Download NEW HAMPSHIRE COMMUNITY TECHNICAL COLLEGE 2020

NEW HAMPSHIRE COMMUNITY TECHNICAL COLLEGE
2020 Riverside Drive, Berlin, New Hampshire 03570
COURSE OUTLINE
_____PSY111_______________PSYCHOLOGY___
Course Number
Title
____Fall/Spring________________Berlin_________
Semester
Location
Prepared by
_____Glenn R. Gagne_____
Instructor
______September, 2006______
Date
COURSE OUTLINE
COURSE NUMBER AND TITLE: PSY111 Psychology
CATALOG DESCRIPTION: An introductory level course that surveys the main concerns, conclusions and
problems of the science of psychology.
PREREQUISITE(S): None
Class Hours: 3
Lab Hours:
0
Credit Hours:
3
INSTRUCTOR: Glenn R. Gagne
Phone: (603) 752-1113 x 2082
Office Hours: Posted - Office: Room 210A; E-mail: [email protected]
TEXTBOOK(S) REQUIRED:
Author: Jerome Kagan/Julius Segal
Title: Psychology: An Introduction
Edition: Ninth
Publisher: Thomson/Wadsworth ISBN 0-155-081144
REQUIRED SUPPLEMENTARY READING: None.
GENERAL OBJECTIVES OF COURSE:
A study of the field of General Psychology that will cause the student to identify the roles and applications of the
five primary paradigms of the field as they apply to individual behavior patterns.
LEARNING ACTIVITIES:
1) Interactive lecture
2) Video presentations
3) Article reviews/three page written analysis papers (two)
4) Five Exams
GRADING POLICY:
Five hourly exams. Two article review analyses, each carries the weight of one hourly exam. Each activity
(exams and papers) carries the same weight,(14.29%) for each one.
INSTRUCTOR'S POLICIES:
One make-up exam will be permitted. Attendance policy as outlined in the Student Handbook will be
followed.
The grade of AW may be used by the instructor for excessive student absences. See Student Handbook. In the
event that a student’s cell phone, beeper, pager, etc. goes off during class time the student will be removed
from class for the remaining portion of the period. If this occurs during the exam the exam will be collected,
student removed from class and the student will be allowed to complete the exam in the instructor’s office immediately at the conclusion of the class period. No exceptions. Only one make up exam us permitted and must
be made up during the instructors next regularly scheduled office hour following the exam. Failure to make up
the exam as noted will result in a ZERO for the exam.
ATTENDANCE: Attendance is in keeping with all College Policies. After three consecutive weeks of
absences, or six cumulative absences, (eg: day class meets twice per week) prior to the 60% mark of the
semester, a student will receive an AF for the course. For evening classes, that meet once per week, after
three consecutive weeks of absences or three cumulative absences, prior to the 60% mark of the semester, a
student will receive an AF for the course. After the 60% mark of the semester, a student will receive a WF or
AF as appropriate to their academic performance at the time contingent upon the above stated absence policy.
One make-up exam permitted. Article reviews due on date assigned, and are due at the start of class session, emailed reviews posted after the class time start will not be accepted. eg: class begins at 1:00 p.m. Thursday, email posted 6:00 p.m. that same day. Papers may be turned in earlier than due date. Late papers (article reviews)
will not be accepted. Should a student not attend class the number of times the class meets per week, they will
forfeit the opportunity for any make up exam. This policy will be adhered to for this course.
REQUIRED TOOLS OR EQUIPMENT:
Text (Jerome Kagan and Julius Segal) Psychology: An Introduction, Eighth Edition, Harcourt Press
SPECIFIC DIRECTIONS OR RECOMMENDATIONS:
Students are required to have the reading assignments completed by the first class meeting of the week, and
written article reviews at the beginning of class on dates as passed out during first class meeting.
SELF-DISCLOSURE STATEMENT: If you have a documented disability that may affect your performance in
this course, please advise the instructor immediately so appropriate accommodations may be put in place.
Accommodations may be arranged through the Disability Services Coordinator, Becky Hebert-Sweeny in room
#106. Accommodations and assistive technology are available to students at no additional cost, and should be
accessed at the beginning of each semester.
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Week 1
The Science and Practice of Psychology
Kagan/Segal, Ch. 1
Lecture/Discussion
The student will at the conclusion of the learning activities of this section be able
to successfully demonstrate through class discussion and an hour long three chapter unit exam the following information:
1. Define psychology as the systematic study of behavior and mental processes-including thought and emotion and the factors that influence them; recognize that the
goals of psychology are to understand and to predict behavior.
2. Distinguish between the activities of psychologists who are concerned mainly with
basic science, or knowledge for the sake of knowledge, and knowledge to improve the
quality of life.
3. Describe the variety of methods psychology uses to study behavior, including
naturalistic observation, participant observation, interviews and case histories,
questionnaires, tests and measurements, and experiments.
4. Understand the importance of statistics as a tool for analyzing and interpreting tests
and measurements and the results of observations and experimenters; describe the
normal curve of distribution and correlation.
5. Discuss the characteristics of psychological experiments, including independent
and dependent variables, experimental and control groups, and single-blind and
double-blind techniques.
6. Describe the history of psychological thought, including introspection, behavior
ism, Gestalt psychology, humanistic psychology, and the psychoanalytic school.
7. Debate the issues of nature-nurture, continuity-change, and individual-context.
8. Describe how the subject matter of psychology applies to almost every aspect of your
daily life, and recognize how often you practice introspection ("Why did I do that?”
"Why am I angry?"), cognitive psychology ("Which of these two cars in the better
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value?"), and psychoanalysis ("I wonder what unconscious motives make Harold
act so angrily?")
9. Argue that understanding human nature - all the ways we resemble each other and
differ from each other in our physical actions, dreams, aspirations, loves, hates,
worries, and joys - was not possible until modern science began to learn how the
brain, sense organs, and glands operate and the role played by heredity and biology.
10. Identify the different types of applied psychologists and their specialties in the
event that you or someone you know needs specialized help.
11. Discuss the ethical issues of conducting observations and experiments, as well as
of delivering psychological services.
Week 2
Brain, Body and Behavior
Kagan/Segal, Ch. 2
Lecture/Discussion
The student will at the conclusion of the learning activities of this section be able
to successfully demonstrate through class discussion and an hour long three chapter unit exam the following information:
1. Understand that there are more than 100 billion neurons in the human brain-and
especially in the cerebrum and cerebral cortex - that govern all our behavior.
2. Recognize the fact that the brain has at least 100 different types of neuronsspecialized to perform tasks like transmitting messages, serving as miniature sense
organs to detect changes in the body's chemical balance and temperature, and
directing the secretion of hormones that influence many bodily and psychological
activities.
3. Describe the structure of a typical neuron; the functions of the dendrites, axons,
and neurotransmitters; and know the all or none principle of how neurons produce
messages.
4. Understand how the brain and spinal cord, which make up the central nervous system, exchange messages with a peripheral nervous system that extends throughout
the body, and the different roles of the network's afferent, efferent, and connecting
neurons.
5. Describe the brain structures that perform the important function of sensing what is
going on in the world and taking action; these structures include the cerebral cortex
and its specialized areas (for receiving and interpreting messages from the sense organs
and for sending signals that control bodily movements) and the cerebellum (which
coordinates muscular movements).
6. Recognize that the cerebral cortex is also largely responsible for the important
function of enabling us to remember (and thus to learn), think, and plan for the
future.
7. Understand how the cerebrum and its cortex are divided into two hemispheres
that cooperate through an interconnecting cable called the corpus callosum, with
the left hemisphere largely responsible for language and logical thinking and the
right hemisphere for spatial relationships, considering things as a whole, and
intuition.
8. Describe how the brain performs other important functions by controlling bodily
processes, which it keeps in a state of homeostasis, and by regulating our emotions.
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9. Understand the part played in physical well-being by the brain's hypothalamus and
medulla, and the part played in emotion by the brain's limbic system, the
autonomic nervous system, and the various endocrine glands.
10. Understand that the human brain - especially its cerebrum and cerebral cortex,
which are proportionately much larger and more highly developed than in any
other species - accounts for our remarkable ability at information processing and
gives us each our special identity as a human being.
11. Describe how the hormones and other chemicals directed by the brain play an
important part in moods, emotions, and resistance to pain, and that our increasing
knowledge of brain chemistry may someday explain and perhaps point to cures
for such mental disturbances as schizophrenia and Alzheimer's disease.
12. Understand that although fear and anger can be upsetting and destructive, our
emotions help us cope with the world and meet its crises, and that without the
capacity for emotions such as joy and love our lives would be flat and barren.
Week 3
Sensing and Perceiving
Kagan/Segal, Ch. 3
Lecture/Discussion
Exam, Ch. 1-3
The student will at the conclusion of the learning activities of this
section be able to successfully demonstrate through class discussion
and an hour long three chapter unit exam the following information:
1. Describe the operation of the senses and how it depends on stimuli and
receptors capable of responding to different stimuli.
2. Understand the principles of absolute threshold, difference threshold, and
sensory adaptation.
3. Discuss the seven senses of vision, hearing, taste, smell, touch, bodily
movement, and equilibrium, and list the stimuli and receptors responsible for
each.
4. Describe the visual sensations of hue, brightness, and saturation and their
corresponding physical characteristics of wavelength, intensity, and complexity;
the structure of the eye and the process by which it translates light waves into the
sensation of vision; and the opponent-process theory of color vision.
5. Describe the auditory sensations of pitch, loudness, and timbre and the
corresponding characteristics of the sound wave - namely, frequency, amplitude,
and complexity; and the structure of the ear and the process by which it translates
sound waves into the sensation of hearing.
6. Understand that perception is the process through which we become aware of our
environment by selecting, organizing, and interpreting the evidence from our
senses almost instantaneously and without any conscious effort.
7. Discuss that the selection of stimuli is influenced by a built-in tendency of the
nervous system and its feature detectors to pay special attention to change,
movement, contrast, size, and intensity.
8. Describe how the way we organize stimuli is influenced by the perceptual rules of
figure and ground, contour, closure, continuity, similarity, and proximity.
9. Understand how our ability to perceive a stable and consistent world depends in
part on shape, size, and brightness constancies.
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10. Explain how perception of distance and depth is helped by clues provided by
movements of the eye muscles, binocular vision, interposition, linear perspective,
and relative size of objects.
11. Understand how we answer the question What does it mean? through the element
of perception called interpretation, which depends in large part on learning of
prototypes or schemas, perceptual expectations, contexts, and internal states.
12. Explain how we can respond only to those features of the environment to which
our sense organs are sensitive - for example, that we can detect light waves but
not the very similar waves of radio, X-rays, and household electricity, and
understand the limitations and advantages of the human senses.
13. Describe the process of the translation of light waves into visual sensations
beginning in the retina, and the relation of this processing to visual sensitivity,
acuity, and color vision.
14. Understand that the way we perceive the world is influenced by our perceptual
expectations, the context in which a stimulus occurs, and our interests, physical
condition, and even mood of the moment.
15. Cite examples illustrating that the process of perception does not always operate
perfectly and that we are subject to a number of perceptual illusions.
16. Understand that it is difficult to pay attention to more than one stimulus at a time,
and discuss the implications of this fact for distractions when driving or studying.
Week 4
Conditioning and Learning
Kagan/Segal, Ch. 4
Lecture/Discussion
The student will at the conclusion of the learning activities of this
section be able to successfully demonstrate through class discussion
and an hour long three chapter unit exam the following information:
1. Understand the process of classical conditioning and the meaning of
unconditioned stimulus, unconditioned response, conditioned stimulus, and
conditioned response.
2. Distinguish between classical conditioning and operant conditioning.
3. Define and illustrate the principles of reinforcement, extinction, spontaneous
recovery, stimulus generalization, and stimulus discrimination, and how they apply
to both classical and operant conditioning.
4. Understand positive and negative reinforcement, operant escape and avoidance, and
the pros and cons of using punishment as a form of negative reinforcement with
human beings.
5. Explain the cognitive view of learning, its emphasis on the acquisition of
knowledge, including expectancies and learning through observation, and its
argument that conditioning cannot explain all forms of learning.
6. Describe how classical conditioning in childhood may account for unreasonable
fears and preferences as well as some of the strange physical symptoms that may
bother us as adults.
7. Give examples of how operant conditioning is used in behavior modification.
8. Discuss the implications of studies on learned
helplessness; how we can acquire it through punishment
or failure, how it may cripple us, and how it can be
combated through therapy or self-therapy that demonstrates we are
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competent at more things that we realize.
9. Explain the implications of cognitive theory that we learn from other
people by observing what they seem to value, how they go about getting it,
and the consequences of their behavior. Explain how we decide whether
to imitate certain behaviors, adopt some but not all of them, or reject them
entirely.
Week 5
Remembering and Forgetting
Kagan/Segal, Ch. 5
Lecture/Discussion
The student will at the conclusion of the learning activities of this
section be able to successfully demonstrate through class discussion
and an hour long three chapter unit exam the following information:
1. Describe sensory, short-term, and long-term memory and the processes that
transfer information from one system to another.
2. Understand that learning and remembering cannot be measured directly but only
through performance, and that psychologists measure memory as best they can
through recall, recognition, and relearning.
3. Draw the curve of forgetting, and recognize that we remember at least some of
what we learn for a long time.
4. Discuss four theories of why we forget - fading of the memory trace, failure in
retrieval, proactive and retroactive interference, and motivated forgetting - and
why all of them may be correct at times.
5. Describe the associative network theory of memory.
6. Improve memory by spending time processing the information during learning that is, understanding the information and discovering meaning and organization
that make it hold together and become firmly associated with what you already
know.
7. Discuss why such processing is aided by learning by rule rather than by rote, by
clustering, and by allowing a period of time for consolidation, and why speed
reading is not ordinarily a good study method.
8. Understand how to use made-up stories, imagery, and mnemonic devices to help
remember materials that would otherwise resist attempts to find meaning and
organization.
Week 6
Language and Thought
Kagan/Segal, Ch. 6
Lecture/Discussion
Exam, Ch. 4-6
The student will at the conclusion of the learning activities of this
section be able to successfully demonstrate through class discussion
and an hour long three chapter unit exam the following information:
1. Recognize that the human ability to use language probably depends on the special
structure and dynamics of the human brain and is uniquely human behavior that
requires active communication and interaction with another speaker.
2. Discuss that the building blocks of the English language are its approximately 40
basic sounds called phonemes and that these are combines into more than
100,000 meaningful units called morphemes, which are words or can be
combined with one another to form words.
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3. Recognize that every language must have a vocabulary of meaningful sounds and
words (its semantics) and a set of rules for combining words into sentences (its
grammar), an important part of which are the rules of syntax that govern sentence
structure.
4. Understand the complex mental processes required of the use of language, the
special problems of the speaker and listener, and the active processing needed for
speech comprehension.
5. Discuss that children from different language environments seem to babble and
learn the rules of grammar in roughly similar ways, and describe the pros and
cons of the theories of language acquisition based on operant conditioning,
learning through observation, or Chomsky's "innate mechanism."
6. Describe how language and thinking are related and how human thinking both
affects and is affected by language. Recognize the special importance of
concepts in acquiring new information, storing it in memory and using it
effectively.
7. Discuss the types of thinking called inference and problem solving.
8. Describe how language serves as a tool of virtually infinite possibilities, limited
only by how well we learn to handle it. Recognize how language helps learning
build on learning - how acquiring a large effective or working language enables
us to acquire more easily new concepts and knowledge, which in turn enables us
to learn new words and concepts more easily.
9. Understand the steps in problem solving and the common traps people fall into
when trying to solve problems.
Week 7
Intelligence and Its Assessment
Kagan/Segal, Ch. 7
Lecture/Discussion
The student will at the conclusion of the learning activities of this
section be able to successfully demonstrate through class discussion
and an hour long three chapter unit exam the following information:
1. Think critically about the virtues and limitations of Wechsler's definition of
intelligence as "the capacity to understand the world and the resourcefulness to
cope with its challenges," including understanding that different societies and
various groups within our own society may have different standards of what
constitutes resourcefulness and intelligent behavior.
2. Understand the key differences between Thurston's theory of a "general factor"
in intelligence and the Guilford theory that intelligence represents 120 different
abilities.
3. Appreciate how intelligence testing began and the concept of intelligence
quotient, which refers to a subject's intelligence test score in relation to his or
her age.
4. Distinguish between individual and group tests and between aptitude and
achievement tests.
5. Understand why the IQ is very good at predicting success in school but realize
that its relationship to occupational success and happiness in controversial.
6.
Distinguish between intelligence and creativity, and understand the components
of the creative process.
7. Discuss the debate over the relative contributions of heredity and environments
to IQ.
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Week 8
Emotion and Motivation
Kagan/Segal, Ch. 8
Lecture/Discussion
The student will at the conclusion of the learning activities of this
section be able to successfully demonstrate through class discussion
and an hour long three chapter unit exam the following information:
1. Understand how the experience of an emotion involves a particular event (or the
memory of an event), change in the body and brain, and thoughts generated by
the event.
2. Describe the bodily changes that take place in emotion - in the glands, organs,
and muscles controlled by the autonomic nervous system, as well as in the facial
and other muscles ordinarily under conscious control.
3. Trace the development of theories of emotion from the James-Lange theory
(based on feedback from bodily changes) through the Cannon-Bard theory (based
on patterns of activity in the hypothalamus) to the cognitive theory (based
primarily on mental processes in the cortex).
4. Discuss the cognitive theory of emotion as a complex mental process entailing
the interpretation of information from the environment, patterns of brain activity
that trigger the autonomic nervous system, and feedback of sensations from the
bodily changes produced by the autonomic nervous system.
5. Understand how individual differences in the arousal and display of emotion
depend both on learning and on inborn differences in the autonomic nervous
system and possibly the glands.
6. Know that the drive is a pattern of brain activity resulting from a physiological
balance that threatens homeostasis.
7. Know the physiological conditions that result in the hunger drive, and how the
hunger drive can be affected by outside stimuli or incentive objects.
8. Know the physiological conditions that result in the thirst drive.
9. Describe the various stages of sleep - how they differ both physiologically and in
terms of the depth of sleep.
10. Recall the theories that explain the functions of sleep and dreams.
11. Discuss the role of biological, psychological, and social influences on human
sexual behavior.
12. Understand how the pain and temperature drives operate to protect the body.
13. Describe prominent characteristics of sexual behavior at various stages along the
life span - including infancy and childhood, adolescence, the adult years and old
age.
14. Understand that motives are desires to reach goals that have value for the
individual. Realize that some psychologists believe motives arise from the
biological demands of drives, while others believe that motives are cognitive
processes established largely by learning.
15. Discuss the motives for achievement, power, affiliation, dependency, certainty,
living up to inner standards, and hostility.
16. Understand that our motives exist in a hierarchy, from strong and easily aroused
to weak and seldom aroused - and that the strength of the motive at any given
time depends on the presence of motive targets, or the people to whom our
various motives are directed.
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17. Realize the implications of the cognitive theory of emotions - especially its
emphasis on the situations in which we find ourselves and our interpretation of
the situation.
18. Understand that while we can sometimes learn to hide some of the outward
signs of emotion, our emotions typically involved bodily changes over which we
exert little conscious control.
19. Realize that people differ in the intensity of their emotions, and that such
differences tend to appear at the very start of life.
20. Understand the implications of the findings on the relationship among the body's
fat cells, the intensity of the hunger drive, and obesity.
21. Realize how the sleep drive plays an important part in our lives, and why we pay
a price when the normal cycles of sleep and waking are disrupted.
22. Understand that humans display a wide range of sexual attitudes and behavior,
which are influenced by a mix of biological, psychological, and social factors.
23. Realize that the motive for sex plays an important role throughout the life span.
24. Understand that people with a strong achievement motive tend to surpass others
of equal ability in many situations, including college performance. Understand
the implications of studies indicating that the achievement motive is encouraged
by parents who urge independence and self-sufficiency early in life.
25. Describe the factors that determine whether and how hard we try to satisfy our
motives. Know that one important factor - expectation of success - can
independently increase or diminish the likelihood that we will satisfy a given
motive.
Week 9
Personality and Its Assessment
Kagan/Segal, Ch. 9
Lecture/Discussion
Exam, Ch. 7-9
The student will at the conclusion of the learning activities of this
section be able to successfully demonstrate through class discussion
and an hour long three chapter unit exam the following information:
1. Understand why the definition of personality includes the words characteristic,
distinctive, and pattern, and describe how personality traits are organized into a
hierarchy.
2. Recognize that all personality theories deal with four aspects of human behavior:
(a) core of personality common to all human beings; (b) the manner in which
development channels these core tendencies in different directions; (c) the
peripheral characteristics, or distinctive ways of thinking, feeling, and behaving
that each individual displays, and (d) the inner human qualities that help explain
peripheral traits.
3. Discuss the different views of personality held by psychoanalysts, social
learning theorists, humanistic psychologists, and behavioral psychologists.
4.
5.
Explain the meaning of such psychoanalytic terms as id, ego, superego and
Oedipus complex, and describe how Freud's original theories have been revised
by Jung, Adler, Horney, and Fromm.
Understand the humanistic theory of personality and its emphasis on unconditional positive regard and the phenomenological self.
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6. Describe the behavioral approach to personality - its early emphasis on classical
conditioning and operant conditioning and today's increased emphasis on social
learning, inner standards, self-reinforcement, and self-punishment.
7. Understand how trait and type theories attempt to describe rather than explain
behavior - as comprehensively and meaningfully as possible.
8. Describe the various types of tests - including objective, situational, and
projective - used in efforts to measure personality characteristics. Understand
their potential value and present weaknesses.
9. Understand how the Guilford theory applies to the college experience - that is,
the value of using these years to discover your own special abilities and
weaknesses and to prepare for an occupation tailored to your talents.
10. Recall that we must be wary of judging ourselves and others too quickly on the
basis on IQ score - particularly because intelligence tests are biased against
people from certain environments and because IQs often show considerable
spontaneous change.
11. List the characteristics often found in creative persons, and appreciate the
difficulty in devising tests to identify such persons.
12. Appreciate that knowledgeable scholars disagree as to whether the core of
personality is conflict (Freud), is a basic urge toward self-fulfillment and
harmony (the humanistic theorists), or is the tendency to learn and change with
experience (the behavioral approach). Evaluate skeptically any claims of a
simple new explanation for a complex phenomenon that has puzzled scientists
for many years.
13. Envision the enormous number of possible personality traits and understand the
ways they can be organized into hierarchies. Recognize how difficult it is to
describe one's own or someone else's personality - especially since personality
traits may be displayed in some situations and not others.
14. Recognize that our traits usually interact with the situations in which we find
ourselves - but that typically a kernel of consistency comes through across
various life situations.
15. Understand that personality tests have their limitations and that those who
purport to be able to "read" all of the important dimensions of personality from
a single test are claiming more than psychological research supports.
16. Cite and discuss the four requirements of a scientific test: that it be objective,
reliable, valid, and standardized, and recognize that many so-called tests
published in newspapers and magazines do not meet these requirements.
Week 10
Human Development: Conception through Childhood
The student will at the conclusion of the learning activities of this
Kagan/Segal, Ch. 10
Lecture/Discussion
section be able to successfully demonstrate through class discussion
and an hour long three chapter unit exam the following information:
1.
Understand that developmental psychology is the study of the ways growing
children gradually acquire their adult patterns of behavior, thinking, and
personality and how the developmental process continues from cradle to
grave.
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2.
Understand the potential influences during pregnancy of diet, alcohol, drugs,
and stress on the infant and child.
3.
Describe the role of maturation in physical, perceptual, and intellectual
development and be able to characterize the nature of Piaget's four stages of
mental development.
4.
Identify the events of the first 18 months that are of special importance to
personality development, including attachment, stranger anxiety, and
separation anxiety.
5.
Discuss the important events that occur during the period of first social
demands, from 18 months through 3 years.
6.
Understand the process of identification with parents in the preschool years
(ages 4 and 5)
7.
Characterize the influences exerted by the child's teachers and peers during the
ages of 6 to 10.
8.
Recognize that babies display many individual differences - that some are
active and others are quiet, some quick to be frightened or to show signs of
pain, and some more irritable than others. These differences in temperament
mean that babies must be treated differently.
9.
Assure parents of difficult and irritable babies that early traits may change
during childhood.
10. Understand that it is only natural for young babies to display stranger anxiety
(when they see an unfamiliar face) and separation anxiety (when they are left
alone by the caretaker).
11. Describe the importance of the period when children meet their first social
demands in the form of toilet training and in other forms of discipline
connected
connected with their increasing exploration of the environment. Parents need
to tread a middle course between restrictiveness and encouraging
independence.
12. Recognize the importance of providing good models during the preschool
period, when children identify with their parents and try to imitate their
behavior, both their virtues and faults.
13. Identify the characteristics of early childhood teachers and environments that
influence infants and young children, and describe the ideal care environment.
Week 11
Human Development: Adolescence, Adulthood and Death
The student will at the conclusion of the learning activities of this
section be able to successfully demonstrate through class discussion
and an hour long three chapter unit exam the following information:
Kagan/Segal, Ch. 11
Lecture/Discussion
1.
2.
3.
4.
Understand the impact of the physical development of adolescents on their
behavior.
Summarize Kolhberg's six stage theory of moral development and Erickson's
eight stages of lifelong development.
Know the range of influences at play in the choice of a vocation and a mate.
Realize the physical changes associated with the aging process and the nature
of memory and personality problems among some older people.
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5.
Know the difference between fluid and crystallized intelligence and how
confusion between the two often causes people to underestimate the
intellectual capacities of older persons.
6.
Describe the factors associated with successful aging and adaptation to the
closing years of life.
7.
Discuss the range of attitudes toward death found among aged individuals and
the factors that can influence these attitudes.
8.
Understand that some adolescents have special problems in their attempts at
independence and need support and encouragement, as well as rules and
guidance.
9.
Understand the significance of Erickson's theory that development is a life-long
process, with each new stage from cradle to old age requiring us to face new
social situations and encounter new problems that, when surmounted, can lead
us to more mature, richer personalities.
10. Know the various factors at play in the choice of a career and a marriage
partner.
11. Understand how the traditional stereotyping of women's sex roles can create
conflicts in their careers and social relationships.
12. Realize how the traditional sex typing of men calls from them to suppress their
affiliation and dependency motives and to try to prove their superiority.
13. Know in what ways parenthood can be both a demanding and rewarding
experience.
14. Be aware of the inaccurate stereotypes often imposed on other persons.
Week 12
Stress, Coping and Health
Kagan/Segal, Ch. 12
Lecture/Discussion
Exam, Ch. 10-12
The student will at the conclusion of the learning activities of this
section be able to successfully demonstrate through class discussion
and an hour long three chapter unit exam the following information:
1.
Understand the distinction between the terms "stress" and "stressor."
2.
Describe the various sources of human stress.
3.
Describe Selye's general adaptation syndrome, which explains what takes place
in the body during periods of prolonged stress, and the relationship between
stress and psychosomatic illness.
4.
Comprehend the impact of stress on the body's immune system.
5.
Be familiar with the two prominent psychological experiences that accompany
stress: anxiety and depression.
6.
7.
Realize the impact that anxiety can have on human behavior and performance.
Understand the three forms of assertive coping: (a) changing the situation,
(b) changing the behavior, (c) managing internal wear and tear.
8.
Grasp that the defense mechanisms people use are unconscious attempts to
reduce anxiety; define the defense mechanisms known as rationalization,
repression, sublimation, identification, reaction formation, and projection.
9.
Understand that the stress response is an individual matter, colored by the
individual's cognitive appraisal, or subjective interpretation, of a potentially
stressful episode.
CLASS/UNIT
CLASS/UNIT LEARNING
LEARNING ACTIVITY/
NUMBER
OBJECTIVE
READING ASSIGNMENT
____________________________________________________________________________________
10. Know what is meant by frustration and conflict and how these can give rise to
stress.
11. Know how stress can cause bodily illness. Recall Selye's prescription for
leading a healthy and fulfilling life: to live to the hilt in savoring excitement
and emotionality but not to go beyond your own individual ability to tolerate
stress.
12. Remember that stressful events include not only misfortunes but pleasurable
happenings - such as getting married, having a baby, or getting a new job.
13. Remember that high levels of anxiety, unless overcome, can affect the ability to
learn.
14. Keep in mind that a sense of inner control, the availability of social supports,
and an optimistic outlook are important keys to coping.
Week 13
Mental and Behavioral Disorders
Kagan/Segal, Ch. 13
Lecture/Discussion
The student will at the conclusion of the learning activities of this
section be able to successfully demonstrate through class discussion
and an hour long three chapter unit exam the following information:
1.
Be familiar with the three-point definition of abnormal behavior and how it
interferes with functioning and development. Understand how abnormal
behavior is influenced by biological, psychological, and environmental factors.
2.
Be able to describe the major symptoms of schizophrenia and mood disorders.
3.
Understand the difference between unipolar and bipolar disorders.
4.
Define the following types of anxiety disorders: generalized anxiety disorder;
panic disorder, phobic disorder, and obsessive-compulsive disorder.
5.
Differentiate among the three types of personality disorders known as antisocial
personality, paranoid personality, and narcissistic personality.
6.
Know the major signs of substance abuse (alcohol and drugs) and the
difference between psychological and physical dependence.
7.
Understand the difference between normal and abnormal behavior is often
difficult to define.
8.
Know that everyone is likely to experience changes in mood, but in abnormal
depression the sadness and feelings of helplessness and hopelessness are
intense and prolonged.
9.
Be aware that depression carries a higher risk of suicide than any other mental
disorder.
10.
11.
12.
Recognize that everyone is bound to experience feelings of anxiety, and an
anxiety disorder is likely to develop only when conflicts remain unresolved.
Understand that antisocial behavior patterns usually begin in childhood and that
family environment often plays an important role in their development.
Know that the use of alcohol or drugs is considered a psychological disorder
when it becomes so frequent and heavy that the individual can no longer
function normally.
CLASS/UNIT
CLASS/UNIT LEARNING
LEARNING ACTIVITY/
NUMBER
OBJECTIVE
READING ASSIGNMENT
____________________________________________________________________________________
Week 14
Psychotherapy and Other Treatment Approaches
Kagan/Segal, Ch. 14
Lecture/Discussion
The student will at the conclusion of the learning activities of this
section be able to successfully demonstrate through class discussion
and an hour long three chapter unit exam the following information:
1.
Describe the techniques used in Freudian psychoanalysis and how dynamic
therapies today differ from the classical psychoanalytic approach.
2.
Understand the approaches of humanistic therapy and how they differ from
those used in psychoanalysis.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Know how the techniques of behavior therapy operate, including
desensitization, extinction, reinforcement, and cognitive behavior therapy.
Recognize the various forms of group therapy, and describe the composition
of the groups and their purposes.
Understand the importance of evaluating the effectiveness of psychotherapy
and the challenges involved in doing so.
Know the range of biological therapies - including drug therapy and
electroconvulsive therapy - and what they are intended to accomplish.
Understand the origins of the community mental health movement and how its
programs are designed to deal both with mental health problems and related
social problems.
Recognize that there are many forms of psychotherapy from which a person
may seek help for personality disturbances. Though it is difficult to assess
their effectiveness, be aware that all of them seem to produce improvement in
most
clients - especially when the therapists themselves are well-adjusted,
experienced, and able to establish a warm and close relationship with the
client.
Know how important it is to choose a therapist carefully, and be aware of the
criteria to use in doing so.
Understand that the people most likely to profit from therapy are those who
are highly motivated to improve, who are willing to work hard at eliminating
the difficulties, and who believe the treatment will help.
Be aware that while attempts at self-therapy such as reading self-help books
can sometimes be helpful, they are handicapped by the lack of support from a
warm, close, and encouraging relationship with an understanding and
sympathetic therapist.
Week 15
Social Psychology
Kagan/Segal, Ch. 15
Lecture/Discussion
Exam, Chapters 13-15
The student will at the conclusion of the learning activities of this
section be able to successfully demonstrate through class discussion
and an hour long three chapter unit exam the following information:
1.
Know that the core of social psychology is the market extent to which people
influence and are influenced by other people.
2.
Be aware of how attitudes - including prejudices and stereotypes - influence
human behavior. Understand how attitude changes are explained by the theory
of cognitive dissonance.
CLASS/UNIT
CLASS/UNIT LEARNING
LEARNING ACTIVITY/
NUMBER
OBJECTIVE
READING ASSIGNMENT
____________________________________________________________________________________
3.
Know how attribution theories explain our search for the reasons people act as
they do. Know that the fundamental attribution error is the tendency to
attribute behavior to dispositional rather than situational causes.
4.
Be familiar with the special kind of attribution theory called self-perception
theory.
5.
Be able to list the factors that attract us to other people and make us like them,
including proximity, familiarity, similarity, reciprocity, and physical
attractiveness.
6.
Understand the relationship of implicit personality to the importance of first
impressions.
7.
Understand how the effectiveness of persuasive communications is affected by
selective exposure, the credibility of the source, the nature of the
communication, and the characteristics of the listener.
8.
Understand how strong our tendencies are toward obedience and conformity
and how conformity is further explained by the theory of social comparison
and our need for approval and guidance from other people.
9.
Explain how conformity stems from our dependence on approval, our respect
for authority and its symbols, and our need for guidance.
10. Understand how socialization has affected your own attitudes and behaviors.
11. Recognize how new experiences have changed and will continue to change
your attitudes throughout life.
12. Be aware of the pitfalls you face in trying to explain other people's behavior,
especially the danger of making the fundamental attribution error.
13. Understand how your expectations about other people's behavior can lead them
to act that way - thus becoming a self-fulfilling prophesy.
14. Apply the theory of social comparison to an analysis of your own behavior and
know that this need is greatest when you are uncertain where you stand or how
you should act.
15. Use your knowledge of persuasive communication in an analysis of political
campaigns, advertising, and similar efforts to sway public attitudes.
16. Be aware of the argument over whether aggression and altruism are inherited
characteristics or the result of learning.
17.
Remember how studies of bystander apathy disprove the old adage that there is
"safety in number."
Prepared by: ____________________________________________________ Date: ___________
Approved by
Department Chairperson: __________________________________________ Date:___________
Approved by
Vice President of Academic Affairs: __________________________________ Date:___________
New Hampshire Community Technical College-Berlin does not discriminate on the basis of race,
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its programs and activities. Any persons having inquiries concerning New Hampshire Community
Technical College's compliance with the regulations implementing Title VI of the Civil Rights Act
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has been designated by New Hampshire Community Technical College to coordinate the institution's
efforts to comply with the regulations implementing Title VI, Title IX, and Section 504. Any person
may also contact the Assistant Secretary for Civil Rights, U.S. Department of Education, or the
Director, U.S. Department of Education, Office for Civil Rights, Region 1, 140 Federal Street,
Boston, MA 02110.