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JOHN CABOT UNIVERSITY

COURSE CODE: "PS 399A-1"
COURSE NAME: "Special Topics in Psychology: Neuropsychology of Sleep"
SEMESTER & YEAR: Fall 2025
SYLLABUS

INSTRUCTOR: Argelinda Baroni
EMAIL: [email protected]
 HOURS: TTH 8:30-9:45 AM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS:
PREREQUISITES: Prerequisites: Junior Standing; PS 101
OFFICE HOURS:
COURSE DESCRIPTION:
An in-depth treatment of a current area of special concern in the field of Psychology. Topics may vary.
May be taken more than once for credit with different topics.
SUMMARY OF COURSE CONTENT:

The course is broken in five major units. First, we will begin with defining the state of sleep using self-report and physiological measures like polysomnography; we will then review the history of sleep focusing on discovery over the past 100 years, and how wakefulness, sleep cycles, and stages of REM and Non-REM are defined. The second unit is that of dreams. We will examine their content through personal dream journals and discussing their potential roles in memory consolidation and emotional processing. The third unit focuses on the evolution of sleep across species, investigating its neurological and biochemical mechanisms and how sleep patterns change throughout life. In the fourth unit, we will explore circadian rhythms and the biological mechanisms regulating sleep, considering how societal structures like school start times affect our rest. We also examine the impact of substances on sleep hygiene. In the final unit, we will address sleep disorders such as insomnia, apnea, narcolepsy, and parasomnias, analyzing their causes, effects, and treatments. By the course’s end, students will appreciate the profound influence of sleep on daily functioning and overall health.
LEARNING OUTCOMES:

By the end of the course students should be able to:

o   Summarize the behavioral, neurological, and physiological characteristics and mechanisms of sleep (LOS1)

o   Summarize the evolution of sleep and critically discuss it potential functions as well as the consequences of sleep deprivation (LOS1)

o   Collect, analyze and interpret sleep data (LOS2)

o   Apply evidence-based principles to design and implement educational programs to promote sleep awareness (LOS2, 4)

o   Communicate scientific information effectively in both academic and non-academic formats (LOS 3)

 
TEXTBOOK:
Book TitleAuthorPublisherISBN numberLibrary Call NumberCommentsFormatLocal BookstoreOnline Purchase
The Science of Sleep. What It Is, How It Works, and Why It Matters. Mendelson WB University of Chicago Press978-0415683975     
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
QuizzesStudents will take weekly quizzes throughout the semester. A total of twelve quizzes will be given and ten of them will count towards grading so students can drop any two (missed quizzes, low scores, etc). Each quiz will be between 8-10 questions and will cover material from the previous class and readings. 30%
Class ParticipiationEach student is expected to participate as fully as possible. Participation means joining in class discussions, asking and answering questions or polls, contributing in group activities, etc. 10%
Sleep Improvement ProgramToward the beginning of the semester, students will collect data on their sleep including a 2-week sleep log and a variety of questionnaires (e.g., MEQ, RU-SATED). Based upon that data gathered, in addition to course readings and discussions, students will first analyze their sleep data and reflect upon their observations. Later in the semester, students will then engage in a 2-week experiment, implementing a Sleep Improvement Program (SIP), following evidence-based parameters and based upon the data they have gathered about their own sleep. During their SIP period, students will again collect data with all of the previously used logs and questionnaires. Students will then write a 7-8 page, double-spaced paper where they analyze the effectiveness and outcomes of the sleep improvement program. Papers are not graded based on the outcomes of the attempted program, but rather the content, analyses, and quality of writing. More information on the assignment will be available on Moodle.30%
Community Sleep Project OR Dream PaperStudents can choose to do ONE of these two assignments. Community Project: This assignment recognizes the great dearth of understanding and accurate public information about sleep in America and particularly among high school and college students. Students will design a project aimed at educating their peers or high school students about sleep, focused on a single issue, such as sleep hygiene, a particular sleep pathology of interest, a public policy that directly or indirectly impacts sleep, driving or other situations where drowsiness presents a hazard, alcohol and substance use, or a theme of the students’ choosing. All topics must be pre-approved by the professor. Students are encouraged to be creative in their presentations, which will be show-cased in class. More information on the assignment will be available on Moodle. Dream Analysis Paper: All students will be provided with a dream log. The format of these logs and their use will be reviewed in class. Based upon additional guidelines provided in class for dream interpretation, students will analyze two of their dreams and write a 7-8 page double-spaced paper. More information on the assignment will be available on Moodle.30%

-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:
ATTENDANCE REQUIREMENTS AND EXAMINATION POLICY
You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed. The final exam period runs until ____________
ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.
STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.
SCHEDULE

TENTATIVE SCHEDULE

 

 

OVERVIEW OF KEY BIBLIOGRAPHIC WORKS FOR THE COURSE

Baroni A, Bruzzese J-M, Di Bartolo C, Ciarleglio A, Shatkin JP (2018). Impact of a sleep course on sleep, mood and anxiety symptoms in college students: A pilot study. Journal of American College Health. 66(1):41-50.

Bixler E (2009). Sleep and society: An epidemiological perspective. Sleep Medicine. (10):S3-6.

Bjorvant B & Pallesen S (2009). A practical approach to circadian rhythm sleep disorder. Sleep Medicine Reviews 13, 47-60.

Castelnovo A (2018). NREM sleep parasomnias as disorders of sleep-state dissociation

Dement WC (2005). History of Sleep Medicine. Neurology Clinics. 23:945-965.

Earley CJ (2003). Restless Legs Syndrome. New England Journal of Medicine. 348;21:2103-09.

Feder M, Baroni A (2021). Just Let Me Sleep in: Identifying and Treating Delayed Sleep Phase Disorder in Adolescents

Irish et al. (2015). The role of sleep hygiene in promoting public health: A review of empirical evidence. Sleep Med Rev 22: 23-63

Hayes (2013) - SLEEP APNEA IN THE ADOLESCENT AND ADULT - Sleep Apnea Ch. 13-2

Jenni OG & Werner H (2011). Cultural Issues in Children’s Sleep: A Model for Clinical Practice. Pediatric Clinics of North America.

Jones M (April 15, 2011). How Little Sleep Can You Get Away With? New York Times.

Kelley P, (2017).  Is 8:30 a.m. still too early to start school? A 10:00 a.m. School Start Time Improves Health and Performance of Students Aged 13–16

Klinkenborg V (January 5, 1997). Awakening to Sleep. New York Times.

Kramer, M (2010). Sleep loss in resident physicians: the cause of medical errors? Frontiers in Neurology. (1):1-10.

Lancel M, Boersm G, Kamphuis J, (2021) Insomnia disorder and its reciprocal relation with psychopathology.

LeBourgeois M et al., (2005). The Relationship Between Reported Sleep Quality and Sleep Hygiene in Italian and American Adolescents.

Murray and Thimgan (2016) Circadian Rhythms. Chapter 3. Human Fatigue Risk Management

Ohlmann KK & O’Sullivan MI (2009). The costs of short sleep. Am Ass Occ Health Nurs Jour 57(9):381-85.

Owens JA, and Adolescent Sleep Working Group & Committee on Adolescence, and Council on School Health. (2014). School start times for adolescents. Pediatrics. 134(3):642-649.

Roehrs T, Roth T (2008). Caffeine: Sleep and daytime sleepiness. Sleep Medicine Reviews. 12:153–162.

Shatkin JP, Feinfield K, Strober M (2002). The Misinterpretation of a Non-REM Sleep Parasomnia as Suicidal Behavior in an Adolescent; Sleep and Breathing, volume 6 (4): 175-179.

Shatkin JP, Pando M (2015). Diagnosis and Treatment of Common Sleep Disorders in Adolescents. Adolescent Psychiatry. 5(3):146-163.

Smith K. (2013). Off to night school. Nature. Vol. 497:S4-5.

Stepanski EJ, Wyatt JK (2003). Use of sleep hygiene in the treatment of insomnia. Sleep Medicine Reviews. 7(3):215-225.

Stetka BS (August 19, 2015). How Healthy is Coffee? The Latest Evidence. Medscape.

Talbot M (2009). Nightmare Scenario: A Reporter at Large. The New Yorker. Nov 16, 2009. Vol. 85, (37); 43.

Thakkar VG (April 27, 2013). Diagnosing the Wrong Deficit. New York Times.

Tononi and Cirelli (2013). Perchance to Prune. Sci Am. 309(2):34-9.

Winkelman, J, M.D., Ph.D. (2015) Insomnia Disorder

Yetish et al (2015). Natural Sleep and Its Seasonal Variations in Three Pre-industrial Societies Curr Biol Vol 25, (21) p2862–2868

Zolovska B & Shatkin J (2013). Key differences in pediatric versus adult sleep. Encyclopedia of Sleep. Elsevier, Inc.