uc berkeley clinical psychology phd acceptance rate

• Graduate Applicants Dashboard Job Aid

Grad Applicant Count Report

The Grad Applicant Count report provides a high-level view of graduate admissions for one or more academic years.  You can view headcounts for applied, admitted, and SIRed, as well as admit rate and yield rate for graduate applicants by year, semester, derived residency, and degree level/goal by college/school, division, department, major, academic plan, and academic subplan.

You can filter data in the report by academic year, derived residency, semester, and degree level.

The tabular reports for headcount by applied, admitted, and SIRed are organized by college in the rows and year in the columns. You can drill down on college/school to see division, department, and intended majors.

The trend reports for admit rate and yield rate are at the college level and do not have a drill down by major.

Sample Questions

How many prospective graduate students applied for entry into uc berkeley for 2022-23.

• Select 2022-23 for the Academic Year and click Apply
• The Applicant Headcount tabular chart on the left shows the applicant headcount by school/college and the total for campus. A total of 40,881 students applied to graduate programs (that have data included in this dashboard) for the 2022-23 academic year.

How many of these applicants were admitted? How does this admit rate vary?

• The Admitted Headcount chart shows the number of applicants admitted by school or college.
• The Admit Rate line chart shows the admit rate for each school or college so you can make comparisons by school/college, by year and overall trend.

How many admitted students accepted their admissions offer by submitting a Statement of Intent to Register (SIR)? How does the yield rate vary?

• The Statement of Intent to Register Headcount chart shows the number of admitted students that submitted a statement of intent to register by school or college.
• The Yield Rate chart shows the yield rate for each school or college so you can make comparisons by school/college, by year and overall trend.
• With so many lines in the chart, it can be difficult to see the college or school you are interested in. Use the Export link below the chart to export data. You can export to a formatted file, e.g. PDF, Excel, etc. or as raw data in a comma separated values (CSV) file.

What were that subplan's admit and yield rates?

• Right-click on the Applied Headcount column, select Include column, and select Admit Rate.
• Right-click on the Admit Rate column, select Include column, and select Yield Rate.

About the Program

Bachelor of arts (ba).

Psychology as a scientific discipline aims to describe, understand, and predict the behavior of living organisms. In doing so, psychology embraces the many factors that influence behavior — from sensory experience to complex cognition, from the role of genetics to that of social and cultural environments, from the processes that explain behavior in early childhood to those that operate in older ages, and from normal development to pathological conditions. The Psychology Department at UC Berkeley reflects the diversity of our discipline's mission covering six key areas of research: Behavioral and Systems Neuroscience; Clinical Science; Cognition; Cognitive Neuroscience; Developmental, and Social-Personality Psychology. Despite the existence of these specialization areas, the program learning goals focus on fostering methodological, statistical, and critical thinking skills that are not tied to any one particular content area in psychology but are relevant for all of them.

The major serves three purposes:

• For the liberal arts student, the study of psychology provides an avenue for increased self-understanding and insight into the behavior of others. The objective study of behavior is one of the major themes of intellectual history in the last hundred-plus years.
• For students preparing for training in such professions as medicine, law, education and business, psychology provides important basic knowledge and principles.
• For students who plan on pursuing graduate work in psychology, the undergraduate major seeks to establish a sound foundation of research principles and knowledge of a variety of content areas.

Declaring the Major

Effective Summer 2024, to declare the Psychology major, students must meet the following requirements: grades/GPA, prerequisite courses completion, and apply within their eligibility window. 

Complete all prerequisite courses as outlined in Tier I Prerequisites with a letter grade

Maintain a minimum 2.0 average GPA in the prerequisite courses 

Approved program plan documenting intended completion of the major within the standard upper division 2-year window

Brief writing sample demonstrating persistence of goals towards major and future plans with Psychology

The window of eligibility differs for students who enter as First-Years and students who enter as Transfers. 

First-Year students must declare the psychology major before the start of 5th semester or 60 units.

Transfer students must declare the Psychology major before the start of the 2nd semester prior to the accumulation of 80 units (transfer).

Special Note Concerning Students Admitted to UC Berkeley in Fall 2023 through Spring 2025 as a First-Year Admit:

Students who selected Psychology on their UC Berkeley admission application and were admitted to the College of Letters and Science with a guaranteed spot in the major, should follow the High Demand Major declaration guidelines:

Complete all prerequisite courses with a  letter grade as outlined in Tier I Prerequisites with a letter grade

Maintain a minimum 2.0 average GPA in the prerequisite courses

A program and writing sample are not required for major declaration. It is strongly recommended that these students declare prior to the start of 5th semester or the accumulation of 60 units.

All other students, please see the current declaration requirements .

Honors Program

Declared Psychology major students may earn Honors or Highest Honors in the department for completion of the Psychology Honors program. This requires submission of a thesis of high quality, based upon independent study under the supervision of a member of the Psychology Department's faculty, satisfactory completion of the required courses, and attaining the requisite GPAs at the time of graduation (3.5 in the Psychology major and 3.3 overall).

Students are required to complete the following courses, none of which count toward major requirements:

• UGIS 192B   or  PSYCH 199   Students applying to the honors program must have experience as a research apprentice in a Psychology lab or in a related field. To demonstrate this preparation, students must have a minimum of 2 units of UGIS 192 or Psych 199 on their transcript prior to applying for the honors program. It is recommended that students begin as a research assistant in their sophomore or junior year.
• PSYCH 102  Statistics for Psychological Research is a 3 unit upper division course that is designed to introduce students to the data analysis techniques researchers use in the field of psychology. This course is only offered in fall and may be taken as early as the junior year. A letter grade is required.
•   PSYCH H194A  /  PSYCH H194B  Honors students are required to concurrently enroll in Psychology H194A-B (2 units per semester), the honors seminar, in their senior year. This course provides excellent supplemental background and support for preparing the thesis. A letter grade is required.
•   PSYCH H195A  /  PSYCH H195B  Psychology H195A-B is offered for 1-3 units per semester and is mandatory in order to receive honors in the major. The course is sequential with a grade of In Progress or “IP” for the "A" portion and the final grade, a letter grade required, assigned for both semesters at the end of the "B" portion. 

Post-Baccalaureate Certificate Program

The UC Berkeley, Department of Psychology’s Post-Baccalaureate Certificate Program is a comprehensive retraining and immersion program for students interested in applying to graduate school in psychology. The program features intensive coursework to complete a psychology undergraduate major in three or four semesters, research opportunities with our world-class faculty, in-depth advising and a supportive community. If you are inspired to enter the field of psychology, switching focus from a previous major, or changing careers, the UC Berkeley Post Bac program may be your path to success.

Minor Programs

There are two Summer Minor programs offered through Psychology. The Clinical & Counseling Psychology summer minor allows students to explore the diverse career paths of clinical and counseling psychology. The Developing Child summer minor is offered in partnership with Early Development & Learning Science (ED&LS) at the Institute of Human Development .

Visit Department Website

Major Requirements

In addition to the University, campus, and college requirements, listed on the College Requirements tab, students must fulfill the below requirements specific to their major program.

General Guidelines

• All courses taken to fulfill the major requirements below must be taken for graded credit. Please refer to our Major Requirements website for more information on our COVID-19 Pass/No Pass grading policies for classes taken during the remote learning period.
• No more than one upper division course may be used to simultaneously fulfill requirements for a student's minor program.
• No more than two upper division courses may be used to simultaneously fulfill the double major requirements or simultaneous degree programs. 
• A minimum grade point average (GPA) of 2.0 must be maintained in both upper and lower division courses used to fulfill the major requirements for the college and university requirements.

For information regarding residence requirements and unit requirements, please see the College Requirements tab.

**Please contact the Student Services offices or make an appointment with your Student Services advisor for any questions related to these requirements.** 

Lower Division/Tier I Prerequisites

Students must complete five prerequisite courses in the following areas: General Psychology, Biological Science, Social Science, and two Quantitative Reasoning courses (including the required PSYCH 101 course).  ALL courses taken for the major (both lower division prerequisites and upper division requirements) must be taken for a letter grade . *

* The only exception is that a student may use a maximum of one qualifying AP or IBHL exam for one of the following major prerequisite areas: General Psychology, Biological Sciences, or Social Science. If you take more than one AP or IBHL exam you must choose only one to use for the major prerequisites. All other requirements must be satisfied with letter-graded. courses

Transfer students and UC Berkeley students who wish to complete prerequisites at community colleges should consult  assist.org  for further information about the appropriate transferable coursework.

Upper Division/Tier II Requirements

Students must take at least 8 upper division courses according to the guidelines below.

Upper Division Electives/Tier III

• Select three courses from upper-division PSYCH courses numbered 104-182. Each course must be at least 3.0 units.
• Any excess Tier II survey courses will count towards Tier III.
• Psych 149, Psych 149A, Psych 149B, Psych 149C, and Psych 149D DO NOT COUNT for the major requirements.

Additional information regarding upper division Psychology course requirements: 

PSYCH 102, H194A/B, H195A/B, 197, 198, and 199 do not count toward the coursework requirement although students are encouraged to become involved in research.

Students may use up to two approved upper division courses outside the department to satisfy these requirements, approved study abroad courses count towards this limit. A list of pre-approved study abroad courses can be found on the Study Abroad Psychology website. See the Courses Accepted from Outside the Psychology Department section listed on the Enrollment & Course Information website for pre-approved courses.

The following is a list of previously approved courses:

Summer Minor Requirements

There are two Summer Minor programs offered through the Department of Psychology: the " Clinical & Counseling " and " The Developing Child " minors.

Minor Requirements

• Summer minors must be declared prior to the first day of classes of your Expected Graduation Term (EGT). If your EGT is a summer term, a minor must be declared before the first day of classes of Summer Session A. 
• The minor degree or certificate consists of a minimum of 15 units (five 3-unit courses).

All courses taken to fulfill the Developing Child minor requirements must be taken for graded credit and must be taken in one or two summers.

A minimum grade point average (GPA) of 2.0 is required for courses used to fulfill the minor requirements.

The minor is open to enrollment for all Berkeley students; the certificate is available to visiting students.

No more than one upper division course may be used to simultaneously fulfill requirements for a student's major and minor programs.

Clinical & Counseling Psychology

The Clinical & Counseling minor (or certificate) consists of 5 courses, and a total of 15 upper division units, including two core courses and three electives. While not explicitly required as part of the minor, our expectation is that students will have taken a General Psychology or Introduction to Psychology course before enrolling in the minor. Please email [email protected] with any questions or visit the program website for more information and to apply.

Required Coursework

Learning Outcomes

The Clinical & Counseling Psychology minor allows students to explore the diverse career paths of clinical and counseling psychology. The curriculum focuses on basic psycho-biological and sociocultural mechanisms (e.g., neurobiology, social relationships, culture/race/ethnicity) that underlie common mental health problems across the life span. It also provides an overview of major theories and issues/debates in applied mental health professions across different practice settings (e.g., schools, independent practice, hospitals, and industry).

The Developing Child

The Developing Child minor is offered through the Department of Psychology in partnership with Early Development & Learning Science (ED&LS) at the Institute of Human Development . It is an interdisciplinary, developmental science Summer Minor and Certificate program, focused on children from the prenatal period to age 8. Integrating research, practice, and policy with problem-solving and implementation skills for the real world, the innovative coursework and practicum compliments many areas of study. The program helps students develop an interdisciplinary approach to understanding child development in a variety of contexts.

The minor is available to enrolled undergraduate UC Berkeley students. The certificate is available to all. Both require a Declaration of Minor/Certificate Form to be submitted and must be completed in one or two summers. All coursework is taught in English and requires complex discussion and problem-solving. Please e mail [email protected] with any questions or visit  the program website  for more information and to apply.

The Developing Child consists of five core, required 3-unit courses:

Learning Goals

Upon completion of the  Developing Child Summer Minor and Certificate , students will:

Understand the theoretical bases and empirical science of early development and learning, from prenatal to age 8;

Examine the interaction of biological, psychological, and socio-culture mechanisms that shape young children's health, development, and learning;

Develop an  interdisciplinary and scholarly approach to research, practice, and policy issues across early development and learning science domains;

Learn how to apply developmental science for positive impact in the lives of young children and their families;

Understand how to establish and foster effective partnerships with families, schools, organizations, and communities, at local, state, national, and international levels to create more responsive systems to serve diverse young children and their families.

College Requirements

Undergraduate students must fulfill the following requirements in addition to those required by their major program.

For a detailed lists of L&S requirements, please see Overview tab to the right in this guide or visit the L&S Degree Requirements webpage. For College advising appointments, please visit the L&S Advising Pages. 

University of California Requirements

Entry level writing.

All students who will enter the University of California as freshmen must demonstrate their command of the English language by fulfilling the Entry Level Writing requirement. Fulfillment of this requirement is also a prerequisite to enrollment in all reading and composition courses at UC Berkeley and must be taken for a letter grade. 

American History and American Institutions

The American History and American Institutions requirements are based on the principle that all U.S. residents who have graduated from an American university should have an understanding of the history and governmental institutions of the United States.

Berkeley Campus Requirement

American cultures.

All undergraduate students at Cal need to take and pass this campus requirement course in order to graduate. The requirement offers an exciting intellectual environment centered on the study of race, ethnicity and culture of the United States. AC courses are plentiful and offer students opportunities to be part of research-led, highly accomplished teaching environments, grappling with the complexity of American Culture.

College of Letters & Science Essential Skills Requirements

Quantitative reasoning.

The Quantitative Reasoning requirement is designed to ensure that students graduate with basic understanding and competency in math, statistics, or computer/data science. The requirement may be satisfied by exam or by taking an approved course taken for a letter grade.

Foreign Language

The Foreign Language requirement may be satisfied by demonstrating proficiency in reading comprehension, writing, and conversation in a foreign language equivalent to the second semester college level, either by passing an exam or by completing approved course work taken for a letter grade.

Reading and Composit ion

In order to provide a solid foundation in reading, writing, and critical thinking the College of Letters and Science requires two semesters of lower division work in composition in sequence. Students must complete parts A & B reading and composition courses in sequential order by the end of their fourth semester for a letter grade.

College of Letters & Science 7 Course Breadth Requirements

Breadth requirements.

The undergraduate breadth requirements provide Berkeley students with a rich and varied educational experience outside of their major program. As the foundation of a liberal arts education, breadth courses give students a view into the intellectual life of the University while introducing them to a multitude of perspectives and approaches to research and scholarship. Engaging students in new disciplines and with peers from other majors, the breadth experience strengthens interdisciplinary connections and context that prepares Berkeley graduates to understand and solve the complex issues of their day.

Unit Requirements

120 total units

Of the 120 units, 36 must be upper division units

• Of the 36 upper division units, 6 must be taken in courses offered outside your major department

Residence Requirements

For units to be considered in "residence," you must be registered in courses on the Berkeley campus as a student in the College of Letters & Science. Most students automatically fulfill the residence requirement by attending classes at Cal for four years, or two years for transfer students. In general, there is no need to be concerned about this requirement, unless you graduate early, go abroad for a semester or year, or want to take courses at another institution or through UC Extension during your senior year. In these cases, you should make an appointment to meet an L&S College adviser to determine how you can meet the Senior Residence Requirement.

Note: Courses taken through UC Extension do not count toward residence.

Senior Residence Requirement

After you become a senior (with 90 semester units earned toward your B.A. degree), you must complete at least 24 of the remaining 30 units in residence in at least two semesters. To count as residence, a semester must consist of at least 6 passed units. Intercampus Visitor, EAP, and UC Berkeley-Washington Program (UCDC) units are excluded.

You may use a Berkeley Summer Session to satisfy one semester of the Senior Residence requirement, provided that you successfully complete 6 units of course work in the Summer Session and that you have been enrolled previously in the college.

Modified Senior Residence Requirement

Participants in the UC Education Abroad Program (EAP), Berkeley Summer Abroad, or the UC Berkeley Washington Program (UCDC) may meet a Modified Senior Residence requirement by completing 24 (excluding EAP) of their final 60 semester units in residence. At least 12 of these 24 units must be completed after you have completed 90 units.

Upper Division Residence Requirement

You must complete in residence a minimum of 18 units of upper division courses (excluding UCEAP units), 12 of which must satisfy the requirements for your major.

Plan of Study

Students are strongly advised to work with an academic advisor to determine a personal program plan. Each program plan will differ depending on previous credit received, course schedules, and available offerings. To see one sample program plan, visit the Psychology undergraduate program planning webpage .

Students are encouraged to familiarize themselves with the Psychology major requirements before making a program plan. For more detailed information about specific requirements, see the College Requirements and Major Requirements tabs.

Course offerings are subject to change every semester and there are multiple course options that can satisfy many of the requirements. Students must check the Online Schedule of Classes for the most up-to-date course offerings that will satisfy a particular requirement.

Student Learning Goals

The Psychology Department at Berkeley reflects the diversity of the discipline's mission covering six key areas of research: Behavioral and Systems Neuroscience; Clinical Science; Cognition; Cognitive Neuroscience; Developmental, and Social-Personality Psychology. Despite the existence of these specialization areas, the program learning goals focus on fostering methodological, statistical, and critical thinking skills that are not tied to any one particular content area in psychology but are relevant for all of them.

Most of the program level goals are introduced in PSYCH 1 These goals are extended and reinforced in a majority of the core courses. These include PSYCH 101 , required of all majors, and the upper division Tier II courses that survey the major fields of psychology. The program is designed to ensure that all students gain broad exposure to the field of psychology. In addition, students are able to develop a deeper understanding of at least one major content area in psychology.

Learning Goals for the Major

1.    Understand basic concepts that characterize psychology as a field of scientific inquiry, and appreciate the various subfields that form the discipline as well as things that differentiate it from other related disciplines 2.    Develop an understanding of the central questions/issues in contemporary psychology as well as a historical perspective of psychological theories and key empirical data 3.    Develop a thorough understanding of one of the major content areas of psychology (i.e., Social/Personality, Developmental, Clinical, Cognitive, Biological) 4.    Develop skills to critically evaluate the presentation of scientific ideas and research in original scientific papers as well as in the popular media. 5.    Become familiar with research methods used in psychological research, and become proficient in basic concepts of statistical analyses and familiar with more advanced methods in data analyses and modeling 6.    Learn to develop, articulate, and communicate, both orally and in written form, a testable hypothesis, or an argument drawing from an existing body of literature. 7.    Apply a psychological principle to an everyday problem, or take an everyday problem and identify the relevant psychological mechanisms/issues

Major maps are experience maps that help undergraduates plan their Berkeley journey based on intended major or field of interest. Featuring student opportunities and resources from your college and department as well as across campus, each map includes curated suggestions for planning your studies, engaging outside the classroom, and pursuing your career goals in a timeline format.

Use the major map below to explore potential paths and design your own unique undergraduate experience:

View the Psychology Major Map.

PSYCH 1 General Psychology 3 Units

Terms offered: Fall 2024, Summer 2024 First 6 Week Session, Summer 2024 Second 6 Week Session Introduction to the principal areas, problems, and concepts of psychology. This course is required for the major; students not considering a psychology major are directed to 2. General Psychology: Read More [+]

Rules & Requirements

Credit Restrictions: Students will receive no credit for PSYCH 1 after completing PSYCH 2 , PSYCH W1 , or PSYCH N1 . A deficient grade in PSYCH 1 may be removed by taking PSYCH N1 .

Repeat rules: Course may be repeated for credit under special circumstances: When receiving a failing grade in this course or a course equivalent (i.e. Psych N1).

Hours & Format

Fall and/or spring: 15 weeks - 2-3 hours of lecture and 1-0 hours of discussion per week

Summer: 6 weeks - 5 hours of lecture and 2.5 hours of discussion per week 6 weeks - 7.5 hours of lecture and 0 hours of discussion per week 8 weeks - 4-6 hours of lecture and 2-0 hours of discussion per week

Additional Format: Two to three hours of lecture and one to zero hours of discussion per week. Four to six hours of lecture and two to zero hours of discussion per week for 8 weeks. Five hours of lecture and two and one-half hours of discussion per week for 6 weeks. Seven and one-half hours of lecture and zero hour of discussion per week for 6 weeks.

Additional Details

Subject/Course Level: Psychology/Undergraduate

Grading/Final exam status: Letter grade. Alternate method of final assessment during regularly scheduled final exam group (e.g., presentation, final project, etc.).

General Psychology: Read Less [-]

PSYCH N1 General Psychology 3 Units

Terms offered: Summer 2020 Second 6 Week Session, Summer 2019 Second 6 Week Session, Summer 2018 Second 6 Week Session Introduction to the principal areas, problems, and concepts of psychology. This course is required for the major; students not considering a psychology major are directed to 2. General Psychology: Read More [+]

Prerequisites: Students who have passed Psych 1, Psych W1, or Psych 2 may not enroll in Psych N1

Credit Restrictions: Student receives a failing grade in PSYCH N1 and is eligible to take PSYCH 1 or PSYCH W1 in order to remove the deficient grade in lieu of repeating PSYCH N1 . Students will not receive credit for Psych 1, Psych W1, or Psych N1 after completing Psych 2.

Repeat rules: Course may be repeated for credit under special circumstances: When students receive a failing grade, they MAY repeat this or a course equivalent (Psych 1 or W1).

Summer: 6 weeks - 7.5 hours of lecture per week

Additional Format: Seven hours of lecture per week for 6 weeks.

Grading/Final exam status: Letter grade. Final exam required.

PSYCH W1 General Psychology 3 Units

Terms offered: Summer 2022 8 Week Session, Spring 2022, Fall 2021 Introduction to the principal areas, problems, and concepts of psychology. General Psychology: Read More [+]

Prerequisites: Students who have passed Psych 1, Psych N1, or Psych 2 may not enroll in Psych W1

Credit Restrictions: Student receives a failing grade in PSYCH W1 and is eligible to take PSYCH 1 or PSYCH N1 in order to remove the deficient grade in lieu of repeating PSYCH W1 . Students will not receive credit for Psych 1, Psych W1, or Psych N1 after completing Psych 2.

Repeat rules: Course may be repeated for credit under special circumstances: When receiving a failing grade in this course or a course equivalent (i.e. Psych 1 or N1).

Fall and/or spring: 15 weeks - 3 hours of web-based lecture per week

Summer: 8 weeks - 6 hours of web-based lecture per week

Additional Format: Seven and one-half hours of lecture/discussion per week for six weeks.Three hours of lecture/discussion per week.

Online: This is an online course.

Instructor: Kihlstrom

PSYCH 2 Principles of Psychology 3 Units

Terms offered: Fall 2023, Spring 2023, Fall 2022 An overview of psychology for students who will not major in the field. This course satisfies the prerequisite for upper division decade courses. Principles of Psychology: Read More [+]

Prerequisites: Students who have passed Psych 1, Psych N1, or Psych W1 may not enroll in Psych 2

Credit Restrictions: Students will not receive credit for Psych 2 after completing Psych 1, Psych W1, or Psych N1.

Fall and/or spring: 15 weeks - 3 hours of lecture per week

Additional Format: Three hours of Lecture per week for 15 weeks.

Principles of Psychology: Read Less [-]

PSYCH 3 Introduction to How the Brain Works 1 Unit

Terms offered: Summer 2024 Second 6 Week Session, Summer 2022 Second 6 Week Session, Summer 2021 Second 6 Week Session This course will give a rigorous yet accessible overview of our current understanding of how the brain works and how it is altered by experience. Specifically, the class provides: an introduction to the structure and function of the sensory and motor systems; discussions of disorders and phenomena such as blindsight, synaesthesia, color blindness, and phantom limbs; and a lecture with presentation of classical experiments on the capacity of the young and adult brain for plasticity and learning. Introduction to How the Brain Works: Read More [+]

Prerequisites: A year of college-level general biology for majors

Fall and/or spring: 15 weeks - 1 hour of lecture per week

Summer: 6 weeks - 3 hours of lecture per week

Additional Format: One hour of Lecture per week for 15 weeks. Three hours of Lecture per week for 6 weeks.

Introduction to How the Brain Works: Read Less [-]

PSYCH 4 Emotional Intelligence 2 Units

Terms offered: Summer 2024 Second 6 Week Session, Summer 2023 Second 6 Week Session, Summer 2022 Second 6 Week Session This course will examine research on emotional intelligence and techniques for developing emotional intelligence. We will discuss various components of emotional intelligence, including the ability to identity and manage one’s emotions, successfully motivate oneself to achieve one’s goals, read other people’s emotions accurately, and use emotions to navigate social relationships effectively. Material will be taken from social psychology, clinical psychology, and cognitive neuroscience. Emotional Intelligence: Read More [+]

Summer: 6 weeks - 5 hours of lecture per week

Additional Format: Five hours of lecture per week for 6 weeks.

Emotional Intelligence: Read Less [-]

PSYCH 5 Technology vs. Psychology: The Internet Revolution and the Rise of the Virtual Self 2 Units

Terms offered: Summer 2024 Second 6 Week Session, Summer 2022 Second 6 Week Session, Summer 2021 Second 6 Week Session Most people have an online alter ego that is stronger and sexier but also angrier, more impulsive, and less ethical. These traits can become incorporated into offline personality, turning us into our avatar. Other psychological damage comes from the lack of online privacy and our new relationship with information. But the “Net” effect is not all bad; technology can also contribute to psychological wellbeing and make possible new treatments, including computerized therapy and virtual reality exposure therapy. Technology vs. Psychology: The Internet Revolution and the Rise of the Virtual Self: Read More [+]

Instructor: Aboujaoude

Technology vs. Psychology: The Internet Revolution and the Rise of the Virtual Self: Read Less [-]

PSYCH 6 Stress and Coping 2 Units

Terms offered: Summer 2024 Second 6 Week Session, Summer 2023 Second 6 Week Session, Summer 2022 Second 6 Week Session This course is designed to provide students with an in-depth analysis of the various areas within the field of psychology that address topics related to stress and coping. In particular, we will cover the biological, social, personality, cognitive, and clinical factors that play a role in the development of stress and subsequent coping techniques that can be used to deal with stress. The class will have a strong focus on the empirical findings relating to the subject. Stress and Coping: Read More [+]

Prerequisites: Psychology 1, N1, W1, 2, or equivalent

Fall and/or spring: 15 weeks - 2 hours of lecture per week

Additional Format: Two hours of lecture per week. Five hours of lecture per week for 6 weeks.

Stress and Coping: Read Less [-]

PSYCH 7 The Person in Big Data 2 Units

Terms offered: Summer 2022 Second 6 Week Session, Summer 2021 Second 6 Week Session, Summer 2019 Second 6 Week Session This course will introduce students to the basic principles and methods of personality and social psychology as applied to a rapidly growing topic of modern society--the collection and analysis of online social “big data.” Students will learn about the ways in which big data has historically been defined, collected, and utilized, as well as fundamental concepts in person perception and social behavior that are relevant to topics of big data collection, analysis, and interpretation. The Person in Big Data: Read More [+]

The Person in Big Data: Read Less [-]

PSYCH 8 Music and the Brain 2 Units

Terms offered: Summer 2015 10 Week Session, Summer 2015 Second 6 Week Session This course will explore mental processes that allow listeners to perceive music and performers to produce it. We will compare music from various traditions to examine shared cognitive principles and emotional responses; comparisons to language will highlight neural specializations for music. Developmental psychology will inform discussion of learned vs. innate components of musical behavior. Students will design experiments to test hypotheses relating to music cognition. Music and the Brain: Read More [+]

Music and the Brain: Read Less [-]

PSYCH 9 Changing Behavior: Lessons from a Dog Trainer 1 Unit

Terms offered: Summer 2017 Second 6 Week Session In this course, we will examine behavior change – in you, and in those others you wish you could change -- by looking at basic principles that apply across species: operant conditioning, classical conditioning, motivation, stress and development. Animal trainers rely on very specific principles when modifying behavior, and those principles apply to every animal, human and non-human animals alike. Come learn what training animals can tell you about your own life, learning, motivation and habits! Changing Behavior: Lessons from a Dog Trainer: Read More [+]

Credit Restrictions: Students will receive no credit for Psychology 9 after passing Psychology 126.

Summer: 6 weeks - 2.5 hours of lecture per week

Additional Format: Two and one-half hours of lecture per week for 6 weeks.

Instructor: Cook

Changing Behavior: Lessons from a Dog Trainer: Read Less [-]

PSYCH 14 Psychology of Gender 3 Units

Terms offered: Summer 2014 10 Week Session, Summer 2014 First 6 Week Session, Summer 2013 First 6 Week Session Examination of various factors in the development of feminine and masculine roles, including personality, social processes, biology, and culture. Psychology of Gender: Read More [+]

Additional Format: Three hours of Lecture per week for 15 weeks. Seven and one-half hours of Lecture per week for 6 weeks.

Psychology of Gender: Read Less [-]

PSYCH 18 Contemporary Issues in Organizational Psychology with a Focus on Leadership and Creativity 2 Units

Terms offered: Prior to 2007 This course will explore current questions of industrial and organizational psychology. It will look at the following topics: modern organizational models & its requirements, performance & motivation, job satisfaction & positive psychology, teams in organizations & psychological safety, leadership & corporate culture, special track in creativity and innovation. Contemporary Issues in Organizational Psychology with a Focus on Leadership and Creativity: Read More [+]

Objectives & Outcomes

Student Learning Outcomes: After the class you should be able to understand and discuss, and consult on current organizational topics. Since I/O psychology is closely linked to leadership skills, we expect that due to the course you will learn the basic requirements for leading a team in an organization.

Prerequisites: An introductory psychology course is recommended but not required. The course is for pre-majors considering the field of psychology and are especially interested in teams and leadership as well as creativity

Summer: 6 weeks - 5-7 hours of lecture per week

Additional Format: Five to seven hours of lecture per week for 6 weeks.

Grading/Final exam status: Letter grade. Alternative to final exam.

Contemporary Issues in Organizational Psychology with a Focus on Leadership and Creativity: Read Less [-]

PSYCH 22 Neurons in Context 3 Units

Terms offered: Fall 2024 We will introduce the basics of neurobiology while exploring how experience of adversity, enrichment, and other variables can shape brain development and behavior. We will look at scientific data figures and discuss experimentation, data interpretation, and scientific writing. Basic knowledge will be gained on neurotransmission, mechanisms underlying learning and memory, experience dependent plasticity, stress, gonadal hormones, and psychoactive drugs. Students will become familiar with circuits, cells, synapses, proteins, epigenetics, and genetics. Neurons in Context: Read More [+]

Course Objectives: Gain familiarity with basics of stress and gonadal hormone systems Gain familiarity with the scientific process and scientific papers Learn basics of neurobiology and neuroplasticity Understand how different forms of adversity can have specific effects Understand how the environment can affect how the brain develops and works

Student Learning Outcomes: Be able to discuss how social policy can be informed by neurobiological data on a basic level Be able to look at a plot of neurobiology data and interpret an outcome Be able to write about differences in data metrics and their interpretation Understand how experience can affect gene expression and neural function Understand how genetics cannot directly influence behavior without cellular functions

Fall and/or spring: 15 weeks - 3 hours of seminar per week

Additional Format: Three hours of seminar per week.

Instructor: Wilbrecht

Neurons in Context: Read Less [-]

PSYCH 24 Freshman Seminars 1 Unit

Terms offered: Spring 2024, Fall 2023, Spring 2023 The Berkeley Seminar Program has been designed to provide new students with the opportunity to explore an intellectual topic with a faculty member in a small-seminar setting. Berkeley Seminars are offered in all campus departments, and topics vary from department to department and semester to semester. Freshman Seminars: Read More [+]

Repeat rules: Course may be repeated for credit when topic changes.

Fall and/or spring: 7 weeks - 2 hours of seminar per week 15 weeks - 1 hour of seminar per week

Summer: 6 weeks - 2.5 hours of seminar per week

Additional Format: One hour of seminar per week. Two and one-half hours of seminar per week for 6 weeks. Two hours of seminar per week for seven weeks.

Grading/Final exam status: The grading option will be decided by the instructor when the class is offered. Final exam required.

Freshman Seminars: Read Less [-]

PSYCH 39E Freshman/Sophomore Seminar 2 - 4 Units

Terms offered: Spring 2013, Fall 2011, Fall 2010 Freshman and sophomore seminars offer lower division students the opportunity to explore an intellectual topic with a faculty member and a group of peers in a small-seminar setting. These seminars are offered in all campus departments; topics vary from department to department and from semester to semester. Freshman/Sophomore Seminar: Read More [+]

Prerequisites: Priority given to freshmen and sophomores

Repeat rules: Course may be repeated for credit without restriction.

Fall and/or spring: 15 weeks - 2-4 hours of seminar per week

Additional Format: Seminar format.

Freshman/Sophomore Seminar: Read Less [-]

PSYCH 39I Freshman/Sophomore Seminar 2 - 4 Units

Terms offered: Spring 2009 Freshman and sophomore seminars offer lower division students the opportunity to explore an intellectual topic with a faculty member and a group of peers in a small-seminar setting. These seminars are offered in all campus departments; topics vary from department to department and from semester to semester. Freshman/Sophomore Seminar: Read More [+]

Additional Format: Two to four hours of seminar per week.

PSYCH 39J Freshman/Sophomore Seminar 2 - 4 Units

Terms offered: Spring 2010 Freshman and sophomore seminars offer lower division students the opportunity to explore an intellectual topic with a faculty member and a group of peers in a small-seminar setting. These seminars are offered in all campus departments; topics vary from department to department and from semester to semester. Freshman/Sophomore Seminar: Read More [+]

PSYCH 39K Freshman/Sophomore Seminar 2 - 4 Units

Terms offered: Fall 2010, Spring 2010 Freshman and sophomore seminars offer lower division students the opportunity to explore an intellectual topic with a faculty member and a group of peers in a small-seminar setting. These seminars are offered in all campus departments; topics vary from department to department and from semester to semester. Freshman/Sophomore Seminar: Read More [+]

PSYCH 39L Freshman/Sophomore Seminar 2 - 4 Units

Psych 39m freshman/sophomore seminar 2 - 4 units.

Terms offered: Fall 2013, Spring 2013, Spring 2011 Freshman and sophomore seminars offer lower division students the opportunity to explore an intellectual topic with a faculty member and a group of peers in a small-seminar setting. These seminars are offered in all campus departments; topics vary from department to department and from semester to semester. Freshman/Sophomore Seminar: Read More [+]

PSYCH C61 Brain, Mind, and Behavior 3 Units

Terms offered: Spring 2024, Spring 2023, Spring 2022 The human brain is the most complex structure in the known universe. The study of its structure and function and how it figures into our actions and mental experience is among the most exciting projects of modern science. This class begins with molecules and cells, builds up to brains and nervous systems, encompasses neural signaling, sensory perception, memory, language, and emotion, and culminates with the great mystery of how brain processes relate to consciousness and mental experience — that is, how mind may be related to brain. This is a comprehensive introduction to the exciting subject of contemporary neuroscience, open to all interested students. Brain, Mind, and Behavior: Read More [+]

Credit Restrictions: Students will receive no credit for NEU C61 after completing CHEM C130 , MCELLBI N61, MCELLBI 61, MCELLBI W61, MCELLBI 104 , MCELLBI 110 , MCELLBI 130, MCELLBI 136 , MCELLBI 160 , or INTEGBI 132 .

Fall and/or spring: 15 weeks - 3 hours of lecture and 1 hour of discussion per week

Additional Format: Three hours of lecture and one hour of discussion per week.

Instructor: Presti

Formerly known as: Molecular and Cell Biology C61/Psychology C61

Also listed as: NEU C61

Brain, Mind, and Behavior: Read Less [-]

PSYCH 62 The Science and Practice of Happiness 1 Unit

Terms offered: Prior to 2007 In this course, we will tour different approaches to understanding happiness, covering the great thinking from the past millennia found in the humanities and contemplative traditions (e.g., Indigenous traditions, Buddhism, Romanticism) and the recent social biological study of happiness. We will focus topics such as compassion, awe, gratitude, cooperation, forgiveness, narrative, purpose, and resilience. Each topic will include discussion of the wisdom from the humanities (e.g., art, poetry, philosophy), social science and neurophysiology, and a research-tested practice in which students learn to cultivate happiness and the resilience to stress. The Science and Practice of Happiness: Read More [+]

Course Objectives: To come to understand the health and well-being benefits of happiness To learn about the neurophysiology and evolutionary processes underlying happiness To learn actionable skills that will enable them to handle stress with more agency and skill To learn different cultural approaches to the meaningful life

Student Learning Outcomes: To become acquainted with the science of happiness To learn actionable skills that they can apply in their careers and work after graduation

Credit Restrictions: Students will receive no credit for PSYCH W62 after completing PSYCH 62 . A deficient grade in PSYCH W62 may be removed by taking PSYCH 62 .

Fall and/or spring: 15 weeks - 1-1 hours of lecture and 0-1 hours of discussion per week

Additional Format: One hour of lecture and zero to one hours of discussion per week.

Formerly known as: Psychology W62

The Science and Practice of Happiness: Read Less [-]

PSYCH C64 Exploring the Brain: Introduction to Neuroscience 3 Units

Terms offered: Summer 2024 8 Week Session, Summer 2023 8 Week Session, Summer 2022 8 Week Session This course will introduce lower division undergraduates to the fundamentals of neuroscience. The first part of the course covers basic membrane properties, synapses, action potentials, chemical and electrical synaptic interactions, receptor potentials, and receptor proteins. The second part of the course covers networks in invertebrates, memory and learning behavior, modulation, vertebrate brain and spinal cord, retina, visual cortex architecture, hierarchy, development, and higher cortical centers. Exploring the Brain: Introduction to Neuroscience: Read More [+]

Prerequisites: High school chemistry or Chemistry 1A; high school biology or Biology 1A. Biology 1AL is not required

Credit Restrictions: Students will receive no credit for NEU C64 after completing NEU C61 , MCELLBI 104 , CHEM C130 , MCELLBI 110 , MCELLBI C130 , MCELLBI 136 , MCELLBI 160 , or INTEGBI 132 .

Fall and/or spring: 15 weeks - 2 hours of lecture and 1 hour of discussion per week

Summer: 8 weeks - 4 hours of lecture and 2 hours of discussion per week

Additional Format: Two hours of lecture and one hour of discussion per week. Four hours of lecture and two hours of discussion per week for 8 weeks.

Formerly known as: Molecular and Cell Biology C64/Psychology C64

Also listed as: NEU C64

Exploring the Brain: Introduction to Neuroscience: Read Less [-]

PSYCH 70 Exploring Career Options as a Mental Health Practitioner 2 Units

Terms offered: Summer 2021 Second 6 Week Session This course is designed for domestic and international undergraduate students who are interested in exploring various careers in mental health practice under the U.S. context. The course will utilize lectures, small group discussions, career assessment tools, online research, panel discussions, informational interviews and readings to help students formulate a future career plan. Students will have opportunities to communicate and network with clinical practitioners, attend professional workshops and events, explore potential graduate school applications and begin to seek educational and internship opportunities. Exploring Career Options as a Mental Health Practitioner: Read More [+]

Course Objectives: Describe various mental health practice career options and job functions. Identify and discuss social-cultural factors that influence career decision making. Introduce resources and strategies for career research in becoming a mental health practitioner. Review career assessment tools and results to increase students’ self-awareness.

Student Learning Outcomes: Students will be able to clarify cultural and family values which often affect career decision making. Students will be able to conduct research and gather information about career options, graduate schools and internship opportunities in practicing psychology, as well as learn about best practices for building job/internship search skills. Students will be able to create an action plan including steps that they can take to move forward in their career development and planning. Students will be able to examine their interests, skills, values and personality preferences related to the world of clinical practice in psychology through career assessment instruments.

Summer: 3 weeks - 10-4 hours of lecture and 0-6 hours of discussion per week 6 weeks - 5-2 hours of lecture and 0-3 hours of discussion per week

Additional Format: Five to two hours of lecture and zero to three hours of discussion per week for 6 weeks. Ten to four hours of lecture and zero to six hours of discussion per week for three weeks.

Exploring Career Options as a Mental Health Practitioner: Read Less [-]

PSYCH 84 Sophomore Seminar 1 or 2 Units

Terms offered: Fall 2021, Spring 2005 Sophomore seminars are small interactive courses offered by faculty members in departments all across the campus. Sophomore seminars offer opportunity for close, regular intellectual contact between faculty members and students in the crucial second year. The topics vary from department to department and semester to semester. Enrollment limited to 15 sophomores. Sophomore Seminar: Read More [+]

Prerequisites: At discretion of instructor

Fall and/or spring: 5 weeks - 3-6 hours of seminar per week 10 weeks - 1.5-3 hours of seminar per week 15 weeks - 1-2 hours of seminar per week

Summer: 6 weeks - 2.5-5 hours of seminar per week 8 weeks - 2-4 hours of seminar per week

Additional Format: unit(s):one hour of seminar per week; 2 unit(s):two hours of seminar per week. unit(s):one and one-half hours of seminar per week; 2 unit(s):three hours of seminar per week for 10 weeks. unit(s):two hours of seminar per week; 2 unit(s):four hours of seminar per week for 8 weeks. unit(s):two and one-half hours of seminar per week; 2 unit(s):five hours of seminar per week for 6 weeks. unit(s):three hours of seminar per week; 2 unit(s):six hours of seminar per week for five weeks.

Grading/Final exam status: The grading option will be decided by the instructor when the class is offered. Final Exam To be decided by the instructor when the class is offered.

Sophomore Seminar: Read Less [-]

PSYCH 88 Data Science for Cognitive Neuroscience 3 Units

Terms offered: Spring 2018 The human brain is a complex information processing system and is currently the topic of multiple fascinating branches of research. Understanding how it works is a very challenging scientific task. In recent decades, multiple techniques for imaging the activity of the brain at work have been invented, which has allowed the field of cognitive neuroscience to flourish. Cognitive neuroscience is concerned with studying the neural mechanisms underlying various aspects of cognition, by relating the activity in the brain to the tasks being performed by it. This typically requires exciting collaborations with other disciplines (e.g. psychology, biology, physics, computer science). Data Science for Cognitive Neuroscience: Read More [+]

Prerequisites: This course is a Data Science connector course and may only be taken concurrently with or after COMPSCI C8 / INFO C8 / STAT C8

Fall and/or spring: 15 weeks - 2 hours of lecture and 1 hour of laboratory per week

Additional Format: Two hours of lecture and one hour of laboratory per week.

Data Science for Cognitive Neuroscience: Read Less [-]

PSYCH 98 Supervised Group Study 1 - 3 Units

Terms offered: Spring 2016, Fall 2015, Spring 2015 Group study of selected topics. Enrollment restricted. See Introduction to Courses and Curriculum section of this catalog. Supervised Group Study: Read More [+]

Fall and/or spring: 15 weeks - 1-3 hours of directed group study per week

Summer: 6 weeks - 1-7.5 hours of directed group study per week

Additional Format: One to three hours of directed group study per week. One to seven and one-half hours of directed group study per week for 6 weeks.

Grading/Final exam status: Offered for pass/not pass grade only. Final exam not required.

Supervised Group Study: Read Less [-]

PSYCH 99 Supervised Independent Study and Research 1 - 3 Units

Terms offered: Fall 2013, Fall 2012, Spring 2012 Intended for freshmen and sophomores who wish to undertake a program of individual inquiry on a topic in psychology. Supervised Independent Study and Research: Read More [+]

Prerequisites: 1 or consent of instructor and 3.4 GPA or higher

Fall and/or spring: 15 weeks - 0 hours of independent study per week

Summer: 6 weeks - 2.5-7.5 hours of independent study per week 8 weeks - 2-6 hours of independent study per week

Additional Format: Zero hours of Independent study per week for 15 weeks. Two to Six hours of Independent study per week for 8 weeks. Two and one-half to Seven and one-half hours of Independent study per week for 6 weeks.

Supervised Independent Study and Research: Read Less [-]

PSYCH 101 Research and Data Analysis in Psychology 4 Units

Terms offered: Fall 2024, Summer 2024 8 Week Session, Spring 2024 The course will concentrate on hypothesis formulation and testing, tests of significance, analysis of variance (one-way analysis), simple correlation, simple regression, and nonparametric statistics such as chi-square and Mann-Whitney U tests. Majors intending to be in the honors program must complete 101 by the end of their junior year. Research and Data Analysis in Psychology: Read More [+]

Prerequisites: 1 and completion of the quantitative prerequisites for the major

Credit Restrictions: Students will not receive credit for Psych 101 after having completed Psych 10 or Psych 101D. Deficient grade in Psych 10 can be replaced with Psych 101. Deficient grade in Psych 101D can be replaced with Psych 101.

Fall and/or spring: 15 weeks - 3-5 hours of lecture and 0-2 hours of discussion per week

Summer: 8 weeks - 6-10 hours of lecture and 0-4 hours of discussion per week

Additional Format: Three to five hours of lecture and zero to two hours of discussion per week. Six to ten hours of lecture and zero to four hours of discussion per week for 8 weeks.

Research and Data Analysis in Psychology: Read Less [-]

PSYCH 101D Data Science for Research Psychology 4 Units

Terms offered: Fall 2019 This Python based course builds upon the inferential and computational thinking skills developed in the Foundations of Data Science course by tying them to the classical statistical and research approaches used in Psychology. Topics include experimental design, control variables, reproducibility in science, probability distributions, parametric vs. non-parametric statistics, hypothesis tests (t-tests, one and two way ANOVA, chi-squared and odds-ratio), linear regression and correlation. Data Science for Research Psychology: Read More [+]

Prerequisites: Completion of the general psychology prerequisite (1, N1, or W1) and Foundations of Data Science ( COMPSCI C8 / INFO C8 / STAT C8 ). Prospective Psychology majors need to take 101 or 101D to be admitted to the major. Majors intending to be in the honors program must complete 102 by the end of their junior year

Credit Restrictions: Not repeatable. Students will not receive credit for Psych 101D after having completed Psych 10 or Psych 101. Deficient grade in Psych 10 can be replaced with Psych 101D. Deficient grade in Psych 101D can be replaced with Psych 101.

Fall and/or spring: 15 weeks - 3 hours of lecture and 2 hours of laboratory per week

Additional Format: Three hours of lecture and two hours of laboratory per week.

Data Science for Research Psychology: Read Less [-]

PSYCH 102 Methods for Research in Psychological Sciences 4 Units

Terms offered: Fall 2024, Fall 2023, Fall 2022 The goal of this course is to give students a strong foundation in statistical methodologies prevalent in the psychological sciences, and to prepare them for more advanced and specialized courses in statistics, machine learning, and data science. This course will cover fundamental principles underlying common statistical methods, as well as specific statistical models, largely centered around the General Linear Model, ranging from t-tests to multilevel models. All analyses will be conducted in the statistical programming language R. Methods for Research in Psychological Sciences: Read More [+]

Student Learning Outcomes: Apply a psychological principle to an everyday problem, or take an everyday problem and identify the relevant psychological mechanisms/issues. This learning goal will not be emphasized in the class but students will learn how to formulate a psychological principle in terms of a particular model. This formulation is key to identify how particular problems observed in the student’s everyday life could be analyzed. Become familiar with research methods used in psychological research, and become proficient in basic concepts of statistical analyses and familiar with more advanced methods in data analyses and modeling. This is the central learning goal of this class. Develop a thorough understanding of one of the major content areas of psychology (i.e., Social/Personality, Developmental, Clinical, Cognitive, Biological). Although, we might be using examples from different areas of psychology, the student will not gain a major understanding of these content areas in this course. Develop an understanding of the central questions/issues in contemporary psychology as well as a historical perspective of psychological theories and key empirical data. In this class, students will learn the current approaches in statistical modeling but these will be related to the more traditional statistics that have been used in the field in prior years giving the students a historical perspective. Develop skills to critically evaluate the presentation of scientific ideas and research in original scientific papers as well as in the popular media. In this course, the students will learn not only how to formulate competing hypothesis and generate the corresponding statistical models but also how to best interpret the results from these quantitative analyses so that they can be communicated in written form in publication format or in spoken form for presentations. These skills are critical for the evaluation of scientific work and conclusions performed by experts in the field and others. Learn to develop, articulate, and communicate, both orally and in written form, a testable hypothesis, or an argument drawing from an existing body of literature. The students will not make a formal oral presentation during this class but will be asked during lecture and section to orally explain their results and reasoning. The final written project is designed to teach how to write-up quantitative analyses and statistical reasoning within a longer manuscript analyzing a particular question in the field of psychology. Understand basic concepts that characterize psychology as a field of scientific inquiry, and appreciate the various subfields that form the discipline as well as things that differentiate it from other related disciplines. Scientific enquiry in Social Sciences and in Psychology in particular is based on the formulation of statistical models. Each scientific hypothesis corresponds to a particular model and hypothesis testing involves comparing models in terms of their predictive power. The field of psychology, because of the complexity of the data it attempts to explain relies heavily (and more so that other biological disciplines) on statistical modeling and other quantitative approaches. Students who desire to pursue a scientific career in psychology need to be well trained in these methods.

Prerequisites: Undergraduate Statistics for Psychology (Psych 101). Very basic elements of calculus and linear algebra will be used in the course and re-introduced where relevant. Basic familiarity with R, the programming language, is required

Methods for Research in Psychological Sciences: Read Less [-]

PSYCH 106 Psychology of Dreams 3 Units

Terms offered: Fall 2009, Fall 2006, Fall 2002 Dreaming is a necessary, universal nightly activity of the human mind and brain. This class will cover some of the major psychological theories, interpretations, and uses that have been made of dreams. Students will be encouraged to keep dream diaries to provide an experiential component to the class and so that they may apply the class topics and do research using the material they generate themselves. Psychology of Dreams: Read More [+]

Additional Format: Two hours of Lecture and One hour of Discussion per week for 15 weeks.

Psychology of Dreams: Read Less [-]

PSYCH N108 Clinical Applications of East Asian Meditation Practices 3 Units

Terms offered: Summer 2015 10 Week Session, Summer 2015 Second 6 Week Session This course applies views and practices of Buddhist, Taoist, and Confucian schools of meditation. The emphasis in the course will be on practical and clinical applications of meditation such as working with emotions and the quest for psychological well-being. The basic laboratory technique will be various types of meditation. Clinical Applications of East Asian Meditation Practices: Read More [+]

Additional Format: Seven and one-half hours of lecture per week for 6 weeks.

Clinical Applications of East Asian Meditation Practices: Read Less [-]

PSYCH 109 History of Psychology 3 Units

Terms offered: Fall 2012, Fall 2011, Fall 2007 Development of scientific study of human and animal behavior. Consideration of history of particular subject areas--such as biological, comparative, developmental, personality, and social psychology--as well as general trends. History of Psychology: Read More [+]

Prerequisites: 101 or consent of instructor

History of Psychology: Read Less [-]

PSYCH 110 Introduction to Biological Psychology 3 Units

Terms offered: Fall 2024, Fall 2023, Spring 2023 Survey of relations between behavioral and biological processes. Topics include sensory and perceptual processes, neural maturation, natural bases of motivation, and learning. Introduction to Biological Psychology: Read More [+]

Prerequisites: Students who have completed Psych N110 may not enroll in Psych 110

Credit Restrictions: Students will receive no credit for PSYCH 110 after completing PSYCH N110 . A deficient grade in PSYCH 110 may be removed by taking PSYCH N110 .

Summer: 6 weeks - 5 hours of lecture and 2.5 hours of discussion per week 8 weeks - 4 hours of lecture and 2 hours of discussion per week

Additional Format: Two to three hours of lecture and one to zero hours of discussion per week. Four hours of lecture and two hours of discussion per week for 8 weeks. Five hours of lecture and two and one-half hours of discussion per week for 6 weeks.

Introduction to Biological Psychology: Read Less [-]

PSYCH N110 Introduction to Biological Psychology 3 Units

Terms offered: Summer 2024 Second 6 Week Session, Summer 2023 Second 6 Week Session, Summer 2022 Second 6 Week Session Survey of relations between behavioral and biological processes. Topics include sensory and perceptual processes, neural maturation, natural bases of motivation, and learning. Introduction to Biological Psychology: Read More [+]

Prerequisites: Students who have completed Psych C61 or Psych 110 may not enroll in Psych N110

Credit Restrictions: Students will receive no credit for PSYCH N110 after completing PSYCH 110 . A deficient grade in PSYCH N110 may be removed by taking PSYCH 110 .

PSYCH C111 Human Neuroanatomy 3 Units

Terms offered: Not yet offered This course covers the anatomical composition of the human brain with particular emphasis on modern understanding regarding the micro- and macroanatomy of the cerebral cortex and the underlying white matter. The course is designed for students who intend to continue their postgraduate education toward a masters, doctorate, or medical degree in a field involving the study of the human brain. Human Neuroanatomy: Read More [+]

Credit Restrictions: Students will receive no credit for PSYCH 111 after completing PSYCH 111, or PSYCH 111. A deficient grade in PSYCH 111 may be removed by taking PSYCH 111, or PSYCH 111.

Additional Format: Two hours of lecture and one hour of discussion per week.

Formerly known as: Psychology 111

Also listed as: NEU C121

Human Neuroanatomy: Read Less [-]

PSYCH C113 Biological Clocks: Physiology and Behavior 3 Units

Terms offered: Fall 2024, Fall 2023, Fall 2020, Fall 2018 A consideration of the biological clocks that generate daily, lunar, seasonal and annual rhythms in various animals including people. Emphasis on neuroendocrine substrates, development and adaptive significance of estrous cycles, feeding rhythms, sleep-wakefulness cycles, reproductive and hibernation cycles, body weight and migratory cycles. Biological Clocks: Physiology and Behavior: Read More [+]

Prerequisites: Completion of biological prerequisites for the major and one of the following: 110 or a course in animal organismal physiology (Integrative Biology 132, 138, 140, 148, or Molecular and Cell Biology 160)

Instructor: Kriegsfeld

Also listed as: INTEGBI C143A

Biological Clocks: Physiology and Behavior: Read Less [-]

PSYCH 114 Biology of Learning 3 Units

Terms offered: Fall 2023, Spring 2022, Spring 2021 The biology of learning and neural plasticity is critical to our understanding of development, culture, behavioral change, uniqueness of individuals, and limits to an organism’s potential. We will study experimental investigations of behavior and neurobiology at the cellular and circuit level to get a basic introduction to what is known and unknown about learning and neural plasticity. Topics may include associative learning, habit formation , fear, memory systems, neurons, synapses, dendritic spines and axonal boutons, LTP, and adult neurogenesis. We will discuss these topics in the context of normal development and disease. Students will become familiar with thinking about the brain at the level of circuits, cells, synapses, and proteins. Biology of Learning: Read More [+]

Biology of Learning: Read Less [-]

PSYCH 115 Introduction to Brain Imaging Analysis Methods 3 Units

Terms offered: Fall 2024, Fall 2022, Fall 2021 An introduction to brain imaging analysis methods with emphasis on functional magnetic resonance imaging (fMRI) of the human brain. Topics include: Basic MR physics of fMRI signals; linearity of the fMRI signal; time versus space resolution trade offs; noise in neuroimaging; correlation analysis; visualization methods; cortical reconstruction, inflation, and flattening; reverse engineering; relationship between brain activation and cognitive state; multi-voxel pattern analyses; fMRI-adaptation. Introduction to Brain Imaging Analysis Methods: Read More [+]

Prerequisites: Psychology C127 / Cognitive Science C127; Consent of Instructor; Basic coding experience (preferably with Matlab) is encouraged

Credit Restrictions: Students will receive no credit for PSYCH 115 after completing PSYCH 115 . A deficient grade in PSYCH 115 may be removed by taking PSYCH 115 .

Introduction to Brain Imaging Analysis Methods: Read Less [-]

PSYCH C115C Neuroethology: Complex Animal Behaviors and Brains 4 Units

Terms offered: Spring 2024, Spring 2023, Spring 2022 Neuroethologists study neural systems by combining behavior and neuroscience to understand the neural mechanism that have evolved in various animals to solve particular problems encountered in their environmental niches. This comparative approach that emphasizes how information is processed and transformed by the brain is particularly powerful for understanding neural systems. In this course, you will learn important concepts in ethology , sensory systems, motor systems and neural plasticity and development by studying the behavior and brains of animals such as crickets, lobsters, barn-owls, honey-bees, echolocating bats, electric fishes and songbirds. Neuroethology: Complex Animal Behaviors and Brains: Read More [+]

Prerequisites: One foundational lower division level in general Biology, Animal Behavior or Neurosciences; UC Berkeley classes that satisfy this requirement are Bio 1A, Bio1B, IB 31, Psych C61/MCB C61, or Psych 110

Credit Restrictions: Students will receive no credit for INTEGBI C147 after completing INTEGBI 147. A deficient grade in INTEGBI C147 may be removed by taking INTEGBI 147.

Instructor: Theunissen

Formerly known as: Integrative Biology C147/Psychology C115C

Also listed as: NEU C125

Neuroethology: Complex Animal Behaviors and Brains: Read Less [-]

PSYCH C116 Hormones and Behavior 3 Units

Terms offered: Spring 2022, Spring 2021, Spring 2019 This course provides a comprehensive overview of behavioral endocrinology beginning with hormone production and actions on target tissues/circuits and continuing with an exploration of a variety of behaviors and their regulation/consequences. The course also examines the reciprocal interactions between the neuroendocrine system and behavior, considering the impact of hormones on development and adult behavior, and how behavior regulates physiology. Although non-human vertebrate species will be the primary focus, the relevance of these topics to humans will also be explored. Topics include sexual differentiation and sex differences in behavior, reproductive, parental, and aggressive behavior, biological rhythms, and homeostatic regulation. Hormones and Behavior: Read More [+]

Prerequisites: Completion of biological prerequisites for the major and consent of instructor; a course in mammalian physiology recommended

Also listed as: NEU C126

Hormones and Behavior: Read Less [-]

PSYCH 117 Human Neuropsychology 3 Units

Terms offered: Spring 2022, Spring 2020, Fall 2018 This course covers the neural substrates of human behavior including: neuroanatomy, major methods in human brain research (EEG, MEG, PET, MRI, fMRI, TMS, Optical Imaging), neurological disorders resulting in neurobehavioral disorders (i.e. stroke, brain tumor, epilepsy, dementia) and classic neuropsychological syndromes (i.e. amnesia, aphasia, agnosia, executive control, emotional control). Human Neuropsychology: Read More [+]

Prerequisites: Recommended: MCB/Psych C61 OR Psych 110, or MCB 161

Credit Restrictions: Students will receive no credit for Psychology 117 after taking Psychology N117. A deficient grade in Psychology N117 may be removed by taking Psychology 117.

Summer: 6 weeks - 5 hours of lecture and 2.5 hours of discussion per week

Additional Format: Two hours of Lecture and One hour of Discussion per week for 15 weeks. Five hours of Lecture and Two and one-half hours of Discussion per week for 6 weeks.

Human Neuropsychology: Read Less [-]

PSYCH N117 Human Neuropsychology 3 Units

Terms offered: Summer 2018 Second 6 Week Session, Summer 2017 Second 6 Week Session This course covers the neural substrates of human behavior including: neuroanatomy, major methods in human brain research (EEG, MEG, PET, MRI, fMRI, TMS, Optical Imaging), neurological disorders resulting in neurobehavioral disorders (i.e. stroke, brain tumor, epilepsy, dementia) and classic neuropsychological syndromes (i.e. amnesia, aphasia, agnosia, executive control, emotional control). Human Neuropsychology: Read More [+]

Credit Restrictions: Students will receive no credit for Psychology N117 after completing Psychology 117. A deficient grade in Psychology 117 can be removed by taking Psychology N117.

PSYCH 118 Topical Seminar in Biological Psychology 3 Units

Terms offered: Spring 2024, Fall 2022, Spring 2022 For a precise schedule of courses, check with the Student Services Office each semester. Topical Seminar in Biological Psychology: Read More [+]

Prerequisites: Consent of instructor

Repeat rules: Course may be repeated for credit with instructor consent.

Additional Format: Three hours of Seminar per week for 15 weeks.

Grading/Final exam status: Letter grade. Final exam not required.

Topical Seminar in Biological Psychology: Read Less [-]

PSYCH C120 Basic Issues in Cognition 3 Units

Terms offered: Fall 2024, Summer 2024 First 6 Week Session, Spring 2024, Fall 2023, Fall 2022 Theoretical foundations and current controversies in cognitive science will be discussed. Basic issues in cognition--including perception, imagery, memory, categorization, thinking, judgment, and development--will be considered from the perspectives of philosophy, psychology, computer science, and physiology. Particular emphasis will be placed on the nature, implications, and limitations of the computational model of mind. Basic Issues in Cognition: Read More [+]

Credit Restrictions: Students will receive no credit for Psychology C120 after passing PSYCH N120 . A deficient grade in PSYCH N120 may be removed by taking PSYCH C120 .

Fall and/or spring: 15 weeks - 2-4 hours of lecture and 2-0 hours of discussion per week

Summer: 6 weeks - 5-7.5 hours of lecture and 2.5-0 hours of discussion per week 8 weeks - 3.5-5.5 hours of lecture and 2-0 hours of discussion per week

Additional Format: Two to four hours of lecture and two to zero hours of discussion per week. Three and one-half to five and one-half hours of lecture and two to zero hours of discussion per week for 8 weeks. Five to seven and one-half hours of lecture and two and one-half to zero hours of discussion per week for 6 weeks.

Also listed as: COG SCI C100

Basic Issues in Cognition: Read Less [-]

PSYCH N120 Basic Issues in Cognition 3 Units

Terms offered: Summer 2023 First 6 Week Session, Summer 2019 Second 6 Week Session, Summer 2018 Second 6 Week Session, Summer 2017 Second 6 Week Session Theoretical foundations and current controversies in cognitive science will be discussed. Basic issues in cognition--including perception, imagery, memory, categorization, thinking, judgment, and development--will be considered from the perspectives of philosophy, psychology, computer science, and physiology. Particular emphasis will be placed on the nature, implications, and limitations of the computational model of mind. Basic Issues in Cognition: Read More [+]

Credit Restrictions: Students will receive no credit for Psychology N120 after passing PSYCH C120 . A deficient grade in PSYCH C120 may be removed by taking PSYCH N120 .

Also listed as: COG SCI N100

PSYCH 121 Animal Cognition 3 Units

Terms offered: Fall 2016, Spring 2016, Spring 2014 This course focuses on how animals process, organize, and retain information. Specific topics include learning and memory, sensory processes, navigation and migration, communication, and cross-species comparisons of behavior. Material will be drawn from the ethological, behavioral/experimental, and, to a lesser extent, the neurosciences literature. Animal Cognition: Read More [+]

Prerequisites: 115B or consent of instructor

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PSYCH C123 Computational Models of Cognition 4 Units

Terms offered: Fall 2023, Spring 2022, Fall 2020, Spring 2013 This course will provide advanced students in cognitive science and computer science with the skills to develop computational models of human cognition, giving insight into how people solve challenging computational problems, as well as how to bring computers closer to human performance. The course will explore three ways in which researchers have attempted to formalize cognition -- symbolic approaches, neural networks, and probability and statistics -- considering the strengths and weaknesses of each. Computational Models of Cognition: Read More [+]

Prerequisites: Calculus, discrete mathematics, CogSci 1/1b/N1, Computer Science 61A, or equivalents

Additional Format: Three hours of Lecture and One hour of Discussion per week for 15 weeks.

Also listed as: COG SCI C131

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PSYCH 124 The Evolution of Human Behavior 3 Units

Terms offered: Spring 2022, Fall 2021, Spring 2021 This course analyzes human behavior in light of evolutionary principles (such as natural and kin selection) and in comparison with other animal species. Topics include how humans evolved different adaptations to their environment, such as embodied (digestive and sensory systems), cognitive (tool use, language), and social (cooperation, political systems) adaptations and finally how human behavior has co-evolved with technology in the Neolithic , industrial and digital ages. The Evolution of Human Behavior: Read More [+]

Prerequisites: Psychology 1 or 2

Instructor: Jacobs

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PSYCH 125 The Developing Brain 3 Units

Terms offered: Fall 2024, Fall 2022, Fall 2020 What are the changes in brain structure and function that underlie improvements in cognitive abilities over childhood and adolescence? Or, coming from a different perspective, what insights can we gain regarding the neural basis of cognition by examining how the brain develops? And how are such findings relevant for medicine, education, and the law? The cutting-edge new field of developmental cognitive neuroscience is beginning to address these and other questions. This course will consititute an overview of current research and methods in this field, focusing on both typically and atypically developing children and adolescents. There is no textbook for this course; all readings will be primary sources (e.g., journal articles). The Developing Brain: Read More [+]

Prerequisites: Recommend prior coursework in neuroscience, such as Psych/MCB c61, Psych 110, Psych 117, or Psych/COGSCI C127

Credit Restrictions: Students will receive no credit for 125 after taking 192 Fall 2007. Students will not receive credit for Psychology 125 after taking Psychology N125. A failing grade in Psychology N125 may be removed by taking Psychology 125.

Instructor: Bunge

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PSYCH C126 Perception 3 Units

Terms offered: Spring 2024, Spring 2023, Spring 2022 An introduction to principal theoretical constructs and experimental procedures in visual and auditory perception. Topics will include psychophysics; perception of color, space, shape, and motion; pattern recognition and perceptual attention. Perception: Read More [+]

Prerequisites: Consent of instructor. 101 recommended

Also listed as: COG SCI C126

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PSYCH C127 Cognitive Neuroscience 3 Units

Terms offered: Fall 2024, Spring 2024, Fall 2022 This course will examine research investigating the neurological basis of cognition. Material covered will include the study of brain-injured patients, neurophysiological research in animals, and the study of normal cognitive processes in humans with non-invasive behavioral and physiological techniques such as functional Magnetic Resonance Imaging (fMRI), electroencephalography (EEG), and transcranial magnetic stimulation (TMS). Topics to be covered include perception, attention, memory, language, motor control, executive control, and emotion. Cognitive Neuroscience: Read More [+]

Prerequisites: Psych/MCB C61 OR Psych 110, or Psych C120/Cog Sci C100, and relevant prerequisites. Courses may be taken simultaneously with Psych C127. Enrollment limited to students who are declared Psych, CogSci, MCB, or IB majors, or by permission of the instructor if the student has declared another major

Also listed as: COG SCI C127

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PSYCH 128 Topical Seminars in Cognitive Psychology 3 Units

Terms offered: Spring 2021, Spring 2017, Fall 2016 For a precise schedule of offerings check with the Student Services Office each semester. Topical Seminars in Cognitive Psychology: Read More [+]

Topical Seminars in Cognitive Psychology: Read Less [-]

PSYCH 130 Clinical Psychology 3 Units

Terms offered: Fall 2024, Spring 2024, Fall 2023 Theoretical and empirical approaches to the explanation of psychological dysfunction. The relation between theories of psychopathology and theories of intervention. A critical evaluation of the effects of individual, family, and community approaches to therapeutic and preventive intervention. Thematic focus of the course may change from year to year. See department notices for details. Clinical Psychology: Read More [+]

Prerequisites: Recommended: Psychology 1 or Psychology 2

Credit Restrictions: Students will receive no credit for PSYCH 130 after completing PSYCH S130, PSYCH S130X, or PSYCH N130 . A deficient grade in PSYCH 130 may be removed by taking PSYCH N130 .

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PSYCH 130M Psychopathology Across the Life Span 3 Units

Terms offered: Summer 2024 Second 6 Week Session, Summer 2023 First 6 Week Session, Summer 2022 First 6 Week Session Course Overview: This is an introductory course to developmental and adult psychopathology. This course will introduce the key concepts, terminology, and principles of developmental and adult psychopathology and commonly used research methods in studying mental health problems across the life span. The discussion of concepts and methods will guide our discussions of major mental health problems: 1) early childhood (trauma and stress-related disorders, autism); 2) middle childhood (attention and conduct problems); 3) adolescence (substance use problems, eating disorders); 4) adulthood (mood disorders, schizophrenia). Topics on stigma and race/ethnicity/culture and mental illness will also be discussed. Psychopathology Across the Life Span: Read More [+]

Course Objectives: Students are encouraged to apply knowledge gained from class to understand clinical cases or problems in the real-world. Students are expected to demonstrate awareness and knowledge of how social and cultural contexts, race and ethnicity, gender, and other diversity factors influence the etiology and manifestation of psychopathology. Students are expected to demonstrate basic knowledge of the major disorders, dysfunctions, and conditions of child and adult psychopathology, and possible etiologies and developmental courses. Students are expected to demonstrate knowledge of the basic terminology, principles, and research methods of developmental and adult psychopathology.

Prerequisites: Students need to have previously taken Psychology 1 in order to enroll into this course

Summer: 3 weeks - 15 hours of lecture per week 6 weeks - 7.5 hours of lecture per week

Additional Format: Seven and one-half hours of lecture per week for 6 weeks. Fifteen hours of lecture per week for three weeks.

Psychopathology Across the Life Span: Read Less [-]

PSYCH N130 Clinical Psychology 3 Units

Terms offered: Summer 2016 First 6 Week Session, Summer 2014 10 Week Session, Summer 2014 First 6 Week Session Theoretical and empirical approaches to the explanation of psychological dysfunction. The relation between theories of psychopathology and theories of intervention. A critical evaluation of the effects of individual, family, and community approaches to therapeutic and preventive intervention. Thematic focus of the course may change from year to year. See department notices for det ails. Clinical Psychology: Read More [+]

Prerequisites: Psychology 1

Credit Restrictions: Students will receive no credit for Psychology N130 after having completed Psychology 130. A deficient grade in Psychology 130 may be removed by taking Psychology N130.

PSYCH 131 Developmental Psychopathology 3 Units

Terms offered: Fall 2024, Spring 2024, Fall 2023 This course will discuss linkages between developmental processes and child psychopathology. Included will be discussion of cognitive impairments in children, including learning disabilities and mental retardation; internalizing disorders, such as anxiety, withdrawal, and depression; externalizing disorders, such as attention-deficit hyperactivity disorder and conduct disorder; and child abuse and neglect. Psychobiological, familial, legal, and societal factors will be emphasized. Developmental Psychopathology: Read More [+]

Prerequisites: Recommended: Psych 130

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PSYCH 132 Applied Early Developmental Psychopathology 3 Units

Terms offered: Summer 2018 Second 6 Week Session, Spring 1999, Spring 1996 In this course, we examine the developmental trajectories that lead to mental illness in young children by: 1) understanding abnormal development in the context of normal development, and vice versa; 2) using a developmental approach to identify continuities and discontinuities; 3) addressing how mental illness develops and why; 4) learning the role genes and contexts of development play; 5) investigating multiple levels , and the dynamic reciprocal transactions among them; and 6) applying our knowledge to children’s real-world experiences, to better understand the mental illness, its mechanisms, and its challenges. Applied Early Developmental Psychopathology: Read More [+]

Prerequisites: Prioritizing Education and Letters and Science Summer-Only Minor Students

Summer: 6 weeks - 8 hours of seminar per week 12 weeks - 4 hours of seminar per week

Additional Format: Eight hours of seminar per week for 6 weeks. Four hours of seminar per week for twelve weeks.

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PSYCH 133 Psychology of Sleep 3 Units

Terms offered: Fall 2024, Fall 2021, Fall 2020 This course has two primary goals: (1) to provide a basic introduction to the study of sleep and an overview of sleep measurement, regulation, ontogeny, phylogeny, physiology, and psychology; and (2) to provide a basic introduction to sleep disorders including their classification, cause, and treatment. Psychology of Sleep: Read More [+]

Credit Restrictions: Students will receive no credit for Psychology 133 after taking Psychology N133. A failing grade in Psychology N133 may be removed by taking Psychology 133.

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PSYCH N133 Psychology of Sleep 3 Units

Terms offered: Summer 2015 10 Week Session, Summer 2015 First 6 Week Session, Summer 2014 Second 6 Week Session This course has two primary goals: (1) to provide a basic introduction to the study of sleep and an overview of sleep measurement, regulation, ontogeny, phylogeny, physiology, and psychology; and (2) to provide a basic introduction to sleep disorders including their classification, cause, and treatment. Psychology of Sleep: Read More [+]

Credit Restrictions: Students will receive no credit for Psychology N133 after having completed Psychology 133. A deficient grade in Psychology 133 may be removed by taking Psychology N133.

PSYCH 134 Health Psychology 3 Units

Terms offered: Fall 2024, Fall 2022, Fall 2021 This course will provide students with an introduction to Health Psychology. Students will learn about measurement of psychological, behavioral, and biological constructs; incidence and prevalence of psychological and medical disorders; introductions to endocrinology, immunology, and psychophysiology and how these systems are thought to relate psychology to health; as well as introductions to how science is working to understand psychology and health in the laboratory and across the population. Health Psychology: Read More [+]

Prerequisites: Recommended: Psych 1, N1, W1, or 2; and a lower-division biology or neuroscience course (such as Psych C19/MCB C62/L & S C30T.)

Credit Restrictions: Students will receive no credit for Psychology 134 after taking Psychology N134. A failing grade in Psychology N134 may be removed by taking Psychology 134.

Instructor: Fisher

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PSYCH N134 Health Psychology 3 Units

Terms offered: Summer 2023 Second 6 Week Session, Summer 2021 First 6 Week Session, Summer 2020 First 6 Week Session This course will provide students with an introduction to Health Psychology. Students will learn about measurement of psychological, behavioral, and biological constructs; incidence and prevalence of psychological and medical disorders; introductions to endocrinology, immunology, and psychophysiology and how these systems are thought to relate psychology to health; as well as introductions to how science is working to understand psychology and health in the laboratory and across the population. Health Psychology: Read More [+]

Prerequisites: Psychology 1, N1, W1, 2, or Psychology C19/Molecular and Cell Biology C62/Letters and Science C30T

Credit Restrictions: Students will receive no credit for Psychology N134 after taking Psychology 134. A failing grade in Psychology 134 may be removed by taking Psychology N134.

PSYCH 135 Treating Mental Illness: Development, Evaluation, and Dissemination 3 Units

Terms offered: Spring 2022, Spring 2021, Spring 2020 Although progress has been made in developing and disseminating evidence-based treatments for most forms of mental illness, there are still huge gaps in our knowledge base. Coverage of serious mental illness with adequate and disseminable intervention strategies is all too limited. Hence, there is a great need for the next generation of clinical scientists to contribute to the mission of treatment development for mental illness. In this course we will learn about, and critique, treatment development models. We will review the steps in treatment development spanning from the study of mechanisms on to proof of concept and to establishing the feasibility of novel treatment ideas. Treating Mental Illness: Development, Evaluation, and Dissemination: Read More [+]

Credit Restrictions: Students will receive no credit for Psychology 135 after taking Psychology N135. A failing grade in Psychology N135 can be removed by taking Psychology 135.

Instructor: Harvey

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PSYCH N135 Treating Mental Illness: Development, Evaluation, and Dissemination 3 Units

Terms offered: Summer 2016 10 Week Session, Summer 2016 Second 6 Week Session Although progress has been made in developing and disseminating evidence-based treatments for most forms of mental illness, there are still huge gaps in our knowledge base. Coverage of serious mental illness with adequate and disseminable intervention strategies is all too limited. Hence, there is a great need for the next generation of clinical scientists to contribute to the mission of treatment development for mental illness. In this course we will learn about, and critique, models of psychotherapy. We will review the steps in treatment development spanning from the study of mechanisms on to proof of concept and to establishing the feasibility of novel treatment ideas. Treating Mental Illness: Development, Evaluation, and Dissemination: Read More [+]

Prerequisites: Psychology 130 or N130 - Clinical Psychology

Credit Restrictions: Students will receive no credit for Psychology N135 after taking Psychology 135. A failing grade in Psychology 135 can be removed by taking Psychology N135.

PSYCH 136 Human Sexuality 3 Units

Terms offered: Summer 2024 First 6 Week Session, Summer 2023 First 6 Week Session, Summer 2022 Second 6 Week Session Biological, social, and clinical issues in sexuality. Topics include psychology and physiology of sexual response, new developments in contraception, homosexuality and lesbianism, variations in sexual behavior, gender identity and role, definition and treatment of sexual dysfunction. Approved for state psychology licensing requirement. Human Sexuality: Read More [+]

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PSYCH 137 Mind-Body and Health 3 Units

Terms offered: Summer 2024 3 Week Session, Summer 2023 3 Week Session, Summer 2022 3 Week Session Course explores psychosomatics or mind-body interactions in a dozen diseases/disorders from recurrent ailments (e.g., asthma, gastrointestinal disorders) and chronic diseases (e.g., hypertension) to “terminal” diseases (e.g., cancer, AIDS); also included are specific disorders of appetite, sleep, and sexual functioning. For each of these, (i) symptoms (physical and psychological) are outlined, (ii) epidemiological data are used to illustrate socio-cultural underpinnings of health, and (iii) etiology examines how emotion, personality, and other psychological variables interact with the biological. Finally, (iv) psychosocial assessment and (v) cognitive-behavioral-affective treatments are presented for each disease/disorder. Mind-Body and Health: Read More [+]

Course Objectives: To be acquainted with cognitive, affective, behavioral treatments and lifestyle change To be acquainted with psychological assessment of relevant symptoms and sequelae To interpret epidemiological findings from a socio-cultural perspective of health To learn relevant terminology in health-related disciplines To recognize physical as well as behavioral symptoms of diseases/disorders To trace the evolution of the field of psychosomatics To uncover the psychosomatic etiology of diseases and disorders covered in the course To understand the different types of psychosomatic processes

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PSYCH 138 Global Mental Health 3 Units

Terms offered: Summer 2024 First 6 Week Session, Summer 2022 First 6 Week Session, Summer 2021 3 Week Session Global mental health seeks to alleviate suffering caused by mental disorders globally. Although most of the world lives in low-and-middle income countries, the majority of mental health resources are concentrated in high-income countries. Therefore, we focus on the mental health burden in low-resource settings. Through primary articles and recent chapters, this course integrates the scientific evidence, cultural and contextual nuances, and interdisciplinary approaches of global mental health. Global Mental Health: Read More [+]

Course Objectives: 1) Gain an understanding of the: *Global perspectives and priorities in understanding mental health. *Multidimensional nature of mental health in low-resource settings—biological, psychological, cultural, economic, community, and organizational dimensions that are central to understanding and addressing mental disorders. *Importance of cultural expressions, cultural differences, and contextual nuances that affect diagnosing and treating mental disorders. *Major individual, clinical, community and population approaches to preventing, treating and managing mental disorders. *Role of the mental health delivery systems in preventing, identifying and treating mental disorders in different contexts. 2) Develop the critical thinking skills necessary to evaluate scientific ideas and research in original scientific papers and popular media 3) Learn to articulate and communicate both orally and in written form a critical and nuanced understanding of current global mental health research

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PSYCH 139 Case Studies in Clinical Psychology 3 Units

Terms offered: Summer 2024 First 6 Week Session, Summer 2023 First 6 Week Session, Summer 2022 Second 6 Week Session This course is for students who are curious about clinical psychology and who seek to explore real world cases and examples of mental health diagnoses. Through the use of clinical cases and first-person accounts, this course will give an overview of the diagnostic criteria mental health providers use to make diagnoses, and analyze environmental and other causal factors, with a view to possible treatment options for various mental disorders. Case Studies in Clinical Psychology: Read More [+]

Prerequisites: Psychology 130, 131, or equivalent

Additional Format: Three hours of lecture per week. Seven and one-half hours of lecture per week for 6 weeks.

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PSYCH 140 Developmental Psychology 3 Units

Terms offered: Fall 2024, Spring 2024, Fall 2023 This course explores the development of children from birth to adolescence, in a wide range of areas including biological, cognitive, linguistic, social, and personality development. It also covers the effects of genes, experience, and social context on children's development. Developmental Psychology: Read More [+]

Prerequisites: Recommended: Psych 1

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PSYCH N140 Developmental Psychology 3 Units

Terms offered: Summer 2024 Second 6 Week Session, Summer 2023 8 Week Session, Summer 2022 Second 6 Week Session This course explores the development of children from birth to adolescence, in a wide range of areas including biological, cognitive, linguistic, social, and personality development. It also covers the effects of genes, experience, and social context on children's development. Developmental Psychology: Read More [+]

Credit Restrictions: Students will receive no credit for Psychology N140 after completing Psychology 140. A deficient grade in Psychology 140 may be removed by taking Psychology N140.

Summer: 6 weeks - 7.5 hours of lecture per week 8 weeks - 6 hours of lecture per week

Additional Format: Six hours of lecture per week for 8 weeks. Seven and one-half hours of lecture per week for 6 weeks.

PSYCH 141 Development During Infancy 3 Units

Terms offered: Spring 2016, Fall 2014, Fall 2013 Cognitive, perceptual, and social development during the first two years of life with emphasis upon methods of observation and experimentation. Development During Infancy: Read More [+]

Prerequisites: 9 credit hours of Psychology, Social Science of Cognitive Science courses

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PSYCH 142 Applied Early Developmental Psychology 3 Units

Terms offered: Summer 2024 First 6 Week Session, Summer 2023 Second 6 Week Session, Summer 2022 This lecture and small group activity course will examine the development of young children—from the prenatal period to age 8—in the varied contexts in which development occurs. The course is designed to introduce the basic theories and the research approaches that have been used to develop them. We will also explore how the contexts, the influences of environments in which children are growing and living, affect their development and our understanding of children. We will discuss how this understanding may be different, depending on whether one has studied psychology, neuroscience, education, social welfare, public health, or public policy, and how each contributes to our deeper understanding of children’s healthy development. Applied Early Developmental Psychology: Read More [+]

Prerequisites: Prioritizing ED&LS Summer-Only Minor Students

Additional Format: Four hours of seminar per week for 12 weeks. Eight hours of seminar per week for 6 weeks.

Applied Early Developmental Psychology: Read Less [-]

PSYCH C143 Language Acquisition 3 Units

Terms offered: Spring 2024, Spring 2023, Spring 2022 An overview of topics and theories in language acquisition: early development of speech perception and production, word learning, generalizing linguistic structure, and differences between first language acquisition, second language acquisition, and bilingualism. We will also compare different theoretical approaches, and address the classic "nature vs. nurture" question by examining both traditional generativist approaches and more recent usage based models. Language Acquisition: Read More [+]

Formerly known as: Linguistics C146/Psychology C143

Also listed as: LINGUIS C146

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PSYCH 144 Emerging Adulthood 3 Units

Terms offered: Summer 2024 First 6 Week Session, Fall 2018, Fall 2016 This course will explore the unique biological, cognitive, social, personality and identity development of individuals aged 18 to 29. As this is an experiential course, students are expected to apply their learning through active engagement in the course material. Emerging Adulthood: Read More [+]

Summer: 5 weeks - 9 hours of lecture and 1 hour of discussion per week

Additional Format: Two hours of lecture and one hour of discussion per week. Nine hours of lecture and one hour of discussion per week for five weeks.

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PSYCH 145 Human Nature 3 Units

Terms offered: Summer 2002 10 Week Session, Summer 2001 10 Week Session, Summer 2000 10 Week Session What makes humans unique? What makes humans different from other animals? The proposed course will be addressing these questions. We will examine the origins and evolutionary foundations of human psychology by synthesizing research from developmental, comparative, and cross-cultural psychology. To do so, we will compare the psychology of non-human primates, especially chimpanzees, to human psychology and compare human psychology across a wide range of cultural backgrounds. Human Nature: Read More [+]

Credit Restrictions: Students will receive no credit for PSYCH 145 after completing PSYCH 145 . A deficient grade in PSYCH 145 may be removed by taking PSYCH 145 .

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PSYCH 147 Methods in Cognitive Development 3 Units

Terms offered: Spring 2024, Spring 2023, Spring 2022 The goal of this course is to introduce you to the excitement of studying development, primarily in humans. The course covers different methodologies for studying development, and how to interpret the resulting data. Students will become more wise consumers of empirical data on development, whether those data appear in scholarly or popular media. This course provides students with the analytical tools and productive skepticism required to objectively evaluate findings in developmental science. Methods in Cognitive Development: Read More [+]

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PSYCH 148 Topical Seminars in Developmental Psychology 3 Units

Terms offered: Spring 2020, Spring 2019, Spring 2018 For a precise schedule of offerings, check with the Student Services Office each semester. Topical Seminars in Developmental Psychology: Read More [+]

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PSYCH 149 Early Development & Learning Science Core Seminar 3 Units

Terms offered: Summer 2024 Second 6 Week Session, Summer 2023 First 6 Week Session, Summer 2022 This course serves as the foundation to the Early Development & Learning Science minor. It will help students understand how best to promote children’s robust early development and learning, integrating a variety of different perspectives. A wide range of approaches, representing different disciplines—education neuroscience, psychology, public health, public policy, and social work—will be presented by visiting lecturers to impart key aspects of supporting young children. Each perspective is necessary to understand and integrate with the others to most effectively address the complex problems facing young children and their families today. Early Development & Learning Science Core Seminar: Read More [+]

Summer: 6 weeks - 7.5 hours of seminar per week 12 weeks - 4 hours of seminar per week

Additional Format: Four hours of seminar per week for 12 weeks. Seven and one-half hours of seminar per week for 6 weeks.

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PSYCH 149A The Developing Child Practicum: Linking Research and Practice 3 Units

Terms offered: Summer 2024 First 6 Week Session, Summer 2023 First 6 Week Session, Summer 2022 A new seminar and fieldwork course designed to increase participants’ knowledge of interdisciplinary, developmental science and how it applies to interdisciplinary practices when working with or on behalf of children ages 0-8. Participants will learn how to apply and integrate current research findings through hands-on experiences provided through their fieldwork placements. They will learn how to engage in more effective, research-informed interactions with children. The focus is on professional growth, including how to develop a interdisciplinary approach to working with or on behalf of children and their families. The Developing Child Practicum: Linking Research and Practice: Read More [+]

Course Objectives: Participants will (further) develop their skills in facilitating Social and Emotional Support, Well-Organized Classrooms, Instructional Interactions. The course is grouped into five modules using these three areas as focal points. Each class meeting will give students the opportunity to know, see, do, and reflect, as the core components of effective and intentional interactions with young children.

Prerequisites: Prioritizing ED&LS Summer-Only Minor Students 1) Sign up for a weekly 5-hour practicum placement 2) Provide copies of records verifying: - Tuberculosis (TB) clearance - Measles, Mumps, and Rubella Immunization (MMR) - Pertussis/Whooping Cough Immunization - Influenza (Flu) Vaccination or a signed opt-out statement

Fall and/or spring: 15 weeks - 3 hours of seminar and 4 hours of fieldwork per week

Summer: 6 weeks - 7.5 hours of seminar and 10 hours of fieldwork per week 12 weeks - 4 hours of seminar and 5 hours of fieldwork per week

Additional Format: Four hours of fieldwork and three hours of seminar per week. Five hours of fieldwork and four hours of seminar per week for 12 weeks. Ten hours of fieldwork and seven and one-half hours of seminar per week for 6 weeks.

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PSYCH 149B Contexts of Early Development 3 Units

Terms offered: Summer 2024 First 6 Week Session, Summer 2023 Second 6 Week Session, Summer 2022 This seminar will examine the developmental context of young children—from the prenatal period to age 8. The course is designed to introduce research on how individual, family, pre-/school, community, and digital media contexts influence children’s development and learning. We will discuss how this understanding may be different, depending on whether one has studied psychology, neuroscience, education , social welfare, public health, or public policy, and how each contributes to our deeper understanding of children’s healthy development. Contexts of Early Development: Read More [+]

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PSYCH 149C Design Thinking for ED&LS 3 Units

Terms offered: Summer 2018 Second 6 Week Session This course will teach a human-centered, evidence-based method for finding new ways to solve persistent problems: Design Thinking. Design Thinking is a methodology for collaborative problem solving pioneered at the design firm IDEO and Stanford University to come up with game-changing solutions to difficult problems. As student learners accustomed to taking others’ perspectives and problem solving, we are especially well-suited to use Design Thinking. We will be tackling the problem of children’s school readiness. The goal of this class is to find imaginative and practical solutions -- imaginative enough to be exciting and effective for children and families, and practical enough to be able to pilot these solutions during the class. Design Thinking for ED&LS: Read More [+]

Additional Format: Seven and one-half hours of seminar per week for 6 weeks. Four hours of seminar per week for twelve weeks.

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PSYCH 149D Early Childhood Policy 3 Units

Terms offered: Summer 2024 Second 6 Week Session, Summer 2023 First 6 Week Session, Summer 2022 This seminar examines how the diverse policy contexts in which children are born and raised have dramatic implications for their life trajectories. We will explore how, when and why government intervenes in children’s lives, through family, pre-/school, community, and digital media contexts, aiming to improve their developmental trajectories. From this basis, we investigate the effects of policies on children locally, nationally, and internationally. Drawing from a variety of case studies and empirical research, students will gain a deep understanding of policy goals, development, implementation, and implications. After gaining familiarity with early childhood policies, students will develop their own early childhood policy. Early Childhood Policy: Read More [+]

Course Objectives: Learn to use new digital tools in creating multimedia texts and artifacts that demonstrate critical understanding of course content. Build collaboration skills. Demonstrate their understanding and skills through designing family, pre-/school, community, and digital media policy that supports the health and development of young children. Gain fluency in writing and analytic thinking by critiquing existing and proposed policy. In this course, students will: Learn to interpret relevant contextual factors that determine the viability and impact of family, pre-/school, community, and digital media policy.

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PSYCH 150 Psychology of Personality 3 Units

Terms offered: Fall 2023, Spring 2023, Fall 2022 A consideration of general and systematic issues in the study of personality and an evaluation of major theories and points of view. Psychology of Personality: Read More [+]

Prerequisites: Recommended: Psych 1 and Psych 101

Credit Restrictions: Students will receive no credit for Psychology 150 after completing Psychology N150. A deficient grade in Psychology N150 may be removed by taking Psychology 150.

Additional Format: Two hours of Lecture and One hour of Discussion per week for 15 weeks. Four hours of Lecture and Two hours of Discussion per week for 8 weeks. Five hours of Lecture and Two and one-half hours of Discussion per week for 6 weeks.

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PSYCH N150 Psychology of Personality 3 Units

Terms offered: Summer 2024 First 6 Week Session, Summer 2023 First 6 Week Session, Summer 2022 First 6 Week Session A consideration of general and systematic issues in the study of personality and an evaluation of major theories and points of view. Psychology of Personality: Read More [+]

Prerequisites: 1

Credit Restrictions: Students will not receive credit for Psychology N150 after having completed Psychology 150. A deficient grade in Psychology 150 may be removed by taking Psychology N150.

PSYCH 156 Human Emotion 3 Units

Terms offered: Spring 2024, Fall 2022, Spring 2019 This course will examine two different theoretical perspectives on emotion: (1) the differential emotions approach with its strong evolutionary grounding, and (2) the social constructionist approach. Next, the course will investigate empirical research on many facets of emotion including facial expression, physiology, appraisal, and the lexicon of emotion. Finally, we will consider more specific topics including social interaction, culture , gender, personality, and psychopathology. Human Emotion: Read More [+]

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PSYCH 158 Topical Seminars in Personality 3 Units

Terms offered: Spring 2021, Spring 2017, Fall 2015 For a precise schedule of offerings, check with the Student Services Office each semester. Topical Seminars in Personality: Read More [+]

Prerequisites: 150 and consent of instructor

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PSYCH 160 Social Psychology 3 Units

Terms offered: Fall 2024, Spring 2024, Spring 2023 Survey of social psychology including interaction processes, small groups, attitudes and attitude change, and social problems. Social Psychology: Read More [+]

Summer: 6 weeks - 5 hours of lecture and 2.5 hours of discussion per week 8 weeks - 4 hours of lecture and 1.5 hours of discussion per week

Additional Format: Two hours of lecture and one hour of discussion per week. Four hours of lecture and one and one-half hours of discussion per week for 8 weeks. Five hours of lecture and two and one-half hours of discussion per week for 6 weeks.

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PSYCH N160 Social Psychology 3 Units

Terms offered: Summer 2024 Second 6 Week Session, Summer 2023 Second 6 Week Session, Summer 2022 Second 6 Week Session Survey of social psychology including interaction processes, small groups, attitudes and attitude change, and social problems. Social Psychology: Read More [+]

Credit Restrictions: Students will receive no credit for Psychology N160 after completing Psychology 160. A deficient grade in Psychology 160 may be removed by taking Psychology N160.

PSYCH 162 Human Happiness 3 Units

Terms offered: Summer 2011 10 Week Session, Summer 2011 Second 6 Week Session, Summer 2009 Second 6 Week Session This course will take an interdisciplinary approach to an understanding of happiness. The first part of the course will be devoted to the different treatments of happiness in the world's philosophical traditions, focusing up close on conceptions or the good life in classical Greek and Judeo-Christian thought, the great traditions in East Asian thought (Taoism, Buddhism, Confucianism) , and ideas about happiness that emerged more recently in the age of Enlightenment. With these different perspectives as a framework, the course will then turn to treatments of happiness in the behavioral sciences, evolutionary scholarship, and neuroscience. Special emphasis will be given to understanding how happiness arises in experiences of the moral emotions, including gratitude, compassion, reverence and awe, as well as aesthetic emotions like humor and beauty. Human Happiness: Read More [+]

Prerequisites: 160 or consent of instructor

Credit Restrictions: Students will receive no credit for 162 after taking C162, Letters and Science C160V or 160C.

Summer: 6 weeks - 5.5 hours of lecture and 2.5 hours of discussion per week

Additional Format: Two hours of lecture and one hour of discussion per week. Five and one-half hours of lecture and two and one-half hours of discussion per week for 6 weeks.

Human Happiness: Read Less [-]

PSYCH C162 Human Happiness 3 Units

Terms offered: Fall 2024, Fall 2023, Spring 2022 This course will take an interdisciplinary approach to an understanding of happiness. The first part of the course will be devoted to the different treatments of happiness in the world's philosophical traditions, focusing up close on conceptions or the good life in classical Greek and Judeo-Christian thought, the great traditions in East Asian thought (Taoism, Buddhism, Confucianism), and ideas about happiness that emerged more recently in the age of Enlightenment. With these different perspectives as a framework, the course will then turn to treatments of happiness in the behavioral sciences, evolutionary scholarship, and neuroscience. Special emphasis will be given to understanding how happiness arises in experiences of the moral emotions, including gratitude, compassion, reverence and awe, as well as aesthetic emotions like humor and beauty. Human Happiness: Read More [+]

Also listed as: L & S C160V

PSYCH N162 Human Happiness 3 Units

Terms offered: Summer 2022 Second 6 Week Session, Summer 2014 10 Week Session, Summer 2014 First 6 Week Session This course will take an interdisciplinary approach to an understanding of happiness. We will first review the different treatments of happiness in the world’s philosophical traditions: conceptions of the good life in classical Greek and Judeo-Christian thought, the great East Asian philosophies, and ideas about happiness that emerged in the age of Enlightenment. With these different perspectives as a framework, the course will turn to treatments of happiness in the behavioral sciences, evolutionary scholarship, and neuroscience. Special Emphasis will be given to understanding how happiness arises in experiences of the moral emotions, including gratitude, compassion, reverence and awe, and aesthetic emotions like humor and beauty. Human Happiness: Read More [+]

Prerequisites: Psychology 160 or consent of instructor

Credit Restrictions: Students will receive no credit for Psychology N162 after taking Psychology 162, or Psychology C162/Letters and Science C160V. A deficient grade in Psychology 162 may be removed by taking Psychology N162.

PSYCH 163 Development of Prejudice and Bias 3 Units

Terms offered: Fall 2023, Spring 2023, Fall 2021 We currently live in a society riddled with prejudice and inequality. In this class we will explore the emergence and development of prejudice across the lifespan, while paying close attention to the first 10 years of life. This class aims to: 1) foster a critical understanding of how and why prejudice has been maintained across generations and 2) foster intentional thought about how create and maintain a more equitable society through a psychological lens. Development of Prejudice and Bias: Read More [+]

Course Objectives: To help students understand the interplay between mind, culture, and society. To highlight the ways in which prejudice and inequality are perpetuated across time and generations. To promote critical reflection on the current state of society and the effects it has on prejudicial thoughts, attitudes, and behaviors.

Student Learning Outcomes: Learn how to analyze, describe, and integrate psychological research, perspectives, and theories that explain the development of prejudice and inequality. Learn how to identify prejudice and inequality, and the processes that explain how these attitudes, beliefs, and behaviors emerge and are reinforced throughout development. To foster intentional thought regarding how to design a more equitable society.

Credit Restrictions: Students will receive no credit for PSYCH 163 after completing PSYCH 163 . A deficient grade in PSYCH 163 may be removed by taking PSYCH 163 .

Development of Prejudice and Bias: Read Less [-]

PSYCH 164 Social Cognition 3 Units

Terms offered: Fall 2015, Spring 2014, Spring 2010 Surveys empirical and theoretical approaches to our understanding of perception, memory, thought, and language concerning ourselves, other people, interpersonal behavior, and the situations in which social interaction takes place. Emphasis is placed on the integration of problems in social, personality, and clinical psychology with the concepts and principles employed in the study of nonsocial cognition. Social Cognition: Read More [+]

Prerequisites: Required Courses: Psych 1, Psych W1, Psych 2, OR CogSci 1. Recommended Courses: Psych 150 OR Psych 160

Social Cognition: Read Less [-]

PSYCH 166AC Cultural Psychology 3 Units

Terms offered: Summer 2024 Second 6 Week Session, Summer 2023 Second 6 Week Session, Summer 2022 Second 6 Week Session The course will review research on culture, race, and ethnicity and will consider the implications of these findings for our understanding of race, culture, and ethnicity in American society. Mounting evidence suggests that psychological processes are culture-specific, theory-driven, and context-dependent. This course will focus on the effects that theories of mind, person , self, and social institutions have on human cognition, motivation, emotion, and social interactions in American society. Students will gain a better appreciation of the ways that cultural traditions and social practices regulate and transform psychological functioning. Simply, the course is about how culture affects psyche and how psyche affects culture. Cultural Psychology: Read More [+]

Prerequisites: Psych 160 is recommended

Requirements this course satisfies: Satisfies the American Cultures requirement

Summer: 6 weeks - 7.5 hours of lecture and 0 hours of discussion per week

Additional Format: Two hours of lecture and one hour of discussion per week. Seven and one-half hours of lecture and zero hour of discussion per week for 6 weeks.

Cultural Psychology: Read Less [-]

PSYCH 167AC Stigma and Prejudice 3 Units

Terms offered: Spring 2024, Spring 2023, Fall 2021 Traditionally, research on prejudice and stereotyping has focused on the psychological mechanisms that lead people to be biased against others. Recent research has begun to shed light on the psychological legacy of prejudice and stereotyping for their targets. This course will review the major contributions of each of these literatures, providing students with a broad understanding of both classic and current issues in the field. The course will be divided into three sections: bias (i.e., the perpetrator's perspective), stigma (i.e., the target's perspective), and intergroup relations. Stigma and Prejudice: Read More [+]

Prerequisites: 1 or consent of instructor

Additional Format: Two hours of Lecture and One hour of Discussion per week for 15 weeks. Seven and one-half hours of Lecture per week for 6 weeks.

Stigma and Prejudice: Read Less [-]

PSYCH 168 Topical Seminars in Social Psychology 3 Units

Terms offered: Spring 2017, Spring 2016, Spring 2014 For a precise schedule of offerings check with Student Services Office each semester. Topical Seminars in Social Psychology: Read More [+]

Topical Seminars in Social Psychology: Read Less [-]

PSYCH 169 Love & Close Relationships 3 Units

Terms offered: Summer 2024 First 6 Week Session, Spring 2020, Spring 2019 This course will explore the social, biological and neurological attributes of love and close relationships. As this is an experiential course, students are expected to apply their learning through active engagement in the course material. Love & Close Relationships: Read More [+]

Course Objectives: This course will afford UC Berkeley undergraduate students opportunities to acquire a scientific understanding of love and to engage in experiential exercises of healthy interpersonal relating.

Student Learning Outcomes: Apply course material through introspection, self-exploration, and intentional goal setting. Be able to identify key components of love and human attraction. Develop an in-depth knowledge of several theories of love and human attachment.

Love & Close Relationships: Read Less [-]

PSYCH 170 Clinical and Counseling Professions: Practice & Research 3 Units

Terms offered: Summer 2024 First 6 Week Session, Summer 2023 3 Week Session, Summer 2022 First 6 Week Session What does applied mental health practice and research look like? This course aims to provide an overview of major issues, debates, and tensions in the applied mental health field. This course assumes that effective mental health treatment and research rests on the following foundations: 1) best available scientific evidence; 2) culturally-sensitive & contextual understanding of mental health; 3) contextualizing this topic in the major debates of the mental health field; 4) an interdisciplinary approach that recognizes the value of biological, psychological and societal contributions to mental health and its alleviation as well as overlaps across medicine, psychology, social work, and larger societal/cultural influences. Clinical and Counseling Professions: Practice & Research: Read More [+]

Course Objectives: Ability to articulate both orally and in written form a critical, nuanced understanding of current debates and issues within mental health professions. Critical thinking skills to evaluate scientific ideas and research in original scientific papers & their presentation (or absence) in popular media. Understanding of the biopsychosocial approach towards preventing, identifying and treating mental disorders in different contexts.

Prerequisites: Students should have taken Psychology 1 before taking this course

Clinical and Counseling Professions: Practice & Research: Read Less [-]

PSYCH 171 Psychological Research on Children of Immigrant Families 3 Units

Terms offered: Summer 2023 First 6 Week Session The goal is to provide a systematic learning experience in the scientific field of interdisciplinary research on children of immigrant families. Students will learn about the scientific theories, research methods, and key research findings. Students will be exposed to primary and secondary source readings on ecological and socio-cultural theories of human development, the guiding framework for research on immigrant families. Students will also read theoretical and empirical research articles on language, cognitive, academic, and socio-emotional development of children in immigrant families, as well as prevention, intervention, and policy research on children of immigrant families. Psychological Research on Children of Immigrant Families: Read More [+]

Course Objectives: Develop skills to conduct literature review, critically evaluate the presentation of scientific ideas and research in original science papers as well as the popular media, and synthesize and summarize the key findings from a literature. Gain knowledge on demographic, socio-cultural, and interpersonal characteristics of major immigrant groups in the U.S. Gain knowledge on ethnical issues in conducting human subjects research with immigrant families. Gain knowledge on the definitions of and research methods for studying psychological constructs unique for immigrant families: acculturation, acculturation stress, bilingualism, racial discrimination. Gain knowledge on theoretical models of human development (e.g., the bioecological theory, socio-cultural theory) and their applications to research on children of immigrant families.

Prerequisites: As an advanced elective for the undergraduate minor, all prerequisites must be completed by the time the student is enrolled in this course

Credit Restrictions: Students will receive no credit for PSYCH 171 after completing PSYCH 171 . A deficient grade in PSYCH 171 may be removed by taking PSYCH 171 .

Summer: 3 weeks - 15 hours of lecture and 0 hours of discussion per week 6 weeks - 7.5 hours of lecture and 0 hours of discussion per week

Additional Format: Two hours of lecture and one hour of discussion per week. Seven and one-half hours of lecture and zero hour of discussion per week for 6 weeks. Fifteen hours of lecture and zero hour of discussion per week for three weeks.

Psychological Research on Children of Immigrant Families: Read Less [-]

PSYCH 172 DSM: Defining Normal 3 Units

Terms offered: Summer 2024 Second 6 Week Session The Diagnostic and Statistical Manual of Mental Disorders (DSM) is the "bible" of psychiatric diagnoses. Medically, culturally, socially and politically, it is an influential document that defines what constitutes a disorder to human behavior. From its first edition to its last incarnation (DSM-5), the DSM has exploded in size and clout. With the rise in status, however, have come serious questions about its expanding list of disorders , the scientific basis of some of its diagnostic categories and how some conditions seem to appear and disappear as a function of the moment's sociocultural pressures and sensibilities. The course will cover the history and metamorphoses of the DSM, covering both its laudable achievements and costly mistakes. DSM: Defining Normal: Read More [+]

Credit Restrictions: Students will receive no credit for PSYCH 172 after completing PSYCH 172 . A deficient grade in PSYCH 172 may be removed by taking PSYCH 172 .

DSM: Defining Normal: Read Less [-]

PSYCH 173 Lens on Mental Health: Diversity and Intersectional Approaches 3 Units

Terms offered: Summer 2024 3 Week Session From its incipience, mainstream psychotherapy is understood to have been developed for a particular kind of person: the Viennese bourgeoisie, YAVIS (young, attractive, verbal, intelligent, successful), WEIRD (western, educated, industrialized, rich, democratic), and recently, the white, middle- and upper-middle classes, and usually, women. This course provides an overview of these criticisms and shifts the gaze, evaluating the evidence for and against such views, and summarizing the best steps forward for the field. As such, it relies on the best available research and evidence-based mental health treatment, and an interdisciplinary approach, drawing from psychology and related disciplines (e.g. neuroscience, sociology, cultural studies). Lens on Mental Health: Diversity and Intersectional Approaches: Read More [+]

Summer: 3 weeks - 16 hours of lecture per week

Additional Format: Sixteen hours of lecture per week for three weeks.

Lens on Mental Health: Diversity and Intersectional Approaches: Read Less [-]

PSYCH 180 Industrial-Organizational Psychology 3 Units

Terms offered: Summer 2013 10 Week Session, Summer 2013 First 6 Week Session, Fall 2005 Primarily for majors. Introduction to the field of industrial psychology, covering fundamental theory and concepts in personnel and social aspects in the field. Concerned with the processes involved in developing and maintaining organizations. Industrial-Organizational Psychology: Read More [+]

Industrial-Organizational Psychology: Read Less [-]

PSYCH N180 Industrial-Organizational Psychology 3 Units

Terms offered: Summer 2024 Second 6 Week Session, Summer 2023 Second 6 Week Session, Summer 2022 Second 6 Week Session Primarily for majors. Introduction to the field of industrial psychology, covering fundamental theory and concepts in personnel and social aspects in the field. Concerned with the processes involved in developing and maintaining organizations. Industrial-Organizational Psychology: Read More [+]

Credit Restrictions: Students will receive no credit for Psychology N180 after taking Psychology 180. A deficient grade in Psychology 180 may be removed by taking Psychology N180.

PSYCH 181 Emotion, Motivation, Influence: Psych in the Real World 3 Units

Terms offered: Summer 2023 Second 6 Week Session The goal of this course is to provide students with an introduction to the practical implications of personality and social psychology in the professional setting. Through a combination of theoretical readings and practical applications, students will learn how to apply psychological theory and research to a range of workplace-related questions, such as what makes a workplace attractive to employees, how to match individuals with the right organizations , and how to design jobs that increase employee motivation and build cohesive, collaborative teams. Additionally, the course will explore important topics such as diversity and inclusion in the workplace. Emotion, Motivation, Influence: Psych in the Real World: Read More [+]

Student Learning Outcomes: Students in this course will understand the ways in which social/personality psychology is related to organizational behavior, and will possess the background knowledge about individual trait, person perception, social behavior, and group collaboration required to think competently and critically about how to apply these knowledge in the applied world.

Emotion, Motivation, Influence: Psych in the Real World: Read Less [-]

PSYCH 192 Special Topics in Psychology 3 Units

Terms offered: Fall 2024, Fall 2016, Spring 2016 Course examines current problems and issues in psychology. Special Topics in Psychology: Read More [+]

Special Topics in Psychology: Read Less [-]

PSYCH 192AC Child Development in Different Cultures 3 Units

Terms offered: Summer 2012 10 Week Session, Summer 2012 Second 6 Week Session This course explores "culture" as a context for development from both global and American sub-group perspectives, through developmental stages from early childhood to adolescence, across physical, social and cognitive domains. It will examine traditional theories and modern systems theories with respect to individual and social contexts, discuss the experience of sub-groups of American children and conclude with a comprehensive analysis of the development of an individual. Child Development in Different Cultures: Read More [+]

Summer: 6 weeks - 5 hours of lecture and 2.5 hours of discussion per week 8 weeks - 2 hours of lecture per week

Additional Format: Two hours of Lecture and One hour of Discussion per week for 15 weeks. Two hours of Lecture per week for 8 weeks. Five hours of Lecture and Two and one-half hours of Discussion per week for 6 weeks.

Child Development in Different Cultures: Read Less [-]

PSYCH 192P Psychology Post Baccalaureate Capstone 3 Units

Terms offered: Spring 2019, Fall 2018, Fall 2017 The Psychology Post Baccalaureate Program at UC Berkeley is intended to serve as a training program for students who have interest in pursuing graduate degrees in Psychology but who are lacking necessary academic training and research experience. In addition to the required course and lab work, Post Baccalaureate students are required to complete a two-part research learning project, called The Capstone Experience. The Capstone Experience consists of two components: an applied written submission and a formal research presentation. Psychology Post Baccalaureate Capstone: Read More [+]

Course Objectives: Students will receive training in APA style writing and presentation skills.

Student Learning Outcomes: Students will learn APA writing and presentation styles.

Credit Restrictions: Course may not be repeated for credit. Prerequisites: Consent of instructor.

Fall and/or spring: 15 weeks - 9 hours of independent study per week

Summer: 10 weeks - 13.5 hours of independent study per week

Additional Format: Nine hours of independent study per week. Thirteen and one-half hours of independent study per week for 10 weeks.

Grading/Final exam status: Offered for pass/not pass grade only. Alternative to final exam.

Psychology Post Baccalaureate Capstone: Read Less [-]

PSYCH H194A Honors Seminar 2 Units

Terms offered: Fall 2024, Fall 2023, Fall 2022 In the fall semester the seminar will concentrate on issues of research design, ethics, and data analysis using statistical packages. The spring semester will focus on oral and written presentations of the thesis projects and feedback on thesis drafts. Honors Seminar: Read More [+]

Prerequisites: Required of and limited to psychology majors in the honors program. H195A-H195B should be taken concurrently

Fall and/or spring: 15 weeks - 2 hours of seminar per week

Additional Format: Two hours of Seminar per week for 15 weeks.

Honors Seminar: Read Less [-]

PSYCH H194B Honors Seminar 2 Units

Terms offered: Spring 2024, Spring 2023, Spring 2022 In the fall semester the seminar will concentrate on issues of research design, ethics, and data analysis using statistical packages. The spring semester will focus on oral and written presentations of the thesis projects and feedback on thesis drafts. Honors Seminar: Read More [+]

Prerequisites: Required of and limited to psychology majors in the honors program. H195A-195B should be taken concurrently

PSYCH H195A Special Study for Honors Candidates 1 - 3 Units

Terms offered: Fall 2016, Spring 2013, Spring 2012 Independent study and preparation of an honors thesis under the supervision of a faculty member. Special Study for Honors Candidates: Read More [+]

Prerequisites: Open only to senior psychology majors in the Honors Program

Repeat rules: Course may be repeated for credit up to a total of 6 units.

Summer: 6 weeks - 7.5 hours of independent study per week

Additional Format: Individual conferences.

Grading/Final exam status: Letter grade. This is part one of a year long series course. A provisional grade of IP (in progress) will be applied and later replaced with the final grade after completing part two of the series. Final exam not required.

Special Study for Honors Candidates: Read Less [-]

PSYCH H195B Special Study for Honors Candidates 1 - 3 Units

Terms offered: Fall 2016, Spring 2015, Spring 2013 Independent study and preparation of an honors thesis under the supervision of a faculty member. Special Study for Honors Candidates: Read More [+]

Grading/Final exam status: Letter grade. This is part two of a year long series course. Upon completion, the final grade will be applied to both parts of the series. Final exam not required.

PSYCH 197 Field Study in Psychology 1 - 3 Units

Terms offered: Spring 2017, Fall 2016, Fall 2015 Supervised experience relevant to specific aspects of psychology in off-campus settings. Individual and/or group meetings with faculty. Enrollment is restricted by regulations of the Berkeley Division listed elsewhere in this catalog. Field Study in Psychology: Read More [+]

Prerequisites: 1; appropriate upper division work in psychology (to be determined by instructor). Consent of instructor

Fall and/or spring: 15 weeks - 0 hours of fieldwork per week

Summer: 6 weeks - 2.5-7.5 hours of fieldwork per week 8 weeks - 2-5.5 hours of fieldwork per week

Field Study in Psychology: Read Less [-]

PSYCH 198 Directed Group Study 1 - 3 Units

Terms offered: Fall 2024, Spring 2024, Fall 2023 Group study of a selected topic or topics in psychology. Enrollment is restricted by regulations of the Berkeley Division listed elsewhere in this catalog. Directed Group Study: Read More [+]

Summer: 6 weeks - 2.5-7.5 hours of directed group study per week 8 weeks - 1.5-5.5 hours of directed group study per week

Directed Group Study: Read Less [-]

PSYCH 199 Supervised Independent Study and Research 1 - 3 Units

Terms offered: Fall 2019, Fall 2016, Summer 2016 10 Week Session Enrollment is restricted by regulations of the Berkeley Division listed elsewhere in this catalog. Supervised Independent Study and Research: Read More [+]

Summer: 6 weeks - 1-5 hours of independent study per week 8 weeks - 1-4 hours of independent study per week

Contact Information

Department of psychology.

2121 Berkeley Way

Phone: 510-642-5292

Fax: 510-642-5293

Department Chair

Ozlem Ayduk, PhD

3430 Berkeley Way West

[email protected]

Department Vice-Chair

Allison Harvey, PhD

3250 Berkeley Way West

[email protected]

Lance Kriegsfeld, PhD

[email protected]

Student Services Director

Harumi Quinones

2210 Berkeley Way West

Phone: 510-642-7097

[email protected]

Undergraduate Student Services Assistant Director

Jennifer Ochoa

Phone: 510-643-8114

[email protected]

Undergraduate Student Services Advisor

Undergraduate student services adviser.

Brenaia Blue

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The School of Information is UC Berkeley’s newest professional school. Located in the center of campus, the I School is a graduate research and education community committed to expanding access to information and to improving its usability, reliability, and credibility while preserving security and privacy.

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The School of Information offers four degrees:

The Master of Information Management and Systems (MIMS) program educates information professionals to provide leadership for an information-driven world.

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Our Ph.D. in Information Science is a research program for next-generation scholars of the information age.

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Ph.D. Admissions

Next start date: August 2025

Application Deadline: December 3, 2024, 8:59 pm PST

The online application will be available in mid-September.

We welcome students from a diverse set of backgrounds; some will be technically educated, some educated in the humanities and social sciences.

All application materials must be received by the deadline. We encourage you to apply early. The I School’s Ph.D. program does not accept applications for spring term admissions.

Admissions Requirements

• A bachelor’s degree or its recognized equivalent from an accredited institution
• Superior scholastic record, normally well above a 3.0 GPA
• Indication of appropriate research goals, described in the Statement of Purpose
• For applicants whose academic work has been in a language other than English, the Test of English as a Foreign Language (TOEFL) or International English Language Testing System (IELTS)
• Not required: GRE/GMAT . Starting Fall 2021, we no longer require the GRE or GMAT. We recommend you put your time and effort towards the required application materials. Read more about our decision to drop the GRE/GMAT requirement .

Selection Criteria

The I School accepts 3–7 Ph.D. students each year from more than 100 applications. Applications are reviewed by a committee of faculty.

Applicants are evaluated holistically on a number of factors. A strong academic record is important, but not sufficient. A critical factor is the ability to demonstrate a research record and agenda that fit well with specific I School faculty. In a small, interdisciplinary program, it is important that applicants clearly indicate in their Statement of Purpose which faculty member(s) they are interested in researching with, and why.

Application Requirements

We encourage you to check out our Ph.D. Admissions FAQ for information about commonly asked application questions.

(1) Statement of Purpose & Personal History Essay

The Statement of Purpose and Personal History are two separate essays.

The Statement of Purpose should describe your aptitude and motivation for doctoral study in your area of specialization, including your preparation for this field of study, your academic plans and research interests, and your future goals. Please be sure to identify in your Statement of Purpose which faculty member(s) you are interested in researching with, and why. We expect that candidates are able to demonstrate a research record and agenda that fit well with specific I School faculty.

For additional guidance, please review the Graduate Division's Statement of Purpose Guide .

In addition to explaining how your personal experiences have influenced your decision to pursue graduate studies, your Personal History Essay may include any relevant information describing barriers to accessing higher education that you have overcome, efforts you have made to advance equitable access to higher education for women, racial minorities, and other groups historically underrepresented in higher education, or research that you have undertaken that focuses on underserved populations or related issues of inequality.

For additional guidance, please review the Graduate Division’s Personal Statement Guide . There is no minimum length for the Personal History Essay.

These two essays are used in part to evaluate the candidate’s writing skills. Pursuant to UC Berkeley policy, the statements must be written by the candidate her or himself. For admitted students, application materials must comply with the Code of Student Conduct .

Both essays should be uploaded as PDF documents, as part of the online application .

(2) Three Letters of Recommendation

Ph.D. applicants should provide letters which speak directly to their ability and potential to perform academic research at the doctoral level. Recommenders must submit their letters online; please follow the instructions in the online application .

(3) Current Curriculum Vitae

Please upload a current curriculum vitae (C.V.) as a PDF document as part of the online application .

(4) College Transcripts

As part of the online application, upload copies of the official transcripts or academic records for all university-level studies you have completed abroad and at U.S. institutions. Be sure to include a current transcript from every post-secondary school that you have attended, including community colleges, summer sessions, and extension programs.

Each transcript should be uploaded as a separate PDF document; please refer to the instructions on the online application .

Applicants who completed their undergraduate degree in a recognized academic institution outside the United States are required to upload a copy of their degree conferral certificate. If a degree conferral certificate has not yet been obtained, please upload a provisional certificate. Applicants who have not yet graduated from undergrad are not required to submit a provisional certificate at this time. For specific questions, please contact the School of Information at [email protected] .

(5) TOEFL or IELTS Scores

UC Berkeley Graduate Division requires that applicants who received their degrees in countries other than the U.S., U.K., Australia, or English-speaking Canada submit TOEFL (Test of English as a Foreign Language) or IELTS (International English Language Testing System) scores. This includes applicants with degrees from Bangladesh, Burma, Nepal, India, Pakistan, Latin America, the Middle East, North Africa, the People’s Republic of China, Taiwan, Japan, Korea, Southeast Asia, and most European countries. Only applicants who have completed a full year of U.S. university-level coursework with a grade of B or better are exempt from this requirement.

For students taking the TOEFL, UC Berkeley Graduate Division requires that your most recent score be at least 90 on the Internet-based version of the TOEFL.

For students taking the IELTS, UC Berkeley Graduate Division requires that your most recent score be at least 7.0 out of 9.0 on the IELTS Academic test.

UC Berkeley Graduate Division does not accept TOEFL ITP Plus for Mainland China, IELTS Indicator, or Duolingo scores. For more information, see  Graduate Division’s Evidence of English Language Proficiency .

Submitting Scores

To be valid, the TOEFL or IELTS must have been taken within the past 18 months: for applicants for Fall 2025 admission, test scores taken before June 2023 will not be accepted. Please have your test scores sent directly to UC Berkeley by the testing authorities prior to application submission, and at the latest, by the application deadline. It may take 10-15 days for official score reports to transfer to our system. For the TOEFL exam, the school code for UC Berkeley is 4833, and the department code for the I School is 99.

For the IELTS exam, please submit an electronic report from the testing center; no institution code is required. Here is the Graduate Division’s office address for identification purposes: University of California, Berkeley, Graduate Division, Sproul Hall Rm 318, MC 5900, Berkeley, CA 94720.

More information: TOEFL website ; IELTS website

(6) Application Fee

(submitted with the online application)

• Fee for domestic applicants: $135.
• Fee for international applicants: $155.

Application Fee Waiver : The I School is pleased to offer application fee waivers to eligible Ph.D. applicants. Prior to submitting your application, please complete our Application Fee Waiver request form , and we will contact you within two business days with further instructions.

All application materials must be received by the application deadline. Applications will be reviewed throughout December and January, and admissions decisions will be released by early February.

Please don’t hesitate to contact us with questions or for additional guidance: [email protected] or (510) 664-4742.

*Test Report Form must be sent directly from IELTS. IELTS Indicator scores are not accepted.

Computer Ownership Requirement

We require that students own a computer. No particular configuration or operating system is required. However, students will be expected to complete assignments using office productivity software (e.g., Microsoft Office, OpenOffice, etc.), web browsers, etc., and should own a computer capable of running such software. More specific guidance will be provided upon acceptance to the program.

Contact the admissions team with questions about the Ph.D. program or application.

Ph.D. Applicant Feedback Program

The I School Ph.D. Applicant Feedback Program is a student-run initiative that aims to assist underrepresented students with their application essays and C.V. as they apply to the UC Berkeley School of Information Ph.D. program.

More Information

• Ph.D. Admissions FAQ

Clinical Psychology

Mission statement.

Our mission is to advance knowledge that promotes psychological well-being and reduces the burden of mental illness and problems in living and to develop leading clinical scientists whose skills and knowledge will have a substantial impact on the field of psychology and the lives of those in need. Our faculty and graduate students promote critical thinking, innovation, and discovery, and strive to be leaders in their field, engaging in and influencing research, practice, policy, and education. Our pursuit of these goals is guided by the values of collaboration, mutual respect, and fairness, our commitment to diversity, and the highest ethical standards.

Information about the Clinical Psychology Graduate Major

UCLA’s Clinical Psychology program is one of the largest, most selective, and most highly regarded in the country and aims to produce future faculty, researchers, and leaders in clinical science, who influence research, policy development, and practice. Clinical science is a field of psychology that strives to generate and disseminate the best possible knowledge, whether basic or applied, to reduce suffering and to advance public health and wellness. Rather than viewing research and intervention as separable, clinical science construes these activities as part of a single, broad domain of expertise and action. Students in the program are immersed in an empirical, research-based approach to clinical training. This, in turn, informs their research endeavors with a strong understanding of associated psychological phenomena. The UCLA Clinical Science Training Programs employs rigorous methods and theories from multiple perspectives, in the context of human diversity. Our goal is to develop the next generation of clinical scientists who will advance and share knowledge related to the origins, development, assessment, treatment, and prevention of mental health problems.

Admissions decisions are based on applicants’ research interests and experiences, formal coursework in psychology and associated fields, academic performance, letters of recommendation, dedication to and suitability for a career as a clinical scientist, program fit, and contributions to an intellectually rich, diverse class. Once admitted, students engage with faculty in research activities addressing critical issues that impact psychological well-being and the burden of mental illness, using a wide range of approaches and at varying levels of analysis. Their integrated training is facilitated by on-campus resources including the departmental Psychology Clinic, the Semel Institute for Neuroscience and Human Behavior, and the David Geffen School of Medicine.

Our program philosophy is embodied in, and our goals are achieved through, a series of training activities that prepare students for increasingly complex, demanding, and independent roles as clinical scientists. These training activities expose students to the reciprocal relationship between scientific research and provision of clinical services, and to various systems and methods of intervention, assessment, and other clinical services with demographically and clinically diverse populations. The curriculum is designed to produce scientifically-minded scholars who are well-trained in research and practice, who use data to develop and refine the knowledge base in their field, and who bring a reasoned empirical perspective to positions of leadership in research and service delivery.

The program’s individualized supervision of each student in integrated research and practice roles provides considerable flexibility. Within the parameters set by faculty interests and practicum resources, there are specializations in child psychopathology and treatment, cognitive-behavior therapy, clinical assessment, adult psychopathology and treatment, family processes, assessment and intervention with distressed couples, community psychology, stress and coping, cognitive and affective neuroscience, minority mental health, and health psychology and behavioral medicine. The faculty and other research resources of the Department make possible an intensive concentration in particular areas of clinical psychology, while at the same time ensuring breadth of training.

Clinical psychology at UCLA is a six-year program including a full-time one-year internship, at least four years of which must be completed in residence at UCLA. The curriculum in clinical psychology is based on a twelve-month academic year. The program includes a mixture of coursework, clinical practicum training, teaching, and continuous involvement in research. Many of the twenty clinical area faculty, along with numerous clinical psychologists from other campus departments, community clinics, and hospitals settings, contribute to clinical supervision.  Clinical training experiences typically include four and a half years of part-time practicum placements in the Psychology Clinic and local agencies. The required one-year full-time internship is undertaken after the student has passed the clinical qualifying examinations and the dissertation preliminary orals. The student receives the Ph.D. degree when both the dissertation and an approved internship are completed.

Accreditation

PCSAS – Psychological Clinical Science Accreditation System

The Graduate Program in Clinical Psychology at UCLA was accredited in 2012 by the Psychological Clinical Science Accreditation System (PCSAS). PCSAS was created to promote science-centered education and training in clinical psychology, to increase the quality and quantity of clinical scientists contributing to the advancement of public health, and to enhance the scientific knowledge base for mental and behavioral health care. The UCLA program is deeply committed to these goals and proud to be a member of the PCSAS Founder’s Circle and one of the group of programs accredited by PCSAS.  (Psychological Clinical Science Accreditation System, 1800 Massachusetts Avenue NW, Suite 402, Washington, DC 20036-1218. Telephone: 301-455-8046). Website:  https://www.pcsas.org

APA CoA – American Psychological Association Commission on Accreditation

The Graduate Program in Clinical Psychology at UCLA has been accredited by the American Psychological Association Commission on Accreditation since 1949. (Office of Program Consultation and Accreditation, American Psychological Association, 750 First Street NE. Washington, DC 20002-4242. Telephone:  202-336-5979 .) Website:  http://www.apa.org/ed/accreditation/

Future Accreditation Plans:  

Against the backdrop of distressing evidence that mental health problems are increasingly prevalent and burdensome, the field of psychological clinical science must think innovatively to address the unmet mental health needs of vulnerable populations. UCLA’s clinical psychology program remains committed to training clinical psychological scientists who will become leaders in research, dissemination, and implementation of knowledge, policy development, and evidence-based clinical practice. This commitment is firmly rooted in our overall mission of promoting equity and inclusion, adhering to ethical standards, and developing collaborations in all aspects of clinical psychology.

Increasingly, we believe that significant aspects of the academic and clinical-service requirements of accreditation by the American Psychological Association (APA) obstruct our training mission. Too often, APA requirements limit our ability to flexibly adapt our program to evolving scientific evidence, student needs, and global trends in mental health. Like many other top clinical science doctoral programs, we see our longstanding accreditation by the Psychological Clinical Science Accreditation System (PCSAS) as better aligned with our core values, including advancement of scientifically-based training.

Accordingly, we are unlikely to seek renewal of our program’s accreditation by APA, which is set to expire in 2028. The ultimate decision about re-accreditation will be made with the best interests and well-being of current and future students in our program in mind. To that end, we will continue to monitor important criteria that will determine the career prospects of students completing a doctoral degree in clinical psychology from programs accredited only by PCSAS. For example, we are working to understand the potential implications for securing excellent predoctoral internships and eligibility for professional licensure across jurisdictions in North America. Although the UCLA clinical psychology program has no direct influence over these external organizations, we are excited to continue to work to shape this evolving training landscape with the Academy of Psychological Clinical Science (APCS) and leaders from other clinical science programs.

Our ongoing monitoring of trends in clinical psychology training is encouraging for PCSAS-accredited programs. However, evolving circumstances could result in our program changing its opinion with respect to seeking APA re-accreditation in the future. In the spirit of transparency and empowering potential applicants to make informed choices for their own professional development, we are pleased to share our thinking on these important issues.

Notice to Students re: Professional Licensure and Certification

University of California programs for professions that require licensure or certification are intended to prepare the student for California licensure and certification requirements. Admission into programs for professions that require licensure and certification does not guarantee that students will obtain a license or certificate. Licensure and certification requirements are set by agencies that are not controlled by or affiliated with the University of California and licensure and certification requirements can change at any time.

The University of California has not determined whether its programs meet other states’ educational or professional requirements for licensure and certification. Students planning to pursue licensure or certification in other states are responsible for determining whether, if they complete a University of California program, they will meet their state’s requirements for licensure or certification. This disclosure is made pursuant to 34 CFR §668.43(a)(5)(v)(C).

NOTE:  Although the UCLA Clinical Psychology Program is not designed to ensure license eligibility, the majority of our graduates do go on to become professionally licensed.  For more information, please see  https://www.ucop.edu/institutional-research-academic-planning/content-analysis/academic-planning/licensure-and-certification-disclosures.html .

Clinical Program Policy on Diversity-Related Training 

In light of our guiding values of collaboration, respect, and fairness, this statement is to inform prospective and current trainees, faculty, and supervisors, as well as the public, that our trainees are required to (a) attain an understanding of cultural and individual diversity as related to both the science and practice of psychology and (b) provide competent and ethical services to diverse individuals.  Our primary consideration is always the welfare of the client.  Should such a conflict arise in which the trainee’s beliefs, values, worldview, or culture limits their ability to meet this requirement, as determined by either the student or the supervisor, it should be reported to the Clinic and Placements Committee, either directly or through a supervisor or clinical area faculty member.  The Committee will take a developmental view, such that if the competency to deliver services cannot be sufficiently developed in time to protect and serve a potentially impacted client, the committee will (a) consider a reassignment of the client so as to protect the client’s immediate interests, and (b) request from the student a plan to reach the above-stated competencies, to be developed and implemented in consultation with both the trainee’s supervisor and the Clinic Director.  There should be no reasonable expectation of a trainee being exempted from having clients with any particular background or characteristics assigned to them for the duration of their training.

Clinical Program Grievance Policies & Procedures

Unfortunately, conflicts between students and faculty or with other students will occur, and the following policies and procedures are provided in an effort to achieve the best solution. The first step in addressing these conflicts is for the student to consult with their academic advisor. If this option is not feasible (e.g. the conflict is with the advisor) or the conflict is not resolved to their satisfaction, then the issue should be brought to the attention of the Director of Clinical Training. If in the unlikely event that an effective solution is not achieved at this level, then the student has the option of consulting with the Department’s Vice Chair for Graduate Studies. Students also have the option of seeking assistance from the campus Office of Ombuds Services and the Office of the Dean of Students. It is expected that all such conflicts are to be addressed first within the program, then within the Department, before seeking a resolution outside of the department.

More Clinical Psychology Information

• For a list of Required Courses please see the  Psychology Handbook
• Psychology Clinic
• Student Admissions Outcomes and Other Data

Undergraduate Program

Psychology as a scientific discipline aims to describe, understand, and predict the behavior of living organisms. In doing so, psychology embraces the many factors that influence behavior - from sensory experience to complex cognition, from the role of genetics to that of social and cultural environments, from the processes that explain behavior in early childhood to those that operate in older ages, and from normal development to pathological conditions. The Psychology Department at Berkeley reflects the diversity of our discipline's mission covering 6 key areas of research:

• • Behavioral and Systems Neuroscience
• • Cognition
• • Developmental
• • Clinical Science
• • Cognitive Neuroscience
• • Social-Personality Psychology

Despite the existence of these specialization areas, our program learning goals focus on fostering methodological, statistical and critical thinking skills that are not tied to any one particular content area in psychology but are relevant for all of them.

Most of our program level goals are introduced in Psych 1 (General Psychology), which is the only lower division psychology course that is a prerequisite for the major. These goals are extended and reinforced in a majority of the upper division Tier 2 "core" courses. These include Psychology 10/101, Research Methods, required of all majors, and our Tier 2 courses that survey the major fields of psychology. Our program is designed to ensure that all students gain broad exposure to the field of psychology. In addition, students are encouraged to develop a deeper understanding of at least one major content area in psychology.

For more information on the major and how to enhance your experience in our department, please refer to our Psychology Major Map ! This tool is designed for anyone to access including prospective freshmen and transfers as well as our current students.

• Program Level Goals for Psychology Majors
• Program Level Goals Summary Grid by Type of Course
• Evaluation of Program Level Goals
• Program Level Goals for Clinical Minor
• Academic Overview
• Academic Advising
• Major Requirements
• Minor Requirements
• Enrollment & Course Information
• Research & Discovery
• Weekly Opportunities
• Career Paths

Undergraduate Student Services

Room 2210, 2121 Berkeley Way University of California, Berkeley Berkeley, CA 94720-1650

OFFICE HOURS

Datapoint: What are the acceptance rates for graduate psychology programs?

News from APA's Center for Workforce Studies.

February 2016, Vol 47, No. 2

Print version: page 16

In the 2013–14 academic year, potential students submitted more than 110,000 applications 1 to U.S. and Canadian graduate psychology programs, according to an annual APA survey of psychology departments. 2 About 26,000 of the applications were accepted, resulting in an overall acceptance rate of 24 percent. But acceptance rates varied widely by subfield and degree level.

A total of 979 doctoral programs 3 participated in the survey. They reported acceptance rates between 6 percent and 31 percent across subfields, with an overall acceptance rate of 13 percent. Acceptance rates were higher for school psychology and other applied psychology programs 4 , and lower for social and clinical psychology.

Acceptance rates for the 574 participating master's programs 3 were substantially higher for all subfields compared with doctoral programs. School psychology master's programs had the most applications and acceptances, resulting in an acceptance rate of 60 percent.

To read more about admissions, applications and acceptances for graduate psychology study, go to APA Education .

— Karen Stamm, PhD, Daniel Michalski, PhD5, Caroline Cope, MA5, Garth Fowler, PhD5, Peggy Christidis, PhD and Luona Lin, MPP

For more information, contact APA's Center for Workforce Studies .

1 Numbers were self-reported by departments providing graduate-level training in psychology or related fields and represent minimum value approximations.

2 APA surveys graduate departments of psychology to collect information for the annual publication of Graduate Study in Psychology — a print and online resource for prospective applicants to graduate psychology programs. For more information, visit APA Books.

3 Participation in Graduate Study in Psychology is voluntary; numbers do not represent the entire population of graduate programs in psychology.

4 This category includes applied behavior analysis, educational, community, forensic, sport, quantitative and behavioral psychology programs.

5 Author is a staff member of APA's Office on Graduate and Postgraduate Education and Training.

Letters to the Editor

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• GGSE Resources

Department of Counseling, Clinical, & School Psychology

Counseling/Clinical Psychology Ph.D. Program

The counseling/clinical doctoral program adheres to a scientist-practitioner training model and provides students with both research and practitioner knowledge and skills. The program’s primary goal is to train students who are interested in academic and research positions; a secondary goal is to prepare psychological service providers who will exercise influence on professional psychology through teaching, research, and leadership. The organizing themes that integrate the identity of the Department are the values of human diversity and individual differences, health and development across the lifespan, and ecological (e.g., family, school, community) influences on human behavior.

Counseling and Clinical Psychology historically have reflected different service areas, employment settings, and populations served.

Counseling psychologists  have traditionally focused on life-adjustment problems and career development and have worked primarily in university counseling centers, Veterans Administration hospitals, and community agencies.

Clinical psychologists  have traditionally focused on the evaluation and treatment of clients with acute or chronic mental disorders and have worked in mental health centers, mental hospitals, and psychiatric units of general hospitals.

However, the interdependence of contemporary social systems currently requires that psychologists have a broad knowledge of service emphases, employment settings, and client populations. For example, counseling psychologists need to be familiar with the diagnostic procedures andprinciples of psychopathology; clinical psychologists need to be familiar with the influences and workings of school systems and patterns of normal development; and school psychologists need to be familiar with family systems and school-to-work transitions.

In order to develop research-oriented academic psychologists who can adapt to changing and diversifying roles, the CCSP Department requires all doctoral students to take core courses that provide: (a) awareness, knowledge, and skills that arecommonto counseling, clinical, and school psychology; and (b) awareness and knowledge unique to counseling, clinical, and school psychology. Beyond entry-level awareness, knowledge, and skill base taught in the common core courses, students receive focused trainingin counselingor clinicalpsychology to prepare them to meet the needs of the populations and settings served by the area they have chosen. This goal is accomplished through separate research practica, clinical practica, coursework, and internships unique to each of the two areas.

The organizing themes that integrate the identity of the program are: (a) the values of human diversity and individual differences, (b) health and development across the lifespan, and (c) ecological (e.g., family, school, and societal) influences on human behavior.

Requirements for Counseling/ClinicalPh.D., Counseling Emphasis  (degree sheet)

Requirements for Counseling/ClinicalPh.D., Clinical Emphasis  (degree sheet)

Counseling and Clinical Psychology Doctoral Student Handbook

*Questions related to the program's accredited status should be directed to the Commission on Accreditation: Office of Program Consultation and Accreditation American Psychological Association 750 1st Street, NE, Washington, DC 20002 Phone: (202) 336-5979 / E-mail:  [email protected](link sends e-mail) Web:   www.apa.org/ed/accreditation