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Psychology

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Are you interested in human emotion, memory, motivation and personality? Learn to better understand the mind and behaviors with a psychology degree.

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Interested in one of our majors, minors or certificates? Fill out the declaration form to declare a major or minor.

Undergraduate programs

Psychology

Undergrad major Undergrad minor

Psychology is vast area of study with many sub-disciplines. All share the common goal of better understanding the mind and behaviors. UWL offers courses in several subfields including developmental, educational, experimental, social, clinical, counseling and cross-cultural.

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At-Risk Child & Youth Care

Undergrad minor

Students who complete the minor are expected to:

  • Identify the role of individual and family factors associated with at-risk children
  • Differentiate typical from atypical human development
  • Apply theories, concepts and research findings to promote child well-being
  • Identify the purpose and structure of community and government systems in promoting and advocating for child well-being
Catalogfor At-Risk Child & Youth Care
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Gerontology Certificate

Undergrad certificate

Gerontology is the study of aging. Aging is a multifaceted human experience that begins at birth. Every individual undergoes changes in their social lives, cognitive health, emotional responses, and physical bodies as they develop. At UWL, Gerontology offered as a certificate, meaning this topic can be interwoven with any academic area of interest that a student majors in such as economics, exercise and sport science, health education and promotion, philosophy, political science, psychology, therapeutic recreation, or sociology.

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Graduate programs

School Psychology

Teacher license Graduate degree Students earn an MSEd after the first year and an Ed.S after the second in this NASP-conditionally accredited program.

Areas of study

Educational Specialist - Ed.S.

Master of Science Education - MSED

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School Psychology Online

Teacher license Graduate degree An asynchronous online program for Wisconsin Educators to become licensed as School Psychologists by earning a MSEd and EdS in a 4-year program.
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SONA participant pool

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Registration information

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Psych Hour Schedule

Featured courses

  • General Psychology
    PSY 100 | 3 credits
    A comprehensive introduction to contemporary basic principles and theories of behavior and related processes along with supporting scientific evidence and applications. Topics include sensory processes, perception, learning, memory, motivation, emotion, developmental change, measurement, social interaction and abnormal behavior. Offered Fall, Spring, Summer.
  • Abnormal Psychology
    PSY 204 | 3 credits
    This course introduces students to various clinical presentations of psychopathology that may occur throughout human development from a trauma-informed perspective. It provides an overview of specific psychological disorders as well as disorder-specific etiological considerations, associated clinical features, defining characteristics, and diagnostic criteria. The course also includes overviews of current treatments for the major disorders, and ethical considerations in mental health care. Prerequisite: PSY 100 or PSY 212; sophomore standing. Offered Fall, Spring, Summer.
  • Social Psychology
    PSY 241 | 3 credits
    This course provides a comprehensive overview of theories and research in social psychology - the scientific study of how our thoughts, feelings, and behavior are influenced by our social context. Topics may include social cognition, social perception, the self, attitudes and persuasion, prejudice and discrimination, conformity and obedience, aggression, helping behavior, and interpersonal relationships. Students are encouraged to think about how social-psychological theories and research can be applied to understand current events as well as everyday social experiences. Prerequisite: PSY 100 or SOC 110. Students may only earn credit in SOC 330 or PSY 241. Offered Fall, Spring, Summer.
  • Behavior Modification
    PSY 315 | 3 credits
    This course will examine the theory and techniques of systematic behavior management and behavior control. Applied social learning theory, reinforcement, shaping, modeling, cognitive and rational techniques, extinction, aversive procedures, and token economies will be covered. Course will include the planning, execution, and evaluation of a personal behavior self-modification program, and several other opportunities to apply behavioral principles to everyday experiences. Prerequisite: PSY 100; PSY 204; PSY 212. Offered Annually.
  • Human Motivation
    PSY 320 | 3 credits
    This course examines contemporary and historical psychological conceptions, principles, and theories of human motivation. Concern is given to physiological, cognitive, emotional, and social factors that influence human's desires, aspirations, and behaviors. Practical applications to multiple areas including education, industry, health, and everyday situations will be considered. Prerequisite: PSY 212. Offered Occasionally.
  • Research Methods: Lecture and Laboratory
    PSY 331 | 4 credits
    This course provides an introduction to experimental and other research methods as used in psychology. The emphasis is on the scientific method, techniques of data collection, and the principles and theories employed in the study of behavior and mental processes. The laboratory portion develops skills in observation, formulating research ideas and hypotheses, designing and conducting research, data analysis, and scientific report writing. Lect. 2, Lab 4. Prerequisite: "C" or better in PSY 100 & STAT 145; complete ENG 110 or ENG 112, & CST 110; combined GPA of at least 2.25 in these four courses; completion of 30 cr.; three other credits in PSY. Open to psychology majors only. Offered Fall, Spring.
  • Adulthood
    PSY 358 | 3 credits
    An overview of the 'journey of adulthood' including both continuity and change. It introduces students to major historical and theoretical perspectives on adult development as well as primary methodological techniques for studying adult development. It examines milestones and transitions in traditional developmental domains (physical, cognitive and social and emotional) and explores individual responses and adjustments to these experiences. Prerequisite: PSY 212 or gerontology emphasis. Offered Annually.
  • Cross Cultural Human Development
    PSY 360 | 3 credits
    This course represents a blend of cross-cultural concepts and human development (across the lifespan) and will seek to explore the influence of culture on various aspects of human development. More specific topics include the role of culture on: socialization, physical growth, cognition, self and personality, sex and gender, social behavior, family relations, and health. Prerequisite: PSY 212. Offered Occasionally.
  • Cognitive Processes
    PSY 435 | 3 credits
    This course examines theories, models, and related experimental research concerning human mental processes. Topics include acquisition of information, memory, decision-making, problem solving, and language. Prerequisite: PSY 100; PSY 321 or PSY 331; junior standing. Offered Occasionally.
  • Overview of Child and Youth Care
    CYC 301 | 3 credits
    As the overview course in the child and youth care minor, the class addresses current issues in the field of child and youth intervention. Taking a multidisciplinary approach, students will explore factors that place children and youth at risk. The class also provides a preliminary investigation of systems theory, program design, interventions, and advocacy. Prerequisite: grade of "B" or better in PSY 212. Offered Annually.
  • Social Policy for Children and Families
    CYC 310 | 3 credits
    This course is designed to examine current and proposed child and family policies. Specifically, the goals of the course are to enhance students' understanding of (a) the basics of child and family development and the complex nature of childhood risk and resilience; (b) current policies and safety net programs, particularly in the areas of child protection and family strengthening, their evolution over time, and their strengths and weaknesses; (c) recent reform efforts and new directions in policy; and (d) building community connections. Prerequisite: grade of "C" or better in CYC 301; PSY 212. Offered Annually.
  • Family Systems Theory
    CYC 411 | 3 credits
    This course focuses on the study of the family as a system. Students will examine developmental stages, life cycle patterns, and family interactions using a systems framework. The application of family systems theory to at-risk families will be discussed. Prerequisite: PSY 212. Offered Annually.
  • Communication and Aging
    CST 339 | 3 credits
    This course will examine existing and emerging research within communication and aging studies and emphasize an interpersonal life-span approach toward understanding the social interaction that occurs in later life. Issues that affect older people such as work, leisure, retirement, media use, health, death and dying and family and personal relationships will be explored. Barriers such as sight, hearing, cognitive impairments, memory, language and touch will be examined as they affect older adults when communicating with others. This course will offer both a theoretical and applied perspective to aging and communication. Students also will learn how to be an advocate for older adults who are unable to care for themselves. Prerequisite: CST 110. Offered Occasionally.
  • Fitness Across the Lifespan
    ESS 443 | 3 credits
    This course will explore why and how physical activity must change to meet the modifications that occur in the human body as it matures from childhood to older adulthood. Students will address the principles and procedures for designing physical fitness experiences for all ages. Lecture, practice, and field experiences are included. Prerequisite: ESS 302; ESS 303; admission to exercise sports science - exercise science emphasis or a declared emphasis in gerontology. Offered Fall, Spring.
  • Health Aspects of Aging
    HED 473 | 3 credits
    An exploration of the lifelong aging process and an examination of health factors affecting the elderly. Emphasis is given to the changes in a variety of health areas including, but not limited to, physical activity, nutrition, mental health, long-term care, sexuality, and death, dying and grief. The course will also include a service-learning component. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Prerequisite: junior standing. Offered Fall, Spring.
  • Introductory Neuroscience
    NEU 200 | 3 credits
    This course will introduce the student to the interdisciplinary study of neuroscience through an investigation of the contributions made by biology, philosophy, and psychology. In so doing, the student will come to see the unique methodological and theoretical approaches each discipline brings to the discussion, and why it is that these different perspectives matter. The course will address the relevant introductory concepts associated with these discussions and engage a number of pertinent topics including learning, memory, attention, and perception, and the interrelationship between these processes. Prerequisite: grades of "C" or better in BIO 105 and PSY 100. Offered Annually.
  • Generations and Age in the Social World
    SOC 303 | 3 credits
    This course focuses on the many ways that society and age interrelate, and emphasizes gerontology. It examines sociological perspectives on the life course, particularly how historical context, timing, linked lives, and agency shape socialization and life chances, from youth to old age, through birth cohorts (e.g., Millennials; Baby Boomers). Specific social factors we will examine include: the social meanings of age; socialization into an age group; age discrimination and stereotypes; media representations of age; macro-level demographic changes; and social issues, policies, and controversies relevant to age. Prerequisite: SOC 110 or SOC 120 or SOC 202 or PSY 100 or ANT 101. Offered Alternate Years.
View all courses
Portrait of Dylan Jester

Hear from an alum

Dylan Jester

The UWL Gerontology emphasis was instrumental to my career by providing a multidisciplinary foundation in gerontological coursework, research, and experiential learning. I was well-prepared to study gerontology in graduate school due to the training and mentorship that I received in the Psychology Department.

Portrait of Emily Ziegler

Hear from an alum

Emily Ziegler

The gerontology classes I have taken have been some of the most interesting out of my time at UWL, and the professors behind the program are great! In Gerontology Club, we have found many creative ways to connect with older adults in our community and the many professionals who aid our aging population throughout Wisconsin.

Portrait of Nicole Popp

Hear from an alum

Nicole Popp

I have met some amazing people in nursing homes, workout classes and health professions through Gerontology Club! I feel connected to the La Crosse community and enjoy hearing their stories. The Gerontology emphasis plays an important part in my future career in healthcare.

Portrait of Emmalee Uttech

Hear from an alum

Emmalee Uttech

I loved the gerontology program. It prepared me to enter into graduate school with adequate background knowledge on a population that I am immensely passionate about. The program also allowed me to preform better at my caregiving job and internship at a nursing home because I had extensive knowledge on the population that I was working with.

Portrait of Abigale Hartwig

HIRED!

Abigale Hartwig

Gundersen Health | Student Summer Research Fellow

The time I have spent in the psychology department has left a lasting impact on both my career aspirations and life priorities. Every instructor I interacted with treated me with kindness and respect, and they genuinely cared about my progress. In addition, they provided precious counsel regarding graduate schools and potential careers. Interacting with these professors nearly every day has granted me new knowledge and epistemologies. In all, UWL's amazing professors helped me reach my full potential and thoroughly prepared me for my First Destination after graduation.

Portrait of Skyler Bohn

Hear from an alum

Skyler Bohn

Thank you La Crosse for shaping me into the individual I am today. Between the quaint campus, amazing professors, and wonderful students, I have officially fallen in love with this university, and I am so proud to say that I am an alumnus from the University of Wisconsin-La Crosse!