51 - 60 of 88 results for: PSYC

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.

This course provides essential background on various aspects of neurodiversity, including, but not limited to, a new conceptualization of neurodiversity, disability laws, positive psychology, strengths-based model of neurodiversity, self-determination theory, autism, ADHD, dyslexia, savantism, mental wellness and neurodiversity, universal design for learning (UDL), and the neuroscience of neurodiversity. Through case studies, guest speakers, community engagement, and project-based learning, students will explore approaches to maximizing human potential in education, employment, and healthcare settings. Using the design thinking approach, students will use their knowledge to design and develop processes, systems, experiences, and/or products to maximize inclusivity and the potential of neurodiverse individuals. This course is open to undergraduate and graduate students in all schools. Cardinal Course certified by the Haas Center.

A mentoring program designed to expose 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.

This is part 1 of a year-long course which provides students with the foundation, knowledge, and essential skills for understanding, engaging with, and advocating for the neurodiverse population. In addition, this course will also provide direct instruction to students in the areas of activities of daily living (ADLs), social communication strategies, navigating social relationships, self-regulation, support in accommodations, and support in career development.

This is part 2 of a year-long course which provides students with the foundation, knowledge, and essential skills for understanding, engaging with, and advocating for the neurodiverse population. In addition, this course will also provide direct instruction to students in the areas of activities of daily living (ADLs), social communication strategies, navigating social relationships, self-regulation, support in accommodations, and support in career development.

This is part 3 of a year-long course which provides students with the foundation, knowledge, and essential skills for understanding, engaging with, and advocating for the neurodiverse population. In addition, this course will also provide direct instruction to students in the areas of activities of daily living (ADLs), social communication strategies, navigating social relationships, self-regulation, support in accommodations, and support in career development.

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. 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.

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.

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.