This course is an introduction to some of the major sub-disciplines of psychology, such as developmental, social, clinical, biological, and personality psychology. Students explore various theoretical perspectives and research methods used by psychologists to study the origins and variations in human behavior. (4 credits)
This course covers the field of resilience research, including an examination of evidence-based cognitive, emotional, interpersonal, and self-care skills that have been demonstrated to reduce risk of major psychological disorders, such as major depression and anxiety disorders, in the face of adversity. (4 credits)
PSYC E-1030/W Human Development
Spring term (23482)
Dante Spetter, PhD, Lecturer in Extension, Harvard University.
This course is an overview of the major theories and topics in developmental psychology, incorporating psychoanalytic, cognitive-developmental, and behavioral perspectives. Topics include temperament, attachment, learning, language development, social development, family and school influences, self-concept and self-esteem, adolescent cognitive development, separation and individuation, moral development, and development of identity. Prerequisite: introduction to psychology recommended. (4 credits)
PSYC E-1034 Adult Development
Spring term (23295)
Robert Kegan, PhD, The William and Miriam Meehan Professor of Adult Learning and Professional Development, Harvard Graduate School of Education.
This course explores adulthood—the latter two-thirds to three-quarters of our lives—not as a single, last phase of human development but as itself an evolutionary expanse involving importantly different eras and transformations. We consider a variety of theoretical and practical questions, including the following: What are the implications of various theories of adulthood for how we define "development," "maturity," and "wisdom"? Are there common features of the adult trajectory that apply across the diversities of gender, class, and ethnicity? What are adults' actual developmental capacities, and how do they square with the mental demands of modern life? What do these theories mean for adults in the contexts of work, schooling, staff development, conflict resolution, and counseling? Can we, and should we, foster development in adulthood? The recorded lectures are from the Harvard Graduate School of Education course T-006. (4 credits)
PSYC E-1040 Personality Theory
Spring term (22789)
Stephanie Sogg, PhD, Instructor in Psychology, Harvard Medical School.
This course covers a brief history and methodology of the study of personality, then proceeds to a discussion of each of the following major schools of thought within the field of personality theory: psychoanalytic/Freudian, neo-Freudian, biological, humanistic, cognitive, and behavioral. (4 credits)
PSYC E-1050 Introduction to Social Psychology
Fall term (13822)
Holly Parker, PhD, Lecturer on Psychology, Harvard University.
This course provides an overview of the major concepts and questions in the field of social psychology. Students have the opportunity to discuss and think critically about a variety of exciting issues, such as the impact of social perceptions on individual behavior, factors that influence how people see themselves, romantic relationships, aggression, and the act of helping others. (4 credits)
PSYC E-1058 Social Development
Fall term (13548)
Craig Smith, EdD, College Fellow, Psychology, Harvard University.
Wednesdays beginning Aug. 31, 7:35-9:35 pm. Optional sections to be arranged.
This course takes a developmental approach to the following topics: attachment, early emerging social behavior, cooperation and competition, trust, theory of mind, social categorization, in/out group dynamics, friendship, distinct forms of aggression and victimization, social and moral reasoning, and parental, peer, and cultural influences on social behavior. Prerequisite: an introductory course in psychology is recommended. (4 credits)
PSYC E-1060 Emotion
Fall term (12504)
Matthew Leeds, PhD, Assistant Clinical Professor of Psychology, Harvard Medical School.
Emotion is a fundamental, complex, and sometimes confusing part of human experience. This course surveys the current state of knowledge about human emotion. The questions addressed include the following: What is emotion? Do we find a set of universal basic emotions if we look across cultures? What are the functions of emotion? Can we control our emotions? Prerequisite: introductory psychology. (4 credits)
PSYC E-1090 Animal Cognition
Spring term (23679)
Irene M. Pepperberg, PhD, Research Associate in Psychology, Harvard University, and Adjunct Associate Professor in Psychology, Brandeis University.
This course is an introduction to the study of animal cognition and thought processes. Topics include categorization, memory, number concepts, insight, and language-like behavior. The course requires reading and critiquing original journal articles. Prerequisites: introductory psychology, animal behavior recommended. (4 credits)
We examine a variety of mental disorders from several different theoretical perspectives. Focus is on diagnosis, epidemiology, causes, and treatments of each disorder. Prerequisite: introductory psychology. (4 credits)
PSYC E-1247 Self-Destructive Behaviors
Fall term (12791)
Matthew K. Nock, PhD, Professor of Psychology, Harvard University.
Why do some individuals intentionally engage in behaviors that cause them direct bodily harm, such as suicide and self-mutilation? This seminar explores past and current models for understanding self-harm behaviors. We consider the classification, etiology, assessment, and treatment of self-harm behaviors from psychological, developmental, contextual, and biological perspectives. Prerequisites: introductory and abnormal psychology. (4 credits)
PSYC E-1420 Addiction
Spring term (22233)
Gene M. Heyman, PhD, Lecturer on Psychology, Harvard Medical School.
This course provides a multifaceted, research-based account of drug use and addiction. Readings and lectures include epidemiological, biographical, ethnographic, and laboratory studies. Course topics include how drugs work in the nervous system, whether addiction is really a chronic disorder, why alcohol is legal whereas cocaine and heroin are not, why addiction has been called a disease, why smoking rates have plummeted in the US, and how it is possible for social setting and individual differences to influence drug effects. The course also touches on non-drug topics that help shed light on drug use, including recent advances in choice theory, genetic influences on choice, gene expression, and brain plasticity. (4 credits)
Designed for human service professionals, students contemplating advanced study in psychology, and interested laypersons, this course offers in-depth discussions of how various neurological disorders impact cognition, affect, and behavior. We study head trauma, toxic exposures, stroke syndromes, and selected medical and developmental disorders. Prerequisite: physiological psychology or equivalent, or permission of the instructor. (4 credits)
PSYC E-1609 Mind, Brain, Health, Education: The Sciences of Achievement in Learning and Life
Spring term (23690)
Stephanie Peabody, PsyD, Executive Director, International Mind, Brain, Health and Education Initiative.
This introductory course provides a more thorough understanding of the sciences that influence optimal development, health, learning, and achievement through an interdisciplinary lens. There are many factors (for example, genetic, environmental, interpersonal, and intrapersonal) that affect the dynamic process of development and learning across the lifespan. Adopting a holistic approach can be beneficial in addressing these inter-related factors more effectively. Students may participate via live video streaming Mondays, 11 am - 1 pm. (4 credits)
PSYC E-1610 The Brain in Psychology
Fall term (11393)
William Milberg, PhD, Professor of Psychology, Harvard Medical School.
This seminar is an introduction to the neuropsychological aspects of cognition, personality, and social behavior. Students are introduced to the intellectual underpinnings, assumptions, and methods used in contemporary neuropsychological research and learn how these apply to the classical problems of psychology. As part of the course, students present and analyze recent literature in cognitive and behavioral neuroscience and neuropsychology. Prerequisite: previous neuroscience and psychology coursework recommended. (4 credits)
PSYC E-1650/W Introduction to Psychoanalysis
Spring term (22288)
Wynn Schwartz, PhD, Clinical Instructor in Psychology, Harvard Medical School.
Tuesdays beginning Jan. 24, 7:35-9:35 pm. Optional sections to be arranged.
Using a descriptive psychology approach, the current fundamental concepts and theories of psychoanalysis are presented. The various psychoanalytic perspectives on the unconscious, dreams, personality development, psychopathology, and treatment are critically examined and historically positioned. Prerequisites: introduction to psychology, and personality or abnormal psychology courses. (4 credits)
PSYC E-1704 Creativity: Geniuses, Madmen, and Harvard Students
Human creativity is essential to our ability to survive and thrive as a species. In addition, creativity in the arts enriches and adds breadth to our everyday experiences. Creativity in the sciences has extended our lifespan, made living conditions more comfortable, and opened the worlds of outer space and inner space to our scrutiny and amazement. This course provides an overview of the major theories, modern research, and current issues in the field of creativity. We examine creativity from different levels of analysis, including biological, psychological, and social levels. We use three different approaches in our examinations: first, we examine empirical research; second, we employ the case-study approach to learn from the lives of history's most eminent creative achievers; and finally, we use ourselves as subjects to arrive at valuable insights about the creative process. Some of the topics we cover include the definition and measurement of creativity, the nature of the creative process, the creative personality, the role of family life and culture in creativity, the relationship of creativity to IQ, and the relationship of creativity to psychopathology. (4 credits)
PSYC E-1861/W Developmental Psychopathology
Fall term (13715)
Dante Spetter, PhD, Lecturer in Extension, Harvard University.
Tuesdays beginning Aug. 30, 5:30-7:30 pm. Required sections to be arranged.
This course examines the overlap between normal and abnormal child development, exploring the relationship between atypical development and child or adult psychopathology. Emphasis is on risk and protective factors, characteristics of disorders first evident in childhood, and ways that caregivers can promote positive outcomes. Both categorical and dimensional approaches are considered. Prerequisites: human development and either abnormal or clinical psychology. (4 credits)
PSYC E-1865 Psychopaths and Psychopathology: Psychological and Legal Issues
This course focuses on criminal and successful white-collar and street psychopaths. Topics include definitions of psychopathy and its relation to sociopathy and antisocial personality disorder; psychological research into causation and treatment; similarities and differences among male and female psychopaths; social and media reaction; and statutory, judicial, and other legal responses. The course considers psychological and legal research and case studies. (4 credits)
This course tackles the psychology of criminal behavior from multiple perspectives. The course begins by exploring the different theories behind criminal behavior, including the biological, the psychological, the sociological, and those that concern social learning and developmental risk. The course then moves beyond the theoretical to consider the relationship between mental illness and criminal behavior, and the interface with the judicial system. Students look at perpetrators of serial and mass homicide, as well as sexual offenders. Topics such as psychopathy, infanticide, and victim trauma are also addressed. Prerequisite: PSYC E-15, or the equivalent. (4 credits)
PSYC E-1880 Clinical Psychology
Fall term (10241)
Nancy Hebben, PhD, Assistant Clinical Professor of Psychology, Harvard Medical School.
This course introduces and provides a broad overview of the field of clinical psychology with a focus on science and practice. Major topics include definition, training, and professional activities of clinical psychologists, along with history and current controversies, diagnosis according to the DSM-IV-TR, interviewing and psychological assessment methods, psychotherapy approaches, ethics and forensics. Prerequisites: coursework in psychology, preferably abnormal psychology. (4 credits)
PSYC E-2455 Psychotherapy Research
Spring term (22622)
Matthew K. Nock, PhD, Professor of Psychology, Harvard University.
This seminar is designed to provide students with a fundamental understanding of basic concepts in psychotherapy research, including the history of psychotherapy, basic methodological issues in studying therapeutic change (group and single-case designs, measuring change, reviewing progress), major approaches to psychotherapy (for example, CBT, psychodynamic, experiential), and psychotherapy with special populations. Prerequisites: introductory psychology and abnormal psychology. (4 credits)
Nock, instructor of the courses PSYC E-1247 Self-Destructive Behaviors and PSYC E-2455 Psychotherapy Research, shares with the Harvard Gazettewhat makes psychology interesting.
Matthew Nock named 2011 MacArthur Fellow
Nock, instructor of the courses PSYC E-1247 Self-Destructive Behaviors and PSYC E-2455 Psychotherapy Research, is named a MacArthur Fellow, known by many as the Genius Grant.
Faculty Shelley Carson’s blog
Follow faculty member Shelley Carson’s blog Life as Art at Psychology Today.