Course Syllabus Overview Course Objectives

Transcription

1 Course Syllabus Title of Course: DP Psychology Grade Level: Indiana Code Number: 1604 (HL) 1606 (SL) Instructor: Elijah Sanders E:mail: Room: 339 Overview: Psychology is the systematic study of behavior and mental processes. Psychology has its roots in both the natural and social sciences, leading to a variety of research designs and applications, and providing a unique approach to understanding modern society. IB psychology examines the interaction of biological, cognitive and sociocultural influences on behavior, thereby adopting an integrative approach. Understanding how psychological knowledge is generated, developed and applied enables scholars to achieve a greater understanding of themselves and appreciate the diversity of human behavior. The ethical concerns raised by the methodology and application of psychological research are key considerations in IB psychology. IB psychology takes a holistic approach that fosters intercultural understanding and respect. IN the core of the IB psychology course, the biological level of analysis demonstrates what all humans share, whereas the cognitive and sociocultural levels of analysis reveal the immense diversity of influences that produce human behavior and mental processes. Cultural diversity is explored and scholars are encouraged to develop empathy for the feelings, needs and lives of others within and outside their own culture. This empathy contributes to an international understanding. Course Objectives: Scholars will be expected to master the following key objectives demonstrating critical thinking throughout: 1. To develop an awareness of how psychological research can be applied for the benefit of human beings 2. To ensure that ethical practices are upheld in psychological inquiry 3. To develop an understanding of the biological, cognitive and socio cultural influences on human behavior. 4. To develop an understanding of alternative explanations of behavior 5. To understand and use diverse methods of psychological inquiry. 6. To demonstrate knowledge and comprehension of specified content such as: key terms and concepts; psychological research methods; psychological theories and research studies; biological, cognitive and sociocultural levels of analysis; and comprehension of

2 one option at SL (abnormal behavior) and two options at HL (abnormal behavior and developmental psychology) 7. To demonstrate application and analysis by using examples of psychological research and concepts to formulate an argument in response to a specified question (HL and SL) as well as analyze qualitative psychological research in terms of methodological, reflexive and ethical issues involved in research (HL only). 8. To demonstrate synthesis and evaluation by: evaluating psychological theories and empirical studies; discuss how biological, cognitive and sociocultural levels of analysis can be used to explain behavior; and evaluate research methods used to investigate behavior. 9. To demonstrate selection and use of skills appropriate to psychology by demonstrating the acquisition of knowledge and skills required for experimental design, data collection and presentation, data analysis and interpretation (HL and SL); analyze data using an appropriate inferential statistical test (HL only); and write an organized response (HL and SL). 10. To develop an awareness in scholars that human attitudes and beliefs are widely diverse and that the study of society requires an appreciation of such diversity and a recognition that their study requires the toleration of uncertainty. Texts: Main Review Text: Crane, et al., Psychology Course Supplemental Text Excerpts from: Barlow and Durand, Abnormal Psychology, Berk, Infants, Children, & Bernstein and Nash, Essentials of Ciccarelli and White, Psychology, Fancher and Rutherford, Pioneers of Psychology 2012 Hock, Forty Studies that Changed Psychology 2009 Kosslyn and Rosenberg, Fundamentals of Psychology, Krumov and Larsen, Cross- Cultural Psychology Why Culture Matters 2013 Law, et al., Psychology Developed Specifically for the IB Program, 2010 Matlin, Cognition, Myers, Psychology, 6e, 2001 Myers, Psychology for Passer and Smith, Psychology The Science of Mind and Behavior, Stanovich, How to Think Straight about Psychology, Wade and Tavris, Invitation to Psychology, Wood, et. al. Mastering the World of *Other materials may be added/substituted throughout the year

3 Course Topics: During the next two years, we will study the following: Unit One: Biological Level of Analysis (SL and HL) - Brain imagining technology and effects of biological factors on behavior: CAT, PET, MRI, fmri, EEG - Endocrine system and the effect of hormones on human behavior such as adrenalin and melatonin - Neurons and neurotransmitters and their effect on human behavior such as depression - Structure of Brain and effects of brain damage on personality or cognitive abilities - Psychopharmacology: effects of new medicines on neurotransmitters to disorders such as depression, anxiety and Alzheimer s Disease - Types of research studies used: Experiments, observations, case studies, correlational studies - Ethics of Psychological research: Animal and human research - Localization of Brain Function Study: Sperry and split brains - Interaction between cognition and physiology in terms of behavior; Amnesia, HM study and Edouard Claparede s handshake case - Effects of environment on physiological processes: effects of deprivation on neuroplasticity: case Studies of MA and Genie - Effects of environment on physiological processes such as jet lag on bodily rhythms - Darwin and Natural Selection; evolution s effect on behavior Unit Two: Cognitive Level of Analysis (SL and HL) - Principals that define the cognitive level of analysis - Schema Theory - Reliability of one cognitive process: memory and reliability of eye- witness memory; Loftus and Palmer, Ihlebaek, Yuille and Cutshall; - Memory Models or Theories: Multistore Model of Memory and Levels of Processing - Effect of biology on cognitive process: Alzheimer s disease - To what extent do cognitive and biological factors interact in emotion? Schachter and Singer two factor theory and Lazarus theory of appraisal - Emotion s effect on one cognitive process: Brown and Kulik study of Flashbulb Memory - Effect of social or cultural factors on cognitive processes: Individualism/Collectivism and flashbulb memory - Use of technology in investigating cognitive processes: fmri - Use of research methods at cognitive level of analysis and ethics: experiments, fmri, case studies and interviews Unit Three: Sociocultural Level of Analysis (SL and HL) - Principals that define the sociocultural level of analysis: influence of social and cultural environment on behavior, need to belong, individual and social self - Situational and dispositional factors in explaining behavior and research studies: McCrae and Costa Five- Factor Model of Personality, Milgram and obedience, Ash and conformity - Errors in attribution: fundamental attribution error and self- serving bias

4 - Social Identity Theory: Tajfel and minimal group paradigm - Stereotypes and effect on behavior - Social Learning Theory: Bandura and Gergely - Compliance techniques: foot- in the door, lowballing - Conformity to group norms research: Sherif, Asch, Abrams - Factors influencing conformity: risky shift and group polarization; groupthink - Culture and cultural norms; Cultural dimensions of behavior: individualism /collectivism, Confucian dynamism - Emic and etic concepts - Methods used in sociocultural level and analysis and ethical concerns: experiments, correlational studies, case studies Unit Four: Abnormal Psychology (SL and HL) - Normal v. abnormal behavior - Validity and reliability of diagnosis; DSM: cultural and ethical considerations in diagnosis; cultural variations, stigmatization - Affective Disorders: Major Depressive Disorder, symptoms and prevalence: twin studies, Beck s cognitive triad, Ellis s negative cognitive style, Brown and Harris s vulnerability model - Etiology of Major Depressive Disorder and cultural and gender variations in prevalence - Major Depressive Disorder: biomedical, individual and group therapies - Eating Disorders: Anorexia Nervosa, symptoms and prevalence - Etiology of Anorexia Nervosa and cultural and gender variations in prevalence: Surbey s reproductive suppression model, twin studies, Bruch s body- image hypothesis - Anorexia Nervosa: biomedical, individual and group therapies - Anorexia Nervosa: eclectic approaches to treatment and relationship between etiology and therapeutic approaches Unit Five: Developmental Psychology (HL only) - Cognitive development theories: Piaget and Vigotsky - Social and environmental variables on cognitive development: parenting, poverty, diet - Attachment and role in subsequent formation of relationships: Bowlby s Attachment theory; Ainsworth s Strange Situation; Kagan and temperament - Effects of deprivation or trauma in childhood on later development: Harlow, Genie case study - Effects of genetics on development: Dobb s orchid hypothesis, Suomi - Resilience and strategies to build resilience - Formation of gender roles: Kohlberg; gender schema theory; and rough and tumble play - Cultural variations in general roles: Social Learning Theory - Adolescence: cognitive, biological, and sociocultural approaches - Physical changes in adolescence and relationship to development of identity - Psychological research into adolescence: Erikson and Marica

5 Statement of Teacher Philosophy: I am from a small town in Southern Indiana and grew up in a non- traditional family with multiple siblings. This upbringing has influenced my teaching philosophy due to my belief in the value of hard work and community support. In order for me to be an effective teacher to each scholar, I also hold the belief that there is something beyond one s self. In living this philosophy I always strive to demonstrate personal and professional integrity in the interests of each scholar and the community we serve. I will give every scholar the respect they deserve as young scholars and members of the Shortridge community, but I also expect the same respect to be shown towards me. Scholars can demonstrate this by following the general rules below. That being said, I am still candid, curious, unconventional and outlandish. Each class period it is my goal to engage scholars in lessons, assignments and projects that are novel and absorbing to each scholar as they navigate through the DP Psychology objectives and criteria. One of the great things about studying psychology is that it engages scholars in the biological, cognitive and sociocultural processes that scholars are already engaged and aware of yet may not have applied a name. The topics of study, such as memory, thinking, emotion, normal or abnormal behavior and growing up and growing old, are all a part of our shared human experience. This shared experience often manifests itself through each scholar s own observations within their family and communal relationships. The challenge for scholars will be to prove case study and anecdotal observations through experimental data, data collection and presentation, data analysis and interpretation in order to write an organized response. It is vital that we work through these challenges as a class through open and honest dialogue. Through that, we will develop a greater understanding of the commonalities and differences of the human condition across the globe. Description/ Organization: The following is a general statement about how the class will be structured. However, no two days are exactly alike so the order may vary and other activities may be substituted. This will simply give scholars an overview of what a typical day might look like: 1. Turn in homework in the appropriate area before the class begins; 2. In a journal, answer initial inquiry prompt/premise and discuss; 3. Discuss homework; 4. Watch a video clip or read a short introduction related to the psychological topic; 5. Scholars will generate notes during teacher lecture, video, and/or during reading; 6. Skill development where scholars might analyze a case study or work through an application of psychological topic. This may be done individually, with partners, or in groups; 7. Socratic seminar or other discussion format related to analysis; 8. Scholars will write a summary about the daily topics studied demonstrating understanding and analysis; 9. Instructor will ask questions about class topics in a random fashion; and 10. Instructor will assign homework (see ManageBac). Academic Honesty: Cheating and plagiarism are serious academic offenses. Plagiarism is the intentional or unintentional use of work that is not your own. Early in the school year, we will review the concept of plagiarism and learn ways to avoid it. A first offense will result in a zero (0) for the assignment and a parent phone call. A second offense will result in a zero (0) for the

6 assignment and a parent meeting. The second offense may also result in failure of the course. A third offense may result in dismissal from SHS. Please see the scholar handbook for definitions of cheating and plagiarism and for the list of consequences. Attendance: Attendance and participation in class are directly linked to scholar success; attendance is mandatory and an excessive number of absences may result in no credit for a semester. Scholars are expected to contact the front desk and to their teachers when an absence occurs to ensure that they keep up with class work; homework and/or any assignments are due the day of the scholar s return to school regardless of the day or schedule. As a courtesy, scholars should notify the school and teacher(s) of any pre- planned or anticipated absences to ensure scholar learning is not interrupted. Please refer to the scholar handbook for clarification of policies and procedures. Assignments: The following is a list of the types of assignments and assessments scholars will encounter throughout the year. This list is subject to change as the year progressives and learning needs are met: Homework/In- Class Assignments: Homework is assigned daily and should be done individually. There will be at least one reading assignment each night. There will also be vocabulary lists and other written assignments. In- Class assignments may be assigned individually, as partners, or as group assignments. Scholars should be prepared at all times to share the results of their work with the class. Quizzes: Quizzes will be given at different times through the semester and will be free response. There will also be pop quizzes given over nightly reading and vocabulary at my discretion. Research Projects: In order for scholars to prepare for their IA, there will be research projects conducted individually, in pairs, or in small groups throughout the two years of the course. These may include written and presentation components. Exams: An exam will be administered over each unit at a minimum. All exams will consist of free response questions that will closely resemble the format of the IB exams. Exams will be scored using IB criteria and the markbands and markschemes associated with the exams. Scholars will receive more information and instruction on the requirements as the course progresses. Internal Assessment: Each scholar will conduct a simple experimental study during this course. There will be different criteria for standard level and higher level. This will be scored in accordance with IB scoring guidelines. More detail will be provided as we approach this requirement. Internal Assessment TIMELINE: 2 nd year DP Psychology April 13-14, 2015: Topic Choice Due; Research Question Due May 19, 2015: Procedure Due; Variables Defined; Hypothesis and Null Hypothesis; Forms Due (Consent Forms, Instructions, Handouts, etc.) September 4, 2015: Study conducted

7 September 18, 2015: Preliminary Bibliography of Sources statistical analysis finished October 15, 2015: Research Outline Due - Research notes, headings and subheadings should be included November 15, 2015: List of Sources Due January 21, 2016: Final IA Draft Due March 1, 2016: IA Due 1 st year scholars will receive their timeline during the Spring 2016 semester. Subject Criteria: The course has two forms of assessment. Formative assessments will take place to help scholars to build skills and identify areas of strength and weakness. These assessments will be graded utilizing criteria established for summative assessments as a means to prepare scholars for summative assessments. Summative assessments consist of two types. One type is the external assessment which will be established using the criterion established by IB. External assessments are free response questions which may vary depending on whether the scholar is taking the SL or HL option. For Paper 1:HL and SL scholars will complete an assessments over the core levels of analysis of psychology. Scholars are required to answer three short- answer questions, one on the syllabus content of each level of analysis. For Paper 2: HL scholars will complete an assessment over the options studies (abnormal behavior and developmental psychology) in order to demonstrate their knowledge and understanding through the application of psychological research, analysis, synthesis and evaluation. SL scholars will complete an assessment only over the abnormal behavior option. HL scholars are required to answer 2 questions while SL scholars are required to answer 1 question. Paper 3: HL scholars will complete an assessment over their knowledge and understanding of qualitative research methodology. This paper consists of 3 questions based on an abstract or an extract from a study, interview observation or scenario (approximately 500 words). These will occur near the end of the second year. The other type is an internal assessment, which will consist of a simple experimental research study. Both SL and HL will conduct a study though the criteria for performance will be different. These likewise will be scored according to criteria established by IB. The internal assessment will take place during the course rather than at the end. More details on assessment will be provided as the course progresses. Grading: Grading will follow International Baccalaureate DP practices. Tasks are graded on levels of achievement for criteria in the subject area. Each criterion is assessed repeatedly throughout the year. At the end of each marking period, a mark is assigned for each criterion based on the highest sustained level of achievement; the combination of these marks determines the overall level of achievement ranging from 1 to 7. Please refer to the scholar handbook for more information.

8 General Rules: (What else do scholars need to know, prevent the gotcha mentality.) My expectations are as follows: A. RESPECT Each of us should have respect for one another. Everyone in the classroom is expected to demonstrate respect (active listening and voice tones) at all times. B. TARDINESS: Tardiness is a sign of disrespect and is disruptive of our class time. Scholars are expected to be present in class and in their seats promptly each day. C. DISCUSS Discussion is required in this course. Everyone is expected to fully and actively participate. D. READ This is an advanced course. Like any college course, reading is often assigned in advance. This means that you will be reading the material BEFORE we cover it in class so you will be prepared to discuss the material rather than having to sit through a lecture every day. E. HOMEWORK Homework is not optional. Failure to turn in an assignment when due will result in a scholar being required to stay after school to complete the assignment as well as a ten percent reduction in the value of the assignment. F. NOTES You cannot possibly remember everything you need to know in this course without taking notes. You should take notes when you are reading, during class lectures, presentations, and discussions. These will help you when studying for your exams. If you are having trouble with note taking, please ask. I will be happy to help you with a note taking strategy. G. ELECTRONIC DEVICES Electronic devices are not permitted unless authorized by the instructor. When devices are allowed, it will be the responsibility of the scholar to use their device in a responsible manner that is productive to their personal learning as well as the learning environment Additional Information: Always remember that we are all here in the pursuit of lifelong learning and we must be willing to work hard. Anything worth having never comes easy, especially at the beginning. I am setting high expectations for you because you are all bright and capable. We must recognize that we are in this together and I am always here for you as a resource. Do not be afraid to ask questions during class or to come see me before and after school. In the beginning, you will be overwhelmed but you will be impressed by how much you will grow as a scholar and scholar of psychology. Always remember: Nothing is impossible and never give up.