STATEMENT OF PURPOSE PSYCHOLOGY

Transcription

1 STATEMENT OF PURPOSE PSYCHOLOGY Psychology is thought of as the scientific study of behavior and mental processes. However, psychology is really much more than it appears to be and includes many aspects of our everyday lives. Individuals should be knowledgeable of the basic principles of psychology in order to better understand their own thoughts, reactions, and emotions. The primary purpose of the twelfth grade Psychology elective is to introduce the study of human behavior through the mastery of basic psychological principles. The five major units of study will be the history of psychology, psychological methods, levels of consciousness, personality theories, and psychological disorders. Through the use of the Internet, field trips, oral reports, critical thinking activities, and in class experiments, students will learn the fundamental aspects of psychology while getting to know themselves better. 1

2 COURSE PROFICIENCIES 1. Develop familiarity with the language of psychology. 2. Develop an understanding of psychology and how it relates to individuals and small groups. 3. Trace the origins of psychology from ancient to modern day systems. 4. Demonstrate the use of the experimental method and the use of interviews, tests, surveys, and case-studies. 5. Explain the various levels of consciousness and alternate states of consciousness and how each function. 6. Understand the various schools of thought on the development of personalities. 7. Explain psychological disorders, their causes, and various models of treatment. 8. Understand the forces that have affected our lives and how we can learn to help ourselves lead a fuller and richer life. 2

3 I. The History of Psychology A. Definition of Psychology 1. Psycho 2. Logos 3. Greek origin 4. Study of behavior B. The evolution of psychology as a science 1. Stone Age People 2. Ancient Egyptians 3. Ancient Greeks 4. Middle Ages 5. Galls Phrenology 6. Relationship to other sciences C. Later developments from the 1800 s on 1. Wilhelm Wundt s School of Structuralism 2. William James School of Functionalism 3. J.B. Watson s Behaviorism 4. Freud s Psychoanalytic Movement 5. Gestalt Psychology 6. Cognitive Psychology 7. Existential Psychology 8. Humanistic Psychology UNIT I - TERMS psychology sociology Gestalt psychology science social psychology cognitive psychology behavior structuralism existential psychology thinking functionalism humanistic psychology organism psychoanalysis anthropology behaviorism 3

4 II. Psychological methods A. Types of Research 1. Natural Observation 2. Direct Observation 3. Individual Case Study Method 4. Interviews 5. Tests 6. Surveys 7. Questionnaire B. Experimental Method 1. Hypothesis 2. Theory 3. Control Group 4. Experimental Group 5. Independent Variable 6. Dependent Variable 7. Setting Up and Conducting an Experiment C. Parapsychology UNIT II - TERMS 1. Extra Sensory Perception 2. Telepathy 3. Psychokinesis 4. Precognition 5. Paranormal activities hypothesis control group negative correlation variable theory positive correlation independent variable subject psychokinesis dependent variable anthropomorphism ESP random placebo telepathy 4

5 III. Levels of Consciousness and Alternate States of Consciousness A. Levels of Consciousness 1. Unconsciousness 2. Subconsciousness 3. Consciousness 4. Brain Activity During Each Level B. Sleep as a Biological Influence 1. Stages of Sleep 2. Sleep Deprivation 3. Brain Activity During Sleep C. Sleep Disorders 1. Apnea 2. Somnambulism 3. Insomnia 4. Night Terrors 5. Nightmares 6. Bruxism D. Dreams 1. Reasons Why Dream 2. Dream Deprivation 3. Reoccurring Dreams 4. Dream Symbolism E. Common Dream Symbols and Their Meaning 1. Falling 2. Flying 3. Nudity 4. Losing Teeth 5. Finding Valuables 5

6 F. Hypnosis UNIT III - TERMS 1. Origins 2. Reasons Why It Is Used 3. How Hypnosis Works unconscious subconscious conscious electroencephalograph (EEG) positron-emmission tomography (PET) rapid eye movement (REM) paradoxical sleep lucid dreaming hypnosis quiet sleep IV. Personality Theories A. Psychoanalytic Theories 1. Sigmund Freud a. childhood experiences b. unconscious sexual desires c. iceberg approach d. id, ego, superego f. defense mechanisms: how and why they are used 2. Carl Jung a. personal unconscious b. collective unconscious c. archetypes d. anima and animus theory e. purpose of one s shadow and self B. Social Psychoanalytic Theories 1. Alfred Adler a. creative self b. social motivation c. inferiority complex d. conscious behavior 6

7 2. Erich Fromm a. motivation bases on needs b. need for relatedness c. need for transcendence d. need for identity e. need for frame of reference f. need for belonging 3. Erik Erikson a. motivation to solve personal crisis b. eight stages of development c. fixation in a stage 4. Karen Horney a. social relationship between parents and children b. patent/child bonding c. inner conflict 5. Harry Stack Sullivan a. interpersonal relationships b. individuals as members of society c. three processes within relationships: dynamism, personification, and cognitive process C. Behavioristic Theories 1. B.F. Skinner a. study of behavior and learned behavior b. positive reinforcement c. negative reinforcement d. Skinner s box e. use of punishment 2. Albert Bandura a. learned behavior b. modeling c. social behavior 7

8 D. Humanistic Theories 1. Abraham Maslow a. motivation by needs b. self actualization c. hierarchy of needs 2. Carl Rogers a. free will and decision making b. self concept c. self concept and conflict E. Human Sexuality UNIT IV-TERMS 1. Homosexuality a. genetic disposition b. environmental influences 2. Causes of homosexuality as explained by personality theories a. Psychoanalytic b. Social psychoanalytic c. Behavioristic d. Humanistic 3. Society and homosexuals a. homophobia b. same sex marriages c. adoption by same sex couples personality reality principle personification society superego cognitive process molecular personal unconscious reinforcement molar approach id punishment introversion ego modeling extroversion creative self self-actualization homosexuality homophobia 8

9 V. Psychological Disorders A. Background Information 1. At Risk Populations 2. Normal vs. Abnormal 3. Psychosis and Neurosis 4. Sane vs. Insane 5. Diagnostic Statical Manual B. Categories of Disorder 1. Dissociative a. dissociative amnesia b. fugue c. multiple personality disorder 2. Somatoform a. hypochondria b. conversion 3. Affective a. bipolar b. major depression c. cyclothymia d. dysthymia 4. Anxiety a. panic attack b. obsessive compulsive disorder c. phobias d. post traumatic stress 5. Schizophrenic a. delusional b. schizoaffective c. paranoid d. catatonic 6. Personality a. paranoid b. schizoid c. antisocial d. histrionic e. avoident f. dependent 7. Organic a. senility b. Alzheimer s disease 9

10 C. Treatment for Disorders 1. Medication 2. Talk Therapy 3. Stress Management 4. Hypnosis 5. Systematic Desensitization 6. Paradoxical Treatment UNIT V TERMS DSM IV affective disorder somatoform disorder depression hypochondria bipolar conversion schizophrenia dissociative disorder hallucination delusion fugue multiple personalities anxiety disorder organic mental disorder Alzheimer s disease phobias medical model sociocultural model behavioral model psychoanalytic model obsessive compulsive disorder 10

11 Student Evaluations 1. Research projects - individual written research 2. Oral presentations from research, homework, and class work. ( Alternate Assessment) 3. Group presentations from cooperative learning and research activities. (Alternate Assessment) 4. Participation in class discussions and activities. (Alternate Assessment) 5. Tests and quizzes. 6. Homework as by Board of Education policy. 11

12 Resources Psychology: Principles in Practice, Spencer A. Rathus, Holt, Rinehart, and Winston, Harcourt Brace & Co., 1998 Rathus, Spencer A. Psychology: Principles in Practice.New York: Holt, Rhinehart and Winston, Reference Materials Miller, Gustavus Hindman. Dictionary of Dreams. New York: Smithmark, Broughton, Richard S.. Parapsychology: The Controversial Science. New York: Ballantine Books, Spitzer, Robert L., Miriam Gibbon, and Andrew Skodol. DSM-IV Casebook: A Learning Companion to the Diagnostic and Statistical Manual of Mental Disorders. 4th ed. Washington D.C.: American Psychiatric Press, Audio Visual materials in the RHS Library Sleep and Dreaming Sleep Disorders Discovering Psychology: The Mind Awake and Asleep Mysteries of the Mind The World of Abnormal Psychology The World of Abnormal Psychology: The Schizophrenias Phobias Post Traumatic Stress Disorder Three Faces of Eve Resources for speakers and materials Bergen Pines Country Hospital 230 E. Ridgewood Ave. Paramus, NJ Alternative to Domestic Violence 21 Main St. Hackensack, NJ

13 Sleep Disorder Center at Pascack Valley Hospital 400 Old Hook Road Westwood, NJ Greystone Park Psychiatric Hospital Greystone Park, NJ INTERNET ADDRESSES HISTORY OF PSYCHOLOGY PERSONALITY THEORIES SLEEP AND DREAMS MENTAL HEALTH DISORDERS

14 COURSE OUTLINE -PSYCHOLOGY SUGGESTED AREAS FOR RESEARCH 1. Explain the basic research question behind the nature versus nurture debate. 2. Investigate the various levels of consciousness including alternate states of consciousness. 3. Explain the cognitive and moral development of children according to Piaget s and Kohlberg s theories. 4. Research how Sigmund Freud s psychoanalytic school of thought influenced the development of psychology as a science. 5. Investigate the interpretation of dreams and the latent meaning of dreams. 6. Research the causes, symptoms, and treatments of a psychological disorder. 7. Investigate a paranormal activity, explain the phenomenon, and the present information which either supports or negates the situation. 8. Research a personality theory as developed by a leading psychologist and create your own examples to support the theory. 9. Research one of the methods which allows an individual to accumulate information in a scientific manner. Explain the advantages, disadvantages and develop a model situation in which the method can be tested. 10. Research one psychologist and how they influenced the development of the school of thought they are associated with. 14

15 CROSS CONTENT WORKPLACE READINESS STANDARDS STANDARD 1 - ALL STUDENTS WILL DEVELOP CAREER PLANNING AND WORKPLACE READINESS SKILLS. All students will be able to: 2. Describe the importance of personal skills and attitudes to job success. 3. Identify career interests, abilities, and skills. 7. Describe the importance of academic and occupational skills to achievement in the work world. STANDARD 2 - ALL STUDENTS WILL USE INFORMATION, TECHNOLOGY, AND OTHER TOOLS. All Students will be able to: 2. Select appropriate tools and technology for specific activities. 3. Demonstrate skills needed to effectively access and use technologybased materials through keyboarding, troubleshooting, and retrieving and managing information. 4. Develop, search, and manipulate databases. 5. Access technology-based communication and information systems. 6. Access and assess information on specific topics using both technological (e.g., computer, telephone, satellite) and print resources available in libraries and media centers. 7. Use technology and other tools to solve problems, collect data, and make decisions. 15

16 STANDARD 3 - ALL STUDENTS WILL USE CRITICAL THINKING, DECISION-MAKING, AND PROBLEM-SOLVING SKILLS. All student will be able to: 1. Recognize and define a problem, or clarify decisions to be made. 2. Use models, relationships, and observations to clarify problems and potential solutions. 3. Formulate questions and hypotheses. 4. Identify and access resources, sources of information, and services in the school and the community. 5. Use the library media center as a critical resource or inquiry and assessment of print and non print materials. 6. Plan experiments. 7. Conduct systematic observations. 8. Organize, synthesize, and evaluate information for appropriateness and completeness. 9. Identify patterns and investigate relationships. 10. Monitor and validate their own thinking. 11. Identify and evaluate the validity of alternative solutions. 12. Interpret and analyze data to draw conclusions. 13. Select and apply appropriate solutions to problem-solving and decisionmaking situations. 14. Evaluate the effectiveness of various solutions. 16

17 STANDARD 4 - ALL STUDENTS WILL DEMONSTRATE SELF- MANAGEMENT SKILLS. All students will be able to: 2. Work cooperatively with others to accomplish a task. 3. Evaluate their own actions and accomplishments. 4. Describe constructive responses to criticism. 5. Provide constructive criticism to others. 6. Describe actions which demonstrate respect for people of different races, ages, religions, ethnicity and gender. 7. Describe the roles people play in groups. 8. Demonstrate refusal skills. 9. Use time efficiently and effectively. 10. Apply study skills to expand their own knowledge and skills. 11. Describe how ability, effort, and achievement are interrelated. 17

18 STANDARD 6.1 ALL STUDENTS WILL LEARN DEMOCRATIC CITIZENSHIP AND HOW TO PARTICIPATE IN THE CONSTITUTIONAL SYSTEM OF GOVERNMENT OF THE UNITED STATES. 10. Explain the origins and interpret the continuing influence of key principles embodied in the United States Constitution. 11. Analyze the balance between the rights and responsibilities of citizens, and apply the analysis to understanding issues facing society in New Jersey and the United States. 12. Locate, access, analyze, organize, and apply information about public issues in order to evaluate the validity of different point of view. 13. Analyze the roles of the individual and the government in promoting the general welfare of the community under our Constitution. 14. Analyze the functioning of government processes, such as elections, in school, town, or community projects. STANDARD 6.2 ALL STUDENTS WILL LEARN DEMOCRATIC CITIZENSHIP THROUGH THE HUMANITIES, BY STUDYING LITERATURE, ART, HISTORY AND PHILOSOPHY, AND RELATED FIELDS. 9. Give examples of historical, literary, and artistic works which have influenced society in the past and present, and identify their effect on our understanding of basic human rights. 10. Examine the relationship between the beliefs and life circumstances of a writer, artist, and philosopher, and that person s creative work. 11. Compare artistic and literary interpretations of historical events with accounts of the same events that aim at objectivity. 18

19 STANDARD 6.3 ALL STUDENTS WILL ACQUIRE HISTORICAL UNDERSTANDING OF POLITICAL AND DIPLOMATIC IDEAS, FORCES, AND INSTITUTIONS THROUGHOUT THE HISTORY OF NEW JERSEY, THE UNITED STATES, AND THE WORLD. 9. Understand the complexity of historical causation. 10. Analyze how and why different historians may weigh casual factors differently, and why historical interpretations change over time. 11. Compare and contrast divergent interpretations of historical turning points, using available evidence. 12. Understand the views of people of other times and places regarding the issues they have faced. 13. Synthesize historical facts and interpretations to reach personal conclusions about significant historical events. 14. Analyze and formulate policy statements demonstrating an understanding of issues, standards, and conflicts related to universal human rights. STANDARD 6.4 ALL STUDENTS WILL ACQUIRE HISTORICAL UNDERSTANDING OF SOCIETAL IDEAS AND FORCES THROUGHOUT THE HISTORY OF NEW JERSEY, THE UNITED STATES, AND THE WORLD. 9. Evaluate the views, beliefs, and impact of different social groups on a given historical event or issue. 10. Evaluate how individuals, groups, and institutions influence solutions to society s problems. 11. Analyze historical and contemporary circumstances in which institutions function either to maintain continuity or to promote change. 19

20 12. Argue an ethical position regarding a dilemma from the study of key turning points in history. 13. Evaluate actions an individual, group, or institution might take to counteract incidents of prejudice, discrimination, expulsion, genocide, slavery, and the Holocaust. STANDARD 6.5 ALL STUDENTS WILL ACQUIRE HISTORICAL UNDERSTANDING OF VARYING CULTURES THROUGHOUT THE HISTORY OF NEW JERSEY, THE UNITED STATES, AND THE WORLD. 13. Analyze the mutual influences among different cultures throughout time. 14. Understand views held by people in other times and places regarding issues they have faced. 15. Interpret how various cultures have adapted to their environment. 16. Analyze how beliefs and principles are transmitted in a culture. 17. Understand the multiple influences of gender, family background, religion, ethnicity, socioeconomic position, and nationality as the bases for analysis of individual identity. 18. Evaluate the mutual influence of technology and culture. STANDARD 6.6 ALL STUDENTS WILL ACQUIRE HISTORICAL UNDERSTANDING OF ECONOMIC FORCES, IDEAS, AND INSTITUTIONS THROUGHOUT THE HISTORY OF NEW JERSEY, THE UNITED STATES, AND THE WORLD 11. Apply economic concepts and reasoning when evaluating historical and contemporary developments and issues. 12. Evaluate principles and policies associated with international trade. 20

21 13. Evaluate how the economic system meets wants and needs. 14. Analyze the success and failures of various economic systems in meeting the needs and wants of their people. 15. Evaluate an economic decision. 16. Analyze and evaluate economic growth in the contest of environmental conditions and sustainable development. STANDARD 6.7 ALL STUDENTS WILL ACQUIRE GEOGRAPHICAL UNDERSTANDING BY STUDYING THE WORLD IN SPATIAL TERMS. 11. Use and interpret maps and other graphical representations to analyze, explain, and solve geographical problems. 12. Use maps of physical and human characteristic of the world to answer complex geographical questions. STANDARD 6.8 ALL STUDENTS WILL ACQUIRE GEOGRAPHICAL UNDERSTANDING BY STUDYING HUMAN SYSTEMS IN GEOGRAPHY. 12. Predict trends in world population numbers and patterns. 13. Analyze the impact of human migration on physical and human systems. 14. Analyze and compare the functions and spatial arrangement of cities locally and globally. 15. Analyze the processes that change urban structure, and the impact of changes in urban areas. 16. Explain the historical movement pattern of people and goods, and analyze the bases for increasing global interdependence. 21

22 17. Explain how physical, social, cultural, and economic processes shape the features of places and regions. STANDARD 6.9 ALL STUDENTS WILL ACQUIRE GEOGRAPHICAL UNDERSTANDING BY STUDYING THE ENVIRONMENT AND SOCIETY. 6. Evaluate policies and programs related 7. Draw conclusions regarding the global impact of human modification of the environment. 8. Evaluate the environmental consequences of technological change in human history. 22

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