* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Psychology - BVSD Content Hub
Humanistic psychology wikipedia , lookup
Occupational health psychology wikipedia , lookup
Index of psychology articles wikipedia , lookup
Social group wikipedia , lookup
Psychological evaluation wikipedia , lookup
Theoretical psychology wikipedia , lookup
Learning theory (education) wikipedia , lookup
Behaviorism wikipedia , lookup
Personality psychology wikipedia , lookup
Cognitive science wikipedia , lookup
Cyberpsychology wikipedia , lookup
International psychology wikipedia , lookup
Descriptive psychology wikipedia , lookup
Neuroeconomics wikipedia , lookup
Psychological injury wikipedia , lookup
History of psychology wikipedia , lookup
Cultural psychology wikipedia , lookup
Developmental psychology wikipedia , lookup
Social perception wikipedia , lookup
Experimental psychology wikipedia , lookup
Educational psychology wikipedia , lookup
Political psychology wikipedia , lookup
Cognitive psychology wikipedia , lookup
Cross-cultural psychology wikipedia , lookup
Music psychology wikipedia , lookup
Psychological behaviorism wikipedia , lookup
Society for the Psychological Study of Social Issues wikipedia , lookup
Conservation psychology wikipedia , lookup
Social psychology wikipedia , lookup
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: • • • • • • 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. 3/8/2012 BVSD Curriculum Essentials 2 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. 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 3/8/2012 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 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 3 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 3/8/2012 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. 4 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. 3/8/2012 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: 5 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. 3/8/2012 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. 6 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. 3/8/2012 BVSD Curriculum Essentials 7 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 3/8/2012 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. 8 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. 3/8/2012 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. 9 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. 3/8/2012 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 10 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. 3/8/2012 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. 11 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 3/8/2012 BVSD Curriculum Essentials 12 Standard High School 1. History Social Studies Grade Level Expectations at a Glance Grade Level Expectation 1. 2. 3. 2. Geography 1. 2. 3. 3. Economics 1. 2. 3. 4. 5. 6. 4. Civics 7. 1. 2. 3. Eighth Grade 1. History 1. 2. 2. Geography 1. 2. 3. Economics 1. 4. Civics 2. 1. 2. 3/8/2012 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 13 Standard Seventh Grade 1. History Social Studies Grade Level Expectations at a Glance Grade Level Expectation 1. 2. 2. Geography 1. 3. Economics 2. 1. 2. 4. Civics 1. 2. Sixth Grade 1. History 1. 2. 2. Geography 3. Economics 4. Civics 1. 2. 1. 2. 1. 2. Fifth Grade 1. History 1. 2. 2. Geography 3. Economics 4. Civics 3/8/2012 1. 2. 1. 2. 1. 2. 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 14 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. 2. 1. 2. 1. 2. 2. Geography 1. 2. 3. Economics 1. 4. Civics 2. 1. 2. Second Grade 1. History 1. 2. 2. Geography 1. 2. 3. Economics 1. 4. Civics 2. 1. 2. 3/8/2012 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 15 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 2. 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 3/8/2012 1. 1. 1. 2. 1. 2. 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 16 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. 3/8/2012 BVSD Curriculum Essentials 17 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. 3/8/2012 BVSD Curriculum Essentials 18 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. 3/8/2012 BVSD Curriculum Essentials 19 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 3/8/2012 BVSD Curriculum Essentials 20