Classes in psyc

PSYC 2 Early Child Development 3.0 units
Description: This course examines typical and atypical development within the psychosocial, cognitive, and physical domains from conception through the preschool years. Upon completion of this course, students will be able to evaluate theories and research of child development and effectively apply and communicate their understanding through observation and evaluation. This course is also listed as CD 2. This course has the option of a letter grade or pass/no pass. ADVISORY: Eligible for English 1A; transfer student consult with advisor.

Student Learning Outcomes:

1. Analyze major developmental milestones for children from conception through age six in the areas of physical, psychosocial, cognitive, and language development using standard research methodologies.
2. Analyze how cultural, economic, political, historical contexts affect children's development within the first five years.
3. Compare and contrastvarious theoretical frameworks that relate to the study of human development.
4. Apply developmental theory to the analysis of child observations, surveys, and/or interviews using valid and ethical investigative research methodologies.
5. Differentiate characteristics of typical and atypical development at various stages.
6. Analyze the importance of the early years, the interaction between maturational processes and social/environmental factors, and the effects on various areas of development.


PSYC 3 Child Growth and Development During the School Years 3.0 units
Description: This course examines typical and atypical development within the psychosocial, cognitive and physical domains from middle childhood through adolescence. Upon completion of this course, students will be able to evaluate theories and research of child development and effectively apply and communicate their understanding through observation and evaluation. This course has the option of a letter grade or pass/no pass. This course is also listed as CD 3. (C-ID: CDEV100: CD2 + CD3)

Student Learning Outcomes:

1. Analyze how cultural, economic, political, historical contexts affect children's development from middle childhood through adolescence.
2. Analyze major developmental milestones for children from school age through adolescence in the areas of physical, psycho-social, cognitive, and language development using standard research methodologies.
3. Compare and contrast various theoretical frameworks that relate to the study of human development.
4. Apply developmental theory to the analysis of child observations, surveys, and/or interviews using valid and ethical investigative research methodologies.
5. Differentiate characteristics of typical and atypical development at various stages.
6. Analyze the importance of the early years, the interaction between maturational processes and social/environmental factors, and the effects on various areas of development.


PSYC 5 Self-Assessment and Career Development 3.0 units
Description: This course is designed to assist the student in learning more about personal values, personality, interests, exploration of career choice, and occupational opportunities through the use of various personal assessment instruments. The delivery options for this course also include online and self-paced formats. This course is also listed as GUID 1.

Student Learning Outcomes:

1. Describe the developmental process of career decision making.
2. Examine and discuss the role of their self-concept; which includes personal and work-related values, personality interests, and skills; in order to make effective decisions.
3. Identify, locate, and utilize resources for engaging in career exploration and planning.
4. Integrate self-assessment results with resources and be able to analyze how internal (gender, ethnic, and cultural background, personal, psychological, etc) and external (work situation, economic factors, etc) factors influence career development.


PSYC 6 Introduction to Conflict Resolution 3.0 units
Description: Introduction to Conflict Resolution introduces students to non-violent communication skills, conflict resolution, and mediation models. Integrating non-violent theory and practice, students will apply core concepts about the causes of conflict; choose, practice and evaluate communication skills in a variety of settings on campus and in the community; and formulate appropriate conflict resolution strategies based on analysis of varying conflict situations with sensitivity to ethnicity, class, sexuality, and gender influences. They will also develop and practice basic co-mediation skills in formal and informal settings. This course has the option of a letter grade or pass/no pass. This course is also listed as POLS 6 and CMUN 6 ADVISORY: English 250 and English 260.

Student Learning Outcomes:

1. Compare, evaluate, and practice alternatives to violence in a variety of situations with a variety of different kinds of people.
2. Identify various communication styles that exacerbate or resolve conflict.
3. Identify, summarize, and address core issues for various stakeholders in real-life conflict situations.
4. Explain the history of nonviolence and the theory of its most famous and successful practitioners
5. Appraise the impact of various cultural differences upon the definition, recognition, management, and resolution of conflicts
6. Evaluate advantages and disadvantages of various means of conflict resolution in differing scenarios, developing a personal


PSYC 7 Cultural Context of Child and Family in a Diverse Society 3.0 units
Description: Examines cultural influences on child-rearing practices, family values, and human development. Perspectives from the social sciences will be used to critique and review theoretical and practical implications of oppression and privilege as they apply to families, schools, and communities, including historical and socio-cultural factors. The processes of socialization and identity development, and the importance of respectful, reciprocal relationships that support and empower families. Self-examination and reflection on issues related to social identity, stereotypes and bias, social and educational access, media and schooling. Also listed as CD 7.

Student Learning Outcomes:

1. Analyze and explain aspects of children's experience as members of families targeted by social bias considering the significant role of education in reinforcing or contradicting such experiences.
2. Critique theories and review the multiple impacts of educational, political, and socioeconomic factors directly impact the lives of children and families, especially on young children's experience and social identity.
3. Compare and contrast the components of linguistically and culturally relevant, inclusive, age-appropriate, anti-bias approaches in promoting optimum learning and development.
4. Evaluate the impact of personal experiences on teaching approaches and interactions with children.


PSYC 10 Introduction to Psychology 3.0 units
Description: The nature, scope, methods, presuppositions, history, and fields of psychology together with the scientific study of factors influencing human behavior, human development, perception, learning, memory, emotion, personality, frustration, and psychotherapy. This course was previously listed as PSYC 1A. (C-ID: PSY 110) ADVISORY: Eligible for English 250 and English 260.

Student Learning Outcomes:

1. To recognize psychology as the science that systematically studies observable behavior and its relationship to unseen mental processes and events in the environment.
2. To define basic psychological terms, concepts and theories.
3. To identify the nature and operations of behavioral patterns.
4. To apply psychological terms, concepts and theories to personal, interpersonal and professional functioning.
5. To describe the role of the APA Ethics Code in the field of psychology.
6. To explain the importance of addressing diversity issues in the field of psychology.


PSYC 11 Biological Psychology 3.0 units
Description: This course stresses the biological basis of behavior including: neuroanatomy, the senses, perception, learning, thinking, and psychological disorders. This course was previously listed as PSYC 1B. (C-ID: PSYC 150) PREREQUISITE: Completion of PSYC 1A or PSYC 10 with a grade of 'C' or better.

Student Learning Outcomes:

1. To define and use the basic biological, physiological, and psychological terminology of biological psychology and the neurosciences.
2. To identify, analyze, and explain the research methodologies that characterize the biological psychology approach and the neurosciences.
3. To identify and describe examples of invasive vs. noninvasive research methods, and research ethics and safeguards for the study of animals and humans.
4. To differentiate between neural and behavioral processes relative to biological psychology.
5. To differentiate among specialty areas within biological psychology and the related disciplines within the neurosciences.
6. To describe neural conduction and synaptic transmission.
7. To summarize the major issues in human evolution, genetics, and behavioral development that underlie the biology of behavior.
8. To explain the role of the central and peripheral nervous systems, and the neuroendocrine system as they relate to behavior and various psychopathologies.
9. To give examples of various brain-behavior relationships such as motivation, sexual behavior, sleep, learning, memory, stress, drug dependence, mood disorders, and schizophrenia.


PSYC 20 Psychology of Women 3.0 units
Description: This course examines the female experience from a global, historical, familial, cultural and psychological framework, and analyzes how women's lives are shaped by social and economic institutions, political movements, ethnicity, race and individual experiences. Psychological theories and current research will address concepts of development, gender-typing, sexism, motherhood, work, adaptation, well being as well as other psychological questions of central concern to women.



PSYC 22 Field Work and Service 0.5 units
Description: Supervised field work within the college and with local agencies. Students serve in useful group activities in leadership roles prescribed for them by faculty or community agencies. A maximum of six units may be completed. This is a pass/no pass course. REQUIRED: Learning contracts must be filled out and signed by the student and the supervising instructor.



PSYC 23 Independent Study 1.0 units
Description: Designed to afford selected students specialized opportunities for exploring areas at the independent study level. The courses may involve extensive library work, research in the community, or special projects. May be repeated until six units of credit are accrued. This course has the option of a letter grade or pass/no pass. REQUIRED: The study outline prepared by the student and the instructor must be filed with the department and the dean.



PSYC 27 Contemporary Leadership 3.0 units
Description: This course provides a cross-disciplinary approach to the theory and practice of leadership. It covers the five practices and ten commitments of exemplary leadership, effective communication styles, and topics related to gender, culture, ethics, power, parliamentary procedure, and running effective meetings. The skills students will learn in this course are directly applicable to work, personal, and college environments. This course is also listed as GUID 27 and POLS 27. ADVISORY: Eligible for English 250 and English 260.

Student Learning Outcomes:

1. Identify and practice major leadership methodologies of social science
2. Develop models for understanding and evaluating political leadership in contemporary and historical democratic social movements.
3. Describe and practice Robert’s Rules of Order, Community College Participatory Governance practices, and California Brown Act regulations.
4. Demonstrate understanding of gender and cultural differences in leadership roles and group interactions.
5. Identify the five practices and ten commitments of exemplary leadership and examine leadership as a function of power.
6. Conduct research on specific social, political, economic, or policy issues showing an ability to interpret broader historical, social, or institutional contexts.
7. Develop intellectual ownership of an issue in social change by working on an intensive project.
8. Describe and analyze how gender, sexuality, disability, race, ethnicity, and class impact individuals' access to leadership opportunities and leadership knowledge and skills.
9. Implement and apply methods of problem solving in community practicum environments.
10. Describe mentoring principles and explain the importance of mentoring in relation to goals for improving current leadership trends.


PSYC 32 Introduction to Research Methods 3.0 units
Description: An overview of the methodologies used in experimental, quasi-experimental, and non-experimental research in psychology. Students will learn how to design and conduct research, including formulating hypotheses, reviewing the literature, evaluating ethical issues, selecting methodologies, organizing data, applying statistics, and writing reports. This course is also listed as ANTH 32 and POLS 32. PREREQUISITE: PSYC 10 with a grade or "C" or better and MATH 5 with a grade of "C" or better.

Student Learning Outcomes:

1. Explain the basic principles of the scientific method.
2. Understand the relationship between social theory and research.
3. Critically evaluate research findings in terms of quality, credibility, and applicability.
4. Conceptualize and operationalize social variables in formulating testable hypotheses.
5. Examine various research designs and the role of quantitative and qualitative techniques in social science analyses.
6. Describe how social research can be used to make informed decisions.


PSYC 35 Social Psychology 3.0 units
Description: This course advances the understanding of major principles and findings of social psychology. In this course, students will be introduced to the study of how people think about, influence, and relate to one another. Topics will include perceiving others, influencing others, social intelligence, stereotypes, prejudice, and discrimination, conformity, interpersonal attraction, antisocial behavior, and prosocial behavior. C-ID PSY 170

Student Learning Outcomes:

1. Identify and explain various theoretical perspectives that have been used to understand human social dynamics.
2. Use critical and creative thinking, skeptical inquiry, and the scientific approach in the investigation of human interactions.
3. Identify ways that gender, race, and class relate to social psychological principles.
4. Apply social psychological principles to personal, social, and organizational issues.


PSYC 40 Child Development 3.0 units
Description: This course examines the development within the psychosocial, cognitive/language development, and physical domains, both typical and atypical, from conception through adolescence. There will be an emphasis on interactions between maturational processes and environmental factors. While studying developmental theory and investigative research methodologies, students will observe children, evaluate individual differences and analyze characteristics of development at various stages. This course is appropriate for those working with students in transitional kindergarten, kindergarten, and early education classrooms. Also listed as CD 40. (C-ID: CDEV 100) ADVISORY: Eligible for English 1A; transfer students consult with advisor.

Student Learning Outcomes:

1. Describe the major developmental milestones for children from conception through adolescence in the areas of physical, psychosocial, cognitive and language development using standard research methodologies.
2. Analyze how cultural, economic, political and historical contexts affect children's development.
3. Compare, contrast and apply various theoretical frameworks that relate to the study of human development.
4. Apply developmental theory to the analysis of child observations, surveys, and/or interviews using valid and ethical investigative research methodologies.
5. Differentiate characteristics of typical and atypical development at various stages.
6. Analyze the importance of the early years, the interaction between maturational processes and social/environmental factors and the effects on various areas of development.


PSYC 45 Abnormal Psychology 3.0 units
Description: This course explores the multidimensional influences on the diagnosis, etiology, and treatment of abnormal patterns of behavior. Traditional psychological models, as well as current research evidence of the reciprocal influences of biology and behavior, are used to study psychopathology. Clinical cases are used to examine life-span and cultural influences on abnormal behavior. C-ID PSY 120

Student Learning Outcomes:

1. Describe the major diagnostic categories in the current DSM and the processes used in making psychiatric diagnoses.
2. Identify and explain the major theories of etiology supported by current research in the field of abnormal psychology.
3. Analyze the influences of culture and life span characteristics as determinants of normal versus abnormal behavior.
4. Identify, compare, and contrast major treatment approches.
5. Evaluate evidence supporting various theories of therapeutic interventions.


PSYC 52 Peer Mentoring, Education, and Leadership 1.0 units
Description: An overview of the principles, skills and methods used in peer mentoring and peer education. Course emphasizes communication skills, goal setting, intervention techniques, and referral skills for peer leaders. Student will earn nationally recognized Certified Peer Educator certification upon successful course completion. This course is also listed as GUID 52.

Student Learning Outcomes:

1. Demonstrate non-verbal communication skills consistent with effective mentoring.
2. Identify and effectively respond to common peer mentoring "traps" : enabling, internalizing and liability, etc. Identify high risk behaviors and self-care strategies ; make appropriate referrals to campus resources.
3. Apply local, state, and federal regulations to mentor responsibilities.
4. Achieve national Certified Peer Educator certification.


PSYC 98 Special Topics 0.5 units
Description: Special topics courses examine current problems or issues of interest to students within a specific discipline area. For topic content information, consult with the appropriate department chairperson. For transfer status, check with a counselor. This course may have the option of a letter grade or pass/no pass.

Student Learning Outcomes:

1. Students will be able to describe, analyze, and apply concepts presented and demonstrated in course. Specific goals will differ for each special topic.