Applies for batches 2019 and below
First Semester Courses (20 Credits)
As the main language used in the global academic community, it is essential that students can understand English when applied for scientific use. The use of English is aimed to enhance the understanding, internalization, and application of academic Indonesian in the context of written and spoken communication. The ability to speak and write scientifically is one of the most essential requirement to finish one’s study in higher education. By the end of this course, students will be able to speak and write using academic English.
As the national language of Indonesia, Bahasa Indonesia is the main language used in educational and scientific settings. The use of Bahasa Indonesia is aimed to enhance the understanding, internalization, and application of academic Indonesian in the context of written and spoken communication. The ability to speak and write scientifically is one of the most essential requirement to finish one’s study in higher education. By the end of this course, students will be able to speak and write using academic Indonesian.
This course is aimed to help students 1) raise awareness and commitment to solving society’s fundamental problems according to Pancasila, 2) become a model citizen and leader encouraged by the spirit of Pancasila, and 3) develop innovations for the society and the nation.
This course emphasizes the need for consciousness that students must have in order to become good citizens. It includes critical thinking to solve problems within the society, participate in the nation by providing creative solutions, and overall contributing to the nation’s welfare.
Discussions concerning Philosophy and Logic revolves around the definition, issues, and philosophical thinking; Theory of reality; Theory of knowledge & truth; Theory of values & ethics; Humans and self-identity; What is logic?; Propositions; And logical fallacies.
In General Psychology, students will be familiarized with the most basic concepts of psychology as a discipline. This includes the research methodologies, and the application of psychology in a daily setting. By the end of this course, students should be able to understand and elaborate the history of psychological advancements according to the emergence of the perspectives and the research methods; analyze behaviors from a biological, psychological, and social perspectives; understand human life-span development; understand emotion, motivation, and personality; cognition; as well us comprehending the various types of psychological disorders and their treatment.
Statistics is designed to provide the basic knowledge, understandings, and skills to use statistical techniques as an instrument for scientific data analysis. This course is aimed to help students, 1) acquire concepts of quantitative methodologies and the statistical concepts accompanying them; 2) acquire understanding of sampling distribution, statistical reliability and hypotheses testing, and the principles and procedures of significance tests; 3) acquire the knowledge and skills to perform descriptive statistical analysis; 4) acquire the knowledge and skills to perform basic inferential statistics, including univariate and bivariate analyses. Students can expect to learn about Chi Square, t-test correlation testing, and ANOVA; 5) acquire the skills to operate SPSS, the statistics application used in this course; 6) acquire the ability to choose and perform tests according the type of data and research method; 7) acquire the knowledge and skills needed to read, report, and display test outputs in the form of a table, graph, or narration in accordance to APA guidelines.
Alongside the rapid development of psychology as a science, the need for an ethical guidance for the application of psychology is increasing. The ethical guidance is required in order to protect the users of psychological services, as well as their providers. The application of psychology in education, research, and assessment require great skill and sense of responsibility. In this course, students will be learning about the principles of ethics in being a psychologics, the basic concept of the standard in psychological services (including research), the concept of professional psychological services, discussion of psychological cases, the development of applied psychology in Indonesia and APA, and ethical breaches in psychological practices.
Second Semester Courses (24 Credits)
This course is a basic psychology course, covering the life-span development starting from conception until late-adulthood. There will be five main topics introducting the concept of development: theories of development and developmental research, biological and physical development, development of cognition and language, social and emotional development, and moral and spiritual development. By the end of this course, students should possess the knowledge of life-span development and the factors and contexts surrounding it.
This course is prerequisite for two advanced research methods courses Quantitative Research Methods and Qualitative Research Method. It gives students basic knowledge in research approaches in the field of psychology. The course is divided into four themes: (1) scientific approach, (2) research methods in psychology, (3) issues of validity and reliability in research, and (4) research ethics.
The understanding of personality theories is the first step that psychology students need to form a theoretical understanding prior to doing assessments and designing psychological interventions and researches. This course provides information on how personalities are formed, and the neural foundations of personality. The theories will be presented according to the pioneers and their perspectives. The learning process will be a collaborative one, utilizing methods such as film discussions and class presentations.
Social psychology is a school of thought in psychology that focuses on the individual processes which are both influenced by and influencing an individual’s social processing. According to that fact, social psychology is an interdisciplinary perspective, combining elements of psychology and sociology (including anthropology). The course, Social Psychology, is structured into 5 main themes, namely: introduction, intrapersonal, interpersonal, intragroup, and applied social psychology. Students will be guided to gain expertise of the basic competencies of social psychology, which includes understanding main concepts, theories, empirical findings, and the development trend of social psychology. By the end of this course, students should be able to apply the theories they have learned into the field.
Through this course, students will be learning about behavior in psychology in its wholeness, analyzing it through three contributing factors: psychological, biological, and environmental. Biopsychology I acts as a building block for the students’ understanding of behavior from a biological point of view. By the end of this course, students are expected to be able to mention biological bases that can help explain behaviors and mental processes covered in the study of psychology. The course is a prerequisite for Biopsychology II, a continuation of Biopsychology I that will be given in the next semester.
Cognitive Psychology focuses on the mental and cognitive processes through a scientific and empirical approach.
Third Semester Courses (23 Credits)
Biopsychology II, being a continuation of Biopsychology I, provides further understandings on the applications concerning the relationship between psychology and biology. In this course, the topics of biological perspectives in behavioral science will be discussed and applied in the context of research and education.
Quantitative Research Methods encourages students to actively review research articles, being especially critical to the research method chosen by the author. In this course, students can expect to be given assignments to make a quantitative research design. The grading is based on written exams, article review assignments, and the research design project. By the end of the course, students should be able to have: 1) a thorough understanding of the basic concepts of quantitative research, 2) the ability to analyze a research publication based on its research methods, and 3) the necessary skills needed to conductboth experimental, as well as non-experimental research.
In this lecture, the principles of constructional cognitive tests will be studied, elaborating the constructs of measurements, formulating behavioral indicators, writing items, conducting a quantitative analysis of item parameters, the computation to estimate reliability and validity. Test preparation skills are built with many exercises held in class, presentations, and group assignments in the form of test / psychological scaling up projects. Various computations needed to hone students’ skills are supported by the use of statistical software such as SPSS, item analysis software such as Iteman, and the use of hand or excel calculators. Therefore, to support the success of this lecture students must have passed the Statistics course.
This course is a basic psychology course, covering the behavioral and mental processes involved in human communication. The materials in this course is divided into four discussion groups: intrapersonal communication, interpersonal communication, intragroup communication, as well as public, mass, and cultural communication. Active learning is the main method of delivery, where students discuss materials in a group under the supervision of a lecturer. Students will then attempt to implement psychology of communication to analyze communication problems that arise in daily settings.
Introduction to Assessment equips the students with the basic knowledge and skills that are essential for more advanced fields of psychological assessments. This course serves as a prerequisite for further assessment course groups. In this course, students are introduced to three main concepts of psychological assessment: introduction to psychodiagnostics, observations, and interviews. To enhance the learning experience, students can expect to participate in an observation and interview practicum. Over the course of the semester, students will be familiarized with various testing instruments, including instruments that are developed by the lecturers and units of the Faculty of Psychology. Aside from that, indigenous/local wisdom/cross-cultural approaches are integrated in the learning process, broadening the views to understand the cultures specific to Indonesia that may be relevant in the process of developing such instruments.
Fourth Semester Courses (23 Credits)
A positive character is one of the main things that are essential to develop since childhood in order to optimize the potential, as well as the mental health of an individual. In Educational Psychology, students will be learning about how a positive character can be shaped through education. The materials in this course will cover the history of global character education, various theories concerning characters and morality, as well as character education methods, either in schools, in families, and even in communities.
This course is aimed to provide an integrated image regarding the perspectives, theories, and characteristics of mental health that are present in daily settings. The area of discussion includes preventative, promotive, curative, and rehabilitative methods. The mental heatlh system, advocacy, and literacy will also become a point of focus. Mental Health will also be talking about the basic understandings of individuals, be they in a healthy mental state, as well as a rather unhealthy mental state.
Industrial Psychology focuses on the behavioral approach in maintaining a harmonious relationship between stakeholders in a particular industry. The aim of this course is the maintenance of employee engagement and productivity within a company.
Psychological Interventions is a course aimed to introduce strategies or other methods that are applicable to anticipate, cure, and/or rehabilitate an individual, group, community, or organization that is undergoing a particular issue that requires a mediator to solve. Throughout this course, students will come across knowledge of intervensions, as well as identifying the issues that concern a community. This way, they can demonstrate the most proper methods for different psychological issues within a certain community.
This course equips students with the necessary knowledge to thoroughly comprehend their religion. By the end of this course, students should be able to become a model Buddhist, capable of practicing their religion well, and become a blessing for the universe. Representing Buddhists, students can become warm and welcoming in all aspects, especially as a model citizen, countering any issues of extremity and radicalism.
This course equips students with the necessary knowledge to thoroughly comprehend their religion. By the end of this course, students should be able to become a model Hindu, capable of practicing their religion well, and become a blessing for the universe. Representing Hindus, students can become warm and welcoming in all aspects, especially as a model citizen, countering any issues of extremity and radicalism.
This course equips students with the necessary knowledge to thoroughly comprehend their religion. By the end of this course, students should be able to become a model Muslim, capable of practicing their religion well, and become a blessing for the universe. Representing Muslims, students can become warm and welcoming in all aspects, especially as a model citizen, countering any issues of extremity and radicalism.
This course equips students with the necessary knowledge to thoroughly comprehend their religion. By the end of this course, students should be able to become a model Catholic, capable of practicing their religion well, and become a blessing for the universe. Representing Catholics, students can become warm and welcoming in all aspects, especially as a model citizen, countering any issues of extremity and radicalism.
This course equips students with the necessary knowledge to thoroughly comprehend their religion. By the end of this course, students should be able to become a model Christian, capable of practicing their religion well, and become a blessing for the universe. Representing Christians, students can become warm and welcoming in all aspects, especially as a model citizen, countering any issues of extremity and radicalism.
Fifth Semester Courses (24 Credits)
In this course, students will be learning about the characteristics, character, and proper education needed by children and adolescents with special needs. The special needs that will be covered over the course of this class include: intellectual and developmental disabilities; learning disabilities; ADHD; emotional and behavioral disorder; autism spectrum disorder; communication, language, and speech disorder; physical disabilities and other health impairment; low incident, multiple, and severe disabilities; sensory impairment: hearing and visual impairment; and the gifted and talented. Students can expect to participate in field observations and interviews in order to deepen the knowledge they acquired.
This course introduces students to the concepts and manifestations of mental disorders in one’s behavior. Students will become familiar with the problematic behaviors both in theory and in direct encounter with people with mental disorders, as well as different professionals from various disciplinary backgrounds who play a part in handling mental disorders.
Organizational Psychology is a part of industrial and organizational psychology, focusing more on how organizations are managed as to achieve the desired effectivity. Industrial and organizational psychology is oriented heavily on the application of psychological theories. Organizational approach focuses on how to realize a structured organization culture which will helps motivate employees to perform, and providing a healthy work environment. This course deals with two central topics, 1) how to think systematically and strategically about the essentials needed to improve the organization’s effectivity, and 2) what needs to be done to gain a competitive upperhand in terms of the human resource
This course aims to integrate various contemporary perspective in psychological science to evaluate social cases/ phenomenon. An issue can be seen from various fields in psychological science (Social Psychology, Clinical Psychology, Educational Psychology, Developmental Psychology, and Industrial and Organizational Psychology). Various psychological perspectives such as Psychoanalytic, Behaviorism, Cognitive, Humanistic, Social Learning, and Neuroscience can also aid in analyzing psychological problems.
Sixth Semester Courses (19 Credits)
This course is essential for guiding students in making their research proposal. This is an applicative course, helping students observe the psychological issues around them, and to make a research proposal out of their observation. The final proposal will then be developed for their thesis research in the following semester.
Inter-semester Activity (3 Credits)
Community Service Program (KKN) is an interdisciplinary community service act
Seventh Semester Courses (8 Credits)
Undergraduate Thesis is an independent research project in the topic of psychology, supervised by a lecturer from the Faculty of Psychology.
Individual differences in cognitive abilities have been recognized by many people in many areas of interests. This understanding of individual differences leads to the need to know one’s strengths and weaknesses so that psychological practitioners can map their potential. To measure accurately about the strengths or weaknesses of a person’s cognitive abilities required special tools. The Intelligence Tests are a cognitive test to uncover the general capabilities of an individual. The test results are the result of an assessment that describes a person’s capability profile, on what aspects a person is high in ability and on what aspects are being low. The test results can be used to handle individual cases (in example: learning difficulties, school strikes, or anxiety), selection of prospective students and prospective employees, selection of majors in education, promotion and employment of employees within a company or work organization. This Assessment of Intelligence course equips students with basic knowledge and skills in the field of psychological assessment, in particular intelligence assessment, both individual and classical, which will be the capital to understand the next course of intervention. Course material Intelligence Assessment accompanied with practical test administration that will be useful for students because it is a basic provision that must be owned as a graduate of Psychology Bachelor.
This course is describing a person’s capacity profile, the capability to be specific on each person is different and could not be determined through an intelligence test. The results of aptitude assessments can be used to handle the individual (e.g., learning disability), a prospective student selection and prospective employees, placement, selection, and promotion in multiple settings. At the end of the semester, students are expected to be able to identify the differences of testing and assessment, history of psychological testing, and applications of psychological testing and assessments; able to differentiate aptitude and intelligence; understand the theory of ability; explain the variety of aptitude assessment (Battery or Single test); describe the aspects assessed in the assessment of aptitude; identifying the function of assessment of aptitude in multiple settings. The learning process is modified using lecturing, discussion, jigsaw, group work presentation, flipped learning, role-play, and simulation using the battery test to achieve the course objectives.
Psychological issues that arise in different settings (e.g., workplace, school, home, etc.), are sometimes caused by one’s personal characteristics. To solve the issue or simply provide solutions, we need to initially understand one’s personality. One of the ways to do so is by administering a projective personality test. During the course of the semester, students will be learning about the Graphic test, Rorschach test, and the Thematic Apperception Test. This course is aimed to introduce how the tests are administered, and discuss the bases for the interpretation. And for that, the learning method combines role-plays to clarify the test administration and interpretation procedures.
Non-Projective Personality Assessment is a course that discusses diagnostic facilities that have a structured and objective stimulus (inventories). Students will learn about the understanding of personality assessments with structured and objective stimuli and personality theories upon which they are built, various techniques for constructing non-projective personality assessments and various forms of tests. Students will also do a practicum for administrating the inventories and practice the tests with their own subjects. This course will provide a foundation for students to discuss non-projective personality assessments and their uses in providing academic/professional services.
The main objective of this course is to familiarize students with the process of counseling by providing a critical review of the main components of counseling and psychotherapy along with some of their major underlying theories. Additionally, moral and ethical considerations will be reviewed in understanding the assessment process of counseling. Basic micro skills for counseling will be studied and practiced in the experiential component of this module. These will include attending, listening, and probing skills while conducting a session.
This course provides opportunity for the students to enhance their understanding on behavioral modification theories and its implication to the betterment and development of human behavior and cognition. Students will further learn the process of behavioral changes to enhance the effectiveness of specific behaviors to promote individual wellbeing as well as how to strengthen the effectivity of said behaviors. The application of behavioral modification will be learned from independent study through in-class and take-home assignment related to BST, self-management and other behavioral modification program; and from direct conversation with the experts (guest lecture). This course also provides an opportunity for the students to understand, be aware of, and respect the psychological ethics in modifying human behavior.
This course discusses non-clinical problems that arise in children and adolescents. To take this course, students must take the course on Human Development and Counseling. Children and adolescents are specifically taught to remember that in the developmental range of humans, children and adolescents are two groups that are still developing. In the process of development that is still ongoing for self-formation, sometimes children and adolescents experience unique problems that must be solved so that the next mining process can be better resolved. In this condition both children and adolescents and parents where the dependence of children and adolescents is still high, also need to get help in order to support their development. As a psychology graduate, one of the competencies that must be achieved is non-clinical counseling. Therefore in this course students will study non-clinical problems in children and adolescents and describe them according to the competencies they have. The knowledge and counseling skills that the students have acquired in previous counseling courses will be the basis for deeper study of counseling for children and adolescents whose conditions are still developing. Therefore, this course will be divided into two broad sections: understanding non-clinical problems in children and adolescents in the first part. In the second part students will be invited to improve their understanding and skills in counseling children and adolescents as well as counseling their parents.
This course is aimed to equip students with the importance of early stimulation on children as well as stimulation on adolescents (elementary school up to high-school) as a means to anticipate problems that may occur in later years in either of these domains: physical, emotional, social, or cognitive (neurodevelopmental). Students will acquire the knowledge on the concept of stimulations, its effects on human development, examples of stimulation models in the aforementioned domains, and stimulation designs as well as the application in the field. Aside from that, students should also acquire sensitivity towards cases and contribute to solving problems in their surroundings.
This course is aimed to equip students with the concept of conflict and managerial strategies of conflict resolution. Conflict Resolution focuses on the mastery of concepts that can help students identify and resolve conflicts through different strategies in intrapersonal, interpersonal, intragroup, and intergroup levels. Aside from that, this course is designed to assist students in understanding dynamic factors involved in conflict, as well as their role in resolving conflicts between individuals and/or groups.
Community development not only concerns the physical realm of community, but also the social, cultural, economic, political, environmental, and psychological aspects as well. Its applications are wide-ranging yet always aimed at improving quality of life of every community member. Therefore, it is important to understand the underlying foundation and theory of community development as well as the variety of strategies and tools used to achieve desired outcomes. This course emphasizes the integration of concepts, processes, theories, perspectives, and characteristics of community development, as well as intervention approach, level of intervention, and foundational skills of community development. This course also seeks to address the challenging and exciting facets of community development by presenting a variety of essential and important topics to help student understand its complexity. Lastly, in this course students also required to practice their skill in conducting participatory action research as the baseline for community development program.
The Community Psychoeducation course has the objective of creating an understanding of principles in community psychoeducation. In this course, students are guided to conduct assessment through interviews, observations, and a simple survey to understand group and community problems, and apply principles of psychoeducation in prevention or intervention programs in the community. Students will acquire a solid foundation which include the theory at intrapersonal, interpersonal, and community level of health education of promotion, and knowledge of consumer health issues (how to use media and marketing for changing behavior) which will guide them to develop a healthy program for the community. This course is intended to leverage the knowledge about health and illness which help students improve their understanding of the connection between social-psychological-cultural factors and illness.
Group counseling course aims to introduce students to the basic concepts and approaches of group counseling, evaluate micro skills, thoroughly understand the role of group counseling facilitators, and critically analyze ethical issues in the form of case studies. In lectures, students are encouraged to critically reflect on their emotions, cognition and behavior while undergoing group counseling processes. This is done through practical activities specifically designed to increase student awareness about the process and the competencies needed by a group counseling leader / facilitator.
This course is an advanced course in Industrial and Organizational Psychology, focus on the organizational change and development. This course will cover the understanding of organization architecture, how to diagnose and present it to decision makers of the organization, as well as the understanding of characteristics needed to become a change agent. The course then will cover two of four interventions in organization development i.e. Human Process Intervention and Human Resource Management intervention. The rest of the two interventions i.e. Techno-structural Intervention and Strategic Intervention will be part of the course of the Professional Psychology post-graduate course.
This course is aimed to provide a preliminary to contemporary issues and procedures used in the process of recruitment and selection within an organization. Aside from that, Recruitment and Selection will be discussing about internal and external aspects that play a role in the stages prior to, during, and subsequent to recruitment and selection activities.
This course aims to discuss the training and human resource development process at an organization context. It is designed to give a conceptual understanding about the meaning and function of training and development in managing human resources at an organizational level. The learning process is carried out through lectures, class discussions, creating training modules, watching videos, and role playing in one training session. For example, for role play, students are asked to present in front of the class one of the sessions in their training module. Lecturers will provide feedback, and other students will respond. For example, for module-making activities, students will be guided in preparing training modules from TNA to training evaluations. This activity is intended to reveal knowledge, understanding, and the ability to make training modules and experience firsthand the process of training activities.
This course provides the vast knowledge concerning the principles of reward system management, or the renumeration from the perspectives and theories applied in human resource management. Essentially, Reward System is one of the strategies in the human resource field focusing on the provision of reward as a form of recognition for people who perform in the organization. This lecture focuses on optimizing psychological approaches in the development of an effective reward system. Students will have a chance to talk about the scope of reward system, strategies and policies in reward system, the main principles in reward system in its relation to employee performance, and behavioral approach in managing reward system (e.g., theory of motivation, behavioristic psychology, etc.). The learning process will be conducted by blending theoretical concepts, and field practices. Therefore discussions and case analyses, testimonies from practitians, and contemporary issues concerning renumerations are essential in this course. By both broadening and deepening the scope of this course, it is expected that students can have the means to contribute in designing a reward system for an organization that is beneficial for the welfare of its incumbents.
This course emphasizes students’ understanding of the basic concepts of research with a qualitative approach, the processes that occur in it, as well as various ways that can be done to conduct research with a qualitative approach. In addition, this course aims to make students adept in conducting research with a qualitative approach in the development of psychological science.
Psychology of Disaster and Crisis deals with issues deriving from catastrophies and emergency situations in a larger and smaller scale. Aside from that, the response towards disasters, including preparedness of facing said disaster, as well as the psychological impacts of catastrophes will be discussed in an equal manner. Based on these two main topics, students are aimed to discuss strategies to increase preparedness and to handle the psychosocial tolls of a disaster.
Psychology of Emotion course aims to provide students with a comprehensive understanding of the basic concepts of emotional theory, emotional development, emotional measurement, and contemporary issues about emotions. It cannot be denied that emotions have a very big influence in various aspects of human life. Therefore, this course is expected to further strengthen the scientific foundations of psychology in students. The material in this course will be delivered in an attractive and easy-to-understand way. One of the methods is using daily cases around students and the updated research. Some activities are designed to involve collaboration and interaction between students. Students are also encouraged to be able to identify emotions from personal experiences as material for reflection in learning. By understanding emotions and the theories behind it, students can have a keen analysis when faced with the social phenomena in a daily setting. This course will widen the students’ perspective on the relation between emotions and physical/ biological mechanisms. Furthermore, by the end of the course, students are expected to be able to apply the theory of emotional psychology to conduct research.
This course focuses on the explanation of Marriage and Family Psychology. The definition of family from multi perspectives and theories will be discussed. Then, the focus of discussion will be about important factors in sustenance of marriage and families. The main objective is mastering skill in conducting a research on family issues and building a program for building strong families from micro and macro perspectives. To achieve this objective, students will learn through research, and planning a family development program.
This course provides knowledge about early childhood development. In lifespan development, early childhood development is the first stage of development where young children experience very rapid development. Therefore the knowledge of this stage should be discussed thoroughly, sharply and deeply. This course also discusses the influence of environment that may promote or inhibit early childhood development, including protective and risk factors in early ages development.
In this course, students will be learning about the theories that tackle the changes occuring in elderlies (i.e., physical, cognitive, and socio-emotional) and their affects towards behavior. Students will also be discussing about the problems that are occuring since the late-adulthood, and analyze how those problems arise through observations and interviews with elderlies, as well as through research articles written by experts in Indonesia and other parts of the world. By the end of this course, students can expect to have an understanding of the concepts and changes occurring in elderlies, apply theories and knowledge to observe and analyze elderly behaviors, and working out a solution to overcome the problematic consequences.
The Cultural Psychology course is taught with the objective of introducing students to cultural approach in the field of psychology, specifically cultural psychology, indigenous psychology, and cross-cultural psychology. Students are also expected to be able to use cultural approaches in various applicative contexts. Students are expected to complete various assignments to achieve the learning outcomes, including: (1) a self-reflective essay that allows them to gain a critical understanding of how culture has affected the development of their self and identity, (2) A group project to analyze a movie according to three cultural approaches, (3) A group project to design a research proposal.
This course is aimed to enhance the students’ understanding of a healthy lifestyle. By the end of this course, student should be able to comprehend health dynamics and systems, the role of psychology in health, and to work in a multidisciplinary team to contribute to the healthcare system.
In this course, students will be learning about the application of psychological theories in the realm of sports and physical training in individual, group, and societal levels. How psychology is applied to boost athlete’s performance is one of the most important topics discussed in Sports Psychology.
This course is aimed to equip students with the understanding of spirituality form the perspectives of developmental psychology, clinical psychology, and neuroscience. Psychology of Religion and Spirituality will be discussing about spirituality in social and religious contexts, as well as its effects on an individual’s mental health, family, and psychological welfare in general. This course will also cover an individual’s religious behavior in personal and cultural setting through a psychological approach; emphasizing on the psychological dynamics that motivates overt religious behaviors (e.g., praying, going to prayer houses, etc.), and covert religious behaviors (e.g., beliefs, religious experiences, etc.). Aside from that, students can expect to have a discussion on the relations between religiosity, mental health, and mental illnesses.
Consumer Behavior is focused on the psychological approaches that contribute to a smarter consumption pattern. This includes understanding the consumer’s motivational and behavioral patterns. The focus of this course is the analysis of a consumer’s decision making process (back and forth between the want and the need).
Innovation and Entrepreneurship equips students with the ways needed to apply psychological principles in creating an atmosphere most suitable for innovations and entrepeneurships. Students will be learning about how business plan developments work, risk calculations, and the creation of a sustainable business model.
Art is both a product of behavior and mental activity, and art often reflects on human activity with brilliant analysis. This course emphasizes the concept and manifestation of the interdisciplinary study of psychology and arts covered the discussion of examining art from the point of view of psychology, social, neuroscience, creativity, and therapy perspectives. Through comprehensive lectures, students will be encouraged to widen their view about psychology and arts, exploring the human’s consciousness to feel, enjoy the aesthetic, and create art.
Industrial relations is a course about the relationship between the employees, employer and government in the industrial/organizational settings. This subject will cover about the history of industrial relations, Indonesian workforce laws, including: protection of workforce and employers and their trade union, recognition and scope of representation of Trade Union, the rights of employee and employers towards the industrial action, causes of trade disputes, collective bargaining, representation on dismissal and investigation and inquiry for the disputes. This course is needed for students, especially for those who want to build a career in the HR department, in order to understand the business practices in real-life settings.
As a novel field of research based on, adding to, and extending from other psychological disciplines such as social psychology, cognitive psychology, and developmental psychology, Psychology of the Internet facilitates students to learn and explain how emerging computer technologies, particularly the Internet, is influencing all individuals’ behavior and lives. Students will explore a wide range of topics with an emphasis on understanding the fundamental concepts of Psychology of Internet and the implications of this knowledge for improving our well-being in the digital age.
This course examines social psychology theories of sex differences and conceptions of gender. Topics include history & theoretical perspectives on gender, differentiation of sex versus gender, gender similarities, conformity, stereotypes, social roles, masculinity, sexism, feminism, media influence, body image, gender violence, beauty standards, sex, cognition, emotion and communication. Gender analysis framework will be introduced as a basic understanding and tools for analyzing the gender gap at the developmental issues. Students are expected to have a broaden knowledge of gender issues in various social setting and able to use theories and analysis tools to assess the impact of gender inequality.