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Psychology

Bachelor of Science Degree

Program Overview

The Bachelor of Science in Psychology program is designed to prepare students with the knowledge, skills, and competencies for diverse career possibilities within the field of psychology as well as graduate study. The program provides students with a foundation of knowledge along with communication, analytical, and research skills within an ethical multicultural framework essential for succeeding in both professional and educational endeavors. Students build foundational knowledge and skills in core areas and individualize their program through program electives and experiential learning, including a capstone course, optional concentrations, and internship possibilities.

Program Outcomes

Upon successful completion of the Bachelor of Science in Psychology, students will be able to:

  • Describe key concepts, principles, and overarching themes in psychology.
  • Use scientific reasoning to interpret psychological phenomena.
  • Apply ethical standards to evaluate psychological science and practice.
  • Demonstrate effective communication for different purposes.
  • Apply psychological content and skills to career goals.

 

Apply to the Bachelor’s Degree In Psychology  Join the next Info Session

Scholarships available

Earn your degree for a fraction of the price.

As of Fall 2023, students with an incoming GPA of 2.5 or above and with 60 credits accepted for transfer into a baccalaureate program are eligible for a $100 discount per course, not to exceed a total of $2,000, for as long as the student continues to pursue the same baccalaureate degree program. Please note that the eligibility requirement of 2.5 GPA or above is only for applications received after June 30, 2023. All previous agreements will be honored. QC has the final determination on qualifications, award amount, and application of the award.

Have questions or want to apply for the program? Please contact:
The Admissions Office
admissions@quincycollege.edu | 617-984-1710

Student Resources:

  • Academic Advising: (617) 984-1720
  • Dean’s Office of Liberal Arts: (617) 405-5920
  • Financial Aid Office: (617) 984-1620
  • Registrar’s Office: (617) 984-1650
  • Student Accessibility and Academic Support Services: (617) 405-5915
Psychology Courses
    •  
    • Code
    • Course
    • Credits
    • PSY 101
    • General Psychology
    • 3
    This course is an introduction to the basic concepts, major theories, different theoretical perspectives and research methods in psychology. The focus is on theories of personality, motivation, learning, intelligence, emotions, developmental processes, physiological psychology, perception, and psychological assessment. Placement at ENG 101 level strongly advised.
    • PSY 103
    • Child Development
    • 3
    This course is designed to provide the student with an integrated understanding of child development as it relates to early childhood education. A broad theoretical background is combined with principles of application. Emphasis is on the social context of early development, group processes, influence of the family, role of play, and the development of cognitive capabilities. Visitations to pre-school centers required.
    • PSY 210
    • Psychology of Learning
    • 3
    This educational psychology course will explore the teaching and learning process; teaching with an emphasis on planning effective instructional strategies, classroom management, and assessment. It focuses on human development, learning theories, individual difference, and motivation. Prerequisite PSY 101.
    • PSY 215
    • Abnormal Psychology
    • 3
    This course is a comprehensive study of the major mental disorders as defined by the DSM-IV TR. Etiologies and treatment for each disorder or cluster of disorders will be covered. Major disorders examined include the following: Anxiety disorders, dissociative & somatoform disorders, mood disorders, personality disorders, schizophrenia, substance abuse, sexual dysfunction, neuropsychological disorders, and disorders of childhood and adolescence. Prerequisites: PSY 101 or permission of the instructor.
    • PSY 216
    • Growth & Development
    • 3
    This course explores human growth and development across the lifespan, from how the fetus develops a preference for familiar voices, to the adolescent identity crisis, to the development of wisdom in late adulthood. The course is organized around major developmental periods in the lifespan. Contributions of significant developmental theorists are highlighted. Placement at ENG 101 level strongly advised.
    • PSY 221
    • Health Psychology
    • 3
    This course is intended to introduce the student to the tenets of health psychology, including, but not necessarily limited to, a history of health psychology; models of health psychology; an examination of the basic principles and theories pertinent to this field including the prevention and modification of health compromising behaviors; as well as the influences of psychosocial factors on mental health (e.g. stress, depression), physical health (e.g. heart disease, chronic illness, pain) and health-related behaviors (e.g. substance use and abuse, aggression, sexual behavior). Prerequisites: PSY 101 or permission of the instructor.
    • PSY 230
    • Sport Psychology
    • 3
    This course focuses on the many areas of psychology that apply to sports. A wide array of psychological subjects will be explored, including motivation, team experience, mental imagery, performance anxiety, youth sports, gender issues, and more. Multicultural and international views of the field will be included and class discussion of theories and research will be encouraged. Placement at ENG 101 level strongly advised.
    • PSY 280
    • Research Design & Methodology
    • 3
    The goal of this course is to familiarize the student with the experimental methods used by psychologists and other social scientists in conducting their research. Students will be exposed to a variety of research designs as well as basic statistical theory covering hypothesis testing, ANOVA, and correlational analyses. Students will participate in the process of conducting research by formulating a testable idea, developing a method by which to test their idea, and communicating their idea to others. Prerequisite: ENG 101 and PSY 101
    • PSY 300
    • Positive Psychology
    • 3
    The broad goal of this course is to examine well-being theory. The main objective is to help students measure and build the elements that contribute to human flourishing. The course is designed to introduce the concepts (e.g., biological, psychological, social, emotional), research behind the concepts, techniques, and activities that enhance wellbeing. In addition, students will have the opportunity to engage in a detailed analysis and positivity change process(es) utilizing validated questionnaires and evidence- based positive psychology and well-being enhancing interventions. Prerequisite: ENG 101 and PSY 101.
    • PSY 305
    • Personality
    • 3
    The course provides an overview of the major theories and approaches to the psychology of personality (psychodynamic, phenomenological, cognitive, and learning), methods of assessment and research and the development of individual behavior. Application of personality theory to self-understanding, personal fulfillment and interpersonal relationships will be explored. Topics include historical evolution, philosophical assumptions, conceptual connectedness, and their implications for theory and practice. Prerequisites: PSY 101 and PSY 280.
    • PSY 307
    • Psychology of Change
    • 3
    This course is a comprehensive look at the psychology of personal change and associated factors, from a biological, sociocultural, and psychosocial perspective. Students will be able to apply their knowledge of the working model to analyze a program of change within an area of interest. Prerequisites: PSY 101 and PSY 216.
    • PSY 311
    • Cognition
    • 3
    This course provides a detailed introduction to the major topics in cognitive psychology. Students will be encouraged to apply concepts to their individual interests across a wide range of careers, such as accounting, computer programming, medicine, engineering, management, nursing, science, education, and mental health. Topics include attention, decision making, emotion, language, learning, memory, neuroscience, perception, problem-solving, and vision. Students will explore the connection between cognitive research and real-world issues of consequence. Prerequisites: PSY 101. PSY 280 Recommended.
    • PSY 317
    • Sensation and Perception
    • 3
    This course explores the psychological areas of sensation and perception, including vision, hearing, touch, taste, and smell. Physiological, intrapersonal, interpersonal, and cultural implications are also explored. Prerequisites: PSY 101. PSY 280 Recommended.
    • PSY 329
    • Cultural Psychology
    • 3
    This course focuses on cultural influences on psychological processes and cultural differences in experience of self and psychological phenomenon. Topics covered include development, relationships, cognition, emotion, gender, sexuality, mental health, morality, and social interactions. Research methods in cultural psychology will be explored. Prerequisites: PSY 101 and HSV 260.
    • PSY 330
    • Social Psychology
    • 3
    Social Psychology examines how human thoughts, feelings, perceptions, and emotions can be influenced by outside factors, such as race, culture, gender, and the influence of others. Social Psychology also delves into the scientific research and methods used to track and study such attitudes and perceptions. Topics covered include social influence, social behavior, self-esteem, gender roles, conformity, aggression, motivation, and prejudice. Prerequisites: PSY 101 and SOC 101.
    • PSY 331
    • Psychology of Gender
    • 3
    This course examines psychological theory and practice through the lens of gender. We will investigate how the psychological and social construct of gender affects experience. Prerequisites: ENG 101, PSY 101, and HSV 260.
    • PSY 350
    • Group Dynamics
    • 3
    A course designed to enable students to understand common group interactions and the individual’s attitudes and reactions to those situations. It aids students in understanding the socialization process, group theory, the characteristics of effective leadership in a variety of group structures, and the skills required to work effectively within teams. Prerequisite: PSY 101.
    • PSY 413
    • Adolescent Psychology
    • 3
    This course is a comprehensive study of adolescence with particular emphasis on the contribution of developmental factors to the psychological, sociological, and biological changes that take place during the passages from childhood into adolescence and from youth into young adulthood. Prerequisites: PSY 101 and PSY 216.
    • PSY 419
    • Consciousness
    • 3
    This course explores the multi-faceted nature of consciousness. Topics include major theories of consciousness; methodological challenges in studying consciousness; ethical considerations related to consciousness; neurobiological mechanisms of consciousness; and practical applications of states of consciousness. Emphasis is placed on an integrative, interdisciplinary approach to understanding consciousness. Prerequisites: PSY 311.
    • PSY 421
    • Psychology of Emotion
    • 3
    This course provides an overview of research and theory on human emotion. This course will help students to both understand themselves and others through the application of psychological principles to emotion in relation to everyday responses to situations. Students will be encouraged to apply concepts to their individual interests across a wide range of careers, such as business, counseling, education, and human services. The topics
    include cultural influences, developmental trajectories, evolutionary foundations, neurology, pathologies, self- regulation, and social relationships. Prerequisites: PSY 101 and PSY 280.
    • PSY 442
    • Cultural Psychology
    • 3
    This course focuses on cultural influences on psychological processes and cultural differences in experience of self and psychological phenomenon. Topics covered include development, relationships, cognition, emotion, gender, sexuality, mental health, morality, and social interactions. Research methods in cultural psychology will be explored. Prerequisites: PSY 101 and HSV 260.
    • PSY 481
    • Advanced Research Seminar
    • 3
    In this course, students deepen research skills and knowledge through practical application. Students develop a research proposal individually and engage in collaborative peer-review, critique and support. Throughout the semester, students engage in assignments that culminate in a proposal for their capstone course project that reflects an integration of their skills and knowledge gained throughout their experience in the program. Prerequisite: PSY 280 with C/73 or better.
    • PSY 499
    • Psychology Capstone
    • 3
    This psychology capstone course integrates and synthesizes the knowledge and skills of the undergraduate curriculum through the completion of the capstone project. This course also provides students with an opportunity to demonstrate professional skills developed in this program individually and in groups. Prerequisites: PSY 481.

Psychology: Curriculum

General Education Requirements (40 credits)

CourseTitleCredits
CSI 101Introduction to Computers3 credits
ENG 101 English Composition I3 credits
ENG 102English Composition II13 credits
History/Government Core3 credits
IDS 167 First Year Seminar3 credits
MAT 107Statistics3 credits
BIO 111General Biology4 credits
SOC 101General Sociology3 credits
PSY 101General Psychology3 credits
Humanities Electives6 credits
General Education Electives6 credits

Program Requirements (42 credits)

CourseTitleCredits
PSY 215Abnormal Psychology13 credits
PSY 216Growth & Development3 credits
PSY 211Health Psychology3 credits
PSY 280Research Design & Methodology13 credits
HSV 260Diverse Populations3 credits
EXP 297Internship or Program Elective3 credits
PSY 311Cognition13 credits
PSY 305Personality13 credits
PSY 330Social Psychology13 credits
PSY 350Group Dynamics3 credits
PSY 413Adolescent Psychology3 credits
PSY 421Psychology of Emotion3 credits
PSY 442Cultural Psychology3 credits
PSY 499Psychology Capstone3 credits

Key
1Indicates course requires the completion of a prerequisite.

Program Electives (21 credits)

Note: Students are required to take 21 credits from the list below, according to their interests. Students are not required to take a specific number of credits in any category.

See table below for Program Electives.

Justice, Equity, Diversity & Inclusion

CourseTitleCredit
HSV 200Human Behavior and the Social Environment3
PSY 331Psychology of Gender3
SOC 316Intercultural Communications3
SOC 355Race. Class, Gender, and Social Justice3

Cognition

CourseTitleCredits
PSY 210Psychology of Learning3
PSY 317Sensation and Perception3
PSY 419Consciousness3
PSY 481Advanced Research Seminar3

Development

CourseTitleCredit
PSY 103Child Development3
PSY 301Child Psychology3
SOC 140Aging in America3

Social Psychology and Personality

CourseTitleCredit
PSY 300Positive Psychology3
SOC 203Sociology of the Family3

Integrated Behavioral Health

CourseTitleCredit
HSV 201Counseling Skills3
HSV 205Substance Addiction Counseling3
PSY 230Sport Psychology 3
PSY 307Psychology of Change3
SOC 320Sociology of Health, Illness, & Medicine3

Open Electives (18 credits)

Click here to download Psychology Curriculum

Psychology: Semester Path

Recommended course of study for a full-time student. It is recommended that students speak to an Academic Advisor before registering for courses each semester.

Semester 1

CourseTitleCreditsPre-Requisites
IDS 167First Year Seminar3Pre-Requisites
ENG 101English Comp I3
CSI 101Introduction to Computers3
PSY 101General Psychology3
MAT 107Statistics3Appropriate Placement Score or Completion of MAT 097
Total15

Semester 2

CourseTitleCreditsPre-Requisites
HSV 260Diverse Populations3
PSY 216Growth and Development3
ENG 102 English Composition II3ENG 101
BIO 111General Biology4
SOC 101General Sociology3
Total16

Semester 3

CourseTitleCreditsPre-Requisites
PSY 215Abnormal Psychology3PSY 101
PSY 280Research Design & Methodology3PSY 101, ENG 101, & MAT 107
Humanities Elective3
History/Government Core3
PSY 330Social Psychology3PSY 101 and SOC 101
Total15

Semester 4

CourseTitleCreditsPre-Requisites
PSY 3113PSY 101
Recommended PSY 280
PSY 3053PSY 101 & PSY 280
Pillar 1 Elective13
Pillar 5 Elective1 3
Humanities Elective3
Total15

Semester 5

CourseTitleCreditsPre-Requisites
Pillar 1 Elective13
Pillar 2 Elective13
Pillar 3 Elective13
EXP 297Internship or Program Elective3
Open Elective3
Total15

Semester 6

CourseTitleCreditsPre-Requisites
Pillar 2 Elective13
Pillar 3 Elective13
Pillar 4 Elective13
General Education Elective3
Open Elective3
Total15

Semester 7

CourseTitleCreditsPre-Requisites
PSY 481Advanced Research Seminar24PSY 280 (C/73% or higher)
Pillar 4 Elective13
Pillar 5 Elective13
Open Elective3
Open Elective3
Total16

Semester 8

CourseTitleCreditsPre-Requisites
PSY 499Psychology Capstone 23PSY 481 (C/73% or higher)
Open Elective3
Open Elective3
Additional Program Elective3
General Education Elective3
Total15

Psychology-Semester-Path

We encourage students to speak to an Academic Advisor before registering for courses each semester.
Make an Advising Appointment
advising@guincycollege.edu | (617) 984-1720

Have questions or want to apply for the program? Please contact:
The Admissions Office
admissions@quincycollege.edu | (617) 984-1710

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Faculty Profiles

Carol DiFalco, Ph. D., LMHC

Education:
Ph.D. in Counseling and Psychology, Lesley University
M.S. in Psychology, Clinical Mental Health, Springfield College
B.S. in Biology, Springfield College

Dr. DiFalco is a Licensed Mental Health Counselor and Professor of Psychology with over two decades of experience in various clinical and education settings, bridging the worlds of clinical counseling, research, and pedagogy. Dr. DiFalco believes critical thinking and analytical skills are a student’s compass and map for their intellectual journey. These skills empower students to explore the depths of human behavior and emotion, to question conventional wisdom, and to dissect complex phenomena with precision.

At Quincy College, she teaches various courses in the Psychology Program, including, but not limited to, Cultural Psychology, Group Dynamics, Psychology of Gender, and Psychology of Change. Her research focuses on advancing critical forms of community engagement curriculum by understanding the relationship between educators and their critical consciousness development. Through her work, she explores meaningful ways educators create bridges between communities to ensure equitable and socially just learning opportunities.

In addition to her professional life, Carol is an outdoor enthusiast who enjoys hiking through conservation lands and open-water paddle boarding off the shores of Cape Cod, where she resides with her family.

Ken Texeira

Education:

Ph.D. in Applied Developmental Psychology, Fordham University
B.S. in Psychology, University of Massachusetts, Amherst

Dr. Texeira is a professor of psychology and has taught at both the Quincy campus and Plymouth campus for 15 years. He has received various teaching and mentorship awards and has worked in healthcare settings as a researcher and scientist.

Dr. Texeira has published 10 articles in medical journals focused on increasing patient satisfaction and quality of life. He is currently filming a documentary on the Veteran Fishing Team he founded which is a peer-to-peer support group that aims to reduce isolation, raise awareness about mental health and foster blue economy skills.

 

Henry Rubin

Education:

Ph.D. in Sociology, Brandeis University
M.A. in Sociology, Brandeis University
B.A. in Sociology and Psychology, University of California, Santa Cruz

Dr. Rubin is in his 18th year at Quincy College. He has served as the Dean of the Liberal Arts Division, the Chair of the Assessment Committee, and the Co-director of First Year Seminar. Previously, he has taught at Harvard University and Tufts University. His research and teaching specialties include Sociology of the Media, Gender Studies, Interpersonal Communication and Group Dynamics. He has three cats and enjoys cycling, gardening, and the beach.

 

Dr. Robert Newell

Education:
D.B.A., University of Kentucky
M.B.A., Fitchburg State University
M.S.W., Boston University
B.S. in Social Work and Psychology, Roberts Wesleyan College

Dr. Newell has worked as a clinical social worker for over 25 years working in residential treatment, schools, private practice, and in healthcare and has been employed both as a clinician and in social work management. Dr. Newell has provided all levels of social work care on the micro, mezzo, and macro levels.

Dr. Newell teaches a wide breadth of courses in diversity, human behavior, policy, counseling skills, and addictions. He teaches in a manner where students can think critically about social issues while building on his students’ strengths. Dr. Newell has served as an adjunct faculty member at the University of Kentucky teaching courses in both the undergraduate and graduate social work programs. His educational background has focused on clinical practice and social work education.

Rob also enjoys skiing, hiking, and mountain biking in his free time.

Fahri Ercem

Education:
M.A. in Sociology, Northeastern University
M.A. in Social Anthropology, Cumhuriyet University, Türkiye
B.A. in Sociology, Middle East Technical University, Türkiye

 

Fahri Ercem is an experienced educator with a strong background in sociology and cultural anthropology, teaching for over 30 years. Currently, Fahri serves as an adjunct faculty member at Bunker Hill Community College and Quincy College. He has taught various sociology and cultural anthropology courses at Northeastern University, Middlesex Community College, and Massasoit Community College. His expertise includes curriculum development and teaching a wide range of sociology courses, focusing on global change, diversity, social inequalities, and world cultures. Additionally, Fahri has worked in the Office for Diversity Inclusion and Community Partnership (DICP) at Harvard Medical School for more than 20 years in various roles. In his free time, he enjoys reading and writing poetry, listening to jazz, and cooking.

Kerry Leary

Education:
M. S. in Equity, Diversity and Social Justice Leadership, Tuft University
M.Ed. in Education Leadership, American International College
M.A. in Counselor Education, Bridgewater State University
B.A. in Psychology, Bridgewater State University

Kerry has 18 years as a school and crisis counselor, 5 years as a school administrator, and 18 years as an adjunct professor. Additionally, Kerry has spent a combined 6 years as a private mental health professional.

Kerry’s teaching is rooted in the belief that every student has the potential to learn and grow, regardless of their abilities or challenges. Kerry is committed in creating a supportive and inclusive learning environment that respects individual differences and fosters a sense of belonging. Kerry’s approach emphasizes the significance of understanding the brain and mental health, utilizing this knowledge to guide students in overcoming obstacles and achieving their full potential.

 

Brian M Sasso, MA, LMHC

Education:

M.A. in Counseling Psychology, Remington College
B.S. in Sociology, University Massachusetts Amherst

Brian is an adjunct professor of psychology at Quincy College & has taught there since 2009. In addition, Brian has taught other courses within the school of Liberal Arts; including Human Service & Sociology.

Brian is a full-time employee of Quincy Public Schools and holds a School Adjustment Counseling license & school counseling license through the Department of Elementary and Secondary Education (DESE). These licenses allow him to work within an at-risk student population. Brian is also licensed through Allied Mental Health, as a Licensed Mental Health Counselor. Brian works as an independent therapist with adults who are experiencing challenges.

 

Dr. Becky DelVecchio

Education:
Ph.D. in Early Childhood Education, UMass Boston
PMC in Research Policy and Practice in Early Childhood Education, UMass Boston
M.Ed in Integrating the Arts into Curriculum, Lesley University
B.S. in Early Childhood Education, University System of New Hampshire

Becky has over 25 years of experience in teaching young children and adults in diverse and dynamic settings. Her current work focuses on supporting pedagogical leadership from within the early childhood education workforce. She also has special interest and expertise in the benefits of, and barriers, to nature play for all children and families.

 

Dr. Tom Connolly

Education:
Ph.D in I/O Psychology, Adler University
M.S. in I/O Psychology, Stevens Institute of Technology
M.B.A. in Finance, New York University
M.A. in Healthcare Administration, University of Phoenix
B.A. in Psychology, University of Connecticut

Dr. Connolly has extensive for-profit experience as a corporate executive, change manager, and entrepreneur.  He spent 25 years as a Wall Street executive, focusing on turnarounds and guiding organizations through transformational change.  He has served on curricular-advisory boards at Suffolk University and Bunker Hill Community College and on the advisory boards of 2 successful startups, Patheer and Ignyte AI (where he was co-founder).

As a post-doctoral fellow at Adler University, his work focuses on structural barriers to workplace equity, metacognitive decision structures and workplace civility.  His prior published research addresses work/family role conflict and managing high-velocity change.

Dr. Connolly teaches a range of classroom and online courses including Introductory Psychology, Life-span Developmental Psychology and Research Methods.

 

Dr. Gayl Crump Swaby

Education:

Ed.D, Nova Southeastern University
M.S.W., Boston University
B.S.W. in Social Work, Oakwood University

In addition to teaching at Quincy College, Dr. Crump Swaby is a Professor of Practice in the Clinical Mental Health Counseling program at Springfield College. With over three decades of clinical experience in diverse settings such as schools, community centers, and private practices, she brings a wealth of expertise to her role. Her work with a variety of populations has cultivated a deep understanding of mental health challenges, making her an invaluable mentor for aspiring counselors.

At Quincy College, Dr. Swaby has taught courses on substance addiction, gerontology, diversity, and human behavior. Her teaching philosophy emphasizes inclusivity, critical thinking, and practical skill development. A published author of two books focused on culturally responsive mental health treatment, Dr. Swaby is dedicated to preparing culturally competent clinicians.

Beyond her academic and clinical roles, Dr. Swaby enjoys traveling, music, gardening, and spending time with family.

 

Brenda K. Kimball

Education:
M.A. in Counseling, Johnson State College
B.A. in Education/Counseling, Johnson State College
Administrator License (Principal), Lyndon State College

Brenda Kimball began teaching as an adjunct faculty member at Quincy College in the fall of 2017.  She has taught classes in both the Psychology and Sociology departments. Brenda began her career in Vermont as a School Counselor, Director of Guidance, and Principal. She is currently a full-time School Adjustment Counselor for Canton Public Schools, where she is also an active member of our school’s Diversity, Equity, and Inclusion Committee. She is a member of the American School Counselors Association and the Massachusetts School Counselors Association.

Brenda also enjoys spending time with her two elementary-aged granddaughters and walking the beach with her dog Allie.

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