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Course Number:
Psychology 10
Course Title :
Looking at the Self through the Different
Psychological Perspectives
Course Description:
The functioning of the individual – his mind,
feelings, capabilities, behavior and growth; the
role of the environment, and culture – their role in
shaping the individual.
Credit:
3 units
RGEP Cluster :
Social Sciences and Philosophy
Division that offers the Course:
Division of Social Sciences
Campus where Course is Offered:
UPV Tacloban College
Specific Objectives:
The Student should be able to:
1. Define/explain the different concepts belonging to each perspective so as to have
substantial knowledge and understanding of each perspective.
2. Translate or apply these abstract concepts into real life situations so as to enhance
understanding of themselves as individual.
3. Compare and critically appraise the different perspectives to be able to see the strength
and weakness of each one.
4. Integrate the different perspectives so as to have a more holistic view pf the individual.
COURSE OUTLINE
A. Introduction
1. A Look at One's Self
The goal is for the student to be able to talk about herself
2. A Look at the Tool
2.1 Psychology: A subject for and about people
a. Psychology: what is it?
b. The nomothetic approach: a search for universal laws of
human behavior.
c. The idipgraphic approach: the individual is a law unto himself.
2.2 Perspectives in Psychology: Overview of the course
a. Historical Schools of Thought
b. Behaviorism
c. Cognitive Psychology
d. Psychoanalysis
e. Humanistic Psychology
f. Biopsychology
2.3 Research Strategy
a. Descriptive Research
a.1 Field Studies
a.2 Case Studies
a.3 Correlational Studies
b. Experimental Research
2.4 Filipino Psychology
a. Is there a Filipino Psychology?
b. Sikolohiyang Pilipino: Perspektibo at Direksiyon
Method of Teaching: Lecture, discussion, activities on knowing the self, scrapbook
do I understand myself?”
Evaluation: quiz
No. of meetings: 3
activity “How
B. What am I? Part 1 will focus on the biological foundations of behavior.
Underlying the human behavior is a biological framework that could shed
light on the amazing capabilites of man. It will orient the student about the
structure and inner workings of the brain and the nervous system and the
central role of the brain and nervous system in human behavior. However the
discussion will not be as detailed as that in Psychology 11. Psychology 10 will
be more issue-oriented. It will also give the student a bird's eye view of the
role of heredity in human behavior.
1. Happiness is all in the brain
Neurons, nerves and neurotransmitters
2. My Brain, my Self?
Parts of the Brain
Brain damage: Cause and effect
3. Am I a right brain or a left brain person?
The cortex and the cerebral hemispheres
4. The autonomic nervous system: Fight or Flight?
What is the role of the ANS in Stress?
5. The tug of war between Nature and Nurture
Is Homosexuality innate or a product of the environment? Nature, Nurture or Choice?
Method of Teaching: Use of the deductive model, present story on brain damage, debate.
Learning of concepts will be evaluated through a quiz.
Bring Home: What will the student take home in this chapter?
*Place in your scrapbook any thing that is significant to you. It could be a
picture, a
drawing, a paragraph you wrote about insights you got from
reflecting on the things you learned
from this chapter.
No. of meetings: 4 meetings
C. Beyond Freedom and Dignity. This portion will focus on how behavior of
people and animals is changed by the experiences they have in the world.
Students will be given a chance to think about questions like: Are we free?
Are we controlled by our environment? Does behaviorism make sense?
1.
2.
3.
4.
5.
6.
7.
John B. Watson & Behaviorism: Why is Little Albert afraid of white animals?
Basic Process in Classical Conditioning
B.F Skinner & Operant Conditioning: “Teaching” a rat to press a lever
Basic Process in Operant Conditioning
Albert Bandura & the Social Learning Theory: Do kids copy what they see on TV?
Edward Tolman: Running the Maze with a Map
Wolfgang Kohler's work with Sultan, the Intelligent Age
Method of Teaching: Lecture and a Quiz bee, were students will be divided into groups and compete.
No. of meetings: 4
D. The Developmental Perspective. The developmental school believes
that conditioning alone cannot adequately account for human learning.
Learning is a matter of the continual development of the mind through
different stages; more advanced form of learning are possible only when
the basis has been laid in the mind by earlier experiences and personal
1. Forces that shape development
a. Genetic Forces
b. Environmental
c. Interaction between Nature and Nurture
2. Examples of the developmental perspective
a. Physical and motor development
b. Cognitive development by Jean Piaget
c. Moral development
3. Adolescence
a. Sexuality: What questions do young people want to ask?
b. Social, emotional & cognitive changes in adolescence
Method of Teaching: Lecture, group dynamics, reporting, experimentation
Midterm Examination
E. An Unconscious “me?” This portion will enlighten the student regarding
the psychoanalytic perspective. Does Freud make sense at all?
1. Sigmund Freud & the Psychoanalytic method
a. Structure of Personality: Are there three of me?
(lecture – 1 meeting)
b. The Unconscious: Getting to know the unknown “me”
interpretations.
–
Free association is for everyone (1 meeting)
– Dreams: the royal path to the unconscious (1 meeting)
c. The Tyranny of Sex and Aggression
d. Defense Mechanisms: our defense against anxiety
e. Are you fixated? Find out (lecture)
Method of Teaching: Lecture, Reporting and sharing of experiences, students
will form dyads and learn to free associate. The teacher should supervise
After the free association, students will be encouraged to share their experience.
each dyad.
Bring Home: Before you sleep, tell your self that you will dream, and that you
will remember your dream upon waking up. Place a paper and pen on your
bedside table.
When you wake up, immediately write down what you
remember of your dream with as much
detail as possible. Then, ask
yourself what it means. Write down your interpretation of your dream.
Place this in your scrapbook.
No. of meetings: 4
F. The Conscious “me”. This will orient the student to the scientific study of
cognition which include the entire spectrum of conscious and unconscious
activities: sensation and perception, learning and memory, thinking and
reasoning, attention and consciousness, imagining and dreaming, decision
making and problem solving.
1. cognition as information-processing
a. perception
b. learning and memory
c. thinking and reasoning
d. Noam Chomsky: The Complexities of Language is Beyond Behaviorism
2. Intelligence
a. multiple intelligence
b. IQ vs. EQ
Method of Teaching: The student will be asked her experiences as a thinking being, one who processes
information received; reporting of topics.
No. of meetings: 4
G. Who am I? The topic will orient the student on the phenomenological
perspective. Since this perspective focuses on the subjective experience
of the individual, the students will be given a chance to look at themselves
and their world from their own perspective. The student will answer for
himself or herself who he or she is.
1. Carl Rogers Person-Centered Theory: How do I see myself?
2. Abraham Maslow: How can a person self-actualize?
Method of Teaching: Each student comes to class to contribute an idea/concept
on the Humanistic perspective and criticizes it; Roleplaying activity: How
does a counselor give unconditional positive regard ? Student will be asked
to write a reflection paper on one's self and goal.
No. of meetings: 4
H. Sino an Pilipino? This section will focus on the Filipino as a unique people
with a long history that is part of who they are as a people. Concepts in
Sikolohiyang Pilipino will be used to shed light on the importance of culture
and language in defining who we are as a people.
1. The Supernatural World of the Filipino – Hilot, Panigo, Ginsangkayan,
Sinapian
2. Filipino Psychology on Agriculture: Is our lack of development a technological problem
or is it social and behavioral?
Final Requirement: Final Examinations
Total No. of Meetings: 30
Criteria of Grade:
Discussion Participation – 25%
Activity Participation – 25%
Examinations Quizzes – 25%
Report/Organized Activity – 25%