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Psychology
Curriculum Essentials
Document
Boulder Valley School District
Department of Curriculum and Instruction
February 2012
Introduction
The Social Studies curriculum council began meeting in the Fall of 2007. This curriculum is a result of their
focused attention and ability to examine and incorporate research about best practices in education. The
work that follows incorporates the ideas of many researchers‐including Robert Marzano, Joseph Kahne,
Virginia Gay, Christine Sleeter, and Randall Lindsey. Each of whom addressed one or more of our goals:
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Viability
Culturally Proficiency
Currency
Incorporates New Century Graduate
Characteristics
Addresses the Democracy Divide
Viability
In order to create a curriculum that can be taught using the teaching learning cycle, each content area
was trimmed, in order to emphasize depth in our instruction. Creating a viable curriculum will help us
in our efforts to close the achievement gap.
Cultural Proficiency
Just as the goals of BVSD embrace increasing the cultural proficiency of the district, this curriculum is
designed to do so for the learner. Lindsey identifies 5 strategies for moving toward cultural proficiency:
Know your differences, value difference, manage conflict, adapt to diversity and teach about culture.
These skills are built into every grade level curricula. By introducing cultures not previously emphasized in
our curriculum, allowing for cultural relevancy by bringing the students’ culture into the classroom, and
by incorporating a variety of perspectives on essential issues, this curriculum will be a step in moving our
system forward in embracing difference, and narrowing our achievement gap.
Currency
What does a current curriculum look like? Our current students will face a world very unlike our own.
We addressed five issues to bring currency into the curriculum:
1. Change‐ In the fast paced world our students encounter there is one theme that they will need the
skills to address in their lives: Change. The theme of change: observing change, predicting change,
adapting to change and creating change are imbedded ideas at every level.
2. Regional Focus‐ Additionally, the content focus has shifted to increase attention on Asia.
3. Current Events‐ Each grade level will be responsible for bringing in grade appropriate discussion of
current events.
4. Technology‐ An up‐to‐date social studies curriculum will embrace the technological tools that not
only enhance the social studies but make new learning possible. The US department of Labor
states that careers involving the use of Geospatial technologies are one of the top 14 careers of the
future. These careers will be as diverse as remote sensing, data collection, environment and urban
planning, and digital cartography. The opening of Geospatial technologies to students as young as
kindergarten will open new avenues to understanding and analyzing our world.
5. Economics‐ As a final update, we have increased the amount and frequency of economic content at
every level. As our students enter a world of complex economics, we responded to the needs
shown in our society.
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BVSD Curriculum Essentials
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Psychology Overview
Course Description
Topics at a Glance
Psychology is designed to provide students with a
fundamental understanding of the science of human
behavior. This class will present students with a basic
view of the field of study and will cover theories of
personality, mental, emotional and physical
development as they relate to the understanding of
behavior.
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Assessments
Pre-assessments
Checks for understanding
Student presentations
Student questions/comments
Personal reflections
Teacher questions, prompts and discussion
Performance task (planning, in-progress, final)
Critiques (group discussion, written reflection,
in-progress
Peer and self assessments
Unit tests
Grade Level Expectations
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Perspectives in Psychology
Research Methods
Biological Systems in Psychology
States of Consciousness
Theories of Learning
Developmental Psychology
Theories of Personality
Psychological Disorders
Treatment Options
Effective Components of BVSD Psychology
Course
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Actively engages and motivates students in the
process of learning psychology
Provides learning activities that are appropriate in
complexity and pacing
Introduces and expects appropriate use of
psychology vocabulary
Provides opportunities for varied learning types
Differentiates psychology instruction to meet wide
range of student needs
Reinforces effort and provides recognition
Integrates the study of psychology with other
content areas including science and health
BVSD Curriculum Essentials
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Content Area: Social Studies – High School Psychology
Standard: Psychology
Prepared Graduates:
Understand selected historical and contemporary perspectives of psychologists
Concepts and skills students master:
Identify key figures and their major contributions, compare and contrast the different perspective viewpoints in psychology, describe the
major occupations and subfields in psychology
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
a. Define the study of psychology.
b. Identify the key figures in the history of the field of psychology
and describe their contributions.
c. Identify the various occupations and subfields in psychology
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BVSD Curriculum Essentials
Inquiry Questions:
1. What is the study of Psychology?
2. Who are the key figures in the field of psychology?
3. What are the major contributions made in the field of
psychology?
4. What are the major occupations and subfields of psychology?
Relevance and Application:
1. Create an understanding of the science of human behavior and
how that affects human interaction
2. Provide a fundamental understanding of how psychologists
view behavior including Wundt, Freud, Skinner, James, Watson,
and Rogers.
3. Understand the roles and career options of the various careers
in the field of psychology.
Nature of Psychology:
1. Understanding psychology and how it evolved.
2. How psychology provides a mechanism in understanding
human behavior and how humans relate to each other.
3. Students studying psychology analyze behavior and come to
learn more about themselves and the world they interact with.
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Content Area: Social Studies – High School Psychology
Standard: Psychology
Prepared Graduates:
Understand the research methods used in the field of psychology
Concepts and skills students master:
Describe the types of research methods used by psychologists, identify the elements of an experiment, and understand the ethical issues
in psychological research.
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
a. Explain the basic elements of an experiment; including
experimental and control groups, independent and dependent
variables, and blind versus double-blind studies.
b. Explain the survey, case study, naturalistic observation and
correlation study methods.
c. Explain ethical issues in psychological research.
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BVSD Curriculum Essentials
Inquiry Questions:
1. What is the experimental method?
2. What are the descriptive research methods?
3. Why is the study of ethics important in the field of psychology?
Relevance and Application:
1. Explain and understand how psychologists conduct research to
describe, explain, and predict various behaviors.
2. Develop a field experiment that utilizes one or more of the
research methods.
3. The ethical nature of psychological research can be applied to
real-world situations. (i.e., The Stanford Prison Experiment as
applied to Abu Ghraib)
Nature of Discipline:
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Content Area: Social Studies – High School Psychology
Standard: Psychology
Prepared Graduates:
Understand the anatomy and physiology of the brain and its role in behavior, cognition, and emotion
Concepts and skills students master:
Describe the nervous system and its role in behavior, identify the components and function of a neuron and the major structures of the
brain, and explain the process of neurotransmission
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
a. Explain the function of the nervous system.
b. Understand how the nervous system influences behavior.
c. Identity the different structures of a neuron.
d. Identity the different structures of the brain and their functions.
e. Explain the process of neurotransmission, including action
potentials and synaptic transmission.
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BVSD Curriculum Essentials
Inquiry Questions:
1. How does the nervous system function?
2. What role does the nervous system play in influencing
behavior?
3. What are the structures of a neuron?
4. How does a neuron function?
5. What are the major anatomical structures in the brain?
6. What are the important functions of the major structures in the
brain?
Relevance and Application:
1. Understand how problems in brain chemistry may lead to
psychological disorders including depression and bi-polar.
2. Brain lesions and stokes cause behavioral issues.
3. Concussions may harm delicate brain tissues.
4. Many illnesses are related to the process of neurotransmission
including Parkinson's and Alzheimer's.
Nature of Discipline:
1. Understanding the anatomy and physiology of the brain
structures allows the student to more fully understand how
psychological disorders are influenced at the cellular level.
2. The structure and function of the biological systems play a role
in forming thoughts and cognitive behaviors.
3. Emotions are affected by the function of the nervous system.
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Content Area: Social Studies – High School Psychology
Standard: Psychology
Prepared Graduates:
Understand the different levels and states of consciousness
Concepts and skills students master:
Describe the sleep cycle, explain why we sleep and dream, analyze the physical and psychological issues associated with addiction,
explain how the major drug classes affect neurotransmission and behaviors
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
a. Describe the stages of sleep.
b. Analyze several dream theories including Freudian theory,
Jungian theory and the Activation-Synthesis model.
c. Investigate the issues associated with various addictions.
Inquiry Questions:
1. Why do we sleep?
2. What are current theories on why we dream?
3. What causes addiction?
4. What personal issues are associated with addiction?
5. What are the major drug classes and how do they affect
behavior?
Relevance and Application:
1. Analyze sleep patterns and discover how much sleep is
necessary for children, teens and adults.
2. Explain biological and social causes of addiction for prescription
and non-prescription drugs
Nature of Discipline:
1. Psychologists understand the causes and treatments for
insomnia, including prescription drugs and natural alternatives
2. Psychologists use various treatment options for drug
addictions.
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Content Area: Social Studies – High School Psychology
Standard: Psychology
Prepared Graduates:
Understand the different viewpoints on learning and how that affects the individual
Concepts and skills students master:
Identify the major concepts of Classical Conditioning, Operant Conditioning, and Behaviorism
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
a. Explain Classical Conditioning as a process of learning
associations between stimuli
b. Explain the origins of Behaviorism
c. Explain Operant Conditioning as it pertains to learning behaviors
through voluntary responses
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BVSD Curriculum Essentials
Inquiry Questions:
1. What is learning?
2. What is conditioning?
3. How did Ivan Pavlov discover Classical Conditioning?
4. How did John B. Watson use classical Conditioning to explain
emotional responses?
5. What were B.F. Skinner's contributions to the study of Operant
Conditioning?
Relevance and Application:
1. Discuss how classical conditioning is involved with drug
addiction.
2. Understand the nature of Taste Aversion.
3. Investigate how John Watson applied the techniques of
Classical Conditioning to advertising.
4. Understand the nature of positive and negative reinforcement
in daily life situations, i.e. taking pain medications or running
out gas
Nature of Discipline:
1. Psychologists use the concepts of Classical Conditioning to treat
drug addiction, tolerance, withdrawal symptoms and drug
relapses.
2. Advertising uses many theories of Classical Conditioning
3. Positive reinforcement and behavior modification can improve
worker performance in the workplace, help train animals to
assist physically challenged people, and increase social skills in
schoolchildren.
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Content Area: Social Studies – High School Psychology
Standard: Psychology
Prepared Graduates:
Describe the cognitive and social changes that occur from birth through adolescence
Concepts and skills students master:
Describe the developmental models of Piaget, Erikson, and Kohlberg
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
a. Explain Jean Piaget's stages of cognitive development and the
modern criticisms of his theories.
b. Explain Erik Erikson's stages of social development.
c. Explain Lawrence Kohlberg's theory of the development of moral
reasoning and the modern criticisms of his theories.
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BVSD Curriculum Essentials
Inquiry Questions:
1. What are the four stages of cognitive development according to
Piaget?
2. What are the criticisms of Piaget's theories?
3. What are the eight stages of psycho-social development
according to Erikson?
4. What was Kohlberg's contribution to the theory of moral
development?
Relevance and Application:
1. Describe how Erikson's fifth stage of adolescent social
development affects the successful identity formation of teens.
2. Understand how different levels of moral reasoning can impact
the decision making process.
Nature of Discipline:
1. Psychologists understand the cognitive and social
development of children and play an active role in treating
emotional, behavioral and interpersonal problems.
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Content Area: Social Studies – High School Psychology
Standard: Psychology
Prepared Graduates:
Understand a variety of personality assessment tools and theories of what constitutes personality
Concepts and skills students master:
Identify the four basic personality perspectives and explain what each perspective emphasizes.
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
a. Evaluate Freud's theory of personality and how it relates to
current theories.
b. Evaluate the Humanistic theory of personality.
c. Evaluate personality assessment tools the use the description
and measurement of specific personality traits.
d. Evaluate the Social-Cognitive Perspective of personality.
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BVSD Curriculum Essentials
Inquiry Questions:
1. What is the Psychodynamic Theory of personality and how does
it impact contemporary psychology?
2. What is the Humanistic Perspective of personality?
3. What is the Trait Perspective of personality?
4. What is the Social-Cognitive Perspective of personality?
Relevance and Application:
1. Understand Freud's emphasis on the unconscious processes
and the influence of early childhood experiences in the adult
life.
2. Understand the optimistic nature of the Humanistic Perspective
and its emphasis on the self and the fulfillment of the
individual's potential.
3. Personality assessments help to compare and contrast
personality types.
4. Understand that in social- cognitive therapies the emphasis will
be discovering beliefs about the self and goal-setting.
Nature of Discipline:
1. Psychologists use a variety of assessments tools to understand
the unique personalities of individuals.
2. Psychologists view personality as a fairly consistent pattern of
thinking, feeling and behaving and that maladaptive processes
can be addressed in therapy
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Content Area: Social Studies – High School Psychology
Standard: Psychology
Prepared Graduates:
Describe the psychological disorders and treatments
Concepts and skills students master:
Identify the methods used to diagnose abnormal behavior, understand the five major categories of abnormal behavior including their
origins and symptoms, and critique available treatment plans.
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
a. Identify the differences between normal and abnormal behaviors
and how they relate to cultural and social norms.
b. Understand how the DSM-IV-TR is used and how it was
developed.
c. Differentiate the five basic categories of psychological disorders.
Evaluate the pros and cons of labeling psychological disorders.
d. Compare and contrast the biomedical, psychoanalytical,
cognitive and behavioral approaches to treating psychological
disorders.
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BVSD Curriculum Essentials
Inquiry Questions:
1. What is a psychological disorder?
2. What is the DSM-IV-TR and how is it used to asses mental
health disorders?
3. What are the five major categories of disorders; including
anxiety disorders, mood disorders, personality disorders,
dissociative disorders and schizophrenia.
4. What challenges are associated with labeling psychological
disorders to the patient?
5. What types of therapies are available to psychological
disorders?
Relevance and Application:
1. Understand the variety and scope of psychological disorders
and how they affect the individual.
2. Understand that psychological disorders exist on a continuum
in society and that there is a vast array of treatment options
available.
Nature of Discipline:
1. Psychologists use psychotherapy to treat emotional, behavioral
and interpersonal problems.
2. Psychiatrists use biomedical therapies to treat the symptoms
associated with psychological disorders.
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Prepared Graduate Competencies in Social Studies
The prepared graduate competencies are the preschool through twelfth-grade concepts and skills that all
students who complete the Colorado education system must master to ensure their success in a
postsecondary and workforce setting.
Prepared graduates in social studies:
1. Use the tools, thinking, and practices of history, geography, economics, and civics to:
a. Solve problems, make decisions and analyze issues from multiple perspectives as a responsible
member of society
b. Read, write, and communicate ideas
Prepared graduates in history:
1. Develop an understanding of how people view, construct, and interpret history
2. Analyze key historical periods and patterns of change over time within and across nations and
cultures
Prepared graduates in geography:
1. Develop spatial understanding, perspectives, and personal connections to the world
2. Examine places and regions and the connections among them
Prepared graduates in economics:
1. Understand the allocation of scarce resources in societies through analysis of individual choice,
market interaction, and public policy
2. Acquire the knowledge and economic reasoning skills to make sound financial decisions (PFL)
Prepared graduates in civics:
1. Analyze and practice rights, roles, and responsibilities of citizens
2. Analyze the origins, structure, and functions of governments and their impacts on societies and
citizens
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BVSD Curriculum Essentials
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Standard
High School
1. History
Social Studies
Grade Level Expectations at a Glance
Grade Level Expectation
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2. Geography
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3. Economics
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4. Civics
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Eighth Grade
1. History
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2. Geography
1.
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3. Economics
1.
4. Civics
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Use the historical method of inquiry to ask questions, evaluate
primary and secondary sources, critically analyze and interpret data,
and develop interpretations defended by evidence from a variety of
primary and secondary sources
Analyze the key concepts of continuity and change, cause and effect,
complexity, unity and diversity over time
Recognize the significance of ideas as powerful forces throughout
history
Use different types of maps and geographic tools to analyze features
on Earth to investigate and solve geographic questions
Explain and interpret geographic variables that influence the
interaction of people, places, and environments
Describe the interconnected nature of the world, its people and
places
Recognize that productive resources - natural, human, capital - are
scarce; therefore choices are made about how individuals,
businesses, governments, and societies allocate these resources
Demonstrate how economic policies impact markets
Analyze how government and competition impact markets
Design, analyze, and apply a financial plan based on short- and
long-term financial goals (PFL)
Analyze strategic spending, saving, and investment options to
achieve the objectives of diversification, liquidity, income, and
growth (PFL)
Identify the components of personal credit to manage credit and
debt (PFL)
Identify, develop, and evaluate risk-management strategies (PFL)
Research, formulate positions, and engage in appropriate civic
participation to address local, state, or national issues or policies
Identify the purposes of and limitations on the foundations,
structures and functions of government
Analyze how public policy - domestic and foreign - is developed at
the local, state, and national levels and compare how policy-making
occurs in other forms of government
Formulate appropriate hypotheses about United States history based
on a variety of historical sources and perspectives
Be familiar with the historical eras, individuals, groups, ideas and
themes from the origins of the American Revolution through
Reconstruction and their relationships with one another
Use geographic tools to analyze patterns in human and physical
systems
Understand that conflict and cooperation occur over space and
resources
Recognize that economic freedom, including free trade, is important
for economic growth
Understand how to manage personal credit and debt(PFL)
Analyze elements of continuity and change in the United States
government and the role of citizens over time
Recognize the place of law in a constitutional system
BVSD Curriculum Essentials
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Standard
Seventh Grade
1. History
Social Studies
Grade Level Expectations at a Glance
Grade Level Expectation
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2.
2. Geography
1.
3. Economics
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2.
4. Civics
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2.
Sixth Grade
1. History
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2.
2. Geography
3. Economics
4. Civics
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2.
Fifth Grade
1. History
1.
2.
2. Geography
3. Economics
4. Civics
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Seek and evaluate multiple historical sources with different points of
view to investigate a historical question and to formulate and defend
a thesis with evidence
Be familiar with the historical eras, individuals, groups, ideas and
themes within regions of the Eastern Hemisphere and their
relationships with one another
Use geographic tools to gather data and make geographic inferences
and predictions
Understand that regions have different issues and perspectives
Understand that supply and demand influence price and profit in a
market economy
Recognize that the distribution of resources influences economic
production and individual choices (PFL)
Analyze the different forms of government and international
organizations and their influence in the world community
Compare how various nations define the rights, responsibilities and
roles of citizens
Analyze and interpret historical sources to ask and research
historical questions
Analyze the historical eras, individuals, groups, ideas and themes in
regions of the Western Hemisphere and their relationships with one
another
Use geographic tools to solve problems
Recognize that human and physical systems vary and interact
Identify and analyze different economic systems
Recognize that saving and investing are key contributors to financial
well being (PFL)
Analyze the interconnected nature of the United States to other
nations
Compare multiple systems of governments
Analyze historical sources from multiple points of view to develop an
understanding of historical context
The historical eras, individuals, groups, ideas, and themes in North
America from 1491 through the founding of the United States
government
Use various geographic tools and sources to answer questions about
the geography of the United States
Causes and consequences of movement
Government and market structures influence financial institutions
Utilizing financial institutions to manage personal finances (PFL)
The foundations of citizenship in the United States
The origins, structure, and functions of the United States
government
BVSD Curriculum Essentials
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Standard
Fourth Grade
1. History
Social Studies
Grade Level Expectations at a Glance
Grade Level Expectation
1.
2.
2. Geography
1.
2.
3. Economics
4. Civics
Third Grade
1. History
1.
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2.
1.
2.
2. Geography
1.
2.
3. Economics
1.
4. Civics
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1.
2.
Second Grade
1. History
1.
2.
2. Geography
1.
2.
3. Economics
1.
4. Civics
2.
1.
2.
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Organize a sequence of events to understand the concepts of
chronology and cause and effect in the history of Colorado
The historical eras, individuals, groups, ideas, and themes in
Colorado history and their relationships to key events in the United
States
Use several types of geographic tools to answer questions about the
geography of Colorado
Connections within and across human and physical systems are
developed
People responded to positive and negative incentives
The relationship between choice and opportunity cost (PFL)
Analyze and debate multiple perspectives on an issue
The origins, structure, and functions of the Colorado government
Use a variety of sources to distinguish historical fact from fiction
People in the past influenced the development and interaction of
different communities and regions
Use various types of geographic tools to develop spatial thinking
The concept of regions is developed through an understanding of
similarities and differences in places
Describe producers and consumers and how goods and services are
exchanged
Describe how to meet short-term financial goals (PFL)
Respecting the views and rights of others as components of a
democratic society
The origin, structure and function of local government
Identify historical sources and utilize the tools of a historian
People in the past influenced the history of neighborhoods and
communities
Use geographic terms and tools to describe space and place
People in communities manage, modify, and depend on their
environment
The scarcity of resources affects the choices of individuals and
communities
Apply decision-making processes to financial decision making(PFL)
Responsible community members advocate for their ideas
People use multiple ways to resolve conflicts or differences
BVSD Curriculum Essentials
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Standard
First Grade
1. History
Social Studies
Grade Level Expectations at a Glance
Grade Level Expectation
1.
2. Geography
2.
1.
2.
3. Economics
1.
4. Civics
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1.
2.
Kindergarten
1. History
1.
2.
2. Geography
1.
3. Economics
1.
2.
1.
2.
4. Civics
Preschool
1. History
2. Geography
3. Economics
4. Civics
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Describe patterns and chronological order of events of the recent
past
Family and cultural traditions in the United States in the past
Geographic tools such as maps and globes to represent places
People in different groups and communities interact with each other
and the environment
People work at different types of jobs and in different types of
organizations in order to produce goods and services and receive an
income
Identify short term financial goals (PFL)
Effective groups have responsible leaders and team members
Notable people, places, holidays and patriotic symbols
Ask questions, share information and discuss ideas about the past
The first component in the concept of chronology is to place
information in sequential order
People belong to different groups and live in different settings
around the world that can be found on a map or globe
Ownership as a component of economics
Discuss how purchases can be made to meet wants and needs (PFL)
Participate in making decisions using democratic traditions
Civic participation takes place in multiple groups
Change and sequence over time
Develop spatial understanding, perspectives, and connections to the
world
People work to meet wants
Recognize money and identify its purpose (PFL)
Individuals have unique talents but also work with others in groups
Rules and their purpose in allowing groups to work effectively
BVSD Curriculum Essentials
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Glossary of Terms
Psychology- The scientific study of behavior and mental process.
Scientific Method- A set of assumptions, attitudes, and procedures that guide researchers in creating
questions to investigate, in generating evidence, and in drawing conclusions.
Descriptive Method- Scientific procedures that involve systematically observing behavior in order to
describe the relationship among behaviors and events.
Naturalistic Observation- The systematic observation and recording of behaviors as they occur in their
natural setting.
Case Study- A highly detailed description of a single individual or event.
Survey- A questionnaire or interview designed to investigate the opinions, behaviors, or characteristics of
a particular group.
Random Selection- Process in which subjects are selected randomly from a larger group such that every
group member has an equal chance of being included in the study.
Experimental Method- A method of investigation used to demonstrate cause-and-effect relationships by
purposely manipulating a factor thought to produce change in a second factor.
Neuron- Highly specialized cell that communicates information in electrical and chemical form; a nerve
cell.
Action Potential- A brief electrical impulse by which information is transmitted along the axon of a
neuron.
Synapse- The point of communication between two neurons.
Neurotransmitters- Chemical messengers manufactured by a neuron.
Sensation- The process of detecting a physical stimulus, such as light, sound, heat, or pressure.
Perception- The process of integrating, organizing, and interpreting sensations.
REM Sleep- Type of sleep which rapid eye movements and dreaming usually occur and voluntary muscle
activity is suppressed; also called active sleep or paradoxical sleep.
Depressants- A category of psychoactive drugs that depress or inhibit brain activity.
Barbiturates- A category of depressant drugs that reduce anxiety and produce sleepiness.
Opiates- A category of psychoactive drugs that are chemically similar to morphine and have strong painrelieving properties.
Stimulants- A category of psychoactive drugs that increase brain activity, arouse behavior, and increase
mental alertness.
Classical Conditioning- The basic learning process that involves repeatedly paring a neutral stimulus
with a response-producing stimulus until the neutral stimulus elicits the same response.
Operant Conditioning- The basic learning process that involves changing the probability of a response
being repeated by manipulating the consequences of that response.
Reinforcement- The occurrence of a stimulus or event following a response that increases the likelihood
of that response being repeated.
Learned Helplessness- A phenomenon in which exposure to inescapable and uncontrollable aversive
events produce passive behavior.
Memory- The mental process that enable us to retain and use information over time.
Encoding- The process of transforming information into a form that can be entered into and retained by
the memory system.
Storage- The process of retaining information in memory so that it can be used at a later time.
Retrieval- The process of recovering information stored in memory so that we are consciously aware of
it.
Cognition- The mental activities involved in requiring, retaining, and using knowledge.
Heuristic- A problem-solving strategy that involves following a general rule of thumb to reduce the
number of possible solutions.
Motivation- The biological, emotional, cognitive, or social forces that activate and direct behavior.
Arousal Theory- The view that people are motivated to maintain an optimum level of arousal that is
neither too high nor too low.
Hierarchy of Needs- Maslow’s hierarchical division of motivation into levels that progress from basic
physical needs to psychological needs to self-fulfillment needs.
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BVSD Curriculum Essentials
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Self-Actualization- Defined by Maslow as “the full use and exploitation of talents, capacities, and
potentialities.”
Sexually Transmitted diseases- Any of several infectious diseases that are transmitted primarily
through sexual intercourse or other intimate sexual contact.
Gender Identity- A person’s psychological sense of being male of female.
Sexual Orientation- The direction of a person’s emotional and erotic attraction toward members of the
opposite sex, the same sex, or both sexes.
Personality- A persons unique and relatively consistent patterns of thinking, feeling, and behaving.
Psychoanalysis- Personality theory and form of psychotherapy originated by Sigmund Freud in which
free association, dream interpretation, and analysis of resistance and transference are used to explore
repressed or unconscious impulses, sexual and aggressive instinctual drives, the enduring effects of early
childhood experiences on later personality development, anxieties, and internal conflicts.
Archetypes- In Jung’s theory, the inherited mental images of universal human instincts, themes, and
preoccupations that are the main components of the collective unconscious.
Humanistic Psychology- School of psychology and theoretical viewpoint on personality that generally
emphasizes the inherent goodness of people, human potential, self-actualization, the self-concept, and
healthy personality development.
Trait Theory- A theory of personality that focuses on identifying, describing, and measuring individual
differences.
Five-Factor Model
Of Personality- A trait theory of personality that identifies five basic source traits (extraversion,
neuroticism, agreeableness, conscientiousness, and openness to experience) as the fundamental building
blocks of personality.
Social Psychology- The branch of psychology that studies how people think, feel, and behave in social
situations.
Fundamental Attribution Error- The tendency to attribute the behavior of others to internal, personal
characteristics, while ignoring or underestimating the effects of external, situational factors; an
attributional bias that is common in individualistic cultures.
Cognitive Dissonance- An unpleasant state of psychological tension or arousal (dissonance) that occurs
when two thoughts or perceptions (cognitions) are inconsistent; typically results from the awareness that
attitudes and behavior are in conflict.
Stereotype- A cluster of characteristics that are associated with all members of a specific social group,
often including qualities that are unrelated to the objective criteria that define the group.
Bystander Effect- The phenomenon in which the greater the number of people present, the less likely
each individual in to help someone in distress.
Deindividuation- The reduction of self-awareness and inhibitions that can occur when a person in part
of a group whose members feel anonymous.
Stress- A negative emotional state occurring in response to events that are perceived as taxing or
exceeding a person’s resources or ability to cope.
Fight-or-Flight Response- A rapidly occurring chain of internal physical reactions that prepare people
to either fight or take flight from an immediate threat.
Psychological Disorder- A pattern of behavioral and psychological symptoms that causes significant
personal distress, impairs the ability to function in one or more important areas of daily life, or both.
DSM-IV-TR- Abbreviated for the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition,
Text Revision; the book published by the American Psychiatric Association that describes the specific
symptoms and diagnostic guidelines for different psychological disorders.
Anxiety Disorders- A category of psychological disorders in which extreme anxiety is the main
diagnostic feature and causes significant disruptions in the person’s cognitive, behavioral, or interpersonal
functioning.
Phobia- An irrational fear triggered by a specific object or situation.
Mood Disorders- A category of mental disorders in which significant and chronic disruption in mood is
the predominant symptom, causing impaired cognitive, behavioral, and physical functioning.
Depression- Severe despondency and dejection, accompanied by feelings of hopelessness and
inadequacy.
Personality Disorder- Inflexible, maladaptive patterns of thoughts, emotions, behavior, and
interpersonal functioning that are stable over time and across situations, and deviate from the
expectations of the individual’s culture.
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Dissociative Disorder- A category of psychological disorders on which extreme and frequent disruptions
of awareness, memory, and personal identity become separated or divided.
Amnesia- Severe memory loss.
Schizophrenia- A mental disorder in which the ability to function is impaired by severely distorted
beliefs, perceptions, and thought processes.
Psychotherapy- The treatment of emotional, behavioral, and interpersonal problems throught the use of
psychological techniques designed to encourage understanding of problems and modify troubling feeling,
behaviors, or relationships.
Biomedical Therapy- The use of medications, electroconvulsive therapy, or other medical treatments to
treat the symptoms associated with psychological disorders.
Inter Personal Therapy- A brief, psychodynamic psychotherapy that focuses on current relationships
and is based on the assumption that symptoms are caused and maintained by interpersonal problems.
Cognitive Therapy- A type of cognitive therapy, developed by psychiatrist Aaron T. Beck, that focuses
on changing the client’s unrealistic beliefs.
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Psychology
Psychology
T80
Psychology is designed to provide students with a fundamental understanding of the science of human behavior. This class will
present students with a basic view of the field of study and will cover theories of personality, mental, emotional and physical
development as they relate to the understanding of behavior.
1 Semester
[Course Fees]
5
Elective
Active
Social Studies
1/1/1980
[Expiration Date]
NCAA 14-15
Hear 2010
[Subject Area]
4.0
04254
Social Science
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