PSY 101 L00.A INTRODUCTION TO PSYCHOLOGY CRISWELL COLLEGE Spring 2016 COURSE SYLLABUS

Course: PSY 101 L00.A Professor: Dr. Shannan Crawford Time: Tuesday 4:15-6:45PM Email: scrawford@criswell.edu Location: Cell: 817-601-5540 PSY 101 L00.A INTRODUCTION TO PSYCHOLOGY CRISWELL COLLEGE Spring 2016 COURSE SYLLABUS COURSE DESCRIPTION: This course is planned as an introduction to psychology as a science with special emphasis on the integration of psychology with biblical truth. The origins, assumptions, techniques, instruments, and methods of psychology will be studied and related to Scripture. COURSE OBJECTIVES: This course has been designed to facilitate the exploration of the discipline of psychology. It is hoped that the student will gain a broad overview of the many areas of interest in psychology while beginning to develop an appreciation for the depth within each of these areas. These areas will include biological aspects of psychology, sensation, perception, mental abilities, motivation, emotion, human development, and health/stress and coping. After the completion of this course, the student should be able to: 1. Discuss the importance of the impact of historical psychology on contemporary times and how these ideas, and the men and women who introduced them, have impacted his/her life today. 2. Explain the major terms and principles of psychology. 3. Describe the qualities of the human body. 4. Compare and contrast the developmental nature of humans and the various stages in human life. 5. Evaluate the impact of perception as opposed to reality in our lives. 6. Analyze how sensation, perception, learning, and memory compose one s psychological make up. TEXTBOOK: The Bible (ESV preferable NIV or NASB acceptable) Huffman, Karen Psychology in Action. John Wiley & Sons, 2014. APA, Publication Manual of the APA, 6 th Edition COURSE REQUIREMENTS Attendance: Class attendance is vital to personal growth as well as to the input and insight each student offers to the classroom discussion; to create an overall rich learning environment for everyone. Classroom Participation: It is vital to each student to participate and contribute in the classroom. A student will interact with the professor and other students regarding the reading assignment, Discussion Boards, Group Assignment, etc. Laptop Policy: In an age of technology it is easy to overestimate our ability to multitask. Consistent brain research demonstrates the importance of increased retention when there is focused participation and engagement with thoughts, ideas and creative construction and

application of concepts. Laptops, phones, and other media devises will remain closed unless being used as a part of direct participation in class participation. Absences: Since class participation is vital to learning, absences should be taken only when absolutely necessary. Absences of three (3) for block classes will result in an F in the course. The professor and the Executive Vice President and Provost must approve all exceptions to this policy. Proportionate absences apply to all other terms (J-Term, summer classes, language term, etc.). Students are responsible for all absences due to illness or any other reason. Granting of excused absences is permitted at the discretion of the professor Tardiness: If you are fifteen minutes (15) minutes late to class then you are tardy to class. If you depart fifteen (15) minutes prior the end of class is considered one absence. Three instances of tardiness of fifteen minutes or less equals one absence. The tardy student is responsible for notifying the professor of his/her presence in writing at the end of class. Students who wish to depart early should clear it with the professor prior to departure. CLASSROOM MILIEU Academic Honesty: Absolute truth is an essential belief and the basis of behavior for those who believe in a God who cannot lie and forbids falsehood. Academic honesty includes the basic premise that all work students submit must be their own and any ideas received from somewhere else must be carefully documented. Learning Disabilities: If you have learning or other disabilities, please inform the professor at the beginning of the course. Our intention is to help all students learn. We will try to accommodate your needs if at all possible. Grades: Grades in this course will be determined by the student s performance on the following Exam I 25% Exam II 25% Topic Paper 25% Final Exam 25% Exams: Exams are administered in-class according to the course outline below. The exams will consist of objective questions and short answers. Each exam is 2-hours in length. Topic Paper: Each Student will select a topic from one of the chapters in the textbook and submit the topic for approval by the professor by the date in the Course Schedule below. Once the topic is approved the student will write a 5-7 page, double spaced-paper in APA format (the paper will include a cover page and a references page but these pages do not count towards the page number requirement) by the due date in the Course Schedule below. The paper must present a summary of the chosen topic and its importance in the field of psychology. The use of additional resources, such as academic journal articles (for support of the topic s importance in the field of psychology) is expected and students will need to learn to use the online library and access the Pyschinfo database (please see the professor and/or Phillip Nott for more information).

GRADING SCALE (per Criswell College catalogue) The significance of letter grades is as follows: A 97-100 4.0 grade points per semester hour A- 93-96 3.7 grade points per semester hour B+ 91-92 3.3 grade points per semester hour B 88-90 3.0 grade points per semester hour B- 86-87 2.7 grade points per semester hour C+ 83-85 2.3 grade points per semester hour C 80-82 2.0 grade points per semester hour C- 78-79 1.7 grade points per semester hour D+ 75-77 1.3 grade points per semester hour D 72-74 1.0 grade point per semester hour D- 70-71 0.7 grade points per semester hour F 0-69 0.0 grade points per semester hour Penalties: Please note that late work will not be accepted unless there is an exigency and the student contacts the professor as soon as possible concerning the exigency and the professor determines that in fact it was an exigency. Communicating with the Professor: Dr. Crawford will be available for a brief time before and after class. E-mail is always the best way to communicate with the professor for clarification, administrative matters, etc. and Dr. Crawford will try to respond as quickly as possible to each e- mail. SCrawford@Criswell.com Week Date Assignment Due By Class COURSE SCHEDULE Description of Class Topic, Activities 1 1/19 Bring your Books to Class Read Chapter 1 in Textbook Course Orientation: Chapter 1 Intro to Psych & Its Research Methods 2 1/26 Chapter 2 Neuroscience and Biological Foundations 3 2/2 Chapter 3 Stress and Health Psychology 4 2/9 Chapters 4 and 5 Paper Topic Selection Due Sensation and Perception and States of Consciousness 5 2/16 Exam I 6 2/23 Chapter 6 Learning 7 3/1 Chapter 7 Memory 8 3/8 Chapter 8 Thinking, Language, and Intelligence * 3/15 Spring Break No Class: Spring break

9 3/22 Chapter 9 Life Span Development I 10 3/29 Chapter 10 Life Span Development II 11 4/5 Exam II 12 4/12 Chapter 12 Motivation and Emotion 13 4/19 Chapter 13 Personality 14 4/26 Chapter 14 Psychological Disorders 15 5/3 Chapter 15 Topic Paper Due Therapy 16 5/10 Final Final Exam A Bibliography of the Works of Christian Psychology Allender, D.B. (1999). The healing path. Colorado Springs: Waterbrook. Allender, D.B., & Longman, III,T. (1990). Bold love. Colorado Springs: NavPress. Allender, D.B., & Longman, III, T. (1993). Emotions: The cry of the soul. Colorado Springs: Navpress. Allender, D.B., & Longman, III, T. (1999). Intimate allies. Wheaton, IL: Tyndale House. Anderson, R. (1990). Christians who counsel: The vocation of wholistic therapy. Grand Rapids, MI: Zondervan. Anderson, R. (1995). Self-care: A theology of personal empowerment and spiritual healing. Wheaton, IL: Victor Books. Beck, J.R. (2002). The psychology of Paul: A fresh look at his life and teaching. Grand Rapids, MI: Kregel. Crabb, L. (1988). Inside out. Colorado Springs: NavPress. Crabb, L. (1993). Finding God. Colorado Springs: NavPress. Crabb, L. (2001). Shattered dreams. Colorado Springs: Waterbrook. Crabb, L. (2002). The Pressure s Off: There s a new way to live. Colorado Springs: Waterbrook. Collins, G.R. (1993). The biblical basis of Christian counseling for people-helpers. Colorado Springs, CO: NavPress. Cross, R.W. (1998). Aquinas on Psychology. [Special issue]. Journal of Psychology and Christianity, 17 (4), 306-320.

Evans, C. S. (1989). Wisdom and humanness in psychology. Grand Rapids, MI: Baker. Evans, C. S. (1990). The Christian psychology of Soren Kierkegaard. Grand Rapids, MI: Baker. Evans, C.S. (1992a). Developing wisdom in Christian psychologists. Journal of Psychology and Theology, 20, 110-118. Evans, C. S. (1992b). Passionate reason: Making sense of Kierkegaard s Philosophical Fragments. Bloomington, IN: Indiana University Press. Johnson, E.L. (1996a). The call of wisdom: Adult development within Christian community, Part 1: The crisis of modern theories of post-formal development. Journal of Psychology and Theology, 24, 83-92. Johnson, E.L. (1996b). The call of wisdom, Part 2: Towards a covenantal constructivist model of post-formal development. Journal of Psychology and Theology, 24, 93-103. Johnson, E. L. (1997). Christ, the Lord of psychology. Journal of Psychology and Theology, 25,11-27. Johnson, E.L. (Ed.). (1998).Psychology within the Christian tradition [Special issue]. Journal of Psychology and Christianity, 17 (4). Johnson, E.L. (1998). Some Contributions of Augustine to a Christian Psychology [Special issue]. Journal of Psychology and Christianity, 17 (4), 293-305. Johnson, E.L. (1998). Growing in wisdom in Christian community: Toward measures of Christian postformal development. Journal of Psychology and Theology, 26, 365-381. Langberg, D.M. (1997). Counseling survivors of sexual abuse. Wheaton, IL: Tyndale House. Langberg, D.M. (1998). On the threshold of hope: Opening the door to healing for survivors of sexual abuse. Wheaton, IL: Tyndale House. McMinn, M.R. (2004). Why sin matters: The surprising relationship between our sin and God's grace. Wheaton, IL: Tyndale. Moon, G. (1996). Confessions about the journey of a soul. Lifespring. Oden, T.C. (1992). The historic pastoral care tradition: A resource for Christian psychologists. Journal of Psychology and Theology, 20, 137-146. Payne, L. (1995). The healing presence. Grand Rapids, MI: Baker. Payne, L. (1996). Healing homosexuality. Grand Rapids, MI: Baker. Roberts, R.C. (1987). Psychotherapeutic virtues and the grammar of faith. Journal of Psychology and Theology,15, 191-204. Roberts, R. C. (1993). Taking the word to heart: Self and other in an age of therapies. Grand Rapids, MI: Eerdmans.

Roberts, R.C. (2003). Emotions: An essay in aid of moral psychology. Cambridge: Cambridge University Press. Roberts, R. C., & Talbot, M.R. (Ed.). (1997). Limning the psyche: Explorations in Christian psychology. Grand Rapids, MI: Eerdmans. Roth, K. L. (1998). The Psychology and Counseling of Richard Baxter. [Special issue]. Journal of Psychology and Christianity, 17 (4), 321-334. Spiegel, J. S. (1998). The Christian Psychology of George Berkeley. [Special issue]. Journal of Psychology and Christianity, 17 (4), 335-346. Talbot, M. (1998). Bishop Butler s Moral Psychology. [Special issue]. Journal of Psychology and Christianity, 17 (4), 347-361. Vitz, P.C. (1988). Sigmund Freud s Christian psychology. New York: Guilford. Vitz, P.C. (1992). Narratives and counseling, Part 1: From analysis of the past to stories about it. Journal of Psychology and Theology, 20, 11-19. Vitz, P.C. (1992b). Narratives and counseling, Part 2: From stories of the past to stories for the future. Journal of Psychology and Theology, 20, 20-27. Vitz, P.C. (1994). Psychology as religion: The cult of self-worship (2nd ed.). Grand Rapids, MI: Eerdmans. Vitz, P.C. (2000). Faith and the fatherless: The psychology of atheism. Spence. Watkin, J. (1998). Soren Kierkegaard s Psychology of the Self. [Special issue]. Journal of Psychology and Christianity, 17 (4), 362-373. Watson, P.J. (1998). Girard and integration: Desire, violence, and the mimesis of Christ as foundation for postmodernity. Psychology and theology,26, 311-321. Wilson, S. (1998). Into Abba s arms: Finding the acceptance you ve always wanted. Downers Grove, IL: InterVarsity. Wilson, S. (2002). Released from shame: Moving beyond the pain of the past (revised ed.). Downers Grove, IL: InterVarsity. Yarhouse, M.A. (Ed.). Applied integration of pastoral care [Special issue]. Journal of Psychology and Christianity, 20 (4).