Psychology and Sociology - Theological Research Institute
Descriptions and credit recommendations for all evaluated learning experiences
Self-study, self-paced.
June 2021 - Present.
Upon successful completion of the learning experience, students will be able to: define the nature of abnormal behavior and mental illness; describe the process of assessing such behavior and the most commonly used classifying system; define psychological disorders; discuss several different theoretical perspectives on psychological disorders; outline research methods used and research findings on various psychological disorders; identify causes and symptoms of various psychological disorders; identify effective treatment approaches to different psychological disorders; and outline various legal issues relevant to mental illness and abnormal behavior.
This course provides an introduction to mental disorders in adult humans. Topics include diagnostic issues and methods used to study psychopathology, variety of mental disorders from several different theoretical and treatment perspectives, diagnosis, epidemiology, course of the disorder, etiology, and treatment issues. The class also briefly briefly examines ethical and legal issues pertaining to psychopathology. The goals of the course include greater awareness and knowledge of psychopathology in hopes of reducing the suffering and stigma associated with mental disorders.
In the upper division baccalaureate degree category, 3 semester hours in Psychology or Human Services (1/22).
90 hours.
August 2021 - Present.
Upon successful completion of the learning experience, students will be able to define and discuss the concept of career development from several theoretical perspectives; articulate how career counseling can enhance career development; be able to work with small groups of students for the purpose of career development; support the role of the school counselor in assisting individuals achieve some understanding of how career development can enrich a person’s life; advocate for the role of the school in helping students receive career counseling and career information; understand changes in society and stress the importance of a comprehensive career development plan; discuss and justify the need for career education in our nation’s schools and curriculum advising students on careers from grades K-12; describe challenges minority students may face in trying to secure a career path and recommend several strategies for successfully meeting these challenges; and discuss the role of technologies, personality factors, values, and attitudes that may influence career development and assessment.
The course covers theories of vocational development, career education, career development, and the significance of the world of work in the life of individuals. Strategies relating to career exploration, career-related assessment, application of career development materials, technical and college career tracks of curriculum development, and the exploration of gender and cultural/ethnicity issues that may affect the career development process are emphasized.
In the upper division baccalaureate degree category, 3 semester hours in Education, Educational Psychology, Adult Education, Continuing Education, or Educational Planning (8/21).
Self-study, self-paced.
June 2021 - Present.
Upon successful completion of the learning experience, students will be able to: explain the nature of cognitive and moral development; explain the nature of internal mental processes, including memory and problem solving; explain individual and group differences as they relate to learning and intelligence, including socio-cultural dynamics; identify and describe the major theories, and theorists, that have impacted the study of child development, educational psychology and teaching/learning; and examine the importance of school culture and the learning environment.
This class investigates the primary issues and problems in educational psychology, including those related to development, cognition, behavior, emotion, and culture. The course explores the major theories in these realms and how we can apply them to become better teachers and learners.
In the upper division baccalaureate degree category, 3 semester hours in Psychology or Educational Studies (1/22).
90 hours.
August 2021 - Present.
Upon successful completion of the learning experience, students will be able to: articulate the nature and development of family therapy theory; evaluate the benefits and limitations of psychotherapeutic theory as it applies to producing change in human systems; describe the interaction of class, race, gender, and cultural experience on theory development and intervention procedures; articulate a broad understanding of family assessment, including interview, genogram, and formal tools of evaluation; discuss the basic processes of counseling from intake to termination of therapy; write an intake assessment and plan a course of treatment for a family; apply systemic categories to conceptualize family organization, family subsystems, and transgenerational processes in a therapeutic context; and prepare a narrative and brief solution-focused therapy in class discussions and case demonstrations.
This course provides theoretical and practical foundations for the practice of family therapy. Students explore topics like the nature and development of family therapy, its impact on understanding human motivation and relationship systems, and explore its application in clinical practice, family organization, family subsystems, and transgenerational processes as they apply to assessment, case conceptualization, treatment, and practice of family therapy.
In the upper division baccalaureate degree category, 3 semester hours in Psychology, Counseling, Human Services, Family Therapy, or Social Work (8/21).
Self-study, self-paced.
June 2021 - Present.
Upon successful completion of the learning experience, students will be able to: explain and distinguish among the major theoretical approaches utilized in psychology; discuss the history of psychology as it relates to the natural sciences, social sciences, and applied disciplines; outline the history of psychology as it relates to the evolution of methods of research and inquiry as well as theoretical conflicts; and explore the nature of scientific progress, as discussed by philosophers, historians, and sociologists of science.
This course introduces the study of the nature and purpose of philosophical reflection and emphasizes questions related to history and systems, reviews historical antecedents of contemporary psychology, and explores the critical analysis of selected psychological theories and the application of these theories in contemporary psychology.
In the upper division baccalaureate degree category, 3 semester hours in Psychology or Human Development (1/22).
Self-study, self-paced.
August 2021 – Present.
Upon successful completion of the learning experience, students will be able to: define terminology used in psychology; identify research models and relate the findings of research to life situations; discuss different theoretical approaches to psychology and articulate the different assumptions behind them; apply psychology practically to problems confronting individuals in society; use psychological techniques to explain various aspects of human cognition and behavior; and explain workings of their own consciousness, behavior, and interpersonal relationships.
This course introduces the fundamental principles of psychology and major subjects of psychological inquiry and focuses on necessary aspects to study psychology and presents a sampling of the major areas of psychology research. The course begins with a short overview of how psychology developed as an academic discipline and an introduction to a number of the principal methodologies most commonly deployed in its study.
In the lower division baccalaureate/associate degree category, 3 semester hours in Introduction to Psychology (8/21).
Self-study, self-paced.
June 2021 - Present
Upon successful completion of the learning experience, students will be able to: describe the sequence of human development, the processes underlying developmental change and stability, and the theoretical perspectives currently being used to examine human development; identify research methods currently being used to examine human development; describe explanations for individual differences in development; and define ethical principles underlying developmental research with children and adults.
This course provides students with an introduction to the theories, concepts, research methods, and findings relevant to the study of human development throughout the lifespan. Major developmental theories and issues are presented. Emphasis is placed on the integration of lifespan principles and concepts into individual social contexts. The effects of heredity and environment and ethical issues surrounding development are also explored.
In the upper division baccalaureate degree category, 3 semester hours in Psychology or Allied Health (1/22).
Self-study, self-paced.
August 2021 – Present.
Upon successful completion of the learning experience, students will be able to: explain the basic principles of physiological psychology and the importance of the field within psychology; know the role of the brain in behavior, emotions, and cognition; illustrate brain structure and functional mechanisms; think critically about research in physiological psychology; and outline the basics of neurochemistry and how the brain has a major impact in daily life.
This course provides an overview of the field of physiological psychology and is designed to provide an analysis of basic physiological processes underlying our behavior and emotions. Structure and function of the nervous system, as well as the interrelationships between the brain and such behaviors as learning, memory, emotion, sleeping and mental disorders are discussed in this course. Other topics include drugs and addiction, vision, hearing and other sensory systems, cognitive functions, and research in physiological psychology.
In the lower division baccalaureate/associate degree category, 3 semester hours in Psychology, Human Services, Human Development, Addiction Studies, or Allied Health (7/22).
Self-study, self-paced.
October 2018 - Present.
Upon successful completion of this learning experience, students will be able to: define and articulate key concepts, findings, and controversies in the emerging field of positive psychology; discuss research methods (including measures, interventions, and research paradigms) used in positive psychology research; evaluate evidence for the validity, both internal and external, of empirical claims in contemporary positive psychology research; and articulate from first-hand experience with positive psychology activities a perspective on how positive psychology is (or is not) relevant in life.
Positive psychology encompasses the study of positive experiences, positive character strengths, positive relationships, and the institutions and practices that facilitate their development. Positive experiences include the mental states of flow and mindfulness and emotions about the present (e.g., pleasure, contentment, laughter), past (e.g., nostalgia, satisfaction, pride), and future (e.g., hope and optimism). This course also reviews the history of positive psychology and the contributions that this new field has made to several traditional research areas in psychology. Consideration will be given to conflicting viewpoints and their respective empirical support, including the benefits of balancing positive with negative emotions, the measurement and development of happiness, and the implications of deliberately attempting to increase it.
In the lower division baccalaureate degree category, 3 semester hours in Introduction to Positive Psychology, or Psychology (10/20).
90 hours.
August 2021 - Present.
Upon successful completion of the learning experience, students will be able to: describe the salient features of mentoring relationships; identify a range of mentoring practices that correspond to adult learning theories, including problems, or behavioral specific needs of the mentee; identify variances in mentoring behaviors that may be recommended in different gender and/or racial mentor-mentee relationships; develop a model mentoring plan for management of a school or district mentoring program that improves teacher performance using EDUCATEAlabama; recommend a method to measure the effects of a mentoring relationship related to the mentor, mentee, and organization; and organize and develop a research-based field experience mentoring design related to mentoring in the educational setting focused on providing high-quality learning experiences, coaching, and feedback.
This course is focused on the development of knowledge and skills related to a mentor-mentee relationship. Using collaborative teaching and learning strategies, the course engages in the examination of mentor behaviors and skills focused on mental development through the use of research, observation, and field experience practice. The core of this course’s instructional content is anchored in practical, embedded field experiences, designed collaboratively with school principals, mentors and coaches and focused on improving teacher performance.
In the upper division baccalaureate degree category, 3 semester hours in Psychology, Education, Educational Psychology, Adult Education, Continuing Education, or Educational Planning (8/21).
