Psychology

Program Details

• Learning Goals

  Learning Goals 

  By pursuing one of the majors, students will:

  • develop a strong psychological knowledge base
  • sharpen their critical thinking and communication skills
  • understand psychological applications and research methods
  • develop a socio-cultural awareness
  • plan effectively for their career, academic, and personal futures
• Major in Psychology (12 Courses)

  Psychology majors take courses from the main representative fields in psychology, complete a sequence of research courses, and have the opportunity to develop depth in an area of their interest. This curriculum allows timely preparation for graduate school and strengthens students’ professional skills.

  Foundation Course (1)

  PSY 101

  General Psychology (normally taken in the first year)

  Research Sequence (2)

  PSY 224	Statistics (normally taken Fall of sophomore year)
  PSY 225	Research Methods (normally taken Spring of sophomore year)

  Students must choose one course from each of the four cornerstones (4 total)

  Social/Developmental Cornerstone (choose 1)

  PSY 210	Social Psychology
  PSY 290	Psychology of Development: Infancy and Childhood

  Biological Cornerstone (choose 1)

  PSY 250	Perception
  PSY 251	Introduction to Brain and Behavior

  Mental Health Cornerstone (choose 1)

  PSY 216	Psychological Disorders
  PSY 240	Psychology of Personality

  Cognition and Learning Cornerstone (choose 1)

  PSY 252	Cognitive Psychology
  PSY 253	Psychology of Learning

  Capstone Seminar (1)

  Students must complete one capstone seminar course.  Students are encouraged to choose a 400-level seminar course that builds off a cornerstone course they have previously taken.

  PSY 408	Family Psychology
  PSY 409	Common Problems in Childhood
  PSY 410	Stereotypes and Prejudices
  PSY 416	Abnormal Child and Adolescent Psychology
  PSY 425	Clinical Psychology
  PSY 403	Cognitive Neuroscience
  ABA 450	Advanced Topics in Applied Behavior Analysis

  Elective courses (4)

  Students must take four additional PSY or ABA courses, and at least two courses must be at the 300 level or higher.  In addition to choosing additional cornerstone or capstone offerings, sample elective courses include:

  PSY 212	Sports Psychology
  PSY 217	Psychology of Women
  PSY 220	Interpersonal Communication
  PSY 281	Psychology of Adolescence and Maturity
  PSY 285	Women’s Studies I: Images
  PSY 218	Cultural Psychology
  PSY 286	Organization & Industrial Psychology
  PSY 386	Psychology of Aging
  PSY 390	Research Seminar
  PSY 391	Experimental Techniques in Human Neuroscience
  PSY 392	Raising Successful and Happy Children
  PSY 396	Forensic Psychology
  PSY 301	Internship in Psychology
  PSY 399	Independent Study
  ABA 340	Introduction to Behavior Analysis and Therapy
  ABA 350	Survey of Behavioral Interventions

  Course Descriptions

  • Academic Catalog & Advising Guide
  • Major in Psychology Course Descriptions
• Major in Psychology with a Concentration in Neuroscience and Human Behavior

  This concentration focuses the psychology major on courses relevant to the interactions of brain function, cognition, and behavior.  This concentration is ideal for students interested in applying to graduate programs in cognition, neuroscience or certain clinical programs focused on the biological basis of psychopathology.  The major can be combined with further study in natural sciences, and with careful planning, it is possible to pursue a second major or minor in one of these disciplines.  Students who choose this concentration are also encouraged to do internships or independent studies in laboratories studying psychophysiology, neurobiology or the biological basis of behavior.

  Foundation Courses in Psychology and Neuroscience (7)

  PSY 101	General Psychology
  PSY 250	Perception
  PSY 251	Introduction to Brain and Behavior
  PSY 252	Cognitive Psychology
  BIO 160	Concepts in Biology (4 credit lab course)
  BIO 280	Sensory Systems (4 credit lab course)
  PHI 302	Person, Mind, and Brain

  Research Sequence (3)

  PSY 224	Statistics
  PSY 225	Research Methods
  PSY 391	Experimental Techniques in Human Neuroscience (4 credit lab)

  Social/Developmental Cornerstone (choose 1)

  PSY 210	Social Psychology
  PSY 290	Psychology of Development: Infancy and Childhood

  Mental Health Cornerstone (choose 1)

  PSY 216	Psychological Disorders
  PSY 240	Psychology of Personality

  Neuroscience Capstone (choose 1)

  PSY 402	Social and Affective Neuroscience
  PSY 403	Cognitive Neuroscience

  Course Descriptions

  • Academic Catalog & Advising Guide
  • Major in Psychology with a Concentration in Neuroscience of Human Behavior
• Major in Psychology with a Concentration in Child and Adolescent Development

  This Major in Psychology with a Concentration in Child and Adolescent Development trains students in the major areas of human development, including physical, cognitive, perceptual, social, personality, and emotional development, and exposes students to theory, research, and application of the developmental psychology field. In addition to a broad foundation in psychology across the lifespan, the coursework allows students to focus on the earlier developmental periods (e.g. childhood and adolescence). Students also have opportunities to take courses that focus on typical (e.g., common problems in childhood) and atypical development (e.g., abnormal child and adolescent development), as well as optimal functioning (e.g., raising happy and successful children, family psychology). This major is ideal for providing students with the background to pursue graduate degrees in a variety of areas such as Developmental Psychology, Human Development, Family Studies, Applied Behavior Analysis, School Psychology, Special Education, Counseling Psychology, Social Work, School Counseling, and Child Life programs. Many psychology-based graduate programs require a strong foundation in psychological theory and research and this major prepares students for such programs. The coursework also provides the research, conceptual, and applied background for students who may seek employment in organizations (e.g., schools or agencies) that work with children and adolescents who may or may not have developmental psychopathology or impairments.

  Foundation Courses in Psychology and Child and Adolescent Development (7)

  PSY 101	General Psychology
  PSY 216	Psychological Disorders
  PSY 281	Psychology of Adolescence and Maturity
  PSY 250 or PSY 251	Perception (PSY 250) or Introduction to Brain and Behavior (PSY 251)
  PSY 253	Psychology of Learning
  PSY 290	Psychology of Development: Infancy and Childhood
  PSY 301	Internship in Psychology (internship approved by department chair)

  Research Sequence (2)

  PSY 224	Statistics
  PSY 225	Research Methods

  Child and Adolescent Development Capstone Seminar (Choose 1)

  PSY 408	Family Psychology
  PSY 409	Common Problems in Childhood
  PSY 416	Abnormal Child and Adolescent Psychology

  Child and Adolescent Development Elective Courses (Choose 1)

  PSY 383	Introduction to Autism Spectrum Disorder
  PSY 386	Psychology of Aging
  PSY 392	Raising Happy and Successful Children
  PSY 399	Independent Study (topic approved by concentration coordinator)
  PSY 408	Family Psychology (Unless taken as Capstone)
  PSY 409	Common Problems in Childhood (Unless taken as Capstone)
  PSY 416	Abnormal Child and Adolescent Psychology (Unless taken as Capstone)

  Two additional Psychology electives (2)
  May be any PSY or ABA course not fulfilling another major requirement. At least ONE of these courses must be at the 300 level or higher. 

  Recommended Courses in Other Disciplines

  ABA 340	Applied Behavior Analysis: Skill Acquisition
  ENG 263	Children’s Literature
  EDU 260	Teaching Students with Special Needs
  EDU 265	Effective Classroom Management
  HUS 235	Normal Speech and Language Development
  HUS 241	Prevention and Intervention: Models and Approaches with Youth
  HUS 321	Social Skill Development for Youth
  HUS 421	Grief and Loss

• Major in Psychology with a Concentration in Mental health and Pre-Clinical Counseling

  The Major in Psychology with a Concentration in Mental Health and Pre-Clinical Counseling is designed for Psychology majors with a particular interest in clinical or counseling psychology or clinical social work. The concentration lays a solid foundation in coursework, research, and field experiences to help students decide if they wish to apply to a graduate program and obtain licensure to practice in a clinical field (e.g., Clinical Psychology, Counseling Psychology, Social Work, etc.). Students will pursue coursework, applied work, and research emphasizing clinical psychology as a science, and the best practices for diagnosis and treatment within the scientific paradigm. Students will be prepared for entry-level positions related to the field of psychology and also prepared for entry into graduate study in areas such as social work, counseling, school psychology and clinical psychology. Courses will include Abnormal Psychology, Internship in Psychology, and an advanced seminar in Clinical Psychology.

  Foundation Courses in Psychology and Mental Health Counseling (1)

  PSY 101	General Psychology
  PSY 210 or PSY 290	Social Psychology (PSY 210) or Psychology of Development: Infancy and Childhood (PSY 290)
  PSY 216	Psychological Disorders
  PSY 251	Introduction to Brain and Behavior
  PSY 253	Psychology of Learning
  PSY 301	Internship in Psychology (internship approved by department chair)

  Research Sequence (2)

  PSY 224	Statistics
  PSY 225	Research Methods

  Social, Emotional, and Cultural Influences (Choose 1)

  PSY 217	Psychology of Women
  PSY 218	Cultural Psychology
  PSY 220	Interpersonal Communication
  PSY 240	Psychology of Personality
  PSY 330	Positive Psychology
  PSY 335	Motivation and Emotion
  PSY 386	Psychology of Aging
  PSY 408	Family Psychology
  PSY 410	Stereotypes & Prejudice

  Mental Health and Pre-Clinical Counseling Capstone Seminar (1)

  PSY 425

  Clinical Psychology

  Advanced Mental Health and Pre-Clinical Counseling Elective (Choose 1)

  PSY 383	Introduction to Autism Spectrum Disorder
  PSY 396	Forensic Psychology
  PSY 399	Independent Study (topic approved by department chair)
  PSY 409	Common Problems in Childhood
  PSY 416	Abnormal Child and Adolescent Psychology
  ABA 340	Introduction to Behavior Analysis and Therapy
  ABA 350	Survey of Behavioral Interventions

  Two additional Psychology electives (2)
  May be any PSY or ABA course not fulfilling another major requirement. At least ONE of these courses must be at the 300 level or higher

• Major in Neuroscience with a Psychology Path

  A Major in Neuroscience utilizes an interdisciplinary approach to empower students to: 1) develop and refine skills of inquiry with a focus on the brain and mind, 2) gain a strong understanding of classic and contemporary findings in neuroscience, 3) comprehend and appreciate the dynamic, multidisciplinary nature of this field, 4) ask thoughtful questions and strategically select approaches to answer questions, 5) develop informed hypotheses and design/execute experiments to test hypotheses, 6) critically analyze data and determine if data supports hypotheses, and 7) explore philosophical questions about the nature of human life, consciousness, and free will.

  Neuroscience explores the complex interactions between the distinct aspects of the brain, mind, and behavior. The Major in Neuroscience engages students through a holistic, interdisciplinary approach rooted in rigorous science and augmented by philosophical perspectives that address the brain, mind, and human nature.

  In addition, students are encouraged to engage in activities offered by the Center for Neuroscience (CfN), which include research internships, an interdisciplinary lecture series, and community service. Students who major in neuroscience will be prepared to pursue careers in industry, health professions, and graduate studies within the field of neuroscience.

  The Major in Neuroscience with a Psychology Path features a curriculum that explores concepts related to human neuroscience, namely:

  • Neuroanatomy and function of the nervous system
  • Neural mechanisms of human perception, thought, and behavior
  • How context, environment, experience, and brain function interact to influence human behavior
  • Developmental, neurological, and psychiatric disorders
  • Familiarity and experience with experimental designs and tools used to study human neuroscience
  • Philosophical conversations about the relationship between brain and mind, free will, and human consciousness.

  REQUIRED COURSES (16)

  Foundation Courses (9)
  PSY 101	General Psychology
  PSY 250	Perception
  PSY 251	Introduction to Brain and Behavior
  PSY 252	Cognitive Psychology
  PSY 335	Motivation and Emotion
  BIO 160	Concepts in Biology (+lab; 4-credit)
  BIO 280	Sensory Systems (+lab; 4-credit)
  BIO 415	Principles of Neuroscience (+lab; 4-credit)
  PHI 302	Person, Mind, & Brain
  Choose one of the following BIO courses (1)
  BIO 375	Milestones in Neuroscience (3-credit; no lab)
  BIO 310	Animal Behavior (+ lab; 4-credit)
  Research Sequence (3)
  PSY 224	Statistics
  PSY 225	Research Methods
  PSY 391	Experimental Techniques in Human Neuroscience (+lab; 4-credit)
  Neuroscience Capstone (choose 1)
  PSY 402	Social and Affective Neuroscience
  PSY 403	Cognitive Neuroscience
  Electives (2)
  Any Psychology or ABA course (200-level or above)
  Any Biology course (200-level or above)
  MAT 117	Calculus I
  CSC 117	Introduction to Programming
  Recommended Courses (NOT REQUIRED)
  MAT 117	Calculus I (if not taken as elective)
  CSC 117	Introduction to Programming (if not taken as elective)
  PHI 152	The Human Difference -OR- PHI 153 Book of Nature
  THE 151	Faith and Reason

   

  Learn More About the Neuroscience Program
• Minor in Psychology

  To complete a Minor in Psychology students must complete six Psychology courses—PSY 101, one course from each of the four cornerstones, and one elective.

  Required Course (1)

  PSY 101

  General Psychology

  Cornerstone Courses (4)

  Students must choose one 200-level course from each of the four cornerstones:

  Social/Developmental Cornerstone (1)

  PSY 210	Social Psychology
  PSY 290	Psychology of Development: Infancy and Childhood

  Biological Cornerstone (1)

  PSY 250	Perception
  PSY 251	Introduction to Brain and Behavior

  Mental Health Cornerstone (1)

  PSY 216	Psychological Disorders
  PSY 240	Psychology of Personality

  Cognition and Learning Cornerstone (1)

  PSY 252	Cognitive Psychology
  PSY 253	Psychology of Learning

  Elective Course (1)

  Students must take one additional course from any area: elective, cornerstone, or seminar

  Course Descriptions

  • Academic Catalog & Advising Guide
  • Minor in Psychology
• Minor in Applied Behavioral Analysis

  Course Descriptions

  • Academic Catalog & Advising Guide

  Learn More About the Applied Behavior Analysis Program
• Faculty Research Interests

  Amy Cirillo, Ph.D. Assistant Professor of Psychology
  Dr. Cirillo is a child clinical psychologist with clinical and research interests in the development of prosocial referencing, empathy, and moral development in infancy and early childhood.  Her current research explores the contribution of specific distortions in parent-child interaction to the disorganization of the infant’s attachment strategies.

  Leonard Doerfler, Ph,.D. Professor of Psychology
  Dr. Doerfler’s clinical and research interests include cognitive-behavioral and interpersonal models of mood disorders, predictors of psychiatric hospitalization, psychotherapy outcome assessment, psychosocial adjustment to life-threatening illness, and assessment of depression and posttraumatic stress disorder in heart attack survivors.  He is a clinical psychologist.

  Leamarie Gordon, Ph.D., Associate Professor, Chair of Psychology Department
  Dr. Gordon seeks to understand how humans learn and remember visual and verbal information. In her current research, she investigates how retrieval practice, or memory tests, can not only change how people store information in memory but also how they approach learning new material. She explores these issues in two applied contexts: the classroom and eyewitness memory situations. Dr. Gordon is a cognitive psychologist.

  Maria Kalpidou, Associate Professor of Psychology
  Dr. Kalpidou’s interests primarily focus on the socio-emotional development of infants and young children. She is currently investigating the effects of postpartum depression on infant development and the role of sensory processing on infant attachment and eating competence. Her research in infancy also addresses age-related changes in imitation in the first 12 months of life as well as cultural differences in imitative mother-infant exchanges. Another ongoing project is the effects of childhood adverse experiences on later adjustment. Dr. Kalpidou is a developmental psychologist.

  Regina Kuersten-Hogan, Associate Professor of Psychology, Director, Clinical Counseling Psychology Graduate Program
  Dr. Kuersten-Hogan is a child clinical psychologist who is interested in family interaction patterns and children’s cognitive and emotional development. Her clinical interests include child and family therapy and she has worked in both inpatient and outpatient settings. Her research interests focus on the role of family emotion communication and co-parenting dynamics in children’s emotional understanding and Theory of Mind, on children’s understanding of pretense and magic, and on fathers’ involvement in children’s adjustment.

  Karen Lionello-DeNolf, Ph.D., Associate Professor of Psychology, Director of Applied Behavior Analysis Minor and Graduate Program
  Dr. Lionello-DeNolf is a Board Certified Behavior Analyst and an experimental psychologist. Her research interests are in the areas of experimental and applied behavior analysis, autism spectrum disorders, developmental disabilities, and relational learning. The primary goal of her recent research has been to increase functional communication skills that are necessary for individuals with limited language ability to effectively use augmentative and alternative communication devices. Her current projects include exploring how learning history influences people’s willingness to cooperate with others in a shared task, teaching methods that result in better development of symbolic relations, and best practices in training service delivery staff to implement teaching programs for students with autism.

  Maria Parmley, Ph.D., Associate Professor of Psychology
  Dr. Parmley’s recent research interests have included how adults and children interpret the social cues of others, children’s interpretation of a peer’s emotion, and how gender stereotypes and the ambiguity of an emotion might influence the perception of an emotional message. Currently, Dr. Parmley is investigating the perception of emotions in relationships varying in intimacy. Dr. Parmley is a social psychologist.

  Adam Volungis, Ph.D., Associate Professor of Psychology
  Dr. Volungis’ research interests include prevention of school violence, suicide prevention in adolescents, college student mental health and smartphone dependency, enhancing cognitive-behavioral therapy with technology, and youth internalizing/externalizing disorders.  He is a counseling psychologist and his clinical experience includes working in psychiatric, residential, and outpatient settings serving youth, families, and adults. Most recently, he has provided psychological assessment and cognitive-behavioral therapy to youth and their families at Youth Opportunities Upheld, Inc. and Children’s Friend.

  Fang Zhang, Ph.D., Associate Professor of Psychology
  Dr.  Zhang’s broad research interests include the cognitive, motivational, and emotional foundations of personality. Specifically, her research focuses on four areas: 1) personality and self-development across the lifespan, 2) adult attachment and interpersonal dynamics, 3) sending, decoding, and co-regulation of emotions in interpersonal relationships, and 4) cross-cultural comparison of person perception and implicit theories of personality. Dr. Zhang is a social and personality psychologist.

  Hannah Smith, Ph.D., Visiting Assistant Professor of Psychology
  Dr. Smith explores STEM learning across ages and contexts. She researches how to make STEM learning more accessible through teacher training and developing classroom materials such as learning games. She is currently exploring the impact of professional development programs on early childhood teachers’ confidence in and knowledge about STEAM teaching and learning. In another project, she explores the impact of gender differences and technology biases on student perceptions of computational thinking. Dr. Smith is a learning scientist.

  Nicole Pantano, Ph.D.
  Dr. Nicole Pantano is a doctoral level Board Certified Behavior Analyst. Her clinical work includes applications of behavior analysis in early intervention, and she received clinical and research training at the Munroe-Meyer Institute. Dr. Pantano’s research interests include verbal behavior acquisition in children with and without intellectual disabilities and the exploration of best teaching practices in post-secondary education.

  Meltem Karaca, Ph.D.
  Dr. Karaca is interested in understanding the cognitive, metacognitive, and neurophysiological factors that impact successful learning across the lifespan. Her research program examines the role of self-perceptions of aging on older adults’ memory, as well as ways to improve memory retention for older adults with and without cognitive impairment. Additionally, she is interested in examining methods to improve students’ knowledge and performance, both in and out of the classroom. Dr. Karaca is a cognitive neuroscientist.

• Faculty/Student Research

  The Psychology Department has state-of-the-art research facilities to conduct research in mental health, biological psychology, developmental psychology, social, cognitive, and affective science, and learning and memory. Because Assumption is an undergraduate institution, you will have the distinct benefit of working side-by-side with a faculty member rather than a graduate student or post-doc when you engage in research at Assumption. In addition, students have the unique advantage of being able to present research as a co-author at regional, national, and international professional conferences in psychology or become a co-honor on a professional publication. Students are encouraged to become involved in the campus community and beyond, by joining our active Psychology Club, becoming a member of the Psychology or Neuroscience Honor Societies, and engaging with the community in community service learning courses. Research opportunities for students include independent studies, honors thesis, summer fellowships, and more.

  Faculty – Student Research at Assumption

• Psychology Research Facilities

  Laboratory for the Evaluation of Psychopathology and Psychosocial Interventions
  The Laboratory for the Evaluation of Psychopathology and Psychosocial Interventions does research to focus on practice-based research by collaborating with mental health professionals in the community.   The data for this research is usually generated through the course of routine clinical services or activities and addresses questions that are important to practicing clinicians.
  Affiliated Faculty:  Dr. Leonard Doerfler, Dr. Adam Volungis

  The Child and Family Studies Labs (CAFS)
  The Child and Family Studies Labs (CAFS) contains a real-life living room with a one-way mirror and state-of-the-art observation cameras, coding software, a computerized doll simulating the responses of a real baby, and equipment to record body movements.   This allows for unobtrusive data collection when interviewing families, observing children performing motor tasks, or engaging in free play or social interactions. Our developmental research also involves observations outside of the lab, such as in schools, preschools, the Neonatal Intensive Care Unit (NICU), and during home visits with families. Affiliated Faculty: Dr. Amy Cirillo, Dr. Maria Kalpidou, Dr. Regina Kuersten-Hogan

  The Emotion and Social Cognition Lab
  The Emotion and Social Cognition Lab investigates emotions and facial expressions by exploring how cultural, social, and physiological factors, such as gender, stereotypes, and hormonal changes, influence the recognition of facial expressions and how various emotions can impact information processing. We use morphing software to manipulate facial expressions and behavioral experiment software to present images and record individuals’ responses.
  Affiliated Faculty: Dr. Maria Parmley, Dr. Fang Zhang

  Learning and Memory Lab
  Research conducted in the Learning and Memory Lab employs a variety of experimental methods to better understand how we acquire and use information in different contexts, and how we can apply knowledge of these processes in the real world. For example, one area of research explores how the distribution of attentional resources during learning impacts memory accuracy and memory errors. This has important implications for best practices in the classroom and when considering eyewitness memory scenarios.
  Affiliated Faculty: Dr. Leamarie Gordon, Dr. Meltem Karaca, Dr. Hannah Smith

  Applied Behavioral Analysis Lab
  The Applied Behavior Analysis (ABA) Lab conducts research on how behavior is maintained, strengthened, or weakened by environmental variables. Research in this lab employs various experimental methods, including group and single-subject research.

  Some current ongoing projects include exploring methods to train behavior technicians to implement interventions for children with autism and improving student outcomes in post-secondary education.

  Affiliated Faculty:  Karen Lionello-DeNolf, PhD, BCBA-D; Nicole Pantano, PhD, BCBA-D