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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¿ll 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). As a sleep psychologist, I consider myself to be both a scientist and an artist. This course will be most interesting to those who are interested in emotions, therapeutic skills, and sleep.

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.

This course will develop the material from PSYC 60N, The Psychology of Stoked, into complete modules, drawing from the existing material. This is a class about the biological, psychological, and social aspects of what it means to live a positive, life-affirming existence. The Stoked class has been running for 10 years and has developed efficiency for teaching many principles of wellbeing. The Stoked Laboratory plans to process the developed material into learning modules for scaling psych 60N into a large lecture class. The Stoked Laboratory plans to develop modules suitable for high school students and incorporate them into teaching instruments for Stanford Neuroscience course for High School Students (CNI-X) in the summer of 2025. PSYC 60N is a prerequisite for this course and instructor's permission.

Over 900 million individuals worldwide suffer from a mental health disorder. Human and financial costs associated with the management of individuals with mental health disorder are substantial and constitute a growing public health challenge. Yet there are presently no objective markers used to determine which individuals have a mental health disorder and predict the progression of the disorder. Furthermore, there are presently a limited number of effective treatments for mental health disorders, as well as considerable heterogeneity in treatment response. The lack of access to mental health care is yet another challenge in developed as well as developing countries. Newly available technologies such as Artificial Intelligence offer an unprecedented opportunity for developing solutions that address the aforementioned challenges and problems. In this interdisciplinary seminar, students will learn about (i) psychopathology, (ii) state-of-the-art in diagnosis and treatments of mental health disorders, (iii) unaddressed challenges and problems related to mental health, (iv) artificial intelligence and its potential through real-world examples, (v) recent real-world applications of artificial intelligence that address the challenges and problems related to mental health, and (vi) ethical issues associated with the application of artificial intelligence to mental health. Diverse viewpoints and a deeper understanding of these topics will be offered by a mix of hands-on educational sessions and panel discussions with psychiatrists, computer scientists, lawyers, and entrepreneurs. Students will also spend guided time working in small teams to develop innovative (artificial intelligence based) solutions to challenges/problems related to mental health.

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.

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.

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.

This course examines the interplay between nature, nurture and culture in the behavioral sciences. Specifically, 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). An emphasis will be placed on understanding the role of modern natural science in complex behaviors and why study of human life from an interdisciplinary perspective is important.

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.