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41 - 50 of 88 results for: PSYC

PSYC 180: Artificial Intelligence in Medicine and Healthcare Ventures (MED 180)

The face of healthcare is changing - innovative technologies, based on recent advances in artificial intelligence (AI), are radically altering how care is delivered. Startups are offering entirely new ways to diagnose, manage, treat, and operate. However, few ever reach the patient - those with much more than an idea and an algorithm; they have an intimate understanding of the healthcare landscape and the technical know-how to integrate AI solutions into the medical system successfully. In this course, we tackle the central question: How can young students find feasible and impactful medical problems, and build, scale, and translate technology solutions into the clinic? Together, we will discover the transformative technologies of tomorrow that we can build today. Please see the syllabus for more information (https://t.ly/PpM2). We encourage students of all academic backgrounds to enroll; the only prerequisite is a strong passion for technology in healthcare. Course may be taken for on more »
The face of healthcare is changing - innovative technologies, based on recent advances in artificial intelligence (AI), are radically altering how care is delivered. Startups are offering entirely new ways to diagnose, manage, treat, and operate. However, few ever reach the patient - those with much more than an idea and an algorithm; they have an intimate understanding of the healthcare landscape and the technical know-how to integrate AI solutions into the medical system successfully. In this course, we tackle the central question: How can young students find feasible and impactful medical problems, and build, scale, and translate technology solutions into the clinic? Together, we will discover the transformative technologies of tomorrow that we can build today. Please see the syllabus for more information (https://t.ly/PpM2). We encourage students of all academic backgrounds to enroll; the only prerequisite is a strong passion for technology in healthcare. Course may be taken for one unit (lecture only, 11:30AM-12:30PM); or two units, which entails attending discussion section (12:30PM-1:20PM) and completing a project. The second half of each session will involve a discussion about team building, AI/Healthcare business ideas, and idea presentations. Grading criteria for 1-credit students will be based on attendance and weekly reports regarding the summary of each week's lectures (assignments). In addition to these criteria, 2-credit students will submit a business idea report and will deliver a pitch presentation in the last session in front of an invited panel.
Last offered: Winter 2025 | Units: 1-2

PSYC 181: Personalization and intervention for aging-related mental health disorders (PSYC 281)

Personalized interventions refer to those in which the design features are selected based on characteristics of the individual, so that the final intervention is unique to a person or a group of people. Aging-related mental health problems (e.g., dementia, late-onset geriatric depression, etc.) are among the most prevalent and challenging health problems worldwide. The objective of the curriculum is to provide individuals from engineering or clinical background with a comprehensive and up-to-date overview on intervention research targeting aging-related mental health, guided by principles of personalization. At the end of the course, course attendees will be paired up, based on their technical or clinical knowledge and experience and application interest, to design personalized intervention, and establish a comprehensive understanding of intervention research and aging-related mental health outcomes. Principles of personalization will be integrated into the curriculum. The curriculum w more »
Personalized interventions refer to those in which the design features are selected based on characteristics of the individual, so that the final intervention is unique to a person or a group of people. Aging-related mental health problems (e.g., dementia, late-onset geriatric depression, etc.) are among the most prevalent and challenging health problems worldwide. The objective of the curriculum is to provide individuals from engineering or clinical background with a comprehensive and up-to-date overview on intervention research targeting aging-related mental health, guided by principles of personalization. At the end of the course, course attendees will be paired up, based on their technical or clinical knowledge and experience and application interest, to design personalized intervention, and establish a comprehensive understanding of intervention research and aging-related mental health outcomes. Principles of personalization will be integrated into the curriculum. The curriculum will serve for growing advanced interdisciplinary scholars in the field of personalized interventions, particularly in the context of aging-related mental health. In the course, the following key topics will be covered, including clinical trial designs from traditional pharmacological, device, and non-pharmacological intervention studies to emerging work on SMART or other adaptive design approach; clinically meaningful intervention outcomes; New theories and research on intervention personalization and engagement; Mechanisms and causality in intervention studies; Multi-modality signal processing and data analysis for neurophysiological-behavioral data for interventions from both traditional biostatistics and emerging AI/machine learning perspectives; and Human-machine interface and other technical applications in personalization.
Last offered: Spring 2025 | Units: 3

PSYC 183: 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.Students 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, creat 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.Students 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
Instructors: McNerney, M. (PI) ; Ostacher, M. (PI) ; Heath, A. (TA)

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) ; Adams, C. (PI) ; Adams, L. (PI) ; Adamson, M. (PI) ; Adeli, E. (PI) ; Adelsheim, S. (PI) ; Akiki, T. (PI) ; Altamirano, O. (PI) ; Ashford, J. (PI) ; Awaad, R. (PI) ; Barry, J. (PI) ; Beaudreau, S. (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) ; Chen, L. (PI) ; Cloitre, M. (PI) ; Corcoran, K. (PI) ; Cosgrove, V. (PI) ; De Golia, S. (PI) ; DeBattista, C. (PI) ; Deisseroth, K. (PI) ; Derenne, J. (PI) ; Duncan, L. (PI) ; Durazzo, T. (PI) ; Eagleman, D. (PI) ; Eshel, N. (PI) ; Espil, F. (PI) ; Fung, L. (PI) ; Furst, A. (PI) ; Gengoux, G. (PI) ; Giardino, W. (PI) ; Gibson, E. (PI) ; Goldstein-Piekarski, A. (PI) ; Gore-Felton, C. (PI) ; Green, T. (PI) ; Hall, S. (PI) ; Hallmayer, J. (PI) ; Hardan, A. (PI) ; Hayward, C. (PI) ; Hill, K. (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) ; Kelley, K. (PI) ; Kim, J. (PI) ; Kishore, A. (PI) ; Kogon, M. (PI) ; Kushida, C. (PI) ; Lazzeroni, L. (PI) ; Lembke, A. (PI) ; Lin, F. (PI) ; Lindley, S. (PI) ; Lock, J. (PI) ; Louie, A. (PI) ; Luce, K. (PI) ; Maldonado, J. (PI) ; Malenka, R. (PI) ; Manber, R. (PI) ; Mason, D. (PI) ; McGLYNN, L. (PI) ; McGovern, M. (PI) ; McNerney, M. (PI) ; Mccaslin, S. (PI) ; Menon, V. (PI) ; Mignot, E. (PI) ; Mitra, A. (PI) ; Mourrain, P. (PI) ; Murphy-Shigematsu, S. (PI) ; Noordsy, D. (PI) ; O'hara, R. (PI) ; Ohayon, M. (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) ; 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) ; Safer, D. (PI) ; Saggar, M. (PI) ; Sanders, M. (PI) ; Schatzberg, A. (PI) ; Shah, N. (PI) ; Shaw, R. (PI) ; Shinozaki, G. (PI) ; Singh, M. (PI) ; Solvason, H. (PI) ; Spiegel, D. (PI) ; Stice, E. (PI) ; Sullivan, E. (PI) ; Supekar, K. (PI) ; Suppes, T. (PI) ; Trafton, J. (PI) ; Tucciarone, J. (PI) ; Urban, A. (PI) ; Wang, P. (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) ; de Lecea, L. (PI)

PSYC 208: How to Communicate Science: The Tools and Responsibilities of Public Engagement (PSYC 108)

Science is increasingly relevant to society, yet public understanding often falls short. Advancements in media have created new opportunities for scientists to reach the public with scientific information. However, few trainings teach how to do this responsibly and effectively. This course examines how to communicate science through feature articles, podcasts, social media, television, books, documentaries, and videos. Students will learn to accurately translate and communicate science topics in the context of theoretical and methodological approaches, and to apply these tools in an original way to generate a high-quality outreach piece by the end of the course.
Terms: Spr | Units: 3
Instructors: Eagleman, D. (PI)

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. Enrollment for MD and MSPA students only.
Last offered: Autumn 2024 | Units: 1

PSYC 215C: New Directions in the Study of Psychedelic Experience (PSYC 115C)

This course focuses on the topics that will define the next decade of psychedelic research. Drawing experts from across the humanities and sciences, the class features a series of guest lecturers that explore the ways in which socio-cultural forces have shaped the social construction of the "psychedelic experience" both within and outside institutional settings. At the same time, this course also illuminates the ways that psychedelic neurophysiology points towards potentially universal and embodied models of psychospiritual transformation. Ultimately, this course offers students a view towards the cutting-edge of psychedelic research from leadings researchers across a variety of disciplines. N.B.: In accordance with Stanford University policy, neither the instructor, nor the course curriculum endorse the use of illicit or illegal substances. All exploration and analysis of psychedelics in this course is firmly grounded in academic research and critical scholarship
Terms: Spr | Units: 1-3
Instructors: Greer, J. (PI)

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.
Last offered: Spring 2024 | Units: 1

PSYC 218: 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, 5:30PM-6:30PM); or two units, which entails attending discussion section (6:30PM-6:50PM) 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 219A: Global History of Psychedelics: From the Stone Age to Silicon Valley (PSYC 119A, RELIGST 119X)

Since time immemorial, humans across the globe have used a variety of psychedelic substances to access visionary states of consciousness. This vast pharmacopeia includes plants, vines, flowers, cacti, herbs, animal excretions, and more recently, synthetic drugs that isolate the most potent compounds in naturally-occurring materials. This course examines how these psychedelic substances have shaped the human story across time and space. Our investigation begins in the neolithic era (circa 10,000 BCE) before moving into humanity's earliest religious communities, then proceeds to the mystery cults of the ancient world, indigenous cultures of "shamanism," and the world's major religious traditions. Attention is likewise focused on psychedelics in the modern world, specifically the postwar culture of hippies, the global boom in ayahuasca tourism, and the current "Psychedelic Renaissance" within medical research. Alongside this historical survey, the course will explore the heterogeneous use more »
Since time immemorial, humans across the globe have used a variety of psychedelic substances to access visionary states of consciousness. This vast pharmacopeia includes plants, vines, flowers, cacti, herbs, animal excretions, and more recently, synthetic drugs that isolate the most potent compounds in naturally-occurring materials. This course examines how these psychedelic substances have shaped the human story across time and space. Our investigation begins in the neolithic era (circa 10,000 BCE) before moving into humanity's earliest religious communities, then proceeds to the mystery cults of the ancient world, indigenous cultures of "shamanism," and the world's major religious traditions. Attention is likewise focused on psychedelics in the modern world, specifically the postwar culture of hippies, the global boom in ayahuasca tourism, and the current "Psychedelic Renaissance" within medical research. Alongside this historical survey, the course will explore the heterogeneous uses, protocols, and rituals that structure the extreme alteration of consciousness occasioned by psychedelics including lysergic acid diethylamide ("LSD"), mescaline, psilocybin (the active compound in "magic mushrooms"), and dimethyltryptamine ("DMT"). Moreover, our analysis will also seek to problematize the ways in which prejudices born out of the War on Drugs have skewed how psychedelics have been understood within scholarship and the mainstream public in general. Through a combination of lectures and guided class discussion, students will engage the foundational research and core questions that animate the academic study of psychedelics. N.B.: In accordance with Stanford University policy, neither the instructor, nor the course curriculum endorse the use of illicit or illegal substances. All exploration and analysis of psychedelics in this course is firmly grounded in academic research and critical scholarship
Terms: Aut | Units: 1-2 | Repeatable 2 times (up to 6 units total)
Instructors: Greer, J. (PI)
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