General and Specific Objectives of the Program

General Objectives of the Program:
The Psychology Program aims to achieve a principal goal in the development of societies by exploring the various forces and factors that hinder adaptation and the ability to solve diverse problems. These include barriers to psychological and social growth, as well as obstacles to social progress such as deprivation, unemployment, illness, and poor living conditions that exceed the capacity of individuals to overcome, thereby leading to their distress. The program also investigates the root causes of social ailments in order to address and combat them, selecting the most effective means within society to eliminate or minimize their effects and resulting harm to the lowest possible level.

The program further seeks to realize the philosophy of psychology in its socio-ethical dimension, grounded in the roots of psychological philosophy connected with religion and humanism, deriving from divine religions, human movements, social and natural sciences, and the professional experiences of psychologists. This approach ensures the protection of individuals and the enhancement of their status without discrimination on the basis of religion, race, or gender.

Through this, the program seeks to:

1. Provide students with theoretical and professional knowledge to engage with various segments of society and apply such knowledge in professional interventions in line with cultural contexts.
2. Equip students with the knowledge and skills necessary to understand and interpret societal problems.
3. Enable students to deal with psychological and social problems and to develop appropriate solutions.
4. Interpret the changes and developments of psychological problems and their relationship to social, economic, cultural, and technological factors.
5. Assist students in evaluating and analyzing psychological problems.
6. Develop students’ abilities to apply scientific theories, modern techniques, and concepts in analyzing and understanding social realities.
7. Empower students to develop their personal capacities and professional expertise that qualify them for the labor market.
8. Provide the necessary consultations and expertise for relevant fields of work.
9. Prepare students professionally to work in all specialized fields.
10. Provide students with the theoretical and practical tools necessary to qualify as psychologists who can meet the social needs of diverse groups: children, the elderly, youth in distress, addicts, etc.
11. Train students, both theoretically and practically, to deal with psychological problems at various levels: short-term, long-term, comprehensive, individual, family, group, and community.
12. Develop students’ research abilities (descriptive, analytical, and evaluative) in central psychological and social issues relevant to professional practice.
13. Enable students to engage and integrate into related institutions, as well as to develop and manage them based on modern scientific administrative foundations consistent with the specific nature of social institutions.
14. Equip students with the professional skills and tools necessary to understand and critically evaluate psychological policies.

 

Specific Objectives of the Program

• To meet the needs of the Palestinian sector for specialists in psychology.
• To contribute to building a Palestinian society based on providing access to knowledge for all.
• To achieve a high qualitative level in study plans, curricula, programs, and academic activities, ensuring a strong linkage between the quantity and quality of higher education outcomes and the needs of comprehensive development and labor market requirements.
• To increase opportunities for access to higher education and make it available to society on the basis of merit, in integration with other objectives within the framework of the strategy for developing and modernizing higher education.
• To ensure that students who are trained to become professionals in psychology are equipped with the skills required by employers.
• To attract new faculty members who are competent in supervising research and studies in the field of psychology.
• To provide students with teamwork skills guided by ethical and professional standards.

The ILOs provide a general description of the knowledge and skills expected to be developed by the program, along with the level of each competence—such as cognitive (intellectual) skills, practical skills, and transferable skills.

1. Knowledge and Understanding

Graduates are expected to:

• Demonstrate knowledge of psychology as a discipline and apply related courses in practical training within institutions and the labor market.
• Acquire a broad understanding of the principles and tools available to specialists in psychology, social work, and sociology.
• Recall and apply professional ethics, ethical practice, and quality standards in psychology, social work, and sociology.
• Understand how to apply psychological theories and tests in professional practice.
• Comprehend scientific research methodologies, tools, measurement, and analysis techniques.
• Develop the ability to manage psychological and social institutions, and to prepare developmental projects and programs.
• Ensure the quality of psychological work according to international standards.
• Use expert systems to support and make decisions in psychology.
• Provide solutions in the field of psychological counseling during practical training.
• Possess leadership, communication, administrative, and decision-making skills.

Teaching Strategies:

• Group and open discussions.
• Case studies and field training.
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• Application of psychological tests and measures.
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Assessment Methods:

• Written and practical examinations (short, midterm, and final).
• Homework assignments and research papers.
• Direct questioning and discussion.
• Active class participation.
• Assignments and working papers.
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• Student evaluations: self-assessment and peer assessment.

 

2. Cognitive (Intellectual) Skills

Graduates are expected to:

• Select solutions to a wide range of psychology-related problems and demonstrate the ability to overcome challenges.
• Analyze and study phenomena related to social work, sociology, and related fields.
• Propose diverse solutions and conduct critical evaluations.
• Adopt methods of analysis, deduction, and scientific reasoning in problem-solving and decision-making.

Teaching Strategies:

• Role-playing.
• Field training in related institutions.
• Practical application.
• Group-based learning.
• Conducting research.
• Content analysis.
• Case study assignments.
• Encouraging dialogue and discussions of contemporary issues.

Assessment Methods:

• Oral presentations.
• Open and group discussions with learning teams.
• Personal observation.
• Written examinations.
• Presentation of issues for analysis.
• Student evaluations: authentic assessment, self-assessment, and peer assessment.

 

3. Professional and Practical (Applied) Skills

Graduates are expected to:

• Analyze psychological, social, and community problems and address them with scientific professionalism.
• Draft and organize coherent reports in oral, written, or technical formats.
• Select and effectively use scientific literature, resources, and online sources to remain updated in the field.
• Apply technical skills to resolve obstacles and challenges encountered in institutional work.
• Contribute to strategic long-term decision-making.
• Professionally handle special and complex cases as psychologists.

Teaching Strategies:

• Practical application.
• Field training in related institutions.
• Conducting research.
• Collecting and verifying information from online resources.
• Case study assignments and analysis.
• Ensuring client safety and applying professional principles during interventions.

Assessment Methods:

• Student presentations.
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• Group and open discussions.
• Personal observation.
• Written and practical examinations.
• Case study scenarios with required analysis and intervention planning.
• Student evaluations: authentic assessment and peer assessment.

 

4. General and Transferable Skills

Graduates are expected to:

• Participate effectively with others.
• Support team culture and lead groups.
• Balance self-reliance with seeking assistance when necessary in new situations.
• Demonstrate personal responsibility by meeting multiple deadlines in complex activities.

Teaching Strategies:

• Collaborative research.
• Oral presentations and dialogue management.
• Group-based learning and participation in group discussions.
• Joint assignments.
• Dividing students into groups and periodically assigning a leader to enrich dialogue and discussion during lectures.

Assessment Methods:

• Evaluation of group discussions.
• Assessment of scientific analyses conducted by the group.
• Observation and monitoring of student behavior in the classroom.
• Commitment to submitting assignments on time.
• Personal observation.
• Evaluation of research papers and assignments, with in-class discussions assessing each student’s contribution to the group.
• Student evaluations: authentic assessment and peer assessment.

 

5. Communication and Information Technology Skills

Graduates are expected to:

• Use oral and written communication effectively to develop scientific, cognitive, and practical competencies.
• Apply communication and information technologies to enhance knowledge and update information.
• Employ basic computer skills to support autonomous and lifelong learning.
• Use effective communication to influence others.

Teaching Strategies:

• Practical application.
• Case studies.
• Dialogue and discussion.
• Presentations using electronic devices.
• Assignments and projects that require online research.

Assessment Methods:

• Evaluation through discussions.
• Assessment of individual and group assignments.
• Oral presentations.
• Personal observation.
• Written examinations.
• Practical examinations.
• Student evaluations: authentic assessment, self-assessment, and peer assessment.

6. Psychomotor Skills

Graduates are expected to demonstrate:

• Emotional balance.
• Control of feelings.
• Quick judgment.
• Strong observation skills.
• Diagnostic ability.
• Psychomotor intelligence.

Career Opportunities

1. Psychologists in Public Sectors:
   Within state authorities (in departments of psychological counseling, welfare, and psychosocial services in relevant institutions), as well as in public schools, hospital departments, prisons, security institutions, psychiatric institutions, and more.
2. Psychologists in the Third Sector:
   Working in residential homes and centers for children and youth in distress, institutions supporting persons with disabilities, counseling centers on marriage and family issues, and other organizations.
3. Psychologists in Private Frameworks:
   Employment in private schools and elderly care homes.
4. Pursuing Graduate Studies:
   Continuing advanced studies at leading universities.
5. Transition to Related Fields:
   Such as branches of psychology, sociology, employment placement, human resources, and related areas.
6. Child Care Psychologists:
   Assisting in resolving family conflicts involving children, focusing on creating a safe and nurturing environment. They also advocate for children’s rights.
7. Forensic Psychologists (Criminal Justice):
   Applying established principles of psychosocial practice to questions and issues related to legal matters, litigation, and criminal and civil cases. Their work may involve correctional facilities, child custody, and juvenile services.
8. Gerontological Psychologists (Aging):
   As part of social work in healthcare, they support older adults and their families with services such as home health care, meal delivery, and facilitating transitions into nursing care or assisted living facilities.
9. Health Psychologists:
   A branch of counseling within the framework of mental healthcare, supporting patients in adapting to chronic or severe illnesses through psychosocial support. Their duties include discharge planning, connecting patients with external services, organizing support groups, and conducting home visits for recently discharged patients.
10. Work Across Age and Gender Groups:
    Including seniors, children and families, women and girls, veterans and active military personnel, and terminally ill patients.
11. General Roles for Psychologists:
    In essential areas such as administration, policy, substance abuse disorders, school counseling, community organization, healthcare, trauma, and disaster relief.
12. Protecting and Enhancing Psychological Resilience:
    Psychologists promote well-being among children and at-risk adults, offering a wide range of counseling services to children and their parents, including within their home environment.

 

First Semester

Course Title	Course No.	Credit Hours
Fundamentals of Computer and Programming	410131	3
Introduction to Psychology	132201	3
Arabic Language Skills (1)	110101	3
English Language Skills (1)	120101	3
Islamic Culture	151102	3
Course Title	Total	15

Second Semester

Course Title	Course No.	Credit Hours
University Elective Requirement	–	3
Social Psychology	132202	3
The Palestinian Cause	113200	3
English Language Skills (2)	120102	3
Communication Skills in Arabic	110112	3
Physical Education	112101	1
Course Title	Total	16

Second Year Program

First Semester

Course Title	Course No.	Credit Hours
Personality Theories	170311	3
Developmental Psychology	132201	3
Free Course	–	3
Positive Psychology	170210	3
Faculty Elective (1)	–	3
Critical Thinking Skills	410211	1
Course Title	Total	16

Second Semester

Course Title	Course No.	Credit Hours
Educational Psychology	150220	3
Psychological Measurement	170222	3
Field Training (1)	170221	3
Scientific Research Methods	130204	3
Faculty Elective (2)	–	3
Community Service	130300	1
Course Title	Total	16

Third Year Program

First Semester

Course Title	Course No.	Credit Hours
Psychological Problems	132401	3
Descriptive & Inferential Psychological Statistics	170313	3
Field Training (2)	170310	3
Major Elective (1)	–	3
Cognitive Psychology	170312	3
Behavior Modification	140324	3
Course Title	Total	18

 

 

Second Semester

Course Title	Course No.	Credit Hours
Forensic Psychology	170320	3
Interviewing Skills in Psychotherapy	170323	3
Field Training (3)	170321	3
Clinical Psychology	170322	3
Faculty Elective (3)	–	3
Free Course	–	3
Course Title	Total	18

Fourth Year Program

First Semester

Course Title	Course No.	Credit Hours
Psychological Tests	170410	3
Professional Psychology	170412	3
Field Training (4)	170411	3
Major Elective (2)	–	3
Psychology of Giftedness	170413	3
Group Therapy	170414	3
Course Title	Total	18

Second Semester

Course Title	Course No.	Credit Hours
Child Psychological Disorders	170420	3
Psychological Trauma	170421	3
Abnormal Psychology	170422	3
Psychological First Aid	170423	3
Graduation Project	170424	3
Course Title	Total	15

Course Descriptions, Specific Objectives of Each Course, and Their Relation to the

Program Objectives

 First: Compulsory University Courses

 

Arabic Language Skills (1)

This course aims to develop the core language skills—reading, speaking, listening, and writing—and to facilitate linguistic communication. It also seeks to enlighten students and provide the essential elements for their success. Students are introduced to linguistic levels, the eloquence of Qur’anic discourse, and the appreciation of classical and modern literary texts, in both poetry and prose. The course further introduces the genres of the essay and the biography.
Upon successful completion, the student will be able to:

1. Explain the characteristics of Makki and Madani surahs.
2. Infer the main ideas in Prophetic traditions (Hadith).
3. Analyze the aesthetics of classical (vertical) poetry through Abu al-Baqa’ al-Rundi’s ode.
4. Distinguish between the features of modern poetry and classical poetry.
5. Differentiate between the arts of oratory and the essay.
6. Classify prose genres according to their stylistic characteristics.
7. Write a personal or expository essay in accordance with correct conventions.
8. Analyze a poetic text in both classical and free-verse forms.
9. Critically evaluate classical and modern literary texts.
10. Prepare scholarly papers on selected course topics.

 

Communication Skills in Arabic (110112)

This course offers a clear introduction to the concept of communication—its components and aims—to demonstrate its importance in professional and everyday life. It trains students in Arabic communication skills across listening, speaking, writing, and reading through classroom practice in oral communication: questioning techniques, delivery, public speaking, listening, interpersonal communication, interviews, problem-solving, and discussions, in order to develop students’ oral personal skills. The course also emphasizes functional writing—summarizing, report writing, and minutes—as core skills at this level, enabling students to produce accurate professional writing for diverse majors and workplaces. In addition, it builds students’ text-analysis and reading-comprehension skills through stylistic and rhetorical appreciation of literary and other texts, practicing close analysis of selected samples, and fostering self-directed and collaborative learning in a classroom environment that develops creativity, dialogue, and critical thinking, and strengthens oral and written expression for practical competence in varied professional contexts.
Upon successful completion, the student will be able to:

1. Articulate the concept of human communication, its theories and dimensions, and its role in personal, social, and professional success.
2. Practice the skills of each communication component in class.
3. Demonstrate oral-communication skills while employing appropriate vocabulary and linguistic styles.
4. Formulate questions (according to recognized questioning techniques) in their various types.
5. Deliver a literary text in accordance with the principles and conditions of proper delivery.
6. Classify information in a listened text according to its importance.
7. Express an opinion on an issue in Standard Arabic.
8. Read and summarize texts following correct summarization methods.
9. Write a formal letter adhering to required structure and content.
10. Write an academic report on a book or course topic in line with reporting conventions.
11. Distinguish between main and supporting ideas in what they read and hear.
12. Infer ideas and meanings embedded in a given text.
13. Differentiate between facts and attitudes across various texts.

 

Remedial Arabic (110100)

This course aims to raise students’ proficiency in the basic language skills—reading, speaking, listening, and writing—through selected prose and poetry; lessons in grammar, morphology, orthography, and rhetoric; and an introduction to classical and modern Arabic dictionaries and how to use them. The acquired knowledge and skills are applied to reading and to oral and written expression.
Upon successful completion, the student will be able to:

1. Identify levels of the linguistic system: phonetic, morphological, syntactic, semantic, and rhetorical.
2. Locate these levels within Arabic usage.
3. Infer the main ideas in poetic and prose texts.
4. Recognize the nawāsikh particles and their grammatical effect.
5. Analyze literary texts in both poetry and prose.
6. Distinguish between primary and secondary case endings in parsing.
7. Differentiate between inflection (i‘rāb) and fixed form (binā’) in nouns and verbs.
8. Write a text free of linguistic errors and in accordance with grammatical rules.
9. Use Arabic dictionaries—especially Lisān al-‘Arab and al-Mu‘jam al-Wasīṭ.
10. Apply punctuation and the various rules of the hamza correctly.
11. Read literary and scientific texts with appropriate diacritics where needed.
12. Discuss viewpoints presented through literary texts.

 

Islamic Culture (151102)

This course surveys the concept and sources of culture; cultural invasion; cultural security; cultural jihad; an introduction to contemporary Islamic thought; creed and its effects; the objectives of Sharia; the status of the Sunnah in Islamic legislation; challenges facing Islamic culture and ways to confront them; the role of Muslim scholars in Islamic life; and manifestations of scientific inimitability in the Qur’an.
Expected learning outcomes:

1. Refute misconceptions about Islam and Muslims.
2. Define and clarify the correct meanings of many emerging terms.
3. Internalize concepts of culture, creed, and Sharia in thought and behavior.
4. Discuss systems related to culture and define their scope.
5. Confront challenges persuasively and flexibly, away from fanaticism.
6. Address contemporary issues with a balanced, insightful perspective—neither clinging to all that is old nor rejecting all that is new.
7. Differentiate between the concept of Islamic culture and other cultures.
8. Defend against doubts raised about the Muslim community rationally and with evidence.
9. Accept others without bigotry, recognizing that not every external influence is harmful.

 

The Palestinian Cause (113200)

This course expands students’ understanding of the Palestinian cause by introducing the reasons and factors behind its emergence and tracing its development to the present. It enhances their ability to grasp its various dimensions, the local, regional, and international factors that influence it, and the projects of peaceful settlement. The course consists of units that strengthen students’ political literacy, enabling them to delve into their national cause by studying Palestine geographically and politically, with emphasis on the geography and history of Palestine and on political events—local and international—up to the current day.
Upon successful completion, the student will be able to:

1. Understand the geography of Palestine in its general dimensions.
2. Identify the roots of the Palestinian cause.
3. Recognize the wars and occupations that Palestine has undergone.
4. Discuss many facets of Palestine’s history (Greeks, Pharaohs, Hebrews, successive Islamic states, etc.).
5. Review sources and references that support studying the course.
6. Prepare reports and research papers on the Palestinian cause.

Critical and Creative Thinking (3 Credit Hours)

This course explores the fundamental concepts of critical and creative thinking, presenting the practices of both types of thinking and the essential qualities required for a student to become a critical and creative thinker. It addresses strategies of critical and creative thinking and their related applications. The course also highlights applications such as decision-making thinking, ethical thinking, and making ethical decisions.

Course Objectives:
Upon completion of this course, the student will be able to:

1. Identify the basic concepts of critical and creative thinking.
2. Gain insight into the practices of critical and creative thinking.
3. Define the qualities of a critical and creative thinker.
4. Recognize the strategies and applications of critical and creative thinking.
5. Acquire decision-making skills.
6. Acquire ethical thinking skills and the ability to make ethical decisions.

 

Computer Fundamentals and Programming (410131)

This course introduces students to the field of information technology and the core concepts related to computers. Topics covered include new technologies, the importance of computers, their functions and capabilities, and the autonomy of a personal computer in detail, along with associated software and applications. Security issues will also be addressed. The course further covers the basics of Microsoft Office software (Word, Excel, PowerPoint). Students will also gain skills in preparing and delivering presentations according to proper standards. In addition, the course introduces problem-solving techniques using flowcharts, as well as programming fundamentals with C++.

Learning Outcomes:
After completing this course, students will be able to:

1. Develop a vocabulary of key terms related to computers and software menus.
2. Identify the components of a personal computer system.
3. Demonstrate understanding of the role and functions of computers and apply them in problem-solving.
4. List types of computers.
5. Identify good-quality computers and recognize types of security threats.
6. Solve problems using C++ programming.
7. Illustrate how hardware components affect computer performance.
8. Use window and menu commands.
9. Organize files and documents on storage devices.
10. Send email messages (with or without attachments).
11. Navigate and search the internet.
12. Compose, format, and edit Word documents.
13. Use basic functions and formulas in Excel spreadsheets.
14. Prepare and deliver presentations.
15. Use e-learning platforms to download materials, submit assignments, communicate with teachers and peers, and participate in discussions.

Physical Education (112101)

This course addresses physical education with its main components, focusing on elements of physical fitness and how to develop them. It also discusses nutrition and dietary habits, along with the concept of sports culture.

Learning Outcomes:
Upon completion of this course, the student will be able to:

1. List the elements of physical fitness.
2. Define physical fitness.
3. Classify physical fitness elements according to needs.
4. Differentiate between various elements of physical fitness and methods of development.
5. Manage small sports games.
6. Relate sports skills to real-life contexts.
7. Adjust dietary behavior.
8. Recognize different components of physical fitness.
9. Identify diverse nutritional elements.
10. Apply physical exercises to enhance physical fitness.

 

 

Cyber Psychology

Cyber psychology is a newly emerging field. In recent years, the Internet has imposed itself strongly, and more precisely, most aspects of life have become dependent on technology. Users’ behaviors and values change when they are in cyberspace, and this change may be used either for or against them. This course examines user behavior, its understanding, and even the prediction of online behavior. It focuses on the relationship between the user and the Internet, addressing behaviors in cyberspace such as cyberbullying, trolling, online recruitment, fake accounts, blackmail, incitement, awareness, and the exploitation of events to influence users.

 

Motivation and Emotions

This course covers the most important concepts related to motivation and emotions, defining their dimensions in humans and animals. It also addresses theories of motivation and emotion, experiences related to behavior and instinct, and the measurement of motivation and emotions. Furthermore, it explores the physiological aspects of cognitive concepts, emotions, and emotional conflicts in normal individuals, as well as the effects of motivation and emotions on behavior and personality, including psychological defense mechanisms.

 

Psychology of Stress

This course introduces students to the psychology of stress, exploring personal, organizational, and professional sources of stress, their consequences, and the models that explain stress. It also examines coping mechanisms, strategies for managing stress, and therapeutic methods to deal with it.

 

History of Psychology

This course traces the history of psychology in philosophical and scientific contexts. It discusses the Darwinian era (the theory of evolution and Galton), and American pioneers such as William James. It covers structuralism and functionalism (definitions, Titchener, Thorndike, and the reflex arc), the applications of the new psychology (Binet and Terman), Gestalt psychology, the foundations of behaviorism (Pavlov, Watson), and its development (Skinner, Tolman). It also examines the evolution of the treatment of mental illness (Freud and psychoanalysis), major practitioners such as Maslow, Rogers, and Piaget, as well as psychology in the modern era and its challenges.

 

Introduction to Special Education

This course introduces students to the concept of special education, its different fields, and individuals with disabilities. It explores the types, causes, characteristics, and challenges faced by individuals with special needs. The course also addresses learning difficulties, speech and language disorders, behavioral disorders, and giftedness. In addition, it introduces educational programs for each group, as well as guidelines for parents and teachers to adopt effective methods to overcome difficulties, enhance positive qualities, and foster active participation in society. The course also clarifies the reasons for including gifted individuals under the category of special needs, discusses the concept and importance of inclusion, and its role in supporting individuals with special needs from mental, psychological, and social perspectives.

 

History of Arab and Islamic Civilization (142210)

This course introduces the concept of civilization, its emergence, stages, and factors of development. It discusses the state of the world and Arabs before the advent of Islam, and then examines the foundations of Islamic civilization as represented in the Qur’an and Sunnah. It also explores its characteristics, political, administrative, social, and economic systems, and the impact of Islamic civilization on European civilization.

Appreciation of Arabic Literary Texts (110103)

This course studies selected texts from the Qur’an, classical and modern poetry, short stories, novels, and plays. It analyzes these texts to explore their artistic and intellectual dimensions, teaching students how to appreciate them and highlighting their importance in practical life.

 

Psychological Testing (3 Credit Hours)

This course introduces students to psychological and mental tests, explaining how to administer selected personality, intelligence, and vocational interest tests. It also covers related theories and the clinical significance of test results. The course presents the most widely applied tests in professional practice, along with methods and techniques for collecting information to reach valid results. Clinical interviewing is included as well. Applications of major tests such as the MMPI, A.T.A, and SCL-90 are demonstrated, with opportunities for students to practice their administration.

 

Field Training (4) (3 Credit Hours)

This course is a continuation of Field Training (1), (2), and (3). Students are introduced to the relationship between different community groups and the work of the psychologist in general. One of the goals is to familiarize students with community work, equipping them with the essential skills and competencies needed to interact with both geographic and functional communities in order to enhance their psychological well-being. The course includes analyzing basic concepts and terminology related to community work, planning community interventions in coordination with the hosting institution, and providing students with opportunities to understand, analyze, and evaluate various psychological problems.

 

Descriptive and Inferential Psychological Statistics (3 Credit Hours)

This course introduces students to the principles of statistics that support the interpretation of psychological phenomena. Topics include data presentation and distribution, measures of central tendency, measures of dispersion, the normal distribution, probability, correlation, regression, hypothesis testing, and variables. The course also trains students in the use of statistical software such as SPSS, ensuring familiarity with statistical methods and their application to data analysis derived from psychological testing.

 

Occupational Psychology (3 Credit Hours)

This course explores the history of occupational psychology and its major theories. It addresses individual and work analysis, career decision-making, career choice, job satisfaction, vocational rehabilitation, training, and unemployment—its types and effects. It also covers techniques of career interviewing and various vocational tests and measures. Students are required to apply what they have learned by working with groups such as school dropouts, school students, university students, or job seekers.

 

Interviewing Skills in Psychotherapy (3 Credit Hours)

This course aims to equip students with the ability to determine the content of information gathered during therapeutic interviews after establishing a professional relationship. It covers conditions for information gathering, principles of therapeutic interviewing, and distinctions between initial and evaluative interviews. Students practice the stages of interviewing (opening, development, and closure) and are trained on Egan’s model, applying techniques of action, reaction, and interaction.

 

Behavior Modification (3 Credit Hours)

This course focuses on one of the core strategies in psychotherapy, based on the behavioral school: “Behavior Modification.” It begins with definitions, foundations, and objectives of behavior modification, followed by general steps in the process. The course introduces various therapeutic designs, such as reinforcement-based modification, modeling, and punishment. Students are given opportunities for field visits, case studies, and the design of treatment plans to reduce maladaptive behaviors. The course concludes with Bandura’s social learning model as a method for modifying human behavior.

 

Psychological Disorders in Children (3 Credit Hours)

This course helps students identify and diagnose psychological disorders in children, based on scientific principles, and prepare clear intervention plans. Disorders addressed include phobias, anxiety, aggression, eating disorders, oppositional defiance, theft, quarrelsomeness, jealousy, enuresis, speech and language delays, childhood schizophrenia, depression, academic delays, learning difficulties, anger, bullying, low self-esteem, psychosomatic and psychopathic disorders, shyness, thumb-sucking, and nail-biting. Students are expected to apply what they have learned by working with real child cases.

 

Trauma Psychology (3 Credit Hours)

This course introduces students to catastrophic experiences that affect individuals of all ages, such as wars, earthquakes, loss of loved ones, and destruction of homes and possessions. These events may directly or indirectly cause post-traumatic neurosis and lead to behavioral, emotional, and cognitive consequences. The course covers definitions of crises and disasters, behavioral responses to trauma, and equips students with intervention strategies and protocols for individual and group therapy.

 

Psychology of Giftedness (3 Credit Hours)

This course presents a historical overview of caring for gifted and talented individuals, especially in modern times. It introduces definitions, models, and theories of giftedness, including a special model of exceptional human performance. It examines the characteristics of gifted and talented students, methods of identification and measurement, their needs and challenges, and approaches to designing enrichment programs. It also covers psychological and educational guidance for this promising group.

 

Psychological First Aid (3 Credit Hours)

This course introduces the concept of psychological first aid and the mechanisms of providing responsible support while respecting safety, dignity, and human rights. It also emphasizes self-care and equips students with communication skills, principles of psychological first aid, and stress management. Students practice these skills through scenario-based training.

 

Abnormal Psychology (3 Credit Hours)

This course explores the concept of abnormal behavior, historical attempts at classification, and criteria for diagnosis. It equips students with knowledge, skills, and attitudes related to the historical development of dealing with abnormal behavior across societies and eras. The course also covers the major fields of abnormal psychology, theories, and intervention methods.

 

Group Therapy (3 Credit Hours)

This course covers theories of group psychotherapy, the required personal qualities, skills, and tools of the group therapist, and methods of planning group therapy. It introduces different types of group therapy such as therapy for addiction, play therapy, music therapy, art therapy, and family group therapy. The course also includes case studies and applied programs in group therapy.

Graduation Project (Research Seminar): (3 Credit Hours)

This course trains students to conduct a research project by addressing a real psychological field issue. It emphasizes reviewing the latest research on psychological problems across childhood, adolescence, adulthood, and old age. Students are introduced to the scientific methods used in such research, as well as research methodology and the necessary statistical analyses required in various types of psychological studies.

 

A. Elective Major Requirements: (6 Credit Hours)

Students are required to choose from the following courses:

 

English Texts in Psychology (3 Credit Hours)

This course introduces students to the meanings of English psychological terms and their corresponding Arabic equivalents. Students practice reading full texts in English on selected psychological topics with clear and accurate pronunciation. They also learn to use each psychological term in a meaningful sentence. Furthermore, the course enables students to work in groups to present chosen topics in English and explain them in class.

 

Experimental Psychology (3 Credit Hours)

This course covers experimental methods in psychology with a historical overview of the contributions of early pioneers in experimental psychology. It introduces the importance of the experimental method, the essential elements of psychological experiments, experimental designs, control and measurement of variables, and experimental error. The course emphasizes laboratory and field training, using standard devices in psychology laboratories through exercises such as vision, hearing, motor coordination, learning, memory, reaction time, and transfer of training effects. Students also use computer software to design psychological experiments and write scientific reports.

 

Psychology of Rumors and Psychological Warfare (3 Credit Hours)

This course examines the concept of rumors, psychological warfare, and the Cold War. It analyzes the components, characteristics, objectives, factors of spread, stages, and types of rumors. The course highlights the role of psychology in understanding individual- and community-based rumors and provides strategies for confronting and reducing them by analyzing the conditions that create and disseminate them.

 

Psychology of Aging and Adolescence (3 Credit Hours)

This course addresses the psychology of aging, beginning with definitions and the reasons for studying the elderly, as well as cultural perceptions of old age. It reviews various theories related to aging and its problems, including psychological disorders, self-concept, and societal attitudes toward the elderly. The course also examines preventive approaches and intervention programs that help older adults cope with aging, which is characterized by developmental and physiological decline affecting mental health. Cognitive changes such as Alzheimer’s disease are discussed. The course emphasizes designing counseling programs to help the elderly reach optimal psychological health and to support caregivers in overcoming aging-related challenges.

 

Ethics in Psychotherapy (3 Credit Hours)

This course develops the ethical identity of psychotherapy professionals by focusing on the therapist’s ethical responsibilities toward clients, the therapeutic relationship, and professional standards. It discusses ethical dilemmas in practice and appropriate responses. The course stresses that clinical knowledge alone is insufficient, as psychotherapy involves unique human relationships requiring ethical awareness and responsibility.

 

Psychology of Play (3 Credit Hours)

This course explores the fundamental theories and their educational applications in the psychology of play. Topics include the meaning, definitions, and characteristics of play; its relationship to growth; imaginative and imitative play; social play; and individual differences. The course also examines play in education, its use in counseling and therapy, and its recreational role for both children and adults.

 

Learning Disabilities (3 Credit Hours)

This course introduces the concept and history of learning disabilities and reviews different classifications, distinguishing between academic and developmental learning disabilities. It presents diagnostic characteristics for identifying students with learning disabilities and emphasizes early detection mechanisms. Students practice using diagnostic tools and methods, and learn to design and implement remedial plans.

 

Addiction Psychology (3 Credit Hours)

This course provides an overview of drug addiction from social, psychological, and health perspectives. It introduces key concepts and the history of psychoactive substances, and examines biological and psychological causes of substance use and addiction. The course analyzes the effects of different substances and the associated psychological and social disorders. Students are given opportunities for field visits to institutions that treat and rehabilitate addicts, gaining practical exposure to dealing with addiction-related issues.

 

Psychopathology (3 Credit Hours)

This course introduces students to categories of neuroses and psychotic disorders. It discusses the latest international classifications of neurotic disorders and diagnostic criteria for symptoms. A range of neurotic and psychotic illnesses is presented, including their causes, symptoms, and treatment approaches.

 

School Psychology (3 Credit Hours)

This course introduces the field of school psychology, its concepts, topics, and educational applications. It explores its historical development, importance in education, and its role in addressing the needs, abilities, and challenges faced by both teachers and students. The course also introduces psychological and educational counseling services in schools.

Special Topics in Psychology (3 Credit Hours)

This course aims to study major psychological issues that are of current relevance at the time the course is offered. Students will examine, discuss, and analyze these issues, identify the underlying motivations behind them, propose solutions, test these solutions, and write a scientific report. Among the possible topics:

• Aggression and antisocial behavior, focusing on the psychological and social variables leading to aggressive behavior in individuals and the manifestations of antisocial conduct. The course covers the concept, manifestations, types, and causes of aggression, the theories explaining it, and behavioral control strategies. It also includes behavioral modification programs for individuals and groups to reduce aggression, culminating in a scientific report.
• Consumer behavior regulation, addressing psychological theories and research related to consumer behavior, measuring and analyzing consumer motivations and attitudes toward purchasing decisions. It also explores stages of consumer decision-making and its relation to personality traits, along with the impact of advertisements in shaping and changing consumer attitudes. Students will be trained to design awareness and behavioral modification programs for consumers and to support informed decision-making in purchasing. A scientific report on this topic will also be required.

 

Political Psychology (3 Credit Hours)

This course introduces the concept of political psychology, its key terms, objectives, and theories, such as conflict theory and negotiation theory. It explores cultural differences in dialogue and negotiation, political leadership and behaviors, extremism, terrorism, identity, and political socialization. Additional topics include opinion formation, political participation, the psychological and objective factors influencing political behavior and foreign policy, and the art of social governance.