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11 - 20 of 34 results for: PSYC ; Currently searching spring courses. You can expand your search to include all quarters

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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 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)

PSYC 233: Mindfulness: An Awareness-Based Stress Reduction Program in Medicine

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.
Terms: Aut, Win, Spr | Units: 3 | Repeatable 2 times (up to 6 units total)
Instructors: Abramson, M. (PI) ; Spiegel, D. (PI) ; Katragadda, P. (TA) ; Steel, M. (TA)

PSYC 235: Dement's Sleep and Dreams (PSYC 135)

Dr. William Dement created Sleep and Dreams in 1971, the world's first university course devoted to the science of sleep. Upon his retirement he selected Dr. Rafael Pelayo to be his successor, but he continued to participate in class until his passing in the summer of 2020. To honor his legacy in perpetuity, Dr.Pelayo renamed the course 'Dement's Sleep Dreams' as he had promised him he would. The goal is to retain the original spirit of the course as the content is continuously updated to reflect current state of sleep science. The course is designed to impart essential knowledge of the neuroscience of sleep and covers how sleep affects our daily lives. The course covers normal sleep and dreams, as well as common sleep disorders. 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. Students will keep track of their sleep patterns during the course. They will also participate in an outreach project to help improve awareness of the importance of sleep heath in our community. Undergraduates must enroll in PSYC 135, while graduate students should enroll in PSYC 235.
Terms: Win, Spr | Units: 3
Instructors: Pelayo, R. (PI) ; Juffernbruch, T. (TA) ; Lemer, A. (TA)

PSYC 243: Thriving in Collegiate Athletics: Key Concepts in Student-Athlete Mental Health and Wellness

Develops knowledge and personal awareness of the psychosocial aspects of the student-athlete experience, including unique stressors and cultural factors. Develops a basic understanding of interventions and techniques used to facilitate psychological well-being. Understand how to identify and access resources that can benefit athletes from all levels of competitive play. Through interactive, experiential activities, readings, and videos students also will gain skills for enhancing personal well-being, interpersonal communication, connecting peers with existing resources, and promoting a culture of support, resilience, and wellbeing. nNote: Course will be capped at 20 and will be canceled if less than 8 students are enrolled.
Terms: Spr | Units: 3
Instructors: Moran-Miller, K. (PI)

PSYC 244: Islamic Psychology (PSYC 144)

The first psychiatric hospitals in the world were established as early as the 8th century during the Islamic Golden Era. Despite the emergence of a highly sophisticated and interdisciplinary system of understanding the human psyche in early Islamic history, most students of modern psychology are unfamiliar with this rich history. This course will provide a historical and contemporary review of the Islamic intellectual heritage as it pertains to modern behavioral science and how mental illness was historically perceived and treated in the Muslim world. We will begin with a discussion of Islamic epistemology, reconcile issues such as secular vs sacred sources of knowledge and tackle the mind/body dilemma according to Islamic theology. We will then review holistic schemas of health and pathology in the Islamic religious tradition, the nature of the human being, elements of the human psyche, and principles of change leading to positive character reformation. As Stanford is the academic home of Muslim mental health research globally, we will benefit from talks by guest researchers and speakers, partake in field trips to community partners, and utilize group discussions to provide students with a deeper understanding of these topics.
Terms: Spr | Units: 4 | Repeatable 2 times (up to 6 units total)
Instructors: Awaad, R. (PI)

PSYC 288: Medical Humanities Publication: A Writing & Editorial Workshop

This course is conducted in a workshop format where students will brainstorm, craft, and edit pitches & writing products related to the medical humanities. Finalized pieces including interviews, book reviews, or personal essays will be considered for publication in the Oxford Review of Books (ORB). This course is open to all undergraduate and graduate students and combines short lectures, group critiques, discussions, peer feedback, and ORB and Stanford guest editors and faculty. Students will gain writing and editorial skills toward publication in the medical humanities (intersection of medicine & the humanities). Readings will include ORB content and a select bibliography.
Terms: Spr | Units: 1 | Repeatable 2 times (up to 2 units total)

PSYC 290: Teaching in Psychiatry

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.
Terms: Aut, Win, Spr, Sum | Units: 1-10 | Repeatable for credit
Instructors: Aboujaoude, E. (PI) ; Abramson, M. (PI) ; Adamson, M. (PI) ; Adelsheim, S. (PI) ; Agras, W. (PI) ; Albucher, R. (PI) ; Apple, R. (PI) ; Arnow, B. (PI) ; Ashford, J. (PI) ; Barry, J. (PI) ; Beaudreau, S. (PI) ; Benham, A. (PI) ; Berk, M. (PI) ; Bernert, R. (PI) ; Birnbaum, J. (PI) ; Bohon, C. (PI) ; Brown, M. (PI) ; Bullock, K. (PI) ; Carrion, V. (PI) ; Cassidy, E. (PI) ; Chang, K. (PI) ; Chen, L. (PI) ; Choi, O. (PI) ; Cloitre, M. (PI) ; Conner, L. (PI) ; Corcoran, K. (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) ; Etkin, A. (PI) ; Feinstein, C. (PI) ; Fenn, H. (PI) ; Furst, A. (PI) ; Gandy, S. (PI) ; Garner, C. (PI) ; Gengoux, G. (PI) ; Gershon, A. (PI) ; Gore-Felton, C. (PI) ; Greaves, C. (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) ; Hsu, J. (PI) ; Hu, R. (PI) ; Humphreys, K. (PI) ; Jo, B. (PI) ; Joshi, S. (PI) ; Kesler, S. (PI) ; Ketter, T. (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) ; Menon, V. (PI) ; Mignot, E. (PI) ; Mourrain, P. (PI) ; Murphy, G. (PI) ; Nathan, K. (PI) ; Nishino, S. (PI) ; Noordsy, D. (PI) ; O'hara, R. (PI) ; Ohayon, M. (PI) ; Ostacher, M. (PI) ; Owusu, Y. (PI) ; Palesh, O. (PI) ; Parker, K. (PI) ; Pasca, S. (PI) ; Pelayo, R. (PI) ; Phillips, J. (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) ; Rosen, A. (PI) ; Rosen, C. (PI) ; Ruzek, J. (PI) ; Safer, D. (PI) ; Salehi, A. (PI) ; Sanders, M. (PI) ; Schatzberg, A. (PI) ; Shaw, R. (PI) ; Singh, M. (PI) ; Solvason, H. (PI) ; Sommer, B. (PI) ; Spiegel, D. (PI) ; Sullivan, E. (PI) ; Suppes, T. (PI) ; Taylor, J. (PI) ; Thienemann, M. (PI) ; Thompson, D. (PI) ; Tiet, Q. (PI) ; Trafton, J. (PI) ; Tversky, D. (PI) ; Urban, A. (PI) ; Van Natta, J. (PI) ; Vasan, N. (PI) ; Wang, P. (PI) ; Warner, D. (PI) ; Weitlauf, J. (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)
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