Wednesday December 23, 2015
Circle Question: One thing you would really like to do or get done over vacation? How will this improve your mental state?
Unit 8b Emotions, Stress and Health Learning target: Students will be able to define what stress is and how it can affect our health.
Writing exercise: What is stressing you out? Briefly explain what it is and how much control you have over it. Do you have any control?
Activity: Interview staff and students about stress around the holidays.
1. Take Stress test
2. Interview
3. Record age and sex
4. Record response
Stress and its implications
TEDtalk Stress and the Brain
Homework: Continue to read and SQ3R Unit 8b
Wednesday, December 23, 2015
Monday, December 21, 2015
December 21, 2015
Monday December 21, 2015
Circle: Why do you think it seems easier for females to show emotion than for men?
Test: Unit 8a Motivation
Return Tests
New Unit: 8b Emotions
Learning Target: Students will be able to describe physiological changes when frightened; describe how we communicate our emotions to others; and how gender and culture affect our ability to express our own emotions and read the emotions of others.
Handouts: TBA
Crash Course Emotions
Homework: Begin to read and chunk Unit 8b in the SQ3R format.
Circle: Why do you think it seems easier for females to show emotion than for men?
Test: Unit 8a Motivation
Return Tests
New Unit: 8b Emotions
Learning Target: Students will be able to describe physiological changes when frightened; describe how we communicate our emotions to others; and how gender and culture affect our ability to express our own emotions and read the emotions of others.
Handouts: TBA
Crash Course Emotions
Homework: Begin to read and chunk Unit 8b in the SQ3R format.
Thursday, December 17, 2015
December 17, 2015
Thursday December 17, 2015
Circle: TBA
Study Activity: In groups of 3-4 you are going to share your strategies for studying(note-taking, reading strategies, mnemonic devices, how long you study, how effective your habits are etc?) You are also going to share how you motivate yourself to study.
Motivation Review
Crash Course Motivation
mnemonic devices: T-Shirts
mnemonic paper
Quizlet: Flash cards/Quizes
Online Test: Motivation and Emotion
Learnerator
AP Study Notes
Homework: Study for Unit 8a test Mondy. Please use all available tools to review in addition to your SQ3R.
Circle: TBA
Study Activity: In groups of 3-4 you are going to share your strategies for studying(note-taking, reading strategies, mnemonic devices, how long you study, how effective your habits are etc?) You are also going to share how you motivate yourself to study.
Motivation Review
Crash Course Motivation
mnemonic devices: T-Shirts
mnemonic paper
Quizlet: Flash cards/Quizes
Online Test: Motivation and Emotion
Learnerator
AP Study Notes
Homework: Study for Unit 8a test Mondy. Please use all available tools to review in addition to your SQ3R.
Tuesday, December 15, 2015
December 15, 2015
Tuesday December 15, 2015
Circle: Why do you think people go to college?
Motivation: a need or desire that energizes behavior and directs it towards a goal.
Motivation Learning Targets:
Students should be able to:
-Understand similarities and differences between instinct theory and drive-reduction theory
-Understand arousal theory and homeostasis
-Explain differences between intrinsic and extrinsic motivation
-Analyze whether or not some needs are more basic than others
-Measure achievement motivation
-Identify ways to motivate others
-Analyze psychological and environmental factors that influence hunger
-Understand why people develop eating disorders
Maslow Introduction
Maslows: List 25 things you have done over the last 24 hours. Now categorize them according to Maslow's Hierarchy of Needs.
Activity: In groups of 3 or 4 make a list of odd behavior you have witnessed and explain what is motivating it. Hint: could it be a motivational concept like instinct, drive-reduction theory, arousal, homeostasis, Maslow's, incentive or hunger, like set-point, glucose, metabolic rate, anorexia, bulimia, binge eating or sexual motivation, like testosterone, sexual orientation or a need to belong...
Activity: Influence of psychological and cultural factors on hunger: Separate by gender and write down what the ideal body type looks like of the opposite sex. You can use famous people along with a physical description. How does this influence our motivation?
Homework: Continue to SQ3R unit 8a in manageable chunks.
Test: Unit 8a next Monday December 21st.
Circle: Why do you think people go to college?
Motivation: a need or desire that energizes behavior and directs it towards a goal.
Motivation Learning Targets:
Students should be able to:
-Understand similarities and differences between instinct theory and drive-reduction theory
-Understand arousal theory and homeostasis
-Explain differences between intrinsic and extrinsic motivation
-Analyze whether or not some needs are more basic than others
-Measure achievement motivation
-Identify ways to motivate others
-Analyze psychological and environmental factors that influence hunger
-Understand why people develop eating disorders
Maslow Introduction
Maslows: List 25 things you have done over the last 24 hours. Now categorize them according to Maslow's Hierarchy of Needs.
Activity: In groups of 3 or 4 make a list of odd behavior you have witnessed and explain what is motivating it. Hint: could it be a motivational concept like instinct, drive-reduction theory, arousal, homeostasis, Maslow's, incentive or hunger, like set-point, glucose, metabolic rate, anorexia, bulimia, binge eating or sexual motivation, like testosterone, sexual orientation or a need to belong...
Activity: Influence of psychological and cultural factors on hunger: Separate by gender and write down what the ideal body type looks like of the opposite sex. You can use famous people along with a physical description. How does this influence our motivation?
Homework: Continue to SQ3R unit 8a in manageable chunks.
Test: Unit 8a next Monday December 21st.
Friday, December 11, 2015
December 11, 2015
Friday December 11, 2015
Circle: Name one thing you love to do.
Motivation Learning Targets:
Students should be able to:
-Understand similarities and differences between instinct theory and drive-reduction theory
-Understand arousal theory and homeostasis
-Explain differences between intrinsic and extrinsic motivation
-Analyze whether or not some needs are more basic than others
-Measure achievement motivation
-Identify ways to motivate others
-Analyze psychological and environmental factors that influence hunger
-Understand why people develop eating disorders
Zimbardo: Discovering Psychology-Motivation
17:27
Activity: Sensation-Seeking Scale 11-4
Activity: Work Preference Inventory 11-5
Activity: Work and family orientation questionnaire 11-6
Activity: Hope Scale 11-8
Activity: Self-Actualization Survey 11-10
Activity: Desirability of Control Scale 11-11
Activity: Needs Assessment Questionnaire 11-12
Homework: Continue to read and SQ3R Unit 8a
Circle: Name one thing you love to do.
Motivation Learning Targets:
Students should be able to:
-Understand similarities and differences between instinct theory and drive-reduction theory
-Understand arousal theory and homeostasis
-Explain differences between intrinsic and extrinsic motivation
-Analyze whether or not some needs are more basic than others
-Measure achievement motivation
-Identify ways to motivate others
-Analyze psychological and environmental factors that influence hunger
-Understand why people develop eating disorders
Zimbardo: Discovering Psychology-Motivation
17:27
Activity: Sensation-Seeking Scale 11-4
Activity: Work Preference Inventory 11-5
Activity: Work and family orientation questionnaire 11-6
Activity: Hope Scale 11-8
Activity: Self-Actualization Survey 11-10
Activity: Desirability of Control Scale 11-11
Activity: Needs Assessment Questionnaire 11-12
Homework: Continue to read and SQ3R Unit 8a
Wednesday, December 9, 2015
December 9, 2015
Wednesday December 9, 2015
Seating Chart Activity: Who am I?
Circle/Homework:
Motivation Learning Targets:
Students should be able to:
-Understand similarities and differences between instinct theory and drive-reduction theory
-Understand arousal theory and homeostasis
-Explain differences between intrinsic and extrinsic motivation
-Analyze whether or not some needs are more basic than others
-Measure achievement motivation
-Identify ways to motivate others
-Analyze psychological and environmental factors that influence hunger
-Understand why people develop eating disorders
Zimbardo: Discovering Psychology-Motivation
17:27
Activity: Sensation-Seeking Scale 11-4
Activity: Work Preference Inventory 11-5
Activity: Work and family orientation questionaire
Homework: Continue to read and SQ3R chapter 8a
Seating Chart Activity: Who am I?
Circle/Homework:
Motivation Learning Targets:
Students should be able to:
-Understand similarities and differences between instinct theory and drive-reduction theory
-Understand arousal theory and homeostasis
-Explain differences between intrinsic and extrinsic motivation
-Analyze whether or not some needs are more basic than others
-Measure achievement motivation
-Identify ways to motivate others
-Analyze psychological and environmental factors that influence hunger
-Understand why people develop eating disorders
Zimbardo: Discovering Psychology-Motivation
17:27
Activity: Sensation-Seeking Scale 11-4
Activity: Work Preference Inventory 11-5
Activity: Work and family orientation questionaire
Homework: Continue to read and SQ3R chapter 8a
Monday, December 7, 2015
December 7, 2015
Monday December 7, 2015
Learning Target: Students will understand the various theories behind motivation and emotion.
Circle: What do you feel like is your biggest obstacle in life? What is standing in the way of you getting everything you want out of life?
Test: Unit 7a
Introduce Motivation and Emotion
Zimbardo: Discovering Psychology-Motivation
True/False 11-1
Homework: Begin reading and SQR3 Unit 8a
Learning Target: Students will understand the various theories behind motivation and emotion.
Circle: What do you feel like is your biggest obstacle in life? What is standing in the way of you getting everything you want out of life?
Test: Unit 7a
Introduce Motivation and Emotion
Zimbardo: Discovering Psychology-Motivation
True/False 11-1
Homework: Begin reading and SQR3 Unit 8a
Thursday, December 3, 2015
December 3, 2015
Thursday December 3, 2015
Circle: What is your most vivid memory from yesterday? The one you that seems to stand out the most or is retrieved the easiest? Why do you think you remembered it so clearly?
Period 2 Only Activity
Activity: Pollyanna Principle/Positive vs Negative
Activity: Seven Dwarfs/Recall-Recognition TOT
Activity: Semantic Encoding of Pictures
Activity: Encoding failure
Test Review: You should be ready for the test on Monday when you can answer the following questions:
Circle: What is your most vivid memory from yesterday? The one you that seems to stand out the most or is retrieved the easiest? Why do you think you remembered it so clearly?
Period 2 Only Activity
Activity: Pollyanna Principle/Positive vs Negative
Activity: Seven Dwarfs/Recall-Recognition TOT
Activity: Semantic Encoding of Pictures
Activity: Encoding failure
Test Review: You should be ready for the test on Monday when you can answer the following questions:
How do psychologists describe the human memory system?
What information do we encode automatically? What information do we encode effortfully, and how does the distribution of practice influence retention?
What is sensory memory?
What are the duration and capacity of short-term and long-term memory?
How does the brain store our memories?
How do we get information out of memory?
Why do we forget?
How do misinformation, imagination, and source amnesia influence our memory construction? How real-seeming are false memories?
How can an understanding of memory contribute to more effective study techniques?
Tuesday, December 1, 2015
Tuesday December 1, 2015
Tuesday December 1, 2015
Circle: One random thing you remember about another person in the classroom from circle.
Re-Introduce Memory: "If you lose the ability to recall your old memories then you have no life. You might as well be a rutabaga or a cabbage."
What perspective???
Three basic steps in the information processing model: Encoding, storage and retrieval
Review Activities:
Meaning and Memory: Context
Method of Loci: Re-tour your house
Chunking: Information organized into chunks is recalled more easily
Handout 18-1: True-False
Encoding Activity: Serial Position Effect-US Presidents/von Rostorff effect.
Application Activity: 18-3
Application Activity: Index Cards
Circle: One random thing you remember about another person in the classroom from circle.
Re-Introduce Memory: "If you lose the ability to recall your old memories then you have no life. You might as well be a rutabaga or a cabbage."
What perspective???
Three basic steps in the information processing model: Encoding, storage and retrieval
Review Activities:
Meaning and Memory: Context
Method of Loci: Re-tour your house
Chunking: Information organized into chunks is recalled more easily
Handout 18-1: True-False
Encoding Activity: Serial Position Effect-US Presidents/von Rostorff effect.
Application Activity: 18-3
Application Activity: Index Cards
Tuesday, November 24, 2015
November 24, 2015
Tuesday November 24, 2015
Circle: One thing you love or hate about Thanksgiving.
Unit Test: Unit 5 and 6 Test
Introduce Memory: "If you lose the ability to recall your old memories then you have no life. You might as well be a rutabaga or a cabbage."
Activity: Meaning and Memory
Activity: Method of Loci
Activity: Chunking
Homework: Read and SQ3R Chapter 7a
Trick your brain activity
Smile
Circle: One thing you love or hate about Thanksgiving.
Unit Test: Unit 5 and 6 Test
Introduce Memory: "If you lose the ability to recall your old memories then you have no life. You might as well be a rutabaga or a cabbage."
Activity: Meaning and Memory
Activity: Method of Loci
Activity: Chunking
Homework: Read and SQ3R Chapter 7a
Trick your brain activity
Smile
Wednesday, November 18, 2015
November 18, 2015
Wednesday November 18, 2015
Circle: One vivid memory from your early childhood. Probably pretty random.
Finish Movie: InsideOut
Group Activity: Find examples of both Classical Conditioning and Operant Conditioning on YouTube and a presentation with their explaining their respective parts.
Homework: Complete worksheets for REM, Classical Conditioning and Observational Learning.
Test Monday on States of Consciousness(Unit 5) and Learning(Unit 6)
Circle: One vivid memory from your early childhood. Probably pretty random.
Finish Movie: InsideOut
Group Activity: Find examples of both Classical Conditioning and Operant Conditioning on YouTube and a presentation with their explaining their respective parts.
Homework: Complete worksheets for REM, Classical Conditioning and Observational Learning.
Test Monday on States of Consciousness(Unit 5) and Learning(Unit 6)
Thursday, November 12, 2015
November 12, 2015
Thursday November 12, 2015
Circle: One specific thing you would like to learn and why?
Unit Review Homework: What did people notice that they missed for questions? What are some suggestions for me and or the class to improve learning?
Homework: Hypnosis Reaction
Unit 6 Learning: refers to the relatively permanent change in a subject's behavior to a given situation brought about by his or her repeated experiences in that situation.
Transcript Activity: Using the vocabulary from Unit 6 explain why you think these two students have such different transcripts. Please assume that biologically they have the same IQ and relative health. Vocabulary that should be used: Classical conditioning, Extinction, Operant Conditioning, Intrinsic, Extrinsic etc.
Next Class
Circle: One specific thing you would like to learn and why?
Unit Review Homework: What did people notice that they missed for questions? What are some suggestions for me and or the class to improve learning?
Homework: Hypnosis Reaction
Unit 6 Learning: refers to the relatively permanent change in a subject's behavior to a given situation brought about by his or her repeated experiences in that situation.
Transcript Activity: Using the vocabulary from Unit 6 explain why you think these two students have such different transcripts. Please assume that biologically they have the same IQ and relative health. Vocabulary that should be used: Classical conditioning, Extinction, Operant Conditioning, Intrinsic, Extrinsic etc.
Next Class
Monday, November 9, 2015
November 9, 2015
Monday November 9, 2015
Seating Chart Activity: Group Activity: Create "labels" for each member of your group (for example: "owns two cats" or "climbed Mt. Washington"). The labels should express something about you, but not something publicly known. Keep the labels secret and be careful with your handwriting. First, one side of the room takes their labels and places them face down on a center table. Those who placed labels, stand in a line. Members of the other half of the class each take a label and attempt to give it to the correct person. When all labels are placed, the placers get on point for each correctly placed label. Now it's the other group's turn.
Circle: What are you good at?
Review Practice Test: How well did you do? What do you need from me and the class to get better? What do you think you need to do differently? This will be passed in.
Hypnosis Activity: Divided Mind/Social Influence Theory
Written Hypnosis Reaction: What was the experience like for you? What parts did you enjoy? What did you notice about your surroundings? Do you remember "feeling" anything? Sunlight, grass, shade? How would you explain what you saw in the cabin? Does it make sense to you?
Homework: Read-review and take SQ3R notes on Unit 6 Learning.
Seating Chart Activity: Group Activity: Create "labels" for each member of your group (for example: "owns two cats" or "climbed Mt. Washington"). The labels should express something about you, but not something publicly known. Keep the labels secret and be careful with your handwriting. First, one side of the room takes their labels and places them face down on a center table. Those who placed labels, stand in a line. Members of the other half of the class each take a label and attempt to give it to the correct person. When all labels are placed, the placers get on point for each correctly placed label. Now it's the other group's turn.
Circle: What are you good at?
Review Practice Test: How well did you do? What do you need from me and the class to get better? What do you think you need to do differently? This will be passed in.
Hypnosis Activity: Divided Mind/Social Influence Theory
Written Hypnosis Reaction: What was the experience like for you? What parts did you enjoy? What did you notice about your surroundings? Do you remember "feeling" anything? Sunlight, grass, shade? How would you explain what you saw in the cabin? Does it make sense to you?
Homework: Read-review and take SQ3R notes on Unit 6 Learning.
Thursday, November 5, 2015
Circle: Why do you think altering our consciousness (Drugs) is so popular?
Practice Test: Units 1-4
Unit 5: States of Consciousness- Our awareness of ourselves and our environment.
The Brain with David Eagleman: Consciousness and Free Will
Sleep: 20-1 and 20-5
Homework: Read and take SQ3R notes on Unit 5/States of Consciousness
Practice Test: Units 1-4
Unit 5: States of Consciousness- Our awareness of ourselves and our environment.
The Brain with David Eagleman: Consciousness and Free Will
Sleep: 20-1 and 20-5
Homework: Read and take SQ3R notes on Unit 5/States of Consciousness
Monday, November 2, 2015
November 2, 2015
November 2, 2015
Circle: What time do you usually go to bed? Do you feel like you get enough sleep?
Test: Unit 4 Sensation and Perception
Introduce Unit 5: States of Consciousness- Our awareness of ourselves and our environment.
The Brain with David Eagleman: Consciousness and Free Will
Sleep: 20-1 and 20-5
Homework: Read and take SQ3R notes on Unit 5/States of Consciousness
Circle: What time do you usually go to bed? Do you feel like you get enough sleep?
Test: Unit 4 Sensation and Perception
Introduce Unit 5: States of Consciousness- Our awareness of ourselves and our environment.
The Brain with David Eagleman: Consciousness and Free Will
Sleep: 20-1 and 20-5
Homework: Read and take SQ3R notes on Unit 5/States of Consciousness
Wednesday, October 28, 2015
Thursday October 29, 2015
Thursday October 29, 2015
Circle: If you were forced to give up one of your senses which one would it be? Sight, smell, taste, sound, touch.
Introduce Sensation and Perception: Point to remember-We feel, see hear, taste, and smell with our BRAIN, which can sense even without functioning senses.
Finish Zimbardo Video: Discovering Psychology-Sensation and Perception
Nova Clip: David Eagleman and Synesthesia
Synthesize the following: What do the following tell us about the world YOU live in?
Test Strips: Do you have the gene?
Optical Illusions
Pheromones
Man on a horse picture from text
Color Blindness Test
Homework: Unit 4 and SQ3R Completed
Test on Monday Covering Unit 4: Make sure you can answer the following questions-
Don't forget: Quizlets, Practice Quiz, Pneumonic Devices
Circle: If you were forced to give up one of your senses which one would it be? Sight, smell, taste, sound, touch.
Introduce Sensation and Perception: Point to remember-We feel, see hear, taste, and smell with our BRAIN, which can sense even without functioning senses.
Finish Zimbardo Video: Discovering Psychology-Sensation and Perception
Nova Clip: David Eagleman and Synesthesia
Synthesize the following: What do the following tell us about the world YOU live in?
Test Strips: Do you have the gene?
Optical Illusions
Pheromones
Man on a horse picture from text
Color Blindness Test
Homework: Unit 4 and SQ3R Completed
Test on Monday Covering Unit 4: Make sure you can answer the following questions-
What are sensation and perception?
What do we mean by bottom-up processing and top-town processing?
What are the absolute and difference thresholds, and do stimuli below the absolute threshold have any influence?
What is the function of sensory adaptation?
What is the energy that we see as visual light?
What are the characteristics of air pressure waves that we hear as sound?
How do the eye and ear transform light and sound energy into neural messages?
How do we experience each of the body’s senses?
How do Gestalt psychologists understand perceptual organization?
How adaptable is our ability to perceive?
How do our expectations, contexts, and emotions influence our perceptions?Don't forget: Quizlets, Practice Quiz, Pneumonic Devices
Tuesday, October 27, 2015
October 27, 2015
October 27, 2015
Seating Chart Activity: Favorite Vine
Introduce Sensation and Perception: Point to remember-We feel, see hear, taste, and smell with our BRAIN, which can sense even without functioning senses.
Test Strips: Do you have the gene?
Optical Illusions
Pheromones
Man on a horse picture from text
Color Blindness Test
Zimbardo Video: Discovering Psychology-Sensation and Perception
Homework: Unit 4 and SQ3R Completed
Seating Chart Activity: Favorite Vine
Introduce Sensation and Perception: Point to remember-We feel, see hear, taste, and smell with our BRAIN, which can sense even without functioning senses.
Test Strips: Do you have the gene?
Optical Illusions
Pheromones
Man on a horse picture from text
Color Blindness Test
Zimbardo Video: Discovering Psychology-Sensation and Perception
Homework: Unit 4 and SQ3R Completed
Friday, October 23, 2015
Friday October 23, 2015
Friday October 23, 2015
Target: Students will understand nature and nurture and how, where and who we were raised by can influence our behavior.
Circle: Something you use to hate and now you enjoy.
Extra Credit Check-in
Test: Your test score is now posted for Units 3B and 3B
Activity: Using the drawing provided roughly fill in what percentage do you think the following factors make up who you are? Is it your genes, your birth order, how you were raised, socio-economic status, culture, norms, gender, diet, attractiveness, or anything else I might have missed.
True-False
Similarities Questionnaire: How different are we?
Introduce Sensation and Perception
Color Blindness Test
Zimbardo Video: Discovering Psychology-Sensation and Perception
Homework: Unit 4 and SQ3R
Target: Students will understand nature and nurture and how, where and who we were raised by can influence our behavior.
Circle: Something you use to hate and now you enjoy.
Extra Credit Check-in
Test: Your test score is now posted for Units 3B and 3B
Activity: Using the drawing provided roughly fill in what percentage do you think the following factors make up who you are? Is it your genes, your birth order, how you were raised, socio-economic status, culture, norms, gender, diet, attractiveness, or anything else I might have missed.
True-False
Similarities Questionnaire: How different are we?
Introduce Sensation and Perception
Color Blindness Test
Zimbardo Video: Discovering Psychology-Sensation and Perception
Homework: Unit 4 and SQ3R
Monday, October 19, 2015
Monday October 19, 2015
Monday October 19, 2015
Target: Students will understand nature and nurture and how, where and who we were raised by can influence our behavior.
Circle: If you had to choose between a cat or a dog which would you be and why?
Extra Credit Check-in
Test: Units 3B and 3B
Intro: You sound just like your mother. Is it your genes, your birth order, how you were raised, socio-economic status, culture, norms, gender, etc...
True-False
Similarities Questionnaire
Homework: Read 3C and take SQ3R notes
Target: Students will understand nature and nurture and how, where and who we were raised by can influence our behavior.
Circle: If you had to choose between a cat or a dog which would you be and why?
Extra Credit Check-in
Test: Units 3B and 3B
Intro: You sound just like your mother. Is it your genes, your birth order, how you were raised, socio-economic status, culture, norms, gender, etc...
True-False
Similarities Questionnaire
Homework: Read 3C and take SQ3R notes
Thursday, October 15, 2015
Thursday October 15, 2105
Thursday October 15, 2015
Circle: Do you think its even possible to change the structure of your brain? How is the extra credit going?
Administrivia: After school hours, quizlets, flashcards, practice quizes, grades
Mindfulness Practice:
Article: NYT Article on endocannabinoids. You will work at your table to figure out how this process works using your understanding of Neurons and the structure and function of the brain.
Activity: Right Brain vs Left Brain Handout
Review: 3A and 3B Drawing of Brain and Neuron
Point to remember: The information on this test is mostly memorization. There will be very little application. Understand part and function is key for brain. Understand sequence and process of neurons.
Test: Monday on Unit 3A and 3B
Circle: Do you think its even possible to change the structure of your brain? How is the extra credit going?
Administrivia: After school hours, quizlets, flashcards, practice quizes, grades
Mindfulness Practice:
Article: NYT Article on endocannabinoids. You will work at your table to figure out how this process works using your understanding of Neurons and the structure and function of the brain.
Activity: Right Brain vs Left Brain Handout
Review: 3A and 3B Drawing of Brain and Neuron
Point to remember: The information on this test is mostly memorization. There will be very little application. Understand part and function is key for brain. Understand sequence and process of neurons.
Test: Monday on Unit 3A and 3B
Tuesday, October 13, 2015
Tuesday October 13, 2015
Tuesday October 13, 2015
Target: By the end of the unit students will understand the biological bases for behavior. Key point to remember: Everything psychological is simultaneously biological.
Circle: Where do you want to live when you reach adulthood?
Administriva: Google Classroom. Period 2 Code: t6ddua2 Period 3 Code: g5iwmmd
Collect Notes from 3B Quizlets, Practice Quiz, Pneumonic Devices
True/False: 7-1
True/False 8-1
Video: The Responsive Brain
Happiness Experiment: For 21 days you will try to change your cognitive horizon using methods developed by Shawn Achor. This will be for extra credit.
1. Writing down three things you are grateful for.
2. Random act of kindness: Sending one email or text thanking for someone for something they did.
3. Consciously exercising once a day.
4. Practice mindfulness for at least five minutes.
5. Journaling about one positive thing that happened in the last 24 hours.
Brain Drawing Handout/Neuron Drawing
Go over Test
Target: By the end of the unit students will understand the biological bases for behavior. Key point to remember: Everything psychological is simultaneously biological.
Circle: Where do you want to live when you reach adulthood?
Administriva: Google Classroom. Period 2 Code: t6ddua2 Period 3 Code: g5iwmmd
Collect Notes from 3B Quizlets, Practice Quiz, Pneumonic Devices
True/False: 7-1
True/False 8-1
Video: The Responsive Brain
Happiness Experiment: For 21 days you will try to change your cognitive horizon using methods developed by Shawn Achor. This will be for extra credit.
1. Writing down three things you are grateful for.
2. Random act of kindness: Sending one email or text thanking for someone for something they did.
3. Consciously exercising once a day.
4. Practice mindfulness for at least five minutes.
5. Journaling about one positive thing that happened in the last 24 hours.
Brain Drawing Handout/Neuron Drawing
Go over Test
Wednesday, October 7, 2015
Wednesday October 7, 2015
Wednesday October 7th, 2015
Administriva: Mondays after school in library
Seating Chart: Activity
Circle Question: One nice thing you have done for someone else or they did for you.
Target: By the end of the unit students will understand the biological bases for behavior. Key point to remember: Everything psychological is simultaneously biological.
Manic Story: Justin
Mind Body Connection Activity: We know that everything psychological is simultaneously biological. What implications can you draw about the brain and its structure from the following two videos.
Harvard Study
Shawn Achor Video
True-False Activity: 7-1
Homework: Read and SQ3R Unit 3B. This should be hand written and will be collected.
Administriva: Mondays after school in library
Seating Chart: Activity
Circle Question: One nice thing you have done for someone else or they did for you.
Target: By the end of the unit students will understand the biological bases for behavior. Key point to remember: Everything psychological is simultaneously biological.
Manic Story: Justin
Mind Body Connection Activity: We know that everything psychological is simultaneously biological. What implications can you draw about the brain and its structure from the following two videos.
Harvard Study
Shawn Achor Video
True-False Activity: 7-1
Homework: Read and SQ3R Unit 3B. This should be hand written and will be collected.
Monday, October 5, 2015
Target: By the end of the unit students will understand the biological bases for behavior.
Circle: Something interesting you saw or did this weekend?
Discuss Scores on Test: Unit 1 and 2
Homework Check: Self assessment of Short Response from page 49 Olympic divers.
Introduce Brain-Mind Body Connection
NPR Story:
http://www.npr.org/sections/health-shots/2015/09/29/444451363/childhood-stress-may-prime-pump-for-chronic-disease-later
Shawn Achor Video
Activity: Reaction-Time Activity
True-False Activity: 7-1
Homework: Free-Response Question on page 65 at end of practice quiz.
Circle: Something interesting you saw or did this weekend?
Discuss Scores on Test: Unit 1 and 2
Homework Check: Self assessment of Short Response from page 49 Olympic divers.
Introduce Brain-Mind Body Connection
NPR Story:
http://www.npr.org/sections/health-shots/2015/09/29/444451363/childhood-stress-may-prime-pump-for-chronic-disease-later
Shawn Achor Video
Activity: Reaction-Time Activity
True-False Activity: 7-1
Homework: Free-Response Question on page 65 at end of practice quiz.
Thursday, October 1, 2015
Thursday October 1, 2015
Thursday October 1, 2015
Target: By the end of the unit students will understand the biological bases for behavior.
Circle: A place you have been and why would you love to visit again?
Test: Unit 1 and 2
Homework Check: Self assessment of Short Response
Introduce Brain-Mind Body Connection
NPR Story:
http://www.npr.org/sections/health-shots/2015/09/29/444451363/childhood-stress-may-prime-pump-for-chronic-disease-later
Homework: Read and outline using SQ3R Unit 3A and answer Free-response Question at end of Self Test on page 49 about Olympic divers.
Target: By the end of the unit students will understand the biological bases for behavior.
Circle: A place you have been and why would you love to visit again?
Test: Unit 1 and 2
Homework Check: Self assessment of Short Response
Introduce Brain-Mind Body Connection
NPR Story:
http://www.npr.org/sections/health-shots/2015/09/29/444451363/childhood-stress-may-prime-pump-for-chronic-disease-later
Homework: Read and outline using SQ3R Unit 3A and answer Free-response Question at end of Self Test on page 49 about Olympic divers.
Monday, September 28, 2015
Tuesday September 29, 2015
September 29, 2015
If time allows: Application Activity, 2nd Free Response Activity, Case Study Exercise: Transcript
Circle: One thing in the future(outside of graduation) that you are looking forward to.
Free-Response with Ms. Manchester:
Charting Correlations on Scatterplots: 2-6
Review for Unit 2 Test: SQ3R, Online Quizzes, Review Notes, Diagram Chapter.
If time allows: Application Activity, 2nd Free Response Activity, Case Study Exercise: Transcript
Test on Thursday: This will be cumulative cover portion of Unit 1 and entirety of Unit 2.
Thursday, September 24, 2015
Thursday September 25, 2015
September 25, 2015
Target: To understand why Psychology is a science through a review of its research methods, statistics and ethics.
Circle: One thing adults forget about being a teenager
Introduce Technical Writing: Ms. Manchester.
Homework:Distribute Short Response: Choose 3 questions and answer. You may use your text to answer. We will be reviewing these on Tuesday with Ms. Manchester.
Unit 1 Review:
Review Sheet: At your table fill in the worksheet. Discuss your answers with your group and make sure everyone understands your reasoning.
Research Methods Activity: Using the same article identify what research methods were used, both implied and stated, to reach their conclusions.
Review Unit 2: Concept Map the chapters on board. Review Research Methods and Ethics. Review Ethics.
Dissect Milgram Experiment for Ethics and research methods.
Extra Credit: Pneumonic devices: You will need to find at least one pneumonic device to help with Unit 2. Show examples.
Target: To understand why Psychology is a science through a review of its research methods, statistics and ethics.
Circle: One thing adults forget about being a teenager
Introduce Technical Writing: Ms. Manchester.
Homework:Distribute Short Response: Choose 3 questions and answer. You may use your text to answer. We will be reviewing these on Tuesday with Ms. Manchester.
Unit 1 Review:
Review Sheet: At your table fill in the worksheet. Discuss your answers with your group and make sure everyone understands your reasoning.
Research Methods Activity: Using the same article identify what research methods were used, both implied and stated, to reach their conclusions.
Review Unit 2: Concept Map the chapters on board. Review Research Methods and Ethics. Review Ethics.
Dissect Milgram Experiment for Ethics and research methods.
Extra Credit: Pneumonic devices: You will need to find at least one pneumonic device to help with Unit 2. Show examples.
Wednesday, September 23, 2015
Wednesday September 23, 2015
September 23, 2015
Circle: One thing you have come to think differently about. Example: a person, activity, subject, relationship, etc.
Homework, Test and Quizzes: You will always be told when there is a new homework assignment or if there is an upcoming quiz or test. That being said, on nights when you do not have a new unit assigned you should always be reviewing your notes, previous homework or taking practice tests and quizzes online.
Perspective Activity: At your table you are going to explain which perspective you understand the best. Please share the perspective and what you believe would be a good example. You will be quickly sharing what is the best explanation to the class. Next you will be reading an article about math and anxiety. Using your understanding of the perspectives identify the different ones that might be explained using the information in the article.
Diagnose Me:
True False Quiz: Not for a grade!
Research Methods Activity: Using the same article identify what research methods were used, both implied and stated, to reach their conclusions.
Review Unit 2: Concept Map the chapters on board.
Extra Credit: Pneumonic devices: You will need to find at least one pneumonic device to help with Unit 2. Show examples.
Review Sheet
Circle: One thing you have come to think differently about. Example: a person, activity, subject, relationship, etc.
Homework, Test and Quizzes: You will always be told when there is a new homework assignment or if there is an upcoming quiz or test. That being said, on nights when you do not have a new unit assigned you should always be reviewing your notes, previous homework or taking practice tests and quizzes online.
Perspective Activity: At your table you are going to explain which perspective you understand the best. Please share the perspective and what you believe would be a good example. You will be quickly sharing what is the best explanation to the class. Next you will be reading an article about math and anxiety. Using your understanding of the perspectives identify the different ones that might be explained using the information in the article.
Diagnose Me:
True False Quiz: Not for a grade!
Research Methods Activity: Using the same article identify what research methods were used, both implied and stated, to reach their conclusions.
Review Unit 2: Concept Map the chapters on board.
Extra Credit: Pneumonic devices: You will need to find at least one pneumonic device to help with Unit 2. Show examples.
Review Sheet
Monday, September 21, 2015
Monday September 21, 2015
September 21, 2015
Seating Chart: At your table share one interesting thing you've learned about yourself or others through psychology class.
Circle: What do you think is the biggest factor in determining how a student does in school?
Define Psychology: The scientific study of behavior and mental processes.
Perspectives: At your table come up with a famous person known for strange behavior. Discuss the persons behavior and how the different perspectives might explain the motivation behind it. Be prepared to share with the class.
Review Test: What do people feel like they knew well? What areas did you struggle with? How did your score line up with how you studied? What would you do different next time? What could we do different in class to prepare you? Understanding the parts of the unit require memorization as opposed to understanding application of knowledge i.e. perspectives.
Collect Test
Unit 2 Research Methods
Research Method: Boys names article: What does the title imply? Does the title line up with the article says? What conclusions can you draw? Does this seem valid? What else you would you like to know?
Correlation vs. Causation: Firemen and fires, Ice cream and drowning, Shoes and headaches.
Jane Doe/Max Smart
Exit: Please write a paragraph about your grade in relationship to your study methods/homework.
Seating Chart: At your table share one interesting thing you've learned about yourself or others through psychology class.
Circle: What do you think is the biggest factor in determining how a student does in school?
Define Psychology: The scientific study of behavior and mental processes.
Perspectives: At your table come up with a famous person known for strange behavior. Discuss the persons behavior and how the different perspectives might explain the motivation behind it. Be prepared to share with the class.
Review Test: What do people feel like they knew well? What areas did you struggle with? How did your score line up with how you studied? What would you do different next time? What could we do different in class to prepare you? Understanding the parts of the unit require memorization as opposed to understanding application of knowledge i.e. perspectives.
Collect Test
Unit 2 Research Methods
Research Method: Boys names article: What does the title imply? Does the title line up with the article says? What conclusions can you draw? Does this seem valid? What else you would you like to know?
Correlation vs. Causation: Firemen and fires, Ice cream and drowning, Shoes and headaches.
Jane Doe/Max Smart
Exit: Please write a paragraph about your grade in relationship to your study methods/homework.
Thursday, September 17, 2015
Thursday September 17, 2015
September 17th, 2015
Unit 1 Quiz: If time remains we will begin work on a free-response question and self assessment.
Homework: Unit 2 Research Methods. Please try to use SQ3R.
Unit 1 Quiz: If time remains we will begin work on a free-response question and self assessment.
Homework: Unit 2 Research Methods. Please try to use SQ3R.
Tuesday, September 15, 2015
Tuesday September 15, 2015
September 15, 2015
Circle: Why do you think some students have so much success in school while others struggle so badly?
Gallery Walk: Your notes from Unit 1.
What do you notice about others notes?
Which notes look organized the best?
Why did you choose the notes you did?
Impressions about the SQ3R?
Impressions about the SQ3R?
Go over homework: How was the unit broken down?
Pneumonic Device: The Hand. Pneumonic Device for Careers, Subfields, History? Suggestions?
First Impressions: You've had one class with me so far this year. Some of you know me, some of you don't. Write down the first words you would use to describe me. Do not put your name on it.
Perspective Activity
Activity sheet
Picture of old and young lady
Evolution Handout:
Psychology Quiz online
Free Response: We will be doing this in class on Thursday after the Test. You will be self-assessing it.
Homework: Study for Unit 1 Test Thursday.
Activity sheet
Picture of old and young lady
Evolution Handout:
Psychology Quiz online
Free Response: We will be doing this in class on Thursday after the Test. You will be self-assessing it.
Homework: Study for Unit 1 Test Thursday.
Friday, September 11, 2015
Friday September 11, 2015
September 11, 2015
Textbooks: Ms. Danis, our literacy specialist will be working with us on understanding effective ways to read and process our textbook.
Circle: According to your MB profile, what is either a strength you have in terms of being successful in the is class or a weakness?
Turn and Talk: At your table take turns discussing what you learned about yourself as a result of reading your profile? How does this make you feel that you can be categorized in this way?
MB Activity: Carnac the magnificent.
Splitting S+J's and N+P's: What can we learn from each other?
Note Taking Gallery Walk: What do you notice?
Introduction to Unit 1: A history of psychology's development and its current incantation.
Homework: Using Ms. Danis method, or your own if you have an effective one, read Unit 1 Psychology's History and Approaches. You should be keeping a notebook of Unit reviews and notes. We will be taking our first Unit Test next Thursday.
Wednesday, September 9, 2015
Wednesday September 9, 2015
Wednesday September 9th, 2015
Seating Chart: Two truths and one lie.
Learning Target: To build a community in the classroom and understand why that will improve your education.
Circle: Name a bizarre behavior that you have witnessed. How would you explain it?
Using Psychology to make decisions: Cell Phone article: At your table read the article. After reading the article, what conclusions can you draw? Is the article biased? Does the information seem valid? Is there information missing? Do you question some of the conclusions? Can you think of counter arguments that would support kids using phones during class time other than for doing research when you don't have a computer? What would your recommendation be for a cell phone policy in this class? Remember, you need to consider others as well as yourself when making this policy? Share your responses with the people at your table and be ready to report out on your findings.
Multitask Article:
Cell Phone Policy: What should the policy in the class be? What is it based on? How should it be enforced?
MB Exercise: Handout of Short MB test. What does it tell you about yourself? What does it tell you about the others in the class?
Textbook: Next class you will be receiving your textbook. We will be working with Ms. Danis on effective reading strategies.
Homework: Using your MB profile research yourself online. What do you see as your strengths in terms of being successful in AP? What do you see as your weaknesses as it would relate to your success in AP? What could you do as a result of this knowledge to help you in this class? Please use the information you gathered from your profile to support your answers.
Seating Chart: Two truths and one lie.
Learning Target: To build a community in the classroom and understand why that will improve your education.
Using Psychology to make decisions: Cell Phone article: At your table read the article. After reading the article, what conclusions can you draw? Is the article biased? Does the information seem valid? Is there information missing? Do you question some of the conclusions? Can you think of counter arguments that would support kids using phones during class time other than for doing research when you don't have a computer? What would your recommendation be for a cell phone policy in this class? Remember, you need to consider others as well as yourself when making this policy? Share your responses with the people at your table and be ready to report out on your findings.
Multitask Article:
Cell Phone Policy: What should the policy in the class be? What is it based on? How should it be enforced?
MB Exercise: Handout of Short MB test. What does it tell you about yourself? What does it tell you about the others in the class?
Textbook: Next class you will be receiving your textbook. We will be working with Ms. Danis on effective reading strategies.
Homework: Using your MB profile research yourself online. What do you see as your strengths in terms of being successful in AP? What do you see as your weaknesses as it would relate to your success in AP? What could you do as a result of this knowledge to help you in this class? Please use the information you gathered from your profile to support your answers.
Friday, September 4, 2015
Learning Target: To build a community in the classroom and understand why that will improve your education.
Definition of psychology: The science of behavior and mental processes. Behavior is anything a person does-any action we can observe and record. Mental processes are the internal, subjective experiences we infer from behavior - sensations, perceptions, dreams, thoughts, beliefs and feelings.
Circle Question: What is one pet peeve of yours?
Check Homework: Why are you taking AP?
Activity: Why do think people are taking AP? At your table brainstorm a list of reasons you believe people take AP Psychology or even AP classes in general? Because they want the challenge? The deeper question would be why do some students want the challenge while so many others don't? Could it be related to parents, financial situation, peers, sports, genetics, birth order, brain size etc...
At your table:
1. You will write down on separate cards the reasons you believe you are taking AP.
2. Next, without using names, look around the room, why do you think others people in the class are taking AP?
3. Sort cards according to categories.
4. Whip around. New insights to why you are here?
5. 5 minutes to write: What has changed about how you see your motivation and others in the class.
6. Share out.
Cell Phone article: At your table read the article. After reading the article, hat conclusions can you draw? Is the article biased? Does the information seem valid? Is there information missing? Do you question some of the conclusions? Can you think of counter arguments that would support kids using phones during class time other than for doing research when you don't have a computer? What would your recommendation be for a cell phone policy in class?
Cell Phone Policy: What should the policy in the class be? What is it based on? How should it be enforced?
Activity: Helium Loop -- in groups of 5 you'll be placing one finger under a hula hoop and trying to lower a it to the ground without loosing contact with it.
Exit Slip: How does this change the way you think about your motivation for AP? How does this apply to our learning target?
Definition of psychology: The science of behavior and mental processes. Behavior is anything a person does-any action we can observe and record. Mental processes are the internal, subjective experiences we infer from behavior - sensations, perceptions, dreams, thoughts, beliefs and feelings.
Circle Question: What is one pet peeve of yours?
Check Homework: Why are you taking AP?
Activity: Why do think people are taking AP? At your table brainstorm a list of reasons you believe people take AP Psychology or even AP classes in general? Because they want the challenge? The deeper question would be why do some students want the challenge while so many others don't? Could it be related to parents, financial situation, peers, sports, genetics, birth order, brain size etc...
At your table:
1. You will write down on separate cards the reasons you believe you are taking AP.
2. Next, without using names, look around the room, why do you think others people in the class are taking AP?
3. Sort cards according to categories.
4. Whip around. New insights to why you are here?
5. 5 minutes to write: What has changed about how you see your motivation and others in the class.
6. Share out.
Cell Phone article: At your table read the article. After reading the article, hat conclusions can you draw? Is the article biased? Does the information seem valid? Is there information missing? Do you question some of the conclusions? Can you think of counter arguments that would support kids using phones during class time other than for doing research when you don't have a computer? What would your recommendation be for a cell phone policy in class?
Cell Phone Policy: What should the policy in the class be? What is it based on? How should it be enforced?
Activity: Helium Loop -- in groups of 5 you'll be placing one finger under a hula hoop and trying to lower a it to the ground without loosing contact with it.
Exit Slip: How does this change the way you think about your motivation for AP? How does this apply to our learning target?
Wednesday, September 2, 2015
Wednesday September 2, 2015
Wednesday September 2, 2015
Introductions: Welcome to AP Psychology!
1. Summer work
2. Contract
3. Syllabus/Expectations
4. Any added students
5. Definition of Psychology
Target 1: Learning how to build a community in the classroom.
By the End of the Period: You will know the names of people in this class and be more comfortable being here.
Seating Chart: First you will take turns introducing yourself then turn and talk for 1 minute: Half the room list as many benefits of a seating chart as possible. The other half list the benefits of free seating.
Prompt: Learning cannot occur until the student feels safe.
What does it mean? Do you agree or disagree with the statement?
Seating Chart: My rationale.
Circle: My rationale.
Circle Question: Name one cool place you went this summer. Name a new fashion you've noticed.
Activity: Helium Loop -- in groups of 5 you'll be placing one finger under a hula hoop and trying to lower a it to the ground without loosing contact with it.
Activity: Why are you taking AP? At your table brainstorm a list of reasons you believe people take AP Psychology or even AP classes in general? Because they want the challenge? The deeper question would be why do some students want the challenge while so many others don't? Please take the time to think deeply on this.
Homework: Why are you taking AP?
Cell Phone Policy: What should the policy in the class be? What is it based on? How should it be enforced?
Exit Slip
AP contract
AP Syllabus
Introductions: Welcome to AP Psychology!
1. Summer work
2. Contract
3. Syllabus/Expectations
4. Any added students
5. Definition of Psychology
Target 1: Learning how to build a community in the classroom.
By the End of the Period: You will know the names of people in this class and be more comfortable being here.
Seating Chart: First you will take turns introducing yourself then turn and talk for 1 minute: Half the room list as many benefits of a seating chart as possible. The other half list the benefits of free seating.
Prompt: Learning cannot occur until the student feels safe.
What does it mean? Do you agree or disagree with the statement?
Seating Chart: My rationale.
Circle: My rationale.
Circle Question: Name one cool place you went this summer. Name a new fashion you've noticed.
Activity: Helium Loop -- in groups of 5 you'll be placing one finger under a hula hoop and trying to lower a it to the ground without loosing contact with it.
Activity: Why are you taking AP? At your table brainstorm a list of reasons you believe people take AP Psychology or even AP classes in general? Because they want the challenge? The deeper question would be why do some students want the challenge while so many others don't? Please take the time to think deeply on this.
Homework: Why are you taking AP?
Cell Phone Policy: What should the policy in the class be? What is it based on? How should it be enforced?
Exit Slip
AP contract
AP Syllabus
Monday, June 1, 2015
AP Psychology 2015-2016 Summer Assignment
http://allpsych.com/dictionary/l.html
www.nimh.nih.gov
http://www.scribd.com/doc/89025/AP-Psychology-Terminology
http://www.scribd.com/doc/89027/AP-Psychology-Important-Theorist-Names
http://webspace.ship.edu/cgboer/perscontents.html
http://psychology.about.com/od/historyofpsychology/a/schoolsthought.htm
http://www.thepsychfiles.com (click on Major Topics)
www.socialpsychology.org/social-figures.htm
http://psychclassics.yorku.ca/index.htm
http://userwww.sfsu.edu/~psych200/unit1/1cont.htm
http://www.unmc.edu/physiology/Mann/mann19.html
The purpose of a summer assignment is to familiarize oneself with the subject. Play around with the above websites. You will find some more interesting, others more useful.
When focusing on the task items below, remember the primary goal is “to analyze.”
Analyze: to examine methodically and in detail in order to discover meaning.
:to examine critically so as to bring out the essential elements.
:to examine carefully and in detail so as to identify key factors.
Essential Questions/Skills: Respond to one (1) item in each category (A, B, C, and D). Document your sources(Where did you get your information)
A) History & Perspectives
What is psychology/what makes it a science?
How do psychology “schools of thought” complement each other?
B) Human Development
Are we products of nature or nurture?
Describe stage theories/theorists.
Are gender differences a product of genetics or society?
C) Personality & Social Processes
Describe/explain Freud’s view of personality structure.
Analyze the contributions of Neo-Freudians.
Analyze the contributions of the major Behaviorists.
Describe the humanistic perspective.
How has it influenced psychodynamic & behavior theories?
Describe/explain the ideas of the major Social, Cognitive, and Humanistic theorists.
Are personalities constant over time or do they change with each new experience?
D) Abnormal Psychology & Treatment
What is “normal” or “abnormal?”
Describe the aims of the DSK-IV.
Identify the criteria for judging whether behavior is psychologically disordered.
Describe the prevalence and symptoms of various disorders and the timing of their onset.
Describe the commonalities and differences among the psychotherapies.
Is there one type of treatment that works best for the most disorders? Explain.
Why do therapists use an eclectic approach when treating patients?
Identify the common forms of drug therapy.
2) Ten influential and/or controversial experiments: Analyze 3 of the following. What did they involve? Why were they considered to be controversial?
The ten influential and/or controversial experiments:
1. Skinner's box
2. Stanley Milgram's shock machine
3. David Rosenhan's infiltration of various mental institutions by feigning schizophrenia
4. Darley and Latane's helping behavior studies
5. Leon Festinger's theory of cognitive dissonance, where people who lied for $1 were more likely to believe the lie than if they lied for $20
6. Harry Harlow's monkeys
7. Bruce Alexander's rat park, where he studied addiction in rats inside a cage and in a rat park, a sort of rat paradise
8. Elizabeth Loftus' "lost in the mall" false memory experiment
9. Eric Kandel's sea slugs, where he searched for the mechanism by which we store a memory
10. Lobotomies and other psychosurgeries, following it from Moniz's first lobotomy, to its usage by Walter Freeman (who arguably gave them their bad reputation in the US), to its modern equivalents
Commentary
Skinner’s Box & Rosenhan’s Being Sane in Insane Places
http://www.psychologicalscience.org/observer/getArticle.cfm?id=1947 (type in search) http://www.genderforum.org/issues/literature-and-medicine-ii/lauren-slaters-lying/
Re: Slater’s version of Rosenhan’s "On Being Sane in Insane Places," disputed.
And Commentary on the above dispute
http://www.snopes.com/science/skinner.asp
http://www.skeptically.org/skinner/id6.html
Re: Slater’s version of Skinner’s daughter growing up psychologically damaged refuted David Rosenhan- Being Sane in an Insane Places
http://www.youtube.com/watch?v=j6bmZ8cVB4o
http://www.holah.karoo.net/rosenhanstudy.htm
Re: Background, aim, procedure, and result of the 1973 Study
Stanley Milgram’s shock machine
http://www.psychologicalscience.org/observer/getArticle.cfm?id=2264 (Type in Search)
http://scienceblogs.com/cognitivedaily/2009/01/would_we_still_obey_the_first.php (type in search)
Re: Jerry Burger, Santa Clara University replication narrative
ABC podcast of Burger’s replication
http://www.thepsychfiles.com/2009/06/episode-97-stanley-milgram-obedience-study-finally-replicated/
http://www.experiment-resources.com/milgram-experiment-ethics.html
Re: Ethical critique (note additional experiments)
Darley & Lante- Bystander Apathy Effect
www.wadsworth.com/psychology_d/templates/student_resources/0155060678_rathus/ps/ps19.html
http://www.pineforge.com/newman4study/resources/latane1.htm
http://prevos.net/ola/helping_behaviour.pdf ! ! http://psychology.uchicago.edu/people/faculty/cacioppo/jtcreprints/cpl86.pdf
Re: commentary concerning cf experiments of Bystander Effect In Helping Behavior
Leon Festinger- Cognitive Dissonance
www.youtube.com/watch?v=korGK0yGIDo Zimbardo’s lesson
http://psychclassics.yorku.ca/Festinger/
www.colorado.edu/communication/meta-discourses/Papers/App_Papers/Jean.htm (term paper)
Harlow’s Monkeys
http://www.newworldencyclopedia.org/entry/Harry_Harlow
Re: maternal-deprivation and social isolation experiments on rhesus monkeys = cruel, even brutal, with some researchers citing them as factors in the rise of the animal liberation movement.
http://www.mrmcmed.org/mom.html
Re: Critique of maternal deprivation experiments on primates
http://www.australianreview.net/digest/2004/06/mcilwain.html
Re: topical, contextual critique
Bruce Alexander’s Rat Park
http://www.youtube.com/watch?v=XhK-6jSN3x8
http://globalizationofaddiction.ca/articles-speeches/rat-park/148-addiction-the-view-from-rat-park.html
http://www.parl.gc.ca/Content/SEN/Committee/371/ille/presentation/alexender-e.htm
Re: The Myth of Drug-Induced Addiction
Elizabeth Loftus' "lost in the mall" false memory experiment
http://ritualabuse.us/research/memory-fms/a-brief-history-of-the-false-memory-research-of-elizabeth-loftus-2/
Re: a history of her experiment
http://eassurvey.wordpress.com/2011/04/23/elizabeth-loftus-critiques-of-her-research/
Re: critique/rebuttal
Eric Kandel's sea slugs
http://faculty.washington.edu/chudler/nobel20.html (note 3rd winner)
Re: neuroscience for kids site; an approachable discussion
http://www.genomenewsnetwork.org/articles/2004/01/09/memories.php
Re: short journal review
http://www.nytimes.com/2003/12/25/science/25MEMO.html
Re: New York Times article
http://allpsych.com/dictionary/l.html
www.nimh.nih.gov
http://www.scribd.com/doc/89025/AP-Psychology-Terminology
http://www.scribd.com/doc/89027/AP-Psychology-Important-Theorist-Names
http://webspace.ship.edu/cgboer/perscontents.html
http://psychology.about.com/od/historyofpsychology/a/schoolsthought.htm
http://www.thepsychfiles.com (click on Major Topics)
www.socialpsychology.org/social-figures.htm
http://psychclassics.yorku.ca/index.htm
http://userwww.sfsu.edu/~psych200/unit1/1cont.htm
http://www.unmc.edu/physiology/Mann/mann19.html
The purpose of a summer assignment is to familiarize oneself with the subject. Play around with the above websites. You will find some more interesting, others more useful.
When focusing on the task items below, remember the primary goal is “to analyze.”
Analyze: to examine methodically and in detail in order to discover meaning.
:to examine critically so as to bring out the essential elements.
:to examine carefully and in detail so as to identify key factors.
Essential Questions/Skills: Respond to one (1) item in each category (A, B, C, and D). Document your sources(Where did you get your information)
A) History & Perspectives
What is psychology/what makes it a science?
How do psychology “schools of thought” complement each other?
B) Human Development
Are we products of nature or nurture?
Describe stage theories/theorists.
Are gender differences a product of genetics or society?
C) Personality & Social Processes
Describe/explain Freud’s view of personality structure.
Analyze the contributions of Neo-Freudians.
Analyze the contributions of the major Behaviorists.
Describe the humanistic perspective.
How has it influenced psychodynamic & behavior theories?
Describe/explain the ideas of the major Social, Cognitive, and Humanistic theorists.
Are personalities constant over time or do they change with each new experience?
D) Abnormal Psychology & Treatment
What is “normal” or “abnormal?”
Describe the aims of the DSK-IV.
Identify the criteria for judging whether behavior is psychologically disordered.
Describe the prevalence and symptoms of various disorders and the timing of their onset.
Describe the commonalities and differences among the psychotherapies.
Is there one type of treatment that works best for the most disorders? Explain.
Why do therapists use an eclectic approach when treating patients?
Identify the common forms of drug therapy.
2) Ten influential and/or controversial experiments: Analyze 3 of the following. What did they involve? Why were they considered to be controversial?
The ten influential and/or controversial experiments:
1. Skinner's box
2. Stanley Milgram's shock machine
3. David Rosenhan's infiltration of various mental institutions by feigning schizophrenia
4. Darley and Latane's helping behavior studies
5. Leon Festinger's theory of cognitive dissonance, where people who lied for $1 were more likely to believe the lie than if they lied for $20
6. Harry Harlow's monkeys
7. Bruce Alexander's rat park, where he studied addiction in rats inside a cage and in a rat park, a sort of rat paradise
8. Elizabeth Loftus' "lost in the mall" false memory experiment
9. Eric Kandel's sea slugs, where he searched for the mechanism by which we store a memory
10. Lobotomies and other psychosurgeries, following it from Moniz's first lobotomy, to its usage by Walter Freeman (who arguably gave them their bad reputation in the US), to its modern equivalents
Commentary
Skinner’s Box & Rosenhan’s Being Sane in Insane Places
http://www.psychologicalscience.org/observer/getArticle.cfm?id=1947 (type in search) http://www.genderforum.org/issues/literature-and-medicine-ii/lauren-slaters-lying/
Re: Slater’s version of Rosenhan’s "On Being Sane in Insane Places," disputed.
And Commentary on the above dispute
http://www.snopes.com/science/skinner.asp
http://www.skeptically.org/skinner/id6.html
Re: Slater’s version of Skinner’s daughter growing up psychologically damaged refuted David Rosenhan- Being Sane in an Insane Places
http://www.youtube.com/watch?v=j6bmZ8cVB4o
http://www.holah.karoo.net/rosenhanstudy.htm
Re: Background, aim, procedure, and result of the 1973 Study
Stanley Milgram’s shock machine
http://www.psychologicalscience.org/observer/getArticle.cfm?id=2264 (Type in Search)
http://scienceblogs.com/cognitivedaily/2009/01/would_we_still_obey_the_first.php (type in search)
Re: Jerry Burger, Santa Clara University replication narrative
ABC podcast of Burger’s replication
http://www.thepsychfiles.com/2009/06/episode-97-stanley-milgram-obedience-study-finally-replicated/
http://www.experiment-resources.com/milgram-experiment-ethics.html
Re: Ethical critique (note additional experiments)
Darley & Lante- Bystander Apathy Effect
www.wadsworth.com/psychology_d/templates/student_resources/0155060678_rathus/ps/ps19.html
http://www.pineforge.com/newman4study/resources/latane1.htm
http://prevos.net/ola/helping_behaviour.pdf ! ! http://psychology.uchicago.edu/people/faculty/cacioppo/jtcreprints/cpl86.pdf
Re: commentary concerning cf experiments of Bystander Effect In Helping Behavior
Leon Festinger- Cognitive Dissonance
www.youtube.com/watch?v=korGK0yGIDo Zimbardo’s lesson
http://psychclassics.yorku.ca/Festinger/
www.colorado.edu/communication/meta-discourses/Papers/App_Papers/Jean.htm (term paper)
Harlow’s Monkeys
http://www.newworldencyclopedia.org/entry/Harry_Harlow
Re: maternal-deprivation and social isolation experiments on rhesus monkeys = cruel, even brutal, with some researchers citing them as factors in the rise of the animal liberation movement.
http://www.mrmcmed.org/mom.html
Re: Critique of maternal deprivation experiments on primates
http://www.australianreview.net/digest/2004/06/mcilwain.html
Re: topical, contextual critique
Bruce Alexander’s Rat Park
http://www.youtube.com/watch?v=XhK-6jSN3x8
http://globalizationofaddiction.ca/articles-speeches/rat-park/148-addiction-the-view-from-rat-park.html
http://www.parl.gc.ca/Content/SEN/Committee/371/ille/presentation/alexender-e.htm
Re: The Myth of Drug-Induced Addiction
Elizabeth Loftus' "lost in the mall" false memory experiment
http://ritualabuse.us/research/memory-fms/a-brief-history-of-the-false-memory-research-of-elizabeth-loftus-2/
Re: a history of her experiment
http://eassurvey.wordpress.com/2011/04/23/elizabeth-loftus-critiques-of-her-research/
Re: critique/rebuttal
Eric Kandel's sea slugs
http://faculty.washington.edu/chudler/nobel20.html (note 3rd winner)
Re: neuroscience for kids site; an approachable discussion
http://www.genomenewsnetwork.org/articles/2004/01/09/memories.php
Re: short journal review
http://www.nytimes.com/2003/12/25/science/25MEMO.html
Re: New York Times article
Wednesday, May 27, 2015
Wednesday May 27, 2015
Wednesday May 27th, 2015: Last day for Seniors!
Circle:
One thing you've learned about yourself or other people this year.
Quote:
When you are doing something you really love to do its like your doing nothing at all. What if you could teach yourself how to love everything you do?
Collect Textbooks
Course Evaluations
Hypnosis
Circle:
One thing you've learned about yourself or other people this year.
Quote:
When you are doing something you really love to do its like your doing nothing at all. What if you could teach yourself how to love everything you do?
Collect Textbooks
Course Evaluations
Hypnosis
Friday, May 22, 2015
Friday May 22, 2015
Friday May 22, 2015
Introduction to Hypnosis
Hypnosis Exercise
Homework:
Write a reaction to the hypnosis exercise.
Introduction to Hypnosis
Hypnosis Exercise
Homework:
Write a reaction to the hypnosis exercise.
Monday, May 18, 2015
May 18, 2015
Monday May 18th, 2015
Circle:
One thing you'll remember from Prom.
Collect Homework
Mind Body Connection
Shawn Achor Video
Mindfulness Exercise
Homework Questions:
Before Mindfulness
Have you ever meditated before? Why or why not?
Do you know anyone who regularly practices mindfulness or mediation?
Do you have any concerns or questions about it?
What do you know about mindfulness or meditation?
How do you feel right now before we begin?
During Mindfulness:
Did you enjoy it?
Was it easy or difficult for you?
What were you thinking about during the experience? Do the thoughts have any meaning to you?
Describe what it felt like for you?
Did you experience any moments where you "lost track of yourself"? What did that feel like?
How distracted were you? What was distracting you?
After Mindfulness/These questions should be answered before bed tonight.
How did you feel immediately after the exercise?
What did the hallway look like, sound like?
Did you notice anything different about your day? For example: attention span, cell phone use, concentration, vision, energy level meaning calmness to agitated to tired, and anything else you noticed.
What was your evening like? Any noticeable difference?
If you play sports, was anything different?
Tuesday Morning:
How did you sleep?
Did you notice anything about your dreams?
Overall impressions:
Feel free to write anything else about your experience or questions you might have.
Circle:
One thing you'll remember from Prom.
Collect Homework
Mind Body Connection
Shawn Achor Video
Mindfulness Exercise
Homework Questions:
Before Mindfulness
Have you ever meditated before? Why or why not?
Do you know anyone who regularly practices mindfulness or mediation?
Do you have any concerns or questions about it?
What do you know about mindfulness or meditation?
How do you feel right now before we begin?
During Mindfulness:
Did you enjoy it?
Was it easy or difficult for you?
What were you thinking about during the experience? Do the thoughts have any meaning to you?
Describe what it felt like for you?
Did you experience any moments where you "lost track of yourself"? What did that feel like?
How distracted were you? What was distracting you?
After Mindfulness/These questions should be answered before bed tonight.
How did you feel immediately after the exercise?
What did the hallway look like, sound like?
Did you notice anything different about your day? For example: attention span, cell phone use, concentration, vision, energy level meaning calmness to agitated to tired, and anything else you noticed.
What was your evening like? Any noticeable difference?
If you play sports, was anything different?
Tuesday Morning:
How did you sleep?
Did you notice anything about your dreams?
Overall impressions:
Feel free to write anything else about your experience or questions you might have.
Wednesday, May 13, 2015
Wednesday May 13th, 2015
Wednesday May 13th, 2015
Circle:
The one thing you dread the most about your day.
Disorder Test
Paper: Write a reaction to what you saw and heard?
What surprised you?
What stood out to you?
How did you view of mental illness change?
How would you react now if someone you were close to told you they were suffering from a mental illness?
What is one thing you think you'll remember about this project?
Other reactions or feelings?
Motivation:
Finish Evolutionary Psychology Worksheet
Hope Scale:
Introduce Positive Psychology:
Mind Body Connection
Shawn Achor Video
Mindfulness Exercise Next Class
Circle:
The one thing you dread the most about your day.
Disorder Test
Paper: Write a reaction to what you saw and heard?
What surprised you?
What stood out to you?
How did you view of mental illness change?
How would you react now if someone you were close to told you they were suffering from a mental illness?
What is one thing you think you'll remember about this project?
Other reactions or feelings?
Motivation:
Finish Evolutionary Psychology Worksheet
Hope Scale:
Introduce Positive Psychology:
Mind Body Connection
Shawn Achor Video
Thursday, May 7, 2015
Thursday May 7, 2015
Circle:
What motivates you?
Finish Presentations
Introduce Motivation:
Handouts
Test Next
Test Questions:
1. What is it like to live with General Anxiety Disorder? (Emma Files)
2. What is a Sociopath/Anti-Social Personality Disorder? (Jake Redgate)
3. What causes PTSD/Post-Traumatic Stress Disorder? (Sidney Bivens)
4. How does PTSD/Post-Traumatic Stress Disorder affect your life? (Zack Harris)
5. What are some of the burdens people with Narcolepsy live with? (Shannon Fillebrown)
6. What is daily life like for someone who has PTSD? (Taylor Fillebrown)
7. What is it like for family members who live with someone who has Type-2 Bipolar Disorder? (Devon Willard)
8. What is it like to live with ADHD? (Travis Townsend)
9. How does Acute Stress Disorder differ from PTSD? (Amber Mann)
10. What is Seasonal Affective Disorder/SAD? (Marissa Cunneen)
11. What is it like to live with OCD? (Jenny Dillingham)
12. Understanding the difference between Dysthymia and major depression. (Rebekah Fleck)
13. What are the signs of Bi-Polar disorder? (Jacob Tardiff)
14. What is schizophrenia? (Hayden Bradley)
15. What is it like to have a panic attack? (Brandon Nile)
16. How does Psychotic Depression differ from Major Depression? (Bailey West)
17. How does Anorexia affect everyday life? (Sam Green)
18. What are the three steps to treat Alcoholism? (Lauren Keisman)
19. What are the differences between simple Tourettes and complex Tourettes? (Jake Spinhirn)
20. What is Autism and how does it affect the family? (Kaleb Currier)
21. What are the causes of Disassociative Identity Disorder? (Garrett Ashley)
22. What is OCPD? Obsessive Compulsive Personality Disorder (Brandon Rowe)
Circle:
What motivates you?
Finish Presentations
Introduce Motivation:
Handouts
Test Next
Test Questions:
1. What is it like to live with General Anxiety Disorder? (Emma Files)
2. What is a Sociopath/Anti-Social Personality Disorder? (Jake Redgate)
3. What causes PTSD/Post-Traumatic Stress Disorder? (Sidney Bivens)
4. How does PTSD/Post-Traumatic Stress Disorder affect your life? (Zack Harris)
5. What are some of the burdens people with Narcolepsy live with? (Shannon Fillebrown)
6. What is daily life like for someone who has PTSD? (Taylor Fillebrown)
7. What is it like for family members who live with someone who has Type-2 Bipolar Disorder? (Devon Willard)
8. What is it like to live with ADHD? (Travis Townsend)
9. How does Acute Stress Disorder differ from PTSD? (Amber Mann)
10. What is Seasonal Affective Disorder/SAD? (Marissa Cunneen)
11. What is it like to live with OCD? (Jenny Dillingham)
12. Understanding the difference between Dysthymia and major depression. (Rebekah Fleck)
13. What are the signs of Bi-Polar disorder? (Jacob Tardiff)
14. What is schizophrenia? (Hayden Bradley)
15. What is it like to have a panic attack? (Brandon Nile)
16. How does Psychotic Depression differ from Major Depression? (Bailey West)
17. How does Anorexia affect everyday life? (Sam Green)
18. What are the three steps to treat Alcoholism? (Lauren Keisman)
19. What are the differences between simple Tourettes and complex Tourettes? (Jake Spinhirn)
20. What is Autism and how does it affect the family? (Kaleb Currier)
21. What are the causes of Disassociative Identity Disorder? (Garrett Ashley)
22. What is OCPD? Obsessive Compulsive Personality Disorder (Brandon Rowe)
Wednesday, April 29, 2015
Wedesday April 29, 2015
Wednesday April 29th, 2015
Presentations all day.
Test Questions:
1. What is it like to live with General Anxiety Disorder? (Emma Files)
2. What is a Sociopath/Anti-Social Personality Disorder? (Jake Redgate)
3. What causes PTSD/Post-Traumatic Stress Disorder? (Sidney Bivens)
4. How does PTSD/Post-Traumatic Stress Disorder affect your life? (Zach Harris)
5. What are some of the burdens people with Narcolepsy live with? (Shannon Fillebrown)
6. What is daily life like for someone who has PTSD? (Taylor Fillebrown)
7. What is it like for family members who live with someone who has Type-2 Bipolar Disorder? (Devon Willard)
8. What is it like to live with ADHD? (Travis Townsend)
9. How does Acute Stress Disorder differ from PTSD? (Amber Mann)
10. What is Seasonal Affective Disorder/SAD? (Marissa Cunneen)
11. What is it like to live with OCD? (Jenny Dillingham)
12. Understanding the difference between Dysthymia and major depression. (Rebekah Fleck)
13. What are the signs of Bi-Polar disorder? (Jacob Tardiff)
14. What is schizophrenia? (Hayden Bradley)
15. What is it like to have a panic attack? (Brandon Nile)
16. How does Psychotic Depression differ from Major Depression? (Bailey West)
17. How does Anorexia affect everyday life? (Sam Green)
18. What are the three steps to treat Alcoholism? (Lauren Keisman)
19. What are the differences between simple Tourettes and complex Tourettes? (Jake Spinhirn)
20. What is Autism and how does it affect the family? (Kaleb Currier)
Next Class: Presentations
Presentations all day.
Test Questions:
1. What is it like to live with General Anxiety Disorder? (Emma Files)
2. What is a Sociopath/Anti-Social Personality Disorder? (Jake Redgate)
3. What causes PTSD/Post-Traumatic Stress Disorder? (Sidney Bivens)
4. How does PTSD/Post-Traumatic Stress Disorder affect your life? (Zach Harris)
5. What are some of the burdens people with Narcolepsy live with? (Shannon Fillebrown)
6. What is daily life like for someone who has PTSD? (Taylor Fillebrown)
7. What is it like for family members who live with someone who has Type-2 Bipolar Disorder? (Devon Willard)
8. What is it like to live with ADHD? (Travis Townsend)
9. How does Acute Stress Disorder differ from PTSD? (Amber Mann)
10. What is Seasonal Affective Disorder/SAD? (Marissa Cunneen)
11. What is it like to live with OCD? (Jenny Dillingham)
12. Understanding the difference between Dysthymia and major depression. (Rebekah Fleck)
13. What are the signs of Bi-Polar disorder? (Jacob Tardiff)
14. What is schizophrenia? (Hayden Bradley)
15. What is it like to have a panic attack? (Brandon Nile)
16. How does Psychotic Depression differ from Major Depression? (Bailey West)
17. How does Anorexia affect everyday life? (Sam Green)
18. What are the three steps to treat Alcoholism? (Lauren Keisman)
19. What are the differences between simple Tourettes and complex Tourettes? (Jake Spinhirn)
20. What is Autism and how does it affect the family? (Kaleb Currier)
Next Class: Presentations
Monday, April 27, 2015
April 27, 2015
Monday April 27th, 2015
Presentations all day.
Test Questions:
1. What is it like to live with General Anxiety Disorder? (Emma Files)
2. What is a Sociopath/Anti-Social Personality Disorder? (Jake Redgate)
3. What causes PTSD/Post-Traumatic Stress Disorder? (Sidney Bivens)
4. How does PTSD/Post-Traumatic Stress Disorder affect your life? (Zach Harris)
5. What are some of the burdens people with Narcolepsy live with? (Shannon Fillebrown)
6. What is daily life like for someone who has PTSD? (Taylor Fillebrown)
7. What is it like for family members who live with someone who has Type-2 Bipolar Disorder? (Devon Willard)
8. What is it like to live with ADHD? (Travis Townsend)
9. How does Acute Stress Disorder differ from PTSD? (Amber Mann)
10. What is Seasonal Affective Disorder/SAD? (Marissa Cunneen)
11. What is it like to live with OCD?
12. Understanding the difference between Dysthymia and major depression.
Next Class: Presentations
Presentations all day.
Test Questions:
1. What is it like to live with General Anxiety Disorder? (Emma Files)
2. What is a Sociopath/Anti-Social Personality Disorder? (Jake Redgate)
3. What causes PTSD/Post-Traumatic Stress Disorder? (Sidney Bivens)
4. How does PTSD/Post-Traumatic Stress Disorder affect your life? (Zach Harris)
5. What are some of the burdens people with Narcolepsy live with? (Shannon Fillebrown)
6. What is daily life like for someone who has PTSD? (Taylor Fillebrown)
7. What is it like for family members who live with someone who has Type-2 Bipolar Disorder? (Devon Willard)
8. What is it like to live with ADHD? (Travis Townsend)
9. How does Acute Stress Disorder differ from PTSD? (Amber Mann)
10. What is Seasonal Affective Disorder/SAD? (Marissa Cunneen)
11. What is it like to live with OCD?
12. Understanding the difference between Dysthymia and major depression.
Next Class: Presentations
Tuesday, April 14, 2015
April 14, 2015
Tuesday April 14th, 2015
Presentations all day.
Test Questions:
1. What is it like to live with General Anxiety Disorder? (Emma Files)
2. What is a Sociopath/Anti-Social Personality Disorder? (Jake Redgate)
3. What causes PTSD/Post-Traumatic Stress Disorder? (Sidney Bivens)
4. How does PTSD/Post-Traumatic Stress Disorder affect your life? (Zach Harris)
5. What are some of the burdens people with Narcolepsy live with? (Shannon Fillebrown)
6. What is daily life like for someone who has PTSD? (Taylor Fillebrown)
7. What is it like for family members who live with someone who has Type-2 Bipolar Disorder? (Devon Willard)
8. What is it like to live with ADHD? (Travis Townsend)
9. How does Acute Stress Disorder differ from PTSD? (Amber Mann)
10. What is Seasonal Affective Disorder/SAD? (Marissa Cunneen)
11.
Next Class: Presentations
Presentations all day.
Test Questions:
1. What is it like to live with General Anxiety Disorder? (Emma Files)
2. What is a Sociopath/Anti-Social Personality Disorder? (Jake Redgate)
3. What causes PTSD/Post-Traumatic Stress Disorder? (Sidney Bivens)
4. How does PTSD/Post-Traumatic Stress Disorder affect your life? (Zach Harris)
5. What are some of the burdens people with Narcolepsy live with? (Shannon Fillebrown)
6. What is daily life like for someone who has PTSD? (Taylor Fillebrown)
7. What is it like for family members who live with someone who has Type-2 Bipolar Disorder? (Devon Willard)
8. What is it like to live with ADHD? (Travis Townsend)
9. How does Acute Stress Disorder differ from PTSD? (Amber Mann)
10. What is Seasonal Affective Disorder/SAD? (Marissa Cunneen)
11.
Next Class: Presentations
Wednesday, April 8, 2015
April 8, 2015
Wednesday April 8, 2015
Circle:
One interesting fact you learned about your disorder.
Disorder Project: How to use visuals/media support/anecdotal
Anecdotal Information
Visuals
Videos
Expectations for the library
Questions?
Circle:
One interesting fact you learned about your disorder.
Disorder Project: How to use visuals/media support/anecdotal
Anecdotal Information
Visuals
Videos
Expectations for the library
Questions?
Monday, April 6, 2015
April 6, 2015
Monday April 6, 2015
Circle:
What can/should we do about norms in the classroom?
Introduction to Disorders: MUDA
Maladaptive or Destructive to oneself or others
Unjustifiable-without rational basis
Disturbing-troublesome to other people
Atypical-so different to violate a norm
Breakdown of how disorders are classified
Dissociative, Schizophrenia and Personality Disorders
Anxiety and Mood Disorders
Presentation Questions
Presentation Rubric
Test Question: Each presenter will come up with one question that they think is a key part of their disorder that will appear on a test with all the other questions. Your question and answer should revolve around one key aspect of you disorder.
Library Presentation with Ms. Lance
Circle:
What can/should we do about norms in the classroom?
Introduction to Disorders: MUDA
Maladaptive or Destructive to oneself or others
Unjustifiable-without rational basis
Disturbing-troublesome to other people
Atypical-so different to violate a norm
Breakdown of how disorders are classified
Dissociative, Schizophrenia and Personality Disorders
Anxiety and Mood Disorders
Presentation Questions
Presentation Rubric
WEBSITES:
apa.org
nimh.gov
webmd.com
psychologytoday.com
http://allpsych.com/disorders/disorders_alpha.html
livescience.com
Mayo Clinic
National Alliance on Mental Health
apa.org
nimh.gov
webmd.com
psychologytoday.com
http://allpsych.com/disorders/disorders_alpha.html
livescience.com
Mayo Clinic
National Alliance on Mental Health
Test Question: Each presenter will come up with one question that they think is a key part of their disorder that will appear on a test with all the other questions. Your question and answer should revolve around one key aspect of you disorder.
Library Presentation with Ms. Lance
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