399 The Christian Faith and Public Life (3). international order. The second half of the
F This capstone course examines the relation-
. course permits students to engage in a major
ship between the Christian faith and public research project of their choosing that focuses
life. The ﬁrst half of the course reviews and on the relationship between their Christian
addresses what our public responsibilities are faith and some particular aspect of public life.
as Christians generally, and Reformed Chris- Prerequisites: Junior or senior standing; Bibli-
tians more speciﬁcally, and how such respon- cal Foundations I or Theological Foundations
sibilities may relate to life in our contempo- I, Developing a Christian Mind, and Philo-
rary pluralistic, democratic context, and to sophical Foundations.
the state within the context of the broader
Professors C. Beversluis, M. Bolt, J. Brink, **M. Gunnoe, P Moes, A. Shoemaker,
S. Stehouwer (chair), D. Tellinghuisen, G. Weaver
Associate Professors L. De Haan
Assistant Professor S. da Silva, *J. Yonker
Instructor B. Riek
Adjuncts J. DeBoe, C. Kok, L. Zwart
The department offers a varied set of courses dealing with important facets of individual
human functioning. The major and minor programs in psychology are designed to allow
students ﬂexibility to select courses, which ﬁt their present interests as well as their future
expectations. Students majoring in psychology often enter human service careers or they
pursue graduate study in psychology and related ﬁelds. A student handbook for majors
can be obtained from the department ofﬁce.
Students planning a major or minor in psychology are advised to take Psychology 151
as their ﬁrst course in psychology. Psychology 151, 255, and 399 satisfy requirements for
the general college core as well as for major or minor programs of study in psychology.
PSYCHOLOGY MAJOR 390 or any interim be counted as a 300-level
Psychology 151 elective.
Psychology 255 Students may include either Psychology 201
Psychology 256 or 204/205, but not both, as part of their ma-
Three Psychology electives (may include jor.
Two 300-level Psychology courses Psychology 204 is offered as a standard de-
One 330-level Psychology lab course velopmental course some semesters and Psy-
Psychology 399 chology 205 is offered as a cross-cultural en-
gagement course (CCE) other semesters. To
Students must complete a minimum of 10 psy- determine which course best suits your needs,
chology courses and a minimum of 32 semester please pick up a Psychology 204/205 compari-
hours of psychology course credit. son sheet from the psychology ofﬁce.
Students must have a minimum grade point Students should ordinarily take Psychol-
average of 2.00 in psychology courses to de- ogy 255 during their sophomore year and
clare a psychology major. Psychology 256 in the semester following
completion of Psychology 255. Students may
Not more than one interim may be included not take Psychology 255 and 256 simultane-
in the ten-course major nor may Psychology ously.
POLITICAL SCIENCE, PSYCHOLOGY 237
When possible, students are encouraged to Students are encouraged to take Psychology
postpone taking 330-level courses until after 255 to fulﬁll the core requirement in math-
the completion of Psychology 256. Psycholo- ematics if their program allows.
gy 399 is intended to be one of the last cours-
es in a psychology major or minor program. HONORS
Students intending to do doctoral work in Students wishing to graduate with honors
psychology are strongly encouraged to take in Psychology must maintain a minimum
Psychology 356 during their junior year and GPA of 3.3 (3.5 beginning with the Class of
to include more than one 330-level course 2007) and must complete at least six hon-
in their program of study. These courses are ors courses (18 semester hours minimum).
less important for masters and/or counseling Three of these courses must be in psychology
programs. and three must be from outside of the major.
One of the psychology honors courses must
A model “four-year plan” and a “two year involve an honors research paper in Psychol-
plan” (for those who declare their major lat- ogy 356 or a comparable honors project in
er in their college career) are available in the Psychology 390. Students must also achieve
Psychology Department ofﬁce. a minimum cumulative GPA of 3.5 in their
All majors must complete the Psychology psychology major.
Department Senior Assessment during their
last semester on campus. Information on the INTERNSHIPS
Senior Assessment is available from the Psy- Psychology majors, who have demonstrated
chology Department ofﬁce. ability in their psychology courses, are en-
couraged to apply for an internship placement
PSYCHOLOGY MINOR during their junior or senior year. Psychology
Psychology 151 380 provides a four-semester hour credit in-
At least one from Psychology 255, 330, ternship experience in one of a variety of areas
331, 332, 333, 334, or 335. of professional psychological practice and/or
Four Psychology electives (may include research (see course description). These ex-
one interim) periences can provide important background
for bachelor’s degree level employment or
Students must complete a minimum of 6 psy- graduate education in psychology. Students
chology courses and a minimum of 18 semes- may also apply for an eight-week summer
ter hours of psychology course credit internship experience in neuropsychology at
Rush Presbyterian St. Luke’s Medical Center
Students may include either Psychology 201 in Chicago. Although students may earn more
or 204, but not both, as part of their minor. than 4 semester hours of internship credits,
only 4 semester hours can be applied toward
SECONDARY EDUCATION the major. Interested students should contact
PSYCHOLOGY MINOR .
G. Weaver or P Moes.
Psychology 201 COURSES
Psychology 212 151 Introductory Psychology: Perspectives
Psychology 310 on the Self (3). F and S. This course provides
At least one from Psychology 255, 330, an introduction to psychology’s study of the
331, 332, 333, 334, or 335. biological, affective, cognitive, and social di-
Psychology 399 mensions of human identity and behavior. It
One psychology elective (may be an in- includes the consideration of such issues as
terim) perception and consciousness, learning and
memory, motivation and emotion, personal-
Students must complete a minimum of 7 psy-
ity development and social interaction, stress
chology courses and a minimum of 20 semester
and adjustment. Students are introduced to
hours of psychology course credit.
the methods of psychological research and to
the role of psychology in scientiﬁc endeavor
and human application. Through assigned attempts to establish identity and intimacy.
reading and writing as well as classroom dis- Prerequisite: Psychology 151 or Education
cussion, students learn to critically weigh al- 302, or permission of the instructor. Not of-
ternative claims regarding human behavior fered 2007-2008.
and to appreciate a holistic approach to the
211 Personality and Adjustment (3). * A
study of persons.
study of theory and research pertinent to
201 Developmental Psychology: Lifespan personality dynamics and adjustment. Cov-
(3). * F and S. An overview of human psycho- erage typically includes concepts of mental
logical development from birth to death. The health, the nature of stress, the self concept,
primary objective is to understand the behav- and principles of emotional and interper-
ior characteristic of each stage of development sonal competence. Special emphasis is given
and the factors which inﬂuence that behavior. to inﬂuential world views, Christian assess-
Not open to students who have taken or plan ments, and personal applications. Prerequi-
to take Psychology 204. Prerequisite: Psychol- site: Psychology 151 or permission of the in-
ogy 151 or Education 302, or permission of structor. Not offered 2007-2008.
the instructor. 212 Psychopathology (3). * F and S. A study
204 Developmental Psychology: Child (3). of the wide range of abnormal behaviors.
*An overview of normal development from Emphasis is on causes, dynamics, and clas-
conception through adolescence. Organization siﬁcation, with some attention to treatment
is chronological (infant, toddler, etc) and con- approaches. Prerequisite: Psychology 151 or
ceptual (cognitive development, social-per- permission of the instructor.
sonality development, etc.) Students may en- 213 Mental Health and the Classroom (3).
gage in service learning at Headstart preschool * S. An introduction to the developmental
in lieu of a term paper, but cannot fulﬁll CCE needs and common developmental stressors
core in this non-CCE course. Not open to stu- of school age children. Emphasis is on the
dents who have taken or plan to take Psychol- methods of communication and classroom
ogy 201 or Psychology 205. Prerequisite: Psy- management, which allow the teacher to
chology 151 or Education 302 or permission promote healthy adjustment. Prerequisite:
of the instructor. Not offered 2007-2008. Psychology 151 or Education 302, or per-
205-CCE Developmental Psychology (3). mission of the instructor.
*F An overview of normal development 216 Psychology of the Exceptional Child
from conception through adolescence with (3). * A basic overview of children who dif-
an emphasis on cross-cultural differences in fer physically, mentally, or behaviorally from
children’s socialization. Particular emphasis more typical children. Emphasis on causal
is placed on articulations of the Christian factors, characteristics, and diagnosis. Pre-
faith in U.S. black and Hispanic subcultures. requisite: Psychology 151 or Education 302,
Organization parallels the non-CCE version or permission of the instructor. Not offered
of the course, but readings and writing focus 2007-2008.
on cross-cultural understanding. Cross-cul-
tural engagement occurs through Headstart 220 Psychological Perspectives on Marriage
preschool and in worship services. Not open and the Family (3). *F This course focuses
to students who have taken or plan to take on psychological theory, research, and per-
Psychology 201 or Psychology 204. Prereq- spectives on family life. The course examines
uisite: Psychology 151 or Education 302, or historical and current conceptualizations of
the family as well as cross-cultural and al-
permission of the instructor.
ternative conceptualizations. Psychological
207 Developmental Psychology: Adoles- perspectives on marriage preparation, mar-
cent (3). *A study of human development riage, divorce, infertility, child rearing, and
in the second decade of life. Topics include single parenthood, as well as developmen-
the types of transitions experienced (so- tal changes in the family are addressed. The
cial, cognitive, and physical); the contexts course also focuses on family dysfunction,
of adolescence (family, peer-group, school, treatment, and health. Prerequisite: Psychol-
and work); and adaptive vs. maladaptive ogy 151 or permission of the instructor.
222 Human Sexuality and Gender (3). *F . current conceptualizations of interviewing
This course explores the ways that sexuality techniques and processes. Theory, issues,
and gender have been studied as variables and techniques regarding the interview are
in psychological research and theory. Spe- applied to both clinical uses and organiza-
cial attention will be given to recent theo- tional settings. Prerequisite: Psychology 212
ries of physiological and cultural inﬂuences or permission of the instructor.
on men’s and women’s development. Biblical
301 Organizational Psychology (3). *A con-
and popular perspectives on sexuality and
gender issues will be examined, and promis- sideration of psychological concepts and
es and problems in gender relations will also research related to human action in work
be studied. Prerequisite: Psychology 151 or situations, particularly in organizations.
permission of the instructor. The course includes discussions of the psy-
chological processes of individuals involved
255 Statistics and Research Design. (4) * F in work and management (e.g., perceptual
and S. This course is an introduction to sta- discrimination in varying tasks, strategies
tistics and computer application in psychol- in problem solving, motivation for power
ogy. Concepts and procedures taught include and achievement, and effects of compensa-
levels of measurement, measures of central tion on learning), and the social psychology
tendency, correlation techniques, probability of the work organization (communication
theory, and hypothesis tests. Lab work in- patterns, decision-making processes, per-
cludes the use of SPSS software. This course formance evaluation, conﬂict, and stress).
is intended to meet the core Mathematics The relationship of psychological theory and
requirement for Psychology majors and mi- practice are analyzed through case studies
nors. Psychology students typically take this of organizational experiences. Also listed as
course in their sophomore year. Prerequi- Business 351. Prerequisite: Business 160 and
sites: An introductory course in one of the
Psychology 151 or permission of the instruc-
social sciences (e.g., Psychology 151) and tor. Not offered 2007-2008.
meeting the Calvin admission requirement
in Mathematics. 306 History and Systems of Psychology (3).
* This course explores the historical roots of
256 Fundamentals of Research and Prac- some of the current directions and tensions
tice (3). * F and S. This course will provide in the ﬁeld of psychology. Questions about
hands-on, participatory research activities human nature and the nature of mind and
that build on the basic theories and appli- knowledge are addressed though the study of
cations of Psychology 255. Students will be ancient, medieval and modern psychological
conducting projects that allow the learning theory. Prerequisites: two courses in psychol-
of fundamental practice skills in community ogy or permission of the instructor. Not of-
or social science research, but also provide fered 2007-2008.
additional practice and theory building in
statistics and basic research methods. Spe- 310 Social Psychology (3). * F and S. A
ciﬁc concepts will include basic perspectives study of how people think about, inﬂuence,
in social science research, the fundamentals and relate to one another. Attention is giv-
of measurement in social sciences, sampling en to such topics as persuasion and attitude
techniques, survey design, application of sta- change, conformity and obedience, group
tistical methods to real world situations, use conﬂict and decision-making, stereotypes
of SPSS, ethical issues in research, and the and illusions of social thought, attraction
critical evaluation of research methods and and prejudice, and altruism and aggression.
results. Prerequisites: An introductory course Prerequisite: Psychology 151 or permission
in one of the social sciences (e.g., Psychology of the instructor.
151) and Psychology 255.
311 Theories of Personality (3). * F and S.
280 The Interview: Theory and Practice in A study of the enduring human personal-
Clinical and Organizational Settings (2). ity characteristics that often distinguish one
* S. This course focuses on psychological person from another. Extensive consider-
theory, research, and practice in regard to ation is given to biological, psychodynamic,
the interview. Emphasis is on historical and social, cognitive, and trait-descriptive theo-
ries of personality structure and function- ders and work activity, gender and culture
ing. The course also introduces students to differences in achievement and power mo-
a variety of personality scales and invento- tives, decisional processes in learned opti-
ries designed to identify important individ- mism, and applications of theory to learn-
ual differences in personality. Prerequisites: ing in inner city classrooms and to industrial
Psychology 151 and 212 or permission of the productivity. The study of motivation is pre-
instructor. sented as a model for understanding inter-
relationships among different approaches to
312 Principles of Psychological Measure-
ment (3). * An introduction to the theoreti- psychological theory and research. Two-hour
cal and practical issues of psychological test- laboratory each week. Prerequisite: Psychol-
ing. Topics include: Reliability and validity ogy 151 or permission of the instructor. Rec-
of tests, construction of psychological and ommended: Jr./Sr. status.
educational measures, the use and misuse of 331 Psychology of Sensation and Perception
standardized tests, strengths and weaknesses (4). * A detailed examination of the theories
of commonly used tests, and the social, edu- and research pertaining to various sensory
cational, and legal issues involved in testing and perceptual processes in human beings.
and measurement. Prerequisite: Psychology Methodological, physiological, and pretheo-
255 or permission of the instructor. Not of- retical issues are addressed. Two-hour labora-
fered 2007-2008. tory each week. Prerequisite: Psychology 151
314 Theories of Counseling and Psychother- or permission of the instructor. Recommend-
apy (3). * F An introduction to counseling and ed: Jr./Sr. status. Not offered 2007-2008.
psychotherapeutic methods for dealing with 332 Psychology of Learning Processes (4). *
emotional disorders. The course includes an A consideration of how research ﬁndings and
overview of major approaches to counseling theory relate to learning processes. Included
and psychotherapy with an analysis of the the- are such issues as the role of reinforcement
oretical aspects and techniques employed. An and punishment, methods of enhancing or
attempt is also made to integrate these various suppressing performance, biological limits on
approaches and to view them from a Christian learning, stimulus generalization, and discrim-
perspective. Prerequisites: Psychology 212 ination learning. The importance of learning
and 311 or permission of the instructor. theory for psychology in general is stressed.
322 Perspectives of Psychology: Youth Faith Two-hour laboratory each week. Prerequisite:
Development and Spiritual Formation (3). Psychology 151 or permission of the instruc-
*F This course examines how faith is formed tor. Recommended: Jr./Sr. status. Not offered
and developed, with particular emphasis 2007-2008.
on the adolescent passage between child- 333 Brain and Behavior (4). * F This course
hood and adulthood, in cultural context. It explores the rapidly expanding knowledge of
includes the history an current practices of brain function that is having a major impact
spiritual formation with particular emphasis on the way we understand everyday behavior,
on the Protestant tradition, current theories personality, and human nature. Speciﬁc top-
of moral and faith development, and stu- ics include the relationship of brain function
dents’ self-reﬂection on their own formative to vision, sleep, sexuality, memory, language,
experiences and insights. Course content to emotions, anxiety, depression, schizophrenia,
be explored, evaluated, and applied from a and homosexuality. The course includes an
Reformed biblical perspective. introduction to the work of clinical neuropsy-
330 Psychology of Motivation (4). * S. An chologists and cognitive neuroscientists by
investigation of physiological, learning the- way of clinical case studies. Class discussions
ory, and social-cognitive explanations of mo- and readings also focus on our understanding
tivation. Topics include: Brain mechanisms of persons in light of this research. Laboratory
inﬂuencing hunger, sexual desire, attention, and off-campus experiences introduce basic
punishment and reward, drug effects on per- anatomy and physiology of the brain, elec-
sonality, emotional processes in addiction, trophysiological measures (EEG), behavioral
drive and incentive effects in clinical disor- measures of brain function, and neuropsycho-
logical testing. Prerequisites: Psychology 151 practice or research (e.g., school psychol-
and Biology core or permission of the instruc- ogy, industrial-organizational psychology, or
tor. Recommended: Jr./Sr. status. counseling-rehabilitation psychology). Stu-
dents work eight hours per week under the
334 Cognitive Psychology (4). * F A survey
direction of an on-site supervisor and partici-
of research and theory in the study of human
pate in regular seminar meetings conducted
cognition. The course covers the acquisition,
by the college instructor. These experiences
representation, and use of knowledge with
will introduce students to service in profes-
emphasis on the processes of memory, lan-
sional psychology, as it is related to issues of
guage, and decision-making. Two-hour labo-
psychological theory, research, client charac-
ratory each week. Prerequisite: Psychology
teristics and needs, professional standards,
151 or permission of the instructor. Recom-
and Christian discipleship. Each student will
mended: Jr./Sr. status.
author a project that communicates learning
335 Health Psychology (4). * S This course throughout the internship. Prerequisites: Ju-
considers the psychosocial and physiological nior or senior psychology major, completion
processes that underlie wellness. The role of of course sequences related to the internship
stress in cardiovascular disease, cancer, drug specialization (information available from
addiction, sleep disorders and eating disorders the Psychology Department), and depart-
is considered. The centrality of immune and mental approval of student application.
cardiovascular system functioning in health
390 Independent Study. F I, and S. Prerequi-
and illness is emphasized. Attention is given
site: Permission of the department chair.
to the effectiveness of a wide variety of cop-
ing strategies including pain control, physical 399 Psychology and Religion (3). * F and
exercise, and religious practice. Across topics, S. This capstone course examines relation-
the course will emphasize current treatment ships between psychology and religion. It
procedures and research issues in the ﬁeld. includes discussions of how several major
Two hour laboratory each week. Prerequisite: psychologists have attempted to explain re-
Psychology 151 or permission of the instruc- ligious faith and practice. The course exam-
tor. Recommended: Jr./Sr. status. ines frameworks that have been proposed for
relating Christian beliefs about persons and
356 Experimental Psychology (4). *S. This
psychological explanations. Consideration is
course explores experimental designs and
given to how these frameworks have inﬂu-
the statistical techniques related to them.
enced recent investigations of areas related to
Students will have hands-on experience with
our experiences of Christian faith (e.g., per-
experimental control techniques, factorial
ception, moral development, and emotion).
designs and interaction effects, and the use
Prerequisites: Psychology 151 and three ad-
of the analysis of variance. In addition, stu-
ditional psychology courses or permission of
dents will design their own experimental re-
the instructor. (See description of Templeton
search, implement their studies and analyze
Award linked to the course under “Financial
the resulting data. This course is a prepara-
Information, Other Student Awards” heading
tion for graduate-level research. Prerequi-
of the catalog).
sites: Psychology 255 and 256. .
380 Internship in Psychology (4). * F and Graduate Courses
S. Students are placed in a ﬁeld experience 590 Independent Study. F I, and S.
related to a specialized area of psychological