Download Table of Contents - International College of Health Sciences

NURSING DEPARTMENT
Date
Course Title
October 4, 2016
Credits
3 credits
Developmental
Course Number PSY 4070
Psychology
Pre-requisite (s) None
Co-requisite (s) None
Hours
45 theory hours/45 clock Total outside
90 hours
hours
hours
Note: A minimum of 2 hours of outside work is assigned per clock hour.
Place and Time of Class Meeting
International College of Health Sciences
2300 South Congress Ave., Suite 105
Boynton Beach, FL 33426
Hybrid
Name and Contact Information of Instructor
Instructor:
E-mail:
Office Hours:
Campus Telephone:
Delivery Method:
Elizabeth Sallee, M.A.
[email protected]
By appointment request through email.
(561) 202-6333
Online
Book required
(The institution recognizes the use of the textbook in the classroom as part of the educational
methodology and strategy applied in diverse materials. The textbook is part of the curriculum and is used
to reach the student in an effective manner in the classroom. Every student is expected to use the
textbook.)
Psychology / Edition 4
Saundra Ciccarelli, J. Noland White
ISBN-10: 0205972241 • ISBN-13: 9780205972241
©2012 | Pearson Prentice Hall
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Classroom Expectations For Students
Attendance Policy
Students are expected to participate in all required instructional activities in their courses.
Online courses are no different in this regard; however, participation must be defined in a
different manner.
Students must log into their online course prior to the third day of the course as dictated by the
drop policy of the college. Failure to log in by end of day three will result in the student being
dropped from the course. Attendance in online courses is defined as active participation in the
course. Active participation is defined as completion of all expectations outlined in the online
courses as contained in lesson plan, syllabi, and other course related documents within the
course. These expectations may include but are not limited to participation in discussion forums,
submission of completed assignments, and completion of quizzes and exams.
NOTE: Plagiarism is defined as the use, without proper
acknowledgment, of the ideas, phrases, sentences, or larger units of
discourse from another writer or speaker. Plagiarism includes the
unauthorized copying of software and the violation of copyright laws.
Students who commit plagiarism will obtain a grade of “Failure” on their
exam or assignment.
Course Description (must correspond exactly to Catalog description)
The focus of this course will be on individual development from early childhood to late
adolescence. At a general level we will examine the genetic and biological contributions to
individual development, the social contextual contributions, and the interaction between these
two general sets of variables. Specific topics will include: behavioral genetics, temperament,
parent child relations, sibling relations, peer relations, the self, intelligence, emotional
development, and problems of social development (antisocial behavior, depression).
Learning Objectives
Upon successful completion of this course, the student will be able to:
 Examine the field of psychology in terms of history, key perspectives and issues, current
trends, and scientific and research methods
 Explain the anatomical structures and physiological functions related to psychology
 Examine sensation, perception, heredity, and genetics
 Analyze consciousness, sleep, sleep disorders, and hypnosis as they relate to psychology
 Analyze the underlying principles and basis of the psychology behind learning, memory,
and experience
 Explain cognitive abilities and intelligence from a psychological perspective
 Examine the different phases and stages in human development
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Examine the different motivation theories and the psychological basis of emotions
Explain sexuality and gender in relation to psychology
Examine psychoanalytic approaches and humanistic theories to explain behaviors and
traits in personalities
Evaluate health psychology and approaches to health management
Investigate the different mental disorders as they relate to psychology
Analyze psychotherapy, the different methods, and their effectiveness
Investigate the importance of thoughts, trends in social behavior, and impact of social
influences
Topical Outline and Schedule
DATE
WEEK 1
Describe the course.
SPECIFIC
OBJECTIVES Discuss the library and library resources.
At the end of this course , the student will be able to:
 Examine the field of psychology in terms of history, key perspectives
and issues, current trends, and scientific and research methods
 Explain the anatomical structures and physiological functions related
to psychology
 Examine sensation, perception, heredity, and genetics
 Analyze consciousness, sleep, sleep disorders, and hypnosis as they
relate to psychology
 Analyze the underlying principles and basis of the psychology behind
learning, memory, and experience
 Explain cognitive abilities and intelligence from a psychological
perspective
 Examine the different phases and stages in human development
 Examine the different motivation theories and the psychological basis
of emotions
 Explain sexuality and gender in relation to psychology
 Examine psychoanalytic approaches and humanistic theories to
explain behaviors and traits in personalities
 Evaluate health psychology and approaches to health management
 Investigate the different mental disorders as they relate to psychology
 Analyze psychotherapy, the different methods, and their effectiveness
 Investigate the importance of thoughts, trends in social behavior, and
impact of social influences
 Define and list the functions of the different parts of the nervous
system and their role in behavior
 List the functions of the eyes, ears, and skin and their role in behavior
 Discuss sensation and perception and their role in everyday life
 Describe the nature, principles, process, and neural basis of behavioral
learning
 Define classical conditioning
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TOPIC (S)
LEARNING
ACTIVITIES
OUTSIDE
WORK &
ASSIGNED
READINGS
Define operant conditioning
Describe the nature, principles, process, and neural basis of classical
conditioning
 Describe the nature, principles, process, and neural basis of operant
conditioning
 Define memory and the different types of memory
 Discuss the role of the different memory systems
 Discuss forgetting and some of the views related to it
 Identify the methods of construction of schemas and their use
Syllabus
Discuss Library Orientation Course, Instructor to verify completion
 The Field of Psychology
 Biological Basis of Behavior, Sensation, and Perception
READ:
 Chapter 1: The Science of Psychology
 Chapter 2: The Biological Perspective
 Chapter 3: Sensation and Perception
VIEW
PowerPoint presentations
ASSIGNMENT
 Perception and Sensation
ASSESSMENTS
 Discussions
 Assignment
HOMEWORK:
 Read chapters 4-6
DATE
Week 2
At the end of this lesson, you will be able to:
SPECIFIC
 Describe the nature, principles, process, and neural basis of behavioral
OBJECTIVES
learning
 Define classical conditioning
 Define operant conditioning
 Describe the nature, principles, process, and neural basis of classical
conditioning
 Describe the nature, principles, process, and neural basis of operant
conditioning
 Define memory and the different types of memory
 Discuss the role of the different memory systems
 Discuss forgetting and some of the views related to it
 Identify the methods of construction of schemas and their use
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TOPIC (S)
LEARNING
ACTIVITIES
Describe the nature, principles, process, and neural basis of behavioral
learning
Define classical conditioning
Define operant conditioning
Describe the nature, principles, process, and neural basis of classical
conditioning
Describe the nature, principles, process, and neural basis of operant
conditioning
Define memory and the different types of memory
Discuss the role of the different memory systems
Discuss forgetting and some of the views related to it
Identify the methods of construction of schemas and their use
 Consciousness
 Learning with Change, Experience and Memory
READ
 Chapter 4: Consciousness: Sleep, Dreams, Hypnosis, and Drugs
 Chapter 5: Learning
 Chapter 6: Memory
VIEW
PowerPoint presentations
OUTSIDE
WORK &
ASSIGNED
READINGS
DISCUSSION
 Behaviorism
ASSIGNMENT:
Quiz 1 covering weeks 1 and 2
ASSESSMENTS
 Discussion
 Quiz
WEEK 3
SPECIFIC
At the end of this lesson, you will be able to:
OBJECTIVES
 Define the processes of thinking and reasoning
 Identify strategies and rules for decision making
 Identify the different methods of problem solving
 Examine language as a communication tool
 Describe human intelligence and the different methods of defining and
measuring intelligence
TOPIC (S)
LEARNING
ACTIVITIES

Cognition and Intelligence
READ
 Chapter 7: Cognition
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VIEW
PowerPoint presentation
OUTSIDE
WORK &
ASSIGNED
READINGS
DISCUSSION:
 Thinking, Reasoning, and Problem Solving
ASSESSMENTS:
 Discussion
 Essay/Paper
HOMEWORK:
 Read Chapter 8
DATE
WEEK 4
At the end of this lesson, you will be able to:
SPECIFIC
 Describe the changes, characteristics, and challenges related to each
OBJECTIVES
developmental phase
 Discuss the various theories related to each developmental phase
TOPIC (S)
 Human Development: Birth to Death
LEARNING
ACTIVITIES
OUTSIDE
WORK &
ASSIGNED
READINGS
READ:
 Chapter 8: Development Across the Life Span
VIEW
Online Lesson Presentation
DISCUSSION:
 Challenges in Development
ASSIGNMENTS
 Theories of Development
 Quiz 2 coverings weeks 3 and 4
HOMEWORK:
 Read Chapters 9 & 10
DATE
WEEK 5
At
the
end
of
this
lesson,
you
will
be
able to:
SPECIFIC
 Describe emotions: The biological basis and their expression
OBJECTIVES
 Describe the theories and perspectives on motivation
 Discuss the causes and effects of personal happiness and individual
differences in perspectives on emotions
 Identify the different types of motivation and their nature
 Analyze human sexual behavior
 Describe the psychological side of human sexuality
 Discuss sexual dysfunctions and sexually transmitted diseases
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TOPIC (S)
LEARNING
ACTIVITIES
 Motivation and Emotion
 Sexuality and Gender
READ
 Chapter 9: Motivation and Emotion
 Chapter 10: Sexuality and Gender
VIEW
PowerPoint Presentations
OUTSIDE
WORK &
ASSIGNED
READINGS
DISCUSSION
 Definition of Motivation
ASSIGNMENTS
 Research
ASSESSMENTS:
 Discussion
 Research
HOMEWORK:
 Read Chapters 11 & 12
DATE
WEEK 6
At the end of this lesson, you will be able to:
SPECIFIC
 Identify the causes and effects of stress, and methods of stress control
OBJECTIVES
Analyze methods to promote wellness
 Discuss social behavior and factors that influence interactions with
others
 Discuss social influences, conformity, compliance, and obedience
 Describe aggression and prosocial behavior
TOPIC (S)
LEARNING
ACTIVITIES
 Health, Stress, and Its Management
 Social Thought and Behavior
READ:
 Chapter 11: Stress and Health
 Chapter 12: Social Psychology
VIEW
Online Lesson Presentation
OUTSIDE
WORK &
ASSIGNED
READINGS
DISCUSSIONS:
 Stress Factors
ASSIGNMENT:
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
My Lai Massacre paper
ASSESSMENTS
 Discussion
 Paper
 Exam 3 covering weeks 4-6
HOMEWORK:
Read Chapter 13
DATE
WEEK 7
At the end of this lesson, you will be able to:
SPECIFIC
OBJECTIVES
 Discuss the various humanistic approaches to personality
 Discuss psychoanalytic approaches to personality and behavior
 Identify the different personality traits and research methods
TOPIC (S)
LEARNING
ACTIVITIES
Theories of Personality
READ:
Chapter 13: Theories of Personality
VIEW
PowerPoint Presentations
OUTSIDE
WORK &
ASSIGNED
READINGS
ASSIGNMENT:
 Myers-Briggs personality trait test
ASSESSMENTS:
Assignment
HOMEWORK:
Read Chapter 14
DATE
WEEK 8
At the end of this lesson, you will be able to:
SPECIFIC
 Describe group therapies and the processes involved
OBJECTIVES
 Identify the different assessment and diagnostic methods related to
mental disorders
 Define psychotherapy as a psychological approach to treating mental
disorders
 Discuss the different psychotherapeutic methods for mental disorders
TOPIC (S)
 Psychological Disorders
LEARNING
ACTIVITIES
READ:
 Chapter 14: Psychological Disorders
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NURSING DEPARTMENT
VIEW
PowerPoint Presentation
OUTSIDE
WORK &
ASSIGNED
READINGS
DISCUSSION
 Discussion: Mental Illness
ASSIGNMENT:
 Mental disorder paper
ASSESSMENTS:
 Discussion
 Assignment
HOMEWORK:
Read Chapter 15
Begin preparing for final exam.
DATE
Week 9
At the end of this lesson, you will be able to answer the following questions:
SPECIFIC
 What are the two modern ways in which psychological disorders can
OBJECTIVES
be treated, and how have they been treated in the past?
 What were the basic elements of Freud’s psychoanalysis, and how does
psychoanalysis differ today?
 What are the basic elements of the humanistic therapies known as
person-centered therapy and Gestalt therapy?
 How do behavior therapists use classical and operant conditioning to
treat disordered behavior?
 How successful are behavior therapies?
 What are the goals and basic elements of cognitive therapies such as
cognitive-behavioral therapy and rational-emotive behavior therapy?
 What are the various types of group therapies and the advantages and
disadvantages of group therapy?
 How effective is psychotherapy and how is the effectives of
psychotherapy influenced by cultural, ethnic and gender differences?
 What are the various types of drugs used to treat psychological
disorders?
 How are electroconvulsive therapy and psychosurgery used to treat
psychological disorders today?
 How might computers be used in psychotherapy?
TOPIC(S)
Theories for Psychological Therapies
LEARNING
ACTIVITIES
READ:
 Chapter 15: Psychological Therapies
VIEW
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NURSING DEPARTMENT
OUTSIDE
WORK &
ASSIGNED
READINGS
PowerPoint Presentation
Discussion
Various therapies and their effectiveness
ASSESSMENTS:
Discussion
DATE
TOPIC (S)
WEEK 10
Final Exam
Instructional Methods
The following strategies may be used in this class:
1. Reading assignments for each week
2. Posted discussions threads with responses to peers
3. Case studies that exemplify developmental psychology
4. Quizzes and exams
5. Videos, power points, and specific Internet links to information about the topic/s.
PLAGIARISM
Academic Honesty: When learners fail to complete their own work, they are cheating
themselves out of their education and are committing plagiarism. Plagiarism, or failing to
meet the academic honesty policy, will result in disciplinary actions by the institution.
Plagiarism is dishonest behavior that will not be tolerated. A student will not receive credit
if found to have plagiarized his/her work and may result in suspension or dismissal from
the school. Plagiarism is when you copy someone else's work and do not give the person
credit in your paper. It is stealing; it is dishonest; and it is grounds for serious action on
the part of the institution. Paraphrasing another's work must also be cited. See the APA
formatting instructions in the classroom lessons.
Follow the link for examples of Plagiarism:
http://examples.yourdictionary.com/examples/examples-of-plagiarism.html
APA Format: All of your writing must be done following APA format. For more information
regarding this format, go to OWL at Purdue, or follow this link:
Click on the APA formatting link. https://owl.english.purdue.edu/owl/resource/560/01/
APA formatting information is posted in the course room, which includes: template for paper,
brief comprehensive guide of examples and rules for formatting, power points from OWL at
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Purdue and from the instructor. Students are to use this specific information when preparing all
work posted in the course room.
Late work & Educational Responsibility: All assignments must be completed by the last day
of the schedule unless an alternate due date has been previously approved by your instructor or
documentation has been provided regarding extreme circumstances. It is the learner's
responsibility to communicate with the instructor about extreme circumstances or ask questions
concerning the assignments and their due dates.
Threaded discussions: Students are to respond to the instructor’s weekly discussion post by
Wednesday at 11:59 PM (EST). The responses must be substantial (at least 125 words in length
using correct grammar, punctuation, and sentence structure).
These discussion posts are intended to stimulate discussion and re-enforce course content. The
student must also respond to at least one other student's post by Friday at 11:59 PM (EST).
Please refer to the assignment calendar for assignment due dates.
References and Resources
ICHS Virtual Library
Login to the ICHS Virtual Library at http://www.lirn.net, access code 40149 to online books,
journals, and other reference resources selected to support IHP curricula.
Medline Plus
Log in to http://www.nlm.nih.gov/medlineplus/
Health information from the National Library of Medicine National Institutes of Health. Easy
access to Medline and Health topics, medical dictionaries, directories, drug information, videos
and more.
Palm Beach County Library Online Resources
You need a free Palm Beach County Library card to access or register for a free “Temporary
Research Access Code” at http://edb.pbclibrary.org/TRAC/
If you need help using any of the library websites, click on the “Ask a Librarian” icon and chat
with a librarian.
Consumer Health
Log in to http://www.pbclibrary.org/health.htm
CINAHL® with Full Text
Log in to http://www.pbclibrary.org/databases/ for full text articles for more than 610 nursing
and allied health journals (and indexing for an additional 3000 journals) as well as health care
books, nursing dissertations, selected conference proceedings, and more.
Learning Express
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(Practice Tests) Through this site, log in to http://www.pbclibrary.org/databases/ It contains
online learning with skill building modules, test preparation materials and practice exams;
including test preparation E-books. Take practice tests for Health Careers, Radiography,
Registered Medical Assistant and NCLEX-RN for Nursing. Learn techniques for job searching ,
resumes, interviewing and workplace skills.
Health and Wellness Resource Center
Log in to the following site for resources http://www.pbclibrary.org/databases/
Dwyer, J. T., Fulgoni, V. L. 3rd, Clemens, R. A., Schmidt, D. B., & Freedman, M. R. (2012). Is
“processed” a four-letter word? The role of processed foods in achieving dietary guidelines
and nutrient recommendations. Advanced Nutrition, 3(4), 536–548.
Maixent, J. M.(2012). Food supplements: The European regulation and its application in France:
Thoughts on safety of food supplements. Opinion Paper. Cellular Molecular Biology, 58,
1720–1729.
Chung, K. H., Choi, Y. H., Yang, J. H., Park, C. W., Kim, W. J., Ah, C. S., & Sung, G. Y.
(2012). Magnetically-actuated blood filter unit attachable to pre-made biochips. Lab Chip.
Ma, Q., Chen, C., Wei, S., Chen, C., Wu, L. F., & Song, T. (2012). Construction and operation
of a microrobot based on magnetotactic bacteria in a microfluidic chip. Biomicrofluidics.
Additional Resources
CONSCIOUSNESS
Additional Media
 Addicted to Video Games
 Alcohol Withdrawal
 Drugs
 Eliminating Meth
 Genetic Predisposition to Alcoholism
 Hypnosis
 IT-Video: Nightsleep
 Smoking Damage
LEARNING WITH CHANGE, EXPERIENCE AND MEMORY
Additional Media
 Archival Footage of Little Albert
 Bandura's Bobo Doll Experiment
 Bandura's Study on Observation Learning
 Classic footage of Pavlov
 Classical Conditioning of Little Albert
 Cognitive Learning
 Dolphins at Sea World
 Higher-Order Conditioning
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IT-Video study
IT-Video: Behavior
Media Violence
Operant Conditioning; Shaping
Pigeon in a Skinner box
Process of Extinction and Spontaneous Recovery
Process of Stimulus Generalization and Stimulus Discrimination in Classical
Conditioning
Schedules of Reinforcement
Skinner Biography
Stimulus Generalization and Stimulus Discrimination in Operant Conditioning
Taste Aversion
The Shaping Process
Three Stages of Classical Conditioning
Creating False Memories
Depth Processing
Digit Span
Encoding, Storage, and Retrieval in Memory
How Good is Your Memory for Stories?
IT Video: Cramming
IT Video: Mnemonic
IT Video: Penny Test
Judy: Dementia
Key Processes in Stages of Memory
Memory Boost from Chemical Responses
Memory Experiment
Memory Hazards
Memory: Elizabeth Loftus
Recall
Selective Attention
Serial Position Effect
The Effects of Sleep and Stress on Memory: Jessica Payne
The Serial Position Curve
What Happens with Alzheimer's
COGNITION AND INTELLIGENCE
Additional Media
 Are Intelligence Tests Valid?
 Assessment of Memory with the Stanford-Binet Intelligence Scale
 Bilingual Education
 Bilingual Family
 Birds and Language
 Correlations Between IQ Scores of Persons of Varying Relationships
 Creativity
 Cultural Influences: Robert Sternberg
 Factors affecting intelligence
 Gardner's Multiple Intelligences
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Gardner's Theory of Intelligence
Gender and Spatial Ability: Nora Newcombe
Gender Differences: Robert Sternberg
Intuition and Discovery in Problem Solving
IT Video: Water Lilly
Lexical Bias in Slips of the Tongue
Literacy
Mental Rotation
Multitasking Myth
Piano Lessons and Development
Power of Words
Robert Guthrie: Cultural Biases
Robert Sternberg on Intelligence
SAT Alternatives: Robert Sternberg
Schemas
Sign Language
Stimulating Language Development
The Mind's Organization of Conceptual Knowledge
The Normal Curve
The Role of Gesture in Thinking: Susan Goldwin-Meadow
The Two-String Problem
HUMAN DEVELOPMENT
Additional Media
 A 92-Year-Old Volunteer
 Adolescent Behavior: Health and Lifestyle Choices
 Adolescent Egocentrism
 Adolescent Sexuality
 Aging and Changes in Physical Appearance
 Alvin: Dementia
 Alvin: Living with Dementia
 Art
 Attachment Classifications in the Strange Situation
 Attachment in Infants
 Brain Development and Nutrition
 Breastfeeding
 Chi Hae: Raising an Eleven-Month-Old, Part 1
 Classic Footage of Harlow's Monkeys: Contact Comfort
 Cognitive Development in Middle Adulthood
 Cognitive Enrichment
 Conservation of Liquids
 Conservation Tasks
 Cross-Sectional and Longitudinal Research Designs
 Dendritic Spreading: Forming Interconnections in the Brain
 Dominant and Recessive Traits
 Effects of Prenatal Smoking on Children's Development
 Egocentrism Task
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Erik Erikson
Erikson's First Four Stages of Psychosocial Development
Erikson's Last Four Stages of Psychosocial Development
Fetal Development
Infant's Perceptual and Cognitive Milestones
IT Video: Stereotypes
Jess: Expecting First Child, Part 1
Life Stages and Approximate Ages in Human Development: Prenatal
Love Marriage: Scherazade and Roderick, late 30's
Major Changes in Important Domains of Adult Functioning
Mathematical Knowledge and Problem Solving: Martha Alibali
Menopause
Moral Development: Conventional
Moral Development: Postconventional
Moral Development: Preconventional
Pam: Divorced Mother of Nine-Year-Old, Part 1
Pam: Divorced Mother of Nine-Year-Old, Part 2
Parent-Child Attachments: Ross Thompson
Peer Pressure
Period of the Zygote
Physical Development After 40
Physical Fitness: Joan and Bill, early 70's
Physical Knowledge in Infancy
Piaget: Sensorimotor Stage
Piaget's Stages of Cognitive Development
Separation Anxiety
Stranger Anxiety
Temperament
Temperament: Difficult
Temperament: Easy
Teratogens and Their Effects
The Embryonic Period: A Critical Period of Human Development
The Preoperational & Concrete Operational Stage
Theories of Social and Personality Development
Zone of Proximal Development: Cognitive
Zone of Proximal Development: Physical
MOTIVATION AND EMOTION
Additional Media
 Carl Rogers: Drive Theory
 Cognition, Emotion, and Motivation Across Cultures: Shinobu Kitayama
 College Students and Eating Disorders
 Emotion and Motivation
 Emotion Processes and Aging: Susan Charles
 Evolutionary Drive, Arousal, Cognitive, and Humanistic Theories of Motivation
 How Food Impacts the Brain
 Humor and Brains
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IT Video: Basic Emotion
IT-Video: Over Estimate
Maslow's Hierarchy of Needs
Physiological, Evolutionary, and Cognitive Theories of Emotion
Positive Emotions: Michael Cohn
Recognizing Facial Expressions of Emotions
Skinner Speaks
Survey on Happiness
The Effects of the Hypothalamus on Eating Behavior
Theories of Motivation and Job Performance
Transfer of Emotions
You are What you Eat
SEXUALITY AND GENDER
Additional Media
 AIDS in Black America
 American Sex Lives 2004
 Boys in Crisis
 Different Gender Stereotypes
 Female Reproductive Organs
 Florence Denmark: Gender vs. Sex
 Gay in the Military
 Girls Will Be Girls and Boys Will Be Boys
 Intimate Danger
 IT Video: AIDS
 Michael Bailey: Sexual Orientation and Gender
 Sexual Arousal in Women
 Sources of HIV Infection in Adults
 Straightening Out Homosexuals
 Testicular Cancer
 The Fairer Sex
 The Sexual Response Cycle
 Women Can Do It!
PERSONALITY AND BEHAVIORAL PATTERNS
Additional Media
 Behavioral versus Social Learning Theories of Personality
 Carl Jung: Unconscious
 Defense Mechanisms
 Freud's Five Psychosexual Stages of Personality Development
 Gordon Allport Discusses Personality Traits
 IT Video: Career
 IT Video: Locus
 Mischel's Theory of Personality
 Personality Assessment
 Psychodynamic, Behavioral, Trait and Type, Humanistic, and Cognitive Approaches to
Personality
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The Five Factor Model
The Id, Ego, and Superego
Twins Separated at Birth, Reunited
HEALTH, STRESS, AND ITS MANAGEMENT
Additional Media
 AIDS Timeline
 Coping Strategies and Their Effects
 Coping with Stress
 Emotion Regulation: James Coan
 Emotional Longevity
 Gender Differences in Stress Vulnerability
 Grieving a Loss part 1: Bob, 81 Years Old
 Grieving a Loss part 2: Bob, 81 Years Old
 Health Information
 How Healthy are You?
 How Stressed Are You?
 IT Video: Foot Forward
 IT-Video: Relaxation
 Marathon Heart
 Optimism and Resilience
 Post Traumatic Stress Disorder
 Religion and Longevity
 Rude Atmosphere in the Workplace
 Selye's General Adaptation Syndrome
 Stress and Health
 Stress and Wellness
 The Effect of Cognitive Appraisal on Responses to Stressors
 Wellness Study
MENTAL DISORDERS - CAUSES, NATURE, AND TREATMENT
Additional Media
 Anxiety and Worry: Sue Mineka
 Anxiety Disorders
 Anxiety Treatment: Edna Foa
 Bipolar Disorder
 Current Diagnostic Models
 Dissociative Identity Disorder
 Dissociative Identity Disorder: The Three Faces of Eve
 Drapetomania: Robert Guthrie
 DSM in Context: Speaking Out: Natasha: Anorexia Nervosa
 DSM in Context: Speaking Out: Natasha: Living with Anorexia Nervosa
 Eating Disorders
 Ed Living with Impulse Control
 Ed: Impulse control
 Feliziano Bipolar Disorder
 Feliziano Living with Bipolar Disorder
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NURSING DEPARTMENT
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Genetic Schizophrenia
Helen: Major Depressive Disorder
Interaction of Cognition and Emotion: Jutta Joormann
IT Video: Public Speaking
Janna: Borderline Personality Disorder
Kim: Anorexia Nervosa
Margo: Obsessive Compulsive Disorder
Nathan: Bipolar Disorder
Overcoming Fears and Anxieties
Overview of Clinical Assessment Methods
Overview of Clinical Assessment Tools
Panic Disorder II
Phobias
Psychological Disorders
Psychology in the News: Cultural Influences on Abnormality and Psychology
Rodney: Schizophrenia
Schizophrenia
Stress & Health
Sue Mineka: Going Crazy?
The Axes of the DSM
The Obsessive Compulsive Test
Types and Symptoms of Schizophrenia
When Does a Fear Become a Phobia?: Sue Mineka
Asylum: A History of the Mental Institution in America
Biomedical Therapies
Carl Rogers: Role of a Therapist
Cognitive Behavioral Therapy
Drugs Commonly Used to Treat Psychiatric Disorders
Explore: Genetic Counseling
Family Therapist
Innefective Therapies
Key Components of Psychoanalytic, Humanistic, Behavior, and Cognitive Therapies
Psychotherapy Practitioners and Their Activities
Recent Trends in Treatment
SOCIAL THOUGHT AND BEHAVIOR
Additional Media
 Aging Stereotypes
 Attitudes and Attitude Change
 Black Doll White Doll
 Bystander Intervention
 Car Salesman Example: Robert Cialdini
 Classic Footage of Milgram's Obedience Study
 Cognitive Dissonance
 Cognitive Dissonance & Attitude Change
 Conformity and Influence in Groups
 Dating and Finding a Mate: Ralf, 33 Years Old
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NURSING DEPARTMENT
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Dating and Finding a Mate: Stephanie, 31 Years Old
Fundamental Attribution Error
Gun Control
Helping a Stranger
Holiday Greeting Example: Robert Cialdini
Internal & External Attributions
Introduction to Social Psychology
IT Video: Mate
IT-Video: Group Thinking
Kaiping Peng: Cultural Psychology
Mere Exposure
Milgram Obedience Study Today
Child Care
Passionate Love Scale
Perceptions of Attractiveness
Prejudice
Prosocial Behavior
Religion
Robert Cialdini: Becoming a Detective of Social Influence
Social Cognition
Social Facilitation
Social Influence: Robert Cialdini
Social Perception
The Need to Justify Our Actions
The Power of the Situation: Philip Zimbardo
The Stanford Prison Experiment
The Stanford Prison Experiment: Philip Zimbardo
Triangular Theory of Love: Robert Sternberg
Violence and Video Games: Douglas Gentile
We versus They: Robert Cialdini
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NURSING DEPARTMENT
Assessment Criteria and Methods of Evaluating Students
90 – 100%
=A
80 – 89%
=B
75 – 79%
=C
< 74%
=F
 Assignment are not graded on the curve system. Individual assignments are graded on
their own merits.
Generally, the grades “A” through “C-” are considered passing grades. Grades "W" and "I"
indicate that no grades were earned for the course. A "W" grade indicates that the student
withdrew from the course. An "I" grade indicates that the student was passing the course, but
failed to complete all the required course work. The instructor, in his/her discretion may grant an
"I" grade instead of an "F", pending completion of the course work by the student within a
specified time arranged by the instructor and told to the student. It is the student's responsibility
to follow-up with the instructor to complete the course work. If the course work is not
completed by the arranged time, the “I” grade becomes an “F".
Distribution of Grade Elements
Discussion
Case Studies/Papers
Quizzes
Final Exam
Total
20%
30%
20%
30%
100 %
Date Syllabus Was Last Reviewed: September 27, 2016
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