Materials:
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Textbook (provided): “Essentials of Psychology: Concepts and Applications” Jeffrey Nevid 4th Edition, various articles from Psychology magazines and journals will be provided.
Scholar supplies:
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Scholars are required to supply the following:
Journal: 3 ring binder with 5 subject dividers.
Paper: College ruled Paper
Pens: Two black and one red
Pencils: mechanical or wood
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Course Description:
This is a semester course that introduces the basic concepts of psychology such as the basis of behavior, child growth and development, learning, personality development and personality disorders. In this class, an emphasis will be placed on the development of critical thinking skills, reading, essay writing, and research skills.
The instructional format is designed to engage students in an interactive forum for discussion and analysis. This survey course is designed for active student involvement in terms of group activities and group and individual presentations. Round table discussions on pertinent psychological articles or topics are also part of the course design.
Key Topics:
During our semester together, we will examine the following essential questions:
-How is human personality shaped and/or influenced?
-How much free will do humans have?
-How can we apply this knowledge to better understand ourselves as well as the world around us?
To answer these essential questions, we will discuss the following topics throughout the course:
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UNIT: TOPICS INCLUDE:
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Unit 1: Introduction to Psychology Sub-fields in Psychology
Research Methods of Psychology
Multiple Approaches to Psychology
Ethical Issues
Unit 2: Bio-psychology Basic Functions of the Brain
The Teenage Brain
Gender Differences
Impact on behavior
Unit 3: Human/Personality Development Nature vs. Nurture
Freud’s Stages of Development
Erikson’s 8 Stages
Marcia’s Identity States
Kohlberg’s Moral Development
Maslow’s Hierarchy of Needs
Impact of Gender on Development
Unit 4: Abnormal Psychology History of the DSM-V (Diagnostic Criteria)
Specific Disorders:
Mental
Somatoform
Dissociative
Mood
Schizophrenic
Personality
Psychotherapy/Treatment
Unit 5: Learning and Intelligence Learning and how we learn.
Classical Conditioning
Operant Conditioning
Social Learning
Cognitive Approach
Intelligence:
History of the Intelligence Movement
Gardner’s Multiple Intelligence Theory
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Distribution of quarterly grading components:
Projects: 30%
Class participation: 20%
Classwork: 30%
Tests and quizzes: 20%
Sample of Course Activities:
Quarter 1
- Research on a Sub-field of Psychology – Group Activity
- Reflections on Methods of Psychological Research
- Critical Thinking process activity and reflection paper
- Presentations: Personality test and assessments
- Adolescent Development project
- Journal writings based on readings from Psychology Today and Psychology in Context.
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Quarter 2
- “Sybil” Project includes research on Dissociative Identity Disorder (DID), a log on the viewing of the movie,” Sybil,” as well as a reflective writing piece on the movie represented the traits and characteristics of DID
- Theory of Multiple Intelligences personal profile and analysis
- Comparative essay on treatments of personality disorders
- Five paragraph essays on child development with examples from the scholar’s personal life.
- Journal writings based on readings from Psychology
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Grading Scale:
A 90-100 Consistently demonstrates an exceptional level of quality and effort. All work is in on time and completed to exceed expectations. Mastery in applying the concepts (or principles) of (course).
B 80-89 Consistently demonstrates proficient knowledge with a good effort and quality of work. All assignments are complete and on time. Demonstrates the ability to apply the concepts (or principles) of (course).
C 70-79 Demonstrates proficient knowledge and the ability to apply concepts (or principles) of (course). Work shows average effort. A few assignments may be missed or late.
NC 60-69 Work shows minimal effort and some assignments are late. Demonstrates a basic understanding of recalling or comprehending concepts (or principles) of (course).
Below 60 Understanding is below basic in relation to (course) concepts (or principles). Work is of poor quality and does not meet standards or expectations.
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Scholars will be participating in class, either with the Project Manager (Me), or with each other every day. This grade is subject to mutual respect and meeting ASK classroom expectations.
Late work will be accepted on a case by case basis. Late work will not be accepted at full credit for “I forgot” or “My dog ate it”. On a case by case basis, late work will be accepted at a lowered score, following this schedule. IEP's will be addressed for late work to a maximum of five school days after the assigned due date unless otherwise stated in the scholars IEP.
Late work points deduction scale.
One day: -5 points
Two days: -10 points
Three days: -15 points.
Four days: -20 point.
Past four days: No longer accepted.
Case by case basis is the scholar and or parent communicating to me about the reasons behind the late work. Acts of Nature, family emergencies and political upheaval are good examples of case by case situations that will be considered for extreme late work. IEP’s with special consideration for extra time on work are automatically considered.
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