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The Psychology Program offers a 40-credit undergraduate major leading to the Bachelor of Arts degree, as well as an 18-credit minor. The Program is open to both women and men through evening coursework, and traditional age Women's College students. The Psychology Graduate Program, open to both women and men, offers a Master's in Counseling Psychology with three specialization options, a Master's in Forensic Psychology and Counseling and a Psy.D. in Counseling Psychology.
The mission of the Psychology Program is to facilitate students' understanding of the science of psychology, as well as the values, knowledge, and skills required to pursue empowerment of self and others in a social justice context.
Students will acquire a broad understanding of the discipline of psychology, as well as a global awareness of issues affecting the development of psychological knowledge in other countries. At the same time, they will develop an appreciation of principles of ethical decision making, the importance of resilience, self-efficacy and self-advocacy as cornerstones of self-respect and self-determination, and the fundamental duty of social justice in working with underserved groups.
The Programs will prepare students to implement a range of empowerment strategies in their personal and interpersonal lives and work productively in their chosen fields.
B.A. in Psychology
Students who complete the degree in psychology will have a broad range of skills applicable to many human services as well as business employment settings. The Program provides a rigorous education in fundamental content areas such as human development and personality theory, but also teaches students to think critically and communicate effectively. These are skills that are highly sought after by employers in corporations, hospitals, schools, counseling centers, and group homes. With a Bachelor's Degree in Psychology from the College of Saint Elizabeth, students are eligible for entry-level positions in the mental health field and have been hired in community agencies, hospital programs, and in group homes.
Students who complete the Program are also well prepared to pursue Master's and Doctoral degrees. Many of our graduates have earned these advanced degrees from institutions such as:
Many psychology majors choose to double major and/or minor in related disciplines such as education, sociology, justice studies, biology, nutrition and business. Students are encouraged to discuss these options with their advisor because completing a second major and/or minor along with the major in psychology broadens students' career choices. The Minor in Psychology is also a good option to combine with a major in another discipline such as sociology or business. The minor will also give students the option to apply to graduate programs in psychology.
Master's in Counseling Psychology
The Master's program in Counseling Psychology, building on a multidisciplinary core, has been designed to prepare working adults to meet the challenges involved in providing counseling services to individuals and/or groups, and to be effective facilitators of change and growth.
Students who complete the program are well prepared to pursue doctoral degrees or enter professional work settings. The 60-credit mental health specialization meets the educational requirements for licensure as a professional counselor in New Jersey. The 48-credit school counseling specialization meets the educational requirements for certification as a School Counselor in New Jersey. The 30-credit specialization prepares students to apply for doctoral training in Psychology.
The graduate psychology courses of study are coeducational. Applicants for Master's Programs must have a baccalaureate degree, with a minimum of nine credits in psychology including the following courses: General Psychology, Developmental Psychology (Child Development, Adolescent Development, Adult Development or a Life Span Development course), and Psychopathology (Abnormal Psychology). Applicants should note that undergraduate Statistics and Experimental Psychology are prerequisites for PSY631: Research Methods and Program Evaluation. The baccalaureate degree must be from an accredited undergraduate institution with a cumulative GPA of not less than 3.0 on a 4.0 scale. Students will be invited for an interview based on their academic achievement, letters of reference, personal statement and relevant experiences. The interview will include a case review.
Transfer of credit into the graduate programs will be subject to evaluation and approval by the Course of Study Coordinator. All graduate transfer credits must carry a minimum grade of 3.0 on a 4.0 scale. A maximum of six transfer credits will be accepted for the Masters in Counseling Psychology 30-credit track and a maximum of nine credits for the 48-credit school counseling and 60-credit mental health tracks, and the Master of Arts in Forensic Psychology and Counseling. Faculty members regularly evaluate the progress of each student enrolled in the Master's Programs. This review addresses both the student's progress toward the completion of the academic degree and the student's development as a counseling practitioner. Students must continue to develop in both areas. Depending on the outcome of this evaluation, students may be required to take remedial action such as repeating course work, taking additional practica, taking a leave of absence, etc. In unusual instances, the student may be terminated from the programs as a result of the evaluation process. Rarely the behavior of a given student will suggest psychological impairment which, in the professional judgment of the faculty, would interfere with the person's ability to function in a counseling career or in counseling settings. In such a case, the programs reserve the right to ask students to take remedial actions such as: seeking counseling, taking a leave of absence, repeating course work, enrolling in further course work, or if necessary, withdrawing from the programs.
Student learning outcomes for the Psychology Program include:
Core Courses
Total: 16 credits
Breadth Area Restricted Electives
Students must choose one course from Area I and two courses each from Areas II and III.
I. Understanding the Biological and Cognitive Basis of Behavior
Total: 4 credits
II. Understanding Individual Differences
Total: 8 credits
III. Understanding the Social/Cultural Bases of Behavior
Total: 8 credits
Free Electives:
Students must choose two courses from the following:
Total: 4 credits
Total Credits for Bachelor of Arts in Psychology: 40
Capstone Requirement
Students fulfill the College of Saint Elizabeth capstone requirement by successfully passing a three-part comprehensive examination. The comprehensive examination includes a standardized test of achievement in the field of psychology, a written essay and journal article critique, and a career portfolio. Preparation for the examination is offered in PSY490 Senior Research Seminar.
Total: 18 credits
The Combined Baccalaureate to Master's Degree Program enables highly motivated undergraduate students to transition into the 30 credit M.A. in Counseling Psychology program while still completing the College's baccalaureate program.
Students may apply to enter this program at the end of their junior year. Juniors who apply must have a minimum 3.4 undergraduate GPA for admission. Students must submit one letter of recommendation from a faculty member and one from their internship (PSY495) or volunteer work demonstrating experience in the field. In addition to their application and letters, students should submit a personal statement clearly articulating their career goals and how the 30 credit M.A. program will help them meet these goals. Successful applicants will be interviewed by two faculty members and an admission decision will be made. Graduate courses begin in the fall semester of the senior year and 12 credits will double count toward the Bachelor's and Master's degree requirements. Students must have a cumulative GPA of 3.0 when they receive the Bachelor's degree in order to continue in graduate courses and complete the Master's degree. Combined degree students are expected to continue in the master's program without interruption until completion or risk being dismissed. Combined degree students who need to interrupt their studies must apply and be granted a leave of absence in order to interrupt their studies.
Year One
Year Two
Year Three
Year Four
Year Five
Specialization in Counseling Psychology
The 30-credit hour specialization in Counseling Psychology is the main track in the degree. It consists of 24 credit hours in a core curriculum, three credit hours from an elective course and three credit hours from the CSE Multidisciplinary Core. Additionally, any student who would like to take PSY671: Counseling Theories and Methods III: Practicum for additional training would be allowed to do so, but only as over and above the 30 required credit hours. A culminating project is required in lieu of a thesis.
As a result of his/her experiences in the 30-credit M.A. in Counseling Psychology specialization a graduate will:
Core Courses: 24 credits
Electives: 3 credits
Multidisciplinary Core: 3 credits
Specialization in School Counseling
The 48-credit School Counseling specialization is designed to train professionals to work with children, parents, teachers, and administrators in educational settings. Professionals also train to develop cooperative relationships with community agencies in assisting children and families. This 48-credit specialization reflects the 48 graduate credits required in the New Jersey standard educational services certificate with a school counselor endorsement. Students are required to meet the endorsed curriculum if they plan to apply for the school counselor certificate in New Jersey. The 48 credits consist of 33 credit hours in counseling psychology, three credit hours in the multidisciplinary core curriculum, three credit hours in education, and nine credit hours of practicum and supervised field experience. A culminating project is required in lieu of a thesis.
The program also offers non-matriculation opportunities for professionals who already hold a master's degree in counseling who wish to acquire additional course work required for the New Jersey School Counselor certificate.
As a result of completing the School Counseling programs, graduates:
Core Courses in Counseling: 35 credits
Foundations and Contextual Dimensions of School Counseling: 4 credits
Practicum and Field Experience in a School Setting: 9 credits
Specialization in Mental Health Counseling
The specialty in Mental Health Counseling builds on the basic 30-credit hour curriculum by adding 30 credit hours to meet the New Jersey educational requirements for licensure as a professional counselor. This 60-credit hour program consists of three credit hours in the multidisciplinary core, 39 credit hours in counseling courses, nine credit hours in electives in counseling and nine credit hours of supervised practicum and field experience. A culminating project is required in lieu of a thesis.
As a result of his/her experiences in the M.A. in Counseling Psychology program, a graduate will:
Core Courses in Counseling: 39 credits
Practicum and Field Experience: 9 credits
Elective Courses: 9 credits
Admissions Criteria
The Psy.D. in Counseling Psychology is a four-year, full-time, cohort-based program with courses being offered in the fall, spring and summer. The curriculum consists of 88 credits of which 15 credits are completed by students through required courses in their Master's Programs and transferred into the Psy.D. program. The required courses are: Human Growth and Personality Development, Psychological Assessment, Psychopathology, Research Methods and Advanced Statistics, Counseling Theories, and Group Counseling. Although a three-credit course in Group Counseling is a prerequisite to the program, it is not accepted as a transfer course. In addition to these 15 credits in Master's-level courses, the curriculum includes 73 credits in doctoral-level coursework and supervision.
Faculty members regularly evaluate the progress of each student enrolled in the doctoral program. This review addresses both the student's progress toward the completion of the academic degree and the student's development as a practitioner. Students must continue to develop in both areas. Depending on the outcome of this evaluation, students may be required to take remedial action such as repeating course work, taking a leave of absence, etc. In unusual instances, the student may be terminated from the program as a result of the evaluation process. Rarely the behavior of a given student will suggest psychological impairment which, in the professional judgment of the faculty, would interfere with the person's ability to function as a mental health professional. In such a case, the program reserves the right to ask students to take remedial actions such as: seeking counseling, taking a leave of absence, or if necessary, withdrawing from the program.
Applicants to the Psy.D. program in counseling psychology are required to:
Selected applicants are invited to interview with representatives of the Psy.D. faculty.
As a result of completing the Psy.D. program in counseling psychology, students will be:
First Academic Year: 21 credits
Fall 9 credits:
Spring 6 credits:
Summer 6 credits:
Second Academic Year: 21 credits
Fall 6 credits:
Spring 9 credits:
Summer 6 credits:
Third Academic Year: 19 credits
Fall 6 credits:
Spring 7 credits:
Summer 6 credits:
Fourth Academic Year: 12 credits
Fall 6 credits:
Spring 6 credits:
This comprehensive introductory course will cover major concepts and topic areas of psychology including human and social science as well as biological or natural science approaches. Content areas will include research methodology, theoretical perspectives related to human development, personality, intelligence, abnormal psychology, psychotherapy, biological psychology, learning and memory, and social behaviors. These content areas will be explored in the context of sociocultural diversity and the global nature of the discipline of psychology. Empirical findings related to diverse content areas will be explored.
This course is required for all psychology students. Students will learn about the curriculum related to the major, APA style, and format guidelines for writing, and accessing resources for research. The focus of this course will be the development of a career development plan that will guide the student's professional goals. Development of the student's curriculum plan, self-assessment of skill sets and interests, career interest, and resume development will be projects that assist toward this goal. The diverse nature of the field of psychology will be discussed and its vast possibilities for future graduate school and career possibilities. Prerequisite: Psy 100
This course will study prenatal development through adolescence. The biological, psychological, and social factors within the context of diverse cultural contexts will be explored. Areas including cognition, personality, language, and social development will be studied in relation to developments internationally as well as how these are related to other disciplines of study. Contemporary issues such as child care, child abuse, sexuality and intimacy, identity development and achievement, relationship formation with family and society and adjustment problems will be explored with an emphasis on social issues and how these impact policy and the application of knowledge and research related to development. Prerequisite: Psy 100
This course will study the progression of early adulthood through middle and late adulthood, including geriatric and late in life issues from a developmental perspective. Factors both challenging as well as influencing successful aging will be explored. Biological, social, and psychological factors within the context of diverse cultural contexts will be explored. Research and knowledge acquired from other disciplines will be incorporated to more fully understand the broad sociocultural factors influencing development of all phases of adulthood. Prerequisite: Psy 100
This course is an introduction to the application of behavioral theory and research to work situations; to promoting self-awareness and self-empowerment; and in career planning and professional development. The various sub-specialties of I/O psychology will be examined, including personnel selection, performance appraisal, training and development, and organizational behavior. Emphasis is placed on the research methods employed by I/O psychologists and their application to current organizational issues. Additionally students will examine how I/O Psychology principles can be used to promote social justice.
In this course, students will acquire knowledge of psychological concepts critical to understanding themselves and communicating more effectively with others. Students will consider such topics as motivation, goal setting, self-awareness, personal problem solving, assertiveness, conflict management, forgiveness, and group dynamics. Emphasis will be placed on the development of personal maturity and the establishment of culturally sensitive and just relationships as cornerstones for effective functioning in school, work, family, and community settings.
This course will focus on the application of psychological knowledge and concepts to legal issues. Among the areas discussed are: (a) clinical-forensic applications of psychology to legal issues which may include: legal competencies; insanity, the prediction of dangerousness, civil commitment, compensation for emotional damages, confidentiality and the duty to protect, and ethical conflicts and issues in working in the legal system; and (b) legal-forensic (non-clinical) application of psychology to legal issues which may include: the history of forensic psychology; eyewitness memory, criminal investigation, and the trial and jury process. Particular emphasis will be placed on social justice and cultural sensitivity in working within forensic environments.
This course is an overview of the historical, philosophical, and theoretical foundations of counseling. This course will expose the student to the diverse nature of the helping profession and its role in a complex global and sociocultural context and the potential applications to broader public policy. The various roles and functions of the counselor are examined as well as potential career paths related to the counselor role. The development of the counselor's self awareness and self understanding and how this is related to efficacy in the counselor role will be explored as well.
This course introduces students to the field of crisis intervention. Various approaches to defining and conceptualizing crisis intervention and its strategies will be explored. Theory, research, and practice will be studied in a diverse sociocultural context with an exploration of how these factors influence the self-understanding of the counselor and their response, and client's perspective in crisis. Contemporary issues including post-traumatic stress disorder, suicide, addiction, loss, and violence will be explored.
This course will introduce some of the core research methods and statistical techniques used in psychology. Non-experimental methods including observation, correlation, surveys, and ex-post- facto studies will be discussed. The scientific method and research process including controlling variables, descriptive statistics, as well as ethical issues related to research will be studied. Students will identify a research topic and complete a literature review. This will continue to develop into a proposal for research that will be continued in Research Methods ll. Prerequisite: PSY 100
This lab experience is a part of Psy 290 and must be taken at the same time. Students will participate in research exercises applying concepts acquired in Psy 290.
This course will examine experimental research design and inferential statistical analysis used in psychology. Topics will include hypothesis testing, understanding and selecting appropriate statistical designs, validity and reliability, confound control, data collection, analysis, and interpretation. The student will develop an original research proposal. A laboratory component will be included where the student will become familiar with statistical software to analyze and interpret data. Students must register for the laboratory component (233L) of this course, which students will take concurrently with Psy233. Prerequisites: Psy 230 and Psy 230L
This lab experience is a part of Psy 233 Research Methods and Statistics ll and must be taken at the same time. Students will participate in practice experiments and gain experience analyzing and interpreting data utilizing statistical software.
This course will study factors associated with the exceptional child within the educational setting. The student's knowledge base of the core biological, social, emotional, and cultural factors influencing the special needs and capacities of the exceptional learner will be explored. Contemporary research trends and the interdisciplinary nature of the developments in the field will be incorporated to promote the understanding of features including, family and social context, motivational tendencies, developmental features, and factors impacting achieving optimal psychological, social, and emotional functioning will be explored.
In this course, students will acquire knowledge about the integration of spiritual and emotional development in life. They will consider the role of spirituality in physical and mental health, and how both spiritual and emotional issues can be ethically addressed in counseling. Such topics as resilience, self-efficacy, and self-transcendence will be considered. The course will specifically examine the cultural and social justice implications of spiritually integrated counseling.
This course will apply the principles of psychology to children and adolescents in an educational setting. Contemporary research and theory in regard to learning and instruction will be explored. Student diversity based on biological, cultural, motivational, and other sources of student variance and how to address and objectively assess these factors will be discussed. Classroom management, evaluative techniques, cognitive learning theory, conceptualizing student needs in the context of development and family and social variables will also be addressed.
This course surveys the historical roots of the content and research methodologies of psychology. The emergence from its philosophical and physiological roots will be explored, as well as the movement into historical schools of psychology, including Structuralism, Functionalism, Gestalt, Behaviorism, Psychoanalysis, and Humanism. Contemporary research and practice of the influences of these schools will be explored. Students will study psychology as a science that has emerged within the context of an international and multicultural perspective and how these are related to past schools of psychology and contemporary research and practice. Prerequisite: Psy 100
This course is a study of the major concepts, research methodology, theoretical perspectives, socio-cultural influences, and empirical findings in human cognition. Topics will include attention, learning, memory, language, and problem solving. Students will also learn about current research in judgment, decision-making, and creativity. Students will also consider the practical applications of these areas of psychology to their own personal and professional development. Prerequisite: Psy 100
This course is an introduction to psychological testing emphasizing the problems of objectivity, reliability, and validity. It includes a survey of the basic instruments for assessing intelligence, abilities, interests, personality, and psychopathology. Consideration is given to the statistical theory upon which tests are based. The course is taught with consideration of social justice, socio-cultural and international issues in psychological testing. Students will also consider the practical applications of this area of psychology to their own personal and professional development. Prerequisite: Psy 100
This course is a systematic examination in historical perspective of the major theories of personality, their empirical status, and their application in the field of psychopathology. Emphasis is on humanistic theories, psychoanalytic theories, trait theories and learning theories, including the work of Rogers, Allport, Maslow, Freud, Erikson, Jung, Cattell, Miller, Bandura, and Skinner. Theoretical and methodological issues facing personality theorists will also be discussed. The course is taught with consideration of sociocultural issues important to the field and students will also consider the practical applications of this area of psychology to their own personal and professional development. Prerequisite: Psy 100
This course serves as an introduction to neural mechanisms that integrate, coordinate, and control behavior. Topics will include sensation, perception, motivation, emotion, learning, thought, and language, with an introduction to the neuropharmacology of anxiety, aggression, depression, schizophrenia, and memory. Neuropsychological assessment, forensic issues, current research and the practical applications of this area of psychology to students' personal and professional development will also be discussed. Prerequisite: Psy 100
A study of the major disturbances of thought, personality, and behavior including their symptoms, etiology, and treatment. Topics include neuroses, schizophrenia, affective disorders, organic brain syndromes, childhood disorders, psychosomatic disorders, alcoholism and drug abuse, and suicide. The course is taught with consideration of social justice and sociocultural issues important to the field and students will also consider the practical applications of this area of psychology to their own personal and professional development. Prerequisites: Psy 320 and Psy 331
In this course students integrate their knowledge of psychology into their own career planning and development. Students will complete a variety of projects and assignments that investigate employment opportunities and options for graduate study in psychology that are compatible with their particular interests, strengths, backgrounds and culture. Students will also complete their Career Portfolio begun in the first year. Prerequisites: Psy 100 and Psy 110
This course will examine the influence of culture on psychological development and psychological functioning. The emphasis will be on theory and empirical research and how these inform our understanding of the interface of culture and psychology. Among the topics discussed will be: the concept of culture, the concept of ethnic identity, the influence of culture on our perception and definition of abnormal behavior and the treatment of psychological disorders, and the experience of individuals who have endured oppression and exploitation based on their gender, race, ethnicity, sexual orientation, age, religion or physical disabilities. Students will also consider the practical applications of this area of psychology to their own personal and professional development. This course is open only to Psychology Majors and Minors. Prerequisite: Psy 100
The focus of this course is on Human behavior and experience in a social context. Topics include social thinking, social influences, social relations, and collective behavior. Recent applications of social psychology will also be addressed with special attention to social justice and socio-cultural issues. Students will also consider the practical applications of this area of psychology to their own personal and professional development. This course is open only to Psychology and Sociology Majors and Minors. Prerequisite: Psy 100
The course focuses on the history, status, and future directions of scientific and professional psychology throughout the world. It requires reading about, discussing, and writing about the relatively new specialty area of international psychology. This course will introduce psychology students and others to psychology around the world. In addition, the course focuses on understanding how principles of psychology can be utilized to confront and resolve global problems and conflicts. This course is open only to Psychology Majors and Minors. Prerequisite: PSY100
In this course an original research study is designed and conducted by student teams. Each team will be required to formulate a meaningful hypothesis, gather and interpret data, and draw conclusions based upon the data analysis. At the end of the semester, a complete research report is submitted. Methodological issues and statistical analysis will be discussed. Prerequisites: PSY290, PSY290L, PSY295, PSY295L and Senior status.
This course provides the opportunity for students to investigate an area of psychology which holds special interest for the student. Work is accomplished individually with the aid of a faculty member. Prerequisites: PSY100 and junior or senior status; approval of the course of study by the chairperson is required before registration.
The student completes an internship at a placement site arranged by a faculty member. The student will complete an internship at sites that provide experiences that promote the application of psychological principles to the real world. Sites chosen should be those that provide experiences that promote the recognition, understanding, and respect for the complexity of socio-cultural diversity, and facilitate personal and professional growth for the student. Prerequisite: Psychology major with junior or senior status, approval of the programs internship coordinator is required before registration.
An exploration of an area or special topic of current interest in psychology. The topic for any given semester will be determined by the department.
Issues involving the expectation, role, and identity of the mental health professional. Topics include relationship to other professionals, ethics, legal constraints and obligations, consultation, case conceptualization, and other current issues.
This course provides an overview of the profession of school counseling, including professional roles and functions, history and trends, and the principles of school counseling.
This course focuses on the organization and management of comprehensive school guidance and counseling programs and introduces the student to topics relevant to successful school counseling programs such as curriculum development; program development; and consultation, coordination, and collaboration in student services in elementary, middle, and secondary schools.
This course will provide an overview of child and adolescent development with a focus on the educational and social implications of developmental diversity. Instructional modes will include lecture, discussion, media, research, and case studybased projects.
This course provides an in depth study of the ethical and legal standards of the American Counseling Association and related entities, and application of ethical and legal considerations in professional counseling.
This course provides an understanding of the cultural context of relationships, issues and trends in a multicultural and diverse society related to such factors as culture, ethnicity, nationality, age, gender, sexual orientation,mental and physical characteristics, education, family values, religious and spiritual values, socioeconomic status and unique characteristics of individuals, couples, families, ethnic groups, and communities.?
This course will address counseling strategies and interventions designed to assist school-aged children with an emphasis on special needs populations. The course is designed to help students develop skills in interviewing, effective communication and rapport building essential to the therapeutic relationship.
This course provides a broad understanding of the philosophic bases of the helping processes, basic and advanced helping skills and client and helper self-understanding and self-development. Students will also learn counselor characteristics and behaviors that influence the helping processes including age, gender, and ethnic differences, verbal and nonverbal behaviors and personal characteristics, orientation and skills.
Psychological applications of ethical issues, e.g., confidentiality and disclosure, informed consent, human rights, leadership and power, and professional ethics will be studied through case analysis, role play and simulations.
This course focuses on the principles and procedures of behavior modification for weight management. Students will develop theoretical and practical knowledge in the following areas as applied to weight management: observing and recording; recognizing instances of reinforcement extinction and punishment and their likely long-term effects; interpreting behavioral episodes relevant to weight management in terms of behavioral principles and procedures; and designing, implementing and evaluating behavior modification programs for weight management for individuals and groups. Pre-requisite: Psy 620
Psychological applications of social issues, e.g., community, multiculturalism, families, life style and health issues, and service delivery systems will be studied.
A study of research methods used in psychology with a focus on applied, clinically-oriented research. Students will study methods of outcome assessment and program evaluation. Throughout the course, students will have experience reading and evaluating research.An original research study will also be conducted. Prerequisite: undergraduate statistics and research methods in psychology.
Major contemporary counseling theories and their application in a variety of counseling interventions will be studied and practiced. Focus will be on the development of basic and advanced counseling skills and procedures and refinement of the skills needed in providing counseling interventions. Prerequisites: MC 620 or PSY 620.
A study of counseling as a formof professional assistance in problems of development and adjustment. Provides the basic skills necessary for effective interaction and communication in a variety of situations,with the emphasis on individual counseling. Includes practical experiences such as role playing,audiotaping, and videotaping, critiquing, and test interpretation. Research on the effectiveness of techniques andmodels of counseling will be emphasized.Prerequisite: PSY 633.
This course will be taken for 4 credits for students in themental health counseling specialty and 3 credits for students in the school counseling and student affairs specialty.A comprehensive survey of individual and group approaches to assessment,evaluation,and measurement as they apply to counseling.Discussion of historical perspectives, theoretical bases of assessment, standardized and non-standardized assessment, concepts of statisticalmeasurement, reliability and validity,assessment of special populations, andmulticultural issues, and ethical and legal guidelines. Additionally,didactic knowledge of practical experience in selecting, administering,and interpreting assessment tools that measure intelligence,psychological health and pathology,personality, career options, and academic achievement.
Principles of measurement and assessment of personality. Counseling use of a variety of assessment instruments regarding personality functioning, both normal and abnormal. Projective and objective measures of personality will be studied. Prerequisites: PSY 635.
A critical examination of the processes operating in various types of groups. Emphasis on social and psychological principles relevant to individuals in groups, and on developing effective group consultation skills. Prerequisite: PSY 633.
A comprehensive review of theories andmethodologies in developmental psychology.Topics include changes that occur with age in cognition and perception,but emphasis is placed on social and personality development. Models of social and personality development are critically discussed in light of their research support and application to counseling.
An examination of abnormal behavior, including an introduction to the etiology,diagnosis, and treatment of psychological dysfunctioning. This course will be an in-depth analysis of psychopathologies as they relate to the use of current diagnostic systems as a formulation for classification of disorders and choice of appropriate treatment. The student will acquire a working knowledge of the DSM, including itsmultiaxial classification system, and will develop the ability to diagnose the variousmental disorders on the basis of a comprehensive diagnostic interview. No prerequisite required.
Building on the knowledge developed in psychopathology and diagnosis, this course provides students the ability to conceptualize client presentation and select appropriate counseling interventions.Skills taught involve establishing appropriate counseling goals,designing intervention strategies,evaluating client outcome, and successfully terminating the counselor-client relationship. Prerequisite: PSY 641.
An examination of the theories,processes, and determinants of vocational choice and adjustment. Life stages and career patterns in personal and vocational development will be explored. Occupational structure and trends; job and worker analysis;occupational classifications; sources of occupational and educational information for use in guidance, counseling, personnel selection, and career development programs will be discussed. Prerequisite: PSY 635.
This course will focus on a theory and practice approach, viewing the couple or family as a unitary psychosocial system, focusing on general functioning,dysfunction,and intervention. In contrast to viewing individuals as the locus of a problem, the relationship is seen as a unitary systemwhere harmony and difficulty depend on characteristics of the unit as a whole. Major areas covered include history, theory,practicemodels, and intervention techniques. Prerequisite: PSY 633.
This course will develop an understanding of the physical and psychological changes associated with aging. Factors associated with lifestyle changes for the aged will be considered with a focus on how to help individuals and families cope with successful aging. Provides the helping professional with specific counseling skills required for working with the aged. Prerequisite: PSY 633.
The purpose of this course is to examine the physical,mental, emotional and social issues relative to health and wellness. Survey of counseling techniques through case study analysis involving a holistic approach to developing a personal,healthy life style. Prerequisite: PSY 633.
This course is a survey of counseling interventionmodels with substance-abusing clients including treatment approaches and philosophies, individual,group, family, therapeutic communities, Alcoholics Anonymous, residential treatment,outpatient approaches and comparative theories. The course is designed to assist students in identifying and becoming familiar with current counseling approaches and interventionmodels in chemical dependency treatment; to assist the development of the counselor to distinguish between approaches, and to determine treatment selections for various case situations. Prerequisite: PSY 633.
This course will focus on the role of culture in counseling and the skills necessary for counselors to work effectively in our contemporary, culturally pluralistic world. Students will study issues and concepts of cross-cultural counseling common tomost culturally different groups in the United States, as well as study guidelines andmethods for counseling specificminority groups. Prerequisite: PSY 633.
Course will examine the special needs of women in counseling/ therapy both in theory and practice while evaluating traditional and feminist strategies and/or theories of application. Issues to be explored from both an individual and group perspective include: rape and date rape, domestic violence, hormonal changes and development, confronting life-threatening illness, assertiveness and communication in relationships, work and mothering as well as other current concerns in the ever changing development of women?s lives. Prerequisite: PSY 633.
Examination of human sexuality from three perspectives: physiological, clinical and social. The impact of health and social issues related to human sexuality in health and illnesses are presented. Clinical techniques and therapeutic tools, research on outcome, special clinical problems as well as theoretical parameters on sexual functioning and marital relationship will be discussed. Prerequisite: PSY 633.
This course will address the disorders and difficulties of children and adolescents and the treatment of these disorders. The course will include the process, theories, techniques and materials used in counseling children and adolescents. Individual, group and family intervention techniques will be emphasized as well as legal and ethical considerations. Strategies presented can be used in a variety of settings. Multicultural considerations are addressed. Prerequisite: PSY 633.
This course will introduce the major theories, methods, thinkers, and trends in the field of religion as they pertain to counseling. The first part of the course will concentrate on the theoretical and research areas of the field, with a specific focus on the role of spirituality in physical and mental health. The second part will focus on the integration of spirituality in the therapeutic context, covering such topics as conduction of a genogram with respect to spirituality and ways of incorporating spirituality into treatment planning. Prerequisite: PSY 633.
This course will include a presentation of bereavement counseling, interventions that are appropriate for special populations and atypical losses (for example suicide). Students will be encouraged to examine their own attitudes toward loss and history of personal issues. Prerequisite: PSY 633.
This course will provide an overview of counseling issues for athletes, teams, and performance enthusiasts. Students will study issues and concepts related to motivation, stress management, and performance enhancement. Issues associated with career transitions and athletes are discussed. The course examines the physical,mental, emotional, and social issues relative to exercise performance as a component of a healthy lifestyle and provides additional understanding of behavior change strategies that foster the development of a healthy lifestyle. Prerequisite: None.
Closely supervised therapeutic counseling with individuals, translation of theory into practice, clinical and professional techniques and issues. Students must complete the practicum application form prior to registration for the practicum. Prerequisites: Vary by program. Pass/No Credit.
This course provides an orientation to the resources and services available in schools, clinics, hospitals, rehabilitation and employment settings and other public and private agencies serving psychologically and physically disabled individuals and their families. Instructional modes will include discussion, research and field-based projects.
This course provides an in-depth introduction to the profession of student affairs and the division?s importance in Higher Education Administration. The historical and philosophical development of the Student Affairs Profession will be explored and discussed. Major topics include an in-depth study of the departments that typically constitute the Division of Student Affairs. This includes history, function, trends, issues and significant personnel. Class will be presented in seminar form.
This course provides an overview of the nature of the American college student population, trends in matriculation, demographic, economic, and social variables relating to matriculation and the impact that the college experience has on students. The characteristics of the contemporary American college student will be examined. Major topics will include an examination of the motivations for entering institutions of higher education, developmental theory related to college students, demographic data that describes the contemporary student, problems and challenges specific to the American concept of making higher education accessible to a large percentage of the population, ant the impact of contemporary economic and social trends on the college population.
An in-depth exploration of a specific topic that is of current interest to graduate students in psychology.Approval of the Program Director is required to register.
Independent study, research or practice in areas relative to the field of counseling psychology.
The field experience is designed to provide students with practical experience in an applied setting under the supervision of qualified mental health professionals. This will involve the application of theory to counseling psychology practice with individuals, groups, families, children, or adolescents in an approved agency setting. Students must complete the field experience application form prior to registration. Prerequisite: PSY 671.Pass/No Credit.
The field experience is designed to provide students with practical experience in an applied setting under the supervision of qualified mental health professionals. This will involve the application of theory to counseling psychology practice with individuals, groups, families, children, or adolescents in an approved agency setting. Students must complete the field experience application form prior to registration. Prerequisite: Previous or concurrent enrollment in PSY 691. Pass/No Credit.
Advisement regarding organization, developing a?theme?, writing and presenting the professional portfolio.
This course traces human development throughout the life span, including prenatal, infancy, toddlerhood, childhood, adolescence and adulthood. The goal of the course is the acquisition of knowledge of clinical applications of observable developmental milestones for each era, within the traditional domains of behavior (i.e., cognitive, social/relational, emotional, motivational and physical/biological).
Critically examines and compares recent personality theories that recognize cultural diversity. Readings from original sources emphasize scientific research and professional applications. A particular focus will be placed on those theories that illuminate social justice concerns and/or health and positive psychology.
This course will explore theoretical and empirical research related to learning, cognition and cognitive development. Topics include areas such as memory, attention, problem solving, concept formation, and language. These topics will be covered in the overall context of learning theory and emphasis will be placed on how they can be applied to psychotherapy.
The physiological basis of behavior is examined by studying brain mechanisms including sensory processes, motor systems, awareness, memory, learning, sleep, arousal, and motivation. The role of hormones, biological clocks, and drugs as they affect human behavior is stressed. Neural maturation, neural plasticity, neurogenesis, the aging process, and mental illness will be studied.
This course covers the historical roots and development of the discipline of psychology. Principles of the classical schools of Structuralism, Functionalism, Behaviorism, Gestalt Psychology, and Psychoanalysis are presented and compared, with emphasis on their relevance and contributions to contemporary theoretical systems of psychology. The course includes a discussion of the history of applied psychology focusing in particular on the development of specialties such as Counseling, Clinical, and School Psychology.
This course explores the theoretical bases of personality assessment as well as the use of psychological instruments in the objective and projective assessment of personality traits and characteristics. Students will develop a thorough understanding of psychological testing and measurement principles as applied to personality assessment. Concepts include, but are not limited to reliability, validity, utility, error, bias, group norms, standardization, item analysis and principles and practices in test development. Assessment instruments include, but are not limited to CPI, MMPI-2, MMPI-2-RF, AND MCMI-III, as well as selected projective measures. The impact of culture on personality assessment, methods of incorporating personality test results into psychological reports, and ethical issues pertaining to personality assessment will be examined. Students will have extensive practice in administering, scoring and interpretation of personality assessment instruments.
This course involves extensive practice in the administration, scoring, interpretation, and reporting of the most commonly used clinical instruments for psychological evaluation of intelligence, cognitive and neuropsychological functioning. Students will develop a thorough understanding of psychological testing and measurement principles as applied to cognitive and neuropsychological assessment. Concepts include, but not limited to reliability, validity, utility error, bias, group norms, standardization, item analysis and principles and practices in test development. Assessment instruments include, but not limited to the WAIS-IV, WISC-IV, KAIT, Stanford-Binet 5, WCST, and the Halstead-Reitan Neuropsychological Test Battery. Development of rapport, interviewing skills, and structured history-taking are also included.
This course examines psychopathology from infancy through adolescence. Developmental psychopathology, including the role of time and change in childhood disturbances, is an important focus of the class. The following areas are examined: clinical assessment of psychosocial problems in childhood; diagnostic systems for conceptualizing childhood psychopathology; and understanding disturbances of childhood from a biopsychosocial perspective.
Reviews the major categories of adult psychopathology as described in the current DSM. The focus of the course is on the issues of symptomatology, etiology, prognosis, and psychosocial and psychopharmacological treatment. Current research data are integrated with practical issues of multidisciplinary case management.
This course explores the theoretical and empirical bases of counseling psychology as well as the legal and ethical dimensions of the professional practice of counseling psychology. The student will acquire an understanding of the application of psychological principles in fostering physical and mental health in psychotherapeutic and psychoeducational settings. Legal and ethical topics will include confidentiality, informed consent, maintaining professional boundaries, as well as issues related to licensure and professional development.
Prepares students to conduct individual counseling and psychotherapy from cognitive-behavioral, humanistic/existential, and positive psychological perspectives. Emphasis is on philosophical and historical foundations. Specific topics include cognitive-behavioral case conceptualization and intervention techniques, as well as humanistic/existential and positive psychological issues such as the development of the therapeutic relationship, facilitating client growth, the development of meaning and purpose, and the fostering self-identity and self-actualization.
The course will focus on the application of career counseling theories to individual and group career counseling. Students will acquire familiarity with specific career assessment instruments. In addition, the course will cover the development, planning, implementing and management of comprehensive career development programs in a variety of settings. Legal and ethical issues of career counseling and the use of technology to assist individuals in career planning will also be covered.
This course will explore how the foundational value of social justice can be implemented in psychological treatment. Techniques to enhance client empowerment will be reviewed, particularly as they pertain to working with socioeconomically and culturally disadvantaged and stigmatized clients. Topics will include client resilience, self-efficacy, assertiveness, and self-advocacy.
The primary goal of this course is for students to gain familiarity with common data analytic strategies relevant to empirical research in psychology. The emphasis is on understanding the analyses as they are presented in academic journals so that students are informed consumers of the literature. The relationship between research questions, hypotheses, methodology, levels of measurement, and choice of appropriate analyses is emphasized. Analyses to be covered include ANOVA models, nonparametric statistics, measures of association, multiple regression, logistic regression, factor analysis, path analysis, and various qualitative analytic strategies.
This course explores the variety of quantitative and qualitative research methods and designs most frequently used in research relevant to clinical practice. These include randomized clinical trials, quasi experimental research, case control studies, descriptive research, psychometric studies, meta-analytic studies, case study research, and program evaluation research. Attention will be given to issues of cultural diversity in research, research validity, and the link between science and practice.
This course explores how counseling psychologists can develop, administer, and evaluate effective mental health programs. Students will also be introduced to theories and techniques of counselor supervision.
Students are engaged in clinical activity in field placements, and meet on campus to discuss cases and professional issues with the practicum instructor and other students. Prerequisite: Satisfactory completion of all first year courses.
A continuation of PSY 732: Doctoral Practicum I. Prerequisite: PSY 732.
A continuation of PSY 733: Doctoral Practicum II. Prerequisite: PSY 733.
A continuation of PSY 734: Doctoral Practicum III. Prerequisite: PSY 734.
An individually arranged and committee approved pre-doctoral internship, including experience in a clinical setting working with clients under supervision, and engaging in other professionally related activities. Prerequisite PSY 735.
A continuation of PSY 736: Doctoral Internship I. Prerequisite PSY 736.
The Doctoral Project provides an opportunity for the consolidation of the student?s knowledge and understanding of current research and thought in counseling psychology, and to demonstrate the student?s own professional development. The project is initiated by the student under the guidance of the student?s Doctoral Project Committee. The Committee is comprised of three members: a chairperson and member selected from among the program faculty, and a third member who may be either from the College faculty or from the professional community.
A continuation of PSY 740: Doctoral Project I. Prerequisite PSY 740.
A continuation of PSY 742: Doctoral Project II. Prerequisite PSY 742.
A continuation of PSY 744: Doctoral Project III. Prerequisite PSY 744.


text:
Year of publication
- 2001 (4) (remove)
- Charm estimate from the dilepton spectra in nuclear collisions (2001)
- A validity of a recent estimate of an upper limit of charm production in central Pb+Pb collisions at 158 AGeV is critically discussed. Within a simple model we study properties of the background subtraction procedure used for an extraction of the charm signal from the analysis of dilepton spectra. We demonstrate that a production asymmetry between positively and negatively charged background muons and a large multiplicity of signal pairs leads to biased results. Therefore the applicability of this procedure for the analysis of nucleus-nucleus data should be reconsidered before final conclusions on the upper limit estimate of charm production could be drawn.
- Comment on "Charged particle ratio fluctuation as a signal for quark-gluon plasma" and "Fluctuation probes of quark deconfinement" (2001)
- Charge fluctuations studied on event-by-event basis have been recently suggested to provide a signal of the equilibrium quark-gluon plasma produced in heavy-ion collisions at high energies. It is argued that the fluctuations generated at the early collision stage when the energy is released can fake the signal. PACS 25.75.-q, 12.38.Mh, 24.60.-k
- Power law in hadron production (2001)
- In high energy p+p(bar) interactions the mean multiplicity and transverse mass spectra of neutral mesons from eta to Upsilon (m = 0.5 - 10 GeV/c^2) and the transverse mass spectra of pions (m_T > 1 GeV/c^2) reveal a remarkable behaviour: they follow, over more than 10 orders of magnitude, the power-law function:The parameters C and P are energy dependent, but similar for all mesons produced at the same collision energy. This scaling resembles that expected in the statistical description of hadron production: the parameter P plays the role of a temperature and the normalisation constant C is analogous to the system volume. The fundamental difference is, however, in the form of the distribution function. In order to reproduce the experimental results and preserve the basic structure of the statistical approach the Boltzmann factor e^(-E/T) appearing in standard statistical mechanics has to be substituted by a power-law factor (E/Lambda)^(-P).
- Transverse momentum spectra of J/psi and psi prime mesons from quark gluon plasma hadronization in nuclear collisions (2001)
- Recent results on transverse mass spectra of J/psi and psi prime mesons in central Pb+Pb collisions at 158 AGeV are considered. It is shown that those results support a hypothesis of statistical production of charmonia at hadronization and suggest the early thermal freeze-out of J/psi and psi prime mesons. Based on this approach the collective transverse velocity of hadronizing quark gluon plasma is estimated to be <v^H_T> \approx 0.2. Predictions for transverse mass spectra of hidden and open charm mesons at SPS and RHIC are discussed.

subset: commoncrawl


text:
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Looking for something fun to do during Spring Break? Explore the great outdoors as nature springs to life! Join us for a little nature exploration, games and art.
Level: Daisy - Ambassador
Dates: Monday, March 18 - Wednesday, March 20, 2013
Location: Lake Fayetteville Environmental Education Facility, Springdale
Fee: $45 per girl for 3 days $12 per adult
Registration Deadline: Wednesday, March 6, 2013
Minimum/Maximum: 30/80 per day
Service Project: Shoreline trash pick-up
Special Notes:
1) Participants should bring their own lunch & drinks each day; snacks will be provided
2) Dress according to weather; activities will be held outside. In case if inclement weather, daily event may be cancelled - contact Chris Welch.
3) No tagalongs (children or adults) allowed; all participants must be registered Girl Scouts (non-GS may pay the $12 membership fee and then register for this event)
4) Volunteers (adults, Program Aides and/or Senior-Ambassador GS needing service hours) needed to assist with activities. If interested, contact Chris Welch. There will be no charge for volunteers assisting with the event.
Contact: Chris Welch, email@example.com, or ext 5836


text:
Lacrosse On A Win Streak
- Release Date:
- April 11, 2012
- Contact:
- The Office of Sports Information
- (716) 649-7900 ext. 333
HAMBURG, NY – The Hilbert College men's lacrosse team is on a two-game winning streak after their 16-5 non-conference victory over Thiel College April 11. Playing through typical spring weather conditions, the Hawks dominated the first half of the game and stayed strong the last thirty minutes to improve to 4-4 overall. Sean Purtill's four goals (two assists) led nine different Hawks in the scoring column. Justin Peterson and Eric Russell were honored at half time for their contribution to the men's lacrosse program since it became varsity status last year.
The Hawks opened with a 6-0 lead after 15 minutes of play and built it to 7-0 by half time. Ryan Wagner tallied two goals in the first quarter to lead all scorers. The Hawks scored one more goal just after intermission before the Tomcats pushed one past William Wagner to earn their first point of the game.
Thiel came alive in the third quarter scoring four goals but Hilbert still commanded that period netting five addition scores themselves. Playing in a rainy fourth quarter, Hilbert closed out the game with a 4-1 scoring binge.
Other multi-scoring Hawks were Nick Cavalieri (three goals, one assist), Bill Moleins (two goals) and Ryan Wagner (two goals). William Wagner finished with 12 saves in net for the Hawks.
Hilbert dominated play in the circle going 17-25 in face-offs (11 won by Nick Kieffer), held a 65-32 advantage in shots and earned nine more ground balls (41-32).
Thiel was led in scoring by Carmen Papa and Francis Ahia who finished with two goals each. Ryan Weldon had an impressive 15-save day for the Tomcats in goal.
Hilbert finishes their season with four tough NEAC contests beginning with their April 14 game at Keuka.
Hilbert College, located in suburban Hamburg, N.Y., south of Buffalo, is a private four-year college founded in 1957 in the Catholic Franciscan tradition. With nearly 1,100 students, Hilbert is a dynamic Western New York college that offers career-focused majors, including one of the top criminal justice programs in the region, and more than 50 minors and concentrations. The college's engaging, student-centered campus community offers numerous leadership, internship, and service learning opportunities from which students launch successful careers while making positive changes in their communities. The Hilbert Blueprint promotes a well-rounded student experience over four years – starting with the Foundations Seminar in the freshman year, followed by Sophomore Service, Junior Symposium, and culminating with the Senior Capstone. Hilbert has expanded its academic offerings with the college's first graduate programs and new Accelerated Degree Programs geared to adult learners.
Upcoming Events
- First Year Student Orientation
- Aug 14, 2015
- Summer Session A2 Ends
- Aug 21, 2015
- First Year Student Orientation
- Aug 28, 2015


text: Yasiel Puig is being sued for $12 million in Miami, FL federal court because he allegedly falsely accused Miguel Angel Corbacho Daudinot to the Political Cuban Police, according to Univision via a translation from Roberto Baly. My dad saw this news last night and called me this morning about an exclusive story that Univision is reporting. A man in Cuba ... Read More »


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On Friday, July 22, 2011, Jeff Hamill, a young, attractive, and highly intelligent young man left this world at his own hands after years of battling drug addiction. Jeff was born on October 27th , 1975. He was the son of Shelby Hamill of Rattan Oklahoma and the father of Jagger Hamill, age 9, Talyn Hamill, age 5 and Cash Hamill, age 3, all of Hugo, Oklahoma. He was an accomplished drummer, very charismatic, a wonderful son and an attentive father.
Jeff's children were the joy of his life. He took to fatherhood like a fish to water. His parental instincts were as strong as those typically credited only to Mothers. From the very moment of the birth of his first son, Jeff jumped in wholeheartedly, doing for his children what many Dad's simply can't bring themselves' to do (changing diapers, etc). The love Jeff had for his children brought joy to all that had the opportunity to witness the interactions between them.
Now, all that is left are memories and so many unanswered questions, three beautiful children whose lives will be changed forever, their Mother left to try to explain and pick up the pieces, his father devastated at the loss of his only child, his friends in shock…no chance for goodbyes, no answers. We all wonder "How or Why could a young man so full of life and potential, a man who loved his children more than words could express, and who was blessed with a great family and so many friends end up as he did?
Jeff's battle with drugs began around 2004. He was happily married, had a great job, and a beautiful 2 year old son. Jeff's charismatic quality drew people to him and everyone that met him wanted to be his friend. Jeff's circle of friends was non-ending and unfortunately, there were some that engaged in recreational drug use. In today's society, most everyone who reads this has been affected by drugs in one way or another. No one suffering from addiction was born with the illness. And everyone's reasoning behind their choice to use drugs is as varied as the drugs themselves. Everyone has a choice and they can not blame anyone else for the decisions they make.
Jeff had a choice and made the wrong one. Our family found out the hard way how difficult it is to overcome addiction. Addiction lends itself to even more bad choices. Jeff's addiction led to choices that resulted in the loss of his job, engagement in illegal activities to fund his addiction, jail, divorce, an inability to be the wonderful father, son and friend that he genuinely was, and ultimately, the loss of his own life.
Over that seven year period, Jeff was "clean" (not using drugs) on numerous occasions, sometimes as long as two years at a time. He found sobriety sometimes on his own and other times through rehab. Jeff was given many chances to beat this illness and many opportunities to rebuild his life. What we learned through this experience is that this illness is chronic….it is a daily battle.
In Jeff's case, as may be the case for many others, drugs became a means of coping with hard situations in life. Drugs are not the answer. Nothing good will ever come from drug use. And when the effects of the drugs diminish, the reality is that nothing else has changed.
I pray for the support of the community for those suffering from this illness. Do not label people. Do not give up on them. Recognize drug addiction for what it is. An illness. If you know someone who is battling drugs, reach out to them and offer your help and support. If you are suffering yourself, please seek help. There are resources in your community to help you. Your life has value and meaning. For your family, your friends, or someone, you are the world.
Drug addiction hurts so many people and is obviously a very difficult thing to overcome. But it can happen. People can and do get well. If you don't use drugs, don't ever start. We pray that Jeff's story will help other families so that they hopefully never have to experience such tragedy. We love you and miss you Jeff and will keep your memory in our hearts forever.


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Smoking and Halacha
The question of how smoking is viewed through the lens of halacha is not a new one. In fact, there is abundant halachic literature dating back to seventeenth and eighteenth centuries related to the permissibility of smoking. Far from discussing the health issues later associated with this habit, the poskim of the time actually address whether or not one may smoke on Tisha B'Av or other fast days[1] and whether non-kosher ingredients contained in a cigarette are of halachic concern[2]. But the main area where we find smoking discussed is by the Halachos of Yom Tov, where poskim debate whether smoking on Yom Tov is permitted, prohibited, or actually fulfilling a Mitzvah.
It is well-known that on Yom Tov, as opposed to Shabbos, we are allowed to light a fire, provided that it is only kindled by transferring from a preexisting flame, and not by creating a new flame. The Gemara (Beitzah 22b - 23a) discusses whether placing incense on coals, and its by-product, the smoke it causes, are permitted on Yom Tov, due to the kindling and extinguishing issues involved[3]. Many Acharonim drew a parallel from the Gemara's scenario to what must have been a burning issue of the day (and still is): smoking cigarettes on Yom Tov.
The Magen Avraham, as well as the Elya Rabba, Korban Nesanel, Chavos Yair and Chayei Adam, all maintain that smoking is not a 'davar sheshaveh lachol nefesh', 'something that is equally enjoyed by all', a necessary provision to allow dispensation for a Melacha on Yom Tov[4]. Therefore, they all rule that smoking on Yom Tov is prohibited[5].
However, several other poskim, including the Darchei Noam, and the Chida[6], disagree with their assessment, averring that smoking does indeed fit this criterion, for several reasons: 1. They deem smoking to be in the category of 'ochel nefesh', (generally used to describe acts related to food preparation) which is permitted on Yom Tov regardless of whether or not it is enjoyed by all[7]. 2. Since the vast majority of people enjoy smoking, it is still considered a 'davar sheshaveh lachol nefesh'.
The famed Pnei Yehoshua (Rav Yaakov Yehoshua Falk), Rav Yaakov Emden, and Rav Yonason Eibeshutz,[8] all raise an additional point to allow smoking on Yom Tov. Astonishingly, they extol the health benefits of smoking! They write that smoking aids digestion, whets the appetite, and improves the body's general wellbeing. Therefore, they conclude that even if some do not actually enjoy smoking, it is nevertheless still considered 'shaveh lachol nefesh'. Rav Yaakov Emden adds that his father, the renowned Chacham Tzvi, restarted smoking on Yom Tov, because otherwise he felt that he was not properly fulfilling the Mitzvah of Oneg Yom Tov!
Although many poskim argued on all of these points, including the Beis Meir and Zera Emes, other later authorities, including the Pri Megadim, Ben Ish Chai, and Aruch Hashulchan, concurred wholeheartedly[9]. In fact, the Mishna Berura cites a summary of this discussion with no clear cut psak, and concludes simply that 'one may not object to those who smoke on Yom Tov', with a provision to be careful regarding extinguishing the cigarette.
However, in the words of Rav Asher Weiss shlit"a[10], nowadays the real question is not whether or not smoking is permitted on Yom Tov; it is whether or not smoking is permitted at all!
In 1964, the United States Surgeon General released his initial report stating the health risks associated with smoking. Since then, there have been thousands of scientific studies and reports detailing the hazards of smoking. The Center for Disease Control estimates that one out of every five deaths in Americaeach year is caused by smoking. Other reports estimate that 15% of smokers eventually die of lung cancer. Compounded with the elevated risk of emphysema, stroke and coronary disease, studies indicate that smokers face a much higher mortality rate.
Now that we are aware of the true "health benefits" of smoking, the question is whether or not there remains a hetter to engage in this socially acceptable self-destructive behavior.
The Gadol HaDor, Rav Moshe Feinstein zt"l, in a brief teshuva dated several months after the Surgeon General's initial report[11], wrote that although it is certainly appropriate to abstain from smoking, nevertheless, one cannot say that smoking is outright assur, as there are many people that smoke. Therefore, smokers fit into the category of 'shomer pesaim Hashem', 'Hashem watches over fools'[12]. Rav Moshe adds that especially since many Gedolim smoked, it is impossible to say that such an act is truly forbidden[13]. This responsum seems to be the primary justification for many a smoker.
Several other contemporary authorities wrote similarly, explaining that although it may not be proper to smoke, it still is not truly prohibited by halacha. Yet, subsequently, and as the knowledge of the health risks associated with smoking became more widespread and universally acknowledged, and the number of smokers starting dropping, many of these poskim changed their psak to reflect the emerging reality, using extremely harsh terms to decry smoking, with many authorities outright forbidding it.
These contemporary authorities include Rav Yosef Shalom Elyashiv zt"l, the Tzitz Eliezer, Rav Ben Tzion Abba Shaul zt"l, and Rav Ovadia Yosef zt"l[14], who, contrary to their earlier psakim, in their later rulings all came out strongly against smoking. Other poskim, including Rav Aharon Kotler zt"l, Rav Shlomo Zalman Auerbach zt"l, the Debreciner Rav zt"l, Rav Shmuel HaLevi Wosner, Rav Chaim Kanievsky, Rav Moshe Sternbuch, the Rivevos Efraim zt"l, and Rav Asher Weiss, wrote unequivocally about the dangers of smoking and how it is not permitted, with some even referring to smoking as 'suicidal'[15].
In fact, many Gedolim, including Rav Elyashiv zt"l, Rav Aharon Yehuda Leib Steinman, Rav Michel Yehuda Lefkowitz zt"l, Rav Moshe Shmuel Shapiro zt"l, Rav Nissim Karelitz, and Rav Shmuel Auerbach, recently (in Av 2004) signed a Kol Koreh against smoking, even imploring those who do smoke to do everything in their power to stop[16].
Although it is known that many Gedolim smoked (and do smoke), it is highly probable that they started before the risks were known, and now simply cannot quit, due to their nicotine addiction. If they would be able to do so, they certainly would[17]. Anecdotally, this author's Rosh Yeshiva, Rav Leib Bakst zt"l, quit cold turkey after a doctor personally explained the health risks of smoking to him. Even mv"r Rav Yaakov Blau zt"l (of the Eida Chareidis), a tremendous Gaon and quintessential old-time Yerushalmi (heavy smoker), and the Dejer Rebbe of Miami, Rav Yehuda Paneth zt"l, both attempted to cut down in their later years.
In fact, even Rav Moshe himself, in subsequent teshuvos dated 1981[18], took a much stronger stance against smoking due to the health risks involved. Although he still would not call smoking outright assur, he nonetheless rules that due to the dangers of second-hand smoke, it is forbidden to smoke where it will bother others (a psak later echoed by other authorities[19]), and concludes with an exhortation that everyone, especially Bnei Torah, should not begin to smoke due to the chashash sakana, adding that it is assur to 'get addicted'. It may be interesting to note that many Bnei Yeshiva, who would never dream of relying on Rav Moshe's hetter regarding Chalav Stam, paradoxically seemingly have no qualms relying on his hetter for 'lighting up', even though the wording of his halachic dispensation is quite similar.
Over a hundred years ago, the Chofetz Chaim[20] expressed his dismay that 'weak' people smoked, even though the doctors of the time clearly informed them of the great health risk involved. He strongly condemned smoking where it was found to be injurious to health.
Additionally, the Rambam writes that one should distance himself from any activity that can cause his body harm. Furthermore, while addressing the requirement of avoiding dangerous activities due to the dictum of 'chamira sakanta m'issura', (matters of danger are to be treated more stringently than prohibitions), the Rema stresses that we should be further concerned with a possible danger (safek) above and beyond a possible prohibition[21]. All of the above would certainly apply to smoking.
Although with many apparently suffering from 'ostrich syndrome', and others claiming to follow the Pnei Yehoshua since he predated the Surgeon General by several centuries[22], nowadays, with medical science conclusively proving the dangers of smoking, and with so many prominent authorities having issued rulings forbidding it, one who embarks on a smoking 'career' does not seem to actually have the staunch halachic backing he might assume he does. 'Venishmartem Me'od L'Nafshoseichem'[23] does not apply exclusively to others.
This article is not meant to be a comprehensive guide; it is merely a brief summary of the main halachic issues involved with smoking.
[1]See Shiyurei Kenesses HaGedolah (O.C. 567, Haghos on Beis Yosef 3 and O.C. 551, Haghos on Beis Yosef 21; he writes that he even put a violator in Cherem for smoking on Tisha B'Av!), Sha'arei Teshuva (559, 4), Mishna Berura (556, 8), and Shu"t Yechaveh Da'as (vol. 5, 39).
[2]See Pischei Teshuva (Yorah De'ah 108, 3) and Darchei Teshuva (ad loc. 89).
[3]For the halacha l'maaseh in this case see Tur and Shulchan Aruch and main commentaries (O.C. 511, 4).
[4]See Gemara Kesuvos (7a) and Beis Yosef (O.C. 511, 4).
[5]Magen Avraham (514, 4), Elya Rabba (ad loc. 3), Korban Nesanel (Beitzah Ch.2, 22, 10), Mekor Chaim (O.C. 514, ad loc.), and Chayei Adam (vol. 2, Klal 95, 13). There are other reasons for prohibiting, as well. The Kenesses HaGedolah (cited by the Magen Avraham) prohibits smoking on Yom Tov due to Mechabeh, extinguishing, and the Pri Megadim (O.C. 511, M.Z. 2; see also Kitzur Shulchan Aruch 98, 32) raises the issue of Mocheik, erasing, if the letters on cigarette get burned. For an opposing view, see Shemiras Shabbos K'Hilchasa (Ch. 13, footnote 34) and Shu"t Ohr L'Tzion (vol. 3, Ch. 20, footnote 2).
[6]Shu"t Darchei Noam (O.C. 9) and Birkei Yosef (O.C. 511, 2). See also Haghos Rav Baruch Frankel (ad loc.), who opines that with the high prevalence of smoking in his time, perhaps the Magen Avraham would have changed his mind.
[7]This is actually understandable, as the poskim of the time referred to smoking as 'shsiyas tutin', drinking tobacco. See, for example, Ben Ish Chai (Year 1, Parshas Vayikra 5), regarding the rights of Talmidei Chachamim to smoke in shul, as he considered it drinking. This is also why many ruled against smoking on ordinary fast days, even though nowadays it would seem implausible to consider smoking an act of eating or drinking.
[8]Pnei Yehoshua (Shabbos 39b s.v. amnam), Mor U'Ketziah (O.C. 511, at length), Bina L'Ittim on the Rambam (Hilchos Yom Tov Ch. 4, 6). This hetter for 'briyus', health, is based on the words of the Mordechai (Beitzah Ch. 2, 680) and Tosafos (Shabbos 39b s.v. u'B"H mattirin), who allow one to 'sweat' on Yom Tov (ostensibly to enter a sauna or 'shvitz'); as due to its health benefits it is considered 'shaveh lachol nefesh'. Interestingly, the Chayei Adam (vol. 2, Klal 95, Nishmas Avraham 2 s.v. v'tzarich iyun) although prohibiting smoking on Yom Tov (as mentioned previously) and rejecting full dispensation to allow it due to its health benefits, nevertheless does seem to accept that smoking might have some medical benefit. He allows a 'choleh she'ain bo sakana' to smoke on Yom Tov, and only via the aid of a non-Jew, as he classifies smoking as 'tzorchei choleh she'aino l'taanug'.
[9]Beis Meir (Yorah De'ah 197), Shu"t Zera Emas (93), Pri Megadim (O.C. 511, M.Z. 2 and E.A. ad loc. 9), Shu"t Rav Pe'alim (vol. 2, O.C. 59), and Aruch Hashulchan (O.C. 511, 11). A summary of the issues and machlokes is presented by the Ba'er Heitiv (O.C. 554, 1), Sha'arei Teshuva (O.C. 551, 5), and Biur Halacha (ad loc. 4 s.v. ain). See also Shu"t Ksav Sofer (O.C. end 66), Shu"t Shoel U'Meishiv (Mahadura Tinyana vol. 2, 8 s.v. v'hinei), Sdei Chemed (Asifas Dinim, Ma'areches Yom Tov 1, 4), and Shemiras Shabbos K'Hilchasa (new print; Ch. 13, 7). See footnote 18.
[10]See Shu"t Minchas Asher (vol. 1, 35 and 36; at length). He (as well as Rav Moshe Sternbuch and several other poskim mentioned in this article) maintains that the main issur is the addiction and not necessarily each individual cigarette, yet, each individual cigarette brings one one step closer to addiction, and is therefore prohibited; similar to what Rav Moshe Feinstein wrote regarding smoking marijuana and taking drugs in Shu"t Igros Moshe (Y"D vol. 3, 35). The Chofetz Chaim (Lekutei Amarim Ch.13) writes that he screamed at smokers who were harming their health, "who let you get addicted?'. Rav Moshe himself in a later teshuva (Shu"t Igros Moshe C.M. vol. 2, 76) wrote that even by regular cigarettes it is assur to 'get addicted'.
[11]Shu"t Igros Moshe (Y"D vol. 2, 49).
[12]Tehillim (Ch.116, 6). See Gemara Shabbos 129b, Yevamos 12b, 72a & 100b, Kesuvos 39a, Sanhedrin 110b, Avodah Zara 30b, and Nida 31a & 45a.
[13]This fact is very important. It is well known that Rav Moshe was against prohibiting any action that could possibly cast aspersions on previous generations. See article titled: 'Bubby Didn't Eat Bugs!' http://new.ohr.edu/this_week/insights_into_halacha/5032.
[14]Compare, for example, the wording of the teshuvos in Kovetz Teshuvos (vol. 1, 219; from 1981) and the later recent Kol Koreh (from Av 2004) which Rav Elyashiv signed, as well as his Ha'aros B'Maseches Kesuvos (7a) and Shu"t VaYishma Moshe (vol. 1, pg. 436). According to the JerusalemCenterfor Research - Medicine and Halacha (headed by Rabbi Yaakov Weiner), Rav Elyashiv later even prohibited advertising for cigarettes! Similarly, compare Shu"t Tzitz Eliezer vol. 1 (20, Ch. 3; from 1945) to vol. 15 (39; from 1983) where he explicitly prohibits smoking. Regarding Rav Ben Tzion Abba Shaul, compare Shu"t Ohr L'Tzion (vol. 3, Ch. 20, footnote 2) to his later Ohr L'Tzion - Chochma U'Mussar (pg. 221; as well as the editor's note to his previous teshuva). Regarding Rav Ovadia, one can see the evolution of his psak from Shu"t Yabea Omer (vol. 5, O.C. 39; from 1969) to Shu"t Yechaveh Daas (vol. 5, 39, and footnote 2; from 1983) to Halichos Olam (vol. 1, pg. 265 - 266, 4; from 1998).
[15]Rav Aharon Kotler's shitta is attested to in a signed letter by his talmid, Rav Yechiel Perr, Rosh Yeshivas Derech Ayson of Far Rockaway; Shu"t Minchas Shlomo (vol. 2, 58, 6); Shu"t Ba'er Moshe (vol. 6, 160, 9); Shu"t Shevet HaLevi (vol. 10, 295); She'elas Rav (pg. 92), Shu"t Teshuvos V'Hanhagos (vol. 1, 159, and stronger in vol. 3, 354, and outright assur in vol. 4, 115); Shu"t Rivevos Efraim (vol. 3, 487, and stronger in vol. 8, 586); and Shu"t Minchas Asher (ibid.). Apparently, these poskim were not impressed by commonly floated smokers' sevaros as "most of these statistics were referring to non-Jews; this proves nothing about Yidden", or "statistics were referring to 7 day a week smokers, not 6 day a week smokers".
[16]It is well-known that Rav Yaakov Kamenetsky zt"l (see, for example, the biographical B'Mechitzas Rabbeinu pg. 268, and Artscroll's biography 'Reb Yaakov' pg. 318), his talmid Rav Yisroel Belsky shlit"a, and his son Rav Shmuel Kamenetsky shlit"a, prohibit(ed) smoking. Similar to the above mentioned Kol Koreh, many American Rabbanim signed an Anti-Smoking proclamation in Tammuz, 2006.
[17]See Shu"t Ba'er Moshe (ibid.) and Shu"t Shevet HaKehasi (vol. 1, 332).
[18]Shu"t Igros Moshe (C.M. vol. 2, 18 & 76). He also writes that a father, even one already addicted to cigarettes, should not allow his children to start smoking! See also Shu"t Igros Moshe (O.C. vol. 5, 34) where he concludes regarding smoking on Yom Tov that although not 'ba'alnefesh yachmir'. Others who originally held it was muttar to smoke on Yom Tov include the Tzitz Eliezer, Rav Ben Tzion Abba Shaul, and Rav Ovadia Yosef. Yet, they later retracted, changing their psak, and prohibited it (see footnote 14). Many other contemporary poskim forbade smoking on Yom Tov outright, including Rav Yosef Shalom Elyashiv, Rav Shlomo Zalman Auerbach, Rav Moshe Sternbuch, Rav Asher Weiss (in their respective Teshuvos ibid.) and the Sha'arim Metzuyanim B'Halacha (98, 19). They maintain that the hetterim of previous generations no longer apply. Now that the true health "benefits" of smoking are known, and many people are cutting down, trying to quit, or not starting in the first place, smoking can no longer be considered 'l'briyus', and also loses its classification of 'shaveh lachol nefesh'. A related story is told about Rav Mordechai Winkler zt"l, the famed Levushei Mordechai. Although noted for always smoking on Yom Tov, he quit cold turkey (at least for Yom Tov) after having a dream that he found a hetter allowing him to smoke even on Shabbos!
[19]See Shu"t Shevet HaLevi (ibid.), Shu"t Teshuvos V'Hanhagos (ibid.), Shu"t Tzitz Eliezer (vol. 17, 22), Shu"t Shevet HaKehasi (ibid.), and Shu"t Ohr L'Tzion (vol. 2, Ch. 45, 56).
[20]In his Lekutei Amarim (Ch.13), cited by the Tzitz Eliezer and Rav Ovadia Yosef in their respective teshuvos.
[21]Rambam (Hilchos De'os Ch.4, 1) and Rema (Y"D 116, 5).
[22]See Gilyon Birchas Binyomin (13 Tishrei 5772 - "Showers on Yom Tov").
[23]Devarim (Parshas Va'eschanan Ch.5, verse 15). After completing this article, this author has found out that there are several recent sefarim devoted exclusively to the topic of smoking, including "Pe'er Tachas Eifar" and "Chaim L'lo Ishan".
Disclaimer: This is not a comprehensive guide, rather a brief summary to raise awareness of the issues. In any real case one should ask a competent Halachic authority.
L'iluy Nishmas the Rosh HaYeshiva - Rav Chonoh Menachem Mendel ben R' Yechezkel Shraga, Rav Yaakov Yeshaya ben R' Boruch Yehuda, and l'zchus for Shira Yaffa bas Rochel Miriam and her children for a yeshua teikef u'miyad!


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My favourite eyeshadow pallette! Beautiful intense colours that can be sheered out, very good formula with no fall-out. Mostly warm shades (aside from Kudos and Elitist), so if you have golden-yellow undertones these can look almost neutral.
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App Giveaway: LostWinds for iPhone and iPad
The popular platform/adventure game from WiiWare, LostWinds, is now available on the iPhone and iPad.
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We know you love a great game, so TiPb is giving away LostWinds to 5 lucky readers! For a chance to win, just leave a comment below!
LostWinds is available on the iPhone and iPad for $3.99.
Have an app you'd love to see featured on TiPb? Email us at firstname.lastname@example.com, tell us about your app (include an iTunes link), and we'll take a look.
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Reader comments
App Giveaway: LostWinds for iPhone and iPad
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