Class record · PSYC · MCAS

PSYC 3333

Attachment and Developmental Trauma: Understanding Early Relationships and Their Lifelong Impact · 1 instructor on record · 1 section

What the course score is made of

87BC evaluations1 record · weight ×1.0 · Spring 2026

—Student reviewsno reviews — does not contribute

—RateMyProfessorsno ratings — does not contribute

That is the class itself, averaged across everyone who taught it. Who taught it, and how each of them scored, is the board below — that is what a student picking a section is actually choosing between.

What the challenge rank is made of

16thMore challenging than 16% of BC classesranked against every one we hold

84BC — “Intellectually Challenging”1 record · raw score out of 100

Boston College's own “intellectually challenging” question for this class only — students answer it positively about courses that stretched them, so it measures intellectual challenge and NOT grading, workload or quality. Almost every BC class scores high on it, which is why it is shown as a rank rather than a score.

What the workload rank is made of

25thMore work than 25% of BC classesranked against every one we hold

40BC — “Workload”1 record · raw score out of 100

Boston College reports workload for this class only as one of five bands, not as a number of hours, and it does not publish what the bands mean — so this site will not translate it into hours. Higher means more work, which is not the same as worse.

This course examines how early attachment experiences and developmental trauma shape emotional, cognitive, and relational functioning across the lifespan. Drawing primarily from Attached (Levine & Heller, 2010), Trauma and Recovery (Herman, 1992), and The Body Keeps the Score (Van Der Kolk, 2014), the course explores the interplay between secure and disrupted relationships, the neurobiology of trauma, and pathways toward healing. Students will gain a nuanced understanding of how attachment serves as a protective and organizing force in development, how trauma disrupts regulation and trust, and how recovery unfolds through safety, connection, and integration. Emphasis will be placed on linking theory to application, case examples, and emerging therapeutic approaches. Class sessions will blend lecture, discussion, and applied activities including reflection, case analysis, and multimedia materials. The course is designed for upper-level students who have prior exposure to basic developmental or clinical psychology.

The only instructor on record

1 section · nobody else has taught itFull record

Instructor	Overall	Workload	Challenge
Lily WalshAdjunct Professor · Psychology and Neuroscience Provisional	911 record	25th	16th

There is no ranking to read here: Lily Walsh is the only instructor with evaluation records for PSYC 3333, so the number is a record, not a position. It rests on 1 record, which is thin — read it as provisional.

Other PSYC classes

All of them

Class	Instructors	Course score
PSYC 1120Introduction to Behavioral Statistics and Research I	646 records	68
PSYC 1110Brain, Mind, & Behavior	628 records	76
PSYC 1111Self, Mind, & Society	628 records	83
PSYC 2234Introduction to Psychopathology	414 records	91
PSYC 2260Child Developmental Psychology	613 records	77
PSYC 2285Behavioral Neuroscience	313 records	86

The line

All 13 items · means across 1 record

The Professor4 items

Clearly Explains MaterialThe instructor was effective at creating an understanding of difficult subject matter.

9672nd pctl

Available Outside of ClassThe instructor was available for help outside of class.

8510th pctl

Brings Out Your Best WorkThe instructor motivated me to do my best work.

9564th pctl

Sparked My InterestThe course stimulated my interest in the subject matter.

9448th pctl

The Course3 items

Well-Organized CourseThe course was well organized.

9252nd pctl

Clear Learning GoalsThe learning objectives for the course were clear.

9144th pctl

Useful Beyond the CourseWhat I learned is applicable beyond this course.

9243rd pctl

Assignments & Feedback3 items

Assignments Help You LearnAssignments and exams contributed to my learning.

9148th pctl

Gives Feedback PromptlyI received feedback on my work in a timely manner.

9146th pctl

Meaningful FeedbackThe feedback I received on my work was meaningful.

9466th pctl

Workload, difficulty & attendanceNot ratings

WorkloadHow much work the course took outside class, on Boston College's five-band scale — the band boundaries are not published, so this is not a number of hours.

4025th pctl

Intellectually ChallengingThe course was intellectually challenging.

8416th pctl

Attendance MattersAttending class was necessary to do well in this course.

9250th pctl

Bar length is the rank against every comparable record we hold, not the raw score: BC's questions all have a median around 4.5, so a raw-scale bar would be nearly full on every row and would tell you nothing. Every bar is one ink colour — nothing here is graded green or red. The hatched bars are not ratings at all: a higher number on either describes a different course, not a better one.

Game log

1 section · newest first

Instructor	Term	Sec	Instr	Course	Work
Lily Walsh	Spring 2026	01	91	87	40

How to read this boardInstructors are ranked on their record in this class only, never on their average across everything they teach. Scores are out of 100 — Boston College's 1–5 agreement scale, ×20, the way these numbers were printed for years. Workload is BC's own five-band figure, not a number of hours, and is shown as a rank. A dash means the question was not reported, and is never a zero.