Adam Brown

Sara Yates Exley Chair in Teaching Excellence

BA, University of Oregon. MA, PhD, New School for Social Research. Postdoctoral Fellow, Weill Medical College of Cornell University. Director of the Sarah Lawrence College Cognition and Emotion Laboratory. Clinical psychologist with special interests in clinical, cognitive, and neuroscientific approaches to memory and emotion, post-traumatic stress disorder (PTSD), resilience, social influences on memory, the construction of autobiographical memory and self-identity, and international mental health. Recipient of grants from the National Institutes of Health, US Department of Defense, Fulbright, and private foundations. Adjunct assistant professor, New York University School of Medicine. SLC, 2009–

Undergraduate Courses 2017-2018

Psychology

Advanced Research Seminar

Intermediate , 3-credit seminar—Year

Permission of the instructor is required.

In this seminar, students will gain valuable research experience through a weekly meeting focused on research methods, research ethics, and contemporary research questions and approaches; a weekly lab meeting with one of the faculty members leading the research seminar; and individual and group conference meetings with faculty supervisors on a regular, as-needed basis. The seminar component will include readings on, and discussions of, research methods and ethics, both broad and specific to the research in which students are involved, as well as the discussion of contemporary research articles that are relevant to student and faculty research projects. All faculty and students involved in the research experience will take turns leading the discussion of current research, with faculty taking the lead at the beginning of the semester and students taking the lead as their expertise develops. Weekly lab meetings will also involve reading and discussing research articles and research methods in papers specific to the topics of research being undertaken by each student and faculty member. Students will be expected to learn the current research approaches being employed by their supervising faculty member, contribute toward ongoing research in the form of a research practicum, and develop and implement their own independent research projects within the labs in which they are working. Faculty supervising each lab will also be available to meet with students individually and in small groups on an ongoing basis, as needed, and at least every other week in addition to the regular weekly, hour-long lab meeting. Students participating in the Advanced Research Seminar will be expected to attend and actively participate in weekly full-group seminars, weekly lab meetings, and regular (typically, at least biweekly) individual and group conference meetings; keep an ongoing journal and/or scientific lab notebook; select and facilitate group and lab discussions of relevant contemporary research articles (at least once for each meeting type); work at least five hours within a lab and/or community setting, as appropriate for their projects; contribute toward ongoing research and practice within their lab or community setting; develop, implement, and report on (in the form of a short paper prepared for possible publication and a poster at the Natural Sciences and Mathematics Poster Session) an independent research project; and provide their colleagues with ongoing verbal and written feedback on their projects.

Faculty
Related Disciplines

The Synapse to Self: The Neuroscience of Self-Identity

Open , Seminar—Fall

It has long been believed that “you are what you remember.” Autobiographical memories are central to how we construct self-identity and experience a sense of self-continuity. They figure prominently in every aspect of our lives: earliest childhood recollections, developmental milestones and achievements, personal loss and public tragedy, and the breakdown of these memories across the life span. Conversely, self-identity plays a key role in how memories are selectively encoded, retrieved, or forgotten. Although these complex relations are far from being understood, neuropsychology and neuroscience research are illuminating the neural regions and networks underlying autobiographical memories and self-related processing. In this course, we will examine neuropsychological research—looking at how the loss of autobiographical memory impacts the integrity of identity such as in cases of amnesia and Alzheimer’s disease. We will also discuss how different memory systems support self-continuity and the capacity to “mentally time travel” back to the past and into the imagined future. We will examine how shifts in self-identity alter the accessibility of our memories and, in turn, our social and emotional functioning. Emphasis will also be placed on autobiographical memory and self-identity disturbances associated with mental illness and the way in which neuropsychologists and neuroscientists study these changes following therapeutic interventions.

Faculty
Related Disciplines

Abnormal Psychology

Intermediate , Seminar—Fall

According to recent data, approximately half of all Americans will meet the criteria for a psychological disorder at some point in their lives, and about 25% of adults in the United States may have suffered from a mental illness in the past year. Why are rates of mental illness so high, and what can we do to reduce these figures? What does it mean to be mentally ill, and who decides? Where do we draw the line between normal and abnormal, and what kinds of methods do we use in psychology and neuroscience to make this determination? This course will serve as an introduction to the field of abnormal psychology. We will cover theoretical frameworks, research methods, and treatments associated with a range of psychological disorders, such as depression, anxiety, schizophrenia, addiction, and personality disorders. In addition, we will discuss historical, political, and cultural influences that shape the way in which mental illness has been defined, represented, and treated. Course materials will draw on experimental and theoretical research, memoirs, films, and clinical case studies. This course will be of particular interest to students interested in pursuing graduate school or careers working in fields related to clinical psychology.

Faculty
Related Disciplines

Trauma, Loss, and Resilience

Open , Lecture—Spring

How people remember and respond to stress and trauma has garnered much attention and controversy in the field of psychology. These debates have reached well beyond therapists’ offices and academic departments, figuring prominently in the media, policy debates, and judicial decisions. Through a review of theory, research, and clinical case reports, this course aims to provide a nuanced examination of traumatic stress research. The course will begin with a historical exploration of how the mental-health community has defined and treated trauma over the past century, including the sociocultural forces that shaped these definitions and interventions. We will also delve into more current issues involving trauma, specifically post-traumatic stress disorder (PTSD). Readings will survey a range of topics, drawing on cognitive, developmental, neuroscientific, and psychoanalytic perspectives. We will discuss and question: What are the impacts of stress and trauma across the life span? How is trauma processed cognitively, and what brain regions are involved in trauma-related distress? What is the impact of trauma and loss on mental and physical health? What is an appropriate response to trauma (and who decides)? Are there outcomes to stress and trauma other than distress? Is memory for trauma special? Are horrific experiences indelibly fixed in a victim’s memory, or does the mind protect itself by banishing traumatic memories from consciousness? How do those working in the field of traumatic stress cope with secondary exposure? Why are some people able to experience repeated exposure to trauma without significant impairment? Conference work will offer students the opportunity to apply ongoing issues in trauma and resilience research to a wide range of disciplines, including science, law, medicine, art, media, politics, and ethics.

Faculty
Related Disciplines

Experimental Psychology Research Seminar

Intermediate , Seminar—Spring

Students do not need a background in statistics, but prior coursework in psychology is required.

Psychological science attempts to study complex human behavior, emotions, and cognitive processes through research and experimentation. Over the course of the semester, students will have the opportunity to develop both a strong foundation in the theories, techniques, and ethical questions that have guided psychology research and the opportunity to put their ideas into practice. A major component of this course will involve generating hypotheses and designing studies, carrying out original research, learning how to analyze and interpret data, and writing up and presenting findings. Readings will span research from a variety of subfields in psychology (clinical, developmental, social), and assignments will involve both individual and group work. A variety of research designs will be discussed and evaluated throughout the semester, such as case studies and observational, cross-sectional, longitudinal, and experimental approaches.

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Graduate Courses

Child Development 2017-2018

Abnormal Psychology

Seminar—Fall

According to recent data, approximately half of all Americans will meet the criteria for a psychological disorder at some point in their lives, and about 25% of adults in the United States may have suffered from a mental illness in the past year. Why are rates of mental illness so high, and what can we do to reduce these figures? What does it mean to be mentally ill, and who decides? Where do we draw the line between normal and abnormal, and what kinds of methods do we use in psychology and neuroscience to make this determination? This course will serve as an introduction to the field of abnormal psychology. We will cover theoretical frameworks, research methods, and treatments associated with a range of psychological disorders, such as depression, anxiety, schizophrenia, addiction, and personality disorders. In addition, we will discuss historical, political, and cultural influences that shape the way in which mental illness has been defined, represented, and treated. Course materials will draw on experimental and theoretical research, memoirs, films, and clinical case studies. This course will be of particular interest to students interested in pursuing graduate school or careers working in fields related to clinical psychology.

Faculty
Related Disciplines

Trauma, Loss, and Resilience

Seminar—Spring

How people remember and respond to stress and trauma has garnered much attention and controversy in the field of psychology. These debates have reached well beyond therapists’ offices and academic departments, figuring prominently in the media, policy debates, and judicial decisions. Through a review of theory, research, and clinical case reports, this course aims to provide a nuanced examination of traumatic stress research. The course will begin with a historical exploration of how the mental-health community has defined and treated trauma over the past century, including the sociocultural forces that shaped these definitions and interventions. We will also delve into more current issues involving trauma, specifically post-traumatic stress disorder (PTSD). Readings will survey a range of topics, drawing on cognitive, developmental, neuroscientific, and psychoanalytic perspectives. We will discuss and question: What are the impacts of stress and trauma across the life span? How is trauma processed cognitively, and what brain regions are involved in trauma-related distress? What is the impact of trauma and loss on mental and physical health? What is an appropriate response to trauma (and who decides)? Are there outcomes to stress and trauma other than distress? Is memory for trauma special? Are horrific experiences indelibly fixed in a victim’s memory, or does the mind protect itself by banishing traumatic memories from consciousness? How do those working in the field of traumatic stress cope with secondary exposure? Why are some people able to experience repeated exposure to trauma without significant impairment? Conference work will offer students the opportunity to apply ongoing issues in trauma and resilience research to a wide range of disciplines, including science, law, medicine, art, media, politics, and ethics.

Faculty
Related Disciplines

Experimental Psychology Research Seminar

Seminar—Spring

Psychological science attempts to study complex human behavior, emotions, and cognitive processes through research and experimentation. Over the course of the semester, students will have the opportunity to develop both a strong foundation in the theories, techniques, and ethical questions that have guided psychology research and the opportunity to put their ideas into practice. A major component of this course will involve generating hypotheses and designing studies, carrying out original research, learning how to analyze and interpret data, and writing up and presenting findings. Readings will span research from a variety of subfields in psychology (clinical, developmental, social), and assignments will involve both individual and group work. A variety of research designs will be discussed and evaluated throughout the semester, such as case studies and observational, cross-sectional, longitudinal, and experimental approaches.

Faculty
Related Disciplines

Previous Courses

The Psychological Science of Happiness

Intermediate , Seminar—Spring

Historically, psychology has focused on understanding disorders of mind—such as anxiety, depression, hallucinations, and delusions—with the goal of bringing people from a negative state to “neutral.” In recent years, however, those who study human behavior have had a growing interest in positive emotions and what enables people to thrive and flourish. This course will survey research exploring various dimensions of happiness and well-being, drawing on readings from psychology, neuroscience, and economics. We will discuss a variety of topics related to the study of happiness, such as how researchers define and measure happiness, the biological basis of positive emotions, self-esteem, gratitude, resilience, creative achievement, emotional intelligence, meaning making, the characteristics of successful relationships, the bidirectional relationship between physical health and positive emotion, the evolutionary basis of positive affect, relationships between money and happiness, and when and why the pursuit of happiness sometimes backfires. Course and conference work will focus on exercises that connect you to the research that we will be discussing.

Faculty
Related Disciplines

Abnormal Psychology

Intermediate , Seminar—Fall

According to recent data, approximately half of all Americans will meet the criteria for a psychological disorder at some point in their lives; and about 25% of adults in the United States may have suffered from a mental illness in the past year. Why are rates of mental illness so high, and what can we do to reduce these figures? What does it mean to be mentally ill, and who decides? Where do we draw the line between normal and abnormal, and what kinds of methods do we use in psychology and neuroscience to make this determination? This course will serve as an introduction to the field of abnormal psychology. We will cover theoretical frameworks, research methods, and treatments associated with a range of psychological disorders such as depression, anxiety, schizophrenia, addiction, and personality disorders. In addition, we will discuss historical, political, and cultural influences that shape the way in which mental illness has been defined, represented, and treated. Course materials will draw on experimental and theoretical research, memoirs, films, and clinical case studies. This course will be of particular interest to students interested in pursuing graduate school or careers working in fields related to clinical psychology.

Faculty
Related Disciplines