Welcome to Family and Consumer Sciences!

Psychology

Classroom Guidelines…

Behavior:

Be nice, be careful, clean up after yourself and do your best work.
Come prepared for class and be on time.

Assignments and homework

Course assignments will be handed out or can be found on the school “R” drive under the “Ries” folder then in the Psychology folder
Completed assignments will be turned in on the school “U” drive or emailed unless otherwise noted.
Turn in assignments on time, and do your own work to receive full credit. Any late work will result in being referred to SRB at the end of the day.
Late work:

Assignment due in class and not turned in: 90% credit
Turned in by the end of the day (during/after SRB): 80% credit
Turned in by the end of the following school day (not class day): 70% credit
Work turned in over 2 days late: zero

Make up time:

Students who miss class due to an unexpected absence are expected to come get their homework the following school day (not class day). Assignments will be due the following class period (next day).
Students who miss class due to an unexpected absence will be given one make up day for every school day missed.
Students who miss class due to planned absences (sports, school activities, vacations, doctors’ appointments) should get their work before they leave and will not get extended make up time. Regular class deadlines will apply.
Tests will be made up the following class period. No extended time unless you talk to me first.

If you miss class, you can find your make up assignments on the back counter with a melon colored “Make up work for FACS” sheet attached or I will email it to you.
Do your best work the first time around – extra credit is rarely given.
Any copying or cheating will result in a zero grade for all students involved. Unless I tell you that you may work together, I expect you to do your own work.

Classroom Guidelines

Keep yourself busy if you get done with your work early. Do not bother other students.
Pop, candy or snacks are allowed for special events only. Foods prepared in cooking lab stay there.
I will do everything I can to make sure every individual gets what they need to be successful. Please contact me if you need help with coursework or concepts.

Contact Information: Please contact me if you have any questions

Cell Phone: 359-5507

Email: suzy.ries@k12.sd.us Website: http://sr047.k12.sd.us/

Psychology Course Syllabus

Course Description: Psychology focuses on individual behavior and why an individual thinks, feels, and reacts to certain stimuli. Major emphasis will be placed on research methods, stages in childhood and adolescence, how the brain works, altered states of consciousness, psychological testing, and psychological disorders.

Grade Level: 10-12^th Grade

Length: Yearlong course. 90 minute periods.

Prerequisites: None

Course Objectives: Upon the successful completion of this course, students will be able to:

· Identify major contributors to the field of Psychology.

· Apply major theories and stages of development (from birth to death) and the psychology changes associated with each.

· Describe the research related to sleep and dreams.

· Outline the principles involved in sensation and perception.

· Explain the various views of intelligence.

· Summarize the major causes, symptoms, treatment, and prognoses of various psychological disorders including, but not limited to, anxiety, PTSD, dissociative, personality, and mood, as well as schizophrenia.

· Understand the impact of stress and it’s relation to mental and physical health.

· Research and report on current trends and discoveries in the field of psychology

Text: Understanding Psychology (Publisher: Glencoe: McGraw-Hill) www.psychology.glencoe.com

Content Standards covered in this course:
Scientific Inquiry Domain
1.1          Define psychology as a discipline and identify its goals as a science.
1.4          Explain how psychology evolved as a scientific discipline.
2.2          Describe the major subfields of psychology.
2.3          Identify the important role psychology plays in benefiting society and improving people’s lives.
Consciousness
1.1          Identify states of consciousness
1.2          Distinguish between processing that is conscious and that happens without conscious awareness
2:            Characteristics of sleep and theories that explain why we sleep and dream
3.1          Characterize the major categories of psychoactive drugs and their effects
3.3          Evaluate the biological and psychological effects of psychoactive drugs
4.1          Describe meditation and relaxation and their effects
4.2          Describe hypnosis and controversies surrounding its nature and use
Development and Learning over the lifespan
1.1          Explain the interaction of environmental and biological factors in development, including the role of the brain in all aspects of development.
2.1          Discuss theories of cognitive development.
2.2          Discuss theories of moral development.
2.3          Discuss theories of social development.
3.1          Describe physical development from conception through birth and identify influences on prenatal development.
3.2          Describe newborns’ reflexes, temperament, and abilities.
4.1          Describe physical and motor development in infancy (the first two years of life)
4.2          Describe how infant perceptual abilities and intelligence develop.
4.3          Describe the development of attachment and the role of the caregiver.
4.4          Describe the development of communication and language.
5.1          Describe physical and motor development in childhood
5.2          Describe how memory and thinking ability develops.
6.1          Identify major physical changes in adolescence
6.2          Describe the development of reasoning and morality.
6.3          Describe identity formation.
6.4          Discuss the role of family and peers in adolescent development.
7.1          Identify major physical changes associated with adulthood and aging.
7.2          Describe cognitive changes in adulthood and aging.
7.3          Discuss social, cultural, and emotional issues in aging.
Cognitive Domain
Intelligence
1.1          Discuss intelligence as a general factor.
1.2          Discuss alternative conceptualizations of intelligence.
2.1          Discuss the history of intelligence testing, including historical use and misuse in the context of fairness.
2.2          Identify current methods of assessing human abilities.
Individual Variation
Emotion
2.1          Explain how biological factors influence emotional interpretation and expression.
2.2          Explain how culture and gender influence emotional interpretation and expression.
2.3          Explain how other environmental factors influence emotional interpretation and expression.
Personality
2.1          Differentiate personality assessment techniques.
3.1          Discuss biological and situational influences.
3.2          Discuss stability and change.
3.3          Discuss connections to health and work.
3.4          Discuss self-concept.
3.5          Analyze how individualistic and collectivistic cultural perspectives relate to personality.
Psychological Disorders
1.1          Define psychologically abnormal behavior.
1.5          Discuss the impact of psychological disorders on the individual, family, and society.
2.1          Describe the classification of psychological disorders.
2.2          Discuss the challenges associated with diagnosis.
2.3          Describe symptoms and causes of major categories of psychological disorders (including schizophrenic, mood, anxiety, and personality disorders).
2.4          Evaluate how different factors influence an individual’s experience of psychological disorders.
Application of Psychological Science
1.1          Explain how psychological treatments have changed over time and among cultures.
1.2          Match methods of treatment to psychological perspectives.
1.3          Explain why psychologists use a variety of treatment options.
1.1          Define stress as a psychophysiological reaction.
1.2          Identify and explain potential sources of stress.
1.3          Explain physiological and psychological consequences for health.
1.4          Identify and explain physiological, cognitive, and behavioral strategies to deal with stress.
2.3          Distinguish between effective and ineffective means of dealing with stressors and other health issues

Course Outline:

I. History of Psychology

a. The field of psychology

b. Key figures in psychology

II. Careers related to Psychology

III. The life span

a. Infancy and Childhood

i. Physical and language development

ii. Cognitive and emotional development

iii. Parenting styles and social development

b. Adolescence

i. Physical and sexual development

ii. Social development

iii. Gender roles and differences

iv. Entering adulthood

v. Inside the teenage brain

c. Adulthood and Aging

i. Adulthood

ii. Old Age

iii. Death and Dying

IV. Altered states of consciousness

a. Sleep and dreams

b. Hypnosis, biofeedback and meditation

c. Drugs and consciousness

V. Stress

a. Sources of stress

b. Stress and health

c. Responding to stress

VI. Psychological testing

a. Intelligence testing

b. Measuring abilities

c. Personality testing

VII. Psychological disorders

a. Anxiety disorders

b. Somatoform and dissociative

c. Schizophrenia

d. Mood disorders

e. Personality disorders and drug addiction

Major Assignments:

· Psychology notebook/journal

· Bucket List assignment

· Family album

· History timeline

· Adolescent project

· Dream journal and analysis

· Stress reduction presentation and activity

· Psychological disorder presentation

· Psychology Friday assignments

· Class experiments, research and conclusions

Instructional Philosophy and Delivery Plan

Expectation: Students will be expected to meet all course goals by demonstrating their understanding of the basic concepts of each topic area. In order to pass the course students will need a minimum of 70% proficiency.

Delivery Method: Instruction will consist of individuals hands on activities and projects, group work, lecture, discussion, reading, writing, self-assessment and use of technology.

Community Involvement: Guest speakers and volunteers will be brought in throughout the course when possible.. Students will also have to use community resources to complete individual and group projects.

Assessment: Students will be graded on the following items: daily work, presentations, written reports, tests, group work, foods lab and individual projects. Grades will not be rounded.

Grading Scale: