Psychological Statistics This course will examine statistical methods used in the behavioral and biological sciences. Students will learn the logic underlying statistical analysis, focusing primarily on inferential techniques. They also will become familiar with the application and interpretation of statistics in psychological empirical research, including the use of computer software for conducting and interpreting statistical analyses. (PSYC 0105; open to psychology and neuroscience majors, others by waiver. Not open to students who have taken  MATH 0116 (aka STAT 0116) or STAT 0201 or ECON 0210)

Psychological Disorders What makes an individual “abnormal”?   Under what circumstances do mental health professionals classify emotions, thoughts, or behaviors as “disordered”?  In this course, we will explore these questions with attention to their historical, theoretical, ethical, and diagnostic implications.  We will investigate various classes of disorders, like anxiety, mood, and psychotic disorders, with a focus on their causes and treatments.  Throughout, we will aim to appreciate the complexities and uncertainties surrounding diagnosis, and to recognize and challenge common assumptions about psychological disorders.  In addition to lecture, the course will include discussions of current and controversial topics, and occasional demonstrations, analysis of clinical case material, and/or role plays.

Child Therapy: Theory and Practice For well over fifty years, therapists have been using play and other therapies to understand and relieve psychological distress in children. Do these therapies work? If so, how and for whom? In this course we will critically examine the theoretical underpinnings of therapies with children, weigh the research evidence supporting their effectiveness in treating a range of diagnoses, and explore issues at the intersection of theory and practice. Our work will be guided by theoretical and empirical texts, as well as videotaped and potentially mock or live simulated or actual therapeutic sessions that students will observe, conduct, and/or critique.

Child Development In this course, we will examine the nature of developmental change from the prenatal period through middle childhood. Our critical examination of developmental processes will invite us to consider various theoretical perspectives (e.g., learning, cognitive, biological, contextual) across various domains of development (i.e., physical, social-emotional, and cognitive).  We will address major themes in developmental psychology, such as the interrelatedness of development across domains, the contributions of nature and nurture, and the relative continuity versus discontinuity of developmental change.  Throughout, we will practice applying developmental principles to practical settings, policy issues, and topics of current interest. (PSYC 0105; Open to Psychology majors only; Not open to those who have previously taken PSYC 0325; ).

Psychological Diagnosis Psychological disorders do not typically manifest in the body and are not detectable through blood tests or biopsies the way many medical conditions are.  Rather, psychological disorders are expressed through patterns of behavior, mood, and interaction.  Diagnosing them therefore involves human clinicians making judgements about others’ behavior and well-being, and about what counts as normal or abnormal.  Is that as it should be?  Why are some behaviors considered just “unusual” while others are labelled “disordered,” and who gets to decide which is which?  Who benefits and who suffers from the biases inherent in clinicians’ diagnostic judgments?  We will consider these and related questions as we critically examine the process of psychological diagnosis.

Suzanne Gurland

Reviews and ratings for Suzanne Gurland at Middlebury College.Suzanne Gurland teaches Psychological Statistics, Psychological Disorders, Child Therapies:TheoryPractice and more.  Explore top rated instructors and find the best for you.Is Suzanne Gurland good ? Find out on MiddCourses.

Prof. Gurland explains concepts very clearly and is consistently supportive. The discussion sessions were engaging, with down-to-earth examples and practice. She’s especially helpful with essays, offering clear guidance, detailed feedback, and encouragement throughout the writing process.

Professor Gurland is awesome. She has a lot of experience with clincial and child therapy so learning about her experiences and specific cases are especially interesting. She expects you to put in the work, but is a very fair grader. 

Psych Disorders is a very interesting class, especially if you like psychology. Prof. Gurland is an amazing professor, but also a harsh grader. We had 2 papers in the class (one short and easy, the other was 10-14 pages). We also had discussion readings, and two exams. The exams were kinda difficult. The class is doable, the only thing is her grading is a little harsh.