Department of Psychology & Counseling
The mission of the Department of Psychology and Counseling is to prepare undergraduate and graduate students for employment and/or further academic study, and to furnish them with the tools for a lifetime of continued learning. The department is committed to providing graduates of all programs with a comprehensive body of knowledge in their chosen discipline, emphasizing scientific literacy and an understanding of the importance of evidence-based practice. The department is founded on the ethical principles of our professional organizations and on the Mercy core values of justice, respect, integrity, service, and compassion. The department is committed to developing in our graduates an understanding of self and others, a commitment to social justice, and an understanding of the diversity that defines our social world.
The mission of the undergraduate program in psychology is to inspire academic excellence in students by promoting knowledge of the theories and content of psychology, scientific inquiry, learning and critical thinking in preparation for employment and/or graduate study. In addition, the program endorses the development of understanding of self and others, a sense of values, an appreciation of diversity, and a commitment to ethical principles.
An important part of liberal arts education involves understanding oneself, one’s own behavior and the actions of others. The undergraduate psychology program is designed to reflect all areas of human behavior and mental functioning. An introduction to techniques for investigating and understanding human behavior both within and outside the normal range of coping is provided in various courses.
In addition, internship courses and research courses provide the student with an opportunity to apply classroom learning along with valuable training for employment or graduate school.
New Jersey Teaching Credentials
The New Jersey certifications below are available for students earning the B.A. in Psychology:
- Early Childhood Education (P–3) with Teacher of Students with Disabilities Endorsement
- Elementary Education (K–6) with Teacher of Students with Disabilities Endorsement
- Teacher of English as a Second Language (ESL) with Teacher of Students with Disabilities Endorsement
For required professional courses in education and other education requirements, please refer to the School of Education section of the catalog.
Psychology, B.A./Applied Behavior Analysis, M.A.
Psychology (PS)
A survey course on the mind and behavior, including development, learning, memory, intelligence, personality, interpersonal attraction, biological psychology, and psychopathology.
This honors foundational course for psychology focuses on methodology, development, learning, memory, intelligence, personality, emotions, violence, and psychopathology. May be taken for credit by students who already have credit for PS111.
Exploration of selected areas of psychology with emphasis on classic and current controversial issues. This course teaches information literacy skills for psychology students. Pre/
Focuses on physical, social, and cognitive development, including the prenatal and perinatal period through childhood and adolescence. The major theoretical approaches to physical, social, and cognitive growth are compared, and topics of recent interest to researchers in developmental psychology are discussed.
This course studies psychological disorders and normalcy across the lifespan. Concepts and constructs, assessment processes, etiology, cultural factors, differential diagnosis, decision-making, and evidence-based therapeutic approaches are emphasized. Clinical and scientific research are integrated through the course so that students will have a robust bio-psycho-socio-cultural lens to understand mental disorders.
This course focuses on physical, social, and cognitive development in adulthood. The major theoretical approaches to physical, social, and cognitive growth are compared, and topics of recent interest to researchers in developmental psychology are discussed.
This course applies the principles of psychology to an educational setting, focusing especially on human learning and development and on principles by which learning can be enhanced. Students will explore individual differences and learning modalities.
This course focuses on physical, social-emotional, and cognitive development from birth through late adulthood. The major theoretical approaches to physical, social, and cognitive growth are compared, and topics of recent interest to researchers in developmental psychology are discussed.
An introductory course covering research ethics, probability, descriptive and basic inferential statistics, and hypothesis testing.
Students “learn by doing” the dynamics of group interaction and the roles assumed by different members.
Focuses on the etiology and characteristics of behavioral, physical, and psychological exceptionalities in childhood and adolescence. Prevention, treatment, and therapeutic interventions are examined. Note: Students admitted to the School of Education should take this course concurrently with ED2999 when possible. Pre/
Exploration of the theories, structure, and principles involved in the development of personality and the application of theory to behavior.
This course provides an overview of the nature of addiction and recovery, addiction treatment and prevention, and the pharmacological and physiological effects of drugs and alcohol.
This course provides an overview of addiction treatment with emphasis on empirically supported interventions and treatments. Students will review and practice various approaches and will become familiar with the legal and ethical issues relevant to treatment.
This course explores social behavior across different cultures. Topics include acculturation, comparison of personality, perceptual and cognitive development in different societies, gender roles, and special issues in multicultural research.
Prerequisite(s): PS214.
This course explores theories and practices of career psychology and career decision-making processes. Students explore careers in psychology and related fields.
A critical examination of the relationships between the legal system and psychological theory, research and practice. Topics include civil commitment, patients’ rights, standards of legal competence, psychological testimony, predictions of dangerousness, insanity defense, child custody disputes, criminal profiling, hypnosis and lie detection, police investigative techniques, role of the forensic psychologist, witness identification, jury selection, child sexual abuse, ethical issues and death penalty cases.
An introduction to the manner and methods of criminal profiling. Topics include the history of criminal profiling, victim selection, crime scene characteristics, victim/offender risk, disorganized/organized offenders, offender signature and modus operandi.
Exploration of the application of psychological principles, techniques and research to business and industry.
Review the fundamentals of interviewing and contemporary methods and techniques of counseling.
Exploration of the major processes and theories of learning, including classical and operant conditioning and social learning theory. Pre/
Corequisite(s): PS214.
This is an introductory course in applied behavior analysis focusing on history, ethics, and major therapeutic techniques, including an examination of their theoretical and research underpinnings. Pre/
Corequisite(s): PS214.
The study of the ways group membership influences human social behavior. Investigates social influence, social cognition, and social relations. Pre/
Corequisite(s): PS214
Exploration of the relationship between the brain and behavior in sleep and dreaming, emotional control, memory, and psychopathology.
Prerequisite(s): PS214.
Selected topics in various areas of psychology. Topics vary from year to year. Open to juniors and seniors or by permission of instructor. The course may be repeated when different topics are offered. May be offered for 1-3 credits,
Prerequisite(s): Junior or senior status, or permission of instructor.
Exploration of the structure and processes in human attention and memory including imagery, language, reasoning, concept formation, problem solving, decision making, metacognition.
Pre/corequisite(s): PS214.
This course introduces students to school psychology, including the many roles and functions school psychologists perform: assessment, counseling, consultation, and crisis intervention.
This seminar course reviews issues of relevance to the treatment of addictions and provides an opportunity for students to critically examine those issues from the perspective of behavioral science.
This course introduces students to clinical evaluation and diagnostic testing in the fields of personality, psychopathology, intelligence and aptitude. The course is designed to provide exposure to the available clinical tools.
Prerequisite(s): PS214.
An overview of research methods for behavioral sciences, as well as of advanced statistical methods of data analysis, with emphasis on the informed consumption of primary research in psychology.
Prerequisite(s): PS232.
Applied use of the scientific method in laboratory research. Laboratory provides hands-on research experience with SPSS to analyze data. 3 hours lecture, 3 hours laboratory.
Students work under the supervision of a faculty member to work on the faculty member’s research project. May be offered for 1-3 credits. Repeatable up to 6 credits. Offered on application.
Prerequisite(s): permission of the instructor.
Practical in-the-field experience in an ongoing project, school or human services institution. Repeatable up to 6 credits.
Prerequisite(s): Psychology major, PS214, and junior or senior status.
This seminar focuses on the composition of critical literature reviews. Students write a critical review of a body of published empirical research on a topic of their selection and present it in the last weeks of the seminar class.
This experiential course is an opportunity for reflective practice and applies the theory and skills of addiction counseling and/or prevention with the supervision of a practitioner and a faculty member. Students are required to secure placement at an internship site prior to the first class.
Prerequisite(s): Psychology major and PS214. Restricted to students with junior or senior status.
Students work under the supervision of a faculty member to develop and conduct an original, independent research project. Offered on application.
Prerequisite(s): PS431 and permission of instructor.
Students work under the supervision of a faculty member to continue work on an ongoing original, independent research project. May be offered for 1-3 credits. Offered on application.
Prerequisite(s): PS460 and permission of instructor.
Susan E.O. Field, Professor of Psychology; Chair, Department of Psychology and Counseling; Director of the TPSID Program
Ph.D., A.M., Harvard University
A.B., Washington University
Theresa J. Brown, Professor of Psychology; Director of the Applied Behavior Analysis Program
Ph.D., M.A., Bowling Green State University
B.A., Montclair State College
Marni Elson-Victor, Field Placement Coordinator (Psychology)
M.S., B.A., Pace University
Harriett Gaddy, Associate Professor of Psychology and Counseling; Director of the Clinical Mental Health Counseling Program
Ph.D., Seton Hall University
M.A., B.A., Montclair State College
Stephanie Rahill, Associate Professor of Psychology; Director of the Psy.D. in School Psychology Program; Director of the M.A. in School Psychology Program; Director of the Center for Teaching and Learning
Ph.D., University of Maryland, University College
M.A., University of Delaware
B.A., George Washington University
Lynn M. DeCapua, Professor of Psychology
Ph.D., M.S., Fordham University
B.A., Georgian Court University
Karen J. Kelly, Assistant Professor of Psychology
Ph.D., M.A., Columbia University
M.A., Montclair State University
B.A., Rutgers, The State University of New Jersey
Chad Kinney, Assistant Professor of Psychology
Ph.D., M.S., Florida Institute of Technology
B.A., Western Governors University
B.S., University of Florida
Nicola A. Meade, Assistant Professor of Psychology
Ph.D., Old Dominion University
M.S., Loyola University (MD)
B.A., University of Oregon
A.A., Montgomery College
Lori Nixon, Assistant Professor of Psychology
Ph.D., Barry University
M.A., B.A., Monmouth University
Heather Tacovsky, Assistant Professor of Psychology
Psy.D., Philadelphia College of Osteopathic Medicine
M.A., Georgian Court University
B.A., Albright College
Christopher T. Trigani, Professor of Psychology
Ph.D., M.S., Fordham University
B.A., Georgian Court University