PSY 321: Children’s Social & Personality Development

Prerequisite: PSY 121,  PSY 220 or equivalents

This course examines significant issues in social and emotional development. This course is designed to give students a thorough grounding in developmental theories describing children’s (1) abilities to interact and form relationships with others; and (2) their emotional lives. Empirical results from eclectic theoretical and methodological perspectives also will be emphasized.

PSY 323: School Psychology

Prerequisite: PSY 121

This course will provide an overview of school psychology. School psychology involves using psychological principles to assist students with disabilities in public school settings. Topics include, but are not limited to: the various roles/functions of a school psychologist, the historical evolution of school psychology, legal and ethical considerations, the use of assessment to identify students with disabilities, the use of counseling techniques for mental health concerns at school, monitoring interventions for struggling students, and current controversies affecting the work of school psychologists.

PSY 324: Racial & Ethnic Identity Development

Prerequisite: PSY 215 or PSY 220 (for PSY Majors/Minors) or AAS/WGS 150 or AAS/SOC 281 (for AAS Majors/Minors)

Drawing from an interdisciplinary framework (psychology, education, sociology, philosophy, etc.), this course is designed to introduce students to theory and research on racial and ethnic identity development across the lifespan. We will also explore immigrant, mixed-race, and bicultural identity development. We will spend a considerable amount of time in understanding, dissecting, and extending the theories and methodologies employed in the study of racial and ethnic identity.

PSY 338: Sport & Exercise Psychology

Prerequisite: PSY 101

The purpose of this course is to understand the psychological components of sport and exercise in order to become a more effective competitor and/or to become more consistent in one’s exercise program. In addition, the course will address the psychosocial aspects (e.g., group cohesion, gender and racial differences, team vs. individual sports) and the health aspects of sport and exercise (e.g., burnout, recuperating from injuries, athletes with asthma or diabetes, etc.). Each student will work with an athlete or an individual who exercises to enhance the mental aspect of their performance.

PSY 339: Personality Disorders

Prerequisite: PSY 216 or PSY 217

This seminar provides a comprehensive overview of DSM-V personality disorders. The symptoms and impacts associated with each of the ten disorders are reviewed, as well as current research pertaining to their potential causes. Effective intervention strategies for each disorder are identified. A contextual approach to mental health and illness is encouraged throughout the seminar. Individual-and group- level variables are upheld as integral parts of the diagnostic equation. Students are encouraged to develop an awareness of the socio-cultural realities impacting diagnostic criteria, as well as clinician biases in the diagnostic process. This course is most appropriate for advanced undergraduate students in psychology who are interested in furthering their knowledge and skills in clinical assessment and intervention.

PSY 342: Clinical Psychopharmacology

Prerequisite: PSY 212

Explores how psychological disorders are influenced by neurotransmitters, hormones, and neurotrophic factors, and by interventions that increase or decrease these chemicals. Clinical disorders will include: depression, anxiety disorders, anorexia/bulimia nervosa, attention deficits, dementia, and schizophrenia. Both intended effects and side effects of drugs will be studied, as well as individual differences in effects (due to genes/environments).

PSY 350: Psychology of Women

Prerequisite: PSY 121

Examines the psychology of women in light of biological, social, and cultural influences. A variety of psychological theories and research findings will be explored to study the development and behavior of women in various social contexts.

PSY 355: Psychology of Power, Oppression, and Privilege

Prerequisite: PSY 101

Psychology of Power, Oppression, and Privilege is designed to be a specialized course for the Social Specialization within the Psychology major. This course provides an in-depth coverage of psychology topics, including stereotyping, prejudice and privilege, discrimination and advantage, intergroup relations, attributions, social influence, personal self-esteem and collective self-esteem. In addition, this course provides further opportunities for students to develop their writing, speaking, and presentation skills.

PSY 362: Judgment and Decision Making

Prerequisite: PSY 121

Economic models typically assume that human decision making is entirely rational, but psychological research demonstrates that our judgments and decisions can be influenced by cognitive limitations and biases as well as social and motivational factors. This course will begin with a brief overview of basic economic principles of decision making and then examine what have come to be called behavioral economic principles that more accurately describe how judgments are reached and decisions are made. We will also explore the consequences of shortcomings of reasoning in important contexts and consider ways to debias judgments and
make better decisions.

PSY 364: Industrial Psychology

Prerequisite: PSY 101

Introduces students to the content areas of industrial psychology and the application of psychological theory to organizational issues. Topics include employment law, job analysis, recruitment and selection, training, performance appraisal and discipline, employee motivation, and workplace safety. Using an applied approach, this course will help prepare students for their roles as employees and managers.

PSY 365: Consumer Behavior

Prerequisite: PSY 101 or SOC 101 or MKT 201

Students will learn to apply basic social science principles and theories to an understanding of the behavior of consumers. Basic psychological principles (e.g., learning, memory, perception, attitudes, and motivation) as well as sociological and anthropological concepts (e.g., demographics, group dynamics, cultural influences) are explored and then examined in relation to consumption processes and activities used by marketers and public policy actors to influence consumer behavior. Cross listed with MKT 365.

PSY 373: Counseling & Clinical Seminar (Topic: Forensic Psychology)

Prerequisite: PSY 121 and PSY 216 or PSY 217 or PSY 219

The C&C seminar provides students with the opportunity for in-depth study of a specific topic within counseling and clinical psychology. The topic (e.g., Cognitive Behavior Therapy, Forensic Psychology) varies across semesters. Students may repeat the seminar as topics change.

PSY 375: Social Psy Seminar (Topic: Human Sexuality)

Prerequisite: PSY 121

Human Sexuality is the study of the physical and psychological aspects of human reproduction and sexual activity, including biological, neural, social and psychological phenomena. In this course, you will learn about the ways in which people experience sex and sexuality, including basic behavior such as sexual responses up to more complicated behaviors such as mate or partner selection, sexual orientation, sociosexuality, and beyond. This course seeks to help people approach the topic of sex and sexuality deliberately and to form a healthy and educated relationship with a core aspect of the human experience.

PSY 376: Seminar in Psychology (Topic: Alcohol Studies)

Prerequisite: PSY 121

This course will explore the field of alcohol research, which is vast and encompasses topics from the molecular level of alcohol’s effects in the brain to clinical treatment of alcohol use disorder and recovery within communities.

PSY 376: Seminar in Psychology (Topic: Animal Behavior and Cognition)

Prerequisite: PSY 121

The lives of other species have long fascinated humans. Whether early humans looked to these species for sustenance or companionship, we have always harbored a natural curiosity about how other species came to be and how they came to behave as they do. When new insights into natural selection and evolution met a fledgling field of human psychology in the mid-19th century, new research questions emerged. Chiefly, how can we use what we are learning about human behavior and cognition to explain those processes in non-humans? Do our unique abilities evolve from the same processes? If so, can they be understood as part of a continuum? This course will examine complex cognitive and behavioral processes like attention, memory, navigation of cause-and- effect relationships, executive function, social cognition, and problem-solving abilities. We will do this without the aid of confusing anthropomorphic and anthropocentric language to truly delineate a science of animal behavior.

PSY 398: Counseling and Clinical Field Experience Seminar

Prerequisite: PSY 216, PSY 217

Students will complete a field experience in a mental health setting. The field experience will be the foundation for integrating knowledge from various courses in clinical psychology. Class time will be spent in joint discussions of students’ field experiences and the relevant professional literature. Both an appropriate piece of written work and an oral presentation to the class are required. Faculty approval of the field placement is necessary.

PSY 390-01: Reproductive and Sexual Health Education Lab

Relevant specializations: Social, Biopsychology, Counseling/Clinical

In our lab, we are interested in understanding the complex factors that influence reproductive and sexual health attitudes, knowledge and behaviors. We aim to inform interventions and public health campaigns aimed at improving reproductive well-being. We currently research topics such as attitudes toward menstruation, infertility, and motherhood. Students will gain experience in both quantitative and qualitative data collection and analyses, and be involved in several aspects of research design and analysis. Students will also be able to hone their critical thinking and writing skills. All students may apply regardless of class standing or former coursework. See the Sexual Health and Reproductive Education Lab’s website for more information.

PSY 390-02: Memory and Aging Lab

Relevant specializations: Cognitive, Social, Developmental, Counseling/Clinical

Our lab focuses on why it is easy to remember some things but not others. Our current focus is on memory in younger adults (we aren’t running studies with older adults at this time). Students are involved in helping design studies, collecting data (running participants), analyzing data (with training!), getting a little introduction to computer programming, and participating in weekly lab meetings. Our lab runs every semester (Fall and Spring), and we take new students every semester. All students may apply regardless of class standing or former coursework. See the Memory and Aging Lab’s website for more information.

PSY 390-03: Reactivity Lab

Relevant Specializations: Counseling/Clinical

The Reactivity Lab investigates the role of emotional reactivity in the development and treatment of emotional disorders, such as depression and anxiety. Recently, the lab has begun to examine risk of post-traumatic stress (PTS) following campus sexual assault (CSA). Students will gain experience with most aspects of conducting research, from developing research hypotheses and designing studies, analyzing data, and preparing and presenting research reports. Students will also develop their teamwork skills and learn about various aspects of professional development, including CV building and networking. Although there are no requirements for admittance to the lab, preference will be given to students who have completed PSY121 and PSY203 with a grade of B or better in each. More information is on the Reactivity Lab’s website.

PSY 390-04: REACH Lab

Relevant specializations: Counseling/Clinical; Developmental

Our lab integrates theories and practices in Clinical/Counseling, Developmental, and Community Psychology, as well as Prevention Science. We take an interdisciplinary approach to understand factors that promote well-being. We are particularly interested in how social contexts (e.g., families, peer groups, schools, neighborhoods, afterschool programs) influence outcomes. We conduct most of our work with community partners in Trenton, NJ and try to identify resources that help people and communities thrive. Examples of community partners include Millhill Child and Family Development Center and Urban Promise Trenton. Skills that students can expect to learn include: developing campus-community partnerships, conducting mixed-methods research, collaborating with youth and important adults in their lives, and disseminating research to community and scientific audiences. All students are eligible to apply. For more information, visit the REACH Lab website.

PSY 390-05: Social Emotional Learning and Development Lab

Relevant specializations: Developmental, Educational, Industrial/Organizational (I/O)

Utilizing a multidisciplinary approach, the lab merges developmental psychology, social cognition, and educational theory to provide insight into how children (5 – 11 years old) understand, regulate, and express their emotions and social behaviors. The SELD Lab collaborates with local schools (mainly Trenton City Public Schools) and community/school programs to disseminate its research findings and integrate evidence-based SEL practices into curricula, programs, and digital platforms. Currently, our research projects revolve around (1) Emotional Awareness, (2) Social Interaction and Relationships, and (3) SEL Program Intervention and Evaluation in educational settings. Students work directly with children, parents, teachers, and staff in school and community settings. Additionally, students are involved in the central core of research, which includes activities such as research planning, writing, data collection, data entry, data analysis, and presentation. To join this lab, you must be at least a sophomore and have completed PSY121 and PSY220 (or equivalent – ECE 201, ELE 201, SPE 203, or NUR 110). Lab meetings are weekly on Tuesdays from 2 – 3:20 p.m. Emotional Awareness, (2) Social Interaction and Relationships, and (3) SEL Program Intervention and Evaluation in educational settings. Students work directly with children, parents, teachers, and staff in school and community settings. Additionally, students are involved in the central core of research, which includes activities such as research planning, writing, data collection, data entry, data analysis, and presentation. To join this lab, you must be at least a sophomore and have completed PSY121 and PSY220 (or equivalent – ECE 201, ELE 201, SPE 203, or NUR 110). Lab meetings are weekly on Tuesdays from 2 – 3:20 p.m.

PSY 390-06: Emotion Lab

Relevant specializations: Social, Developmental, Counseling/Clinical, Industrial/Organizational (I/O)

The Emotion Lab at TCNJ researches topics including cultural variation in the experience of emotion, effect of emotion on behaviors, and individual differences in emotions. Lab Members help plan, design, run, and evaluate experiments. Along the way, students learn research methods and statistical analyses, and hone their writing and oral communication skills. We present our research findings at regional and national psychology conferences. We can be found in the Social Science Building 017. For more information, please visit the Emotion Lab’s website.

PSY 390-07: ERP Lab

Relevant specializations: Cognitive, Biopsychology

This lab investigates the neuroscience of memory by recording brain activity (ERPs). We study different kinds of memory including how we recognize something we have seen before or how we identify where we learned some information. Research Assistants (RAs) develop their social skills working with research participants and in small teams. RAs learn how to collect set up and collect electroencephalographic (EEG) data, develop data processing skills using MATLAB toolboxes (EEGLAB, ERPLAB), develop data analysis skills using R, and some advanced students some programming skills (e.g., Python). Students do not need any particular skills except an interest in neuroscience, a willingness to learn, reliability, and attention to details. Follow us on Instagram (@erplab_tcnj) or look for more information on our website.

PSY 390-08: Alcohol Lab

Relevant specializations: Biopsychology, Counseling/Clinical, Developmental, Social

The Alcohol Lab at TCNJ is a multidisciplinary, translational research lab that studies human and animal models of alcohol use. Specifically, our research examines the environmental contexts associated with alcohol consumption, such as alternative reinforcers and alcohol price/availability, using quantitative models of choice (e.g., behavioral economics). My research students learn how to conduct experiments on alcohol self-administration in laboratory rats and some students also learn to conduct human studies using a hypothetical alcohol purchase task. My students also gain experience reading, discussing, and writing about scholarly research on behavioral pharmacology, substance use, and addiction. Basic requirements include PSY101 or equivalent, an interest in working on a research team, and a strong attention to detail. To learn more about the lab and the accomplishments of our lab alumni, please visit the Alcohol Lab’s website.

PSY 390-09: Cognitive Development Lab

Relevant specializations: Cognitive, Developmental

The Cognitive Development Lab studies learning and memory in infants and children. Students recruit local parents to participate in our research, regularly interact with young children between 0 and 5 years old in our on-campus lab, learn to conduct experiments, code and analyze data, and present research findings. Students must have experience/interest in working with young children, the ability to communicate well with others, be available to work in the lab for approximately 6 hours a week, and attend our weekly lab meeting on Wednesdays 9:30-10:50. I give preference to students who have completed PSY 121 with a B or higher; first year students may apply. See the “For Students” section of the Cognitive Development Lab’s website for more information.

PSY 390-10: Organizational Psychology Lab

Relevant specializations: Industrial/Organizational, Social

The average person spends about 90,000 hours of their life at work! In the Organizational Psychology Lab, we study the psychological experience of working. We focus on topics such as leadership, emotion management, performance coaching, and diversity in the workplace. Students will learn to read and critique research, collect data, and develop research ideas of their own. I have no eligibility restrictions except for PSY101; lab meetings are weekly on Wednesdays from 9:30-10:50am. See the Organizational Psychology Lab’s website for more information.

PSY 390-11: Identity Development Across the African Diaspora (IDAD)

Relevant specializations: Developmental, Social, Educational

The Identity Development across the African Diaspora (IDAD) or Black Identity Lab examines identity development and social inequity in educational attainment and access for Black adolescents and emerging adults across the African Diaspora (African immigrant, Black American, Caribbean immigrant, and Afro-Latinx). Students can expect to work with teens, young adults, and community members at TCNJ and the surrounding communities. Students will learn to: read and synthesize literature, collaborate with community partners, develop research protocols, recruit participants for projects, data collection (surveys and face-to-face interviews), assist with data entry & analysis, present research findings, and write publications. Students wanting to join the IDAD Lab must be interested in Developmental and/or Educational Psychology, working with youth and communities, interested in conducting research off-campus. This lab has no restriction concerning academic level; freshman may apply.

PSY 390-12: Latine Liberation Lab

Relevant specializations: Counseling/Clinical, Social, Developmental

The Latine Liberation lab explores how liberation psychology components, such as critical consciousness (i.e., ability to be critically aware of systemic inequities, engage in advocacy, and become agentic and hopeful) are associated with psychological well-being, educational, and career outcomes among people of color, particularly (but not exclusively) among Latine and immigrant people. Liberation psychology centers around the premise that marginalized people develop mental illness as a result of systemic inequities, therefore centering the problem on our society and not on the individual. You can learn more about our research at Dr. Sosa’s Google Scholar profile. Students will learn about liberation psychology theory, read and synthesize literature, build community partnerships, develop research protocols, recruit participants (on and off campus) for projects, participate in data collection (surveys and face-to-face interviews), assist with data entry and analysis, present research findings, and write publications.

PSY 419: History & Systems of Psychology

Prerequisite: PSY 299 or PSY 390 (depending on when you entered the College)

This course will consider how psychology’s goals, methods, and beliefs have evolved throughout its history. As a senior experience, this course will allow students to integrate experiences from various areas of the discipline, to analyze and evaluate psychology’s past and to make recommendations for its future.

PSY 470-01: Senior Topics Study Group (Topic: Psychology of Immigration and Education)

Prerequisite: PSY 299 or PSY 390 (depending on when you entered the College)

This senior topics course examines intersectional issues related to the psychology of immigration, with a focus on educational contexts and the experiences of Black immigrant and Afro-Latinx populations. The course explores the psychological experiences of immigrant and immigrant-origin students in the United States, situating these experiences within histories of racialization, migration, colonialism, and global inequality. Drawing on critical race theory, immigration studies, Black and Latinx studies, sociology and public health, and multiple psychological subdisciplines—including developmental, social, cultural, educational, and liberation psychology—the course centers contemporary empirical research that foregrounds race, power, and structural context.

Students will critically evaluate theories and research on immigration and education, with attention to identity development, racial socialization, discrimination, mental health, and educational outcomes across the life course. Topics include schools as sites of racial and ethnic identity construction; racism, xenophobia, colorism, and documentation status; language and raciolinguistic ideologies; family and intergenerational dynamics; meritocracy and the immigrant paradox; higher education access and belonging; and the roles of resistance, joy, and resilience. This seminar counts as a Senior Capstone for the Developmental Specialization, but may be relevant for other specializations as well.

PSY 470-02: Senior Topics Study Group (Topic: Psychological Aspects of Infertility and Motherhood)

Prerequisite: PSY 299 or PSY 390 (depending on when you entered the College)

This senior topics course is designed to examine issues related to infertility through motherhood from a feminist, intersectional, and biopsychosocial perspective. Students will learn to evaluate and discuss the literature and various theoretical perspectives. Examples of topics include infertility, miscarriage, pregnancy, birth, the postpartum period, and motherhood. These topics will be explored across the lifespan and across various cultural contexts. Students will develop their scientific writing and skills through intensive writing assignments.