Psychology with Juvenile Justice Studies Concentration

  • Credits: 120
  • Degree:
    Bachelor of Arts

Program Description

The Bachelor of Arts in Psychology is set within a broad-based liberal arts framework that has a strong interdisciplinary and humanistic foundation. The curriculum is a solid preparation for professional application in clinical, educational and human services, while also serving as a strong foundation for more specialized application and focus at the graduate level. 

Juvenile Justice Studies provide students interested in working with adolescents and the juvenile justice system with a solid introduction into the history of youth services; current theories of adolescent development; and the impact of community disadvantage, child abuse and neglect on behavior.

Program Outcomes

The psychology major prepares students for life-long learning, critical thinking and effective action in the field and helps them develop a wide range of career options and skills that emerge from a broad and comprehensive grounding in psychology as the science of human behavior. An important feature of the program is personal reflection and application of new psychological knowledge and insights to new contexts. Given the scope, intensity and rapidity of social, cultural and technological changes in our world, the need to increase our understanding of the widest possible range of human experience and behavior has never been greater or more critical.

Specific learning outcomes of the Psychology degree with Juvenile Justice concentration include:

  • Fundamental understanding of the historical development of concepts and methodologies of psychology
  • Understanding and basic knowledge of major psychological theories, concepts and processes of adolescent behavior
  • Understanding learning theory and cognition, personality, motivation and group theories
  • Understand a variety of perspectives regarding mental health, psychopathology, maladaptive behaviors and psychotherapy
  • Understand the roles of cultural, social and historical forces in shaping behavior
  • An understanding of the complex factors that contribute to adolescent behavior, its impact, and societal responses.
  • Developing skills in vital areas such as suicide assessment, crisis intervention, and family mediation.
  • Gaining skills to address youth issues in the context of government agencies and community organizationns.
  • Detailed understanding of current practices and research on successful treatment models

Careers and Further Study

Our graduates are well positioned to enter graduate studies in psychology, counseling, social work and related fields.Students may go on to graduate study in juvenile justice, criminal justice, forensic psychology, youth development and advocacy, family studies, addiction studies, and counseling. Career possibilities include clinical, educational, human service and management settings, and research juvenile residential and community-based programs, state and private non-profit agencies, probation departments, violence prevention, child protection and youth advocacy.

Program Chair

Michael Siegell
michael.siegell@cambridgecollege.edu

Curriculum


General Education - Learning to Learn
24
Credits
Principles and Processes of Adult Learning
LRN 175 3 credit(s)
Students explore theories of adult learning. They clarify the fit between their academic program and their learning and career needs, and see how their prior learning fits in. They assess their academic skills of critical thinking, mathematics, writing, and computer literacy. Students become independent learners who can effectively manage the structures, processes and expectations of undergraduate education.
College Writing I
WRT 101 3 credit(s)
Through challenging readings, class discussion, small group col­laboration, and different forms of writing, students learn the skills and process of “thinking on paper.” They learn to construct an argument or discussion that supports a clear thesis and present it effectively in a well-organized essay that observes the conventions of written English. They write academic papers that analyze and synthesize the issues suggested in two or more readings. Critical reading, critical thinking, research skills, and forms of documentation are also introduced.
Foundations of Critical Thinking
CTH 225 3 credit(s)
We learn to engage in reasoned thinking. We learn to formulate hypotheses; conceive and state definitions, and understand logical consistency and inconsistency. We explore the differences between claims of fact, value, and policy; what constitutes credible evidence; the nature of assumptions. We learn what constitutes a persuasive argument as opposed to an emotive and propagandistic one, and critically examine them. Students learn to present clear, well thought out critical arguments in writing and oral presentations. We look at the relationships among thinking, writing, speaking and listening, laying a strong foundation for improving our capacity to write, speak, and listen well.
College Mathematics I
MAT 101 3 credit(s)
Prerequisite: MAT100 If assessment indicates need. This course introduces students to the value of mathematics for students’ career and educational goals. Students will acquire mathematical study skills, gain strategies for problem solving, and develop a sound foundation for future mathematics coursework. The course is structured towards engaging students in active, applied, and real-life learning in order to facilitate mathematical problem solving and conceptual understanding.
Introduction to Computer Applications
CMP 130 3 credit(s)
Assessment available. This course provides a hands-on introduction to the personal computer, Windows, word processing, spreadsheet, presentation software, the Internet, and an overview of Word, Excel and Power-Point uses. Students begin with the basics of each application and progress through intermediate level.
College Writing II
WRT 102 3 credit(s)
WRT102 acquaints students with the academic research paper as both process and product. The course begins with an intensive review of the strategies and techniques for writing an academic essay that are covered in WRT101 and then moves to selecting and narrowing a topic, preliminary research, and establishing a focus for a 12-15 page argument research paper. The final paper includes an abstract, an introduction, discussion, conclusion, and references. Students learn how to write an Annotated Bibliograph and use APA documentation for in-text citations and references.
Information Literacy
CMP 230 3 credit(s)
Prerequisite: CMP130 (course or portfolio) and familiarity with Windows and/or Mac operating system, or permission of instructor. Information literacy is necessary for lifelong learning and career advancement. It is the ability to analyze problems, research and select relevant information, create an effective presentation from that information, and, when appropriate, publish it in print or electronic formats. Students acquire the knowledge, skills, and abilities to apply principles of information literacy to their academic and professional lives. A problem-centered approach is used. Students use the Internet and e-mail news groups, file transfer and Netscape, and search engines. They learn to evaluate the credibility of information and use problem-solving paradigms.
College Mathematics II
MAT 102 3 credit(s)
Prerequisite: MAT101 If assessment indicates need. Challenge exam available. This course develops students’ mathematical thinking and problem solving around issues of both mathematical content and process. Students will acquire a conceptual and practical understanding of and familiarity with numbers and operations, algebra, geometry, measurement, and basic data analysis and probability. The course focuses on supporting students’ understanding of problem solving, reasoning and proof, communication, connections, and representations. A key feature of the course is active student involvement to support communicating mathematics in everyday and academic contexts.
General Education - Arts and Humanities
9
Credits
General Education - Natural and Physical Sciences
9
Credits
General Education - Social Sciences
9
Credits
General Education - Open Electives
9
Credits
Psychology Major Required Courses
27
Credits
Formative Ideas in Psychology
PSY 120 3 credit(s)
The CLEP exam in Introductory Psychology is accepted as equivalent. The field of psychology is introduced and the historical development of psychology as an academic discipline and as a professional career are surveyed. The major fields of psychology are explored and applied to understanding human beings as individuals, and as members of groups, and communities. The major methods of psychological research are introduced, including data collection and analysis.
Groups and Social Psychology
PSY 130 3 credit(s)
The nature and quality of individual experience can only be fully understood when simultaneously observed in its social context. This course introduces the essential sociological perspective that grows out of the psychological study of individuals and their experiences of groups, group behavior, and group membership. This perspective becomes an essential component of psychological understanding, especially as it relates to education, growth, and development. Students gain conceptual and practical knowledge of the ways groups form and develop, how they function and vie with each other, and the multi-dimensional influences groups have upon our lives.
Developmental Psychology
PSY 210 3 credit(s)
The CLEP exam in Human Growth and Development is accepted as equivalent. This course helps students understand the ways in which people from various cultures and countries develop and change over their lifetimes. Students focus on particular topics such as cognition, social development, or identity, and follow the topic across the lifespan. In this way, we get away from a “stage theory” approach and focus instead on the variety of ways that people live out developmental scripts. Students are introduced to terms and concepts which are basic to a cross-cultural view of development, such as developmental orientation, cross-cultural “perspective,” and a systems approach. These concepts are applied to each topic area, so that students learn, for example, how cognitive development is affected by living in different cultures and how one’s identity is influenced by the various systems within which we live. In addition to reviewing readings and discussion, each class features a group exercise to help students understand and apply information and concepts.
Psychology of Learning
PSY 310 3 credit(s)
The conditions of learning are explored, from the prenatal through adolescence and early adulthood, emphasizing cognitive and emo­tional development. Current views of behavioral change and the learn­ing process are introduced. The theoretical models of Piaget, Pavlov, and Erickson are covered. Students formulate original ideas and incorporate established theories to develop a better understanding of concepts and assist with transferring theory into practice. Topics include the nature-nurture controversy, Maslow’s hierarchy of needs, effects of prenatal development on learning, cultural and environmental effects of development, and multicultural awareness.
Research in Psychology
PSY 315 3 credit(s)
Strongly recommended: at least two psychology courses including PSY120 or permission of instructor. This course introduces students to the major research findings that have had significant influence on the development of psychology as the science of human behavior throughout the twentieth century. Students will learn about the history and philosophy of specific research topics, research questions and methodologies and how they have affected the scope and direction of psychological knowledge and the practice of psychology as a profession. Particular attention is paid to the impact of culture and epistemological models implicit in both quantitative and qualitative research methodologies and how they have influenced the direction of research in the field of psychology.
Theories of Personality
PSY 325 3 credit(s)
Students are introduced to conceptual models which serve as a basis for understanding personality development and working in the helping fields. the major dimensions of personality development are presented: biological, psychological, cultural, and social-structural. In each instance, case examples are discussed to illustrate theory. Illness and health models of helping are presented and compared, with particular emphasis on the public health, or prevention model. students create a mini-prevention program, as either an individual or group project.
Themes in Adult Development
PSY 402 3 credit(s)
This course explores the development of emotional maturity, using concepts drawn from biological psychology, psychoanalytical theory, and cognitive-behavioral theory. The class identifies biological underpinnings of emotional maturity and focuses on early development, roadblocks, and unconscious pressures that contribute to the development of, resistance to, or retardation of emotional intelligence. Small groups study emotional maturity in the context of counseling, teaching, or the workplace.
Perspectives in Psychopathology
PSY 412 3 credit(s)
This course surveys the history of attempts to categorize “deviance,” introduces the current model which emphasizes pathology, and discusses selected syndromes (e.g. schizophrenia, depression). We also look at the mental health practices and social service systems for adults and children that have historically resulted from diverse concepts of “abnormal” behavior. Students explore the stress, coping, and resiliency model for viewing human behavior. This paradigm looks at the whole person, with both strengths and deficits, in an environment with factors that foster or debilitate resiliency. Students use this holistic model to assess individual case studies and develop strengths-focused intervention strategies. They grapple with the complexity of individual lives and the mysterious human psyche, and actual cases.
Psychology Capstone
PSY 490 3 credit(s)
Prerequisites: 90 credits minimum, including WRT101 and WRT102. The Capstone is a comprehensive research project which is the culminating academic activity that helps to synthesize students’ learning in the undergraduate psychology program. It is an opportunity to explore a topic of personal or professional interest in psychology and to create an original project or piece of research that contributes to the field. The Capstone is 25-30 pages in length and follows a research paper format appropriate to the field of study. Students work together in class and meet or communicate individually with the instructor as needed. Those who take an additional term to complete the Capstone must register for PSY491 and pass before graduating.
Psychology Major Electives
9
Credits
Concentration: Juvenile Justice Studies Required Courses
12
Credits
Adolescents in Search of Belonging
PSY 330 3 credit(s)
In this course we look at adolescents in traditional and non-traditional families and residential treatment communities. We explore the adolescent search for a sense of belonging in and beyond the family, and for acceptance and inclusion in adult society. We discuss the developmental tasks of adolescence including sexual maturation, identity, and autonomy. We explore adolescent culture, role development, and societal attitudes to adolescents. We research community responses to teen parenting, depression and suicide, substance abuse, and delinquent activity. We look at prevention, intervention, and restoration in the context of community systems.
Intro to Juvenile Justice
JUS 350 3 credit(s)
This course introduces the history and principles of juvenile justice, focusing on delinquent behavior in the context of adolescence, family, and social/environmental factors. The course explores various societal responses to problem behavior from colonial time to the present, including various community-based and residential program models, and current national debates on treatment vs. punishment of juvenile offenders.
Understanding Child Abuse and Neglect
PSY 359 3 credit(s)
This is course is an overview of child abuse, neglect, and interventions targeted to this social problem. This course will assist the student in understanding, through case studies and readings, contemporary definitions of child abuse, neglect, sexual abuse, institutional abuse, adolescent abuse and catastrophic maltreatment. Child abuse will be discussed in context of family stress and the course will examine the historical role of societal intervention. Additionally, childhood neglect and abuse and their impact on delinquent behavior will be discussed. The course will review theories related to family relationship and attachment, community empowerment and disadvantage and the impact on adolescent growth.
Global Justice for Youth
JUS 430 3 credit(s)
The UN Declaration on the Rights of the Child has been signed by all UN nations except Somalia and the United States. This course examines our basic assumptions about the rights of children. Students explore particular factors such as gender disparity, economic disempowerment, and social class assignment which contribute to the inequities in available resource options. Universal principles of human rights and social justice are introduced. In light of these principles, students are encouraged to critically research local, national, and international laws and practices related to children and adolescents with a particular emphasis on juvenile justice systems.
Juvenile Justice Techniques
6
Credits

Choose six 1-credit techniques courses. See program chart.

Juvenile Justice Electives
6
Credits

Other electives may be substituted with approval of program chair.

Introduction to Social Justice
JUS 225 3 credit(s)
Social Justice, the state where conditions are met for all of creation to survive and flourish, is the bedrock which supports all other forms of justice. This course examines the understanding of Social Justice tradition that has developed over the last century. Principles of power, community, and responsibility will be examined in light of practical political and social problems - racism, sexism, hunger, poverty and environmental issues.
Girls and Delinquency
JUS 342 3 credit(s)
Historically, the Juvenile Justice field has developed progam services based upon the needs and behaviors of adolescent males. Within the past five years the need for more gender-specific program and treatment models has been recognized. This course presents a gendered view of the causative issues contributing to female adolescent offending and current program initatives developed to meet the treatment needs of girls.
Youth and the Law
JUS 356 3 credit(s)
This course examines current legislative and judicial systems and practices of dealing with youth who have not reached the age of majority. Issues pertaining to due process, deinstitutionalization and waiver to the adult system are explored. Benefits and liabilities of the Massachusetts juvenile courts are analyzed .
Forensic Psychology
PSY 328 3 credit(s)
This course is an introduction to the field of forensic psychology and examines how psychological theory and practice intersect with the law, the legal system and the field of criminal justice. It will offer a broad perspective of the field and will cover the role that psychology has played in an number of related areas including: theories of crime and criminal behavior, the nature of eyewitness tertimony, criminal investigation, the psychological evaluation and understanding of criminal suspets and jury selection.
Violence in American Society
JUS 415 3 credit(s)
In this course, students explore the roots of violence in this country. Students will identify risk factors for violence (e.g. interpersonal and intrapersonal violence, physical and psychological violence, social violence, war, terrorism). The risk and protective factors of violence from both current and literary examples will be discussed. They also examine existing, and construct new, strategies to prevent violence. Students explore a topic of personal interest in their final project.
Restorative Justice and Victim-Offender Reconciliation
JUS 435 3 credit(s)
An alternative to the retributive model of justice, Restorative justice offers a reconciliation model in which the victim, the offender, and the broader community can work toward a more personal and satisfying response to juvenile crime. The emergence and growth of several models such as balanced and restorative justice, VORP (Victim Offender Reconciliation Program), and circle conferencing are viewed within the context of adolescent offending. Attention is paid to issues of age, gender, and culture in various methods of conflict resolution.
Program Planning and Evaluation
BHS 378 3 credit(s)
Successful programs address client needs and deliver services utilizing an effective systems approach. Students discuss the issues programs face in establishing guidelines for short-term and long-term planning, recruiting and training staff, and in conducting ongoing evaluation of services. Students participate in a client/provider interview and create a program design. The course addresses systems theory, family relationships, governmental agencies and their relationship to community services, program planning, setting goals and objectives, conducting interviews and evaluations, applied critical thinking, assessment, professional writing, and grant writing. (formerly MAN424)
Psychology Internship I
PSY 470 3 credit(s)
Psychology Internships give students the opportunity to practice knowledge and skills gained in the classroom and to experience first­hand the practical applications of how psychology and psychological skills are practiced professionally in a wide variety of settings. All Internship sites and student’s activities must be approved in advance by the program director and close ties are maintained between the on-site agency supervisor and the course instructor.
Psychology Internship II
PSY 471 3 credit(s)
Psychology Internships give students the opportunity to practice knowledge and skills gained in the classroom and to experience first­hand the practical applications of how psychology and psychological skills are practiced professionally in a wide variety of settings. All Internship sites and student’s activities must be approved in advance by the program director and close ties are maintained between the on-site agency supervisor and the course instructor.
Human Services Internship I
BHS 470 3 credit(s)
Internship experience gives students opportunity to practice knowledge and skills gained in the classroom, and to become familiar with the structure and functioning of organizations and community agencies. Under agency supervision, students provide counseling, advocacy, research, information, referral, and similar services, and then document and reflect on their activities. The accompanying seminar includes students from varied placements, who give and receive feedback on case presentations and agency and organization issues. All internships sites must be approved in advance by the concentration director and close ties are maintained between the agency supervisor and the course instructor. Students wishing to use their place of employment as a site should contact the concentration director to start the approval process before signing up for this course. The parameters (number of hours, days, etc.) are negotiated between the site, the student, and the College; and a joint contract is signed. Site supervisors must be immediately available to students, and must provide weekly individual or small group supervision. Students should be at their field sites approximately 6-8 hours a week and participate in a 2-hour/week seminar. Satisfactory completion requires satisfactory work at the site and the College seminar. Internship II continues Internship I or covers a new or special internship situation; offered as a focused study.
Human Services Internship II
BHS 471 3 credit(s)
Internship experience gives students opportunity to practice knowledge and skills gained in the classroom, and to become familiar with the structure and functioning of organizations and community agencies. Under agency supervision, students provide counseling, advocacy, research, information, referral, and similar services, and then document and reflect on their activities. The accompanying seminar includes students from varied placements, who give and receive feedback on case presentations and agency and organization issues. All internships sites must be approved in advance by the concentration director and close ties are maintained between the agency supervisor and the course instructor. Students wishing to use their place of employment as a site should contact the concentration director to start the approval process before signing up for this course. The parameters (number of hours, days, etc.) are negotiated between the site, the student, and the College; and a joint contract is signed. Site supervisors must be immediately available to students, and must provide weekly individual or small group supervision. Students should be at their field sites approximately 6-8 hours a week and participate in a 2-hour/week seminar. Satisfactory completion requires satisfactory work at the site and the College seminar. Internship II continues Internship I or covers a new or special internship situation; offered as a focused study.

Core Faculty

Senior Instructor

Pages

Admissions

  • Admission Test:

    Passing grade on TOEFL (English language proficiency test) is required for international students.

  • Admissions Office:
    1-800-829-4723
  • Application:
  • Application Fee:
    $50, nonrefundable ($100 for international students)

General Requirements

Official Transcript: High school or GED
One Completed Recommendation Form
Personal Statement

Learn more about General Requirements 

State Requirements

College students are required to comply with state laws regarding individual health insurance and immunization. Compliance requirements currently exist for students in Massachusetts, Virginia and Tennessee. Learn more

International Students – Additional Requirements

International Students will need to complete supplemental documentation when applying. International transcripts must also be translated prior to submission in order to be evaluated for applicability. Learn more about international student requirements.

Transfer Credit Request Form

Only needed if you wish to have prior course work evaluated for transfer credit. Learn more about transferring credits.

Tuition

  • Credits:
    120
  • Cost per credit hour:
    $378
  • Application Fee:
    $50, nonrefundable ($100 for international students)
  • Graduation Fee:
    $110 (charged in last term)
  • Health Insurance Fee:
    $1,497 (Required for Massachusetts students only. See waiver details on Tuition & Fees page.)

Note: Rates are as of September 2013, and are subject to change without notice. Rates apply to all students, unless otherwise noted.

Financial Aid

Cambridge College offers financial aid to students in our degree programs who are enrolled at least half time. Undergraduate students must be enrolled in at least 6 credits each term. Graduate and doctoral students must be enrolled in at least 4 credits each term. Learn more

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