Psychology 705 Clinical Ecological Psychology
Course:
Instructor:
Required Texts:
Course Time:
Room Number:
E-mail:
Website
Office Hours:
Office Phone:
Psychology 705
James T. Todd, Ph.D.
None. Readings will be supplied.
1:00 pm - 3:40 pm T- Th
518 Mark Jefferson
james.todd@emich.edu
people.emich.edu/jtodd
To be announced
734-487-0376
Course Objectives
Clinical Ecological Psychology is designed to give participants an advanced practical and
theoretical understanding of the effects of environmental design on human behavior. The use of
Ecological/Environmental principles as adjuncts to other forms of treatment will be covered. A
special emphasis will be placed on the use of setting analysis and manipulation in situations
where other treatment modalities cannot be used. Issues salient to the design of group treatment
settings such as nursing homes, group homes, and hospitals will be covered. Additional coverage
will be given to the role of school design and size in child behavior problems. Participants will
conduct an Ecological/Environmental analysis of actual treatment settings and design an
intervention that integrates Ecological/Environmental interventions with other treatment
modalities. This course is open to master’s and doctoral-level participants.
Assignments and Activities
Assignments, when given, are designed to increase the participant’s understanding of the course
material and contents. Given the seminar format, it is possible that participant’s presentation and
topic might include an activity for the other enrollees to enhance the understanding of the
material. If an activity is assigned in conjunction with a presentation, the activity must be
approved in advance by the instructor. It is expect that these activities will be completed,
although no grades will be recorded. The presenter may nevertheless evaluate the activity to
provide feedback for the other enrollees.
Examinations
The course grade will be based primarily on the quality of the in class presentation and final
paper. A take-home final examination is scheduled, and will cover fundamental elements of the
course and details from the participant presentations. Thus, it is expected that the class
participants will attend to all the material regardless of who might be presenting. The instructor
might, at his discretion, cancel the final test or add additional tests. If the final test is cancelled,
then the grade will be based on the presentation and paper.
Class Discussion Leadership
Each participant will be responsible for leading at least one week’s class session. The participant
will give an informal but thorough overview of the principles and findings related to the subject
at hand. The participant can elect to do so in any standard graduate-level instructional format,
and but is expected to deal with the subject substantively and in depth. The quality of the
presentation will be evaluated by the presenter’s peers, but those evaluations will not be used to
determine the course grade. However, you will be graded on your participation in the evaluation
process.
Papers
A final paper in the form of a psychological research report, based on the project described
above, will be due on the day scheduled for the final examination. This paper will be in current
APA style, with an appropriate data presentation. The term paper will be given a standard letter
grade based on a combination of factors including conceptual content, depth and breadth of the
examination of the relevant literature, quality of implementation, depth and quality of data
analysis, and quality of writing. Additional details on this paper will be given in class.
Oral Presentation
Each participant will give a 20-minute oral presentation based on their project. These
presentations will occur during the final two class sessions. Effectiveness of presentation and use
of visual aids, if appropriate, will be the primary basis of grading the oral presentation. These
presentations should be the equivalent of what might be presented at a professional convention.
Grade Weighting
Presentation
Term paper
Class evaluations
Tests
35%
35%
15%
15%
Make-ups
Make-up quizzes and assignments will be arranged only for those participants who provide valid,
overriding medical or personal reasons for missing a scheduled requirement. If you know
beforehand you will miss a scheduled requirement, inform the instructor as soon as possible.
Documentation verifying a valid reason for the absence from the test may be required in all cases
a make-up is arranged. Make-ups will be conducted at a time convenient for the instructor.
Office Hours
The instructor will ordinarily hold office hours from 2:00-3:50 p.m. Tuesday, Thursday and by
appointment. Please call ahead if possible.
Attendance
Except as required by university and other regulations, attendance will not be recorded or graded.
Final Exam
This course has a final examination period scheduled for the last regular class day. This period
will be used for presentations.
Cheating
University and departmental policies with respect to academic dishonesty and cheating will be
followed and enforced.
Course Status
It is possible that participants who are not enrolled in a Psychology Department graduate
program might be permitted to enroll in this course. Enrollment in this course should not be
considered to be a provisional or tacit admission to any psychology program. Enrollment in the
course should not be assumed to confer an advantage over non-enrollees in graduate admission if
the non-program-enrolled participant applies for later admission Psychology graduate programs.
Participant Requests
Requests for make-up tests, grade changes, extensions, special grades, etc. should be made in
writing directly to the instructor and include supporting documentation.
Syllabus Changes
Unforeseen circumstances may result in changes in any aspect of this syllabus. The instructor
may make changes in the syllabus, schedule, requirements, and other aspects of the course.
These changes will be announced in class.
Class Cancellations
Class meetings may be canceled by university authorities or by the instructor. Cancellations will
be announced in as timely a manner as possible. Assignments due on the day of the canceled
class may be turned in at the next scheduled class meeting.
Other policies
Please refer to official university and departmental publications, especially the class schedule
and graduate catalog, for questions regarding enrollment, registration, schedules, adds, drops,
grading options, and other policies.
Weekly Schedule
Week 1 #1: Introduction to Ecological/Environmental Psychology
 The coercivity of settings.
 Traits vs. situations.
 The importance of considering Ecological/Environmental variables in clinical
psychology.
 Comparison of Ecological/Environmental and environmental psychology.
 Brief history of Ecological/Environmental and environmental psychology
Week 1 #2: Basic Principles of Ecological/Environmental Psychology
 Settings and synomorphs
 Habitat variables
 Setting population density and behavioral effects of underpopulated settings.
 Barriers: real and conceptual
 Environmental vetoing mechanisms.
 The self-perpetuating nature of settings.
Week 2 #1: The Relationship between Ecological/ Environmental Principles and the Basic
Principles of Behavior.
 Molar vs. molecular levels of analysis
 Stimulus control
 Generalization and discrimination
 The role of attention
 Block, overshadowing, and other factors which can limit the acquisition of new
environmental cues.
 Setting events and establishing operations.
 The implications of the matching law for the analysis of behavior-environment relations.
Week 2 #2: Cross-Cultural and Gender Issues in Ecological/Environmental Psychology
 Early Cross-Cultural Comparisons: Midwest vs. Yoredale
 Research on Personal Space and Non-verbal signals
 Cultural Differences in Ecological/Environmental Expectations.
 Generational differences in Ecological/Environmental expectations.
 Ethical issues in dealing with cultural, gender, and other differences in
Ecological/Environmental expectations.
Week 3 #1: Environmental Contributions to Deviant Behavior.
 Deviant behavior in deviant settings.
 Deviant behavior in normal settings.
 Crowding and behavior
 Bystander intervention.
 Environmental design and its effects on social interaction.
 Settings and criminal behavior.
 The problems associated with impoverished environments
 The problems associated with hyper~enriched environments.
Week 3 #2: Ecological/Environmental Factors in Institutional Settings: Schools
 Open vs. Traditional Classrooms
 Seating patterns in classroom settings.
 Relationships between class size and participation in high school and college
 Effects of class and school size on deviance.
 Practical limitations to using Ecological/Environmental interventions in schools.
Week 4 #1: Ecological/Environmental Factors in Institutional Settings: Nursing Homes and
Chronic Care Facilities
 Nursing homes for the aged and other chronic care facilities.
 Dealing with the expectation of decline.
 Balancing the needs of clients with the functional requirements and limitations of the
facility.
 The effects of environmental manipulations with persons with dementia.
 The Ecological/Environmental contributions to learned helplessness.
 Fostering interaction and the behavioral consequences of doing so.
 Ecological/Environmental alternatives to nursing homes and other chronic care facilities.
 Some specific issues: ambulatory vs. non-ambulatory, fire safety, self-imposed
 isolation, openness vs. privacy.
Week 4 #2: Ecological/Environmental Factors in Institutional Settings: Group Homes for People
with Developmental Disabilities.
 The problem of impoverished environments.
 Integrating Ecological/Environmental manipulations with behavior programs and other
forms of therapy.
 Some specific issues: ambulatory vs. non-ambulatory, privacy, fire-safety, the right to
effective treatment.
 Varieties and range of developmental disabilities.
 Maximizing opportunity and independence.
 Using Ecological/Environmental variables for severely disabled persons.
 Ecological/Environmental interventions for persons with moderate disabilities.
 Ecological/Environmental interventions f6r parents with severe developmental
disabilities
Week 5 #1: Ecological/Environmental Factors in the Family Interaction.
 The family as a continuously dynamic Ecological/Environmental system.
 Number of types of caregivers; types of families and group living arrangements
 Family size
 Birth order
 Effects of housing options on family interactions.
 In-home and out-of-home daycare.
 Age differences in Ecological/Environmental expectations within families.
Week 5 #2: Ecological/Environmental Interventions for Head Injury.
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Some behavioral and physical problems associated with head injury.
Maximizing opportunity and independence.
Using Ecological/Environmental interventions to maximize recall.
Physical ecology and effort Time and motion analysis.
Ecological/Environmental interventions for aberrant behavior/impulse control
Week 6 #1: Ecological/Environmental Interventions in Behavioral Gerontology.
 Some behavioral problems associated with old age.
 Maximizing opportunities and independence.
 Using Ecological/Environmental interventions as adjuncts to traditional solutions.
 Using Ecological/Environmental interventions to maximize recall.
 Physical ecology and effort: Time and motion analysis.
 Housing alternatives to increase opportunity and independence.
Week 6 #2: Ecological/Environmental Interventions in traditional Clinical settings
 Ecological/Environmental interventions for depression.
 Ecological/Environmental interventions in behavioral medicine.
Week 7 #1: Ecological/Environmental Interventions in other areas
 Effects of architecture & interior design on behavior
 Community activity settings
 Malls
 College Campus
 Home layout
Week 7#2: Project Presentations
Week 8 #1: Project Presentations
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