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1 - 10 of 29 results for: PSYC

PSYC 11Q: I thought I heard my name... Destigmatizing psychosis

This course aims to identify and correct misconceptions about psychosis and to provide a more holistic understanding of this diagnosis. Students will learn how trauma, stress, internalized stigma, culture, policing, involuntary hospitalizations and other factors interact with psychosis. Students will learn about current models of care (e.g., coordinated specialty care, recovery-oriented treatment). Guest speakers with lived experience will share personal experiences related to their diagnoses. Ultimately, this course aims to help students develop tools necessary to identify misconceptions, challenge stereotypes, and change the narrative.
Terms: Aut | Units: 3 | UG Reqs: WAY-SI

PSYC 30N: The Terrible Toll of Close Combat: Fact and Myth from Xenophon to Fallujah to the X-Box

"Close Combat" is the direct, violent encounter of troops at short range. Commanders, historians, and politicians may view grand elements of strategy, logistics or tactical maneuver to assess armed conflict. But in close combat, soldiers on that "thin red line" face a rapidly narrowing set of possibilities as terrain, time and distance are focused to a point of brutal action. Psychologically this is the vanishing point of legal, moral, and religious proscriptions that have guided life to that point where, it is said, the soldiers becomes "transparent": all that one is or hoped or dreamt can be abruptly extinguished en toto. In this course we will examine the sociobiological, medical, psychological, and legal aspects of close combat: including the systematic preconditioning of soldiers for killing, the fraternal social milieu of the small combat unit and the impact on survivors who need to deconstruct that conditioning and social bond. We will examine first-hand descriptions of close co more »
"Close Combat" is the direct, violent encounter of troops at short range. Commanders, historians, and politicians may view grand elements of strategy, logistics or tactical maneuver to assess armed conflict. But in close combat, soldiers on that "thin red line" face a rapidly narrowing set of possibilities as terrain, time and distance are focused to a point of brutal action. Psychologically this is the vanishing point of legal, moral, and religious proscriptions that have guided life to that point where, it is said, the soldiers becomes "transparent": all that one is or hoped or dreamt can be abruptly extinguished en toto. In this course we will examine the sociobiological, medical, psychological, and legal aspects of close combat: including the systematic preconditioning of soldiers for killing, the fraternal social milieu of the small combat unit and the impact on survivors who need to deconstruct that conditioning and social bond. We will examine first-hand descriptions of close combat, through memoir, literature, congressional testimony, and guest speakers. The perspective will be that of the long history of youth facing the bleeding edge of battle and the recent ambiguous implications of "remote" and "virtual" combat. Course will include preparatory excerpted reading, short didactics, occasional guest speakers for half the sessions and group discussion of session topics / student presentations for the latter half. The student will be expected to write a short paper on each of two topics from a list of prompts.
Terms: Aut | Units: 3
Instructors: Carragee, E. (PI)

PSYC 54N: Genes, Memes and Behavior

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.
Terms: Aut | Units: 3 | UG Reqs: WAY-SMA
Instructors: Hall, S. (PI)

PSYC 55N: Secrecy

What is a secret and why do we keep them? What is the cost - and the burden - of secret-keeping? The focus of this seminar will be professional secrecy, as we explore corporate confidentiality and the secret-keeping expected of all of us as professionals, and those who are engaged in issues of national security. Secrecy will be discussed in both ethical and practical frameworks. We will also explore psychology of secrecy, and secret-keeping in relationships. Students will begin to develop a personal ethic related to secrecy and will grapple with the intersection of secrets, lies and obfuscation.
Terms: Aut, Win | Units: 3 | UG Reqs: WAY-ER
Instructors: Jacobs, J. (PI)

PSYC 83: Addictions in our World: From Physiology to Human Behavior

Addiction is a powerful brain-based behavioral disorder that interferes with many lives. The National Survey on Drug Use and Health has estimated 21.5 million Americans aged 12 and older are classified as having a substance use disorder, an extraordinary 8.1% of the population. The field of mental health is advancing the understanding of this disorder through research, education, innovation and policy guidance. This class aims to help students better understand the struggles of addiction in our world by discussing many components involved in the disease including: physiology, psychology, treatment options, and the societal implications of addiction.nnStudents will engage in thought-provoking between psychology, neuroscience, and society. They will develop the knowledge-base and framework to critically evaluate the science behind addiction and how to apply this knowledge to address the addiction epidemic in our world. As technology advances, many new types of addiction are emerging, cre more »
Addiction is a powerful brain-based behavioral disorder that interferes with many lives. The National Survey on Drug Use and Health has estimated 21.5 million Americans aged 12 and older are classified as having a substance use disorder, an extraordinary 8.1% of the population. The field of mental health is advancing the understanding of this disorder through research, education, innovation and policy guidance. This class aims to help students better understand the struggles of addiction in our world by discussing many components involved in the disease including: physiology, psychology, treatment options, and the societal implications of addiction.nnStudents will engage in thought-provoking between psychology, neuroscience, and society. They will develop the knowledge-base and framework to critically evaluate the science behind addiction and how to apply this knowledge to address the addiction epidemic in our world. As technology advances, many new types of addiction are emerging, creating an additional urgent need to discuss the implications this burgeoning problem. This highly interactive seminar aims to engage the students in critical thinking didactics, activities and discussions that shape their understanding of the complexity inherent to the issues surrounding addiction, and increase the student¿s ability to more critically assimilate and interrogate information.
Terms: Aut | Units: 3 | UG Reqs: WAY-SI, WAY-SMA

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

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

PSYC 124: Brain Plasticity

Neuroplasticity refers to the brain's remarkable ability to modify its own structure and function. The brain does so in response to changes in the body or in the external environment, adjusting parameters from molecules to neurons. In this course, we will cover the overarching principles of brain plasticity: how the brain comes to mirror the details of the outside world, how it adjusts itself based on sensory deficits, how new sensory capacities can be added, how circuitry is modified by activities and goals, why it's harder to teach an old dog new tricks, how we remember, and disorders of plasticity.
Terms: Aut | Units: 3

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
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