Psychology

mbosse@mckendree.edu; Carnegie Hall 201; (618) 537-6882

 

Tami Eggleston, Ph.D., Professor of Psychology;

tegglest@mckendree.edu; Carnegie Hall 202; (618) 537-6859

jlkemp@mckendree.edu; Carnegie Hall 203; (618) 537-6580

 

Psychology is the scientific study of behavior and mental processes. It develops theories and discovers laws to understand, explain, predict, and change behavior. Students in psychology will develop the ability to express themselves in oral and written form and to think critically about human behavior, including causes, development, and outcomes. Also, students will gain a greater self-awareness, an understanding of others, and some fundamental skills relevant to behavior change. The degree prepares students to enter graduate school in psychology and other relevant areas (for example, Industrial Organization, School/Community, Child, Social, Health Psychology, Counseling, Clinical social work, Occupational Therapy, Sports Psychology, Law, Divinity, and Criminal Justice.) Psychology majors go on to a variety of careers, including mental health clinics, crisis centers, substance abuse programs, social work agencies, eldercare facilities, human resources and personnel departments, criminal justice facilities, and the educational system. The psychology major offers three tracks:

To major in psychology, the student must complete PSY 153, 315, 450, and 460 and an additional 16 credit hours in psychology for a total of 32 hours in psychology. Eighteen of the 32 credit hours required for the major must be upper division hours. No more than 4 credit hours of internship credit may be accepted toward a psychology major, including the psychology major with an emphasis in gerontological psychology or social work.

 

The psychology program also offers a minor which emphasizes current theoretical perspectives on the development of personality and personal growth. To minor in psychology, the student must complete 20 credit hours in psychology including PSY 153, PSY 315 and PSY 259 or 302. At least 9 of the 20 credits taken to meet minor requirements must be upper division credits. No more than four credit hours from EDU/PSY 350, EDU/PSY 355 and EDU/PSY 404 may be counted toward a psychology major or minor, including the psychology major with an emphasis in gerontological psychology or social work. For a course to be accepted toward a psychology major or minor, a grade better than D is required.

 

Planning Sheets:

2002-03, 2003-06

 

PSY 153 is a PREREQUISITE TO ALL PSYCHOLOGY COURSES.

 

PSY 153 PSY 315 PSY 450 PSY 460

INTRODUCTION TO PSYCHOLOGY    ABNORMAL PSYCHOLOGY           COUNSELING AND CLINICAL PSYCHOLOGY     EXPERIMENTAL PSYCHOLOGY

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Additional Psychology electives

(16)

 

MTH 310 CSI 108

STATISTICS      INTRODUCTION TO STATISTICS SOFTWARE

(4) (1)

 

 

PSY 259 PSY 275 PSY 302 PSY 317 PSY 321 PSY 330 PSY 401 PSY 440

CHILD AND ADOLESCENT DEVELOPMENT     BIOPSYCHOLOGY              ADULT DEVELOPMENTAL PSYCHOLOGY     THEORIES OF PERSONALITY       PSYCHOLOGY AND SOCIOLOGY OF DEATH AND DYING      WRITINGS IN PSYCHOLOGY     SOCIAL PSYCHOLOGY            SENIOR SURVEY IN PSYCHOLOGY

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PSY 302 PSY 321 PSY 322 PSY 419 GRN 495

ADULT DEVELOPMENTAL PSYCHOLOGY               PSYCHOLOGY AND SOCIOLOGY OF DEATH AND DYING   PSYCHOLOGY AND SOCIOLOGY OF HUMAN AGING   HUMAN AGING: PHYSICAL AND MENTAL HEALTH    SENIOR ESSAY IN GERONTOLOGY

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MTH 310 CSI 108

STATISTICS    INTRODUCTION TO STATISTICS SOFTWARE

(4) (1)

 

Requirements for the general track plus                                                        35-36 crs.

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SOC 190 SOC 380 SOC 390 SCO 465 PSY 259 or PSY 302

INTRODUCTION TO SOCIAL WORK  SOCIAL WORK PRACTICUM       SOCIAL WELFARE POLICY        CURRENT ISSUES IN SOCIAL WORK     CHILD AND ADOLESCENT PSYCHOLOGY     ADULT DEVELOPMENT

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One additional course in Psychology    

 

MTH 310 SOC 270 CSI 108

STATISTICS       SOCIAL PROBLEMS    INTRODUCTION TO STATISTICS SOFTWARE

(4) (3) (1)

 

PSY 102 PSY 321 PSY 322

STATE AND LOCAL GOVERNMENT PSYCHOLOGY AND SOCIOLOGY OF DEATH AND DYING  PSYCHOLOGY AND SOCIOLOGY OF HUMAN AGING

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Principles and facts necessary for an introduction to the scientific understanding of human behavior on a biological and social-personal level. Provides an introduction to basic concepts necessary for specialization in the field. Each semester.

 

An introduction to psychological aspects of stress — the etiology and the physiological and psychological consequences of stress. Practical and theoretical experience in a variety of stress management techniques (stress management planning, progressive relaxation, autogenic training, hypnosis, systematic desensitization and implosive therapy). Annually, Fall.

 

A study of the development of the individual from infancy through adolescence with emphasis on major developmental theories, specifically as related to psychosexual, psychosocial, cognitive, moral, and physical development. Methodologies in child research are also explored. Requires systematic observation of children and adolescents. Each semester.

 

A psychological examination of the individual development of gender. Findings from psychological research on gender will be reviewed including: interpersonal relations, stereotypes of men and women, physical and mental health, media portrayals, educational biases, career decisions, and individual differences in abilities and personalities. Alternate years, Spring ’05.

 

This course is intended to provide an overview of physiological psychology. The course will cover the structure and function of neurons and the brain. The course will further explore the biological foundations of behavior and personality including such topics as genetics, brain damage, sensation and perception, eating, sex, sleep, drug addiction, memory, lateralization, emotions, stress, and mental health. Annually, Fall. (Note: Students who took PSY 280: Special Topics: Brain and Behavior cannot enroll in this course.)

 

As needed.

 

An exploration of the development of the adult over the following periods of adulthood: the young adult, middle adult years, maturity, and old age. The nature of stability and changes experienced across adulthood in physical, mental and social life will be examined. The influence of gender and cultural differences in adult developmental trajectories will also be considered. Each semester.

 

A study of the development and characteristics of anxiety disorders, psychoses, psychosomatic disorders, and conduct disorders. Various treatment modalities will also be considered. Each semester.

 

A study of death and dying which may include but is not limited to the following: death and self-concept, fear of death, death as becoming, care of the dying, grief, suicide, euthanasia, acceptance of death, funerals, children and death, the law and death and death education. Clinical approaches to dealing with death are also considered. Prerequisite: junior or senior standing or consent of instructor. Annually, Fall.

 

A study of human aging with the goal of developing more fully- functioning persons. Consideration may be given to but not limited to the following: theories of aging; the psychological, sociological, and biological aspects of human aging; the effects of aging on work, intellectual and athletic achievements; personality and adjustment in old age; the psychopathology of human aging; research relating to old age; human sexuality in old age; retirement, successful aging; leisure in old age; and the terminal stage of old age. Field study component is required. Prerequisite: junior or senior standing or consent of instructor. Same as GRN 322. Annually, Fall.

 

This course focuses on writing scholarly papers, using content from the field of psychology. There are two major purposes: perfecting skills in writing scholarly papers using the APA style and learning new content from the discipline. Prerequisite: psychology major or minor and consent of instructor. Annually, Spring.

 

Same as EDU 350. Annually, Fall.

 

An examination of a variety of instructional strategies, the purposes they serve, and the psychological foundations on which they were formulated. There is an emphasis on the way in which these strategies interact with cognitive thinking, personality preferences, course content, and learning styles. Same as EDU 355. As needed.

 

An investigation of human sexual behavior, including but not limited to sexuality in its cultural, biological, and social contexts. Examined will be such topics as conception and contraception, physiological and anatomical factors, sexual dysfunction, and variations in sexual behavior. Annually, Spring.

 

This course will cover the basic theories relating to the foundations of testing and measurement. The purpose of this course is to help students understand the use of testing, reliability, validity, designing tests and surveys, and gaining an understanding of the may psychological tests currently used in counseling, education, and the workplace. Annually, Spring.

 

An examination of social interactions, the impact of the group on the individual and the impact of the individual on the group. Focus is on interpersonal behavior and feelings — liking, love, aggression, conformity, communications and attitude formation and change. Same as SOC 401. Annually, Spring.

 

Same as EDU 404. Annually, Spring.

 

The application of psychological methods and techniques to the solution of human problems in industry and business. Topics considered are behavior in organizations, environments and behavior, the organization complex, group behavior and individual adjustment, organizational climates, motivation and supervision of employees, and selection of and development of employees. Annually, Spring.

 

The identification and characteristics of the various classes of exceptional persons, including those with physical, mental, emotional and social conditions, as well as those of superior ability. Emphasis is placed upon the needs of exceptional persons, and attention is given to the modification of the environment and teaching techniques to meet those needs. The “culturally different” child is also studied. At discretion of instructor, a field study component is required observing exceptional children in the public or parochial schools. Each semester.

 

A systematic review of the major personality theories, emphasizing a study of the development and dynamics of personality and its measurement, specifically as related to the individual student. Prerequisite: PSY 315. Annually, Spring.

 

An in-depth study of the mental and physical health of the middle aged and old aged populations. Some areas studied are: functional disorders, organic brain disorders, racism, sexism, alcoholism, sexuality, general treatment principles, psychotherapy, illness patterns among the elderly, biomedical changes in the skin; changes in the skeletomuscular system, neurosensory system, gastrointestinal tract, cardiopulmonary system, urinary, endocrine and genital system, etc. Same as GRN 419. As needed.

 

This course is designed primarily for students planning to enter graduate school at some time in the future. The course will provide a review of the history of psychology, psychological theories, and current research in the field. There will be an emphasis on transfer of this knowledge to the graduate school process, which will also be examined in relationship to specific requirements, application procedures, and admissions testing. Prerequisite: Junior/Senior Standing. Annually, Fall.

 

Introduction to the various techniques of counseling. Course will include an overview of humanistic, psychoanalytic, behavior and cognitive therapy approaches. Prerequisites: PSY 315 and 8 additional credits in psychology. Each semester.

 

Research methods and laboratory experimentation in psychology with an emphasis on a senior thesis involving a research project that includes design, implementation and data analysis. Prerequisite: MTH 310. Concurrent enrollment in CSI 108 required and PSY 330 recommended. Each semester.

 

This course will cover primary theories and applications in sport and health behaviors. Theories will be drawn from social psychology, health psychology, cognitive psychology, exercise psychology, and sports psychology. Specific topics will include personality characteristics, motivation, goal-setting, attributions, concentration, imagery, aggression, group dynamics, communication and counseling techniques, research methodologies, and behavior modification. An extensive research paper, group presentation, and individual behavior modification project will be included in the course. Same as PED 465. As needed.

 

 

 

As needed.