Results for PSYC

Sheds light on campus mental health resource availability, different types of mental health disorders, root causes of mental health disorders, current care and treatment methods. Topics include the impacts of mental health issues on larger communities and how students can serve as allies to those seeking to make mental health a priority in personal lives, government policy, education and medical research. Includes service trip during spring recess.

Provides introductory exposure to some of the most common neurological disorders currently diagnosed in the U.S. Looks at clinical and societal aspects of such neurological disorders.

Focuses on a critical analysis of Western approach to psychology and psychiatric terms of understanding mental illness, psychiatric phenomena, and treatment of mental health disorders. Includes an orientation to and critique of western clinical psychology/psychiatry and an inquity as to its relevance outside Western settings. Includes guest speakers representing cross-cultural providers of mental health services as well as medical anthropologists and critics of the Western generalizations in psychiatry. Special attention place on cross-cultural psychiatry and international mental health efforts.

Focuses on the motivational unconscious. Topics include the science of the unconscious mind and the techniques used to gain conscious access to these psychological process, as well as methods of exploring students' own unconscious for creative purposes and to understand personal habits, reactions, motives, emotions and thoughts. Case-based, problem-oriented format utilized to develop foundational understanding of the science of the unconscious mind. Emphasis on student study of self and own unconscious as case for the class. Student privacy will be protected.

Examines how natural selection operates to shape successful genes in the gene pool, how cultural selection operates to shape successful "memes" in the pool of cultural ideas, and how selection by consequences operates to shape successful behaviors in our repertoires. Topics include cases in which selection produces undesirable consequences (e.g. genetic mutations, cultural problems, and aberrant behaviors in children). Emphasis on understanding the role of modern natural science in complex behaviors and why study of human life from an interdisciplinary perspective is important.

Examines the biological, psychological and social aspects of what it means to live a positive, life-affirming existence. Drawing from a wide range of sources, from psychiatry and psychology, to spirituality and philosophy, seminar informs on the latest thinking about the psychology of happiness, and questions assumptions about personal happiness. Explores the new field of positive psychology and pulls from a multidisciplinary literature, examining life satisfaction and happiness from many perspectives, and the psychiatry of stimulation including substance, human sexuality, and healthy methods of attaining happiness. Includes guest speakers from many different backgrounds and perspectives. Examines what it means to be truly mindful.

Explores ways in which the powerful connection between the brain and the body can be harnessed to maintain health or fight disease.Intended for students who have a general interest in matters of mind and health, and students who are specifically interested in the psychological/biological/medical sciences. Course begins with a historical perspective on how diverse cultures and medical systems from around the world grapple with the concept of the mind-body connection, then goes through a clear and accessible overview of the nervous, endocrine, and immune systems, and then explores mind-body techniques used in modern societies. Investigates the mind-body connection in the context of: western medicine, traditional medical systems of different cultures, health effects of "good" versus "bad" stress, meditation and other stress reduction techniques, positive and negative emotions, medical applications of hypnosis, the placebo and nocebo effects, and disorders such as anxiety and depression.

Ways in which a psychologcially-minded attitude can add to the appreciation of literature; how literature can be used to understand issues and themes of the developing personality. Using the well-known essay by psychoanalyst Erik Erikson, "The Eight Ages of Man," as a foundation, works reflecting elements of an age or ages are read. "Wisdom of the Ego" by Dr. George Valliant serves as a resouce to better understand this model, as well as offering a more contemporary theory of personality development.

Many literary works are enhanced by, in fact demand, a psychological perspective to achieve a fully informed reading. In The Devils Dostoevsky uses the issues and process of anarchy as a platform on which to develop some of the most unforgettable characters in literary history. Death in Venice contains among its many themes the darker dynamic of paraphilia. Guilt searches for a validating crime in Kafka's The Penal Colony. Capote uses a journalistic style to manage horrible fact during In Cold Blood. Conrad shows that telling a story of the journey outward is more nearly an analysis of the journey inward in Heart of Darkness. Albee's Zoo Story asks whether the man on the street is prepared to confront his own worst nightmare. Close reading of works such as these presents opportunities to learn about character pathology and to expand traditional approaches to literary criticism by applying a psychological perspective.

Developmental, psychological, social, and performance issues in collegiate sports. Topics include transition to Stanford, time management, optimizing mental fitness, coping with injuries.

One of the great gifts of literature is its ability to give us insight into the internal worlds of others. Perhaps nowhere is this gift as rare and crucial as in our attempt to understand the experience of mental illness. This is particularly true of that state clinicians call "psychosis." But psychosis is a slippery term, with definitions ranging from being "out of touch with reality" to states of hallucination and delusion, to "disorganization of thought and speech." It is devastating and terrifying both for patients and families, and yet shares many characteristics with other, less pathological states, such as mysticism and creativity. How then can we begin to make sense of it? In this course, we will examine the first-hand experience of psychosis in letters, memoirs and fiction. Our goal will be to learn how to read such texts from multiple perspectives, examining not only clinical, social, and historical aspects of psychosis, but also what they offer as unique literary works of art. We will look at texts as diverse as Shakespeare and the science fiction writer Philip K. Dick, supplementing them with film and paintings. This class is not only for students thinking of careers in medicine, psychology or anthropology, but also readers and writers interested exploring extraordinary texts. Along the way, we will be paying attention to lessons that we take for our own writing. There are no prerequisites necessary; all that is needed is a love of language and a curiosity about the secrets of other minds.

Addiction is a powerful neurological and psychiatric condition that interferes with many lives. As technology advances, many new types of addiction are emerging. This class will discuss the physiology and psychology of addiction in the modern world, including: drugs, spending, and internet addictions. We cover the neuroscience of addiction in these categories, in addition to the psychological implications for the addict and his/her companions. Students will be engaged in thought-provoking discussions surrounding this topic to stimulate critical thinking at the interface between psychology and neuroscience in the modern world. nnEach student will lead one discussion section throughout the quarter, and will write a 4-page final paper based on their preparation for the discussion and will include information yielded from the class discussion itself. Final grades will based on four components, each graded equally (25% each): 1) Class Participation both during the lectures and discussions; 2) Performance as Discussion leader; 3) Participation in the activities, each of which the students will write a one page paper summarizing their experience with the activity; and 4) the Final 4-page paper. The primary goal ofnthis seminar is to engage the students in interactive, critical thinking didactics, activities and discussions that shape their understanding of the complexity inherent to the issues surrounding societal issues such as addiction. The aim is to improve their critical thinking abilities surrounding such issues in a manner that will not only increase their understanding of addictions, from genes through behavior to societal implications, but which will increase the students¿ ability to more critically assimilate and interrogate information on any topic.

Historical and current concepts of mental illness in women. Premenstrual dysphoric disorder (PMS), postpartum depression, menopausal mood disorders, and eating disorders. Historical biopsychosocial approach. Readings include women's diaries and advice books, physicians' casebooks, and 19th- and 20th-century medical texts. Guest speakers from art and literature departments. Literary and artistic images, and the social and cultural contexts of these disorders during the last 300 years.

The course is designed to impart essential knowledge of the neuroscience of sleep and covers how sleep affects our daily lives-- both physical and mental functions of our well-being. The course covers the science of sleep, dreams, and the pathophysiology of highly prevalent sleep disorders such as sleep deprivation, biological rhythms, and focuses on the physiology of non-REM and REM sleep. Course content empowers students to make educated decisions concerning sleep and alertness for the rest of their lives and shapes students' attitudes about the importance of sleep. Learning about the science of sleep provides tangible reason to respect sleep as a member of what we term the triumvirate of health: good nutrition, physical fitness, and healthy sleep.

Apply scientific methods and principles to discern and realize value. Read history, philosophy, ecology, economics, sociology, linguistics and psychology pertinent to emergence of valuescience as foundation for an increasing range of human action. Explore perceptual, cognitive, and cultural impediments to valuescience; strategies for overcoming these; and personal and social benefits of doing so. 4 units includes weekly practice (e.g., meditation, aerobic exercise). Students may enroll in PSYC 136A or PSYC 136B or both. Either may be taken first.

Apply scientific methods and principles to discern and realize value. Read history, philosophy, ecology, economics, sociology, linguistics and psychology pertinent to emergence of valuescience as foundation for an increasing range of human action. Explore perceptual, cognitive, and cultural impediments to valuescience, strategies for overcoming these, and personal and social benefits of doing so. 4 units includes weekly practice (e.g., meditation, aerobic exercise). Students may enroll in PSYC 136A or PSYC 136B or both. Either may be taken first.

Considers the premises of the family-systems approach to intimate and family relationships, drawing on concepts from psychology, psychiatry, neurobiology, anthropology, and organizational behavior. Examines relationship formation and commitment, intimacy and sexuality, family development and structure, interpersonal conflict and communication, historical patterns and legacies, gender and power, and the cultural and larger systemic contexts of close relationships. Frameworks for assessing relationships and tools for changing romantic, family, and social relationships are examined in detail, and case examples illustrate the relationship change strategies of major contributors to the field. Highlights practical applications of the family-systems approach in educational, medical, business, and community settings. Students do not need to have a background in Psychology or Human Biology, and all student levels are welcome (including GSB, Law, Medicine, GSE for PSYC 239).

Assist Behavioral Neuroendocrinology Program with data entry, library organization, and study-related projects.

Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.

Hypnosis is a psychophysiological state of attentive, receptive concentration, with a relative suspension of peripheral awareness. It is the first Western form of psychotherapy. The course, in seminar format, combines presentation of lecture material on hypnosis and its applications with experience for students to practice assessing hypnotizability and teaching patients to use self-hypnosis in treatment. Topics covered include the nature of hypnosis, the neurophysiology underlying it, the measurement of hypnotizability, and applications of hypnosis in the treatment of pain, stress, anxiety, smoking, obesity, and psychosomatic disorders.

Common syndromes in child psychiatry. Topics include diagnosis, epidemiology, etiology, course, outcome and therapeutic interventions. Prerequisite: familiarity with the basics of psychiatric and psychological discourse; psychiatry clerkship or course in psychology.

Open to MD and graduate students; qualified undergraduates by consent of instructor. Diagnosis and management of emotional disorders and difficulties in physically ill children and adolescents. Topics include psychotherapeutic and psychopharmacologic approaches to psychiatric disorders encountered in the pediatric medical health care setting. Oral and multimedia presentations. Prerequisite: familiarity with basic principles of psychopathology.

A mentoring program designed to expose first and second year medical students to the rewarding field of child and adolescent psychiatry, and to increase awareness and education about child and adolescent mental health issues. Offers a year-long program wherein medical students are paired with child and adolescent psychiatrists, meeting bimonthly for clinical experiences and mentoring. Also provides opportunities for the students to get involved in cutting-edge scientific research, networking opportunities, and opportunities to attend professional conferences.

An experiential program in which the participants learn the techniques of mindfulness meditation and its application in the management of stress and in healthcare. Modeled after the MBSR, Mindfulness Based Stress Reduction, started by Jon Kabat-Zinn at UMASS Medical Center. Designed to work with the mind/body relationship to stress and chronic illness teaching open sensitive awareness without judgement of mental or physical reactivity. Requirement for the course is the daily practice of mindfulness meditation, attendance at weekly class meetings and the all day retreat, home reading, and a final paper covering the student's observations.

The course is designed to impart essential knowledge of the neuroscience of sleep and covers how sleep affects our daily lives-- both physical and mental functions of our well-being. The course covers the science of sleep, dreams, and the pathophysiology of highly prevalent sleep disorders such as sleep deprivation, biological rhythms, and focuses on the physiology of non-REM and REM sleep. Course content empowers students to make educated decisions concerning sleep and alertness for the rest of their lives and shapes students' attitudes about the importance of sleep. Learning about the science of sleep provides tangible reason to respect sleep as a member of what we term the triumvirate of health: good nutrition, physical fitness, and healthy sleep.

Apply scientific methods and principles to discern and realize value. Read history, philosophy, ecology, economics, sociology, linguistics and psychology pertinent to emergence of valuescience as foundation for an increasing range of human action. Explore perceptual, cognitive, and cultural impediments to valuescience; strategies for overcoming these; and personal and social benefits of doing so. 4 units includes weekly practice (e.g., meditation, aerobic exercise). Students may enroll in PSYC 136A or PSYC 136B or both. Either may be taken first.

Apply scientific methods and principles to discern and realize value. Read history, philosophy, ecology, economics, sociology, linguistics and psychology pertinent to emergence of valuescience as foundation for an increasing range of human action. Explore perceptual, cognitive, and cultural impediments to valuescience, strategies for overcoming these, and personal and social benefits of doing so. 4 units includes weekly practice (e.g., meditation, aerobic exercise). Students may enroll in PSYC 136A or PSYC 136B or both. Either may be taken first.

Considers the premises of the family-systems approach to intimate and family relationships, drawing on concepts from psychology, psychiatry, neurobiology, anthropology, and organizational behavior. Examines relationship formation and commitment, intimacy and sexuality, family development and structure, interpersonal conflict and communication, historical patterns and legacies, gender and power, and the cultural and larger systemic contexts of close relationships. Frameworks for assessing relationships and tools for changing romantic, family, and social relationships are examined in detail, and case examples illustrate the relationship change strategies of major contributors to the field. Highlights practical applications of the family-systems approach in educational, medical, business, and community settings. Students do not need to have a background in Psychology or Human Biology, and all student levels are welcome (including GSB, Law, Medicine, GSE for PSYC 239).

Detailed, systematic survey of a generalized terminal illness and elaboration of the basic principles underlying approaches to the care of the dying. Particular attention is paid to problem areas involving medical ethics and multi-culture. Practical strategies for managing the special medical and emotional problems that arise in the care of the dying patient. There may be guest speakers and patient interviews. No final examination. (Minimum: 4 students)

In this lunchtime discussion series, students will explore psychiatry subspecialty career through the personal perspectives and narratives of attending psychiatrists from a variety of practice settings. Special discussions of general interest to medical students will include a motivational interviewing workshop, a discussion on physician self-care and burnout. Priority given to MD students.

Statistical and methodological issues in twomajor psychiatric research themes: clinical psychiatric research (Aut), neuroimaging research (Win), and statistical genetics and general statistical modeling (Spr). Autumn series includes: basics of inferential statistics, group comparison, analysis of variance, regression analysis, multivariate analysis, and longitudinal analysis in the context of psychiatric and behavioral research. Also included are conceptual topics such as risk factors, mediation, moderation, and causal inference. Winter series includes: functional and structural neuroimaging research methods (e.g. functional magnetic resonance imaging (fMRI), structural MRI (sMRI), diffusion tensor imaging (DTI), transcranial magnetic stimulation (TMS), near-infrared spectroscopy (NIRS), electroencephalogram (EEG)). Basic principles, statistical analysis methods, advantages and limitations, and applications are discussed. Spring series includes: tests and effect estimation for multiple SNPs, genes or pathways in genetic association studies, gene-gene interactions, twins and heritability estimates, Hardy-Weinberg and linkage equilibrium, interpretation and presentation of results for a range of statistical models for different types of data. Practical examples from recent research within the Department of Psychiatry will be used throughout the course. Prerequisite: Some exposure to statistical methods, either from course work or from participation in research having some behavioral aspects, or consent of instructor. 1 unit for class participation only, 2 units includes weekly assignments, 3 units includes a final project.

Practical experience in teaching by serving as a teaching assistant in a psychiatry course. Unit values are allotted individually to reflect the level of teaching responsibility assigned to the student.

Prerequisite: consent of instructor.

Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.

Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.