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1 - 10 of 29 results for: PSYC ; Currently searching spring courses. You can expand your search to include all quarters

PSYC 51Q: Culture, Psychology, and Mental Health Treatment

Focuses on a critical analysis of Western approach to psychology and psychiatric terms of understanding mental illness, psychiatric phenomena, and treatment of mental health disorders. Includes an orientation to and critique of western clinical psychology/psychiatry and an inquity as to its relevance outside Western settings. Includes guest speakers representing cross-cultural providers of mental health services as well as medical anthropologists and critics of the Western generalizations in psychiatry. Special attention place on cross-cultural psychiatry and international mental health efforts.
Terms: Spr | Units: 2

PSYC 53Q: Your Secret Mind: Getting to Know and Living with your Unconscious

Focuses on the motivational unconscious. Topics include the science of the unconscious mind and the techniques used to gain conscious access to these psychological process, as well as methods of exploring students' own unconscious for creative purposes and to understand personal habits, reactions, motives, emotions and thoughts. Case-based, problem-oriented format utilized to develop foundational understanding of the science of the unconscious mind. Emphasis on student study of self and own unconscious as case for the class. Student privacy will be protected.
Terms: Spr | Units: 3
Instructors: Steiner, H. (PI)

PSYC 54N: Genes, Memes and Behavior

Examines 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). Emphasis on understanding the role of modern natural science in complex behaviors and why study of human life from an interdisciplinary perspective is important.
Terms: Aut, Spr, Sum | Units: 3 | UG Reqs: WAY-SMA
Instructors: Hall, S. (PI)

PSYC 135: Sleep and Dreams (PSYC 235)

Dr. William Dement created Sleep and Dreams in 1971, the world¿s first university undergraduate-level course on the science of sleep. Now as an emeritus professor, he continues to be actively involved in the course teaching many of the lectures and sometimes driving students to class in his golf cart! 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.
Terms: Win, Spr | Units: 3 | UG Reqs: GER: DB-NatSci, WAY-SMA

PSYC 139: Understanding Relationships: A Couples and Family Therapy Perspective (PSYC 239)

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).
Terms: Spr | Units: 4
Instructors: Rait, D. (PI)

PSYC 144: Islamic Psychology (PSYC 244)

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.
Terms: Spr | Units: 3 | Repeatable for credit
Instructors: Awaad, R. (PI)

PSYC 195: Special Laboratory Projects

Assist Behavioral Neuroendocrinology Program with data entry, library organization, and study-related projects.
Terms: Aut, Win, Spr, Sum | Units: 1-3 | Repeatable for credit
Instructors: Rasgon, N. (PI)

PSYC 199: Undergraduate Research

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) ; Adamson, M. (PI) ; Adelsheim, S. (PI) ; Agras, W. (PI) ; Albucher, R. (PI) ; Apple, R. (PI) ; Arnow, B. (PI) ; Ashford, J. (PI) ; Awaad, R. (PI) ; Barry, J. (PI) ; Beaudreau, S. (PI) ; Benham, A. (PI) ; Berk, M. (PI) ; Bernert, R. (PI) ; Birnbaum, J. (PI) ; Bohon, C. (PI) ; Brown, M. (PI) ; Bullock, K. (PI) ; Carrion, V. (PI) ; Cassidy, E. (PI) ; Chang, K. (PI) ; Chen, L. (PI) ; Chetty, S. (PI) ; Cloitre, M. (PI) ; Conner, L. (PI) ; Corcoran, K. (PI) ; Cosgrove, V. (PI) ; De Golia, S. (PI) ; DeBattista, C. (PI) ; Deisseroth, K. (PI) ; Dement, W. (PI) ; Derenne, J. (PI) ; Dhabhar, F. (PI) ; Duncan, L. (PI) ; Dunn, L. (PI) ; Durazzo, T. (PI) ; Eagleman, D. (PI) ; Etkin, A. (PI) ; Feinstein, C. (PI) ; Fenn, H. (PI) ; Fung, L. (PI) ; Furst, A. (PI) ; Gandy, S. (PI) ; Garner, C. (PI) ; Gengoux, G. (PI) ; Gershon, A. (PI) ; Gore-Felton, C. (PI) ; Greaves, C. (PI) ; Haberecht, M. (PI) ; Hall, S. (PI) ; Hallmayer, J. (PI) ; Hardan, A. (PI) ; Hayward, C. (PI) ; Hill, K. (PI) ; Hoblyn, J. (PI) ; Hong, D. (PI) ; Hosseini, H. (PI) ; Hsu, J. (PI) ; Hu, R. (PI) ; Humphreys, K. (PI) ; Jo, B. (PI) ; Joshi, S. (PI) ; Kesler, S. (PI) ; Ketter, T. (PI) ; King, R. (PI) ; Kishore, A. (PI) ; Kogon, M. (PI) ; Koopman, C. (PI) ; Kushida, C. (PI) ; Laurent, C. (PI) ; Lazzeroni, L. (PI) ; Lee, T. (PI) ; Lembke, A. (PI) ; Levinson, D. (PI) ; Lindley, S. (PI) ; Linenberg, B. (PI) ; Lock, J. (PI) ; Lotspeich, L. (PI) ; Louie, A. (PI) ; Luce, K. (PI) ; Lyons, D. (PI) ; Maldonado, J. (PI) ; Malenka, R. (PI) ; Manber, R. (PI) ; Marnell, M. (PI) ; Mason, D. (PI) ; McGLYNN, L. (PI) ; McGovern, M. (PI) ; Mccaslin, S. (PI) ; Menon, V. (PI) ; Mignot, E. (PI) ; Mourrain, P. (PI) ; Murphy, G. (PI) ; Nathan, K. (PI) ; Nishino, S. (PI) ; Noordsy, D. (PI) ; O'hara, R. (PI) ; Ohayon, M. (PI) ; Ordaz, S. (PI) ; Ostacher, M. (PI) ; Palesh, O. (PI) ; Parker, K. (PI) ; Pasca, S. (PI) ; Pelayo, R. (PI) ; Phillips, J. (PI) ; Pohl, K. (PI) ; Post, L. (PI) ; Rait, D. (PI) ; Rasgon, N. (PI) ; Reicherter, D. (PI) ; Reiss, A. (PI) ; Ringold, A. (PI) ; Roberts, L. (PI) ; Robinson, A. (PI) ; Rodriguez, C. (PI) ; Rosen, A. (PI) ; Rosen, C. (PI) ; Ruzek, J. (PI) ; Sadeh Sharvit, S. (PI) ; Safer, D. (PI) ; Saggar, M. (PI) ; Salehi, A. (PI) ; Sanders, M. (PI) ; Schatzberg, A. (PI) ; Shaw, R. (PI) ; Singh, M. (PI) ; Solvason, H. (PI) ; Sommer, B. (PI) ; Spiegel, D. (PI) ; Steiner, H. (PI) ; Sullivan, E. (PI) ; Suppes, T. (PI) ; Taylor, C. (PI) ; Taylor, J. (PI) ; Thienemann, M. (PI) ; Thompson, D. (PI) ; Tiet, Q. (PI) ; Tinklenberg, J. (PI) ; Trafton, J. (PI) ; Urban, A. (PI) ; Van Natta, J. (PI) ; Wang, P. (PI) ; Warner, D. (PI) ; Weitlauf, J. (PI) ; White-Huber, B. (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) ; Zelenko, M. (PI) ; de Lecea, L. (PI) ; Gore-Felton, C. (SI) ; Hardan, A. (SI) ; Lock, J. (SI) ; Manber, R. (SI) ; Singh, M. (SI) ; Tarshis, T. (SI) ; Taylor, C. (SI)

PSYC 225: Stanford Klingenstein Fellowship Program

A mentoring program designed to expose first and second year medical students to the rewarding field of child and adolescent psychiatry, and to increase awareness and education about child and adolescent mental health issues. Offers a year-long program wherein medical students are paired with child and adolescent psychiatrists, meeting bimonthly for clinical experiences and mentoring. Also provides opportunities for the students to get involved in cutting-edge scientific research, networking opportunities, and opportunities to attend professional conferences.
Terms: Aut, Win, Spr | Units: 1 | Repeatable for credit

PSYC 229C: Topics in Neurodiversity: Introduction and Advocacy, Part 3

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.
Terms: Spr | Units: 1 | Repeatable for credit
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