Psychology and Sociology - Maalot Educational Network
Organization
- Art/Graphics - Maalot Educational Network
- Business/Accounting - Maalot Educational Network
- Computer Science - Maalot Educational Network
- Cyber Security - Maalot Educational Network
- Education - Maalot Educational Network
- English - Faith Builders Educational Programs
- Hebrew - Maalot Educational Network
- History - Maalot Educational Network
- Judaic Studies/Religion - Maalot Educational Network
- Mathematics - Maalot Educational Network
- Philosophy - Maalot Educational Network
- Psychology and Sociology - Maalot Educational Network
- Inactive Learning Experiences - Maalot Educational Network
- Speech Pathology - Maalot Educational Network
- Talmud Courses - Maalot Educational Network
Descriptions and credit recommendations for all evaluated learning experiences
Upon successful completion of the course, students will be able to: identify and describe historical perspectives toward abnormal behavior; recognize and describe current trends and perspectives in understanding and treating mental illness; identify and describe the causes and treatments for major DSM-V classifications of abnormal behavior - their causes, manifestations and treatment (stress related disorders, anxiety disorders, OCD related disorders, psychosomatic disorders, personality disorders, addictive disorders, psychoses, organic disorders, eating disorders, mood disorders, suicide, and developmental disorders of childhood); compare the psychoanalytic, biological and cognitive-behavioral and social cultural theories about mental illness; and match and apply the major forms of treatment available today; independently locate sources of information about mental illness and empathize with a person experiencing mental illness.
Major topics include historical perspective, major psychiatric (DSM-V) categories, causes and treatment, the four major therapeutic orientations including Psychoanalytical, Biological, Cognitive-Behavioral, and Social Cultural.
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
April 2015 - Present.
Upon successful completion of the course, students will be able to: identify the principles of biopsychology and connect the fundamentals of the relationship between the brain and behavior in terms of how the brain mediates behavior, cognition, and emotion; describe the structure and function of the nervous system, of the sensory and motor systems, on learning and behavior, and on neurological dysfunction and its causes and form hypotheses for certain behaviors citing supporting evidence from research methodology in biopsychology.
Topics covered are: research methodology in biopsychology, understanding the structure and function of the nervous system, of the sensory and motor systems, on learning and behavior, and on neurological dysfunction and its causes, subdivisions of neuropsychology, scientific methods, critical thinking, anatomy of the nervous system, neural conduction, synaptic transmissions, research methods of biopsychology, pharmacological research, genetic engineering, bio-psychological patterns of animal behavior, visual system, sensory system, somatosensory systems, chemical senses, sensorimotor system, brain damage and neuroplasticity, sleep, emotion, psychiatric disorders.
In the upper division baccalaureate degree category, 3 semester hours in Psychology (4/16) (3/21 revalidation).
Upon successful completion of the course, students will be able to: describe the physiology of conception, prenatal development and birth; identify the theories of cognitive development and psychosocial development; identify and define the physical capabilities and health needs of humans throughout childhood; list the stages of language development and make an initial assessment of language and developmental delays; draw conclusions from the interaction between social and cultural context and genetic factors; explain the importance of and connect the role of attachment and parenting styles on psychosocial adjustment.
Topics include theory and research on physical, cognitive emotional and social development from birth through middle childhood, Piaget’s theory, Erikson’s stages of psychosocial development, language and intellectual development.
Upon successful completion of the course, students will be able to: understand, design, and evaluate experimental, quasi-experimental, and non-experimental research; understand and apply ethical principles and practices in conducting research with human and non-human subjects; recognize and describe the value of the scientific method, research ethics, research design, experimental control, sampling and generalization, conduct hypothesis testing and statistical analysis; and review journal articles, design an original experiment and write an APA-style research report.
Topics include construction and evaluation of experimental, quasi-experimental, and non-experimental research, the scientific method, research ethics, research design, experimental control, sampling and generalization, hypothesis testing and statistical significance.
Classroom: 39 hours (13 weeks); Distance/Hybrid: Varies.
April 2015 - Present.
Upon successful completion of the course, students will be able to: trace the development of the science of psychology, including its many sub-disciplines; summarize and compare the distinctive characteristics, theoretical viewpoints, and research methods used in the psychological systems that comprise the ever-evolving science and profession of psychology; identify and contrast the main contributors to these systems; explain the sociocultural influences that contributed to the development of psychology and the influence of psychology on sociocultural norms.
Topics include development of the science of psychology, pre-scientific psychology such as mental healing, phrenology, the birth of the science of psychology including Wundt, Ebbinghaus, Scientific psychology in America, early schools of American Psychology, structuralism, functionalism, Applied Psychology in America, psychoanalysis, Freud; neo-Freudian (Adler, Erikson, Jung and Horney) behaviorism, radical behaviorism; social action and social change, gender differences, Gestalt and cognitive psychology.
In the upper division baccalaureate degree category, 3 semester hours in Psychology (4/16) (3/21 revalidation).
Upon successful completion of the course, students will be able to: describe practice of psychology in the workplace; assess the human and societal context within which work takes place and summarize the issues, questions and solutions that applied psychology can make; explain the essential language, assumptions and methodology of the psychologist in the workplace; identify the legal and ethical issues involved with advising, consulting and researching within organizational and work settings; construct a framework utilizing a prior understanding of psychology to address issues and concerns of the contemporary workplace; acquire the necessary background for the study of more specific areas of applied psychology and organizational behavioral studies.
Topics include the history and science of industrial/organizational psychology, role of the industrial/organizational psychologist in job analysis, training and development in industrial/organizational settings, performance appraisal and feedback, motivation, attitudes, social dynamics, and stress in work settings, future trends in industrial/organizational psychology.
Upon successful completion of the course, students will be able to: explain psychological and Jewish texts addressing issues in interpersonal relationships and of the teaching enunciated in those texts; describe the relationship between emotional and social intelligence, positive psychology findings, and Jewish relationship values on the one hand and the quality of interpersonal relations on the other; demonstrate mastery of psychological and interpersonal skills which facilitate positive interpersonal relations.
Topics include: Track 1: Psychological Topics and Skills: concepts and application of emotional intelligence, social intelligence and positive psychology, practice related skills such as mindfulness and emotional regulation (e.g., assertive training and thought defusion), interpersonal effectiveness skills (e.g., reflective listening and conflict resolution). Track 2: Jewish Topics: Jewish view of personality and character development, key concepts that relate to interpersonal relations: e.g., exercise of responsible free will, acts of lovingkindness, an attitude of compassion, and recognition and gratitude for the good done to us.
