
Students will be expected to read broadly and deeply the psychological,
anthropological and sociological literatures on experiences
and perceptions of social injustice. Students engage in writing
two major pieces for the course: an intellectual autobiography
around an idea that compels them through the readings, and
a short fictional story written from a situated perspective
in the midst of conditions of injustice (perspective of privilege,
intersectionality....) Readings bridge across critical theory,
feminist theory, queer theory and critical race theory. Conversation
with the instructor preferred prior to enrollment.
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80100 Research Seminar in Social
Injustice
In this course we will read broadly theoretical and empirical
work on questions of social injustice, including social psychological
writings, class based analyses, feminist theory, critical
race theory and recent work on sexualities. Students will
be asked to pursue a piece of original research (individuals
or in collaboration) for the class on a question of social
injustice, and be expected to produce a comprehensive critical
literature review by class end. The course will be organized
as a research collective, in which we will review questions
of theory, methods, ethics, collaboration and the research-policy
nexus.
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80100 Psychological Measurement:
Theory, Critical Issues, and Practical Applications
This is an advanced methods course that will provide an intensive
consideration of the basic psychometric concepts of reliability
and validity as they relate to the construction of psychological
measurement tools. Students will develop the fundamental skills
necessary to construct and evaluate a new measure as well
as the skills to critically evaluate existing measures. The
course is not a statistics course, although students will
be expected to understand and conduct statistical analyses
as part of their assignments. Throughout the course, we will
pay attention to the social and ethical issues surrounding
psychological measurement.
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80100 Time and Place in Cyberspace
The study of how people experience time and place through
the internet is an emerging field. This seminar will examine
the use of web-based software through the lens of social construction
theories to explore how the built environments of cyberspace
are designed, developed and changed by people through their
work and life worlds. This is an interdisciplinary seminar
addressing issues of how time and place are designed, created
and experienced. It will also explore issues of identity,
gender, communication, and the political economy of cyberenvironments.
The focus this semester will be on the theories of Latour,
Law, Coburn and others, using Actor-Network theory to examine
new technology as it is being created and while it is being
used.
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80103 Qualitative Research Methods:
Theory, Design, and Ethics
This course focuses on rationale and method in human development
and action research. We review, discuss, and practice qualitative
research methods including ethnography, free spaces, interviewing,
and discourse analysis. We take a critical perspective on
research design, considering theory, purpose, and issues such
as multiple methods, ethical issues in studying others, and
issues of diversity. Students apply the course work to their
own research, in particular second year research projects.
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80100 Memory and Cognition: A
Lifespan Approach
In this course, we will discuss various theories of memory,
the research that supports or refutes these theories, and
the implications they have on the decisions that are made
concerning children and adults (both young and old) in everyday
life situations. Introductory topics to be covered will include
a discussion of the proposed subdivisions of memory (e.g.,
implicit, explicit, semantic, episodic), the influence of
information processing models that distinguish among iconic,
short-term and long-term memory, and how advances in neuroscience
and technology have influenced and changed our views of memory.
We will then move on to the more practical issues to be determined
by the class members. Students are encouraged to bring their
favorite topics to the table and discuss them in the context
of what we know about the strengths and limitations of human
memory across the lifespan. For examples, we could examine
the implications of memory loss accompanying aging and discuss
the effectiveness of different methods designed to help adults
compensate for memory loss. Or, we could discuss the firey
debates that arise in the context of the eye-witness testimonies
given by distraught children and adults. The goal of the course
is to give students a clearer understanding of the different
views of human memory and how these views (rightly or wrongly)
influence the decisions that are made in everyday life.
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80100 Play, Fantasy and Imagination
This seminar will consider the constructs of play, fantasy
and imagination in terms of their common meanings and differences
as discussed in the psychological literatures in clinical
and developmental psychology. Central to this consideration
will be the emergence of symbolism and self in relation to
play and fantasy Special attention will be given to the meaning
and use of play in the lives of children, the role of fantasy
in human life and thought, and the role of imagination in
planning, problem solving and creative thinking. Both empirical
and theoretical sources will constitute the readings.
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80100 Resilience and Psychological
Well-being
Overcoming difficult experiences in life, adverse circumstances,
situations, or unique trauma that put psychological well-being
at risk for dysfunction is an attribute of the resilient person.
Understanding what is meant by resilience, the construct,
theory, research, and personal experience is the focus of
the course. The way resilience is represented in the literature
will be critically analyzed for the class to develop a working
model of resilience as a concept, and means for evolving research,
and practical interventions.Resilience will be studied from
several perspectives: developmental, hardiness research, attachment,
children at risk, trauma, environmental stress, psychopathology.
Resilience over the life span and the role of culture and
ethnicity are vital approaches to the topics. Discussion of
students' research, present or future projects related to
the topic of resilience will be integrated into the course.Please
Note: A course will be offered in the Spring (Research Seminar:
Resilience) for 0 and 1 credit for those of you who are in
the process of doing research in the area, or for those who
are thinking about doing research in the area of resilience.
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80100 Socio-Spatial Conflicts:
From Neighborhood Conflicts to the International Sphere
A number of constructs and theories related to spacial conflicts
have been identified in the social sciences and will be applied
to various contemporary conflicts with a view toward understanding
the nature of the disagreements and directions for the future.
We will consider personal space, territoriality, place connections
and attachments, place identity, prejudice, the stranger,
immigrant / refugees and nations and nationalism. Cultural,
religious and economic conflicts will be examined through
readings, individual projects and guest speakers.
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80100 Ecological Psychology
Ecological Psychology will examine the analysis of psychological
functioning, thinking and acting, in relationship to settings,
and what environments afford semiotically, technologically,
socially, politically and physically.
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80100 Workshop: Introduction to Urban
Geographic Information Systems and MapInfo
This course will introduce the student to urban geographic
information systems (GIS). It is designed as a workshop and
will be taught in a computer lab. In addition to an introduction
to the use and theory of different GIS applications, students
will learn MapInfo Professional. Using data on New York City,
students will be expected to produce maps illustrating a variety
of potential uses for GIS. These will include analysis of
research and policy questions, such as the relationship between
poverty and educational achievement or the location and impact
of health services.
80103 Mapping
for Policy: An Introduction to Geographic Information
This course is a workshop designed to provide practical training
in spatial analysis and hands-on experience in using GIS (Geographic
Information Systems) software. Using the MapInfo desktop mapping
program and examples from many different decision-making and
policy arenas, participants will learn about the varied uses
of maps in everyday analysis tasks. Classes will be held in
the computer lab and (occasionally) inn a classroom. Classes
will be devoted to learning how to make maps in MapInfo and
to discussion of the different uses of maps for policy. Course
Requirements As with any computer learning, practice
is critical. For some classes, students will be expected to
do one or more exercises which will be reviewed in class.
The final project will consist of a policy analysis with associated
maps. Students will be expected to make a presentation of
their results in class and to hand in a written report. A
Brief Note on Content Maps were used by ancient Mesopotamians,
Turks, and Egyptians. The earliest known maps date from cave
paintings or clay tablets from as early as 6200 b.c. By the
3rd century, scientists in Alexandria measured the circumference
of the earth, which led to the concepts of longitude and latitude.
The first globe and instructions for map making were produced
in the 2nd century b. c. in Alexandria. Roman land surveys
were a key part of governing. Unfortunately, computer mapping
is still a comparatively new field of study, first used by
large corporations in the late 1970s. Therefore, programs
designed to enable computer mapping are complex. It is impossible
to cover all of the topics necessary to become a mapping professional
in a short course. Nonetheless, students who take this course
will be expected to become proficient enough to handle almost
any reasonable mapping project and to understand critically
the benefits and limitations of computerized mapping. Specifically,
we will cover the following areas: An introduction to overall
mapping concepts and GIS 1. An introduction to conducting
spatial analysis using MapInfo 2. Basic knowledge of the varieties
of thematic mapping and geocoding 3. Basic knowledge of working
with databases in MapInfo 4. Introduction to SQL queries 5.
Basic knowledge of working with layouts and producing maps
6. Making maps which reflect policy issues We will not cover
the following: Projection and coordinate systems Advanced
SQL queries Digitizing with MapInfo Intermediate and advanced
techniques of MapBasic Each of the latter topics is a highly
specialized area of study and is available elsewhere (geography
programs, for example) for those who want a career in mapping.
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80100 Interdisciplinary Study of
Children and Childhood
This course reviews recent developments in the study of childhood
in the fields of sociology, anthropology, history, geography,
literature, psychology, education and the child and youth
caring professions. These disciplines differ in the degree
to which they include children or childhood as a worthwhile
subject of study. They have each differently constructed what
are the important issues to study and with what theories and
methods. Most of the study of children has until recent years
been left to psychology and hence to an understandably restricted
band of questions and methods. While there has been a growing
recognition in the social sciences of the social construction
of childhood, many of the traditional universal concepts of
childhood have proved to have great resilience. The course
reviews the history of the study of children and youth, and
the contemporary state of affairs, in each of the disciplines.
Guest lecturers from different fields will help with this
task. It offers anyone who is studying children or youth within
any of these disciplines, the opportunity to stand for a while
outside of their field in order to improve their perspective.
Students will be expected to produce a paper on their specific
research area of interest as it has been differently considered
by at least two different disciplines from their own.
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80100 Public Space/Public Life
and the Threats of Privatization
We will consider the history of public space and public life,
the meanings they hold for people, the variations across cultures,
ages and gender and the challenges presented by various threats,
especially privatization. Through visits to public spaces,
readings, discussions with public space advocates and managers
we will work to clarify the significance of public spaces
and public life in contemporary society.
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80100 Cultural Spaces: A Seminar
for Culture and the Environment
This seminar will begin with a discussion of spatializing
culture, that is the way that culture is produced and expressed
spatially, and the way that space reflects and changes culture.
The concepts of culture and space are then materially and
theoretically linked through an exploration of specific cultural
spaces. The readings are organized around a new book on cultural
spaces being prepared by Setha Low and Denise Lawrence. There
will be six areas of focus: Domestic Spaces (such as homes
and local community), Gendered Spaces (female and male space),
Political Spaces (spaces of resistance and conflict, hierarchy
in place), Urban Spaces (plazas, cityscapes, markets), Remembered
Spaces (all places of memory and longing), and Other Spaces
(heterotopias, gated communities, fantasy spaces and gardens).
Over the course of two week units, classic and current articles
will be read, discussed, then critiqued for their contribution
to this emergent area of study. Students will be asked to
present their own reflections on the readings, and offer they
own ideas about how cultural spaces are to be understood as
well as how they are produced, contested and in some cases
transformed. This seminar will be an unique opportunity to
put together a critical body of literature and to participate
in the formation of a new way of looking at space/place. Each
student will be expected to bring their interests and work
into the body of the class and to prepare a presentation and
short paper on their area of interest as it relates to the
material in the course. All level students are invited to
participate.
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80100 Self and Identity in Health
and Illness
Self and identity are concerns that have preoccupied scholars
in several social scientists, the humanities, and the arts
for decades. Nonetheless, they are now generating an extraordinary
amount of theoretical and empirical attention. We will consider
some early work but spend the majority of class time on recent
efforts. The focus of this seminar will be on self and identity
as they emerge from settings defined by health and illness
- self and identity as they influence and are shaped by these
settings. This course will be of interest to students specializing
in health (e.g., students in health psychology and medical
sociology) but it will also address general concerns about
self and identity, using health and illness phenomena as data
with which to craft general theory about self and identity
processes and structures.
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80100 Ethnicity and Mental Health
The objective of this course is to provide students with awareness,
knowledge, and skills in the interface between mental health
and ethnocultural factors related to psychological well-being
and disorders. This course offers a survey of the multicultural
literature and general psychological literature representing
theory, research, and application in areas and issues relevant
to understanding health and mental health concerns of ethnic
minority populations. The course is structured around identified
mental health concerns of ethnic minority populations. This
includes topics based on public policy debate, such as cultural
competence, diagnostic testing and classification, distribution
of mental disorders, as well as issues evolving from theoretical
and empirical efforts to distinguish intrapsychic and behavioral
patterns unique to specific ethnic populations. A primary
goal of the course is to expand the possibilities and appropriateness
of clinical interpretations and understanding of the mental
health of various ethnic and cultural groups. Students do
research and develop their own family ethno-cultural genograms
to present in class tracing the intergenerational transmission
of family valves, world views, traditions and practices.
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80100 Cultural Psychology
Most social sciences acknowledge the central importance of
the concept of "culture." Yet the term has many
meanings, and is used in very different ways both within and
between disciplines. As important as the concept of culture
is in the social sciences in general it is often ignored within
mainstream traditions in psychology. This course will examine
the development of a new area within psychology — the
area that is now termed "Cultural Psychology." This
emerging discipline integrates literature from sociology,
anthropology, post-colonial and feminist studies, hermeneutics
and psychology. It attempts to define and make clear what
it means to "live in a cultural world," and "what
it means to think and act in a culture." The course will
extend the analysis of culture to include the treatment of
the culture in economic, political, material and technological
terms. Throughout the course we will explore the differences
between cross-cultural approaches (culture as a variable)
and cultural approaches (culture as a way of being human).
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80100 Conceptualizing and Researching
Black Identity: Historical and Social Psychological Issues
How have poets, novelists, historians, anthropologists, sociologists,
journalists, and psychologists conceived black identity, both
in the past and present? What historical, contextual and ecological
factors inform their conceptualizations? This seminar, which
is designed to engage graduate students from a broad range
of disciplines, will trace the origin and persistence of various
concepts of black identity, inclusive of thoseoriginating
in the minds and fantasies of the other", as well as those
that are a reflection of the interior psychological world
of blacks, themselves. To the extent that our inquiry reveals
a thousand black personas, we will also seek to understand
the social forces that lead to stereotypic and simplistic
thinking about black identity. The last segment of the seminar
will focus on empirical strategies for researching black identity.
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80100 Social Psychological Applications
in School Aged Populations
The course provides a survey of basic topics in social psychology.
These include: causal attribution and social cognition; self-concept
and identity; moral beliefs, altruism and the relationship
between attitudes and behaviors; social influence, including
conformity, persuasion, & suggestibility; the social bases
of memory and eyewitness testimony; attitudes & attitude
change; group decision-making; and interpersonal attraction,
conflict, and intimacy; inter-group cooperation, conflict
and prejudice. Wherever possible, basic principles and research
findings will be applied to schools; children and youth. Also,
special attention will be given to cultural variations in
social-psychological phenomena.
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80103 The Neuropsychology of
Emotions
The seminar focuses on the critical role of emotions in both
mental and physical health/disease, emphasizing the neuropsychology
of emotions. The seminar covers the following topics: (1)
background on the neuropsychology of emotions, specifically
conceptualization and perspectives on emotions (including
developmental and evolutionary perspectives) and consideration
of measurement techniques (e.g., neuroimaging); (2) theoretical
perspectives on emotions ranging from social-cognitive through
neurobiologic viewpoints; (3) emotional disorders (e.g., from
mania and depression to violence and stress) and their impact
on diseases such as stroke, Parkinson's, and Alzheimer's;
(4) clinical implications of emotions for neurologic and psychiatric
pathologies (e.g., stroke, multiple sclerosis, schizophrenia);
(5) future research directions and concerns with respect to
definitions, measurement, lifespan issues, gender differences,
and social functioning.
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80100 Morality, Society and
Culture
The seminar focuses on the development and functioning of
morality in society and across cultures. We start with some
modern moral crises, e.g., the holocaust and the My Lai massacre),
and how they have been explained. Then, we examine different
psychological, sociological & anthropological theories
of morality (Freud, Durkheim,
Piaget & Kohlberg's structural theory, Haidt's moral intuitionism,
Turiel's domain theory, Shweder's and other cultural theories)
in the light of research evidence and everyday observations.
Wherever possible, we examine theory and research in the context
of culture and history. A central question threading through
our discussions is whether
cultural and historical variations in morality can be reconciled
with a concept of universal moral rights and duties.
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80100 Interdisciplinary Perspectives
on Death, Dying and Palliation
This seminar will consider dying less as a biological reaction
than a social reaction to a basically unpredictable process
complicated by biological, medical, historical, and cultural
factors reflecting our fears, biases, prejudices, and ideologies.
It explores the experience and culture of dying in order to
provide better means of palliation for the dying and modes
of coping for those caring (professionally and personally)
for them. It values multi-disciplinary and cross-disciplinary
perspectives while disdaining any search for a canonical view
of death and dying. We will rely less on theories and empirical
studies as source material and more on case studies from a
variety of practice venues.
Some of the topics to be considered are: biological perspectives
* medical perspectives * hospice care * literary perspectives
* narratives of dying * autobiographical perspectives * ways
of socially constructing death and dying and the distancing
of the sociocentric self * psycho-social issues in terminal
pain and pain management * case study methods * ways of communicating
bad news about dying * lessons from dying children * family
bereavement: coping with death of child/death of parent *
personal perspectives and self-assessment of palliative care
* cultural beliefs and practices [incl. non-Western modes
of dying] * practice based insights from those caring for
the elderly and dying * medical ethics regarding terminally
ill patients (incl. physician assisted suicides) * governmental
and institutional policies regarding death, dying, and bereavement
* issues in public and professional education about death
and dying * life after life and spiritual fulfillment
80101 Research
Seminar: Identity
This seminar provides a forum for people interested in research
and theory on social identity and related issues. Agenda is
determined by the seminar participants and includes discussion
of proposed, in-process, and completed research projects.
80101
Research Seminar: The Study of Lives
This seminar is a working space for researchers involved in
life study inquiries. Participants will through ongoing presentations
and discussions develop the conception, planning, carrying
out, and writing of their own life study projects. For those
interested in work identified as life stories, psychological
or cultural biographies, life |
