Cathedral Catholic High School Course Catalog

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1 Cathedral Catholic High School Course Catalog Course Title: Psychology 101 and 114 Course #: Course Description: Psychology 101: Introduction to Psychology (Fall Semester) This course is a survey of the field of psychology. Psychology is the scientific study of behavior and mental events of humans and non-human animals. In this course students will learn psychology through three primary perspectives of understanding psychology: biological, cognitive, and social. In biological psychology, we learn how the brain and our physiology influences our actions and thoughts. In cognitive psychology, we learn how our mind works, is influenced by others, influences our behavior and how our behavior can influence our mind. Social psychology is the study of how other people influences our behaviors and thinking. Social psychology will focus on the nature of why we need others and how the social situation influences us. The course will also cover applied and experimental psychology. Students will learn how psychological research is conducted and will engage in multiple opportunities to apply the methods of psychological investigation on campus. Psychology 114: Introduction to Abnormal Psychology Psychology 114 introduces students to the study of mental disorders. The course begins with an overview of how psychologists define abnormality and the major perspectives of how psychological abnormality is interpreted and understood. The following psychological disorders are covered: anxiety disorders such as: generalized anxiety disorder, panic disorder, obsessive-compulsive disorder, phobias, stress-related disorders such as posttraumatic stress disorder, and dissociative disorders; mood disorders such as the different depressive disorders and bipolar disorder (a special concentration on the nature of suicide is also addressed); eating disorders such anorexia and bulimia; schizophrenia, psychoactive drug addictions, and personality disorders. Students will apply what they learn by also collecting data on characteristics of these disorders amongst their peers. UC/CSU Approval: MiraCosta Community College course *Limit of 2 MiraCosta courses per semester

2 Grade Level: Estimated Homework Per Week: Homework is primarily reading from the textbook and other handouts with note taking. In Psychology 101, the textbook is an online textbook: Homework readings range from 3 to 6 pages. Homework can range from 3 to 15 pages a week. Psychology 114 uses a different textbook and homework is more spread out -- chapter readings and their note guides are assigned along with some student-friend check-in dates as we make our way through the chapter. On average, it is about pages of reading a week and notes. Prerequisite: Open to juniors and seniors Recommended Prerequisite Skills: Strong at keeping up with homework assignments and readings. Applies effective study techniques (distributive practice, testing knowledge through practice test questions, etc.). Help seeking when needed. Organization and time management. Course Grade Scale: Homework: 30% Projects: 15% Final Exam: 15% Unit Exams: 40% Psychology 101: Introduction to Psychology Major Units & Topics Prelude to Psychology 101: The Psychology of Stress and How to Cope with It Share in small groups your responses to the questions (also on the board): 1. What are your sources of stress? 2. How does stress affect you? Consider how it influences your thoughts, behaviors, sleep, diet, mood, energy levels, etc. 3. What do you do, if anything, to cope with the stress? List any of your healthy and/or unhealthy methods of coping.

3 4. Consider the school year ahead, what do you expect to be the source of stress for you? Presentation: The Psychology of Stress Unit I: Introduction and Methods Introduction to Psychology What is psychology Psychology s perspectives: psychoanalytic, behavioral, humanistic, cognitive, biopsychosocial, sociocultural The Big Three Questions of Psychology Mind vs. Body Problem Descartes not trusting the senses Free Will vs. Determinism Class debate Nature vs. Nurture Class discussion Plato vs. Aristotle: nativism vs. empiricism Psychological Research Methods: Why We Need a Method and The Scientific Process o Demonstration: Blind spot o Research Methods Designing Studies o Research Methods o Class activity/assignment o For each method, come up with a question or hypothesis, outline the method, list the strengths and the limitations of that method given your approach. Assessment: Experimental Process o Select ONE experiment to replicate or modify from the available studies o Plan and carryout your study following the posted project guidelines o Present your findings. Unit II: Biological Psychology: the development of the brain and of perception The Neuron and The Brain o The Neuron: parts and functions o Mirror Neurons Plasticity o Related studies: Jodie, Shore o How to take notes in psychology Hormones & Neurotransmitters: attachment, stress, and pleasure

4 o Hormones: Oxytocin and stress o When we lack or lose attachments stress o Neurotransmitters The Brain and its Regions How the brain works Prefrontal Cortex & Gage Parietal Lobe: Somatosensory Cortex: phantom experiences (video), pen-to-toe (demonstration) Limbic System: Hippocampus (H.M. Praag, Bjorklund, etc.), Amygdala Lobes: Secrets of the Mind Temporal Lobe (two cases Capgras and Seizures) Your Brain on Microorganisms o The Second Brain how our stomach influences our brain o Good Guys vs. Bad Guys: Micro-organisms and the brain Assessment: Biological Psychology SAQs/Quiz Brain and Human Development o Brain development: environmental influences on brain development o Contact-Comfort and Harlow s classic research videos and Lecture o Our innate nature o Touch and brain development: Fields, Shanberg, Bowlby, and Meany (video) o The Teenage Brain Introduction to Perception o Perception vs. sensation and bottom up vs. top down processing o Demonstration ice cubes Plasticity and The Development of Perception o Share HW o Turnbull o Blakemore study with kittens (w/video) o Visual Cliffs (w/video) Visual process and Brain Regions o Demonstration erasing someone! o Brain anatomy and visual processing o Embodied Cognition

5 Illusions & The Factors of Perception o Presentation of Illusions o Factors of Perception: Perceptual Set, The Interaction of the Senses, & Influences of Attention Assessment: Biological Psychology Unit Exam Unit III: Learning and Cognition Learning: Classical and Operant Conditioning o Classical and Operant Conditioning o Classical Conditioning Little Albert o Activity o Operant Conditioning o Activity: Op. Cond. at home and at school Strengths and Limitations to Operant Conditioning o Discuss HW/Seligman o Intrinsic and extrinsic reinforcement and motivation o Problems with Punishment Hidden Reinforces, Learning Gender Roles, and The Biology of Learning o Conditioning our gender roles o Toys and monkeys o Preparedness o Dopamine and Operant Conditioning o Sapolsky o Marshmallow test Social Learning o Observational learning / HW / Bandura o Mirror Neurons Cognitive Learning o Piaget and cognitive development o Cognitive maps and latent learning o Self-Efficacy Assessment: Learning Psychology SAQs

6 Cognitive Psychology: Memory and Information Processing o Memory o Kinds of Memory o Biology of Memory: H.M. Clive Wearing How Memory is Processed o Multi-store Model o Semantic Network Model of LTM (activity) o Neural Network Model False Memories & Emotions o Bartlett o Roediger o Loftus o Emotions o The Two-Factor Theory of Emotions Consciousness and Altered states a. What is consciousness b. Sleep & Dreams Assessment: Cognitive Psychology SAQs Unit IV: Social Psychology Attraction, Love, and Relationships o The need for others o Origins of love (review) o Psychosocial Development: Erikson o The eight stages and principles of attraction between the sexes Attribution Theory & Conformity o Fundamental Attribution Error o Universal Attribution Error o Conformity o Why and when we conform o Ash (HW) o Groupthink

7 Obedience and Roles: When we harm others o Obedience: HW/Milgram o Zimbardo s prison study Bystander Effect o Why and when we don t help o Studies and examples Prejudice and Stereotyping at CCHS o What is prejudice? o What is stereotyping o Research on prejudice and stereotyping o Classic studies o Social and Cognitive explanations of stereotyping o Schema theory and neural networks o Social impacts of stereotyping on children and adults. o Video: A Class Divided o A look at issues today: gender, religion, ethnicity, age, etc. o Stereotype Threat: gender, race, intelligence, ability, and behavior Socratic Seminar: What is the status of prejudice in the United States and how should our society deal with prejudice? Assessment: Social Psychology Unit Exam Final Exam Psychological Research & Making Psychological Recommendations Explore potential research topics by reflecting on what psychological questions you find most interesting. Once you have an approved research question, you will need to find past and recent studies related to your question. Students can work collaboratively or individually. One the day of the final, students will turn in and present their final report. Psychology 114: Introduction to Abnormal Psychology Unit Objectives & Course Outline Introduction to Abnormal/Dysfunctional Psychology (January) Students will know and understand: The American Psychiatric Association s definition of abnormal psychology. The debate surrounding what is should be considered abnormal psychology. How people with mental health issues have been historically treated in this society and others. The debate around treating people with mental health challenges.

8 Recent history and current trends in treating mental illness. Class Project: students will research the debate surrounding: A. cultural differences in defining what is abnormal behavior, B. how those with mental illness are treated around the world today, C. methods of preventing disorders and promoting mental health. Perspectives of Understanding Dysfunctional Psychology (January) Students will know and understand the following models of understanding dysfunctional psychology The biological model: how biological theorists explain and treats dysfunctional behavior. The psychodynamic model: how psychodynamic theorists explain and treats dysfunctional behavior. Thinkers such as: Freud, Jung, and Erikson will be included. o Activities: Freudian vs. Cognitive-Neuroscientific Dream Analysis; Jungian archetypes in media Erikson: a visual autobiographical timeline The cognitive-behavioral model: how cognitive and behavioral theorists explain and treats dysfunctional behavior. o Activity: Cognitive-behavioral therapy worksheet The humanistic model: how humanistic theorists explain and treats dysfunctional behavior. o Activity: Mapping your two selves The sociocultural model: how sociocultural theorists explain and treats dysfunctional behavior. o Activity: The influence of stress on health (video) and the psychology of oppression (review of social psychology). The integration of the models: The Developmental Psychopathology Perspective. Psychoneuroimmunology and examples of how parasites influences animal and human psychology. Assignment: students will make visually, and information rich, reference guides to each of the perspectives of dysfunctional psychology. Socratic Seminar: the evaluation of the perspectives of dysfunctional psychology: when and for who do each of these perspectives help or apply the most? Clinical Assessment Diagnosis and Treatment (January) Students will understand characteristics of clinical assessment, clinical interviews, clinical tests, and clinical observations. Students will understand diagnosis with respect to: classification systems, DSM-5, and controversies surrounding the DSM process.

9 Activity: Inkblot and T.A.T. assessments Unit Exam Anxiety and Disorders of Trauma and Stress (February) Students will know and understand anxiety, and the following anxiety and stress-related disorders with respect to their characteristics, theoretical causes and treatment approaches, according the following perspectives: biological, psychodynamic, cognitive-behavioral, humanistic, sociocultural, and developmental psychopathology. Generalized Anxiety Disorder Phobias Social Anxiety Disorder Panic Disorder Obsessive-Compulsive Disorder video Obsessed Acute Stress Disorder Posttraumatic Stress Disorder small group research project case examples of trauma and its psychological aftermath. Dissociative Disorders Assignment: students will take notes from their textbooks on the above disorders with respect to their: characteristics, theoretical causes and influences from across the different perspectives, and the approaches to treatment. Students will evaluate the perspectives interpretation of the disorders and research current treatments and controversies regarding these disorders. Students will complete several CBT-based anxiety management exercises aim at teens. Class Discussion: Students will explore contemporary examples of trauma in our society such as sexual assault, immigrant family separations, and of people of our military. Group Research Project: measuring anxiety amongst adolescence. Group Project: infographic on managing anxiety across different situations young people encounter. Posters are designed to be displayed across the school. Unit Exam Mood Disorders & Suicide (February - March) Students will know and understand depression and mania, and the following depressive disorders with respect to their characteristics, theoretical causes and treatment approaches, according the following perspectives: biological, psychodynamic, cognitive-behavioral, humanistic, sociocultural, and developmental psychopathology.

10 Unipolar Depression: Major Depressive Disorder, Persistent Depressive Disorder, and Postpartum Depressive Disorder Bipolar Disorders Students will examine the debate regarding medicating children. o Activities: Small group research: recent research on the benefits and dangers of medicating children and adults. Extended class discussion on the benefits and dangers of medicating children and adults. Suicide: students will know the following about the nature of suicide: o Triggers of suicide: stressors, mood, drugs use, mental illness, and contagion of suicide. o Causes of suicide: psychodynamic view, Durkheim s Sociocultural view, interpersonal view, and the biological view. o Suicide and age: children, adolescents, and the Elderly o Treatment and Suicide: treatment post suicide attempts and suicide preventions. Assignment: students will take notes from their textbooks on the above disorders with respect to their: characteristics, theoretical causes and influences from across the different perspectives, and the approaches to treatment. Students will evaluate the perspectives interpretation of the disorders and research current treatments and controversies regarding these disorders. Students will evaluate suicide prevention programs and their efficacy. Group Research Project: measuring depression amongst adolescents. Group Project: infographic on decreasing depression across different situations young people encounter. Posters are designed to be displayed across the school. Unit Exam Addictive Disorders (March) Students will know and understand the following addictive disorders with respect to their characteristics, theoretical causes and treatment approaches according the following perspectives: biological, psychodynamic, cognitive-behavioral, humanistic, sociocultural, and developmental psychopathology. Alcoholism Stimulants such as: cocaine, amphetamines, Stimulant Use Disorder Cannabis use disorder Nicotine: vape and chew, and cigarettes Other addictive disorders: gambling, gaming, shopping, and pornography. Assignment: Students will evaluate the perspectives interpretation of the disorders and research current treatments and controversies regarding these disorders.

11 Students will explore the methods/programs of treating those with chemical addictions and their efficacy. Small Group Poster Project: the short- and long-term effects of psychoactive drugs on human psychology and health. Posters are designed to be displayed across the school. Video: Intervention Interviews: students will interview a family member or friend that has struggled with a chemical addiction. Socratic Seminar: (1) How should our society treat those with chemical addictions? (2) How should high schools respond to teen drug use? (3) Is addiction a disease? Unit Exam Eating Disorders (March-April) Students will know and understand the following eating disorders with respect to their characteristics, theoretical causes and treatment approaches according the following perspectives: biological, psychodynamic, cognitive-behavioral, humanistic, sociocultural, and developmental psychopathology. Anorexia Nervosa Bulimia Nervosa Bing-Eating Disorder Video: THIN Students will evaluate the perspectives interpretation of the disorders and research current treatments and controversies regarding these disorders. Students will explore contemporary media and social messages aimed at males and females and how those messages may influence unhealthy body-images. Assignment: students will take notes from their textbooks on the above disorders with respect to their: characteristics, theoretical causes and influences from across the different perspectives, and the approaches to treatment. Class Research: Media messaging regarding male and female body-image what does media implicitly or explicitly tell consumers what is desirable? Group Research Project: measuring body-image amongst adolescence. Group Poster Project: how to help adolescence have a healthy body-image? Posters are designed to be displayed across the school. Schizophrenia & Related Disorders (April) Students will know and understand schizophrenia (and its related disorders) and the below related disorders with respect to their characteristics, theoretical causes and treatment approaches according the following perspectives: biological, psychodynamic, cognitive-behavioral, humanistic, sociocultural, and developmental psychopathology.

12 Group Research: contemporary theories on schizophrenia and its causes such as the viral hypothesis. Unit Exam Personality Disorders (May) Students will research and develop detailed presentations for the following personality disorders. Each presentation will include information on the characteristics, multicultural factors, case examples, and treatment approaches. These presentations are formal and are considered an assessment. Presentations of findings and explanations will be within a lecture hall setting. Paranoid Personality Disorder Schizoid Personality Disorder Schizotypal Personality Disorder Antisocial Personality Disorder Borderline Personality Disorder Histrionic Personality Disorder Narcissistic Personality Disorder Avoidant Personality Disorder Dependent Personality Disorder Obsessive-Compulsive Personality Disorder Group Activity: Students will apply the Big Five Theory of Personality and personality disorders Special Investigations: students will research specific examples within dysfunctional psychology and present their findings and explanations within a lecture hall setting. Mass murders: where does such violence come from? Selfies: Narcissistic or not? Dissociative Identity Disorder: is it real or something else? FINAL EXAM: A Mental Health Symposium Students will research a topic with respect to one of the below topics and prepare a report and analysis of recent psychological research of that topic. Finding Happiness Across the Lifespan and Mental Health Challenges Dealing with Addictions and How Other Psychological Illness Play a Role Lifestyles for Optimal Mental Health

HIBBING COMMUNITY COLLEGE COURSE OUTLINE

HIBBING COMMUNITY COLLEGE COURSE OUTLINE COURSE NUMBER & TITLE: PSYC 1400: Abnormal Psychology CREDITS: 3 (3Lec 0 / Lab) PREREQUISITES: PSYC 1205: General Psychology CATALOG DESCRIPTION: Abnormal Psychology