Download Psychology v. 2016

Psychology
This course offers a thorough introduction to the various topics covered in the field of psychology.
After a brief introduction to the general topic of psychology, we will then study learning principles
and applications. Next we will concentrate on memory and thought as well as altered states of
consciousness. We will then look at how sensation and perception impact how we interpret our
surroundings. We will then turn our attention to the development of personality, and psychological
testing. Finally we will focus on psychological disorders and the mental health system.
Course Information:
Frequency & Duration: 5 days per week; one semester
Text: Kasschau, Richard A (2016) Understanding Psychology Columbus, OH: McGraw-Hill
Please Note:
The standards referenced in this document are the National Standards for High School
Psychology Curricula as the content of this course is above the PA Academic Standards.
The standards can be accessed at
http://www.apa.org/education/k12/national -standards.aspx.
Social Studies: Psychology
2016 - 2017
Content: Introduction and Learning
Duration: Week 1 thru Week 3(3 weeks)
Essential What are the goals of psychology and how is psychology a science?
How has the field of psychology developed over time?
Question: What are the three major learning principles and how are they applied?








Skill:














Assessment: 





Define psychology as a discipline and identify its goals as a science
Describe the emergence of psychology as a scientific discipline
Describe perspectives employed to understand behavior and mental processes
Explain how psychology evolved as a scientific discipline
Identify the important role psychology plays in benefitting society and improving people’s
lives
Describe the scientific method and its role in psychology
Discuss how and why psychologists use non-human animals in research
Identify ethical standards psychologists must address regarding research with human
participants
Identify ethical standards psychologists must address regarding research with non-human
animals
Describe the principles of classical conditioning
Describe clinical and experimental examples of classical conditioning
Apply classical conditioning to everyday life
Describe the principles of operant conditioning
Describe clinical and experimental examples of operant conditioning
Apply operant conditioning to everyday life
Describe the principles of observational and cognitive learning
Apply observational and cognitive learning to everyday life
Given an example, students will define psychology as a discipline and identify its goals as a
science
Given an example, students will describe the emergence of psychology as a scientific
discipline
Given an example, students will describe perspectives employed to understand behavior
and mental processes
Given an example, students will explain how psychology evolved as a scientific discipline
Given an example, students will identify the important role psychology plays in benefitting
society and improving people’s lives
Given an example, students will describe the scientific method and its role in psychology
Given an example, students will discuss how and why psychologists use non-human
animals in research
Given an example, students will identify ethical standards psychologists must address
regarding research with human participants
Given an example, students will identify ethical standards psychologists must address
regarding research with non-human animals
Given an example, students will describe the principles of classical conditioning
Given an example, students will describe clinical and experimental examples of classical
conditioning
1
Social Studies: Psychology






2016 - 2017
Given an example, students will apply classical conditioning to everyday life
Given an example, students will describe the principles of operant conditioning
Given an example, students will Describe clinical and experimental examples of operant
conditioning
Given an example, students will apply operant conditioning to everyday life
Given an example, students will describe the principles of observational and cognitive
learning
Given an example, students will apply observational and cognitive learning to everyday life
Textbook pages 1-24; 233-264
Classical conditioning examples
Resources: Operant conditioning examples
Super nanny episode
PIPS 1.1 Define psychology as a discipline and identify its goals as a science
PIPS 1.2 Describe the emergence of psychology as a scientific discipline
PIPS 1.3 Describe perspectives employed to understand behavior and mental processes
PIPS 1.4 Explain how psychology evolved as a scientific discipline
PIPS 2.3 Identify the important role psychology plays in benefitting society and improving
people’s lives
RMMS 1.1 Describe the scientific method and its role in psychology
RMMS 1.4 Discuss how and why psychologists use non-human animals in research RMMS 2.1
Identify ethical standards psychologists must address regarding research with human
participants
Standards: RMMS 2.2Identify ethical standards psychologists must address regarding research with nonhuman animals
L 1.1 Describe the principles of classical conditioning
L 1.2 Describe clinical and experimental examples of classical conditioning
L 1.3 Apply classical conditioning to everyday life
L 2.2 Describe the principles of operant conditioning
L 2.3Describe clinical and experimental examples of operant conditioning
L 2.4 Apply operant conditioning to everyday life
L 3.1 Describe the principles of observational and cognitive learning
L 3.2 Apply observational and cognitive learning to everyday life
Aversive Control—The process of influencing behavior by the means of unpleasant stimuli;
Classical Conditioning—a learning procedure in which associations are made between a
neutral stimulus and an unconditioned stimulus; Cognitive Learning—a form of learning
that involves mental processes and may result from observation or imitation; Conditioned
Response—a response elicited by a conditioned stimulus; it is similar to the unconditioned
response but not identical in magnitude or amount; Conditioned Stimulus—a once neutral
Vocabulary: event that elicits a given response after a period of training in which it has been paired with an
unconditioned stimulus; Hypothesis—an assumption or prediction about behavior or an
educated guess about the relationship between two variable that is tested through scientific
research; Modeling—the process of learning behavior through observation and imitation of
others; copying behavior; Negative Reinforcement—increasing the strength of a given
response by removing or preventing a painful stimulus when the response occurs; Neutral
2
Social Studies: Psychology
2016 - 2017
Stimulus—a stimulus that does not initially elicit any part of an unconditioned response;
Operant Conditioning—a form of learning in which a certain action is reinforced or
punished, resulting in corresponding increases or decreases in the likelihood that similar actions
will occur again; Psychology—the scientific, systematic study of behaviors and mental
processes; Reinforcement—a stimulus or event that follows a response and increases the
likelihood that the response will be repeated; Scientific Method—a general approach to
gathering information and answering questions so that errors and biases are minimized; Social
Learning—form of learning in which the organism observes, explores, and imitates the
behavior of others; Theory—a set of assumptions used to explain why something is the way it
is and happens the way it does; Unconditioned Response—an organisms automatic (or
natural) reaction to a stimulus; Unconditioned Stimulus—an event that elicits a certain
predictable response without previous training
Comments: PIPS = Perspectives in Psychological Science; RMMS = Research
Methods, Measurement, and Statistics; L = Learning
3
Social Studies: Psychology
2016 - 2017
Content: Memory, Thought, Thinking and Problem
Solving
Duration: Week 4 thru Week 6 (2 weeks)
What are the three kinds of memory?
Essential What are the three processes of memory?
Question: In what ways can memory be improved?
What steps can be used to solve problems?







Skill: 













Assessment: 








Identify factors that influence encoding
Characterize the difference between shallow (surface) and deep (elaborate) processing
Discuss strategies for improving the encoding of memory
Describe the differences between working memory and long-term memory
Identify and explain biological processes related to how memory is stored
Discuss types of memory and memory disorders
Discuss strategies for improving the storage of memories
Analyze the importance of retrieval cues in memory
Explain the role that interference plays in retrieval
Discuss the factors influencing how memories are retrieved
Explain how memories can be malleable
Discuss strategies for improving the retrieval of memories
Define processes involved in problem solving and decision making
Describe obstacles to problem solving
Describe obstacles to decision making
Given an example, students will identify factors that influence encoding
Given an example, students will characterize the difference between shallow (surface) and
deep (elaborate) processing
Given an example, students will discuss strategies for improving the encoding of memory
Given an example, students will describe the differences between working memory and
long-term memory
Given an example, students will identify and explain biological processes related to how
memory is stored
Given an example, students will discuss types of memory and memory disorders
Given an example, students will discuss strategies for improving the storage of memories
Given an example, students will analyze the importance of retrieval cues in memory
Given an example, students will explain the role that interference plays in retrieval
Given an example, students will discuss the factors influencing how memories are retrieved
Given an example, students will explain how memories can be malleable
Given an example, students will discuss strategies for improving the retrieval of memories
Given an example, students will define processes involved in problem solving and decision
making
Given an example, students will describe obstacles to problem solving
Given an example, students will describe obstacles to decision making
4
Social Studies: Psychology
2016 - 2017
Textbook pages 265-300
Resources: Eyewitness video
M 1.1 Identify factors that influence encoding
M 1.2 Characterize the difference between shallow (surface) and deep (elaborate) processing
M 1.3 Discuss strategies for improving the encoding of memory
M 2.1 Describe the differences between working memory and long-term memory
M 2.2 Identify and explain biological processes related to how memory is stored
M 2.3 Discuss types of memory and memory disorders
M 2.4 Discuss strategies for improving the storage of memories
Standards: M 3.1 Analyze the importance of retrieval cues in memory
M 3.2 Explain the role that interference plays in retrieval
M 3.3 Discuss the factors influencing how memories are retrieved
M 3.4 Explain how memories can be malleable
M 3.5 Discuss strategies for improving the retrieval of memories
T 1.2 Define processes involved in problem solving and decision making
T 2.1 Describe obstacles to problem solving
T 2.2 Describe obstacles to decision making
Chunking—combining separate items of information into a larger unit, or chunk, and then
remembering chunks of information rather than an individual item; Confabulation—the act
of filling in memory with statements that make sense but that may be untrue; Creativity—the
ability to use information, invent new solutions to problems, or create original and ingenious
materials; Decay—fading away of memory over time; Declarative Memory—stored
knowledge of facts or events such as scenes, stories, words, faces or daily events that can be
called forth consciously as needed; Encoding—placing or storing information such as images,
events, or sounds in memory by making mental representations so the nervous system can
process it; Episodic Memory—chronological retention of the events of one’s life;
Flexibility—the ability to overcome rigidity; Insight—the apparent sudden realization or
understanding of the solution to a problem; Interference—the process that occurs when new
information appears in short-term memory and replaces what was already there; Memory—
Vocabulary: the input, storage and retrieval of what has been learned or experienced; Mnemonic
Devices—techniques of memorizing information by forming vivid associations or images,
which facilitate recall and decrease forgetting; Procedural Memory—permanent storage of
learned skills that does not require conscious recollection; Recall—the type of memory
retrieval in which a person reconstructs previously learned material without the aid of or with
very few external cues; Recognition—the type of memory retrieval in which a person is
required to identify an object, idea or situation as one he or she has or has not experienced
before; Retrieval—the process of obtaining information that has been stored in memory;
Semantic Memory—a type of declarative memory consistent of factual knowledge of
languages, including its rules, words, and meanings; Sensory Memory—very brief memory
storage immediately following initial stimulation of a receptor; Short-term Memory—
memory that is limited in capacity to about seven items for a short period of time; Storage—
the process of placing encoded information into relatively permanent mental storage for later
5
Social Studies: Psychology
2016 - 2017
recall; Thinking—mental activity that involves changing and reorganizing of the information
stored in memory in order to create new information
Comments: M = Memory; T = Thinking
6
Social Studies: Psychology
2016 - 2017
Content: Altered States of Consciousness
Duration: Week 8 thru Week 10 (2 weeks)
What is consciousness?
Essential What are the stages of sleep, and what are several sleep problems?
Question: What are meditation, biofeedback, and hypnosis?
In what ways to various kinds of drugs affect consciousness?





Skill:











Assessment: 



Identify states of consciousness
Describe the circadian rhythm and its relation to sleep
Describe the sleep cycle
Compare theories about the functions of sleep
Describe types of sleep disorders
Compare theories about the functions of dreams
Characterize the major categories of psychoactive drugs and their effects
Evaluate the biological and psychological effects of psychoactive drugs
Describe meditation and relaxation and their effects
Describe hypnosis and controversies surrounding its nature and use
Given an example, students will identify states of consciousness
Given an example, students will describe the circadian rhythm and its relation to sleep
Given an example, students will describe the sleep cycle
Given an example, students will compare theories about the functions of sleep
Given an example, students will describe types of sleep disorders
Given an example, students will compare theories about the functions of dreams
Given an example, students will characterize the major categories of psychoactive drugs
and their effects
Given an example, students will evaluate the biological and psychological effects of
psychoactive drugs
Given an example, students will describe meditation and relaxation and their effects
Given an example, students will describe hypnosis and controversies surrounding its nature
and use
Textbook pages 177-200
Resources: Sleep disorder videos
Hypnosis video
C 1.1
C 2.1
C 2.2
C 2.3
Standards: C 2.4
C 2.5
C 3.1
C 3.3
C 4.1
Identify states of consciousness
Describe the circadian rhythm and its relation to sleep
Describe the sleep cycle
Compare theories about the functions of sleep
Describe types of sleep disorders
Compare theories about the functions of dreams
Characterize the major categories of psychoactive drugs and their effects
Evaluate the biological and psychological effects of psychoactive drugs
Describe meditation and relaxation and their effects
7
Social Studies: Psychology
2016 - 2017
C 4.2 Describe hypnosis and controversies surrounding its nature and use
Biofeedback—the process of learning to control bodily states by monitoring the states to be
controlled; Circadian Rhythm—a regular sequence of biological processes such as
temperature and sleep that occurs every 24 hours; Consciousness—an individual’s state of
awareness, including a person’s feelings, sensations, ideas and perceptions; Hallucinogens—
drugs that often produce hallucinations; Hypnosis—a state of consciousness resulting from a
narrowed focus of attention and characterized by heightened suggestibility; Insomnia—a
sleep disorder characterized by recurring problem sin falling asleep or staying asleep;
Meditation—a systematic narrowing of on an image, thought, bodily process, or external
Vocabulary: object with the goal of clearing one’s mind and producing relaxation; Narcolepsy—a
condition characterized by suddenly falling asleep or feeling very sleepy during the day;
Nightmares—unpleasant dreams that contain frightening and anxiety-producing images;
Night Terrors—sleep disruptions that occur during Stage IV of sleep, involving screaming,
panic, or confusion that is seldom remembered; Psychoactive Drugs—chemicals that affect
the nervous system and result in altered consciousness or awareness, influence sensations and
perceptions, and modify moods and cognitive processes; Sleep Apnea—a sleep disorder in
which a person stops breathing for intervals of 10 seconds or longer, wakes up briefly, resumes
breathing, and returns to sleep
Comments: C =Consciousness
8
Social Studies: Psychology
2016 - 2017
Content: Sensation and Perception
Duration: Week 11 thru Week 13 (2 weeks)
In what ways do sensation and perception contribute to an understanding of our environment?
Essential How does the eye enable vision?
Question: How does the ear perceive sound?
What are the chemical, skin, and body senses?
What are the laws of sensory perception?





Skill: 











Assessment: 






Discuss processes of sensation and perception and how they interact
Explain the concepts of threshold and adaptation
List the forms of physical energy for which humans and non-human animals do and do not
have sensory receptors
Describe the visual sensory system
Describe the auditory sensory system
Describe other sensory systems, such as olfaction, gustation, and somesthesis
Explain the Gestalt principles of perception
Describe binocular and monocular depth cues
Describe the importance of perceptual constancies
Describe perceptual illusions
Describe the nature of attention
Explain how experiences and expectations influence perception
Given an example, students will discuss processes of sensation and perception and how
they interact
Given an example, students will explain the concepts of threshold and adaptation
Given an example, students will list the forms of physical energy for which humans and
non-human animals do and do not have sensory receptors
Given an example, students will describe the visual sensory system
Given an example, students will describe the auditory sensory system
Given an example, students will describe other sensory systems, such as olfaction,
gustation, and somesthesis
Given an example, students will explain the Gestalt principles of perception
Given an example, students will describe binocular and monocular depth cues
Given an example, students will describe the importance of perceptual constancies
Given an example, students will describe perceptual illusions
Given an example, students will describe the nature of attention
Given an example, students will explain how experiences and expectations influence
perception
Textbook pages 202-232
Gestalt examples
Blind spot worksheet
Resources:
Subliminal messages examples
Stroop effect experiment
Illusion examples
9
Social Studies: Psychology
2016 - 2017
SP 1.1 Discuss processes of sensation and perception and how they interact
SP 1.2 Explain the concepts of threshold and adaptation
SP 2.1 List the forms of physical energy for which humans and non-human animals do and do
not have sensory receptors
SP 2.2 Describe the visual sensory system
SP 2.3 Describe the auditory sensory system
Standards: SP 2.4 Describe other sensory systems, such as olfaction, gustation, and somesthesis
SP 3.1 Explain the Gestalt principles of perception
SP 3.2 Describe binocular and monocular depth cues
SP 3.3 Describe the importance of perceptual constancies
SP 3.4 Describe perceptual illusions
SP 3.5 Describe the nature of attention
SP 3.6 Explain how experiences and expectations influence perception
Absolute Threshold—the weakest amount of a stimulus that a person can detect half the
time; Auditory Nerve—the nerve that carries impulses from the inner ear to the brain,
resulting in the perception of sound; Binocular Fusion—the process of combining the
images received from the two eyes into a single, fixed image; Constancy—the tendency to
perceive certain objects in the same way regardless of changing angle, distance or lighting;
Difference Threshold—the smallest change in a physical stimulus that can be detected half
the time; Extrasensory Perception—a group of psychic experiences that involves perceiving
or sending information (images) outside normal sensory processes or channels; Gestalt—the
experience that comes from organizing bits and pieces of information into meaningful wholes;
Illusions—perceptions that misrepresent physical stimuli; Kinesthesis—the sense that
provides information about the position and movement of individual body parts; Motion
Parallax—the apparent movement of stationary objects relative to one another that occurs
when the observer changes position; Olfactory Nerve—the nerve that transmits information
Vocabulary: about odors from the nose to the brain; Optic Nerve—the nerve that carries impulses from
the retina to the brain; Perception—the organization and interpretation of sensory
information into meaningful experiences; Psychophysics—the study of the relationship
between sensory experiences and the physical stimuli that cause them; Retinal Disparity—a
binocular cue for perceiving depth based on the differences between the images stimulating
each eye; Sensation—the stimulation of sensory receptors and the transmission of sensory
information to the brain; Signal-detection Theory—the study of people’s tendencies to
make correct judgments, misses and false alarms in detecting the presence of stimuli;
Subliminal Messages—brief auditory or visual messages that are presented below the
absolute threshold so that their chance of perception is less than 50%; Vestibular System—
three semicircular canals located in the inner ear that provide the sense of balance; Weber’s
Law—a psychophysics law stating that for any change in a stimulus to be detected, a constant
proportion of that stimulus must be added or subtracted
Comments: SP = Sensation and Perception
10
Social Studies: Psychology
2016 - 2017
Content: Personality and Psychological Testing
Duration: Week 14 thru Week 16 (2 weeks)
What impact has the psychoanalytic theory of personality had, and how has the theory been
modified since Freud’s time?
What are the main features and limitations of the trait theory of personality?
Essential What do learning theorists believe are the influences on and motivations for behavior?
Question: How does the humanistic approach view the role of the self and free choice in shaping
behavior?
What are the purposes and characteristics of psychological tests?
How are achievement tests, aptitude tests, and interest inventories used?
What are the two kinds of personality tests, and what are their uses?








Skill: 














Assessment:







Evaluate the psychodynamic theories
Evaluate the trait theories
Evaluate the humanistic theories
Evaluate social-cognitive theories
Differentiate personality assessment techniques
Discuss the reliability and validity of personality assessment techniques
Discuss biological and situational influences
Discuss stability and change
Discuss self-concept
Discuss intelligence as a general factor
Discuss alternative conceptualizations of intelligence
Describe the extremes of intelligence
Discuss the history of intelligence testing, including historical use and misuse in the context
of fairness
Identify current methods of assessing human abilities
Identify measures of , and data on, reliability and validity for intelligence test scores
Discuss the issues related to the consequences of intelligence testing
Discuss the influences of biological, cultural, and environmental factors on intelligence
Given an example, students will evaluate the psychodynamic theories
Given an example, students will evaluate the trait theories
Given an example, students will evaluate the humanistic theories
Given an example, students will evaluate social-cognitive theories
Given an example, students will differentiate personality assessment techniques
Given an example, students will discuss the reliability and validity of personality assessment
techniques
Given an example, students will discuss biological and situational influences
Given an example, students will discuss stability and change
Given an example, students will discuss self-concept
Given an example, students will discuss intelligence as a general factor
Given an example, students will discuss alternative conceptualizations of intelligence
Given an example, students will describe the extremes of intelligence
Given an example, students will discuss the history of intelligence testing, including
11
Social Studies: Psychology




2016 - 2017
historical use and misuse in the context of fairness
Given an example, students will identify current methods of assessing human abilities
Given an example, students will identify measures of , and data on, reliability and validity
for intelligence test scores
Given an example, students will discuss the issues related to the consequences of
intelligence testing
Given an example, students will discuss the influences of biological, cultural, and
environmental factors on intelligence
Textbook pages 345-416
Resources: Personality tests
Intelligence tests
Defense mechanisms examples
P 1.1 Evaluate the psychodynamic theories
P 1.2 Evaluate the trait theories
P 1.3 Evaluate the humanistic theories
P 1.4 Evaluate social-cognitive theories
P 2.1 Differentiate personality assessment techniques
P 2.2 Discuss the reliability and validity of personality assessment techniques
P 3.1Discuss biological and situational influences
P 3.2 Discuss stability and change
Standards: P 3.4 Discuss self-concept
I 1.1 Discuss intelligence as a general factor
I 1.2 Discuss alternative conceptualizations of intelligence
I 1.3 Describe the extremes of intelligence
I 2.1 Discuss the history of intelligence testing, including historical use and misuse in the
context of fairness
I 2.2 Identify current methods of assessing human abilities
I 2.3 Identify measures of , and data on, reliability and validity for intelligence test scores
I 3.1 Discuss the issues related to the consequences of intelligence testing
I 3.2 Discuss the influences of biological, cultural, and environmental factors on intelligence
Achievement Test—an instrument used to measure the amount of knowledge a person has
learned in a given subject or area; Aptitude Test—an instrument used to predict or estimate
the probability that a person will be successful in learning a specific new skill or skills in the
future; Behaviorism—the belief that the proper subject matter of psychology is objectively
observable behavior and nothing else; Cardinal Trait—a characteristic or feature that is so
Vocabulary: pervasive the person is almost identified with it; Conditions of Worth—the conditions a
person must met in order to regard himself or herself positively; Contingencies of
Reinforcement—the occurrence of rewards or punishments following particular behaviors;
Cultural Bias—an aspect of an intelligence test in which the wording used in questions and
the experiences on which they are based may be more familiar to people of one social group
than to another; Defense Mechanisms—certain specific means by which the ego
unconsciously protects itself against unpleasant impulses or circumstances; Ego—the part of
12
Social Studies: Psychology
2016 - 2017
the personality that is in touch with reality and strives to meet the demands of the id and the
superego in socially acceptable ways; Emotional Intelligence—the ability to perceive,
imagine, and understand emotions and to use that information in decision making;
Extravert—an outgoing, active person who directs his or her energies and interests toward
other people and things; Fully Functioning—an individual whose person and self-coincide;
Heritability—a measure of the degree to which a characteristic is related to inherited genetic
factors; Humanistic Psychology—a school of psychology that emphasizes personal growth
and the achievement of maximum potential by each unique individual; Inferiority
Complex—a pattern of avoiding feelings of inadequacy rather than trying to overcome their
source; Intelligence Quotient—(IQ) standardized measure of intelligence based on a scale in
which 100 is average; Interest Inventory—measures a person’s preferences and attitudes in a
wide variety of activities to identify areas of likely success; Norms—standard of comparison
for test results developed by giving the test to large, well-defined groups of people; Objective
Test—a limited-or forced-choice test in which a person must select one of several answers;
Personality—the consistent, enduring, and unique characteristics of a person; Personality
Test—assesses an individual’s characteristics and identifies problems; Projective Test—an
unstructured test in which a person is asked to respond freely, giving his or her own
interpretation of various ambiguous stimulation; Positive Regard—viewing oneself in a
favorable light due to supportive feedback received from interaction with others;
Reliability—the ability of a test to give the same results under similar conditions; SelfActualization—the humanist term for realizing one’s unique potential; Standardization—
the administering and scoring of tests in the same way every time; establishing the average
score made by a large group of people; Superego—the part of the personality that is the
source of conscience and counteracts the socially undesirable impulses of the id;
Unconditional Positive Regard—the perception that individuals’ significant others value
them for what they are, which leads the individuals to grant themselves the same favorable
opinion or view; Unconscious—the part of the mind that contains material of which we are
unaware but that strongly influences conscious processes and behaviors; Validity—the ability
of a test to measure what it is intended to measure
Comments: P =Personality; I = Intelligence
13
Social Studies: Psychology
2016 - 2017
Content: Psychological Disorders
Duration: Week 17 thru Week 18 (2 weeks)
Essential
What happens when psychological processes break down?
Question:





Skill:




Assessment:









Define psychologically abnormal behavior
Describe historical and cross-cultural views of abnormality
Describe the major models of abnormality
Discuss how stigma relates to abnormal behavior
Discuss the impact of psychological disorders on the individual, family and society
Describe the classification of psychological disorders
Discuss the challenges associated with diagnosis
Describe symptoms and causes of major categories of psychological disorders (including
schizophrenic, mood, anxiety, and personality disorders)
Evaluate how different factors influence an individual’s experience of psychological
disorders
Given an example, students will define psychologically abnormal behavior
Given an example, students will describe historical and cross-cultural views of abnormality
Given an example, students will describe the major models of abnormality
Given an example, students will discuss how stigma relates to abnormal behavior
Given an example, students will discuss the impact of psychological disorders on the
individual, family and society
Given an example, students will describe the classification of psychological disorders
Given an example, students will discuss the challenges associated with diagnosis
Given an example, students will describe symptoms and causes of major categories of
psychological disorders (including schizophrenic, mood, anxiety, and personality disorders)
Given an example, students will evaluate how different factors influence an individual’s
experience of psychological disorders
Textbook pages 449-488
Resources: Psychological Disorders videos
Personality Disorder Diagnosis Project
14
Social Studies: Psychology
2016 - 2017
PD 1.1 Define psychologically abnormal behavior
PD 1.2 Describe historical and cross-cultural views of abnormality
PD 1.3 Describe the major models of abnormality
PD 1.4 Discuss how stigma relates to abnormal behavior
PD 1.5 Discuss the impact of psychological disorders on the individual, family and society
Standards: PD 2.1 Describe the classification of psychological disorders
PD 2.2 Discuss the challenges associated with diagnosis
PD 2.3 Describe symptoms and causes of major categories of psychological disorders
(including schizophrenic, mood, anxiety, and personality disorders)
PD 2.4 Evaluate how different factors influence an individual’s experience of psychological
disorders
Antisocial Personality—a personality disorder characterized by irresponsibility, shallow
emotions, and lack of conscience; Anxiety—a vague, generalized apprehension or feeling that
one is in danger; Bipolar Disorder—disorder in which an individual alternates between
feelings of mania (euphoria) and depression; Conversion Disorder—changing emotional
difficulties in to a loss of a specific voluntary body function; Delusions—false beliefs that a
person maintains in the face of contrary evidence; Dissociative Amnesia—the inability to
recall important personal events or information; is usually associated with stressful events;
Dissociative Disorder—a disorder in which a person experiences alterations in memory,
identity or consciousness; Dissociate Fugue—a dissociative disorder in which a person
suddenly and unexpectedly travels away from home or work and is unable to recall the past;
Dissociative Identity Disorder—a person exhibits two or more personality states, each with
its own patters of thinking and behaving; DSM-V—a current version of the American
Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders; Hallucinations—
Vocabulary: perceptions that have no direct external cause; Major Depressive Disorder—severe form of
lowered mood in which a person experiences feelings of worthlessness and diminished pleasure
or interest in many activities; Panic Disorder—an extreme anxiety that manifests itself in the
form of panic attacks; Personality Disorders—maladaptive or inflexible ways of dealing with
others and one’s environment; Phobia—an intense and irrational fear of a particular object or
situation; Post-traumatic Stress Disorder—disorder in which victims of traumatic events
experience the original event in the form of dreams or flashbacks; Psychological
Dependence—use of a drug to such an extent that a person feels nervous and anxious
without it; Schizophrenia—a group of disorders characterized by confused and disconnected
thoughts, emotions and perceptions; Somatoform Disorder—a condition in which there is
no apparent physical cause; Tolerance—physical adaptation to a drug so that a person needs
an increased amount in order to produce the original effect; Withdrawal—the symptoms that
occur after a person discontinues the use of a drug to which he or she has become addicted
Comments : PD = Psychological Disorders
15