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  • Current Courses

    • Courses in the Department of Psychology pair historical theory with modern research, offering students the opportunity to understand how people think, how people live, and how people make sense of the world. Our courses cover the most important-and most misunderstood-issues of our time.

      Please consult the New School Course Catalog for a full list of courses. Spring 2022 courses include: 

      • Introduction to Cognitive Psychology, GPSY 5110
        William Hirst, Malcolm B. Smith Professor of Psychology (CSD)

        This course is a survey of the progress made in understanding the human mind from the perspective of cognitive science. The areas of memory, attention, and thinking are examined.

      • Social Psychology, GPSY 5120
        Jeremy Ginges, Professor and Co-chair of Psychology (CSD)

        This course provides students with a broad overview of social psychological research. Central to the course is the idea that human beings are not isolated entities who process information like computers but social animals engaged in a complicated network of social relations, both real and imagined. Constrained by our cognitive capacities and guided by many different motives and fundamental needs, we attempt to make sense of the social world in which we live and of ourselves in relation to it. We see how this influences perceptions of the self, perceptions of other individuals and groups, beliefs and attitudes, group processes, and intergroup relations. Readings emphasize how various theories of human behavior are translated into focused research questions and rigorously tested through laboratory experiments and field studies.

      • Advanced Issues in Substance Abuse Counseling, GPSY 6112
        Lisa Litt, Assistant Professor of Psychology and Assistant Director of the MA Concentration in Mental Health and Substance Abuse Counseling

        This course is a continuation of GPSY 6109. There is a greater emphasis on hands-on training and the application of the concepts and techniques introduced in the first course. Emphasis is placed on the management of the recovery process. This is a required course for those individuals who wish to obtain an MA degree with a concentration in mental health and substance abuse counseling. This course provides 75 clock hours of New York OASAS-approved CASAC training. 

      • Advanced Statistics, GPSY 6134
        Mostafa Salari Rad, Postdoctoral Fellow

        This course is a survey of common advanced statistical procedures from a psychological perspective. The goal of the course is to prepare students to produce publication-quality APA-style manuscripts. Accordingly, the course involves frequent analysis of data sets using popular statistics software and effective written communication of findings. Inferential statistical procedures covered include factorial and repeated ANOVA, ANCOVA, MANOVA, factor analysis, multiple regression, logistic regression, and discriminant function analysis. Prerequisite: knowledge of introductory statistics.

      • Psychopathology III: Biosocial and Cognitive Theories of Addiction, GPSY 6156
        McWelling Todman, Professor of Clinical Practice and Co-chair of Psychology

        This course is an introductory survey of the psychological, biological, and sociological models of substance abuse and dependence. It is a required course for individuals who wish to obtain an MA with a concentration in mental health and substance abuse counseling. This course provides 75 clock hours of NYSOASAS-approved CASAC training. 

      • Research Methods, GPSY 6238
        Howard Steele, Professor of Psychology (Clinical), and Sam Winer, Associate Professor of Psychology (Clinical)

        This course provides hands-on experience in designing, running, and reporting on psychology experiments. Class time is devoted to discussion of individual research projects at each phase of the work.

      • Qualitative Methods in Psychology, GPSY 6241
        Lisa Rubin, Associate Professor of Psychology (Clinical) and Co-director of Gender and Sexuality Studies

        Psychologists are increasingly recognizing the value of qualitative research, both to inform and enhance quantitative forms of inquiry and as a meaningful form of inquiry in its own right. As qualitative methods gain a foothold in the field (e.g., establishment of a qualitative inquiry section within the APA's Division of Evaluation, Measurement, and Statistics and the soon-to-be-launched APA journal Qualitative Psychology), pioneering students may find themselves lost in a field characterized by language, and sometimes logics, different from those to which they are accustomed. The course is designed to help students wishing to bridge this so-called "quantitative-qualitative" divide in psychology by providing an introduction to epistemological and methodological traditions in qualitative psychology; consideration of distinct ethical concerns; and the opportunity for hands-on experience with qualitative research, including data collection, analysis, and report writing.


      • Development and Psychopathology, GPSY 6281
        Miriam Steele, Professor of Psychology (Clinical) and Co-director of Center for Attachment Research

        The goal of this course is to give students an understanding of child development across the lifespan from prenatal stages to infancy, early childhood, middle childhood, and adolescence and through adulthood. Key theoretical and methodological issues that have defined the field and links between cognitive and affective basis of behavior as demonstrated by typical and atypical development are highlighted. There is an emphasis on providing an integrative approach that will bring together scientific study in the fields of genetics, psychobiology, and social-emotional functioning. An objective of this course is the development of analytic thinking enabling students to become critical consumers of the scientific literature and hone the use of a keen critical eye in evaluating the study of development.

      • Clinical Applications of Attachment Theory and Research, GPSY 6325
        Howard Steele, Professor of Psychology (Clinical)

        This seminar examines cutting-edge developments in attachment theory and research as concerns adults, children, couples, and families in diverse clinical contexts. In the seminar, students become familiar with video-filmed examples of infant patterns of attachment in the classic Strange Situation Procedure as well as attachment-based assessments of older children (e.g., the Attachment Story Completion Task). The seminar will involve close attention to clinical uses of the Adult Attachment Interview and its companion rating and classification system, including a focus on "reflective functioning" that permits a reliable and valid assessment of the adult's state of mind concerning attachment, loss, and trauma. A picture emerges from the seminar of how to undertake or support clinical work from an attachment perspective with children and adults in diverse contexts, including psychotherapy with adults and couples and with families, involving family preservation issues, post-adoption support, and foster care. The way attachment themes are expressed in films, poetry, short stories, and novels is also considered. Core required text: Steele, H. & Steele, M., Handbook of Attachment-Based Interventions (Guilford Press, 2018) (available in paperback and PDF versions).

      • Culture and Social Cognition, GPSY 6346
        Joan Miller, Professor of Psychology (CSD); Director of Undergraduate Studies and Departmental Advisor for Psychology

        A fundamental agenda of cultural work in psychology is to identify cultural dimensions of existing psychological claims as well as cultural variation in basic psychological processes. In this seminar, we examine central topics in contemporary social psychology from the perspective of cultural psychology. Our focus is on theory and research in the areas of motivation, morality, social relationships, and self-concept. We give consideration to why and how culture is neglected in psychology and to key challenges that are critical to address in cultural work.

      • Visualizing Uncertainty, GPSY 6422
        Aaron Hill, Assistant Professor of Data Visualization, and Michael Schober, Professor of Psychology (CSD) and Senior Vice Provost for Faculty Affairs

      • This seminar brings together data visualization students and graduate Psychology students to investigate new ways of representing and hypothesizing about data while rigorously questioning what conclusions can legitimately be drawn. How should we think about where the data came from and the methods by which they were generated? What sources of potential measurement error should psychologists and data scientists be concerned about? When can we trust that data collected from nonprobability samples generalize to a full population? When are patterns that emerge in exploratory data visualization trustworthy? How can skepticism and questions about data be communicated with the potential audiences for a visual representation of data? How can we better visualize measurement error and multivariate confidence intervals? Class sessions combine discussion of academic articles with hands-on examination of existing data sets and practical examples. Psychology and data visualization students will be paired to carry out two hands-on projects during the semester, ideally using their own data from class or thesis projects (although having one's own data is not required). From these projects, students gain experience in communicating with collaborators with quite different backgrounds and expertise. Students are expected to have background knowledge only from their own discipline; data visualization students are not expected to have any psychology expertise, and Psychology students are not expected to have any coding or design expertise.

      • Global Mental Health, GPSY 6436
        Manaswi Sangraula, Postdoctoral Fellow in Migration and Mental Health

        Mental health issues are among the leading causes of disability worldwide; according to the World Health Organization, depression will emerge as the leading cause of disability-adjusted life years by 2030. Despite growing recognition and documentation of the burdens mental health issues and co-morbid disorders place on individuals, caregivers, and communities, there remain large global disparities in access to resources and delivery of effective mental health care. This course surveys the evolution of and current approaches to mental health care in a wide range of contexts, with a focus on low- and middle-income countries. Readings draw from studies and policy reports examining mental health programs, barriers to implementation, and the ways in which socioeconomic, social, and contextual factors disproportionately affect low-resource settings.

      • Moral Psychology, GPSY 6438
        Katrina Fincher, Assistant Professor of Psychology (CSD)

        In everyday life, people often encounter situations, trivial or significant, that fall under the purview of morality. Sometimes people are tempted to commit a norm violation, such as telling a lie to obtain immediate rewards or avoid undesirable outcomes. At other times, people become victims of or witness someone else's bad behaviors. In this course, we examine the tendency of human beings to experience social behavior as right and wrong. We begin by examining moralization and sacralization. We then turn to understanding models of morality, exploring both the role of emotion and cognition in moral judgments and models of mind perception. We conclude by exploring the role of culture in morality as well as recent sociopolitical issues relevant to morality and moral issues that people frequently deal with in everyday life and other situations.

      • The Psychology of Gender, Sexuality and Relationships, GPSY 6449
        Pantea Farvid, Associate Professor of Applied Psychology

        In this advanced psychology course, we examine seminal as well as cutting-edge theory, research, and controversies related to the psychology of gender, sexuality, and intimate relationships. We draw on a range of approaches to understand the intersecting categories of sex, gender, identity, sexuality, and individual/collective psychologies. Using popular culture and empirical and clinical examples, we also take into consideration intersectionality of race/ethnicity, class, disability, geographical location, and immigration status. As we explore key themes and topics in critical and feminist psychological research in this field, we also focus on how this knowledge has encompassed and continues to encompass an "applied psychology," one with a social change orientation focused on social justice within and outside the discipline. Topics covered include theories of gender and sexuality, asexuality, bisexuality, BDSM, gay men, lesbian psychology, heterosexuality, intersex individuals, gender diversity, mobile dating, casual sex, sexual violence, the sex industry, monogamy, open relationships, and relationship anarchy. Applications of this knowledge to clinical practice are also addressed throughout the course.  

      • Racism and Mental Health, GPSY 6450
        Lillian Polanco-Roman, Assistant Professor of Psychology (Clinical)

        This course provides a historical, theoretical, and empirical context within which to understand the effects of racism on mental health in racial and ethnic minoritized populations. It will explore antiracist approaches to mental health care. Topics covered include mental health disparities by race and ethnicity, the various forms of racism (institutional, interpersonal, internalized), racial trauma, intergenerational trauma, race-based stress, racial healing, racial bias and prejudice, racial and ethnic identity development, and socialization. This seminar is an experiential course in which students reflect on their own experiences and biases and connect course content to current events.

      • Perception in Virtual Worlds: Experiments in Design and Psychology, GPSY 6456
        Colleen Macklin, Associate Professor of Media Design, and Ben van Buren, Assistant Professor of Psychology (CSD)

        This course explores the interplay between perceptual psychology and the design of interactive systems and games. Students from psychology and design will learn a variety of useful concepts from perception research and interactive design, including how to make interactive digital games and experiences. Together, we explore questions such as: How do humans perceive the world? How do our interactions in games reveal underlying systems? How is “intelligence” perceived in artificial agents? And how do we understand each other through perceptual cues? We develop experiments using simple programming environments and tools (Javascript/Python and Unity) to study how people interact with, perceive, and understand artificial worlds. While some experience in these tools and programming languages is helpful for this course, it is not necessary, as long as there is a willingness to learn the basics.


      • Diagnostic Testing 2, GPSY 7003
        Ali Khadivi, Part-Time Faculty, and Andreas Evdokas, Part-Time Faculty

        In the second term of the assessment sequence, students learn to administer, score, and interpret the Rorschach Inkblot Test. After the Rorschach has been introduced, our emphasis shifts to the integration of data from the entire test battery into a thorough diagnostic assessment. Students practice test administration and interpretation with inpatient and outpatient subjects referred by clinical agencies affiliated with our program. By year's end, students should be able to administer and interpret a full test battery and to express diagnostic conclusions in a clear, useful written report.


      • Diagnostic Neuropsychological Testing, GPSY 7004
        James Root, Part-Time Faculty

        This course is an introduction to the clinical application of neuropsychology and neuropsychological assessment. It focuses on test administration and scoring, together with domains of neurocognitive function, syndromes associated with dysfunction in each domain, and neuropsychological measures used in assessing domain-specific performance. Cultural and social variables are also discussed in regard to their impact on both assessment and interpretation of cognitive measures and in choice of appropriate normative comparisons. Measure selection and interpretation are tailored to typical CNS and psychiatric disorders that the clinician may be expected to encounter in medical and psychiatric settings, including primary dementia, traumatic brain injury, learning disabilities, attention deficit disorder, depression, and schizophrenia. 

      • Evidence-Based Treatment, GPSY 7013
        Wendy D'Andrea, Associate Professor of Psychology (Clinical)

        Few issues have polarized the field of psychotherapy research and practice as much as "evidence-based practice." Evidence-based practice is both an approach for evaluating what works in psychotherapy and an epistemological movement rife with controversy. In this course, we examine the fundamental issues and debates associated with the emergence of evidence-based practice in mental health care. Students explore the benefits and constraints of evidence-based approaches in psychotherapy, including critical questions such as: Which treatments are evidence-based? What qualifies as evidence? Who benefits and who is neglected in evidence-based research and practice? Students gain familiarity with evidence-based approaches and confidence in navigating this complex terrain in their own clinical work.

      • Clinical Theory and Technique: CBT, GPSY 7091
        Sam Winer, Associate Professor of Psychology (Clinical)

        This course presents the major theories, research foundations, and applications of cognitive behavioral therapy. Topics to be addressed include history and advances in behavioral and cognitive theory; contemporary CBT approaches, including acceptance- and mindfulness-based therapies; sociocultural considerations; and techniques including cognitive restructuring, behavioral activation, and exposure. Students also practice developing CBT case formulations and gain hands-on experience with CBT techniques through experiential activities and assignments.

  • Take The Next Step

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Undergraduates

To apply to any of our undergraduate programs (except the Bachelor's Program for Adults and Transfer Students and Parsons Associate of Applied Science programs) complete and submit the Common App online.

Undergraduate Adult Learners

To apply to any of our Bachelor's Program for Adults and Transfer Students and Parsons Associate of Applied Science programs, complete and submit the New School Online Application.

Graduates

To apply to any of our Master's, Doctoral, Professional Studies Diploma, and Graduate Certificate programs, complete and submit the New School Online Application.

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