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PSYCHOLOGY 101
Fall 2011
Course Syllabus
PROFESSOR LEE KOOLER, M.A., M.F.T.
1
Dear Students,
Welcome to Psychology 101! I am writing this letter to you in hopes of
engaging you on a journey into learning. I have a passion for teaching and
a magnificent love of the discipline of psychology! Your learning experience
is very important to me and I work diligently to provide you with an
outstanding opportunity to learn principles of psychology that will benefit
you throughout your life.
Because this is a university transfer level course you will benefit most
when you fully apply yourself to the learning process. This means that you
will thoroughly and consistently complete the work assigned to you outside
class. The college formula for success expects students to do two hours of
efficient and effective study outside class for every hour spent in class. This
amounts to six hours of study each week for our class. When you devote
this amount of time to understanding the text, preparing your debates and
studying constructively for exams you will achieve a great deal of
knowledge and earn a grade you will celebrate. You will also take pride in
your approach to college.
My teaching style is to ask you to learn the material from the text prior
to the lecture where I present on highlights from the chapter while
expanding on the topics. There is an essay question associated with each
chapter. Preparing answers to these essays in a timely manner will be an
asset to you on the essay exam. Clicker questions on text and lecture
material will be a part of every class session.
Yes, this is a lengthy syllabus! I have included everything you need to
know to succeed in the course. I have written many guidelines and
exercises to help you master psychology. My goal with this long document
is your success!
Please consider the commitment I am asking for in this course
seriously and make sure you are the type of student who can rise to the
challenge of being responsible for your own learning outside of class. I am
offering you the opportunity to expand your understanding of human
behavior in a personally meaningful way. This requires your earnest desire
to join me on this journey toward mastery of the principles of psychology.
Welcome, Professor Kooler
“The main capacity that I have is that I never give up. I will stay with it until I can do
it. Just knowing there might be someone out there that might want it more than me
makes me crazy. I will go to any length to accomplish my goals.” Criss Angel
2
Syllabus Contents
4 Course material requirements
5 General course requirements
9 Tests and Assignments
10 Extra credit guidelines
10 Turnitin.com requirement
12 Course Schedule
16 Student Grade Record
17 Strategies for Success
18 Student Assistant Schedule
19 Debate Guidelines
22 Summary of Debate Guidelines
23 Psychological Viewpoint Questionnaire
25 Theoretical Orientations in Psychology: A Brief Introduction
25 Theoretical Orientations in Psychology Expanded
30 Theoretical Orientations Practice Test
32 Psychoanalytic Personality Theory Exercise
33 Defense Mechanism Exercise
35 The Addicted Brain Video Guide
36 The Psychologist and the Experiment Video Guide
37 The C.S.U.S. Weight Control Study Exercise
38 The Psychology Experiment Exercise
39 Psychological Research: Design, Implementation and Reporting Narcissism
41 Mysteries of the Mind Video Guide
42 Principles of Learning Exercise
44 Learning Theory: Classical Conditioning
46 Learning Theory: Operant Conditioning
48 The Stress Test
49 Type A Personality Test
51 Psychological Disorders Exercise
53 Attitudes Toward Seeking Psychotherapy Questionnaire
56 Three Approaches to Psychotherapy Video Guide
57 Client Statements Exercise
58 Effective Communication Exercise
60 Psychological Disorders: Diagnosis and Treatment
62 One Flew Over the Cookoo‟s Nest Video Guide
3
PSYCHOLOGY 101: GENERAL PSYCHOLOGY
Welcome to this course in introductory psychology. Please print and learn this entire
syllabus in order to be fully prepared for the course. Bring it to class everyday. Most
questions you have will be answered here. This syllabus is your guide to a successful
semester.
I love teaching psychology. I hope you will enjoy learning with me.
Lee Kooler, M.A., M.F.T.
Office: FH 120 A, 575-6119
Website: http://koolerl.faculty.mjc.edu e-mail: Koolerl@yosemite.edu
Or search for “Lee‟s site”
Text Requirements
Both of these texts and the iclicker are required for this course.
Exploring Psychology in Modules, by David Myers, 8th edition. This text is the
primary text for the course. Some exam items will come directly from this text and will
not be covered in class. You may use other versions of Myer‟s texts, but you will have
to match the content to our topics.
You can purchase an e-book for this course at http://tinyurl.com/coursesmartfreedom.
Readings in Psychology: A Debate and Issues Approach, by Lee (Merchant)
Kooler. The development of your critical thinking ability occurs through debating the
topics from this text. Debating in this course comprises about half of your grade and
can only be successfully accomplished by reading this text. Test questions will come
from this text also.
iClicker Requirement
An iclicker is required for the course. It is packaged with the text. Bring it to every class.
You will take tests using this clicker. If you do not purchase the iclicker with the text you
will need to buy it at the bookstore separately or on the internet. Clickers will be used
for grading by the third class session. The clicker points account for approximately 30%
of your course grade. Register your iClicker IN CLASS, not on the internet. The iClicker
application for iphone does not work in this class. Purchase extra batteries and have
them with you every class. Work with iclicker.com for technical aspects of your clicker.
Know your iclicker number and enter it in your phone in case your clickers get
switched or lost.
4
General Course Requirements
Please observe these requirements for the course and do not ask for exceptions or
modifications unless an emergency has occurred. An emergency is defined as a
serious illness or injury occurring to you, your best friend, or your nuclear family
members. All requests for exceptions must be made at my office and not in class.
Grades will be posted on my website. Make sure you verify the accuracy of your
scores. Changes will not be made after one week past the entry date. It is a
serious responsibility on your part to ensure the accuracy of your grade.
Due dates: Assignments will be accepted only on the dates given. Pay careful
attention to the assignment and exam dates listed on the schedule. Also, be sure to
stay updated regarding any due date changes in class by attending class or contacting
a fellow student or T.A. in case of your absence. You must meet your turnitin.com
deadlines. Do not ask for exceptions to this.
Quality of Assignments
All work completed outside class is to be typed, double-spaced, with a 12-14 point font.
The English level expected in this course is the equivalent to English 101 with a grade
of B or A.
Assignments with substandard appearance and content will receive no credit.
Assignments must be clearly labeled with student‟s name, “W” number, and exact title
of debate and “pre-debate”, “post-debate” and “presenter” paper.
A picture of you must also accompany each assignment. Your face should be at least
one inch in size and recognizable.
Assignments submitted without this information will not receive credit.
Follow the directions for assignments exactly. It must be clear that you read and
followed these instructions or you will not receive credit.
E-mail me a picture of yourself doing something interesting! I might put you in my
PowerPoint in class!
Accountability of Assignments
Store an electronic copy of all written work prior to turning it in to Turnitin.com. I
suggest that you e-mail a copy of your assignment to yourself so that it cannot be
destroyed. This allows for an additional submission if necessary. You are responsible
5
to provide a copy of any assignment if asked to do so.
Class Management
I love teaching and being with you in class. Students talking and phones ringing
diminish my joy in teaching. Please respect my approach to the course and the
learning environment I try to create by cooperating with these requirements. If you have
a friend in the class and you know you will talk, then chose to sit apart. Students who
talk will be asked to permanently change seats. If talking continues, students involved
will be asked to leave the class. If a second request to leave the class occurs, students
will discuss their behavior with the dean of behavioral sciences in order to be
readmitted to the course. These measures are not expected to be necessary for adult
students and can easily be avoided with cooperation.
Please refrain from asking personal questions that do not apply to the entire class. You
can bring up personal situations as they apply to our topic, but please do not
monopolize our class with your own issues. If you know the answer to my questions you
may volunteer it occasionally. Please do not monopolize the question answering role
either.
Please request grade checks via e-mail. This way I can check your grade prior to class
and fill out your form outside at the end of class.
If you must arrive late, enter through the back doors and sit in the back. Do not cross
across the room when you are late.
Do not come to the front of the classroom during class for any reason. Sharpen pencils
prior to class and do not interrupt me during lecture.
During testing you may not leave the classroom for any reason.
Please do not prepare to leave class early. You may collect your belongings when I
signal that I am done for the day.
If you desire to dispute a grade on an assignment you may meet with me in my office
during office hours. Do not contact me via e-mail to dispute a grade.
Classroom Culture
Please do not approach me prior to class as I am getting ready for class. You do not
need to inform me you are leaving early. I will be available after class and I am in my
office prior to class between 8:30 and 9:15. I cannot talk with you between 9:15 and
9:30 as I am focused on class.
You are required to sit toward the center front section of the class. The back rows are to
6
be used only if center front seats are full. Students with laptops must sit in the last row.
As the semester progresses please move down to center front seats.
Class Participation
Do not contact our division staff for messages of any type. You may e-mail me if
you have an emergency preventing you from attending class for more than three class
sessions. Make sure you receive a reply from me. Resend the email if you do not
receive a reply within two days. Otherwise, calls are not necessary in the case of
absences. Inform your family of your instructors‟ e-mail addresses so that they can e-
mail them in case of your long-term absence and inability to do e-mail. You would be
surprised at how often this preparation leads to success in completion of coursework
and avoidance of lost enrollment fees and failing grades.
Select several classmates to contact in your absence or for additional class related
information. Contact these students or Psychology assistants when you miss class.
Name Phone
You must complete all required assignments and tests and meet the requirements
of the student learning objectives to pass this class with a grade of “D” or higher.
No assignment is optional. You may not skip assignments. This will result in a failing
grade in the course. Ask me for resources to help you with any obstacle to this.
After one missed exam or assignment you will be dropped from the course unless
you notify me by e-mail. You can avoid being dropped only by being present in the
course and completing the exams and assignments. In the unlikely event you miss an
exam an extremely difficult make-up exam, taken on a Scantron 886, will be available
during the 15th week of the course in the Star Center. There are no make-up clicker
quizzes. If you miss 5 clicker entries you may be dropped from the course. Debate work
must be turned in to Turnitin.com on due dates.
You will be evaluated on your participation in this course. This evaluation includes your
timely arrival and departure, attention in class, contributions to class discussions, and
group work. I begin lecture promptly and finish at the last minute of class. Do not
arrive late or prepare to leave the class early.
Academic Integrity Any student who is discovered cheating in any manner will
be subject to dismissal from this course. Cheating is defined as using any means other
than personal knowledge to earn points in this course. If students turn in similar work
no credit will be earned by either student. Students who plagiarize work from any
source will receive no credit. Turnitin.com is a website that checks the originality of
your work. It produces a plagiarism percent. Your papers may not have more than 30%
7
plagiarism for credit. Talking during testing is considered cheating and is not allowed.
Talking student‟s exams will be confiscated and no credit is earned.
An issue that has arisen in my course is students attempt at short-cuts of many types.
Please plan to invest yourself fully in the course by:
1) doing your own work
2) completing the study guide yourself and not dividing it up with other
students. This results in a very high plagiarism (copying) score.
3) purchasing or regularly using the texts in the library. I have designed the
course so that you will not pass unless you use the texts.
4) only using your clicker when you are in class. Do not send your clicker
with another student. You BOTH will be expelled from the class and put
on academic probation
5) during exams you will place your picture I.D. on your desk to confirm your
identity.
Cell phones are to be put away at all times and may not ring.
Headphones are not allowed in class.
Laptops may be used for note taking only.
Students may not access the internet during class or display any content other than
notes.
Students who violate the rules regarding phones, laptops and headphones will be
asked to leave the class and discuss this violation with the division dean before
re-entering class.
TESTS AND ASSIGNMENTS
Quizzes will take place daily with your clickers. Questions will come from both text
material and lecture material and will occur throughout the lecture. If you do not have
your iClicker you will forfeit the points for that day. No exceptions.
Exam: The midterm will consist of one essay question selected from the questions
given for several modules. You are encouraged to prepare your answers in advance
and work with our psychology assistants to polish these answers.
Debates on controversial issues in psychology will be held in class. The debate
process is designed to promote critical thinking in the field of psychology. You will
complete a pre-debate paper prior to the debate and a post-debate paper after the
debate. These two parts are worth 25 points each and will be recorded as a total of 50
points for each of six debates for a total of 300 points.
Both the pre-debate and post-debate must be submitted to earn credit.
8
You will also be a presenter on one debate. You will write a presenter paper for the
debate you presented. See additional information on the debate process in a separate
document on my website, later in this syllabus and in the debate text, Readings in
Psychology: A Debate and Issues Approach. I will grade one of your debates and apply
this grade to all debates where you complete both the preparation and response to a
topic. Your grade is determined by the score on one debate multiplied by the number of
complete debates you submit.
Text supplements are a valuable part of your learning process. I recommend you
familiarize yourself with all the components provided by the publisher that are designed
to help you master psychology.
Psychology 101 Student Learning Objectives
These learning objectives must be mastered in order to pass this course. Study test
and lecture material to the point of mastery to achieve each objective. The purpose of
this focus on learning objectives is to demonstrate that learning essential to the
introductory course in psychology has occurred in each student.
1. Upon satisfactory completion of this course, students will be able to correctly
answer multiple-choice questions on the humanistic, behavioral, psychoanalytic,
humanistic, cognitive, and neuroscience perspectives.
2. Upon satisfactory completion of this course, students will be able to correctly
answer multiple-choice questions on basic research methodologies used in
psychological science.
Extra Credit Guidelines
Occasionally there will be an event related to psychology that you can attend for 5
points of extra credit. Extra credit may be turned in with your essay exam and must
include these items for credit.
1) Your picture
2) Date of event
3) Title of presentation
4) Name of presenter(s)
5) Explain how this topic is related to a specific topic in psychology. Discuss the content
from the chapter in relationship to the presentation.
Complete the following prompts:
6) I learned…
7) I realized…
8) I was surprised that…
9) I was disappointed that…
10) I discovered that…
11) This made me think about…
9
Turnitin.com Requirement
Your debates will be turned in to Turnitin.com. Read the student instructions on this
website. This website checks for plagiarism and is a good way to store your work
electronically. It also is a great asset in a large class because papers do not need to be
collected or distributed. Be sure you are submitting your work in advance of the cut-off
time as you may need to find an alternate way to submit it if your computer system
does not work.
Create an account for yourself and submit the following:
1) Your pre-debate paper by 8:00 the night before the debate occurs in class.
2) Your post-debate paper by 8:00 the night after the debate occurs in class.
3) Your debate presenter paper by 8:00 the night before you present on your
debate.
4) When uploading to Turitin.com Be sure to:
a. make only one turnitin account.
b. list your name correctly. Some students reverse their first and last names.
c. see that your paper completely loads.
d. include a picture of yourself.
e. contact Turnitin with challenges. I am not able to solve technical
problems.
f. go back to Turnitin to check your grade and read comments. You click on
“show grademarks” to see the comments and scoring on the grading
criteria. The grading criteria are also listed on my website.
Turnitin checks for plagiarism. This means the content in your paper that
matches other published papers and other student papers. You must put your
papers into YOUR OWN WORDS to earn credit for your work. A plagiarism score
of below 30% is acceptable. Submit your work in advance of the due date to see
your score. Check your originality score one day after you submit and after one
week of submission. If it is above 30% it means someone else‟s work is the
same as yours and you will not receive credit.
Guidelines for grading in this course.
I will give you feedback and grades on Turnitin on your assignments. Grades are then uploaded to
my website. It is your responsibility to read the feedback and grade on Turnitin and check it on my
website. If you see an error, notify me within one week of the posting so that I can correct it. I will not
change any grades after one week of posting.
Course grades will be posted on my website within one day of our final. You must check your
grades at that time. I will post the grades to Pirates net within two days of posting on my website. If you
have not notified me of a grade error before grades are posted to Pirates net, and you discover an error,
you may file a petition for a grade change. The petitions committee will meet the following semester to
consider your request.
All grade issues must be discussed in my office during my office hours within one week of posting
on my website. I will not respond to grade issues via e-mail. There will be no discussion of grades during
finals week as all final exams will be objective exams. Any discussion of grades on other assignments will
take place within one week of posting of the grade only.
Thank you for following these guidelines.
10
PSYCHOLOGY 101 COURSE SCHEDULE, Fall 2011
Changes to the course schedule will be announced in class. If you miss class ask a
fellow student or your P.A. about changes.
WEEK/ DAY/DATE MODULE DEBATES Bring to class,
used as part
to read prior and Assignments of an activity,
to class not turned in
Complete the
Appendix B Read the debate information on
1- Tues. 8-30 psychological
my website and in the beginning
Appendix C viewpoint
of your debate text: Readings in
questionnaire
Learn the Psychology: A Debate and
Issues Approach. in your
syllabus. syllabus.
1-Thurs. 9-1 Familiarize yourself with the
Syllabus
quiz debate process in this course.
2- Tues. 9-6 Prepare your pre-debate paper
Modules on the issue of morality in
21 & 22 America and review it at a study
session with our psychology
Memory assistants .If you are a presenter
for this debate, do the same with
your presenter paper.
2- Thurs. 9-8 Upload your debate papers and
make sure your plagiarism score
(deadline to drop) is below 30%.
3- Tues. 9-13 Debate 1: Is America in a
Moral Decline? Pre-debate
paper due Monday to
Turnitin.com by 8:00pm
3-Thurs. 9-15 (EOPS see or e-mail a
P.A. to report on progress)
Post-debate paper due
today Turnitin.com by
8:00pm
4- Tues. 9-20 Modules Debate 2: Can sex be an
30 & 31 addiction? Pre-debate due
Personality Monday to Turnitin.com by
8:00pm
4- Thurs. 9-22 Post-debate due to
Turnitin.com today by
8:00pm
11
5- Tues. 9-27
5-Thurs 9-29
6-Tues 10-4 Modules 3 & 4 Debate 3: Is physician‟s Syllabus page:
assisted suicide a The Addicted
Neuroscience Brain
psychologically valid choice?
Pre-debate due Monday
Turnitin.com by 8:00pm
6-Thurs. 10-6 Post-debate due today
Turnitin.com by 8:00pm
7- Tues. 10-11 Modules 1 & 2
Psychological
Science
7- Thurs. 10-13
8- Tues. 10-18 Debate 4: Should
Module 5
Consciousness
prostitution be legal? Pre-
debate due to Turnitin.com
Monday by 8:00pm
8- Thurs. 10-20
9- Tues. 10-25 Syllabus page on Learning + Complete
Modules
http://www.engr.ncsu.edu/lear learning style
17, 18, 19 inventory on
Learning ningstyles/ilsweb.html
web
9-Thurs. 10-27
10- Tues. 11-1 Modules Debate 5: Employee drug
25 & 26 testing. Pre-debate due
Motivation Monday Turnitin.com by
8:00p.m.
10- Thurs. 11-3 Post-debate due to Turnitin.com
by 8:00 pm
Fill out syllabus pages on stress
and Type A for Tuesday in class
11-Tues. 11-8 Modules Debate 6: Are religiously
27,28,29 committed people more
Emotions psychologically healthy?
and Stress Pre-debate due Monday
Turnitin.com by 8:00 pm
11-Thurs. 11-10 Post-debate due to religion
debate Turnitin.com by
12
8:00pm
12Tues. 11-15 Debate 7: Are we relying on
Modules too much Prozac? Pre-debate
36,37,38,39
Monday to Turnitin.com by
Disorders 8:00pm
12- Thurs. 11-17 Prozac post-debate due
today to Turnitin.com by 8:00
pm
13- Tues. 11-22 Modules Debate 8: Should tobacco
35 & 36 products be more closely
regulated? Pre-debate due
Therapy Monday to Turnitin.com by
8:00pm
13- Thurs. 11-24 Thanksgiving Tobacco post-debate due today to
Holiday Turnitin.com by 8:00 pm.
14-Tues. 11-29 Disorder Inside the Cookoo‟s Nest
Disorders worksheet
Cases
Defense Mechanisms
Client Statements
Attitudes Toward Therapy
14-Thurs. 12-1 Essay Exam. Bring your Bring your
Essay picture I.D. The exam will be picture I.D.
Exam worth 200 pts. and place it on
your desk.
15-Tues. 12-6 Syllabus: Three approaches
to therapy
15- Thurs. 12-8
Final: Tues. 12-13 at Comprehensive final Final Exam
10:00, bring clickers over entire course with
your clicker.
You must submit assignments electronically. Be sure to leave time to correct any
errors in the process of uploading your papers. Contact Turnitin’s helpdesk if you
have challenges. I cannot solve technical problems.
Please confirm the accuracy of your course grade on my website after the quiz,
exam, debate, and extra credit scores are recorded. It is your responsibility to
inform me of any errors in grade calculation within one week of posting.
Please let us know if you have any special learning requirements. We will be pleased
to facilitate your learning in any way possible.
13
Summary of course requirements
Clicker quizzes take place daily and are equivalent to an exam.
Midterm Essay Exams: the midterm has several possible essays, one is selected.
Pre-debate papers are due on Monday night at 8:00 if we have a debate on Tuesday.
We do not have debates every Tuesday. They occur on 8 out of the 16 weeks.
Post-debate papers are due two days after the debate which is on Thursdays by 8:00
p.m.
You will complete BOTH the preparation and the response to earn credit for the
debate.
Debate presenter papers with the bibliographic information with four references,
supporting both sides your debate topic and information you will present in the debate
in your own words are due the night before the debate at 8:00 p.m. The references will
not come from your debate or course text and they will come from credible sources.
Ask your psychology assistant if you are not confident that your source is credible.
Student Learning Objectives: you will meet the requirements listed in the student
learning objectives in order to pass the course.
14
PSYCHOLOGY 101 GRADE RECORD
Keep track of all scores on this grade record. Regularly compare your scores to the
grades listed on my website. It is your responsibility to verify all grades prior to
submission of your final grades.
Grades will be calculated as follows:
Assignment Points Your
A= 89.5%-100%
Score
B =79.5%-89.4%
Clicker quizzes +/- 200 C =69.5%-79.4%
Debate 100 D =59.5%-69.4%
presenter F =Below 59.5%
paper
Incomplete grades are given only in the
Debates (6 300
case of failure to complete the final exam
debates total)
due to illness.
midterm exam 200
Extra credit Up to
All assignments must be complete to earn
20
credit in the course.
Total → The absence of work is considered to be
worse than a poor grade on an attempt at
an assignment.
It is my intention to provide assessments of your learning that accurately reflect the
quality of your mastery of course content. The exams contain carefully selected
questions from your reading, lecture, videos and discussions. In order to succeed on
the exams you must be very familiar with the major concepts in each chapter. This
requires careful examination of each chapter and the use of study techniques such as
S.Q.3.R. PLUS, outlining, note cards, and attendance at study sessions.
The debate work in the course is designed to promote your ability to do critical thinking.
Critical thinking is higher order thinking that demonstrates your talent for examining
issues from all sides and making insightful conclusions about controversial topics. The
preparation and response papers for the debates show your ability to thoroughly
address topics in psychology from various perspectives using problem solving and
analysis.
Your psychology assistants are available for study sessions. Students who consult with
psychology assistants enjoy a great deal of success in this course. They also report
they enjoyed the course more due to making the effort to seek the help of p.a.s and the
feeling of support from psychology assistants.
15
Psychology assistants do not grade your work. They pre-score debates and exams in a
group with my supervision. I then grade each exam and debate assignment.
Psychology assistants must interact with students in a professional manner. They are
not to have dual roles with students. This means they are not to meet with students
outside regularly scheduled study sessions at any time or in any place.
Psychology assistants may not exchange property or money with students. They also
may not conduct any type of relationship with students. If you are aware of a violation
of these guidelines please report this quickly to me.
Strategies for Success in College
Watch “Where There‟s a Will, There‟s an A” in the Star Center.
Use the SQ3R+ method to study your text.
Make note cards for terms in the text; carry these with you for review.
Re-write your lecture notes and carry them with you for review.
Have these materials with you in case you have time for review. These times occur
when you are usually waiting for something like the doctor, a friend, a train to pass, the
shuttle, bus, a class to start, etc. Maximizing these short study opportunities is to your
advantage.
Create a study group, meet regularly, and come prepared.
Attend our study sessions regularly.
Ask our T.A.s for clarifications via study sessions or e-mail anytime. They are here to
help you succeed in the course.
Study every day, not just before reading checks, quizzes and exams.
Work ahead on your debate work. Submit it to psychology assistants and the Writing
Center for feedback prior to the due date so you have time for revision.
Do all debates until you complete six in case you are absent for later debates.
Focus in class. Try to develop a habit of taking good notes and applying the lectures to
your life. Minimize distraction by making sure your phone is off and not in view and not
talking with fellow students.
Make time to consolidate your learning. It takes about 20 minutes to permanently store
information in your long term memory. Therefore, take a 20 minute break after you read
the text to allow the information to become a dependable memory.
Get enough sleep and eat to live, don‟t live to eat. Exercise too!
16
PSYCHOLOGY ASSISTANT SCHEDULE
Study Sessions
There may be study sessions for you to attend to obtain additional information for
success in the course. My former outstanding students conduct the sessions for
students from this class who want to do group learning. The times for these sessions
will be on my website. List the times of these sessions and the psychology assistant
contact information in your notes. All types of students attend these sessions. They are
for ALL students. I have excellent students who regularly attend as well as students
who are unsure of requirements and how to succeed in the class. Students attending
study sessions succeed in the class and enjoy it more!
WRITE IN THE P.A. NAME FOR EACH STUDY SESSION BELOW.
Monday Tuesday Wednesday Thursday Friday
8:00
9:00
10:00
11:00
12:00
1:00
2:00
3:00
4:00
Study sessions take place in the library study area at the northeast corner of the
library. Our psychology assistants make every effort to be available to you during
scheduled study sessions. There are times when they are unable to be there. The
absence of a P.A. does not justify an incomplete assignment or inadequate test
preparation. Have your psychology assistant sign your paper at the study session
confirming that you have reviewed it together.
You may e-mail several P.A.s, attaching documents with your debate work and
essays in order to obtain feedback. Our P.A.s will attempt to give you prompt feedback,
but if they do not, this does not justify a late assignment. P.A.s cannot give you
feedback unless you submit your work well in advance of the due date.
17
THE DEBATE PROCESS
Text: Readings in Psychology: A Debate and Issues Approach. This text is required
and you must bring it to class when asked to demonstrate ownership.
Many students are intimidated by the idea of doing debates in class. They have
misconceptions about the kind of debate we do in our class based on their prior
impressions about debating in high school. In our class we do a very mild form of
debating. We rarely have cross talk between students on differing sides and the
audience is supportive as well as participatory. Students from each side of the issue
take turns making a statement that they believe supports their side of the issue. They
refer to cards or paperwork for the comments they wish to make. No memorization is
necessary. Students cite authoritative research and informed opinions on the topic.
They are not required to make an eloquent personal statement regarding the topic.
Students often feel nervous during their debate presentations but at the end of the
course they overwhelmingly rate the debates as their favorite part of the course.
Please talk with our P.A. staff about their experiences. I am confident that they will
report feeling trepidation about debates initially and then enjoying the process after they
became familiar with it.
You will participate as a debate presenter during one assigned debate and as an
audience member during the other seven debates in our class. You will need to
complete six debates, pre and post debates, as an audience member and one as a
presenter. Please read the information in your debate text and the following directions
carefully. You are required to do the first 7, one as a presenter and six as an audience
member unless your presenter topic is the last one. There will be 8 debates. You may
complete number 8 as a make-up for missed audience pre-debate and post-debate
papers.
To help you prepare to produce quality debate work you will be provided with:
a. Examples of quality debate work from our psychology assistants
that are available at study sessions.
b. Study sessions designed specifically to assist you with debate
work.
c. Thorough information in class about doing the debate work.
You will be a presenter for one of the debates and your documentation of sources is
worth 100 points. You must present in the debate to earn the points for your
documentation which is called your Presenter Paper. There is additional information
about these debates in the debate text and on my website. You are responsible for six
of these as an audience member (6 pre and post debate papers on each issue) and
one as a presenter. Debate pre-debate and post-debate work will comprise 300 points
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of your course grade. To receive a passing grade you must produce a thorough, high
quality paper exhibiting critical thinking about the topic and relating the topic to your
current study of psychology. It is expected that debate preparations will take you at
least an hour and a half to read and write. Debate responses may take slightly less
time. Ask your P.A. how much time he or she put into their debate work.
1) Debate Presenter: As a presenter on the team discussing an issue you will
prepare by reading the material in your debate text. Then obtain four additional sources
of information supporting both sides of the issue. Choose two for and two against. You
will turn in a total of four references with an original paragraph of material based on
each one as your debate presenter assignment. This means the material you include
must be in your own words, not quoted from the author. This will be turned in to
turnitin.com by 8 p.m. the night before.
The material you submit should be in the format of an annotated bibliography or
in paragraph form with reference citations. See the debate text and my website for the
specific format of the presenter paper. There is a template for you to follow. Follow it
exactly. Read both sides of the issue in your debate text prior to obtaining additional
references on the debate.
You may not use your debate text, psychology text,
blogs or television shows as references.
This material is to be typed and double-spaced. You are not to read your
paper during the debate. You may make note cards to assist you during your
presentation. Because the audience is looking for a quote does not mean that what you
say is a quote from the references you consulted. Please use your own words during
the debate. It is you they will quote.
On the day of the debate presenters will meet at the start of the debate to determine
which 5 points they think are the most powerful persuasion for their side of the issue.
Five students will volunteer to present these points. The other presenters will stay up
front to handle responses from debaters on the other side of the issue. More than five
students may present a point if there is time.
2) Audience Pre-debate paper: Prior to a debate in which you are an audience
member you will read both sides of the issue in the debate text and provide the
following responses to be turned in to Turnitin.com by 8:00 p.m. the night before
debate. Read the material in the debate book carefully. The answers to these
questions will be based on the material in the debate text only. Do not find
additional references.
The prompts for your responses are:
1) State the issue in your own words. Do not plagiarize the text. I am
trying to determine if you can write about the real issue from your own
perspective. This response should be at least six sentences and
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describe both sides of the issue. This answer requires your reflection
on the issue in an expansive manner. Please do not simply look for
sentences to paraphrase. I am looking for your ability to do critical
thinking not mere reiteration of the printed words.
2) Discuss two points supporting each side of the debate. “Discuss”
means much more than “list”. You need to mention a paraphrase of the
point the author makes and then add your commentary to it. Discuss
what the point means to you and whether or not it is convincing as an
argument for the author‟s side of the debate.
2) What is your opinion on this topic? Discuss your view.
4What contributed to your view? Explain how you developed your view.
This section is intended to cause you to reflect on your view on the topic
and the many contributions in your life that have shaped it. Focus on your
memory of what your parents, peers, teachers; religious leaders and the
media have exposed you to regarding the topic. The purpose of this part
of the assignment is to train you to examine the origins of your views to
see if they are still valid for you today or if you can add new information
and critical thinking to shape a view that makes more sense for who you
have become.
4) What information would have to be presented in order to influence
your view? I am not saying you would actually change sides on the
debate. Think carefully about your position and what it might take to
move you slightly in one direction or the other. This is the real challenge
to your critical thinking on this issue. Responding to this question
should require you to think for at least 5 minutes and reflect on your
views in depth. It would be helpful to talk with someone about this
question for ideas. You must formulate an answer to this question even
if you think your position is absolutely unchangeable.
3) Audience Post-debate paper: The following responses are to be completed after
the debate and submitted to Turnitin.com by 8:00pm the next class day.
1) List a quote from a debate presenter you think was important and
explain why you think this statement was significant. The student will
be quoted, not an author. As an audience member you listen for
something a student says that stands out as significant because it is
persuasive or possibly outlandish. The most important part of this section
is what you think about the quote and why you chose it as significant not
what the quote says and who said it.
2) Give three specific examples of points made during the debate with
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your explanation as to the reason the points are convincing.
3) After hearing the debate, in what way has your thinking been affected?
You must discuss this and not simply report that your view is completely
unchanged. Remember that you are not expected to completely change
your view. It is reasonable that something mentioned during the debate
caused you to think at least slightly differently about the topic. This is
what you discuss in this section. An insightful paragraph of at least six
sentences is required here. You must write exactly how your view has
been informed or influenced by our debate or you will not earn
points. No points are awarded for a comment about not having your
views influenced.
To summarize the debate process
1) Read all the guidelines in the syllabus and text about doing the debates. If there is a
discrepancy between the syllabus and the text in terms of the requirements for this
semester, the syllabus supercedes the text.
2) For your presenter paper, obtain four references (two representing each side of the
issue) and write a paragraph in your own words on each one to be used during the
debate. Do not read the paragraph. Make a statement in your own words.
3) Write a draft of your first pre and post-debate papers and your presenter paper and
attend a study session and/or take it to the Writing Center to gain feedback to improve
the quality of your paper. I suggest e-mailing it to a couple of P.A.s
Place check marks next to each debate you complete so you know you have met
the requirement of 6 debates and one presenter paper.
Topic Preparation (6) Response (6) Presenter (1)
Morality
Sex Addiction
Assisted Suicide
Prostitution
Religion
Drug Testing
Prozac
Tobacco
The remaining pages in this syllabus contain worksheets that will be used in class.
Please check your course schedule daily to be sure you are up-to-date and that you
know which of the following pages will be used in class.
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THE PSYCHOLOGICAL VIEWPOINT QUESTIONNAIRE
Psychologist William R. Miller of the University of New Mexico has constructed a Psychological Viewpoint
Questionnaire that you can use to clarify some of your beliefs about human nature. It will also tell you
what major psychological theories you are likely to find yourself in sympathy with as you read this chapter.
Read each of the following statements and decide whether you agree more that disagree or disagree
more than agree with each one. Write agree “A” next to those statements with which you agree more than
disagree and “B” next to the ones that you disagree with more than agree. Express your opinion about
every statement even though you may have some trouble deciding in some cases.
1. ____ In attempting to understand human beings one should stick to what can be directly
observed and avoid theory or concepts that cannot be seen or observed.
2. _____ Events taking place in the present are systematically linked to events one‟s past.
3. _____ A specific piece of human behavior cannot be understood without considering the person
and his or her life as a whole.
4. _____ People are basically good (as opposed to neutral or evil).
If left to a natural state without external controls, they seek health and personal growth
while respecting the right of other to do the same.
5. _____ A person‟s character is largely determined before he or she reaches adulthood. The only
changes that one can expect from an adult are relatively small ones, and these occur
slowly over long periods of time.
6. _____ General laws of behavior and experience that apply to all people are not very helpful if you
want to understand a particular individual.
7. _____ Much behavior, both normal and abnormal, is directed by unconscious impulses and
motivations.
8. _____ Aggression is an inherent and inescapable part of human nature.
9. _____ People are capable of making major and lasting changes in themselves within a relatively
brief period of time.
10. ____ Human behavior can be understood as a continuous attempt to increase pleasure and to
avoid pain and discomfort.
11. ____ There are no values inherent in human nature or the human condition-only those that are
discovered or learned through experience.
12. ____ Learning processes play a major determining role in the formation of personality and
human behavior.
13. ____ Events that occur early in life are more important in determining one‟s adult personality
and behavior than are similar events occurring after the person has reached adulthood.
14. ____ Looking inside person for the causes of behavior (for needs, impulses, motivations, etc.)
is probably more misleading than enlightening.
15. ____ The use of scientific experiments is not an appropriate way to try to understand the
psychology of human beings.
16. ____ People are neither inherently good nor basically selfish.
17. ____ In order to change a present pattern of behavior, it is important for the person to explore
the past, particularly childhood, to find the cause of the behavior.
18. ____ Little or none of what people do is the result of free will. Behavior is controlled by lawful
principles, and free choice is an illusion.
19. ____ The therapist who wants to help a person change should not give direct advice or
suggestions. Rather the best approach is for the therapist to allow the person to talk and
explore his or her feelings without direction or evaluation.
20. ____ A person is free to be what he or she wants to be.
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SCORING THE VIEWPOINT QUESTIONNAIRE
Below are twenty lines of letters corresponding to the twenty items of the PVQ. For each item, circle all
the A's in the row if you agreed with the statement or circle all the D's in that row if you disagreed with the
statement.
Item: B E H P
1. A A D D
2. A D D A
3. D A A A
4. D D A D
5. D D D A
6. D A A D Note that this questionnaire
includes the behavioral,
7. D D D A existential/humanistic and
psychoanalytic views. The
8. D D D A
cognitive and neuroscience
9. A A A D views are valid theoretical
orientations so please listen to
10. A D D A the lectures to see which view
you develop for your own
11. A A D D
perspective.
12. A D D A
13. D D D A
14. A D D D
15. D A D D
16. A A D D
17. D D D A
18. A D D A
19. D A A A
20. D A A D
__________________
Totals B E H P
B=Behaviorism P=Psychoanalytic
E=Existentialism Not included: neuroscience and cognitive
H=Humanism (for our purposes the existential and humanistic views will be combined.)
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Theoretical Orientations in Psychology: Summary
Behaviorism focuses on our responses to stimuli and the consequences of
reinforcement and punishment we receive. Behaviorists believe that our behavior is
learned through a process of conditioning us through offering these consequences. To
change behavior we must change the consequences of behavior.
Humanism focuses on our desire to grow to reach our potential. Humanists believe we
develop our ideas about what potential to achieve through our role models
demonstrating to us what to value. To change behavior, we must have significant
experiences that change our values.
Cognitivism focuses on our thinking patterns, developed from exposure to the thinking
of our role models. We have either self-enhancing or self-defeating thinking and this
determines our mental health. To change our thinking we must use cognitive re-
structuring, a process of replacing illogical and irrational thoughts with rational and
logical thoughts.
Psychoanalytic focuses on our libido, our psychosexual energy. This view believes
that we go through a series of stages in childhood that present conflicts we must
resolve. If we achieve resolution, we move forward with a full complement of libido. If
we become fixated or only partially resolve the conflict, our libido is diminished and we
risk mental disorder. To change our thinking we must regress back through these
stages and resolve these conflicts, reclaiming our libido.
Neuroscience supports the idea that behavior and thinking are a result of the anatomy
and physiology of the brain. All behavior is determined by the action of our
neurotransmitter chemicals. To change behavior and thinking we must modify these
chemical reactions with medication or other interventions.
Theoretical Orientations in Psychology Expanded
A theoretical orientation is a set of beliefs used to explain human behavior. Each view
has an explanation for:
How the normal personality develops and what factors are most influential in
influencing personality.
What happens when personality becomes disturbed and a psychological
disorder exists?
What is the primary influence on a person‟s personality: nature or nurture?
How to change personality.
After viewing the video on Alberto Gonzales, explain his personality from each of the
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following theoretical orientations in psychology: behaviorism, humanism, cognitive,
psychoanalysis, socio-cultural, and neuroscience.
Humanism
This view emphasizes our constructive and creative potential and describes people as
continually growing toward goals. When we are blocked from achieving our goals, we
may develop a psychological disorder.
What do you think was Alberto‟s goal in life when he was in high school and then later
after he contracted AIDs?
What force would humanists say was behind Alberto‟s personality, nature or nurture,
and why?
How was this growth blocked?
What disorder did he develop and why?
What type of humanistic therapy might change his personality?
Behaviorism
This view emphasizes the consequences of our actions as the force behind our
behavior. Behaviorists suggest that we repeat behaviors we receive reinforcement for
and extinguish behaviors when we are punished.
For which behaviors do you see Alberto being reinforced?
For which behaviors do you see Alberto being punished?
What would behaviorists say is the main force behind Alberto‟s personality, nature or
nurture? Why?
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How would you use behavior therapy to change Alberto‟s behavior?
Psychoanalysis
This view emphasizes a person‟s progress through the psychoanalytic stages of
development as the force behind adult personality. An individual faces the oral, anal,
phallic and genital stages and the conflicts associated with them: trust, authority and
sexual identity. If the person cannot resolve the conflict in each stage they may be
fixated or at least a bit diminished by leaving their libido (psychosexual energy or what I
call maturity) behind and never reaching a fully mature approach to life. When the
individual faces anxiety provoking situations they may not be mature enough to handle
them and they will resort to using defense mechanisms to cope. These are not
successful so the person may develop a psychological disorder.
What stage might Alberto be fixated in and why?
What defense mechanisms do you see Alberto using?
What force does this view support as the explanation for the influence on personality:
nature or nurture?
How would psychoanalysis be applied in therapy to treat Alberto‟s psychological
disorder?
Cognitive
This view emphasizes our unique way of interpreting the world as the main influence on
our personality development. Cognitive psychologists suggest that we manifest
rational, logical and self-enhancing thinking and behavior as a result of being exposed
to role models who model this type of world view. They also believe that we adopt
irrational, illogical and self-defeating thinking styles and actions if exposed to role
models who present this type of world view to us.
What do you see as the irrational, illogical and self-defeating thinking in Alberto
Gonzales?
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Who might he have developed this thinking style?
What force would be most influential in personality development from this view: nature
or nurture, why?
What cognitive therapy techniques could help Alberto?
Socio-cultural
This view suggests that personality is formed by exposure to people and cultural norms
in our society. The emphasis is on the power of parents, siblings, other family
members, peers, the media, the church and other groups the individual might join.
People form their personality to conform to the expectations of society. They seek
acceptance and integration into significant groups in their world.
What group did Alberto seem to be accepted in during high school?
What behaviors would you expect from him as part of this group?
What group did Alberto participate in next?
What behaviors would you expect from him as part of this group?
What was Alberto looking for from his drug use and association with this group?
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What would socio-culturally oriented therapists do to treat Alberto‟s anti-social
personality disorder?
Neuroscience
Psychologists ascribing to this view believe that the anatomy and physiology of the
brain and the endocrine system completely determine one‟s personality and actions.
Specifically, they emphasize the actions of neurotransmitter chemicals as being the
major reason for behavior.
What might be wrong with Alberto‟s brain and endocrine system?
What would neuroscientists say about the relative contributions to behavior from nature
and nurture? Why?
How would Alberto be treated for his disorder by a psychology professional supporting
this view?
What psychology or medical professional would be able to offer this treatment?
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Theoretical Orientation Practice Test
Practice matching the following theoretical orientations to their basic tenets:
Theoretical Orientation Basic Tenets
___Humanism A. Psychologists ascribing to this view believe that the
anatomy and physiology of the brain and the endocrine
system completely determine one‟s personality and
actions. Specifically, they emphasize the actions of
neurotransmitter chemicals as being the major reason for
behavior
___Behaviorism B. This view suggests that personality is formed by
exposure to people and cultural norms in our society. The
emphasis is on the power of parents, siblings, other family
members, peers, the media, the church and other groups
the individual might join. People form their personality to
conform to the expectations of society. They seek
acceptance and integration into significant groups in their
world
___Cognitive C. This view emphasizes a person‟s progress through the
psychoanalytic stages of development as the force behind
adult personality. An individual faces the oral, anal, phallic
and genital stages and the conflicts associated with them:
trust, authority and sexual identity. If the person cannot
resolve the conflict in each stage they may be fixated or at
least a bit diminished by leaving their libido (psychosexual
energy or what I call maturity) behind and never reaching a
fully mature approach to life. When the individual faces
anxiety provoking situations they may not be mature
enough to handle them and they will resort to using
defense mechanisms to cope. These are not successful so
the person may develop a psychological disorder.
___Neuroscience D. This view emphasizes the consequences of our actions
as the force behind our behavior. Behaviorists suggest
that we repeat behaviors we receive reinforcement for and
extinguish behaviors when we are punished
___Socio-cultural E. This view emphasizes our constructive and creative
potential and describes people as continually growing
toward goals. When we are blocked from achieving our
goals, we may develop a psychological disorder.
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___ F. This view emphasizes our unique way of interpreting the
Psychoanalysis world as the main influence on our personality
development. Cognitive psychologists suggest that we
manifest rational, logical and self-enhancing thinking and
behavior as a result of being exposed to role models who
model this type of world view. They also believe that we
adopt irrational, illogical and self-defeating thinking styles
and actions if exposed to role models who present this
type of world view to us.
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PSYCHOANALYTIC PERSONALITY THEORY
Below are several situations a person might face. You are to consider these
events from a Freudian point of view.
Divide your group into three parts: one person represents the id and the pleasure
principle, one the ego and the reality principle, and one the superego and the morality
principle.
Write out responses to each situation from each of the three ego state
perspectives. For example, the id may promote the response that gives the most
pleasure regardless of the consequences and suggest a “go for it” response. The ego
must consider the real options and the full consequences. The superego takes the
moral stand and may claim that an option is wrong. Give the reasons for your
response.
1) Jason is a college sophomore. He has worked at Best Buy to earn his way through
college. Recently, he found a girlfriend and he wants to impress her. By now, he has
enough money saved that he could purchase a stereo for himself, which he thinks she‟d
like. This would compromise his chances of affording textbooks next semester. What
should he do?
2) Brittany and Bruce have been dating since they started college two months ago.
Bruce thinks their relationship should progress now to its natural sexual goal. Brittany
isn‟t sure about this yet. What should she do?
3) Ryan, a college freshman, is really good at snowboarding. His father is very ill and
the family needs money for medical expenses. Ryan can earn some money if he
attempts a dangerous jump in a competition at Squaw Valley. If he makes the jump
he‟ll get some money and notoriety. If he doesn‟t make it, he could be seriously hurt, or
die, which would leave his family without the little money he makes now. What is his
consciousness telling him?
4) Patti Party has a psychology test on Monday. She also has a big party to go to on
Friday, a small one on Saturday and a concert all day Sunday. Her parents support her
while she‟s in college as long as she maintains at least a “B” average. She really likes
to party, but she can‟t do well on the test if she doesn‟t study this weekend. What is
she thinking?
5) Kelly and Kurt are dating. Kelly really likes Kurt and enjoys the relationship. Kurt
has been awfully possessive lately and Kelly is starting to feel controlled. Kurt has even
said that he loves her so much that he can‟t stand it when she goes out with her
girlfriends and he wants her all to himself. Kelly is deciding what to do.
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DEFENSE MECHANISMS
Next to each of the statements below indicate with the appropriate letter the defense
mechanism that is illustrated. Use the following code.
A. Repression E. Displacement
B. Regression F. Sublimation
C. Reaction Formation G. Projection
D. Rationalization
_____ 1. Even a top baseball player will sometimes strike out on an easy pitch. When
this happens, his next action may be to throw his bat or kick the water cooler with all his
might.
_____ 2. Soldiers exposed to traumatic experiences in concentration camps during
wartime sometimes had amnesia and were unable to recall any part of their ordeal.
_____ 3. The mother of an unwanted child may feel guilty about not welcoming her
child. As a result, she may try to prove her love by becoming overindulgent and
overprotective of the child.
_____ 4. Mrs. Brown often accuses other women of talking too much and spreading
rumors. It is rather obvious to those who know her that she is revealing her own
inclinations in that area.
_____ 5. Paul, an aggressive child, had problems in elementary school, as he would
frequently fight with other children. Paul found when he entered high school that he
could channel this hostility into sports such as football and soccer.
_____ 6. The habitual drinker may insist that he really doesn‟t care much for the taste
of alcohol but feels that he is obliged to drink with friends “just to be sociable.”
_____ 7. Mrs. James can‟t understand why her husband has been so grumpy and
irritable for the past week. It certainly isn‟t her fault that he didn‟t receive the anticipated
promotion at the factory.
_____ 8. Parents might be reassured to know that children who pull wings off flies and
jab pins in the dog may eventually find their niche in the areas of dentistry or surgery.
____ 10. A student forgot that his dreaded final exam in geometry was scheduled for
Friday. This seemed unusual, as the date of the exam had been marked on his
calendar for several weeks.
____ 11. A boy will sometimes react against the strong sexual attraction that he feels
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toward girls by becoming a confirmed “woman hater.”
____ 12. The majority group of a culture may blame all the various ills of society on a
small minority group. This is a process termed “scape-goating” and is a factor in racial
and religious prejudice.
_____13. The individual who actually likes to have other do things for him may be
quick to criticize other people for being dependent and lazy.
_____14. James Riley has suffered heavy financial losses recently while playing the
stock market. Upon trading his big luxury car for an old small car Jim informed his
associates that he bought the cheaper car to do his part in the battle against air
pollution.
_____15. David Walters recently lost his executive position in a large corporation.
Rather than seek a new job, David finds comfort and escape through drinking, as
alcohol helps him forget the details of being fired.
_____16. Tory is apt to become annoyed when he recalls his earlier conviction as a
Peeping Tom. Tory has left his sordid past behind and now is a busy photographer for
Playboy magazine.
_____17. Joan has discovered an amazing coincidence in relation to her attendance at
school. Every time a test in Spanish is scheduled, she oversleeps and arrives at school
too late for the class.
_____18. Reformers may conduct campaigns against pornographic literature in order
to fight their own erotic interest in such material. They campaign to convince others of
their own purity and goodness.
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THE ADDICTED BRAIN
1. The __________ is the most complex structure in the universe.
2. True of False. All chemicals affect the brain? _______
3. Messenger molecules called ____________convey information from cell to cell.
The ____________‟s_ business is __________________________________.
4. Neurons are separated by a space called the ___________________________.
5. The best-known endogenous opiate? _________________________________.
6. Rat research found high levels of e_____________ and d__________________.
7. People with low levels of the enzyme _________ are easily bored and tend to be
S___________________________ S__________________.
8. Is personality biochemically based or learned? (Nature vs. Nurture?)
9. A biochemical imbalance, once thought to have been caused by demons?
O_____________________ C___________________ D
10. Leadership has been linked with the neurotransmitter S___________________.
11. True or False. High serotonin levels produce a leader? _________________
Becoming a leader boosts levels of serotonin? ______________
12 What did people identified as “leaders” have in common with the monkey‟s
_______________________________________________________?
13 Women who suffered the worst symptoms of ________ measured
__________levels of the neurotransmitter _______ just before their periods.
14 Can you raise serotonin levels? ____ If so, how? ________________________.
15 True or False. Can emotions alter our biochemistry? ________________
Can biochemistry alter our moods? __________________
16 Any activity that produces t__________________ and w__________________
has the potential to be addictive.
17 What are you addicted to? ______________________________________
18 Research suggests a link between m____________ and e_________________
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THE PSYCHOLOGIST AND THE EXPERIMENT
1) What type of setting provides maximal control for experimentation?
2) What is the risk of maximizing control?
3) Which group is the control group in the shock study and why?
4) What is the independent variable manipulated in Dr. Z
6) Austin Reisen is studying the c p in cats.
7) What is the independent variable in the kitten study?
8) What is the dependent variable in this kitten study?
9) What classic experimental technique is used in the kitten study?
10) To be considered valid, a study must have what qualities?
11) What control variables exist in the kitten study?
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THE CALIFORNIA STATE UNIVERSITY, STANISLAUS
WEIGHT CONTROL STUDY
An experiment was conducted at C.S.U.S. to determine the effects of various
types of behavior modification on weight loss. Three groups of 15% overweight
females were assigned to either overt, covert, or a combination of overt-covert behavior
modification lectures, given by a lecturer who did not know the experimental hypothesis.
There were 20 females in each group and the groups met once per week for five
months. At the beginning of the study, research participants were given a test to
determine their level of restraint with respect to binge eating. After classifying each
woman as high or low on restraint, the groups were formed with 1/2 high and 1/2 low
restraint participants in each.
The investigators were interested in which type of behavior modification would
be most successful in promoting weight reduction and if participant„s scores on restraint
level would improve.
The independent variable is:
The two dependant variables are:
There are levels of the independent variable.
Name six control variables in this study.
Is there a control group in this study? Why or why not?
State a hypothesis that might be used in this study.
What are the ethical considerations in a study of this type?
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THE PSYCHOLOGY EXPERIMENT
A researcher wished to determine if completing a study skills course
would raise the grades of college students. Four hundred freshmen
students were recruited to participate in the study.
Students were randomly assigned to either the control group, 200 not
taking study skills, or the experimental group, 200 enrolling in the same
class featuring study skills.
The research decided to evaluate grades in introductory psychology
as the measure of success or failure of the study skills course effect on
grades. Each student was required to complete psychology the semester
following the semester during which half of the students completed study
skills.
The students all had to be freshmen with no prior experience with
study skills training. The 400 students also took psychology together.
Course grades in psychology were compared between the group taking and
the group not taking study skills.
The independent variable is:
The dependant variable is:
The control variables are:
The hypothesis might be:
A possible confounding variable would be:
If you were to redesign this study, what changes would you make?
37
Psychological Research:
Design, Implementation and Reporting Narcissism
Recent research has indicated that college students today are 30% more narcissistic
than college students in the 1980s. One result of this trend toward a self-focus is less
compassion, an attitude of entitlement and reduced voluntarism. Design an experiment
to reduce narcissism in college students. This means you will have at least two groups
and you will do something to an experimental group and compare them to a control
group that is used for comparison. Prepare to present your research design in class.
1) What is your hypothesis?
2) What is the independent variable? Describe how you will present it to participants.
What will the experimenter do?
What will the participants do?
3) What is the dependent variable?
How will you measure the dependent variable?
4) How will you assign your participants to the conditions in the study so that the groups
are equal in every way except for the application of the independent variable to the
experimental group?
5) Which group is your experimental group?
6) Which group is your control group?
7) What aspects of this experiment need to be controlled so that you can conclude that
your study has validity? (Validity refers to the ability to conclude that the independent
variable was the actual factor in creating a difference between the experimental
group and the control group.)
8) Let‟s assume you obtain a significant difference between your groups. What is your
conclusion?
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9) How would you suggest the results of your research be implemented to improve the
quality of life?
10) What field of psychology does this research come from?
11) What type of psychology professional would study this topic?
12) What would you suggest as the next step in this type of research? What other
factors could be studied to reduce narcissism and how?
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MYSTERIES OF THE MIND
1. What does the film describe as the feature that separates us from other
animals?
2. What 3 levels of brain are described?
3. What is Carl Sagan’s definition of the mind?
4. Some researchers believe we act on principles of _______ and _______.
5. The rats will cross a shock grid in order to receive what?
6. Studying mental patients utilizing videotapes and asking several
professionals to rate behavior is a technique called l_________R________.
7. What is the primary function of the left hemisphere of the brain?
8. What is the primary function of the right hemisphere of the brain?
9. The woman with the split-brain operation, when fitted with the contact, has
no information entering her _____ hemisphere, which interferes with her
ability to verbally label the items.
10. What is narcolepsy? (A NAP ATTACK!)
11. Monks practice meditation as a way of ensuring what?
12. The woman receiving _________________ as her anesthetic during her
operation for an ovarian tumor.
13. David Bressler uses the ______ to diagnose physical conditions.
14. At Bressler’s clinic people use ________________ to help them deal with
chronic pain.
15. Dr. Hilgard relates second wind to a form of _______.
16. The Yogi slows his metabolism and reduces his oxygen intake, how?
17. The girl who was paralyzed learned to increase her blood pressure through
the technique of ________________.
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PRINCIPLES OF LEARNING
REINFORCEMENT SCHEDULES
What type of reinforcement schedule is it?
Fixed interval
Variable interval
Fixed ratio
Variable ratio
1. Jamie is given verbal praise after every five business letters she writes.
2. One week Sam gets paid $200.00 for working four of the five days he was scheduled
and the next week he gets $200.00 again for working all five days.
3. At work Ashley gets $6.35 per hour for bathing dogs.
4. At work Ashley gets $6.35 for each dog she bathes.
5. Justin got a raise for his good performance after the first two weeks, after 3 1/2
months, and again after working at his job for 13 months.
6. Justin got a raise after 6 months on the job and again at 12 months and 18 months
even though his performance wasn‟t exemplary.
7. Marnee gets 10 points for each day she attends class.
8. Marnee gets 10 points for each string of five days she attends class.
9. Marnee gets 10 points extra for doing a great job on her assignment.
10. Marnee occasionally gets 10 points on her assignments, but not on every one of
them.
11. Marnee gets 10 points every week whether she comes to class or not.
12. Marnee gets 10 points extra on each assignment whether it is done well or not.
13. Steve‟s parents bought him a car because he was 16 and got his license.
14. Clark‟s parents bought him a car because he became an Eagle Scout.
15. Nathan‟s parents bought him a car after a year of rewarding him each time he got a
“B” average or higher on his report card.
16. Al‟s parents say they are going to buy him a car when they feel like it and he has
no idea what he can do to get it.
17. Jose‟s parents say that as long as he doesn‟t get into trouble they will buy him a car
when he turns 18.
18. Maria‟s parents say they will match whatever money Maria makes at her job and
she can buy her own car.
19. Each week, Binh‟s parents put away some money to buy him a car even if he gets
into trouble because they love him.
20. Julian won a car after buying lottery tickets sporadically over the last three months.
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What type of conditioning is it, operant or classical?
1. Whenever Erik wants a candy bar at the grocery store he cries and makes a scene
until he gets it. Now he always cries at the store and his dad gives him the
candy.
2. Deborah always compliments her dates on how attractive they look and how great
they smell when she first begins to date them.
3. When Deborah passes by cologne displays and smells the one her current guy is
wearing, she thinks of him and sighs with delight.
4. After dating for a while, Deborah does not feel motivated to tell her guy that he looks
or smells great.
5. After dating Deborah for a while the guys stop worrying about dressing up or smelling
good.
6. One guy who dated Deborah shared a favorite song with her that was “their song”
and thought of her whenever he heard the song.
7. He bought Deborah the CD with the song on it to show her his love for her.
8. When they broke up, she smashed the CD and sprinkled the broken bits on his car.
9. When he heard the song later he said to himself, “Wow, I‟m glad I didn‟t marry
that woman!”
10. For a long time he didn‟t even think of her when the song came on, until one day
about 11/2 years later he heard it, after not hearing it for a while, and he thought
about her again.
11. His new girlfriend told him that she would be faithful to him if he would be faithful to
her.
12. As a sign of this commitment, she and he wore special rings. When he looked at
his ring, he was reminded of his promise. One time, he left his ring at home for
the weekend when he was with his buddies and he seemed not to remember his
promise.
13. When one of the buddies told his current girlfriend about his infidelity she yelled at
him.
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Learning: Classical Conditioning
The following scenarios depict classical conditioning. Identify the factors in each
situation.
1) Jessica and Tony were in love! Their song was “______” by _______________.
They started to connect this song with being together because Tony played it a lot
before games and Jessica would hear it. Tony and Jessica would dance to this song.
Whenever they were apart, they played the song to remind themselves of their love.
Neutral stimulus___________________________________________________
Unconditioned stimulus_____________________________________________
Unconditioned response____________________________________________
Conditioned stimulus_______________________________________________
Conditioned response______________________________________________
Then, one day, Jessica got the feared phone call from Tony, “Jessica, I‟m sorry, but I
just am not feeling it anymore.” When Jessica heard “_____” again he angrily turned
off the radio exclaiming, “I hate that stupid song!”
This is an example of _______________________ of a previously conditioned
response. About six months later, when Jessica was ecstatic over her new love she
heard “______” again and gave a little sigh over her long lost love Tony. This is an
example of ____________________ recovery of a previously conditioned response.
And then Tony and Jessica lived happily ever after. Not!
2) Whenever Julie was interested in a little romance, she would light candles, wear her
sexiest Victoria‟s secret outfit and put on her scent, Sunset Heat by Escada. After a
couple visits to Julie‟s house Nick would arrive and instantly know what was on Julie‟s
mind.
Neutral stimulus___________________________________________________
Unconditioned stimulus_____________________________________________
Unconditioned response____________________________________________
Conditioned stimulus_______________________________________________
Conditioned response______________________________________________
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3) Christy was a great student in high school and very confident socially and
academically. Then, in college, she started to become more reserved and, well, shy.
While she was at a football game she suddenly became ill, feeling faint and fearing that
she was going to pass out and possibly die! After that experience she never went back
to another football game, even missing the homecoming. She eventually did not want to
leave her house and then even her bedroom. Christy had developed agoraphobia as a
result of connecting the sudden illness to being outside.
Neutral stimulus___________________________________________________
Unconditioned stimulus_____________________________________________
Unconditioned response____________________________________________
Conditioned stimulus_______________________________________________
Conditioned response______________________________________________
Using your understanding of classical conditioning, what would be the best form of
therapy to help Shyla deal with her agoraphobia? How and why would this work?
4) Carl has a lucky shirt. It‟s lucky because he wore it to his first psychology exam and
got the highest grade in the class. He then made sure he wore it to all his exams and
continued to get great grades.
Neutral stimulus___________________________________________________
Unconditioned stimulus_____________________________________________
Unconditioned response____________________________________________
Conditioned stimulus_______________________________________________
Conditioned response______________________________________________
One exam day his shirt was just too disgusting to wear so he wore one that was the
same color hoping to extend his good grade fortune. The expectation that the new shirt
will also be lucky is an example of stimulus _____________________.
If the new shirt does not seem lucky as Carl bombs this exam, then he will only believe
in one lucky shirt. This is an example of stimulus __________________.
Make up your own example and be prepared to present it in class.
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Learning: Operant Conditioning
Operant conditioning occurs through purposeful administration of a consequence
following a behavior that results from a stimulus. The process is:
STIMULUS RESPONSE REINFORCMENT OR
PUNISHMENT
A = antecedent B = behavior
C = CONSEQUENCE
1) You have been conditioned to study this concept in this class. Explain the ABCs of
your conditioning.
A =_____________________________________________________________
B = _____________________________________________________________
C= _____________________________________________________________
If you repeatedly studied and got terrible grades you might just give up. This punishing
consequence would lead to E________________ of your behavior of studying.
2) You have probably conditioned an animal to do some behavior. It may have been a
trick or a behavior you desired in order to live comfortably with this animal. Explain the
ABCs of this animal‟s conditioning.
A =_____________________________________________________________
B = _____________________________________________________________
C= _____________________________________________________________
3) You have probably conditioned an animal not to do a behavior. Explain the ABCs of
stopping the animal from doing this problem behavior.
A =_____________________________________________________________
B = _____________________________________________________________
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C= _____________________________________________________________
4) You are a behavior analyst, licensed to assist in operant conditioning of children,
people who are mentally ill or disabled and anyone who needs to undergo a behavior
change. Today you are going to the home of a 3 year old child, Ashley, who has
autism. Her parents are interested in maximizing Ashley‟s potential by having you and
your team do behavior modification with her for about 40 hours per week. You decide
that the first thing you need to do is get Ashley to sit in a chair so she can learn her
numbers. She will need to sit and pay attention to you by making eye contact and
responding. Using principles of operant conditioning, how will you and your team
achieve these behaviors in Ashley?
What reinforcing consequences do you find will work with Ashley?
What punishing consequences will you give Ashley when she is tantruming?
What behavior will you start to condition first?
How will you do this?
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The Social Readjustment Rating Scale: a stress test
Circle the numbers corresponding to events you have experienced in the last 1- 1 1/2
years then add up all the circled numbers.
100 DEATH OF FAMILY MEMBER
80 JAIL
63 FIRST OR LAST YEAR OF COLLEGE
60 CONCEPTION OF A BABY
53 SEVERE ILLNESS OR INJURY
45 INTERPERSONAL PROBLEMS
40 FINANCIAL PROBLEMS
40 DEATH OF A CLOSE FRIEND
40 ARGUMENTS WITH ROOMMATE
40 MAJOR DISAGREEMENTS WITH YOUR FAMILY
30 MAJOR CHANGE IN PERSONAL HABITS
30 MOVING
25 PROBLEMS WITH BOSS OR PROFESSOR
25 OUTSTANDING ACHIEVEMENT
25 FAILURE IN A COURSE
20 FINAL EXAMS
20 INCREASED OR DECREASED DATING
20 CHANGES IN WORK CONDITIONS
20 CHANGE OF MAJOR
18 CHANGES IN SLEEPING HABITS
15 SEVERAL DAY VACATION
15 CHANGES IN EATING HABITS
15 FAMILY REUNION
15 CHANGES IN RECREATION
15 MINOR ILLNESS OR INJURY
11 MINOR LAW VIOLATION
400 AND OVER = 99%
250 - 399 = 66%
130 - 248 = 50%
0 - 129 = 10%
THE PERCENTAGES REPRESENT THE LIKELIHOOD OF YOUR HAVING A
SERIOUS ACCIDENT OR ILLNESS AS A RESULT OF THE CUMULATIVE EFFECTS
OF STRESS.
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TYPE A PERSONALITY
_____ 1. Is your everyday life filled mostly by:
a. Problems needing solution?
b. Challenges needing to be met?
c. A rather predictable routine of events?
d. Not enough things to keep you interested or busy?
_____ 2. When you are under pressure or stress do you usually:
a. Do something about it immediately?
b. Plan carefully before taking any action?
_____ 3. Ordinarily how rapidly do you eat?
a. I‟m usually the first one finished.
b. I eat a little faster than average.
c. I eat at about the same speed as most people.
d. I eat more slowly than most people
_____ 4. When you listen to someone talking and this person takes too long to come
to the point do you
feel like hurrying him/her along?
a. Frequently
b. Occasionally
c. Almost never
_____ 5. Do most people consider you to be:
a. Definitely hard driving and competitive?
b. Probably hard driving and competitive?
c. Probably more relaxed and easy going?
d. Definitely more relaxed and easy going?
_____ 6. Would people who know you well agree that you have less energy than most
people do?
a. Definitely c. Probably no
b. Probably yes d. Definitely no
_____ 7. Do you ever set deadlines or quotas for yourself in courses or other things?
a. No
b. Yes, but only occasionally
c. Yes, once per week or more often
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_____ 8. Do you maintain a regular study schedule during vacations such as
Thanksgiving, Christmas?
and Easter?
a. Yes
b. No
c. Sometimes
_____ 9. When you are in a group do the other people tend to look to you to provide
leadership?
a. Rarely
b. About as often as they look to others
c. More often than they look to others
____ 10. Compared with the average student at this school, I am:
a. Much more responsible c. A little less responsible
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PSYCHOLOGICAL DISORDERS WORKSHEET
Directions: Read the case studies below and make a preliminary diagnosis for each.
Determine both the category and the specific diagnosis. Choose the following
disorders:
Somatoform Disorder (Hypochondriasis; Conversion disorder)
Mood Disorder (Depression or Bipolar)
Dissociative Disorder (Depression or Bipolar)
Dissociative Disorders (fugue, amnesia, multiple personality)
Schizophrenia
Anxiety Disorders (Phobia, obsessive-compulsive, generalized anxiety)
1. Maurice maintains that he invented the atomic bomb, even though he was born after its
invention. He says he invented it to punish homosexuals, Nazis, and short people. It‟s
short people that he‟s really afraid of. He‟s sure that all short people are conspiring to
make him look like a Republican, Maurice gets in arguments with people frequently and
is emotionally volatile. His grooming is poor, but he says it‟s okay because he‟s the
Secretary of State.
Diagnosis:
______________________________________________________________________
2. Margaret has hardly gotten out of bed for weeks, although she‟s troubled by insomnia.
She doesn‟t feel
Like eating and has absolutely no energy. She feels dejected, discouraged, spiritless,
and apathetic.
Friends stop by to try and cheer her up, but she tells them not to waste their time on
“pond scum.”
Diagnosis:
______________________________________________________________________
3. Morris religiously follows an exact schedule every day. His showering and grooming
ritual takes two
hours. He follows the same path in walking to classes everyday, and he always sits in
the same seat in each class. He can‟t study until his apartment is arranged perfectly.
Although he tries not to, he thinks constantly about flunking out of school. Both his
grades and his social life are suffering from his rigid routines.
Diagnosis:
______________________________________________________________________
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4. Rachel is convinced that her occasional headaches are caused by a malignant
brain tumor. Although several physicians have assured her that she has no
serious medical problem, Rachel continues to seek medical attention.
Diagnosis:
______________________________________________________________________
5. Cheryl, a young married woman, has wandered from her home to a distant city
where she has completely forgotten her family and identity.
Diagnosis:
______________________________________________________________________
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ATTITUDES TOWARD SEEKING PSYCHOTHERAPY
Read each statement carefully and indicate your degree of agreement using
the scale below. In responding, please be completely candid.
0= Disagreement 2= Probable Agreement
1= Probable Disagreement 3= Agreement
_____ 1. Although there are clinics for people with mental troubles, I would
not have much faith in them.
_____ 2. If a good friend asked my advice about a mental health problem, I
might recommend that he or she see a psychiatrist.
_____ 3. I would feel uneasy going to a psychiatrist because of what some
people would think.
_____ 4. A person with a strong character can get over mental conflicts by him
or herself, and would have little need of a psychiatrist
_____ 5. There are times when I have felt completely lost and would have
welcomed professional advice for a personal or emotional problem.
_____ 6. Considering the time and expense involved in psychotherapy, it
would have doubtful value for a person like me.
_____ 7. I would willingly confide intimate matters to an appropriate person if
I thought it might help me or a member of my family.
______ 8. I would rather live with certain mental conflicts than go through the
ordeal of getting psychiatric treatment.
_____ 9. Emotional difficulties, like many things, tend to work out by
themselves.
_____ 10. There are certain problems that should not be discussed outside of
one‟s immediate family.
_____ 11. A person with a serious emotional disturbance would probably
feel most secure in a mental hospital.
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_____ 12. If I believed I was having a mental breakdown, my first inclination
would be to get professional attention.
_____ 13. Keeping one‟s mind on a job is a good solution for avoiding
personal worries and concerns.
_____ 14. Having been a psychiatric patient is a blot on a person‟s life.
_____ 15. I would rather be advised by a close friend than by a
psychologist, even for an emotional problem.
_____ 16. A person with an emotional problem is not likely to solve it alone;
he is likely to solve it with a professional help.
_____ 17. I resent a person – professionally trained or not – who wants to
know about my personal difficulties.
_____ 18. I would want to get psychiatric attention if I was worried or upset
for a long period of time.
_____ 19. The idea of talking about problems with a psychologist strikes
me as a poor way to get rid of the emotional conflicts.
_____ 20. Having been mentally ill carries with it a burden of shame.
_____ 21. There are experiences in my life I would not discuss with anyone.
_____ 22. It is probably best not to know everything about oneself.
_____ 23. If I were experiencing a serious emotional crisis at this point in
my life, I would be confident that I could find relief in
psychotherapy.
_____ 24. There is something admirable in the attitude of a person who is
willing to cope with his or her conflicts and fears without resorting
professional help.
_____ 25. At some future time I might want to have psychological
counseling.
_____ 26. A person should work out his or her own problems; getting
psychological counseling would be a last resort.
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_____ 27. Had I received treatment in a mental hospital, I would not feel that
it had to be “covered up.”
_____ 28. If I thought I needed psychiatric help, I would get it no matter whom
knew about it.
_____ 29. It is difficult to talk about personal affairs with highly educated
people such as doctors, teachers, and clergymen.
To Calculate Your Score:
The numerical value is reversed for items:
1,3,4,6,8,9,10,13,14,15,17,19,20,21,22,24,26, and 29.
That means:
0= 3 pts. 1= 2 pts. 2= 1 pt. 3= 0 pts.
Add the numbers for all 29 items.
Low scores (29-49): a negative attitude toward seeking professional help.
Medium scores (50-63) : professional help may be useful, but are
Somewhat unsure or unwilling to go for help.
High scores (64-87) : positive attitude towards therapy. Such respondents
Tend to be internally controlled (i.e., take life into your own hands).
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THREE APPROACHES TO PSYCHOTHERAPY
What is her problem?
Does she need medication? Why or why not?
Name the theoretical orientations and techniques of:
Carl Rogers
Arnold Lazarus
Everette Shostrum
Class Responses
You liked She liked Helped her most
Rogers ________
Lazarus ________
Shostrum _________
What kind of client would you send to:
Rogers
Lazarus
Shostrum
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CLIENT STATEMENTS
In groups of three, select one student to read the statement, one to write a content
response, and one to write a feeling response. When rotate roles. Each person in the
group should be prepared to share either type of response to any question with the
entire class. Where appropriate, give advice or try to influence the speaker. Formulate
an open or closed question for each.
1. I don‟t know what to major in and I‟m pretty tired of people asking me about it. They
act like there‟s something wrong with me if I haven‟t figured it out yet. I think its
okay to take several general education courses to see what I really like. I sure wish
they would understand.
Content Response:
Feeling Response:
Advice of Influence:
Question:
2. I‟ve thought a lot about dropping everything and running away. I‟ve got so many
pressures and responsibilities, they are driving me crazy. I work really hard and
where does it get me? Nowhere. There is no payoff.
Content Response:
Feeling Response:
Advice or Influence:
Question:
3. My problem is sex. Sounds funny but it isn‟t! I‟ve had a steady relationship for the
last year and now my partner wants to go out with other people. I don‟t know if I
should wait around or go out myself. I don‟t like going without sex either.
Content Response:
Feeling Response:
Advice or Influence:
Question
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Effective Communication
In class we will discuss the features of effective communication. My goal is to
expose you to information that will be an asset in your ability to speak and listen in both
professional and personal relationships.
Sender → → → Receiver
↑ ↓
← Feedback ←
Gives feeling not facts So, what you’re saying is…
Keeps message short So, it sounds like you might be feeling…
Has the floor until done Keeps the focus on the sender
Uses “I” messages Asks open-ended questions
In pairs alternating playing the roles of sender and receiver, respond to the
following scenarios by reading each with feeling, writing your answers and discussing
them. Be prepared to share your answers with the class.
1) Jesse, a police officer talking to his wife– “I had a really tough time at work
tonight. There were so many calls to respond to that dispatch was overwhelmed
and so was everyone on patrol. I couldn‟t believe how many people needed
assistance tonight! For a while I thought I was going to go crazy!
So, it sounds like you might be feeling ____________________ and
_________________________, is that right?
Open-ended question_______________________________________________
________________________________________________________________
2) Jennifer, a 19 year old college student talking to her best girl friend –“I can‟t
believe what Chad did! I am so furious! He said he was out with is friends and I
saw him with that, that, creepy girl from his work! I never thought this would
happen to me. I just can‟t believe he would go out on me!”
So, it sounds like you might be feeling ____________________ and
_________________________, is that right?
Open-ended question_______________________________________________
________________________________________________________________
3) Jeff, talking with his boss at Blockbuster about a raise – “Hey Bill, I am wondering
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if I can get a raise? I have been working really hard, doing all the hours you‟ve
asked me to work and I know that Rick is making more than I am even though
he‟s been here a shorter time.”
So, it sounds like you might be feeling ____________________ and
_________________________, is that right?
Open-ended question_______________________________________________
________________________________________________________________
4) Sarah, a 19 year old college student talking with her mother –“ I just don‟t see
why you treat me like a child! I am 19 years old and I should have the right to
make my own decisions! There is no way anyone else I know has to be home by
midnight. It‟s ridiculous! Besides, you didn‟t make Sam come home by midnight,
why are you making me? I wish I could afford to just move out!”
So, it sounds like you might be feeling ____________________ and
_________________________, is that right?
Open-ended question_______________________________________________
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Psychological Disorders: Diagnosis and Treatment
Now that you have given an Axis I diagnosis for each of the four cases on the
previous exercise, you can now complete the diagnosis for a case of your choice. This
comprehensive assessment of the client‟s circumstances might be presented to their
medical or casualty insurance, attorney, conservator, or employer upon signing of a
release of information consent form.
Using one of the four cases, create your own version of these additional features
for the case you have selected and complete the following about your client:
Axis I Diagnosis:
________________________________________________________
Axis II Diagnosis:
________________________________________________________
This Axis indicates whether or not the client has a personality disorder. Select
from: paranoid, borderline, histrionic, narcissistic, avoidant, dependent, and obsessive-
compulsive disorders. You may also defer this diagnosis by indicating 799.0.
Axis III Diagnosis:
_______________________________________________________
This Axis indicates medical conditions that may be related to the psychological
diagnosis. The client may have developed their disorder as a result of the medical
condition (depression as a result of cancer) or the medical condition may be a result of
the mental disorder (hepatitis as a result of drug use).
Axis IV: _______________________________________________________________
This axis indicates the psychosocial and environmental problems the client is
experiencing. This involves problems with primary support group, social connections,
education, occupation, housing, finances, access to health care, or the legal system.
Axis V:
________________________________________________________________
This Axis indicates the ability of the client to care for him or herself over the last
year and is called the Global Assessment of Functioning or GAF Scale. The client is
evaluated on this scale from 0 to 100 with 100 being the highest level of functioning. A
brief sample of the scale is listed below.
100 – Superior functioning
70- Some mild symptoms such as depression or some difficulty in social occupation
or school functioning
30- Behavior is considerably influenced by delusions or hallucination or serious
impairment in communication or judgment so the client stays in bed all day, does not
work, maintain a home or have friends
Given your assessment of your client it is now time to produce a treatment plan.
Answering the following questions gives a picture of this plan.
1) What type of psychology professional are you? Select from the following based
on whether or not your client is going to be prescribed medication. Those who
can prescribe medication are marked with an asterisk.
a. Marriage and Family Therapist
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b. Psychologist
c. Psychiatric Nurse Practitioner*
d. Psychiatrist*
Your answer_______________________________________________
2) What is your theoretical orientation? You are probably eclectic, meaning you
combine more than one view to explain human behavior.
a. Neuroscience
b. Humanism
c. Cognitive
d. Socio-cultural
e. Psychoanalytic
f. Behavioral
Your answer________________________________________________
3) What therapy techniques will you use based on your theoretical orientation?
a. Neuroscience (medication, relaxation, nutrition, exercise, sleep,
electroconvulsive shock therapy, psychosurgery)
b. Humanism ( clarification of values, goals, making the real and the ideal
match, confrontation, evaluation of meaning and purpose)
c. Cognitive (cognitive restructuring, skills training such as assertiveness,
conflict resolution)
d. Socio-cultural (evaluation of the sources of influence on the client‟s
behavior, connection with positive resources for social influence)
e. Psychoanalytic (free association, dream analysis, interpretation, hypnosis)
f. Behavioral (behavior modification)
Describe your answer in greater detail than just a listing of the above
descriptions. You may need to discuss both medication and therapy.
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INSIDE THE COOKOO’S NEST
1) What is the point of showing the actor tap dancing and the actor getting his hair
curled?
2) How do the patients see themselves in relationship to the actors?
3) What different roles does a mental hospital play in the lives of the people connected
to it?
4) What is the purpose of group therapy? What are its advantages?
5) What members comprise a treatment team?
6) The 82 wing is minimum security for males convicted of what three crimes?
7) The 426 ward is for men who have committed crimes on children who are what age?
8) What do you think about the female therapist? Do you think she said ,”Do you mean
to tell me you‟re a man of God after what you‟ve done?”
9) What are the differences between Jack Nicholson‟s shock and Ed‟s shock
treatment?
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10) Why would the therapist encourage the young men to get in touch with their
bodies?
11) What is cited as a deficiency of the hospital?
12) Describe several differences between the hospital as depicted in this video and
what you think a modern mental hospital would be like.
13) What should a typical day be like for a patient?
14) What five treatments would you offer patients if you were the administrator of a
modern mental hospital?
15) What would be unique about the hospital you would run?
16) What would you do with Ed?
17) What would be your criteria for releasing someone from your hospital?
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