PSYC 10Q: Unlocking the Mind: An Overview of Modern Psychotherapy Approaches
Are you curious about mental health and the treatment of mental illness? This introductory course will provide you with a roadmap of modern psychotherapy approaches. No prerequisites are required for this class. By the end of the course, you will be able to describe multiple therapy approaches, including the philosophy and techniques that characterize and differentiate the approaches. Classes will include didactic material, discussions, guest lectures, and experiential learning practices. For their main project, students will choose a therapy not already covered in class and present the approach to their peers.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SMA
Instructors:
Adams, C. (PI)
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 these experiences. In addition to learning about the psychosis spectrum diagnoses, students will learn how trauma, stress, internalized stigma, culture, policing, involuntary hospitalizations and many other factors interact with psychosis. They will be introduced to 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. Students will combine these new learnings with their other academic and personal interests towards a final class project in which they will develop their own project to destigmatize psychosis. 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
Instructors:
Altamirano, O. (PI)
;
Chari, S. (PI)
PSYC 13Q: Connections between the sleep and awake worlds
Sleep can be a window into much of our awake worlds- anxiety, depression, relationships, trauma, safety, early morning travel plans.. and so much more. If you think of a recent night in which you experienced worse sleep, you might be able to identify something from your awake world that contributed. Much of our awake world is informed by emotion, thoughts, and perception. One could argue that emotion, thoughts, and perception shape the world, rather than there being one true reality. This course will explore the fundamentals of sleep, the fundamentals of navigating emotions, and the intersection between the two. Specifically, you will learn the basics of human sleep science, the principles of a type of psychotherapy called Cognitive Behavioral Therapy (CBT), and how CBT tools can be applied to sleep difficulties. Break-out sessions within each lecture provide opportunities for students to ask questions and to discuss a topic in greater depth. The course will highlight the mind body con
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Sleep can be a window into much of our awake worlds- anxiety, depression, relationships, trauma, safety, early morning travel plans.. and so much more. If you think of a recent night in which you experienced worse sleep, you might be able to identify something from your awake world that contributed. Much of our awake world is informed by emotion, thoughts, and perception. One could argue that emotion, thoughts, and perception shape the world, rather than there being one true reality. This course will explore the fundamentals of sleep, the fundamentals of navigating emotions, and the intersection between the two. Specifically, you will learn the basics of human sleep science, the principles of a type of psychotherapy called Cognitive Behavioral Therapy (CBT), and how CBT tools can be applied to sleep difficulties. Break-out sessions within each lecture provide opportunities for students to ask questions and to discuss a topic in greater depth. The course will highlight the mind body connection and serve as an introduction to behavioral sleep medicine. Students will have the opportunity to complete their own project examining a sleep-wake connection of interest. Potential topics will be provided (discrimination and sleep, menstruation and sleep, high school start times, shift work and sleep, and more). This course will be most interesting to those who are interested in emotions, therapeutic skills, and sleep.
Terms: Win
| Units: 3
| UG Reqs: WAY-SI
Instructors:
Solomon, N. (PI)
PSYC 15Q: Consciousness and Self Psychology
Consciousness and Self Psychology will first explore the phenomenon of consciousness, the medium through which we perceive our existence and the force which allows us to reflect and to wonder. A natural product of examining consciousness is the exploration of the notion of a self, an individual entity which we construct through our conscious awareness. Through readings, discussions and student presentations, this course journeys through theories of existence, consciousness and identity formation to offer a scaffolding for deep creative reflection and inquiry, and a springboard off which we may dive headfirst into the mysteries which both haunt us and give us life.
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II
Instructors:
Dandekar, G. (PI)
PSYC 17N: Think Before You Drink: Neurocircuitry of Alcohol Use Across the Developmental Lifespan
Alcohol is the most commonly used substance of abuse across the world. In the United States, approximately 179 million individuals (65% of the population) drank alcohol in the past year. A relatively small, but highly significant portion of these individuals who drink ultimately reach criteria for Alcohol Use Disorder (AUD). Today, almost 15 million people in the U.S. struggle with an AUD. Many decades of research have sought to uncover the brain-based driving forces behind alcohol misuse, the consequences of alcohol on brain function and structure, and how we can effectively treat Alcohol Use Disorder. This course will first cover our current understanding of the brain circuits the drive alcohol craving, use and withdrawal. Then, we will explore alcohol's effects on the brain throughout the lifespan, ranging from prenatal alcohol exposure, adolescence, young adults (including binge drinking in college), middle adulthood, and aging individuals at risk for cognitive decline. Lastly, thi
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Alcohol is the most commonly used substance of abuse across the world. In the United States, approximately 179 million individuals (65% of the population) drank alcohol in the past year. A relatively small, but highly significant portion of these individuals who drink ultimately reach criteria for Alcohol Use Disorder (AUD). Today, almost 15 million people in the U.S. struggle with an AUD. Many decades of research have sought to uncover the brain-based driving forces behind alcohol misuse, the consequences of alcohol on brain function and structure, and how we can effectively treat Alcohol Use Disorder. This course will first cover our current understanding of the brain circuits the drive alcohol craving, use and withdrawal. Then, we will explore alcohol's effects on the brain throughout the lifespan, ranging from prenatal alcohol exposure, adolescence, young adults (including binge drinking in college), middle adulthood, and aging individuals at risk for cognitive decline. Lastly, this course will cover the state-of-the-art techniques being developed to help individuals achieve sobriety and recovery from Alcohol Use Disorder. This highly interactive seminar will engage and equips students with skills in critical thinking, evaluation of scientific research, and a deeper understanding of AUD as a brain-based disease. Students will have the opportunity to engage in thoughtful discussions with treatment providers and AUD patients to gain a deeper understanding of the realities behind AUD treatment. Overall, this course is intended to help students develop strong skills in thinking and reading like a scientist, understanding the complexities behind alcohol use and misuse across the lifespan, and considering the reality of today's treatment landscape for Alcohol Use Disorder.
Terms: Win
| Units: 3
| UG Reqs: WAY-SMA
Instructors:
Padula, C. (PI)
PSYC 20Q: Human versus Machine: Artificial intelligence through the lens of human cognition
This course will explore the promise and limits of artificial intelligence (AI) through the lens of human cognition. Amid whispers of robots one day taking over the world, it is tempting to imagine that AI is (or soon will be) all-powerful. But few of us understand how AI works, which may lead us to overestimate its current (and even its future) capabilities. As it turns out, intelligence is complicated to build, and while computers outperform humans in many ways, they also fail to replicate key features of human intelligence at least for now. We will take a conceptual, non-technical approach (think: reading essays, not writing code). Drawing upon readings from philosophy of science, computer science, and cognitive psychology, we will examine the organizing principles of AI versus human intelligence, and the capabilities and limitations that follow. Computers vastly outperform humans in tasks that require large amounts of computational power (for example, solving complex mathematical e
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This course will explore the promise and limits of artificial intelligence (AI) through the lens of human cognition. Amid whispers of robots one day taking over the world, it is tempting to imagine that AI is (or soon will be) all-powerful. But few of us understand how AI works, which may lead us to overestimate its current (and even its future) capabilities. As it turns out, intelligence is complicated to build, and while computers outperform humans in many ways, they also fail to replicate key features of human intelligence at least for now. We will take a conceptual, non-technical approach (think: reading essays, not writing code). Drawing upon readings from philosophy of science, computer science, and cognitive psychology, we will examine the organizing principles of AI versus human intelligence, and the capabilities and limitations that follow. Computers vastly outperform humans in tasks that require large amounts of computational power (for example, solving complex mathematical equations). However, you may be surprised to learn the ways in which humans outperform computers. What is it about the human brain that allows us to understand and appreciate humor, sarcasm, and art? How do we manage to drive a car without hitting pedestrians? Is it only a matter of time before computers catch up to these abilities? Or are there differences of kind (rather than degree) that distinguish human intelligence from AI? Will robots always be constrained to the tasks that humans program them to do? Or could they, one day, take over the world? By the end of this course, you will be able to discuss the current capabilities, future potential, and fundamental limitations of AI. You may also arrive at a newfound appreciation for human intelligence, and for the power of your own brain.
Last offered: Spring 2024
| Units: 3
PSYC 21Q: How we think as how we feel: Cognitive and emotional influences on mental health
Plato described Reason and Emotion as two horses pulling a chariot in different directions. Was he right? By the end of this course, you will be able to decide for yourself, based on the latest scientific evidence. You will also be able to explain how your answer reflects, and informs, current research on mental health. In this course, we will start by reading philosophical texts that establish the classical Western view of emotion and cognition as opposing forces. We will then put these views to the test by examining evidence from the fields of neuroscience, psychology, and psychiatry. When thoughts and feelings compete, which one wins? Is it ever rational to follow your emotions? How do thoughts and feelings affect perception, memory, and decision-making? We will then turn to practical applications of cognitive-emotional interactions in the field of psychiatry. First, we will examine the implications of biases in perception, memory, and decision-making for mental health. Next, we wil
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Plato described Reason and Emotion as two horses pulling a chariot in different directions. Was he right? By the end of this course, you will be able to decide for yourself, based on the latest scientific evidence. You will also be able to explain how your answer reflects, and informs, current research on mental health. In this course, we will start by reading philosophical texts that establish the classical Western view of emotion and cognition as opposing forces. We will then put these views to the test by examining evidence from the fields of neuroscience, psychology, and psychiatry. When thoughts and feelings compete, which one wins? Is it ever rational to follow your emotions? How do thoughts and feelings affect perception, memory, and decision-making? We will then turn to practical applications of cognitive-emotional interactions in the field of psychiatry. First, we will examine the implications of biases in perception, memory, and decision-making for mental health. Next, we will introduce cognitive profiles of specific psychiatric disorders, including anxiety, depression, and autism. We will also discuss clinical interventions that are informed by cognitive theories of psychiatric disorders, for example, cognitive behavioral therapy, which helps people change how they feel by changing how they think. Finally, we will examine how the physical body influences thoughts and feelings, with implications for psychiatric disorders. What is the relationship of physical illness to psychiatric illness? Is sleep as good as overnight therapy? Is there a scientific basis for the notion that emotions originate from the heart? By the end of this course, you will be able to describe whether mental well-being arise from the head, the heart, or their interaction.
Last offered: Winter 2025
| Units: 3
PSYC 27N: Mental Health in Context: Race, Identity, and Resilience
How does racism shape mental health? This course explores the deep and often unseen ways that racism impacts psychological well-being, from everyday stress to severe psychiatric disorders. Students will examine racism as a fundamental driver of mental health disparities, drawing on historical context, empirical research, and lived experiences. Through engaging discussions, case studies, and interdisciplinary readings, we will explore how racism - both personal and systemic - contributes to depression, anxiety, schizophrenia, and suicidal thoughts and behaviors. Students will reflect on the personal and collective toll of racism, investigating how discrimination, structural inequalities, and intergenerational trauma affect mental health outcomes. We will also explore resilience, resistance, and pathways to healing. Throughout the course, students will connect theory to lived realities, culminating in a final project where they critically apply course concepts to a topic of their choice.
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How does racism shape mental health? This course explores the deep and often unseen ways that racism impacts psychological well-being, from everyday stress to severe psychiatric disorders. Students will examine racism as a fundamental driver of mental health disparities, drawing on historical context, empirical research, and lived experiences. Through engaging discussions, case studies, and interdisciplinary readings, we will explore how racism - both personal and systemic - contributes to depression, anxiety, schizophrenia, and suicidal thoughts and behaviors. Students will reflect on the personal and collective toll of racism, investigating how discrimination, structural inequalities, and intergenerational trauma affect mental health outcomes. We will also explore resilience, resistance, and pathways to healing. Throughout the course, students will connect theory to lived realities, culminating in a final project where they critically apply course concepts to a topic of their choice. This course provides an accessible introduction to the intersection of race and mental health, equipping students with the tools to critically analyze social determinants of wellbeing. No prior knowledge is required - just curiosity, an open mind, and a willingness to engage with challenging but essential conversations.
Terms: Win
| Units: 3
| UG Reqs: WAY-EDP
Instructors:
Adams, L. (PI)
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
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"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.
Last offered: Autumn 2023
| Units: 3
PSYC 37N: Genetics-First Psychiatry: From Rare Syndromes to Brain Development
This Seminar introduces students to the fascinating intersection of genetics and neuropsychiatric outcomes. Using a novel "genetics-first" approach, we will explore how genetic variations shape brain development and influence conditions like autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), and psychosis. Traditional psychiatric diagnosis relies heavily on observed behaviors, but this seminar moves beyond symptoms to examine underlying genetic mechanisms. Each week, we will investigate a specific genetic syndrome, including Noonan syndrome, Neurofibromatosis type 1, 22q11.2 deletion syndrome, Down syndrome, analyzing how each distinctly impacts neuropsychiatric phenotypes. As part of our speaker series, we will meet with leading authors in the field to develop critical thinking skills through discussion of strengths and limitations of their work. Drawing from the instructor's clinical experience as a child psychiatrist, we will present real case studies t
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This Seminar introduces students to the fascinating intersection of genetics and neuropsychiatric outcomes. Using a novel "genetics-first" approach, we will explore how genetic variations shape brain development and influence conditions like autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), and psychosis. Traditional psychiatric diagnosis relies heavily on observed behaviors, but this seminar moves beyond symptoms to examine underlying genetic mechanisms. Each week, we will investigate a specific genetic syndrome, including Noonan syndrome, Neurofibromatosis type 1, 22q11.2 deletion syndrome, Down syndrome, analyzing how each distinctly impacts neuropsychiatric phenotypes. As part of our speaker series, we will meet with leading authors in the field to develop critical thinking skills through discussion of strengths and limitations of their work. Drawing from the instructor's clinical experience as a child psychiatrist, we will present real case studies that illuminate both the biological underpinnings and lived social experiences of individuals with these conditions. Students will develop a nuanced understanding of how genetic variations affect key brain structures and functions, particularly striatal and hippocampal circuits critical to neuropsychiatric development. This seminar is designed for undergraduates with basic knowledge of human biology or genetics who are interested in the complex relationships between genes, brain development, and behavior. By semester's end, students will understand genetic foundations of neuropsychiatric conditions and appreciate potential pathways for more precise diagnostics and personalized treatments. The intimate seminar format will foster meaningful discussions about both scientific concepts and their real-world implications, providing a unique opportunity to engage directly with current research in developmental neuropsychiatry while developing critical thinking skills applicable across disciplines.
Terms: Win
| Units: 3
| UG Reqs: WAY-SMA
Instructors:
Green, T. (PI)