Students Interested in Psychiatry and Behavioral Sciences
Are you interested in psychiatry and behavioral sciences?
Check out how to get involved below!
Psychiatry Student Interest Group, known as PsychSIG, is a group run by medical students who have identified an interest in the field of Psychiatry, with the guidance and support of both a faculty and resident liaison.
Our goal is to provide an early community to medical students who are considering a career in Psychiatry. We believe cultivating such a community at the undergraduate medical training level is important in order to offer exposure to role models and examples of different career paths, stimulate curiosity and enthusiasm about the field, and support students through the process of deciding on a residency specialty and undertaking the application process.
PsychSIG aims to have a presence at major school events such as the activities fair and second look weekend. Additionally, we typically hold a welcome event in the fall followed by smaller dinners throughout the year. These dinners might be tailored to help students through the Psychiatry residency application process, or to highlight interesting topics in Psychiatry. We encourage medical students to become involved in the leadership of PsychSIG and to propose their own ideas for events or initiatives.
We strive to offer a safe place to ask questions, receive support, feel camaraderie, and engage in leadership activities. We hope to make PsychSIG a visible and sustainable part of the Stanford School of Medicine landscape and would love to hear from you if you are interested in joining!
How do I get involved?
Please contact Dr. Margaret May: margaret.may@stanford.edu
PSYC 82: The Literature of Psychosis (ANTHRO 82P, HUMBIO 162L, PSYC 282)
One of the great gifts of literature is its ability to give us insight into the internal worlds of others. This is particularly true of that state clinicians call "psychosis." But psychosis is a complex concept. It can be terrifying and devastating for patients and families, and yet shares characteristics with other, less pathological states, such as mysticism and creativity. How then can we begin to make sense of it? In this course, we will examine the first-hand experience of psychosis. We will approach it from multiple perspectives, including clinical descriptions, works of art, and texts by writers ranging from Shakespeare, to the science fiction writer Philip K. Dick, to patients attempting to describe their experience. This class is not only for students thinking of careers in medicine, psychology or anthropology, but also readers and writers interested exploring extraordinary texts. There are no prerequisites necessary; all that is needed is a love of language and a curiosity about the secrets of other minds.
Terms: Win | Units: 3-5 | UG Reqs: WAY-A-II, WAY-ED | Repeatable for credit
Instructors: Mason, D. (PI)
PSYC 83: Addictions in our World: From Physiology to Human Behavior
Addiction is a powerful brain-based behavioral disorder that interferes with many lives. The National Survey on Drug Use and Health has estimated 21.5 million Americans aged 12 and older are classified as having a substance use disorder, an extraordinary 8.1% of the population. The field of mental health is advancing the understanding of this disorder through research, education, innovation and policy guidance. This class aims to help students better understand the struggles of addiction in our world by discussing many components involved in the disease including: physiology, psychology, treatment options, and the societal implications of addiction.nnStudents will engage in thought-provoking between psychology, neuroscience, and society. They will develop the knowledge-base and framework to critically evaluate the science behind addiction and how to apply this knowledge to address the addiction epidemic in our world. As technology advances, many new types of addiction are emerging, cre more »
Terms: Aut | Units: 3 | UG Reqs: WAY-SI, WAY-SMA
Instructors: McNerney, M. (PI) ; Ostacher, M. (PI)
PSYC 124: Brain Plasticity
Neuroplasticity refers to the brain's remarkable ability to modify its own structure and function. The brain does so in response to changes in the body or in the external environment, adjusting parameters from molecules to neurons. In this course, we will cover the overarching principles of brain plasticity: how the brain comes to mirror the details of the outside world, how it adjusts itself based on sensory deficits, how new sensory capacities can be added, how circuitry is modified by activities and goals, why it's harder to teach an old dog new tricks, how we remember, and disorders of plasticity.
Terms: Win | Units: 3
Instructors: Eagleman, D. (PI) ; Louie, A. (PI) ; Holland, K. (TA)
PSYC 125: The Brain and the Law
How does neuroscience intersect with the making of laws, the punishment of criminals, and the development of rehabilitation? Is it a legitimate defense to claim that a tumor made you do it? How are the brains of minors different from adult brains? Should brain imaging be leveraged for sentencing? How should culpability be assessed, given that we're all steered by genetic and environmental influences over which we have no choice? This course covers the biological underpinnings that have legal consequences, with an eye toward designing evidence-based policy. Topics include responsibility, punishment, prediction, rehabilitation, brain death, genetics, competence, technologies, and ethics.
Terms: Aut | Units: 3 | Repeatable for credit
Instructors: Eagleman, D. (PI) ; Louie, A. (PI)
PSYC 135: Sleep and Dreams (PSYC 235)
Dr. William Dement created Sleep and Dreams in 1971, the world¿s first university undergraduate-level course on the science of sleep. Now as an emeritus professor, he continues to be actively involved in the course teaching many of the lectures and sometimes driving students to class in his golf cart! The course is designed to impart essential knowledge of the neuroscience of sleep and covers how sleep affects our daily lives. The course covers normal sleep and dreams, as well as common sleep disorders. Course content empowers students to make educated decisions concerning sleep and alertness for the rest of their lives and shapes students' attitudes about the importance of sleep. Students will keep track of their sleep patterns during the course. They will also participate in an outreach project to help improve awareness of the importance of sleep heath in our community. Undergraduates must enroll in PSYC 135, while graduate students should enroll in PSYC 235.
Terms: Win, Spr | Units: 3 | UG Reqs: GER: DB-NatSci, WAY-SMA
Instructors: Pelayo, R. (PI) ; Spain, R. (TA)
PSYC 139: Understanding Relationships: A Couples and Family Therapy Perspective (PSYC 239)
Considers the premises of the family-systems approach to intimate and family relationships, drawing on concepts from psychology, psychiatry, neurobiology, anthropology, and organizational behavior. Examines relationship formation and commitment, intimacy and sexuality, family development and structure, interpersonal conflict and communication, historical patterns and legacies, gender and power, and the cultural and larger systemic contexts of close relationships. Frameworks for assessing relationships and tools for changing romantic, family, and social relationships are examined in detail, and case examples illustrate the relationship change strategies of major contributors to the field. Highlights practical applications of the family-systems approach in educational, medical, business, and community settings. Students do not need to have a background in Psychology or Human Biology, and all student levels are welcome (including GSB, Law, Medicine, GSE for PSYC 239).
Terms: Spr | Units: 4
Instructors: Rait, D. (PI)
PSYC 144: Islamic Psychology (PSYC 244)
The first psychiatric hospitals in the world were established as early as the 8th century during the Islamic Golden Era. Despite the emergence of a highly sophisticated and interdisciplinary system of understanding the human psyche in early Islamic history, most students of modern psychology are unfamiliar with this rich history. This course will provide a historical and contemporary review of the Islamic intellectual heritage as it pertains to modern behavioral science and how mental illness was historically perceived and treated in the Muslim world. We will begin with a discussion of Islamic epistemology, reconcile issues such as secular vs sacred sources of knowledge and tackle the mind/body dilemma according to Islamic theology. We will then review holistic schemas of health and pathology in the Islamic religious tradition, the nature of the human being, elements of the human psyche, and principles of change leading to positive character reformation. As Stanford is the academic home of Muslim mental health research globally, we will benefit from talks by guest researchers and speakers, partake in field trips to community partners, and utilize group discussions to provide students with a deeper understanding of these topics.
Terms: Spr | Units: 3 | Repeatable for credit
Instructors: Awaad, R. (PI)
HUMBIO 163: The Opioid Epidemic: Using Neuroscience to Inform Policy and Law
Enrollment by application only. The opioid epidemic has become a national problem, killing 115 people per day in the United States, and contributing to the first decrease in life expectancy in this country for decades.This is an upper division undergraduate class that aims to help students understand the science of opiates, how opioid prescribing and availability led us to be in this place, and how that information might be used to create effective policy to reverse it. Students will engage didactic work and interactive discussions to stimulate critical thinking at the interface between psychology, psychiatry, addiction medicine, neuroscience, communication, law, and society. They will develop the knowledge-base and framework to critically evaluate the science behind opioid addiction and how to apply this knowledge to address the addiction epidemic. This highly interactive seminar aims to engage the students in critical thinking didactics, activities and discussions that shape their un more »
Terms: Spr | Units: 3 | UG Reqs: WAY-SI
Instructors: McNerney, M. (PI) ; Ostacher, M. (PI)
PSYC 195: Special Laboratory Projects
Assist Behavioral Neuroendocrinology Program with data entry, library organization, and study-related projects.
Terms: Aut, Win, Spr, Sum | Units: 1-3 | Repeatable for credit
PSYC 199: Undergraduate Research
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum | Units: 1-18 | Repeatable for credit
PSYC 211: Developmental Psychopathology, Psychotherapy and Psychopharmacology
Common syndromes in child psychiatry. Topics include diagnosis, epidemiology, etiology, course, outcome and therapeutic interventions. Prerequisite: familiarity with the basics of psychiatric and psychological discourse; psychiatry clerkship or course in psychology.
Terms: Aut | Units: 1
Instructors: Joshi, S. (PI)
PSYC 215: Introduction to Psychedelic Medicine
The re-emergence of psychedelics in the academic arena has yielded insights which may profoundly impact our understanding of brain, mind, and the treatment of mental illness. This course will survey ongoing and developing clinical applications and scientific investigations of psychedelics and psychedelic-assisted treatments. Neuroscientific, clinical, and psychological perspectives will be discussed as well as the historical, legal, and cultural aspects of psychedelic medicine. Presentations will be given by the field's scientists and therapists at the front line. Attendees will be able to engage directly with investigators and clinicians in the field during the course. Course may be taken for one unit (lecture, 6pm - 7pm) or students may attend additional discussion section (7pm - 8pm) for two units
Terms: Win | Units: 1-2 | Repeatable for credit
Instructors: Suppes, T. (PI) ; Glick, G. (SI)
A note from the Stanford Psychedelic Science Group: Hello! We are an interdisciplinary collaboration across departments and levels of the Stanford community intending to elevate the discussion about psychedelic science and medicine. We host speakers and events, produce educational content, and serve as a platform for sharing ideas and resources. We hope to facilitate a rigorous discussion of risks, benefits, and potential avenues of further exploration of psychedelic substances and their effects in the domains of mental health, neuroscience, and beyond. Stay tuned for our website, coming soon. For now, please email Giancarlo Glick gglick@stanford.edu to join the community.
PSYC 223B: Topics in Neurodiversity: Design Thinking Approaches
The course provides essential background about neurodiversity, the design thinking process and the Universal Design for Learning (UDL) framework to guide students in developing projects that maximize the potential of neurodiversity. Through case studies, field trips, guest speakers, and community engagement, students will explore approaches to maximizing inclusivity in realms such as education, employment, community and beyond. Students will use their knowledge to design and develop (or revising and enhance) processes, systems, experiences and/or products to maximize inclusivity and the potential of neurodiverse individuals. Based on student's interests and areas of focus, projects may include digital tool development such as app concept and design, redesign of standard processes such as job interviews/ candidate evaluations, design and development of physical products or spaces such as sensory-sensitive dorm rooms, "stim tools" and more. Students have the option to attend Monday classes or Wednesday classes for 2 units or attend both Monday and Wednesday classes for 4 units. This course is open to undergraduate and graduate students in all schools.
Terms: Win | Units: 2-4
Instructors: Fung, L. (PI)
PSYC 225: Stanford Klingenstein Fellowship Program
A mentoring program designed to expose first and second year medical students to the rewarding field of child and adolescent psychiatry, and to increase awareness and education about child and adolescent mental health issues. Offers a year-long program wherein medical students are paired with child and adolescent psychiatrists, meeting bimonthly for clinical experiences and mentoring. Also provides opportunities for the students to get involved in cutting-edge scientific research, networking opportunities, and opportunities to attend professional conferences.
Terms: Aut, Win, Spr | Units: 1 | Repeatable for credit
Instructors: Joshi, S. (PI) ; Kishore, A. (PI) ; Shivakumar, V. (TA) ; Zheng, J. (TA)
PSYC 229A: Topics in Neurodiversity: Introduction and Advocacy, Part 1
This is part 1 of a year-long course which provides students with the foundation, knowledge, and essential skills for understanding, engaging with, and advocating for the neurodiverse population. In addition, this course will also provide direct instruction to students in the areas of activities of daily living (ADLs), social communication strategies, navigating social relationships, self-regulation, support in accommodations, and support in career development.
Terms: Aut | Units: 1 | Repeatable for credit
Instructors: Fung, L. (PI) ; Sperry, L. (PI)
PSYC 229B: Topics in Neurodiversity: Introduction and Advocacy, Part 2
This is part 2 of a year-long course which provides students with the foundation, knowledge, and essential skills for understanding, engaging with, and advocating for the neurodiverse population. In addition, this course will also provide direct instruction to students in the areas of activities of daily living (ADLs), social communication strategies, navigating social relationships, self-regulation, support in accommodations, and support in career development.
Terms: Win | Units: 1 | Repeatable for credit
Instructors: Fung, L. (PI) ; Sperry, L. (PI)
PSYC 229C: Topics in Neurodiversity: Introduction and Advocacy, Part 3
This is part 3 of a year-long course which provides students with the foundation, knowledge, and essential skills for understanding, engaging with, and advocating for the neurodiverse population. In addition, this course will also provide direct instruction to students in the areas of activities of daily living (ADLs), social communication strategies, navigating social relationships, self-regulation, support in accommodations, and support in career development.
Terms: Spr | Units: 1 | Repeatable for credit
Instructors: Fung, L. (PI) ; Sperry, L. (PI)
PSYC 233: Mindfulness: An Awareness-Based Stress Reduction Program in Medicine
An experiential program in which the participants learn the techniques of mindfulness meditation and its application in the management of stress and in healthcare. Modeled after the MBSR, Mindfulness Based Stress Reduction, started by Jon Kabat-Zinn at UMASS Medical Center. Designed to work with the mind/body relationship to stress and chronic illness teaching open sensitive awareness without judgement of mental or physical reactivity. Requirement for the course is the daily practice of mindfulness meditation, attendance at weekly class meetings and the all day retreat, home reading, and a final paper covering the student's observations.
Terms: Aut, Win, Spr, Sum | Units: 3
Instructors: Abramson, M. (PI) ; Spiegel, D. (PI)
PSYC 235: Sleep and Dreams (PSYC 135)
Dr. William Dement created Sleep and Dreams in 1971, the world¿s first university undergraduate-level course on the science of sleep. Now as an emeritus professor, he continues to be actively involved in the course teaching many of the lectures and sometimes driving students to class in his golf cart! The course is designed to impart essential knowledge of the neuroscience of sleep and covers how sleep affects our daily lives. The course covers normal sleep and dreams, as well as common sleep disorders. Course content empowers students to make educated decisions concerning sleep and alertness for the rest of their lives and shapes students' attitudes about the importance of sleep. Students will keep track of their sleep patterns during the course. They will also participate in an outreach project to help improve awareness of the importance of sleep heath in our community. Undergraduates must enroll in PSYC 135, while graduate students should enroll in PSYC 235.
Terms: Win, Spr | Units: 3
Instructors: Pelayo, R. (PI) ; Spain, R. (TA)
PSYC 239: Understanding Relationships: A Couples and Family Therapy Perspective (PSYC 139)
Considers the premises of the family-systems approach to intimate and family relationships, drawing on concepts from psychology, psychiatry, neurobiology, anthropology, and organizational behavior. Examines relationship formation and commitment, intimacy and sexuality, family development and structure, interpersonal conflict and communication, historical patterns and legacies, gender and power, and the cultural and larger systemic contexts of close relationships. Frameworks for assessing relationships and tools for changing romantic, family, and social relationships are examined in detail, and case examples illustrate the relationship change strategies of major contributors to the field. Highlights practical applications of the family-systems approach in educational, medical, business, and community settings. Students do not need to have a background in Psychology or Human Biology, and all student levels are welcome (including GSB, Law, Medicine, GSE for PSYC 239).
Terms: Spr | Units: 4
Instructors: Rait, D. (PI)
PSYC 240: Designing for the 2 billion: Leading Innovation in Mental Health
Nearly 50% of Americans will meet the criteria for a diagnosable mental illness during their lifetime, and such conditions are expected to be the primary cause of disease burden globally by 2030 (World Health Organization). This course - the first university course on mental health innovation - empowers students of all backgrounds to confront contemporary challenges related to the U.S mental health crisis through curiosity, creativity, and strategy. During the quarter, students will gain foundational knowledge in mental health, develop skills necessary to apply that knowledge to solutions in a practical context, and interface with world-renowned experts in the industry. Students will also appreciate the role of cross-sector partnerships in mental healthcare leadership, and, by extension, develop effective communication, collaboration, and decision-making skills. This is partly facilitated by the course structure, which draws on students, faculty, and resources from across the Universit more »
Terms: Win | Units: 2
Instructors: Vasan, N. (PI) ; Aragam, G. (SI) ; Chan, S. (SI) ; Chaudhary, N. (SI)
PSYC 242: Lab Course
This application only course is the optional lab portion of PSYC 240. This is a higher intensity experience for students who want to apply the knowledge they gain in 240 to building a solution to some of the most pressing problems in mental health. Students will collaborate in multidisciplinary teams to design and launch a mental health intervention with the guidance of expert faculty and mentors to improve clinical validity and scalability of the idea. Interventions will range from designing a wearable device, to creating a school based mental health intervention, to establishing better transitions of care for the incarcerated population. Application can be found TBD and is due December 1st.
Terms: Win | Units: 2
Instructors: Vasan, N. (PI) ; Aragam, G. (SI) ; Chan, S. (SI) ... more instructors for PSYC 242 »
PSYC 243: Thriving in Collegiate Athletics: Key Concepts in Student-Athlete Health and Wellness
Develops the understanding, self-awareness, confidence, and skills necessary for students to serve as a resource for their athlete peers in the areas of building resilience, promoting well-being, and supporting emotional balance. Examines personal values, athlete identity, signature strengths, self-care and stress management practices, signs and symptoms of common mental health concerns, and barriers for care-seeking in student-athlete population. Develops skills for enhancing personal well-being communication with coaches and teammates, connecting peers with existing resources, and promoting a culture of support, health, and wellness.
Terms: Aut | Units: 2
PSYC 244: Islamic Psychology (PSYC 144)
The first psychiatric hospitals in the world were established as early as the 8th century during the Islamic Golden Era. Despite the emergence of a highly sophisticated and interdisciplinary system of understanding the human psyche in early Islamic history, most students of modern psychology are unfamiliar with this rich history. This course will provide a historical and contemporary review of the Islamic intellectual heritage as it pertains to modern behavioral science and how mental illness was historically perceived and treated in the Muslim world. We will begin with a discussion of Islamic epistemology, reconcile issues such as secular vs sacred sources of knowledge and tackle the mind/body dilemma according to Islamic theology. We will then review holistic schemas of health and pathology in the Islamic religious tradition, the nature of the human being, elements of the human psyche, and principles of change leading to positive character reformation. As Stanford is the academic home of Muslim mental health research globally, we will benefit from talks by guest researchers and speakers, partake in field trips to community partners, and utilize group discussions to provide students with a deeper understanding of these topics.
Terms: Spr | Units: 3 | Repeatable for credit
Instructors: Awaad, R. (PI)
PSYC 250: Methodology of Research in Behavioral Sciences
Statistical and methodological issues in three major psychiatric research themes: clinical psychiatric research (Aut), neuroimaging research (Win), and statistical genetics and general statistical modeling (Spr). Autumn series includes: basics of inferential statistics, group comparison, analysis of variance, regression analysis, multivariate analysis, and longitudinal analysis in the context of psychiatric and behavioral research. Also included are conceptual topics such as risk factors, mediation, moderation, and causal inference. Winter series includes: functional and structural neuroimaging research methods (e.g. functional magnetic resonance imaging (fMRI), structural MRI (sMRI), diffusion tensor imaging (DTI), transcranial magnetic stimulation (TMS), near-infrared spectroscopy (NIRS), electroencephalogram (EEG)). Basic principles, statistical analysis methods, advantages and limitations, and applications are discussed. Spring series includes: tests and effect estimation for multi more »
Terms: Aut, Win, Sum | Units: 1-3 | Repeatable for credit
Instructors: Hosseini, H. (PI) ; Jo, B. (PI) ; Kim, J. (PI) ; Saggar, M. (PI)
PSYC 277: Psychiatry and Behavioral Science Perspectives in Medicine
In this lunchtime discussion series (lunch provided), learners will explore a sampling of psychiatry and behavioral science topics relevant to medicine through the perspectives of attending psychiatrists, clinical psychologists, and other specialists in behavioral health from a variety of practice and research settings. Some examples of topics are advances in interventional psychiatry, psychopharmacology, and psychotherapy; the interplay between social issues and mental healthcare; and other matters affecting the modern practice of psychiatry. Note of warning, this course discusses sensitive topics in psychiatry including suicide, psychosis, addiction, child abuse, sexual assault, violence, and mental disorders. Priority will be given to MD students.
Terms: Win | Units: 1 | Repeatable for credit
Instructors: Louie, A. (PI) ; James, D. (TA) ; Lebovitz, J. (TA)
PSYC 282: The Literature of Psychosis (ANTHRO 82P, HUMBIO 162L, PSYC 82)
One of the great gifts of literature is its ability to give us insight into the internal worlds of others. This is particularly true of that state clinicians call "psychosis." But psychosis is a complex concept. It can be terrifying and devastating for patients and families, and yet shares characteristics with other, less pathological states, such as mysticism and creativity. How then can we begin to make sense of it? In this course, we will examine the first-hand experience of psychosis. We will approach it from multiple perspectives, including clinical descriptions, works of art, and texts by writers ranging from Shakespeare, to the science fiction writer Philip K. Dick, to patients attempting to describe their experience. This class is not only for students thinking of careers in medicine, psychology or anthropology, but also readers and writers interested exploring extraordinary texts. There are no prerequisites necessary; all that is needed is a love of language and a curiosity about the secrets of other minds.
Terms: Win | Units: 3-5 | Repeatable for credit
Instructors: Mason, D. (PI)
PSYC 286: Culture and Madness: Anthropological and Psychiatric Approaches to Mental Illness (ANTHRO 186, ANTHRO 286, HUMBIO 146)
Unusual mental phenomena have existed throughout history and across cultures. Taught by an anthropologist and psychiatrist, this course explores how different societies construct the notions of "madness": What are the boundaries between "normal" and "abnormal", reason and unreason, mind and body, diversity and disease? nnOptional: The course will be taught in conjunction with an optional two-unit discussion section or engaged learning component.
Terms: Spr | Units: 3-5
PSYC 290: Teaching in Psychiatry
Practical experience in teaching by serving as a teaching assistant in a psychiatry course. Unit values are allotted individually to reflect the level of teaching responsibility assigned to the student.
Terms: Aut, Win, Spr, Sum | Units: 1-10 | Repeatable for credit
PSYC 299: Directed Reading in Psychiatry
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum | Units: 1-18 | Repeatable for credit
PSYC 370: Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum | Units: 4-18 | Repeatable for credit
PSYC 399: Graduate Research
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum | Units: 1-18 | Repeatable for credit
For more information on the courses above, please visit
Stanford University's Explore Courses
PSYC 51Q: Culture, Psychology, and Mental Health Treatment
Focuses on a critical analysis of Western approach to psychology and psychiatric terms of understanding mental illness, psychiatric phenomena, and treatment of mental health disorders. Includes an orientation to and critique of western clinical psychology/psychiatry and an inquity as to its relevance outside Western settings. Includes guest speakers representing cross-cultural providers of mental health services as well as medical anthropologists and critics of the Western generalizations in psychiatry. Special attention place on cross-cultural psychiatry and international mental health efforts.
Terms: Spr | Units: 2
Instructors: Reicherter, D. (PI)
PSYC 53Q: Your Secret Mind: Getting to Know and Living with your Unconscious
Focuses on the motivational unconscious. Topics include the science of the unconscious mind and the techniques used to gain conscious access to these psychological process, as well as methods of exploring students' own unconscious for creative purposes and to understand personal habits, reactions, motives, emotions and thoughts. Case-based, problem-oriented format utilized to develop foundational understanding of the science of the unconscious mind. Emphasis on student study of self and own unconscious as case for the class. Student privacy will be protected.
Terms: Spr | Units: 3
Instructors: Steiner, H. (PI)
PSYC 54N: Genes, Memes and Behavior
Examines how natural selection operates to shape successful genes in the gene pool, how cultural selection operates to shape successful "memes" in the pool of cultural ideas, and how selection by consequences operates to shape successful behaviors in our repertoires. Topics include cases in which selection produces undesirable consequences (e.g. genetic mutations, cultural problems, and aberrant behaviors in children). Emphasis on understanding the role of modern natural science in complex behaviors and why study of human life from an interdisciplinary perspective is important.
Terms: Aut, Spr, Sum | Units: 3 | UG Reqs: WAY-SMA
Instructors: Hall, S. (PI)
PSYC 55N: Secrecy
What is a secret and why do we keep them? What is the cost - and the burden - of secret-keeping? The focus of this seminar will be professional secrecy, as we explore corporate confidentiality and the secret-keeping expected of all of us as professionals, and those who are engaged in issues of national security. Secrecy will be discussed in both ethical and practical frameworks. Students will begin to develop a personal ethic related to secrecy and will grapple with the intersection of secrets, lies and obfuscation.
Terms: Win | Units: 3
Instructors: Jacobs, J. (PI)
PSYC 60N: The Psychology of Stoked
Examines the biological, psychological and social aspects of what it means to live a positive, life-affirming existence. Drawing from a wide range of sources, from psychiatry and psychology, to spirituality and philosophy, seminar informs on the latest thinking about the psychology of happiness, and questions assumptions about personal happiness. Explores the new field of positive psychology and pulls from a multidisciplinary literature, examining life satisfaction and happiness from many perspectives, and the psychiatry of stimulation including substance, human sexuality, and healthy methods of attaining happiness. Includes guest speakers from many different backgrounds and perspectives. Examines what it means to be truly mindful.
Terms: Win | Units: 3
Instructors: Joshi, S. (PI) ; Reicherter, D. (PI)
PSYC 78N: Mental Health in Collegiate Athletes
Developmental, psychological, social, and performance issues in collegiate sports. Topics include transition to Stanford, time management, optimizing mental fitness, coping with injuries.
Terms: Win | Units: 3
Instructors: Steiner, H. (PI)
PSYC 84Q: Neurobiology of Depression: Why Depression Is A Brain Disorder And How Brain Stimulation May Treat It
The course is a basic review of how we define depression, and a description of a new 'systems model' to understand the neurobiology of depression. We will consider the model in the context of the illness and why brain stimulation treatments work. nDetailsnThe class will be organized as a working group. Initially I will dead by discussing depression as a clinical entity as well as common treatment approaches. I will then discuss a framework to understand the systems model, how we can do research in the scientific literature, and from that create a more detailed map of the neurobiological basis of depression. nAs the quarter progresses, the emphasis will be on the students: to ask questions relevant to the illness and neurogiology; to do in class searches of the Pubmed database, integrate what we have found into the general systems model, and discuss how the literature confirms, informs, or contradicts our basic model. nStudents will work in small groups to develop slides that summarize their findings from the literature. As we develop a context to understand the neurogiology of depression, we will consider how brain stimulation can be an effective treatment.
Terms: Win | Units: 3
Instructors: Solvason, H. (PI)
PSYC 86Q: Psychology of Xenophobia
What is the current U.S. socio-political climate like for Muslims? How is it affecting their mental health? Executive Order 13769, dubbed the "Muslim Ban", suspended the entry of citizens from multiple Muslim-majority countries and banned the entry of Syrian refugees indefinitely. The "Muslim Ban" coincided with the highest level of hate crimes against Muslims in America (91% increase in 2017 per CAIR). These levels are comparable to post-9/11 levels of hate crimes. Decades of research on minority communities has documented how stress associated with stigma, intimidation and discrimination is detrimental to physical and mental health. In this seminar we will explore the historical implications of Islamophobia and its modern-day impact on the global refugee crisis. Students will be introduced to the stigma that surrounds mental health in general and minority communities in particular. Special attention will be paid to the development of the nascent field Islamic Psychology and integrati more »
Terms: Win | Units: 3 | UG Reqs: WAY-ED, WAY-SI
Instructors: Awaad, R. (PI)
PSYC 111Q: The Changing Face of "Mental Illness" in Women: Historical, Medical and Artistic Approaches
In this seminar we want to take a look at women¿s lives beginning in the past century to the present and the many changes which occurred in conceptualizing and understanding mental illness. The female reproductive system has been linked to mental illness in women for centuries. The womb was believed to be the source of anxiety and depression, leading women to become `hysterical'. But what does `hysteria' really mean, and how have historical and cultural attitudes towards women framed the study of women's mental health? How have the expectations of and demands on women and their role in society changed from the 19th to the 20th century? How have advances in health care and changing economic conditions influenced women¿s health? The course will introduce students to historical and current concepts of mental illness in women. Premenstrual dysphoric disorder (PMS), eating disorders, the hysterias and functional neurologic disorders and infertility and postpartum depression will be analyzed more »
Terms: Win | Units: 3
Instructors: Casper, R. (PI) ; Williams, K. (PI)
For more information on the courses above, please visit
Stanford University's Explore Courses
Stanford Clinical Opportunity for Residency Experience Program (SCORE) brings fourth-year medical students from diverse backgrounds to Stanford for a four-week residential clinical training program in the Department of Psychiatry and Behavioral Sciences at Stanford Health Care
The Stanford branch of the Klingenstein Medical Student Mentorship Program in Child Psychiatry is co-directed by Drs. Anita Kishore and Shashank Joshi and funded by the Klingenstein Third Generation Family Foundation (KTGF), a non-profit organization with a commitment to children’s mental health causes. KTGF has funded many mentorship programs for medical students interested in the field of child psychiatry, with the ultimate goal of enhancing recruitment into the field and increasing access to child psychiatric services for youth. The fourteen U.S. medical schools participate in this program (Brown University, Harvard University, Mayo Clinic College of Medicine, Mount Sinai School of Medicine, Stanford University, Tulane University, University of California, Davis, University of California, Los Angeles, University of Illinois in Chicago, University of Iowa, University of North Carolina, University of Vermont, Washington University and Yale University) form the Klingenstein Third Generation Foundation Network. These programs collaborate in various ways, including participation in the Annual Klingenstein National Medical Student Conference (NMSC).
The educational and engagement methods that we have innovated and enhanced for our Stanford program include: direct clinical experience, weekly clinical seminars and increased attendance at the National Medical Student Conference (NMSC). One strategy for increasing engagement with the field has been to bring clinical psychiatry to our first and second year medical students, who often report a hunger for patient contact. Clinical relationships with patients and families have been a highlight and main selling point of our Klingenstein Medical Student Mentorship Program in Child Psychiatry. In our weekly seminar (Psych 225), we interview a patient and her/his family one week and offer a debriefing session with a question and answer session (Q & A) the following week. The innovative, interactive techniques that we have developed at Stanford have been shared with the National Klingenstein Network and many are now being implemented at other programs in the Network.
The KTGF-funded National Medical Student Conference (NMSC) was designed as a venue for medical students and child psychiatry faculty to come together on a yearly basis to exchange ideas and challenges, and share their passion for the field. Because of our students’ enthusiasm for child psychiatry, we were awarded the opportunity to host the Klingenstein NMSC here at Stanford this past February 2019. Stanford offered, for the first time, the opportunity for advocacy by organizing a bike ride and arts walk for medical students to raise awareness for children’s mental health. The KTGF Network is implementing this as an annual tradition pre-conference. Stanford’s presence at the Klingenstein NMSC has grown to sixteen medical students attending and presenting at the 2020 conference.
Leadership for Medical Student Education in Psychiatry
Please contact us if you have questions or want to talk about careers in psychiatry.
Annual national awards open to medical students - nominate your peers!
American Psychiatric Association
- APA/APAF Medical Student Programs
APA/APAF Medical Student Programs provide medical students who are interested in serving underserved communities the experiential learning, training, and professional development they need to be leaders in the field of psychiatry. These grants give medical students opportunities to travel to APA Meetings (Annual Meeting and IPS: The Mental Health Services Conference), receive mentorship from psychiatrists and leaders in the field, and more.
- Travel Scholarship for Medical Students to National Meetings
American Association for Child and Adolescent Psychiatry
- AACAP Jeanne Spurlock, MD, Research Fellowship in Substance Abuse and Addiction for Minority Medical Students
Supported by the National Institute on Drug Abuse (NIDA) and AACAP’s Campaign for America’s Kids (CFAK) (award contingent upon funding)
This fellowship provides up to $4,000 for 12 weeks of research training in substance abuse and addiction under a mentor with experience in the type of research that is being proposed, and whose work includes children and adolescent participants. The program also covers travel and four days of lodging for award recipients to attend
- AACAP Summer Medical Student Fellowship in Child and Adolescent Psychiatry
Supported by AACAP’s CFAK
This fellowship provides up to $3,500 for 12 weeks of clinical or research training under a child and adolescent psychiatrist mentor. The program also covers travel and lodging for award recipients to attend AACAP’s 67th Annual Meeting, October 19-24, 2020, San Francisco, California.
Note: AACAP offers assistance connecting with a mentor of compatible clinical/research interests.
Association of Women Psychiatrists
- Leah J. Dickstein, M.D., M.A., Medical Student Award
The Leah J. Dickstein, M.D. Medical Student Award was established in the year 1992 to recognize a female medical student who best exemplifies the spirit of creativity, energy, and leadership that Doctor Dickstein herself epitomizes and seeks to foster in others.
Association for the Advancement of Philosophy and Psychiatry
- Karl Jaspers Award
The Karl Jaspers Award is given for the best paper related to the subject of philosophy and psychiatry sponsored by The Association for the Advancement of Philosophy and Psychiatry (AAPP). Eligibility includes medical students, graduate students in philosophy, psychology and related fields, and residents and fellows in psychiatry.
American Psychiatric Association: Explore a Career in Psychiatry
American Psychiatric Association: Professional Interest (subspecialties and other areas in psychiatry)