All courses, arranged by program, are listed in the catalog. If you cannot locate a specific course, try our advanced search link. Current class schedules, with posted days and times, may be found on the Registrar's Office website or by logging directly into SiS.
Introduces history and contemporary trends of community and social psychology with focus on how social and environmental forces affect individual and group quality of life. This course surveys the history, theoretical frameworks, core values, methods/approaches and orienting concepts in the field.
Provides a life span developmental perspective on individual and social adaptation and change. Examines appropriate theory and research, and illustrates the influences of environmental, social and cultural factors.
Offered from time to time to highlight specialized areas of faculty interest and to acquaint the student with new developments from a broad range of current psychological theory and research and how these developments might affect social and community life.
Introduces students to social psychology as an applied discipline. Covers such applied topics as attitude change, aggression, helping behavior, attribution, and interpersonal influence.
Studies family processes and the interplay between the family and other social, cultural, and socio-economic systems. Topics include parental roles, changing family structures, racial and ethnic factors, and interactions between family, work, and community.
The course addresses the painful topic of Child Maltreatment in the context of research on optimal, typical, and unacceptable treatment of children, as maltreatment cannot be considered apart from acceptable and even optimal treatment. The impact of maltreatment on the development of the child from the first growth of physical organs in the prenatal infant through the development of moral reasoning in the adolescent is addressed. Both theories and research will be discussed.
Considers strengths and limitations of various approaches to community and social psychological research. Develops skills for formulating research questions and translating them into practical study designs. Sensitivity to research ethics as well as research practicality and validity are emphasized. Pre- or Co-requisite: 47.500
Pre-Req or Co-Req: PSYC.5000 Intro to Community Soc Psych.
This course introduces students to theoretical, philosophical and experiential frameworks for thinking about diversity in our communities and society. It includes an examination of the experiences of diverse groups, especially traditionally oppressed groups and individuals. This course is designed to engage students in a process of introspection and self-examination about issues such as racism, sexism, classism, and homophobia. Emphasis will be placed on challenging one's own world view and the way it fits into institutional oppression, as well as the way it may affect our work as community change agents.
An examination of women's roles in the home, community, and work place; examines psychological consequences, social structural influences, and options for change. Topics include: housework and childcare; violence against women; work place stratification issues; and women's contributions to their communities.
This course will explore the challenges presented by the increasingly diverse workforce within the United States. Students will consider how work groups and organizations can effectively incorporate a diversity of perspectives. Students will consider issues of oppression, discrimination and bias, with particular attention paid to the situation here in the Merrimack Valley. There will also be some focus on personal awareness and the development of skills for addressing diversity concerns.
This course will focus on the immigrant experience and the various immigrant groups in the United States with emphasis on recent immigrants in Lowell and Massachusetts. Theories of acculturation and adaptation to a new cultural environment will be extensively examined in the course. An experiential approach will be integrated throughout the course via the incorporation of guest speakers, films, autobiographies/novels, and food. Students will have ample opportunities to read, reflect, discuss and write about the immigrant experience. As our country is a country of immigrants, this course should have relevance to anyone working in the community.
This course uses a community-based approach to working with groups. Guided by an understanding of theoretical principles, students will gain insights about group dynamics and process. Students will develop and apply various skills, including assessment, enhanced communication, conflict resolution, problem solving, decision-making, and evaluation. Emphasis is placed on working within diverse groups, attaining outcomes, and utilizing resources. Organizational, prevention/intervention, and focus groups are examined.
This course focuses on applications of psychological research and practice to the legal system. Drawing from the areas of social, cognitive, developmental, clinical, and neuropsychology, students will critically examine the legal process and compare the law's informal theories of human behavior to what psychologists know on the basis of theories and research. Topics covered include including the practice of scientific jury selection, jury deliberation and decision-making, police interrogations and confessions, use of the polygraph as a lie-detector test, eyewitness testimony, repressed and recovered memories, the use of hypnosis, child witnesses in sex abuse cases, the death penalty, the insanity defense, and the role of psychologists as trial consultants and expert witnesses.
A review of skills, techniques, and qualities associated with effective community and organizational interventions. Topics include the possibility and desirability of change, methods for studying change, assessment of needs and resources, visioning and planning, membership recruitment and retention, strategy and tactics, leadership styles, publicizing, funding, advocacy, evaluation techniques, and the personal qualities of the change agent. Both cultural factors and the community context of interventions will be discussed. Application to specific cases will be made. Students will have the opportunity to apply course material to settings outside the classroom.
This course will be a hands-on course in grant writing. One of the first lessons that you will learn is that grant writing is only to a small degree about writing. Successful grants emerge from working effectively with others to draw out ideas, capture those ideas to create a program or a plan for research, show how the plan is an appropriate one to respond to the "Request for Proposals", and package those ideas so that they make sense to the people who will review the proposal. Grant writing is increasingly a team building activity. Whether or not you obtain the funding is sometimes less important than the networking and planning that you do as a part of developing a grant proposal.
Community Social Psychology & Economic Social Regional Development Majors only or permission of instructor/chair.
This course provides an introduction to the causes and diagnosis of autism, scientific validation, applied behavior analysis, and ethical treatment. Students also learn to write functional objectives, plan positive reinforcement, and design an applied measurement system in the context of developing Individualized Family Service Plans and Individualized Education plans. The issue of culturally appropriate interventions is addressed Prerequisite: coursework in the psychology of child development, or permission.
This course covers the application of specific behavioral teaching procedures, including prompting, reinforcement, shaping, chaining, error correction and generalization methods, and the development of instructional plans. Emphasis is placed on procedures and plans to teach communication, social, self-help and per-academic skills. Application of such methods in inclusive classroom settings is also considered.
Pre-req or Co-req: PSYC.5610 Introduction to Behavioral Intervention in Autism.
This course provides instruction on areas of the 4th edition task list related to ethically providing behavior analytic services as established by the Behavior Analysis Certification Board and codes of conduct for behavior analysts in the field of applied behavior analysis. Building on knowledge of applied behavior analysis and autism gained in the two prerequisite courses, students will enhance their understanding of best practices in the assessment and treatment of individuals diagnosed with an autism spectrum disorder and how ABA strategies are implemented and evaluated.
Pre-req: PSYC.5610 Introduction to Behavioral Intervention in Autism, and PSYC.5620 Teaching and Positive Behavioral Support in Autism.
This course provides advanced coverage of measurement methods used in behavioral intervention. It also offers in-depth coverage of the "within-subject" experimental designs commonly used in behavioral research and practice. Component analysis and parametric analysis methods, and ethical considerations in research, are also covered.
This course covers the purpose, rationale and methods used in conducting and interpreting functional analyses of challenging, or "maladaptive", behaviors (self-injury, stereotypy, aggression). It also describes the full range of behavioral procedures used to decrease or eliminate these behaviors, with emphasis placed on ethical interventions and the desirability of least restrictive and non-aversive strategies.
Pre-req: PSYC.5620 Teaching and Positive Behavioral Support in Autism.
This course explores how educational environments can be designed to maximize learning. Different models of effective, evidence-based behavioral intervenions are analyzed. The use of teaching activity schedules and staff training to build supportive educational settings is also covered.
This course is designed to explore Autism Spectrum Disorders (ASDs) in the developing person and in changing social contexts (e.g.,family, school, employment) across development. An empirical and theoretical review of developmental transformations and reorganizations across the lifespan provides the basis for examining biological, social, psychological, and cultural contributions to the continuity and discontinuity of both adaptive and maladaptive processes over time as well as an analysis of individual and environmental risk and protective factors across development. Special attention is given to the changing competencies and challenges of developmental periods and their role in the assessment, display, meaning, and implications of ASDs from infancy through adulthood.
This course will explore the legal and ethical issues facing professionals working with individuals diagnosed with disabilities, particularly those on the autism spectrum. The goal is to provide behavior analysts and other professionals the opportunity to develop skills in dealing with the complex legal and ethical issues that arise when working in human service fields.
.Pre-req: PSYC 5650 Measurement and Experimental Design in Behavioral Intervention, or PSYC.5660 Functional Analysis and Treatment of Challenging Behaviors.
This course will focus on current perspectives of community-based programming for individuals on the autism spectrum, particularly among the adolescent and adult age range. We will overview the challenges experienced by those with an autism spectrum disorder (ASD) during adolescence and adulthood, and consider the issues involved in designing, implementing, and evaluating social and community interventions for this population.
Students will take an applied role in the community where they will have the opportunity to provide some form of meaningful service to individuals, groups or communities. Students will meet regularly with a designated faculty member on campus to consider their experiences in the context of current psychological thought. In some instances, the commitment to community service may extend over the course of a full year. Graded as Satisfactory or Unsatisfactory. 1, 2 or 3 credits. This course may be repeated but no more than 12 credits total from any combination of PSYC.4860, PSYC.4880 and PSYC.4910 may be counted toward the degree.
This course will provide an advanced overview of the scientific study of mental processes. Specifically, we will read a number of experimental and review articles that describe or contribute significant advancements to our understanding of memory, decision-making, language, attention, perception, etc. Readings will be critically evaluated and synthesized through discussions and a variety of in-class review activities, with particular emphasis on the role of cognition in a broader human context.
A skill-oriented approach that considers both formative and summative evaluation techniques. Emphasizes mastery of the technical aspects of the evaluation process, and includes consideration of the importance of program evaluation in community psychology, health, education, etc.
An examination of principles that influence community structure, function, and evolution over time. Students will learn how community patterns and activities can best be understood and how community problems and concerns can best be addressed, employing psychological and other conceptual frameworks and perspectives. Specific emphasis will be placed on the historic and diverse city of Lowell. Prerequisites: 47.500 and 47.512.
Pre-Reqs: PSYC 5000 Intro to Community Soc Psych and PSYC 5120 Applied Research Methods.
Provides supervised field experience in a setting appropriate to the student's area of specialization, plus on-campus class meetings. An average of approximately ten hours of fieldwork in an approved setting for two consecutive semesters is required. Prequisites: 47.500 and 47.512: pre-or Co-rquisite: 47.625
Pre-Req: PSYC 5000 Intro to Community Soc Psych, and PSYC 5120 Applied Res Methods; Pre-Req/Co-Req: PSYC 6250 Adv Community Dynamics:Lowell.
Continuation of 47.631, which is pre-requisite.
Pre-Req: PSYC.6310 Practicum I.
Examines major theories of development and change relevant to Applied Psychology; and discusses the use of theories in posing and answering research questions. A major focus of research and practice is on understanding and promoting change (in structures, functions and processes of cognition, emotion, behavior and relationships) over time. In this course, students will examine major theories of change (development, therapeutic and school/community/contextual change), learn to place these theories in comparative, historical and philosophical context, examine efforts in theory integration, and test the direct relevance of theories to posing and answering their own research questions.
This graduate course will examine theoretical, empirical, and practical foundations of prevention science for designing and evaluating diverse interventions to prevent human social problems and promote healthy development. The seminar will cover the origins and multidisciplinary roots of prevention science, key concepts, current trends and directions, theoretical approaches, program theory, methodology, research to practice, policy development, and dissemination. Special consideration will be given to conceptual issues in the field such as prevention versus promotion, stages of program development, scaling up, methodological approaches such as randomized controlled trials, quasi-experiments, process and impact assessment, cost-benefit analysis, statistical methodology, dissemination.
Pre-req: PSYC.6400 Theories of Change in Applied Psychology.
This course is designed to provide an overview of the most widely used methods employed by psychologists and other behavioral scientists. You will learn about the common research tools and strategies that psychologists' use in the production of knowledge. The course will provide you with a basic understanding of the strengths and weaknesses of the various research strategies used by psychologists so that you can become an informed consumer of research both in the behavioral sciences and the media. In addition, you will begin to develop and practice a set of research skills that will prepare you for advanced study in the behavioral sciences.
Co-req: PSYC.6400 Theories of Change in Applied Psychology, or Permission of Instructor.
This course will explore the basic principles of the experimental analysis of behavior and their application to an understanding of learning. Emphasis will be placed on the historical underpinnings of the field, the methods of analysis, and current issues in the field.
The purpose of this class is to introduce the topic of child maltreatment. Child abuse and neglect and family violence impact people of all ages in all communities. These issues have not been solved and have generated controversy between and within psychology, the legal system, medical, and social service professionals. This course examines the main issues and controversies to foster an understanding of relevant theory, empirical findings, and research methodology.
Introduces history and contemporary trends of community and social psychology with focus on how social and environmental forces affect individual and group quality of life. This course surveys the history, theoretical frame-works, core values, methods/approaches and orienting concepts in the field.
This course is designed to give you an overview of various applications of basic cognitive psychology to everyday problems in four domains: education, law, work, and health. It is by no means a comprehensive survey, and you should see it just as an idiosyncratic introduction to the field of applied cognitive psychology. In this class you will begin learning about how basic research into our cognitive processes can help inform real-life issues.
This course is designed to prepare applied psychologists to work in primary care medical environments. The course focuses on delivering psychological knowledge relevant to medical treatment in a variety of ways.
Provides a life span developmental perspective on individual and social and research, and illustrates the influences of environmental, social and cultural factors. Understanding the levels and tasks of development that characterize various ages helps us to understand the role of individuals as they interact in social contexts as well as the role of social contexts in the lives of individuals.
The practicum sequence of courses is required of all Master of Science in Autism Studies students, whether they have opted for the Fieldwork or University Intensive Practicum option for accumulating supervised experience hours. In this first of a 3-course sequence, students will gain experience in applying behavioral principles and methods to individuals with Autism Spectrum Disorder or other appropriate populations. All students must have an off-site, approved placement from 10 to 30 hours per week, as determined by BACB requirements; the placement must include direct work with clients. Class time will be used to discuss treatment and analysis strategies in the context of individual cases with which the student is involved during their on-site placement.
Pre-req: ASPP 5610 ASPP 5620 and Co-req: ASPP 5660 Func. Analysis &Treat. of Challenging Behaviors, Matriculated status and Completion of at least 18 grad. credits in Psych./Autism Studies with a GPA of 3.0 or better.
In this second of a 3-course sequence, students will gain experience in applying behavioral principles and methods to individuals with Autism Spectrum Disorder or other appropriate populations. All students must have an off-site, approved placement from 10 to 30 hours per week, as determined by BACB requirements; the placement must include direct work with clients. Class time will be used to discuss treatment and analysis strategies in the context of individual cases with which the student is involved during their on-site placement.
Pre-req: PSYC.6710 Introductory Supervised Practicum in Behavioral Intervention in Autism.
In this third of a 3-course sequence, students will gain experience in applying behavioral principles and methods to individuals with Autism Spectrum Disorder or other appropriate populations. All students must have an off-site, approved placement from 10 to 30 hours per week, as determined by BACB requirements; the placement must include direct work with clients. Class time will be used to discuss treatment and analysis strategies in the context of individual cases with which the student is involved during their on-site placement.
Pre-req: 47.672 Intermediate Supervised Practicum in Behavioral Intervention in Autism.
This course focuses on the application of psychological principals to the subspecialty of health psychology. Students will learn about the major topics in health psychology, including health behaviors, stress and health, health moderators, and prevention. Students will be exposed to psychological theories and research methodologies used in health psychology, and to current literature in the field.
Pre-Req: Graduate status and previous coursework in community psychology and research methods strongly recommended.
This course explores the development of oral language and the relationship between oral language and literacy. Receptive and productive abilities in all major aspects of language acquisition will be addressed, including articulation, vocabulary, syntax/morphology, narration, and metalinguistic awareness, as will major theories of language acquisition. Special circumstances such as bilingualism, dialect differences, and use of sign language will also be addressed.
This course is designed to provide an in-depth look into the impact of cognitive psychology on education. We will look at basic processes including attention, memory, decision-making, and motivation, starting first from basic theoretical principles. We will then read papers that have taken these theoretical principles as a starting point and applied them to real-life issues in education, such as exam performance and students' self-evaluations of their own performance.
Metacognition is, any reflection or judgment made upon an internal representation such as a memory' (Dunlosky & Metcalfe, 2009, p.145), and refers more broadly to people's cognitions about their cognitions ' thoughts about thoughts. This course will provide a survey of the core concepts, research, and theory about metacognition that has arisen from multiple approaches.
This course is designed to provide an overview of many topics, representing major fields of study within psychology and law. In this course, students will learn about the diversity of interests among legal psychologists as well as innovative and important ideas, theories, and research findings. This class concentrates on the scientific study of psychology and law. The main goal is to provide students with an understanding of relevant theory, empirical findings, and research methodology. This is an interdisciplinary class for students whose research concerns psychology, law, or criminal justice.
This course addresses aging processes in diverse community contexts, with an emphasis on practical applications of theory and research to empower elders, promote culturally-appropriate services, and foster intergenerational community. Topics will include theoretical approaches to adult development and aging, with a focus on ecological models and theories, individual differences and strengths that influence aging processes, social support and sense of community among older adults, civic engagement and activism, "aging in place" and "age-friendly" communities, globalization and aging, dependency and end-of-life care, and intergenerational social justice.
The intent of this course is to provide the student with a thorough understanding of the effects and processes of health campaigns -- including theoretical foundations, empirical findings, and practical applications. The emphasis will be on applying this information to diverse aspects of human health, including individual physical and mental health as well as the broader fabric of public health and societal functioning. As the course evolves, students will apply and extend the course concepts through critical analysis of existing health campaigns and through the design of a proposed campaign of their choosing.
This course is designed as an independent study under the supervision of a member of the department of a subject not offered in the standard curriculum.
Designed as an independent study under faculty supervision in a topic not offered elsewhere in the curriculum.
Narrative refers to real or imaginary events related often by means of language, but also by means of pictures, songs, and dance. Narrative often involves a sequence of events, representation of the meaning of those events, and description of the context in which they occurred. Narrative is the primary means by which we make sense of our experiences and represent ourselves to and develop intimacy with others. There are important documented differences in narration due to culture, cognition, emotion, age, and gender. To adequately analyze narration requires expertise in a wide variety of analytic methods and is the overarching goal of this course.
Participatory action research (PAR) is a form of systematic inquiry that is carried out in collaboration with those affected by the issue being studied, for purposes of education and social change. PAR approaches engage those most intimately impacted by social problems in shaping research questions, framing interpretations, and planning meaningful research products and dissemination. PAR is a mechanism for disenfranchised communities to become active policy critics and agents engaged in reform in their communities. This seminar will introduce participants to the epistemological foundations of PAR along with a number of theoretical and practical issues in the design and implementation of participatory action research.
Presents a careful consideration of selected topics in the area of Applied Psychology and Prevention Science.
introduction to basic concepts, principles, and applications of structural equation modeling including path analysis, confirmatory latent variable models, multiple-group modeling, and latent growth curve modeling. Students will learn how to use these techniques in relation to various examples of social science research data.
Pre-req: CRIM.6900 Advanced Regression Analysis, or PUBH.6890 Advanced Regression Modeling, or permission of instructor.
For graduate students actively engaged in developing a change-oriented intervention leading to the submission of a written project report. A program of supervised study will be arranged between the student and a faculty supervisor. Prerequisite: Approval of major advisor.
For graduate students actively engaged in research leading toward the submission of a written thesis. A program of supervised work will be arranged between the student and a faculty supervisor. This course may be repeated for credit, but only a total of 6 credits may be counted toward the Master's degree. Prerequisite: 47.500 and 47.512 and permission of the faculty member who will supervise the thesis.
For graduate students actively engaged in research leading toward the submission of a written thesis. A program of supervised work will be arranged between the student and faculty supervisor. This course may be repeated for credit, but only a total of 6 credits may be counted toward the Master's degree. Prerequisite: 47.512 and 47.561 and permission of the faculty member who will supervise the thesis.
Pre-req:PSYC 5120 Applied Research Methods, and ASPP 5610 Intro. to Behavioral Intervention in Autism, And completion of at least 18 graduate credits in psychology/autism studies with a GPA of 3.0 or better.
For graduate students actively engaged in research leading toward the submission of a written thesis. A program
of supervised work will be arranged between the student and a faculty supervisor. Only a total of 6 credits may be counted toward the Master's degree. Prerequisite: 47.500 and 47.512 and permission of the faculty member who will supervise the thesis.
Faculty supervision of doctoral dissertation.
Pre-Req: Permission of instructor required and may be repeated with the total maximum of 12 credits.