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21 - 30 of 54 results for: PSYC ; Currently searching offered courses. You can also include unoffered courses

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PSYC 195: Special Laboratory Projects

Assist Behavioral Neuroendocrinology Program with data entry, library organization, and study-related projects.
Terms: Aut, Win, Spr, Sum | Units: 1-3 | Repeatable for credit
Instructors: Rasgon, N. (PI)

PSYC 199: Undergraduate Research, Independent Study, or Directed Reading

Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum | Units: 1-18 | Repeatable for credit
Instructors: Aboujaoude, E. (PI) ; Adamson, M. (PI) ; Adeli, E. (PI) ; Adelsheim, S. (PI) ; Agras, W. (PI) ; Albucher, R. (PI) ; Apple, R. (PI) ; Arnow, B. (PI) ; Ashford, J. (PI) ; Awaad, R. (PI) ; Barry, J. (PI) ; Beaudreau, S. (PI) ; Benham, A. (PI) ; Berk, M. (PI) ; Bernert, R. (PI) ; Birnbaum, J. (PI) ; Bohon, C. (PI) ; Bowling, D. (PI) ; Brown, M. (PI) ; Bruno, J. (PI) ; Bullock, K. (PI) ; Carrion, V. (PI) ; Cassidy, E. (PI) ; Chang, K. (PI) ; Chen, L. (PI) ; Chetty, S. (PI) ; Cloitre, M. (PI) ; Conner, L. (PI) ; Corcoran, K. (PI) ; Cosgrove, V. (PI) ; De Golia, S. (PI) ; DeBattista, C. (PI) ; Deisseroth, K. (PI) ; Derenne, J. (PI) ; Dhabhar, F. (PI) ; Duncan, L. (PI) ; Dunn, L. (PI) ; Durazzo, T. (PI) ; Eagleman, D. (PI) ; Eshel, N. (PI) ; Espil, F. (PI) ; Etkin, A. (PI) ; Feinstein, C. (PI) ; Fenn, H. (PI) ; Fung, L. (PI) ; Furst, A. (PI) ; Gandy, S. (PI) ; Garner, C. (PI) ; Gengoux, G. (PI) ; Gershon, A. (PI) ; Giardino, W. (PI) ; Gibson, E. (PI) ; Goldstein-Piekarski, A. (PI) ; Gore-Felton, C. (PI) ; Greaves, C. (PI) ; Green, T. (PI) ; Haberecht, M. (PI) ; Hall, S. (PI) ; Hallmayer, J. (PI) ; Hardan, A. (PI) ; Hayward, C. (PI) ; Hill, K. (PI) ; Hoblyn, J. (PI) ; Hong, D. (PI) ; Hosseini, H. (PI) ; Hsu, J. (PI) ; Hu, R. (PI) ; Humphreys, K. (PI) ; Jo, B. (PI) ; Joshi, S. (PI) ; Kaysen, D. (PI) ; Keller, C. (PI) ; Kesler, S. (PI) ; Ketter, T. (PI) ; Kim, J. (PI) ; King, R. (PI) ; Kishore, A. (PI) ; Kogon, M. (PI) ; Kushida, C. (PI) ; Laurent, C. (PI) ; Lazzeroni, L. (PI) ; Lee, T. (PI) ; Lembke, A. (PI) ; Levinson, D. (PI) ; Lindley, S. (PI) ; Linenberg, B. (PI) ; Lock, J. (PI) ; Lotspeich, L. (PI) ; Louie, A. (PI) ; Luce, K. (PI) ; Lyons, D. (PI) ; Maldonado, J. (PI) ; Malenka, R. (PI) ; Manber, R. (PI) ; Mason, D. (PI) ; McCaslin-Rodrigo, S. (PI) ; McGLYNN, L. (PI) ; McGovern, M. (PI) ; McNerney, M. (PI) ; Menon, V. (PI) ; Mignot, E. (PI) ; Mourrain, P. (PI) ; Murphy, G. (PI) ; Murphy-Shigematsu, S. (PI) ; Nathan, K. (PI) ; Nishino, S. (PI) ; Noordsy, D. (PI) ; O'hara, R. (PI) ; Ohayon, M. (PI) ; Ordaz, S. (PI) ; Ostacher, M. (PI) ; Padula, C. (PI) ; Palesh, O. (PI) ; Parker, K. (PI) ; Pasca, S. (PI) ; Pelayo, R. (PI) ; Phillips, J. (PI) ; Pien, J. (PI) ; Pohl, K. (PI) ; Post, L. (PI) ; Rait, D. (PI) ; Rasgon, N. (PI) ; Reicherter, D. (PI) ; Reiss, A. (PI) ; Ringold, A. (PI) ; Roberts, L. (PI) ; Robinson, A. (PI) ; Rodriguez, C. (PI) ; Rolle, C. (PI) ; Rosen, A. (PI) ; Rosen, C. (PI) ; Ruzek, J. (PI) ; Sadeh Sharvit, S. (PI) ; Safer, D. (PI) ; Saggar, M. (PI) ; Salehi, A. (PI) ; Sanders, M. (PI) ; Schatzberg, A. (PI) ; Shah, N. (PI) ; Shaw, R. (PI) ; Shinozaki, G. (PI) ; Singh, M. (PI) ; Solvason, H. (PI) ; Sommer, B. (PI) ; Spiegel, D. (PI) ; Stice, E. (PI) ; Sullivan, E. (PI) ; Supekar, K. (PI) ; Suppes, T. (PI) ; Taylor, J. (PI) ; Thienemann, M. (PI) ; Thompson, D. (PI) ; Tiet, Q. (PI) ; Trafton, J. (PI) ; Tucciarone, J. (PI) ; Urban, A. (PI) ; Van Natta, J. (PI) ; Wang, P. (PI) ; Warner, D. (PI) ; Weitlauf, J. (PI) ; White-Huber, B. (PI) ; Williams, K. (PI) ; Williams, L. (PI) ; Williams, S. (PI) ; Woodward, S. (PI) ; Wroolie, T. (PI) ; Yesavage, J. (PI) ; Yoon, J. (PI) ; Zappert, L. (PI) ; Zeitzer, J. (PI) ; Zelenko, M. (PI) ; de Lecea, L. (PI) ; Gore-Felton, C. (SI) ; Hardan, A. (SI) ; Lock, J. (SI) ; Manber, R. (SI) ; Singh, M. (SI) ; Tarshis, T. (SI)

PSYC 211: Developmental Psychopathology, Psychotherapy and Psychopharmacology and Neuroscience

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.
Terms: Aut | Units: 1
Instructors: Green, T. (PI) ; Hong, D. (PI)

PSYC 215B: Introduction to Psychedelic Medicine

The re-emergence of psychedelics has opened new explorations of brain, mind, and the treatment of mental illness. Research studies are underway globally investigating potential applications of psychedelics. This course will survey ongoing areas of scientific investigations and clinical applications of psychedelics and psychedelic-assisted treatments. Neuroscientific, clinical and psychological perspectives will be discussed as well as historical, legal, and cultural aspects of psychedelic medicine. Presentations will be given by the field's researchers and clinicians. Attendees will be able to engage directly with speakers during the course. Course may be taken for one unit (lecture only, 6:00PM-7:00PM); or two units, which entails attending discussion section (7:00PM-7:50PM) and completing a short project.
Terms: Win | Units: 1-2 | Repeatable 4 times (up to 4 units total)
Instructors: Glick, G. (PI) ; Heifets, B. (PI) ; Suppes, T. (PI)

PSYC 216: Psychedelics and Social Justice (CSRE 126, LIFE 116, PSYC 116)

This course will provide an overview of current social justice issues in psychedelic research, including the impact of colonization and systemic inequality on resource allocation during the multinational resurgence of interest in psychedelic medicine in the 21st century. Through a combination of lectures, facilitated small-group discussions, and creative as well as experiential activities, the course is designed to promote self-inquiry and cultural humility while reflecting on current human practices with consciousness-modifying agents. Students must concurrently attend the PSYC 216L Lecture Series (Wednesdays, 5:30-6:20 PM) as part of this course. Enrollment is limited to 15 students to promote deeper discussion and community.
Terms: Spr | Units: 3 | Repeatable 4 times (up to 12 units total)
Instructors: Feng, W. (PI) ; Otalvaro, G. (PI) ; Ho, V. (TA)

PSYC 216L: Psychedelics and Social Justice Lecture Series

This course will provide an overview of current social justice issues in psychedelic research, including the impact of colonization and systemic inequality on resource allocation during the multinational resurgence of interest in psychedelic medicine in the 21st century. Through a series of guest lectures, the course is designed to promote self-inquiry and cultural humility while reflecting on current human practices with consciousness-modifying agents.
Terms: Spr | Units: 1
Instructors: Feng, W. (PI) ; Ho, V. (TA)

PSYC 221: Machine Learning for Neuroimaging (BIODS 227, PSYC 121)

Machine learning has driven remarkable advances in many fields and, recently, it has been pivotal in enhancing the diagnosis and treatment of complex brain disorders. Biomedical and neuroscience studies frequently rely on neuroimaging as it provides non-invasive quantitative measurement of the structure and function of the nervous system. Machine and deep learning methods can, for example, refine findings for specific diseases or cohorts enabling the detection of imaging markers at an individual level. This, in turn, paves the way for personalized treatment plans. In this course, we explore the methodological gaps in analyzing high-dimensional, longitudinal, and heterogeneous neuroimaging data and study novel, robust, scalable, and interpretable machine learning models for this purpose.Students have the option to enroll in the class for either 3 or 4 units. All students, regardless of their unit choice, are expected to attend every class session. The primary class content will cover th more »
Machine learning has driven remarkable advances in many fields and, recently, it has been pivotal in enhancing the diagnosis and treatment of complex brain disorders. Biomedical and neuroscience studies frequently rely on neuroimaging as it provides non-invasive quantitative measurement of the structure and function of the nervous system. Machine and deep learning methods can, for example, refine findings for specific diseases or cohorts enabling the detection of imaging markers at an individual level. This, in turn, paves the way for personalized treatment plans. In this course, we explore the methodological gaps in analyzing high-dimensional, longitudinal, and heterogeneous neuroimaging data and study novel, robust, scalable, and interpretable machine learning models for this purpose.Students have the option to enroll in the class for either 3 or 4 units. All students, regardless of their unit choice, are expected to attend every class session. The primary class content will cover the fundamentals of machine learning, offer some limited hands-on training, and explore the application of ML to neuroimaging. Those opting for 4 units will benefit from an extra hour of instruction weekly, diving deeper into core ML concepts and receiving extended hands-on training. The scheduling of this additional hour will be determined based on the availability of the students enrolled for 4 units to ensure a mutually convenient time slot. Undergraduate students and those who do not have ML backgrounds are advised to take the course for 4 units.
Terms: Aut | Units: 3-4
Instructors: Adeli, E. (PI) ; Pohl, K. (PI)

PSYC 223B: Topics in Neurodiversity: Design Thinking Approaches (PSYCH 249B)

The course provides essential background about neurodiversity, the design thinking process and the Universal Design for Learning (UDL) framework to guide students in developing projects that maximize the potential of neurodiversity. Through case studies, field trips, guest speakers, and community engagement, students will explore approaches to maximizing inclusivity in realms such as education, employment, community and beyond. Students will use their knowledge to design and develop (or revising and enhance) processes, systems, experiences and/or products to maximize inclusivity and the potential of neurodiverse individuals. Based on student's interests and areas of focus, projects may include digital tool development such as app concept and design, redesign of standard processes such as job interviews/ candidate evaluations, design and development of physical products or spaces such as sensory-sensitive dorm rooms, "stim tools" and more. Students have the option to attend Monday classes or Wednesday classes for 2 units or attend both Monday and Wednesday classes for 4 units. This course is open to undergraduate and graduate students in all schools. Cardinal Course certified by the Haas Center.
Terms: Spr | Units: 2-4
Instructors: Fung, L. (PI)

PSYC 225: Mentorship and Clinical Engagement in Child/Adolescent and Adult Psychiatry

A mentoring program designed to expose first and second-year medical students to the rewarding fields of child/adolescent and adult psychiatry, and to increase awareness and education about child/adolescent and adult mental health issues. The early years of medical training consist primarily of didactic instruction, an almost universal challenge for students who enter medicine desiring to help and interact with patients. To increase engagement with the field, we bring clinical psychiatry to preclinical students, by interacting with patients and families, as follows. During our weekly seminar time, we interview a patient and family one week, then offer a debriefing, Q&A session the following week. The seminar includes open discussion, addressing questions about specific interactions with the child/adolescent or adult, diagnoses, and therapies used for treatment. Responses to students' questions invariably address evidence-based approaches to assessment and treatment of specific disorder more »
A mentoring program designed to expose first and second-year medical students to the rewarding fields of child/adolescent and adult psychiatry, and to increase awareness and education about child/adolescent and adult mental health issues. The early years of medical training consist primarily of didactic instruction, an almost universal challenge for students who enter medicine desiring to help and interact with patients. To increase engagement with the field, we bring clinical psychiatry to preclinical students, by interacting with patients and families, as follows. During our weekly seminar time, we interview a patient and family one week, then offer a debriefing, Q&A session the following week. The seminar includes open discussion, addressing questions about specific interactions with the child/adolescent or adult, diagnoses, and therapies used for treatment. Responses to students' questions invariably address evidence-based approaches to assessment and treatment of specific disorders, such as depression, anxiety, eating disorders, autism, and attentional disorders. We also facilitate opportunities for the students to get involved in cutting-edge scientific research, networking/collaborating (including with medical students and faculty around the world), and attending professional conferences. The course is offered during autumn, winter and spring quarters and is intended as a longitudinal seminar to be taken continuously across these quarters. Medical students who cannot attend three quarters may enroll with permission of the instructor. Non-medical students interested in the course should contact the instructor. The course has officially received Cardinal Course designation. Cardinal Courses integrate coursework with community service experiences. Students enrolled in PSYC 225 can elect to receive additional 1-2 course credits to participate in a community engagement component centered around Child and Adolescent Psychiatry. The service opportunity is called Body Empowerment Project, a research-validated eating disorder prevention program for middle and high school students. Students will undergo a 10-15 hour virtual training and work together to lead weekly workshops at Aspire East Palo Alto Charter School (EPACS) on Wednesdays from 2:30-3:30pm. Students will progressively develop more independence in leading sessions for middle and high school students in the community under guidance from TAs and the course director. For questions, please contact Christina Miranda (cmirand@stanford.edu).
Terms: Aut, Win, Spr | Units: 1-3 | Repeatable for credit

PSYC 230: How to Think Like a Shrink (PSYCH 131A)

This course will teach you how to think (or experience) yourself and the communities around you as a therapist does. That means coming to understand why therapists focus on early life relationships and learning, why we privilege emotions, and why we see the seeming contradictions in our lives as places for deeper understanding. In class discussions, we will consider questions such as: How do our early experiences in relationships affect the ones we create later? Why are we more likely to segregate and point fingers when we are afraid? How can we make better use of our precious capacity for attention? What good might come from anger, sadness or guilt? Projects will include looking at how the psychological phenomena we will learn about play out in public spheres and personal ones. This is not a class about mental health, but rather about the intricacy of our feeling and thinking minds. The course will be discussion-based with a focus on experiential learning, and include weekly projects more »
This course will teach you how to think (or experience) yourself and the communities around you as a therapist does. That means coming to understand why therapists focus on early life relationships and learning, why we privilege emotions, and why we see the seeming contradictions in our lives as places for deeper understanding. In class discussions, we will consider questions such as: How do our early experiences in relationships affect the ones we create later? Why are we more likely to segregate and point fingers when we are afraid? How can we make better use of our precious capacity for attention? What good might come from anger, sadness or guilt? Projects will include looking at how the psychological phenomena we will learn about play out in public spheres and personal ones. This is not a class about mental health, but rather about the intricacy of our feeling and thinking minds. The course will be discussion-based with a focus on experiential learning, and include weekly projects that will have you playing detective in your own life. Prerequisites include a high degree of honesty (or the desire for this), creativity and an interest in the human experience. The course may include a field trip to a sensory deprivation float tank as we study attention. At the end of the seminar, I hope you will have a greater appreciation for the complexity of your mind and reactions, and the psychology of everyday life -- personal relationships, group functioning, tiffs between political parties. My aim is to have you learn to both take yourself very seriously and not seriously at all. This course will provide no answers, however I hope it will open channels of thought and discussion, and make your own life a little richer. Enrollment preference given to juniors and seniors.
Terms: Spr | Units: 3
Instructors: Tversky, D. (PI)
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