Psychology is the scientific study that aims to describe and explain human behavior. More specifically, the science of psychology investigates the thought processes, feelings and behaviors of human beings based on the interaction between biology and environment. The goal of this introductory course is to offer certain scientific answers to fundamental questions about the following subjects – Development, Learning, Perception, Memory, Thought, Language, Motivation, Emotions, Personality, Psychotherapy, and Social interaction. In addition, this course offers review and discussion of theories and methods in different areas of contemporary psychology, such as Biological, Developmental, Cognitive, School, Social, and Clinical psychology.
This course examines human development from conception to adolescence and the factors that affect it. The basic theories of development (biological, cognitive-developmental, psycho-dynamic, behaviourism) are presented and discussed. The physical, cognitive and socio-emotional characteristics of the individual during the different stages of development are also examined. Some of the particular topics that are included in the course are the following: Research methods, Individual differences, and their assessment, Genetic and environmental factors that influence human development, cognitive development, development of personality, moral, social and emotional development.
The course aims to introduce students to Social Psychology and explore the basic fields of social psychological research. It also aims at the familiarisation of students with classical studies in social psychology, the history of social psychology and selected fields of social psychological research like social behaviour and intrapersonal processes, group processes, social influence, inter-group relations and the reduction of prejudice, and social representations. Special emphasis will be placed on the development of gender and national identity as it is articulated at different levels of analysis.
Basic theories of personality development will be discussed in this course, including type-and-trait theories, factor theories, psychodynamic, behavioristic and humanistic theories. Issues related to personality evaluation and therapy will also be examined.
The course of Work and Organizational Psychology contributes to our understanding of human behaviour in the workplace and covers both personnel issues such as selection and training and organizational issues such as decision making and organizational change and development. It explores the changing composition of the workforce, economic conditions and the effects of technology on the nature and content of jobs. Among the topics covered are research methods, principles and practices of work and organizational psychology, employee selection principles and techniques, performance appraisal, training and development at work, leadership and management in organizations, organizational change and organizational culture.
The course aims to provide both theoretical and practical information based on recent research studies in the following subjects: sexual reproduction, sexual health and illness, familial and erotic factors of sexuality, as well as the effect of religion in the growth of sexuality of the individual. Finally, the more important aim of this course is the assist students in living a healthy sexual life and develop a critical stance towards erroneous, stereotypical and malicious information around issues of sexual health.
This course will provide a basic overview of the main areas of research in the field of Cognitive Psychology. The most important theories and findings from the areas of attention, perception, memory, mental imagery, knowledge representation, problem solving, and decision making will be discussed. Through optional participation in empirical experiments, students may become acquainted with the methods and procedures of conducting research in the field of Cognitive Psychology.
The main topics concern external and internal motivation; motivation and learning process; motivation and goal achievement, school (academic) performance, attribution and its relation to school performance, locus of control and self-concept. Means of motivating students, teachers and parents.
The course examines the psychological parameters of loss, death, and mourning and their history in different cultural groups. Emphasis is placed on mourning stages and their meaning.
The aims of this course are to examine the characteristics of happy and well-oriented people and the essential skills needed to confront everyday problems. Techniques of stress confrontation, skills in interpersonal relations, management of negative feelings and health maintenance will be addressed in a way that can be helpful to the personal, everyday of students.
This course examines psychological applications in the educational process. The following specific topics are included in this discussion: Child development – cognitive, emotional, social, the work of Piaget, Bruner and Vygotsky, as well as neo-piagetians, the context of development, importance of the family and school, motivation, attributions and self efficacy. Group dynamics and classroom management.
The course examines the relation between biology and behaviour, the effects of philosophy and biology on psychophysiology. It offers a general view of anatomy, physiology and pharmacology of the Central Nervous System (CNS) and an explanation of how CNS affects behaviour. The role of CNS in aggressiveness, sleep, sexuality and reproduction, nutrition, learning and memory is discussed. A general reference is made to the biological role of psychiatric disorders like stress, depression and psychosis.
This course aims at providing students with an understanding of the main cognitive processes that underlie memory. The course will offer an in-depth examination of how people encode in memory different types of information (e.g., verbal, spatial, visual) and how they recall this information from memory to carry out various tasks of everyday life. Among the topics that will be discussed is the iconic and acoustic sensory memory, short-term memory, working memory, the various types of long-term memory (e.g., semantic, procedural, explicit and implicit memory), forgetting, and retrieval. Recent findings about amnesia and memory loss due to ageing will also be presented.
This course provides the students with basic knowledge and skills that are related to descriptive research in general, with particular emphasis in the relevant studies conducted in psychology. Taking into consideration the philosophical and epistemological foundations of acquiring truth and reality, the students are introduced to the various research designs of psychological descriptive research. It is expected that the students will acquire the necessary skills that will allow them to critically evaluate the findings that are reported to be the product of scientific research. It is also expected that the students will acquire basic skills of designing and conducting psychological descriptive research.
Health psychology is the area of research and application that focuses on theories, methods and techniques related to health and illness. This course examines bio-psycho-social models that describe the processes leading to the maintenance of health, and the promotion of the psychological well-being of physically ill persons. The course also identifies the psychological and physiological responses of the individual within the social context in which the relevant health behaviours occur.
This course will present the Anatomy and physiology of hearing focusing on auditory processing for language perception. Methods of evaluation of auditory function, and auditory disorders (learning disabilities) will be detailed. Effects of auditory disorders on language and speech development, perception of oral and written language, and academic achievement will be presented in order to justify intervention for improvement of auditory function and optimization of learning ability.
The aim of this course is to present topics that are included in the four basic dimensions of family research: psychological, cultural, educational and clinical. Within the psychological dimension, the following topics are explored: parental role, adoption, family violence, divorce, reconstituted families, effects on children. Within the cultural dimension, the traditional family and its influences on the contemporary family are discussed. The educational dimension explores the relationships between the family and other institutions such as the school and the community. Finally, within the clinical dimension various family therapy theories and applications are presented and discussed.
This course is an introduction to psychopathology. It presents the various criteria for the diagnosis of psychological disorders, their characteristics, possible etiology, and approaches to assessment. Systems of classification are addressed and the criteria that distinguish normal from abnormal behaviour. The course views psychological disorders as the consequences of psychosocial, biological and hereditary factors. Contemporary and effective treatments are also briefly discussed.
This course will provide a broad overview and general introduction to the field of individual differences. Emphasis is placed on the use of genetic designs and research applications to study differential behaviour within various psychological domains. The course will introduce students to the principles of psychometric testing, and will also present and discuss some of the important psychological constructs on which humans differ, i.e., cognitive abilities, personality, learning disabilities, and psychopathology.
This course will provide students with the knowledge needed to design experiments and to collect, analyze, and interpret experimental data. During this course students will acquire skills in using the SPSS statistical package to analyze data and they will gain experience in preparing scientific manuscripts that follow the guidelines of the American Psychological Association (APA). Through in-class analyses and discussions of experiments from various concentrations of research in Psychology the course aims at promoting students' critical thinking.
An introduction to the behavioral assessment and intervention of behavioral problems in the areas of clinical practice, work, and education. Structured observation, recording, and analysis of behavior will be presented. We will study learning theories, including classical and operant conditioning, and discuss reinforcement and punishment principles. Single case-study methodology and ABAB experimental design will be discussed. Throughout this course, students are expected to develop an individualized behavior modification plan to modify a personal area of need. This course requires lab participation.
Psychologists adhere to Ethics codes and to the rules and procedures used to implement them. Psychology students should be aware that the Ethics codes may be applied to them by state psychology boards, or other public bodies. The Ethics codes apply to psychologists' work-related activities, that is, activities that are part of the psychologists' scientific and professional functions or that are psychological in nature. Thus, in this course the principles of competence, integrity, professional and scientific responsibility, respect for people's rights and dignity, concern for others' welfare, and social responsibility are closely examined.
This course examines the basic theories of counselling that are appropriate for use with non-clinical populations. Interviewing techniques are presented, analysed and practiced by the students. Other individual and group counselling methods are also discussed.
This course examines human development from a life-span perspective. Special emphasis is placed on the basic characteristics of adolescence (biological, cognitive, social and emotional). Adolescent problems, such as the relationship to authority, substance abuse, eating disorders, etc., are also described and discussed. Finally, the course discusses issues related to growing up, maturity and old age.
This course will focus on two central fields of Social Psychology: inter-group relations and social representations. Regarding intergroup relations, students will be familiarized with the theoretical and practical approaches to intergroup conflict, prejudice and discrimination and improvement of inter-group relations (intergroup contact, categorization, education in mixed contexts). Research findings regarding relations between ethnic groups, immigration and multiculturalism, coming from Cyprus, Europe and Worldwide will be discussed. Regarding social representations, the course will focus on social representations of national and gender identity. This course demands participation in laboratories.
This course will present students with an in-depth analysis of the main theories and findings from the fields of attention and perception. Among the topics that the course will cover are the various functions of attention (e.g., divided and selective attention, vigilance, visual search), various topics in perception (e.g., visual and auditory perception, perceptual organization, pattern recognition, depth perception), the applications of attention and perception in daily life (e.g., visual illusions, change blindness), as well as a number of attentional/perceptual disorders (e.g., optic agnosia, Balint's syndrome, hemispatial neglect).
This course will explore core issues of the social cognition approach in social psychology like: Attitude formation and change, Social Information processing, Cognitive adaptation in a social environment, Emotion, Interpersonal relations, Agression and Altrousim, Attribution theory, Affiliation attraction and Close relationships.
The course outlines the history of attention deficit disorder, describes the core symptoms of ADHD and discusses the various etiologies contributing to its development. It explains the developmental course and looks at accepted methods to assess and identify students with ADHD, and various treatment methods that are currently being used to treat the disorder. Theoretical models of ADHD are presented, which describe the many cognitive and social deficits in the disorder. Overall, the course emphasizes that ADHD involves more than just attention deficits – such as deficits with inhibition, self-regulation, working memory, executive functioning, and the organization of social behaviour.
Cognitive science as the science of the human mind aims to introduce students to the basic functions through which the human mind processes information and acquires knowledge. In particular, the course focuses on areas of cognition, such as attention, perception, memory, thought, learning and language acquisition and language understanding, drawing upon a wide spectrum of resources from psychology, philosophy, linguistics, artificial intelligence and neuroscience.
Reading is a basic skill that is a prerequisite for success in a variety of life and academic domains. Nevertheless, it is also a highly complex skill that requires the coordination of multiple cognitive processes like perception, encoding, memory, and thinking. This course examines these processes as they apply to reading tasks that range from word recognition to sentence and text comprehension. However, equal emphasis is given to the outcomes of reading in terms of mental representations and knowledge acquisition (learning). Although the course focuses on competent reading, implications concerning reading ability, its measurement and development are also discussed.
Language is taught as a linguistic, biological and physical concept. Language comprehension and language production. Language development in children. Theories on the origin of language. Language and thought. Language and education.
The course will present current theories and research studies pertaining to brain plasticity and brain specialization. The effects of brain damage on neuronal networks as well as current theories on brain reorganization and repair during childhood and adulthood will be discussed. The effects of genetics, hormones, and metabolism in relationship to normal brain functioning as well during neuropathology, neurological, and behavioral disorders will be addressed.
This course aims at the familiarisation of the student with a field of study situated at the interface of social psychology and the theories of learning and cognitive development. Emphasis will be placed on the educational applications of social developmental theories in peer interaction and cognitive development as well as co-operative learning. The course will cover core theoretical approaches in the sociogensis of the mind like the work of G.H. Mead, Lev Vygotsky, and the sociological studies of Piaget. Finally, more recent research described as post-Vygostkian and post-Piagetian in relation to cultural psychology will be discussed.
The course studies the psychology of individuals who violate the law or live on the margins of social life. The psychological profiles, cognitive, emotional and behavioral mechanisms that predispose one to develop antisocial behaviors will be examined. Social phenomena such as family violence, serious criminality, substance abuse and other addictions, as well as membership in cults and other countercultural groups will be addressed from a psychological perspective. The course will also survey methods of assessment and intervention used in these situations.
This course will address the psychological, social and biological factors that contribute to the development and maintenance of addition to substances. Additions to nicotine, alcohol and hard drugs will be addressed. The emphasis will be on the current research in the field dealing with the etiological mechanisms and predisposing factors into these disorders. Approaches to prevention, assessment and intervention will also be discussed.
This course recognizes that vocational readiness is both a developmental and a complicated process for psychology students. The course will offer both knowledge and opportunities aimed to enable students to gradually and systematically delineate their own vocational path. Professional issues in psychology and vocational development theories will be discussed. Various specialties in psychology will also be presented during the lectures. Students will have an opportunity to explore their professional interests and to further develop their psychological mindedness, vocational skills, self awareness, and critical thinking through field experience and various visits to professionals in the community.
The course examines learning and the factors that influence it. Course organization is based on three related areas: learning processes, learning outcomes, and contexts of learning. Topics include: theories of learning, learning and memory, strategies, concept acquisition, knowledge acquisition, restructuring, and transfer, learning and intelligence, learning in cognitive and knowledge domains, learning and instruction, inductive and deductive approaches, learning tasks, and evaluation.
A review of the various clinical methods of assessment used in diagnostic exploration. We will discuss the assessment of personality, intelligence, behavior, adaptive functioning, cognitive skills, and affective functioning. Psychometric issues, such as reliability, validity, norms, and standardization of tests, will be presented. The dominant diagnostic coding systems will be presented. Ethical and philosophical issues in diagnosis and clinical assessment, such as social stigma, will be explored.
The problem of the human mind and its functions are the main topics of this course. Questions like what mind is, its relation to the body (the body-mind problem), the way it represents the environmental world and its functions, coordination of mental and somatic processes, unconsciousness and consciousness will be targeted for discussion, focusing on their representational aspects.
Advanced course that covers theories of the nature and course of human cognitive development from infancy to adulthood. The course begins by discussing theoretical issues related to: the structure of the human mind and then proceeds to explore the development of perceptual abilities and attention, examine the development of language and memory, describe several aspects of children's conceptual development, and offers conclusions about the nature of development. This course is designed for students who have already attended courses in child and adolescent development. Most of the readings will be books and articles, which will be discussed in the class meetings.
This course focuses on specialized methodological issues and statistics in psychology. In the area of correlational research, the students will be introduced to the methodological approaches that lead to hierarchical regression and factor analysis. In the area of experimental research, this course covers simple and complex factorial designs with emphasis in both experimental design and statistical analysis. It is expected that the students will acquire substantial skills in both correlational and experimental designs and statistics. It is also expected that the students will be capable to understand complex psychological studies and develop the skills that will allow them to design and conduct psychological experiments.
The course covers a wide scope of reading difficulties and dyslexia including the nature, causes, diagnosis, and various forms of treatment based on different underpinning theories and approaches. The course is divided into six parts: (1) review of the theoretical basis for reading difficulties; (2) identification of principles for diagnosis; (3) review of current reading tests and diagnostic materials; (4) study of the different subtypes of reading difficulties; (5) identification of principles for appropriate remedial programs, and (6) writing of case reports. Particular emphasis is placed on the phonological and cognitive correlates of reading difficulties in school-age children.
Neuropsychology examines the interrelationship between neuronal function and the effects of organic brain damage on brain functions. The course will integrate contemporary clinical and research paradigms on neuropsychological theories,assessment of cognitive abilities (e.g., memory, attention, language, visual-spatial abilities, verbal learning, etc.) and psychosocial functions. The effects of specific brain pathologies such as traumatic brain injury, stroke, brain tumors, and neurodenerative disease (e.g., Parkinson's disease, Alzheimer's Disease, and small vessel disease) will be discussed in the context of the effects of those pathologies on the neurocognitive, behavioural, and psychosocial abilities (e.g., dementia, aphasia, apraxia, agnosias, personality changes, and depression).
The course is an introduction to the basic concepts of mental retardation associated with psychological, social and educational aspects. Special emphasis is placed on similarities and differences between mental retardation and normal development advocated by different theories, as well as classification, IQ, chronological and mental age (MA) relationship, motivation, personality, special classes and mainstreaming.
The problem of knowledge representation in the human mind is an issue of great importance. Understanding the process of knowledge representation also requires knowledge of some basic concepts such as propositional and pictorial representation, neural networks, neural distributed representation, etc., associated with psychology, linguistics, neuroscience and AI. The course aims to acquaint the student with various forms of representation and to provide a basic understanding of what representation of knowledge is about and how it influences the conception of human behaviour.
This course will discuss the relationship between chemical substances with brain function. The course will focus on the interrelationship between the neurochemical properties and events relating to the pharmacological action of prominent drug classes (e.g., stimulants, opiates, hallucinogenic, and psychotropic drugs) and their pharmacological action, and effects on behavior (such as therapeutic, mood altering, dependency and other side effects).
This course examines the science and practice of clinical psychology. It emphasizes topics that are of concern to contemporary clinical psychologists, such as therapy effectiveness and how this is measured, prescription privileges, ethical and cross-cultural issues and other dilemmas. Research methods in clinical psychology are also discussed with an emphasis on clinical trials, experiments with N=1 and other approaches. Recent research in experimental psychopathology is also covered.