Psychology/Sociology - Eastwick College
Organization
- Business - Eastwick College
- Computer Science/Technologies - Eastwick College
- Electronics/Digital Technology - Eastwick College
- English/Communications/Writing - Eastwick College
- Health Science - Eastwick College
- Math - Eastwick College
- Philosophy - Eastwick College
- Psychology/Sociology - Eastwick College
Descriptions and credit recommendations for all evaluated learning experiences
36 hours (12 weeks).
August 2019 - Present.
Upon successful completion of the learning experience, students will be able to: describe four dimensions of education about death, dying and bereavement; sketch a theory of five dominant social patterns in western attitudes towards death; explain the concept of a “death system” in every society, including its functions and components; explore four primary dimensions of care: physical, psychological, social, and spiritual; outline the historical development and current roles of four social institutions that care for persons coping with dying: hospitals; focusing on acute care, long-term care facilities; focusing on chronic care, home health programs, focusing on home care, and hospice programs; focusing on end-of-life care; clarify the concept of grief itself and five critical variables that influence and individual’s grief; define the term mourning and explain the phenomena of anticipatory grief and anticipatory mourning; describe classical models of normal or uncomplicated grief and mourning, and clarify what is involved in complicated grief; explain the ten principles for facilitating uncomplicated grief; facilitating uncomplicated grief: grief counseling; describe four types of community programs designed to help the person who is coping with loss and grief, including funeral practices and memorial rituals, aftercare programs in the funeral industry, hospice bereavement follow-up programs, and support groups for the bereaved; establish principles for helping children cope with death, dying, and bereavement; and describe the origin and role of formal legal systems as they relate to death-related events.
This course enables learners to better understand death and dying from its psychological and sociological perspectives. Instruction focuses on cultural responses to death, grief psychology, and aftercare. The roles and responsibilities of the funeral director throughout this process are discussed. Outside preparation includes review of class notes, reading assignments, and studying for exams.
In the lower division baccalaureate/associate degree category, 3 semester hours in Psychology, Human Development, Human Services, Sociology, Allied Health, or as a General Education elective (5/22). NOTE: This course was previously evaluated by the American Council on Education (ACE). To view credit recommendations previously established, visit the ACE National Guide.
54 hours (12 weeks).
August 2019 - Present.
Upon successful completion of the learning experience, students will be able to: define diversity and diversity consciousness; describe and give examples of demographic, social, and cultural changes that are responsible for the growing importance of diversity; list and discuss diversity skills that promote success at work and school; differentiate between personal and social barriers to success; list, explain, and give examples of the six barriers to success, and the four combinations of prejudice and discrimination; discuss the strategies for overcoming diversity barriers; list and explain the six areas of development necessary for diversity consciousness; discuss at least three strategies for developing diversity consciousness; explain the relationships between communication and culture, and between communication and diversity consciousness; list and give examples of barriers to effective communication; list strategies for building high-performance teams; define conflict and conflict management; list and briefly explain the approaches to conflict management; explain why leadership is an interactive process; contrast trait and behavioral theories of leadership; contrast expressive and instrumental leaders; describe four of Hofstede’s cultural dimensions and the relationship of each dimension to leadership: explain why diversity consciousness will expand your opportunities for success in the future; explain the role of religion/spirituality in patient health care; discuss communication strategies for addressing religion/spirituality with patients; and compare and contrast religious practices that may affect decisions regarding a patient’s medical care.
This course is designed to expand student’s awareness of both the cognitive knowledge and skill necessary to effectively interact with and/or serve culturally diverse populations. The instructor will emphasize behaviors and competencies that are important in effective professional relationships. Course material will not be exhaustive in discussion of diverse populations, but will focus on those whose diversity is cultural, and who are more likely to be encountered by the students taking the course. Students will be asked to write a research paper based on a list of suggested topics to provide an independent in-depth study of an issue or culture. Students will be expected to be engaged in discussions, learning projects, writings, and media related to course material suggested. Outside preparation includes completion of a research paper, case studies, homework, and study guides/lectures for review.
In the lower division baccalaureate/associate degree category, 3 semester hours in Cultural Studies, Cultural Diversity, Sociology, or Communications (5/22). NOTE: This course was previously evaluated by the American Council on Education (ACE). To view credit recommendations previously established, visit the ACE National Guide.
54 hours (12 weeks)
August 2019 – Present
Upon successful completion of the learning experience, students will be able to: discuss various theories and ideas concerning influences of genetics versus environment in psychological development throughout the lifespan; describe the major developmental tasks to be accomplished at each stage of the lifespan; identify the major theoretical perspectives related to developmental psychology and explain the role of the scientific method and research in the field; identify characteristic behaviors associated with various stages of development and describe practical implications of those behaviors, particularly implications for learning, language acquisition, and cognitive, social and physical development; develop an awareness of cross-cultural differences in patterns of development and understand the role of multiculturalism in human interactions; explain the impact of critical life experiences, such as death and dying, and the grieving process; discuss special needs populations such as the mentally ill, the disadvantaged, and the disabled; and integrate principles from nursing, the biological sciences, social sciences and the humanities to explain the breadth and depth of the science of developmental psychology.
This course provides an overview of the psychological growth and development of the individual through the lifespan, from conception to death. Concepts and principles of each stage of development will be explored. The major theories of development will be discussed to explore the science of development. This includes the biosocial, psychosocial, moral and language domains. This course stresses the interaction of social, cognitive, and psychological factors as they interact with culture, work, gender, personality, health, and environment in development through the life span. Outside preparation includes research and writing for assigned term paper; and completion of case studies, workbook exercises, and study guides for exam review.
In the lower division baccalaureate/associate degree category, 3 semester hours in Developmental Psychology, Human Development, Human Services, Sociology, Lifespan Development, or as a General Education Elective (5/22). NOTE: This course was previously evaluated by the American Council on Education (ACE). To view credit recommendations previously established, visit the ACE National Guide.
54 hours (12 weeks)
August 2019 - Present
Upon successful completion of the learning experience, students will be able to: explain how the brain affects behavior; discuss the roles of nature (genetics), nurture (environment) in human development throughout the lifespan, and the development of language and thinking skills; discuss parenting styles and effective parenting, particularly in regards to discipline communication, and how humans develop morals and values; identify various states of consciousness and how they are achieved; compare classical conditioning, operant conditioning, and social learning; describe different types of motivation, different theorist’s approaches to personality, and stress management; define psychology and describe its goals; identify different types of abuse and discuss the cause and effect of trauma; discuss the importance of therapy, types of therapy that are available, stressors and triggers and how the body clings to unresolved issues; and explain the importance of relaxation and self-care.
This course examines the fundamental concepts of Psychology with emphasis on the understanding of different domains of normal human functioning as well as and introduction to psychological disorders and psychotherapy. Outside preparation includes completion of assigned readings and homework assignments.
In the lower division baccalaureate/associate degree category, 3 semester hours in Psychology, Human Development, Human Services, Sociology, Allied Health, or as a General Education elective (5/22). NOTE: This course was previously evaluated by the American Council on Education (ACE). To view credit recommendations previously established, visit the ACE National Guide.
