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Introduction to Psychology

// Level: // Honors // Room: // Brunelli House D441 //Email:// apember@malden.mec.edu

Students must respect all people, including themselves, and all property, including their own, at all times.

Paper Pens: Two different colors Pencils: mechanical or wood ||
 * Materials **
 * Textbook: || //__ Essentials of Psychology __// 4th Edition, articles from Psychology magazines and journals ||
 * Student supplies: || ** 3 RING BINDER **

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. As an honors level class, an emphasis will be placed on the development of critical thinking skills, reading, essay writing, and research skills.
 * Course Description ** :

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:

Research Methods of Psychology Multiple Approaches to Psychology Ethical Issues || The Teenage Brain Gender Differences Impact on behavior || 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 || Specific Disorders: Mental Somatoform Dissociative Mood Schizophrenic Personality Psychotherapy/Treatment || Classical Conditioning Operant Conditioning Social Learning Cognitive Approach Intelligence: History of the Intelligence Movement Gardner’s Multiple Intelligence Theory ||
 * **UNIT:** || **TOPICS INCLUDE:** ||
 * ** Unit 1: Introduction to Psychology ** || Subfields in Psychology
 * ** Unit 2: Biopsychology ** || Basic Functions of the Brain
 * ** Unit 3: Human/Personality Development ** || Nature vs. Nurture
 * ** Unit 4: Abnormal Psychology ** || History of the DSM-IV (Diagnostic Criteria)
 * ** Unit 5: Learning and Intelligence ** || Learning:

Tests/Projects: 35% Quizzes/Minor Projects/Writing Assignments: 15% Class Participation/Class work/Binders: 35% Homework: 15%
 * Distribution of quarterly grading components: **


 * Sample of Course Activities: **
 * ** Quarter 1 ** || ** Quarter 2 ** ||
 * Research on a Subfield 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//) || Insanity Plea Mock Trial

“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

Journal writings based on readings from //Psychology Today// and from //Psychology in Context// ||


 * ** Grade ** || ** Scale ** || ** Description of work ** ||
 * 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. ||
 * D || 60-69 || Work shows minimal effort and some assignments are late. Demonstrates a basic understanding of recalling or comprehending concepts (or principles) of (course). ||
 * E || Below 60 || Understanding is be ||

Pacing Guide
 * **Quarter 1 (Semester 1) ** || **Quarter 2 (Semester 1) ** || **Quarter 3 (Semester 2) ** || **Quarter 4 (Semester 2) ** ||
 * **Introduction to Psychology (Chapter 1) **

Definition of psychology  Subfields  Research Methods  Six Approaches to explaining behavior  Famous psychologists  Ethical Issues  Critical thinking

//(3 weeks)// || **Personality **
 *  (Chapter 11) **

 Psychoanalytic/dynamic approach <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Trait approach <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Social-cognitive approach <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Humanistic approach <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Measuring personality

//(4 weeks)// || **<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">Introduction to Psychology (Chapter 1) **

<span style="color: #0f243e; font-family: 'Times New Roman','serif';">Definition of psychology <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Subfields <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Research Methods <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Six Approaches to explaining behavior <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Famous psychologists <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Ethical Issues <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Critical thinking

//(2 weeks)// || **<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">Personality **
 * <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;"> (Chapter 11) **

<span style="color: #0f243e; font-family: 'Times New Roman',Times,serif;">Psychoanalytic/dynamic approach <span style="color: #0f243e; font-family: 'Times New Roman',Times,serif;"> Trait approach <span style="color: #0f243e; font-family: 'Times New Roman',Times,serif;"> Social-cognitive approach <span style="color: #0f243e; font-family: 'Times New Roman',Times,serif;"> Humanistic approach <span style="color: #0f243e; font-family: 'Times New Roman',Times,serif;"> Measuring personality

//(3 weeks)// ||
 * **<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">Biopsychology **
 * <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;"> (Chapter 2) **

<span style="color: #0f243e; font-family: 'Times New Roman','serif';">Basic Structure and Functions of the Brain <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> The Teenage Brain <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Gender Differences <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Impact on behavior

//(2 weeks)// || **<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">Abnormal Psychology **
 * <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;"> (Chapter 12, 13) **

<span style="color: #0f243e; font-family: 'Times New Roman','serif';">Pyscholanalytic theory <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Famous psychoanalysts <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Freud’s Stages of Development <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> History of the DSM-IV (Diagnostic Criteria) <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Specific Disorders: <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Mental <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Somatoform <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Dissociative <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Mood <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Schizophrenic <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Personality <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Phobias <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Psychotherapy/Treatment <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Insanity Defense Plea

//(4 weeks)// || **<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">Biopsychology **
 * <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;"> (Chapter 2) **

<span style="color: #0f243e; font-family: 'Times New Roman','serif';">Basic Structure and Functions of the Brain <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> The Teenage Brain <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Gender Differences <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Impact on behavior

//(1 week)// || **<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">Abnormal Psychology **
 * <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;"> (Chapter 12, 13) **

<span style="color: #0f243e; font-family: 'Times New Roman','serif';">Pyscholanalytic theory <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Famous psychoanalysts <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Freud’s Stages of Development <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> History of the DSM-IV (Diagnostic Criteria) <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Specific Disorders: <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Mental <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Somatoform <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Dissociative <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Mood <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Schizophrenic <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Personality <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Psychotherapy/Treatment <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Insanity Defense Plea

//(3 weeks)// ||
 * **<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">Development **
 * <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;"> (Chapter 8, 9) **

<span style="color: #0f243e; font-family: 'Times New Roman','serif';">Nature versus Nurture <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Piaget’s Stages of Intellectual Development <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Erikson’s 8 Stages of Life <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Marcia’s Identity States <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Kohlberg’s Moral Development Stages <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Maslow’s Hierarchy of Needs <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Impact of Gender on Development

//(5 weeks)// || **<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">Learning and Intelligence (Chapter 5, 6, 7) **

<span style="color: #0f243e; font-family: 'Times New Roman','serif';">Learning: <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Classical Conditioning <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Operant Conditioning <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Social Learning <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Cognitive Approach <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Memory

<span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Intelligence: <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Definition <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> History of Intelligence testing <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Gardner’s Multiple Intelligence Theory

//(4 weeks)// || **<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">Development **
 * <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;"> (Chapter 8, 9) **

<span style="color: #0f243e; font-family: 'Times New Roman','serif';">Nature versus Nurture <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Piaget’s Stages of Intellectual Development <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Erikson’s 8 Stages of Life <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Marcia’s Identity States <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Kohlberg’s Moral Development Stages <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Maslow’s Hierarchy of Needs <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Impact of Gender on Development

//(4 weeks)// || **<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">Learning and Intelligence (Chapter 5, 6, 7) **

<span style="color: #0f243e; font-family: 'Times New Roman','serif';">Learning: <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Classical Conditioning <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Operant Conditioning <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Social Learning <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Cognitive Approach <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Memory

<span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Intelligence: <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Definition <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> History of Intelligence testing <span style="color: #0f243e; font-family: 'Times New Roman','serif';"> Gardner’s Multiple Intelligence Theory

//(3 weeks)// ||
 * **<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">Midterm ** || **<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">Final Exam ** || **<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">Midterm ** || **<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">Final Exam ** ||