Psychology Major

The psychology program aims to develop a scientific approach to the study of human behavior and experience. Students are introduced to research methodology and critical analysis of current findings in a variety of fields of psychology, such as clinical, counseling, developmental, cognitive, social, and experimental. Internships with local facilities and research opportunities help students to learn about their field experientially. The degree also prepares students to enter training in social service and mental health programs in such areas as therapeutic activities, rehabilitation, casework, child care work, and service coordination.

The Bachelor of Arts degree in psychology provides a foundation for students aspiring to graduate study in psychology and counseling. Our faculty are members of the American Psychological Association (APA), Association for Psychological Science (APS), Society for the Teaching of Psychology (STP), as well as societies within specific areas of psychology (e.g. social, cognitive developmental, and community psychology). Carlow's department of psychology and counseling offers advanced degree options such as a MS in professional counseling, as well as a PsyD in counseling psychology if you seek to further your academic and professional career.

Just Flip ItClara Cheng, PhD, Co-Chair of Undergraduate Psychology, has been working the "flipped classroom" into her curriculum and has been providing a learner-centric model to our students. Read the full Carlow Magazine story here.



Psychology Concentrations:

Concentration in Counseling

Counselors assist people with personal, family, educational, mental health, substance abuse, and career issues so that they can lead healthier and more productive lives. Psychology majors interested in the helping professions may consider a concentration in counseling. Those not majoring in psychology can earn a minor in counseling.

We understand that many of our graduates with a BA in psychology obtain pre-professional jobs within the helping professions. The concentration in counseling is designed to acquaint the student who is interested in a career in the helping professions with pre-professional-level counselor training. *

*The student is cautioned that graduate-level training is required before one can appropriately represent oneself as a professional counselor.

Concentration in Crisis and Trauma

Studies in the area of crisis and trauma provide a foundational focus ranging from immediate crisis assessment, intervention, and management through more specific issues such as child abuse prevention and treatment and partner violence as well as investigating the impact of trauma for individuals and families. The concentration in crisis and trauma provides you with a solid foundation in theory and research pertaining to crisis, abuse, and trauma.

Concentration in Child Development

The Concentration in Child Development provides students with a solid foundation in theory and research in this area of study. This concentration is helpful for students pursuing employment and graduate training in developmental psychology, counseling, and fields in which additional knowledge of children’s growth and development would be helpful.

Where Our Students Go

Our students have secured recent internships with the following employers:

Program Highlights


Carlow Psychology Faculty regularly collaborate in research, present, and publish with their undergraduate students. Here are some recent examples (asterisks* denote undergraduate psychology majors, while double asterisks** denote psychology minors): 

Wilsey, S. A., *Welty, A. M., Van Wyhe, W. (2016). Community Engagement in a Former Steel Town: The Role of a Living      Learning Community. PRISM: A Journal of Regional Engagement. In Press.

Summary: This study is a program evaluation of an urban living-learning community in Beaver Falls, PA. It is being published in a service-learning journal. Models, such as the one highlighted in this manuscript, can break down these divisions and promote harmony in downtrodden communities, while enhancing college students' civic engagement.

Chung, T., Wilsey, S., *Mykita, A., *Lesgold, E. (2016). Effectiveness of QR Code Scanning for the Child User's Learning in Informal Environments. Paper submitted to the AIS Transactions on Human-Computer Interaction Journal.

Summary: Mobile technology can be used to facilitate student learning in informal settings such as museums and zoos, although the use and learning gains vary by child age and how they interact with adults while learning.

Wilsey, S. A., **Arnold, N. Y., Criado, M. M., *Mykita, A., (2013). Experiential teaching in an adult development course: Promoting an understanding of intergenerational interactions. Journal of Prevention & Intervention in the Community, 41(2), 82-88.

Summary: Students in a service-learning course at Carlow researched how college students decreased ageist ideas while working with very elderly Pittsburgh residents (some residents were at or approaching 100 years old), while the elders also expressed improved perception of millennials. The research primarily focuses on the ways in which experiential learning can be effective for promoting skills and concepts that are beneficial in the real world.



Program Highlights

Learning Innovations