printer friendly pagePSYC 213: Policy Practicum: Alcohol Use Among Stanford Undergraduates
(Same as
LAW 806L) Client: Stanford University Vice Provost of Student Affairs,
https://studentaffairs.stanford.edu/who-we-are/vice-provost-student-affairs. Excessive alcohol consumption among Stanford undergraduates creates ahealth, educational, social, and legal problems for drinkers and for other members of the Stanford community. With the Vice Provost for Student Affairs as the client, this Policy Lab practicum explores the causes, consequences, and practical evidence to assess and address the problem. The interdisciplinary research team will examine practices and data at Stanford and other academic institutions in the context of scholarly studies and general knowledge from medicine, law, psychology, and other social sciences. As one component of formal policy research methods, the team will conduct ethnographic interviews with stakeholders. Upper-division and graduate students from Law, Medicine, Public Policy, and social science disciplines are especially encouraged to apply. Law students wishing to undertake R credit will perform additional research for a full report analyzing the issues and results of the collective research. R credit is possible only by consent of the instructor. After the term begins, and with the consent of the instructor, students accepted into the course may transfer from section (01) into section (02), which meets the R requirement. NOTE: Students may not count more than a combined total of eight units of directed research projects and policy lab practica toward graduation unless the additional counted units are approved in advance by the Petitions Committee. Such approval will be granted only for good cause shown. Even in the case of a successful petition for additional units, a student cannot receive a letter grade for more than eight units of independent research (Policy Lab practicum, Directed Research, Senior Thesis, and/or Research Track). Any units taken in excess of eight will be graded on a mandatory pass basis. For detailed information, see "Directed Research/Policy Labs" in the SLS Student Handbook. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments, Final Paper.
Last offered: Autumn 2019
PSYC 215: Introduction to Psychedelic Medicine
The re-emergence of psychedelics in the academic arena has yielded insights which may profoundly impact our understanding of brain, mind, and the treatment of mental illness. This course will survey ongoing and developing clinical applications and scientific investigations of psychedelics and psychedelic-assisted treatments. Neuroscientific, clinical, and psychological perspectives will be discussed as well as the historical, legal, and cultural aspects of psychedelic medicine. Presentations will be given by the field's scientists and therapists at the front line. Attendees will be able to engage directly with investigators and clinicians in the field during the course. Course may be taken for one unit (lecture, 6pm - 7pm) or students may attend additional discussion section (7pm - 8pm) for two units
Last offered: Winter 2020
| Repeatable
4 times
(up to 8 units total)
PSYC 215B: Introduction to 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, 6:00PM-7:00PM); or two units, which entails attending discussion section (7:00PM-7:50PM) and completing a short project.
Terms: Win
| Units: 1-2
| Repeatable
4 times
(up to 4 units total)
PSYC 216: Psychedelics and Social Justice (CSRE 126, LIFE 116, PSYC 116)
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 combination of lectures, facilitated small-group discussions, and creative as well as experiential activities, the course is designed to promote self-inquiry and cultural humility while reflecting on current human practices with consciousness-modifying agents. Students must concurrently attend the
PSYC 216L Lecture Series (Wednesdays, 5:30-6:20 PM) as part of this course. Enrollment is limited to 15 students to promote deeper discussion and community.
Terms: Spr
| Units: 3
| Repeatable
4 times
(up to 12 units total)
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.
Terms: Spr
| Units: 1
Instructors:
Feng, W. (PI)
;
Ho, V. (TA)
PSYC 225: Mentorship and Clinical Engagement in Child/Adolescent and Adult Psychiatry
A mentoring program designed to expose first and second-year 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 disorder
more »
A mentoring program designed to expose first and second-year 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. The course has officially received Cardinal Course designation. Cardinal Courses integrate coursework with community service experiences. Students enrolled in
PSYC 225 can elect to receive additional 1-2 course credits to participate in a community engagement component centered around Child and Adolescent Psychiatry. The service opportunity is called Body Empowerment Project, a research-validated eating disorder prevention program for middle and high school students. Students will undergo a 10-15 hour virtual training and work together to lead weekly workshops at Aspire East Palo Alto Charter School (EPACS) on Wednesdays from 2:30-3:30pm. Students will progressively develop more independence in leading sessions for middle and high school students in the community under guidance from TAs and the course director. For questions, please contact Christina Miranda (cmirand@stanford.edu).
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
PSYC 233: Mindfulness: An Awareness-Based Stress Reduction Program in Medicine
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.
Terms: Aut, Win, Spr
| Units: 3
| Repeatable
2 times
(up to 6 units total)
PSYC 239: Understanding Relationships: A Couples and Family Therapy Perspective (PSYC 139)
Considers the premises of the family-systems approach to intimate and family relationships, drawing on concepts from psychology, psychiatry, neurobiology, anthropology, and organizational behavior. Examines relationship formation and commitment, intimacy and sexuality, family development and structure, interpersonal conflict and communication, historical patterns and legacies, gender and power, and the cultural and larger systemic contexts of close relationships. Frameworks for assessing relationships and tools for changing romantic, family, and social relationships are examined in detail, and case examples illustrate the relationship change strategies of major contributors to the field. Highlights practical applications of the family-systems approach in educational, medical, business, and community settings. Students do not need to have a background in Psychology or Human Biology, and all student levels are welcome (including GSB, Law, Medicine, GSE for
PSYC 239).
Last offered: Winter 2023
PSYC 270: The Future of Mental Health
According to the Lancet Commission, the world's failure to respond to the global mental health crisis has resulted in a "monumental loss of human capabilities and avoidable suffering." The sheer scale of this crisis is a need that cannot be met by the healthcare system and mental health startups alone. The future of mental health involves all of us. Organized as a speaker series, this course delivers rich and diverse content in the form of interviews and conversations between mental health clinicians, and leaders and innovators across a multidisciplinary set of fields including athletics, entertainment, journalism, politics, business, medicine/science, tech, education and beyond. Speakers will share their personal experiences with mental health, how they have led change in today's mental health landscape, and what we need to be doing to create a new future for mental health that is accessible, equitable and de-stigmatized. This series of conversations is meant to showcase the role that we can all play in addressing the mental health crisis, whether teaching students, managing a team, advocating for BLM, designing a product, or posting on Instagram. Open to all Stanford students, encourage students from all types of graduate and undergraduate programs to register. Required brief weekly reflection process.
Last offered: Winter 2022
PSYC 277: Psychiatry and Behavioral Science Perspectives in Medicine
In this lunchtime discussion series (lunch provided), learners will explore a sampling of psychiatry and behavioral science topics relevant to medicine through the perspectives of attending psychiatrists, clinical psychologists, and other specialists in behavioral health from a variety of practice and research settings. Some examples of topics are advances in interventional psychiatry, psychopharmacology, and psychotherapy; the interplay between social issues and mental healthcare; and other matters affecting the modern practice of psychiatry. Note of warning, this course discusses sensitive topics in psychiatry including suicide, psychosis, addiction, child abuse, sexual assault, violence, and mental disorders. Priority will be given to MD students.
Last offered: Winter 2020
| Repeatable
6 times
(up to 6 units total)
Filter Results: