Fakultas Psikologi Universitas Airlangga

cropped-favicon-webpsiko-2022-1.png

International Courses

International students,

Welcome to Universitas Airlangga, Surabaya, Indonesia

Universitas Airlangga is located in Surabaya, the second biggest city of Indonesia. Founded as a state university in 1954, the university is growing fast and able to determine its activities. Universitas Airlangga is one of the oldest and the best-ranked public universities in Indonesia. Universitas Airlangga has grown over the years and now hosts 13 faculties with more than 24,143 students (in academic year 2009–2010) and nearly 1,571 faculty members. Thus, it now has the opportunity to increase its competitive academic environment, which is a pre-requisite in conducting world standard research and education, to achieve one of our ultimate goals, that is becoming a center of excellence and  world-class university.

Psychology study in Universitas Airlangga was firstly initiated in 1981 as an undergraduate study program in Faculty of Social and Political Sciences. But years later it has emerged as an independent faculty in 1993, called as Faculty of Psychology Universitas Airlangga. With its vision to be an independent, inovative, well-known both nationally and internationally, advancing in science and technology based on moral principles. Thus, Faculty of Psychology Universitas Airlangga is now excited to embrace international cooperation, particularly accepting international students to study in Faculty of Psychology Universitas Airlangga.

Now, every year, Faculty of Psychology Universitas Airlangga organizes english-taught undergraduate courses. The courses are designed to provide knowledge and skills in analyzing of psychological issues from both theoretical and empirical perspectives. Faculty of Psychology Universitas Airlangga offers a wide choice of undergraduate courses in areas including: educational and developmental Psychology, Clinical Psychology and Mental Health, Industrial and Organizational Psychology, and Social Psychology.

Beside studying scientific knowledge, international students may have a great opportunity to join internship in several Units of Applied Psychology, such as: Unit of Applied Educational Psychology (Pusat Terapan Psikologi Pendidikan; PTPP); Unit of Applied Clinical Psychology and Counselling (Unit Pelayanan Konseling; UPP); Unit of Applied Industrial and Organizational Psychology (Lembaga Pengkajian dan Pengembangan Psikologi Terapan; LP3T). More interestingly, international students may obtain access to learn cultural and social interaction in modern living Surabaya.

For more informations, please contact us here.

 

List of English-Taught Courses (Bilingual) Available at Undergraduate Program in Universitas Airlangga Faculty of Psychology Academic Year 2013-2014

Courses on Educational and Developmental Psychology*

* For each course in Educational and Developmental Psychology, there will be practicum in Applied Educational Psychology Unit for community service (Pusat Terapan Psikologi Pendidikan) or “Anak Ceria” the Center of Early Childhood Education (PAUD Anak Ceria) in Airlangga University for 2 weeks (14 hours).

Course (PSD 301): Family Psychology

Lecturer(s) (1) Dra. Veronika Suprapti, MS.Ed.; (2) Wiwin Hendriani, S.Psi., M.Si.
Units/Credits 2 SKS (equal to 2×50 minutes or 100 mins for lecture meeting per week; and 2×60 mins for conducting structured works; 2×60 mins for individual learning)
Schedule Wednesday, 1pm-3pm
Prerequisites Developmental PsychologyStudents are required to have knowledge about basics of human life span development 
Educational Aims This topic aims to:- Acquaint students with topics related to:

  1. The definition of marriage and family
  2. Dating and Mating Selection
  3. Basic Values in Indonesian Family (Sakinah, Mawadah, Warohmah)
  4. Sexuality in family
  5. Good Parenting
  6. Marriage in Late Adultery and Elderly
  7. Communication in family
  8. Gender and power in family
  9. Conflicts in family
  10. Financial management in family
  11. Divorce, Single Parents and Forster Family
  12. Family Resilience  
Expected Learning Outcomes Upon completion of this topic, students are expected to:

  • Students will demonstrate understanding of psychological concepts and theories in family dynamics
  • Students are able to analyse and design problem solving in family issues using the principles of family resilience
References
  1. Olson, D.H. & DeFrain, J. 2003. Marriage and Families: Intimacy, Diversity, and Strength. New York: McGraw Hill, Inc.
  2. Kalil, Ariel. 2003. Family Resilience and Good Child Outcomes. Wellington: Ministry of Social Development.
  3. Walsh, F. 2006. Strengthening Family Resilience. New York: The Guilford Press.
Course (PSD 456): Gender in Psychology 
Lecturer(s) Dra. Veronika Suprapti, MS.Ed.
Units/Credits 2 SKS (equal to 2×50 minutes or 100 mins for lecture meeting per week; and 2×60 mins for conducting structured works; 2×60 mins for individual learning)
Schedule Tuesday, 8am-10am
Prerequisites Developmental PsychologyStudents are required to have knowledge about basics of human life span development 
Educational Aims This topic aims to:- Acquaint students with topics related to:

  1. The definition of Gender in Psychology
  2. Theories in Gender
  3. Development of Gender concepts
  4. Socialisation, Internalisation and Externalisation Processes in Gender
  5. Dyadic Influences between person and culture
  6. Issues in Gender (Sexuality, Modernity, Leadership in Gender Perspectives, Social Relation, Career, Psychopathology in Gender, etc.)
  7. Indonesian Perspectives toward Gender Issue
Expected Learning Outcomes Upon completion of this topic, students are expected to:

  • Students will demonstrate understanding of social construction within the issue of gender in psychology
References
  1. Dacey, J.S., & Travers, J.F. 2004. Human Development: Across the Life Span. 5th Ed. Boston: McGraw-hill
  2. Brannon, L. 2002. Gender: Psychological Perspectives. 3rd Ed. Boston: Allyn & Bacon
  3. Pasternak, B., Ember, A.M., & Ember, M. 1997. Sex Gender and Kinship. New Jersey: Prentice Hall
  4. Seidler, V.J. 1989. Rediscovering Masculinity: Reason, Language and Sexuality. London: Routledge
Course (PSD 303): Psychology of Play 
Lecturer(s) (1) Dr. Dewi Retno Suminar; (2) Primatia Yogi Wulandari, S.Psi., M.Si.
Units/Credits 2 SKS (equal to 2×50 minutes or 100 mins for lecture meeting per week; and 2×60 mins for conducting structured works; 2×60 mins for individual learning)
Schedule Tuesday, 3pm-5pm
Prerequisites Developmental PsychologyStudents are required to have knowledge about basics of human life span development 
Educational Aims This topic aims to:- Acquaint students with topics related to:

  1. History of play in human life
  2. Theories of play
  3. Play and exploration
  4. Play in toddler
  5. Make-believe play
  6. Industry, Fantasy, and Mastery in Rule-Governed Play
  7. Home and outdoor play
  8. Play ground for learning and schooling and play
  9. Play Therapy
  10. Traditional Plays in Indonesian Context
Expected Learning Outcomes Upon completion of this topic, students are expected to:

  • Students are able to design play apparatus to stimulate human development in general
  • Students are able to design play apparatus as media in education
  • Students will develop team work skills, creativity and communication skills
References
  1. Cohen, D. 2006. The Development of Play. 3rd Ed. New York: Routledge
  2. Fromberg, D.P., & Bergen, D. 2006. Play from Birth to Twelve: Contexts, Perspectives and Meanings. 2nd Ed. New York: Taylor & Francis Group
  3. Scarlett, W.G, Naudeau, S. Salonius-Pasternak, D., Ponte, I. 2005. Children’s Play. New Delhi: Sage Publication
  4. Bjorklund, D.F. 2005. Children’s Thinking: Cognitive Development and Individual Differences. 4th Ed. Canada: Thompson

 

Courses on Clinical Psychology and Mental Health*

* For each course in Clinical Psychology and Mental Health, there will be practicum in Counseling Unit for community service (Unit Pelayanan Psikologi) in Airlangga University for 2 weeks (14 hours).

Course (PSC-301): Abnormal Psychology & Internship 
Lecturer (1) Margaretha, G.Dip.Psych., M.Sc.; (2) Nurul Hartini, M.Kes.; (3) Sanny Prakosa, psi.; (4) Dra. Woelan Handadari, M.Si., psi.
Units 3 SKS (equal to 3×50 minutes or 150 mins for lecture meeting per week; and 3×60 mins for conducting structured works; 3×60 mins for individual learning)
Schedule Thursday, 8am-11am
Prerequisites
Educational Aims This topic aims to:

  • Support students to demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in abnormal psychology, topics, including:
  • Anxiety
  • Mood disorder
  • Developmental disorder
  • Schizophrenia
  • Substance Abuse
  • Personality disorder
  • Eat and Sleep disorder
  • Sexual disorder
  • Neurological disorder
  • Students will understand and apply concepts and principles of abnormal psychology to identify and analyze human psychopathology.

 

Expected Learning Outcomes Upon completion of this topic, students are expected to:

  • Articulate how concepts and principles of abnormal can be used to explain human psychopathology
  • Apply concepts and principles of abnormal psychology, theories, and research findings as these relate to everyday life.
  • Recognize that ethically complex situations can develop in the application of concepts and principles of abnormal psychology
References
  1. Bennet, P. (2006). Abnormal and Clinical Psychology. Open University Press: Suffolk.
  2. American Psychiatric Association (2000) Diagnostic Statistical Manual IV Text revision.
Course (PSC-329): Behavior Modification  
Lecturer Dra. Woelan Handadari, M.Si.; Ika Yuniar Cahyanti, M.Psi.; Tri Kurniati Ambarini, M.Psi., psi.; (4) Margaretha, G.Dip.Psych., M.Sc.; (5) Triana Kusuma Dewi, S.Psi.
Units 2 SKS (equal to 2×50 minutes or 100 mins for lecture meeting per week; and 2×60 mins for conducting structured works; 2×60 mins for individual learning)
Schedule Monday, 1pm-3pm
Prerequisites Learning Psychology (PSG-210)Psychodiagnostics 2: Observation (PSG-213)
Educational Aims This topic aims to make:

  • Students understand and apply psychological principles of behavior modification, including:
  • Shaping
  • Prompting and transfer of stimulus control
  • Chaining
  • Applying extinction
  • Differential reinforcement
  • Applying punishment
  • Self management
  • Token economy
  • Cognitive behavior procedures

 

Expected Learning Outcomes Upon completion of this topic, students are expected to:

  • Articulate how behavior modification principles can be used to explain behavioral problems of individuals and groups
  • Identify appropriate applications of behavior modification principles in behavioral intervention of individuals and groups

 

References
  1. Miltenberger, R.G. (2011). Behavior Modification: Principles and Procedures. Wiley: NY.
  2. Sarafino, E.P. (2011). Applied Behavior Analysis: Principles and Procedures in Behavior Modification. Wiley: NY.

 

Course (PSC-304): Health Psychology 
Lecturer (1) Endang Retno S., S.Psi., M.Psych.; (2) Triana Kusuma Dewi, S.Psi.
Units 2 SKS (equal to 2×50 minutes or 100 mins for lecture meeting per week; and 2×60 mins for conducting structured works; 2×60 mins for individual learning)
Schedule Thursday, 8am-10am
Prerequisites
Educational Aims This topic aims to:

  • Understand the definition of health psychology and the biopsychosocial model of health
  • Understand health behaviors and social-psychological models to promote the following health behaviors:
  1. stress and stress management
  2. chronic and terminal illnesses and the management of the illnesses
  3. smoking behavior and substance use
  • Understand the following social-psychological models and apply them to promote health behaviors:
  1. The Health Beliefs Model
  2. Theory of Reasoned Action
  3. The Planned Behavior Theory
  4. Transtheoretical Model of Behavioral Change
  5. The Protection Motivation Theory
Expected Learning Outcomes Upon completion of this topic, students are expected to:

  • Describe the role of psychology in the the context of health and illness
  • Identify health behavior and social and psychological factors determine health behavior, especially in Indonesia
  • Evaluate health psychology research
  • Arrange and implement a theoretical model to promote a health behavior
Reference Conner, M. & Norman, P., (1995), Predicting Health Behavior, Buckingham: Open University PressLazarus, R.S. and Folkman, S., (1984), Stress, Appraisal, and Coping, New York: Springer Publishing Company, Inc.Sarafino, E. P., (2002), Health Psychology: Biopsychosocial Interactions, Fourth Edition, Danvers: John Wiley and Sons, Inc.Sulls, Jerry and Kenneth A. Wallstone, (2003), Social Psychological Foundations of Health and Illness, Victoria: Blackwell Publishing Ltd.Taylor, S. E., (1999), Health Psychology (5th edition). New York: McGraw-Hill Higher Education.

 

 Courses on Industrial and Organizational Psychology*

* For each course in Industrial and Organizational Psychology, there will be practicum in Unit of Applied Psychology (Lembaga Pengkajian dan Pengembangan Psikologi Terapan) in Airlangga University for 2 weeks (14 hours).

Course (PIO 201): Human Resources Management 
Lecturer(s) (1) Prof. Dr. Fendy Suhariadi; (2) Dimas Aryo Wicaksono, M.Sc.
Units/Credits 2 SKS (equal to 2×50 minutes or 100 mins for lecture meeting per week; and 2×60 mins for conducting structured works; 2×60 mins for individual learning)
Schedule Monday, 8am-10am
Prerequisites Essentials of Management, Organizational Behavior, Personal Development in Organization, Basic of Industrial and Organizational Psychology
Educational Aims This topic aims to:

  1. Application of Psychology, Students will understand and apply psychological principles to organizational issues, especially related to human resources in organization.
  2. Communication skills, by doing their assignment students will develop their communication skills, both within student and stakeholder.
  3. Introduce students with several topics in managing people in Organization, such as:
  • Introduction to Human Resources Management
  • Strategic Human Resouces Management
  • Planning in Human Resources Management
  • Job Analysis, Job Description and Specification
  • Recruitment and Selection
  • Career Development
  • Training and Development
  • Compensation and Benefit
  • Performance Management
  • Organizational change and development
  • Organizational Culture
Expected Learning Outcomes Upon completion of this topic, students are expected to:

  1. describe major applied psychology
  2. identify appropriate applications of psychology in solving problems in organization.
  3. Articulate psychological principles can be used to explain managing people in organization. 
  4. Demonstrate effective oral communication skills both in class and outside class.
  5. Demonstrate effective interpersonal communication skills
References
  1. Armstrong M, (2006) Personnel Management Practice, 10th Edition, Kogan Page Limited London.
  2. Mondy, R. Wayne., Noe, M. Robert., (1993) Human Resource Management, 4th edition, Allyn and Bacon, Boston.
  3. Swart., Juani, Mann., Clare, Brown., Steve and Price., Allan. (2005). Human Resources Development Strategy and Tactics. Oxford. Elseiver Butterworth-Heinemann.
  4. Torrington, Derek; Hall, Laura and Taylor, Stephen. (2009). Human Resource Management, 7th Edition. Harlow. Prentice Hall.
Course (PIO): Organizational Behavior 
Lecturer(s) (1) Samian., M.Psi.; (2) Dimas Aryo Wicaksono, M.Sc.
Units/Credits 2 SKS (equal to 2×50 minutes or 100 mins for lecture meeting per week; and 2×60 mins for conducting structured works; 2×60 mins for individual learning)
Schedule Tuesday, 1pm-3pm
Prerequisites Essentials of Management, Basic of Industrial and Organizational Psychology
Educational Aims This topic aims to:

  1. Application of Psychology, Students will understand and apply psychological principles to organizational issues, especially related to behavior in organization.
  2. Communication skills, by doing their assignment students will develop their communication skills, both within student and stakeholder.
  3. Introduce students with several topics in managing people in Organization, such as:
  • Why organisation behavior matter?
  • Decision making process
  • Work life balance in Indonesia
  • Group dynamic
  • Communication in psychology
  • Work attitude
Expected Learning Outcomes Upon completion of this topic, students are expected to:

  1. describe major applied psychology
  2. identify appropriate applications of psychology in solving problems in organization.
  3. Articulate psychological principles can be used to explain managing people in organization. 
  4. Demonstrate effective oral communication skills both in class and outside class.
  5. Demonstrate effective interpersonal communication skills
References
  1. George, M.J, Jones, G. R. (2009). Understanding and Managing Organizational Behavior. New Jersey: Pearson Education
  2. Greenberg. J,Baron.R.A.(2000). Behavior in Organizations.New Jersey:Prentice Hall
  3. Robbins, S.P. (2001). Organizational Behavior.New Jersey: Prentice Hall
  4. Schermerhorn, Jr., J.R., Hunt, J.G., & Osborn R.N. (2010). Organizational Behavior. 11ed. New York: John wiley and sons.
Course (PIO 202): Individual Development in Organization 
Lecturer(s) Dr. Seger Handoyo
Units/Credits 2 SKS (equal to 2×50 minutes or 100 mins for lecture meeting per week; and 2×60 mins for conducting structured works; 2×60 mins for individual learning)
Schedule Tuesday, 10am-12am
Prerequisites Organizational Behavior, Competency at Work
Educational Aims This topic aims to:Identify the practice of developing people in working place, which is focused on how organization can facilitate learning process for employee, through training and development, organizational learning and also about career development.
Expected Learning Outcomes Upon completion of this topic, students are expected to:

  1. describe major applied psychology
  2. identify appropriate applications of psychology in developing people in organization
  3. Articulate psychological principles can be used to explain people development, especially related to andragogy in Indonesian context 
  4. Demonstrate effective oral communication skills both in class and outside class.
  5. Demonstrate effective interpersonal communication skills
  6. Demonstrate analytical thinking in term of identifying training needs and career development process.
References
  1. Goldstein, I. & Ford, K. (2002). Training in Organisation: Needs assessment, development, and evaluation (4th ed.). Belmont, CA: Wadsworth.
  2. Yehuda, B. (2004). Careers: Theory and Practice. England: Prentice Hall

 

Courses on Social Psychology*

* For each course in Social Psychology, there will be practicum in Community services supervised by the Department of Social Psychology for 2 weeks (14 hours).

Course (PSS 401): Psychological Community Assessment 
Lecturer(s) (1) Ilham Nuralfian, M.Psi.; (2) Meta Zahro Aurelia, M.Sc
Schedule Wednesday, 8am-10am
Units/Credits 2 SKS (equal to 2×50 minutes or 100 mins for lecture meeting per week; and 2×60 mins for conducting structured works; 2×60 mins for individual learning)
Prerequisites
Educational Aims This topic aims to: understand and apply method on doing community assessment and socio-psychological analysis towards community.
Expected Learning Outcomes Upon completion of this topic, students are expected to (SLO):Able to conduct different techniques of community assessment and analyzing social and demographical data in order to map the problem of particular community.
References
  • Rudito, B., & Famiola, M. (2008). Social Mapping – Metode Pemetaan Sosial. Bandung: Rekayasa Sains.
  • Hawtin, M. & Percy-Smith, J. (2007). Community Profiling, A Practical Guide 2ed. New York: McGraw Hill Education
  • Minkler, M. (2000). Using Participatory Action Research to Build Healthy Communities. Public Health Reports, 115.
  • Orford, J. (2007). Community Psychology: Challenges, controversies, and emerging consensus. Chichester: John Wiley & Sons, Ltd
Course (PSS 400): Social Contemporary Issues of Indonesian Society  
Lecturer(s) (1) Drs. Sudaryono, SU; (2) Meta Zahro Aurelia, M.Sc.
Schedule Thursday, 3pm-5-pm
Units/Credits 2 SKS (equal to 2×50 minutes or 100 mins for lecture meeting per week; and 2×60 mins for conducting structured works; 2×60 mins for individual learning)
Prerequisites
Educational Aims This topic aims to: understand and analyze contemporary social issues of Indonesian society using paradigm, theories, and concepts in social psychology. This course acquaints students with contemporary issues occurred in Indonesia:

  • Politics
  • Economy
  • Human rights
  • Criminality, security and law
  • Demography
  • Health
  • Education
  • Conflict and disaster management
  • Media and communication
  • Transportation
  • Environment
Expected Learning Outcomes Upon completion of this topic, students are expected to (SLO):(Use APA guidelines)Able to recognise and analyse prejudicial attitudes and discriminatory behavior which causes the occurance of contemporary social issues in Indonesia.

  • Recognise actual social problem in Indonesia
  • Able to differentiate between concrete social problem and social issue
References
  • Ehrenreich, John H. (2001). Coping With Disasters: A Guidebook To Psychosocial Intervention (Revised Edition), Sharon McQuaide, M.S.W., Ph.D. Clinical Consultant
  • Prasetya, Tiar (2006). Gempa Bumi, Ciri dan Cara Menanggulanginya, Tim Relawan Gitanagari , Yogyakarta
  • Salim, A. 2002.Perubahan sosial : sketsa teori dan refleksi metodologi kasus Indonesia. Yogyakarta : Tiara Wacana Yogya,
  • Discourse analysis
Course (PSS 401): Cross-cultural and Indigenous Psychology  
Lecturer(s) (1) Ike Herdiana, M.Psi.; (2) Meta Zahro Aurelia, M.Sc.
Units/Credits 2 SKS (equal to 2×50 minutes or 100 mins for lecture meeting per week; and 2×60 mins for conducting structured works; 2×60 mins for individual learning)
Schedule Tuesday, 3pm-5pm
Prerequisites
Educational Aims This topic aims to: understand and apply cross-cultural and indigenous approach on doing research in psychology.
Expected Learning Outcomes Upon completion of this topic, students are expected to (SLO):Able to understand the philosophy of cross-cultural and indigenous approach in psychology.

  • Understand different themes in psychology from cross-cultural perspective, such as: personality, intelligence, gender, psychological development, motivation, organizational behavior.
  • Understand multiple research method on doing cross-cultural and indigenous research in psychology
  • Designing a research proposal using cross-cultural and indigenous approach in psychology
References
  • Berry, J.W., Portinga, Y.H., Segall, M.H.& Dasen, P.R., (2002). Cross-Cultural Psychology: Research and Application. NY: Cambridge University Press.
  • Kim, U., Yang, K.S., Hwang, K. K. (2006). Indigenous and Cultural Psychology: Understanding People in Context. NY: Springer.