Forensic Psychology
Each pair is to research their chosen topic with the intent to give a 10-15 minute PowerPoint presentation of what they learned. The topics offered are general, and each group will need to explain the main concept AND focus on a sub-topic of whatever sparks their interest the most about the selected topic.
The requirements for the forensic presentation are a list of references (minimum 3) and a PowerPoint printout for the instructor to grade.
Topics:
1. Profiling & Behavioral Science
2. Eileen Wuornos (female serial killer depicted in the movie "Monster" w/ Charlize Theron)
3. Jack the Ripper
4. Violent Offenders
5. Psychology of Terrorism
6. Psychology of Hate Crimes
7. Sex Offenders
8. Psychological look at the Death Penalty
9. The Criminal Mind
10. Sociopaths and Psychopaths (not the same thing as is commonly believed)
11. Mass Murderers (which is also commonly, but incorrectly, interchanged with serial killers)
12. Insanity Defense
13. Eyewitness Testimony
14. Jury Selection & Expert Testimony
15. Dissimulation & Malingering (faking a profile)
16. Political Profiling (profiling political leaders/groups)
17. Mental Illness vs. Demonic Possession
18. Mothers who Kill their Children
19. Victimology (the study of victims as an investigative tool to better understand the perpetrator)
Due June 1st for 2nd and 6th Periods!!
Due June 2nd for 3rd Period!!
Wednesday, May 19, 2010
Senioritis Project
AP Psychology
DSM Criteria for Senioritis
"Senioritis: We'd fight for a cure, but we're just too lazy."
Your group’s task is to create a DSM V (it isn’t written yet) criteria and diagnosis for the serious mental affliction known as Senioritis. You must follow the criteria that I have outlined for you and write it up.
Bonus for DVD or some type of video!
Classify the disorder as one of the following:
Anxiety Disorder
Childhood Disorder
Eating Disorder
Mood Disorder
Personality Disorder
Psychotic Disorder
Substance-Related Disorder
Other Disorder
Part 1:
Type up the following information for your DSM V entry under the following headings as worded.(3 points ea = 27 points) (Make a visual!)
1. Diagnostic Features (a general description of the disorder and its symptoms)
2. Associated disorders. (other disorders that may come with it)
3. Specific culture, age and gender features (does it happen in other cultures where it is considered normal?)
4. Duration (how long does a person have symptoms before it is clinically diagnosed?
5. Specific Symptoms (observable examples of behavior)
6. Prevalence (who has it? % statistics- get some REAL data!)
7. Course (when does it first appear usually? Does it go away? Can it come back?)
8. Subtypes (specify type of Senioritis) of the disorder with a specific name and criteria. (ex- Senioritis Ditching)
9. Diagnostic Criteria (what symptoms define it and what it is NOT – ex. Can’t be caused by an illness) (place as a list in a text box for quick and easy reference)
Use the following website or an actual DSM IV-R for examples and wording:
http://www.psychologynet.org/dsm.html
Part 2: (5 Points ea. = 40 points)
Patient case study and diagnosis:
Author a case study that goes into detail about the individual’s life and the symptoms of the disorder. Include the following: (video interview???) You may only do a fictional account due to the fact that you are not trained to make an actual diagnosis. If you tell someone that they have depression- the self fulfilling prophecy may take over!
Age/Gender/Occupation (5)
Social functioning (family/friends/co-wokers) (5)
Complete Internet mental health quality of life scale. (5)
Complete a 5 Axis Diagnosis on your patient. (25)
Axis 1- clinical senioritis diagnosis
Axis 2- personality disorders if any
Axis 3- relevant medical conditions
Axis 4- checklist of life’s problems (social, occupational, family, etc)
Axis 5- 100 point global assessment of functioning. (GAF)
Part 3: (20 Points)
Therapy:
Diagnose the patient with the disorder and come up with an ECLECTIC therapy to rid the symptoms. Show the therapy being done- video? Script? Performance?(Choose 2 of 5)
Biological: If you design a drug- you need to explain SPECIFICALLY how it is processed in the brain (location, Neurotransmitters, agonist, antagonist- do research!)
Behavioral- systematic desensitization, aversive therapy, etc.
Cognitive- show conversation with person. How will you change the WAY they think. (thought stopping, etc.)
Humanistic- active listening, self actualization
Psychodynamic- hypnosis, free association, dream analysis
Alternative- some alternative therapy you find.
Tips for a GREAT project:
Pictures and real-life examples of patient. Interviews are great! Written ok- audio ok, video ok!!! Mental disorders are something you have to SEE to understand. Make that happen!!! Creativity is key- have fun!!! The hard stuff is over!!! Good job! This is worth 100 points- with bonus possible for excellent work. (DVD, CD, website, video)
Due June 1st for 2nd and 6th Periods!!
Due June 2nd for 3rd Period!!
DSM Criteria for Senioritis
"Senioritis: We'd fight for a cure, but we're just too lazy."
Your group’s task is to create a DSM V (it isn’t written yet) criteria and diagnosis for the serious mental affliction known as Senioritis. You must follow the criteria that I have outlined for you and write it up.
Bonus for DVD or some type of video!
Classify the disorder as one of the following:
Anxiety Disorder
Childhood Disorder
Eating Disorder
Mood Disorder
Personality Disorder
Psychotic Disorder
Substance-Related Disorder
Other Disorder
Part 1:
Type up the following information for your DSM V entry under the following headings as worded.(3 points ea = 27 points) (Make a visual!)
1. Diagnostic Features (a general description of the disorder and its symptoms)
2. Associated disorders. (other disorders that may come with it)
3. Specific culture, age and gender features (does it happen in other cultures where it is considered normal?)
4. Duration (how long does a person have symptoms before it is clinically diagnosed?
5. Specific Symptoms (observable examples of behavior)
6. Prevalence (who has it? % statistics- get some REAL data!)
7. Course (when does it first appear usually? Does it go away? Can it come back?)
8. Subtypes (specify type of Senioritis) of the disorder with a specific name and criteria. (ex- Senioritis Ditching)
9. Diagnostic Criteria (what symptoms define it and what it is NOT – ex. Can’t be caused by an illness) (place as a list in a text box for quick and easy reference)
Use the following website or an actual DSM IV-R for examples and wording:
http://www.psychologynet.org/dsm.html
Part 2: (5 Points ea. = 40 points)
Patient case study and diagnosis:
Author a case study that goes into detail about the individual’s life and the symptoms of the disorder. Include the following: (video interview???) You may only do a fictional account due to the fact that you are not trained to make an actual diagnosis. If you tell someone that they have depression- the self fulfilling prophecy may take over!
Age/Gender/Occupation (5)
Social functioning (family/friends/co-wokers) (5)
Complete Internet mental health quality of life scale. (5)
Complete a 5 Axis Diagnosis on your patient. (25)
Axis 1- clinical senioritis diagnosis
Axis 2- personality disorders if any
Axis 3- relevant medical conditions
Axis 4- checklist of life’s problems (social, occupational, family, etc)
Axis 5- 100 point global assessment of functioning. (GAF)
Part 3: (20 Points)
Therapy:
Diagnose the patient with the disorder and come up with an ECLECTIC therapy to rid the symptoms. Show the therapy being done- video? Script? Performance?(Choose 2 of 5)
Biological: If you design a drug- you need to explain SPECIFICALLY how it is processed in the brain (location, Neurotransmitters, agonist, antagonist- do research!)
Behavioral- systematic desensitization, aversive therapy, etc.
Cognitive- show conversation with person. How will you change the WAY they think. (thought stopping, etc.)
Humanistic- active listening, self actualization
Psychodynamic- hypnosis, free association, dream analysis
Alternative- some alternative therapy you find.
Tips for a GREAT project:
Pictures and real-life examples of patient. Interviews are great! Written ok- audio ok, video ok!!! Mental disorders are something you have to SEE to understand. Make that happen!!! Creativity is key- have fun!!! The hard stuff is over!!! Good job! This is worth 100 points- with bonus possible for excellent work. (DVD, CD, website, video)
Due June 1st for 2nd and 6th Periods!!
Due June 2nd for 3rd Period!!
Psychology Goes to Madison Avenue
Psychology goes to Madison Avenue
Imagine that you are a famous figure in the history of psychology and that in addition to doing your research and teaching you have decided to open a business based on your work. Your job is to choose one of the following psychologists, do research to find out more about their contributions to the field of psychology, and then create a business that focuses on their work.
For example, if you chose B.F. Skinner, the business you would create might focus on his work with animals in creating his theories about operant conditioning.
The business might be like this:
Skinner’s Pet Peeves!
We offer training for animals using reinforcement and punishment.
Our specialty is rats and pigeons.
You may choose from:
· Ivan Pavlov *Carl Jung
· John Watson *Erik Erikson
· Sigmund Freud *Albert Bandura
· Carl Rogers *Stanley Milgram
· Abraham Maslow *Solomon Asch
· Jean Piaget *Philip Zimbardo
In addition to the business name, you will need to create:
· A business logo
· An advertisement (TV, flyer, website, poster board, etc.)
· A three-fold pamphlet that touts what services your business offers
You will be graded on your creativity and how accurately you reflect the psychologist and their work.
Due June 1st for 2nd and 6th Periods!!
Due June 2nd for 3rd Period!!
Imagine that you are a famous figure in the history of psychology and that in addition to doing your research and teaching you have decided to open a business based on your work. Your job is to choose one of the following psychologists, do research to find out more about their contributions to the field of psychology, and then create a business that focuses on their work.
For example, if you chose B.F. Skinner, the business you would create might focus on his work with animals in creating his theories about operant conditioning.
The business might be like this:
Skinner’s Pet Peeves!
We offer training for animals using reinforcement and punishment.
Our specialty is rats and pigeons.
You may choose from:
· Ivan Pavlov *Carl Jung
· John Watson *Erik Erikson
· Sigmund Freud *Albert Bandura
· Carl Rogers *Stanley Milgram
· Abraham Maslow *Solomon Asch
· Jean Piaget *Philip Zimbardo
In addition to the business name, you will need to create:
· A business logo
· An advertisement (TV, flyer, website, poster board, etc.)
· A three-fold pamphlet that touts what services your business offers
You will be graded on your creativity and how accurately you reflect the psychologist and their work.
Due June 1st for 2nd and 6th Periods!!
Due June 2nd for 3rd Period!!
Personality Collage Project
Personality Collage
Two Parts!!
Directions for the student: Each student will create a personality collage that best represents “who they really are”.
Materials needed: 1 regular poster board.
Divide the poster into two equal segments.
Magazine art or headlines
Newspaper art or headlines
Photographs
Cartoons
Anything appropriate that represents you.
Directions for the individual who knows the student very well: Using half of the student’s poster board, create a collage using the above materials that best describes the student.
Personality Collage Follow Up
Once the poster board is completed answer the following questions in essay form.
1. What are some of the major themes about yourself that are depicted in your collage?
2. What are the major similarities and differences between your version and your partner’s version?
3. How did the differences make you feel?
4. What have these differences taught you about yourself?
5. Would you want to eliminate these differences?
6. What key elements from the theories discussed in the text apply to the collage? (This will require you to spend time in the chapter before class lecture.)
Due June 1st for 2nd and 6th Periods!!
Due June 2nd for 3rd Period!!
Two Parts!!
Directions for the student: Each student will create a personality collage that best represents “who they really are”.
Materials needed: 1 regular poster board.
Divide the poster into two equal segments.
Magazine art or headlines
Newspaper art or headlines
Photographs
Cartoons
Anything appropriate that represents you.
Directions for the individual who knows the student very well: Using half of the student’s poster board, create a collage using the above materials that best describes the student.
Personality Collage Follow Up
Once the poster board is completed answer the following questions in essay form.
1. What are some of the major themes about yourself that are depicted in your collage?
2. What are the major similarities and differences between your version and your partner’s version?
3. How did the differences make you feel?
4. What have these differences taught you about yourself?
5. Would you want to eliminate these differences?
6. What key elements from the theories discussed in the text apply to the collage? (This will require you to spend time in the chapter before class lecture.)
Due June 1st for 2nd and 6th Periods!!
Due June 2nd for 3rd Period!!
Baby Project
Advanced Placement Psychology
My Baby Book Project
All students will be required to purchase a five pound bag of flour and turn it into their “baby”. Students are required to have the child within them at all times during school hours including the days that they do not have AP Psychology for two weeks. Students who are careless with their child will have points taken away from their grade which includes kidnapping and/or death.
Throughout the experience students will create a “baby book” that documents prenatal development through adolescence. In addition to presentation of theory, all students will be assigned a birth defect on the day that their child is “born”. Within the baby book students should document the cause of the defect, symptoms and the prognosis for the child.
Students should use the following check list in order to stay on track.
· Is my child appropriately dressed? If the child is naked it is considered child neglect and/or abandonment which will impact your grade.
· Did I address all six major theories covering prenatal development through adolescence?
· Did I address at least one trend in each age bracket for example cephalocaudal trend and identity crisis?
· Did I make sure to take my child to school with me every day? Do not leave children in plastic bags, lockers, closets and/or book bags. Discuss the project with your P.E. teacher so that he/she can stay in a safe place. Schneider’s Child Protective Services knows where you are during school hours!
· Did I make sure to do a reference history on my babysitter? Parents are held responsible if the babysitter is the cause of any damage or death.
· Is my child healthy? If your child has a rip in it or obvious damage then you will have to report yourself to Schneider’s Child Protective Services where you will have to write an additional detailed report on the abuse.
· If your child is kidnapped, the kidnappers must write their name on the back of the child in small print. If the kidnapper kills the baby then the murderer’s grade will be negatively impacted. Schneider’s Child Protective Services will investigate the matter!
Extra Credit: Beauty Contest
All A.P. students are eligible to enter their child into the Beauty Contest. The teacher will choose the winner from each class based on creativity and accessories. (Don’t go overboard with cost…get creative!) Twenty-five extra credit points to be used throughout the rest of the year will be awarded to the winners.
Due June 1st for 2nd and 6th Periods!!
Due June 2nd for 3rd Period!!
My Baby Book Project
All students will be required to purchase a five pound bag of flour and turn it into their “baby”. Students are required to have the child within them at all times during school hours including the days that they do not have AP Psychology for two weeks. Students who are careless with their child will have points taken away from their grade which includes kidnapping and/or death.
Throughout the experience students will create a “baby book” that documents prenatal development through adolescence. In addition to presentation of theory, all students will be assigned a birth defect on the day that their child is “born”. Within the baby book students should document the cause of the defect, symptoms and the prognosis for the child.
Students should use the following check list in order to stay on track.
· Is my child appropriately dressed? If the child is naked it is considered child neglect and/or abandonment which will impact your grade.
· Did I address all six major theories covering prenatal development through adolescence?
· Did I address at least one trend in each age bracket for example cephalocaudal trend and identity crisis?
· Did I make sure to take my child to school with me every day? Do not leave children in plastic bags, lockers, closets and/or book bags. Discuss the project with your P.E. teacher so that he/she can stay in a safe place. Schneider’s Child Protective Services knows where you are during school hours!
· Did I make sure to do a reference history on my babysitter? Parents are held responsible if the babysitter is the cause of any damage or death.
· Is my child healthy? If your child has a rip in it or obvious damage then you will have to report yourself to Schneider’s Child Protective Services where you will have to write an additional detailed report on the abuse.
· If your child is kidnapped, the kidnappers must write their name on the back of the child in small print. If the kidnapper kills the baby then the murderer’s grade will be negatively impacted. Schneider’s Child Protective Services will investigate the matter!
Extra Credit: Beauty Contest
All A.P. students are eligible to enter their child into the Beauty Contest. The teacher will choose the winner from each class based on creativity and accessories. (Don’t go overboard with cost…get creative!) Twenty-five extra credit points to be used throughout the rest of the year will be awarded to the winners.
Due June 1st for 2nd and 6th Periods!!
Due June 2nd for 3rd Period!!
Monday, April 12, 2010
Tuesday, March 9, 2010
Chapter 12 Guided Reading/Notes
If you select the book notes option, make sure that your notes cover the ENTIRE chapter. Guided readings are located at the following site:http://jonrehm.com/appsyassign.aspx
Chapter 12 Tests
ALL CLASSES WILL BE TAKING A CHAPTER 12 TEST AS INDICATED ON THE CALENDAR. THE TEST WILL CONSIST OF CHAPTER 12 AND 16. NO ESSAY THIS TIME AROUND....NO PSYCHSIM.
GOOD LUCK!!
GOOD LUCK!!
Chapter 12 Notes
SOMETHING FUNKY HAPPENED TO MY EMAIL ACCOUNT SO HERE IT IS....
C. Evolutionary Approach to Personality
1. Personality traits and the ability to recognize these traits in others, may have contributed to reproductive fitness in ancestral human populations. Pg502
2. Looks at evolution through the eyes of the big five
-extraversion
-agreeableness
-conscientiousness
-openess to experience
-low neuroticism
D. Critics of Biological Perspective
1. Overly focused on heritability
2. Nature and nurture are tangled together and to separate them is nearly impossible.
3. Too young of a perspective...not enough theory to go along with the empirical evidence.
VII. Contemporary Empirical Approaches to Personality
A. Sensation Seeking
1. Personality Traits
-thrill and adventure seeking
-experience seeking
-disinhibition
-susceptibility to boredom
2. Positive
-tolerant to stress
3. Negative
-poor decision making
B. Self-Monitoring
1. Refers to the degree to which people attend to and control the impression they make on others in social situations.
2. High = “all the world is a stage”.
-these individuals know what their audience is looking for...good for interviews.
-can control and fake emotions.
-good at catching others deceptive impressions
VIII. Culture and Personality
A. Freud
1. Previous research in this area has been biased due to the Eurocentric nature.
B. Can cultures have an impact on personality?
1. American culture tends to be independent oriented.
2. Asian culture tends to be interdependent oriented.
C. Evolutionary Approach to Personality
1. Personality traits and the ability to recognize these traits in others, may have contributed to reproductive fitness in ancestral human populations. Pg502
2. Looks at evolution through the eyes of the big five
-extraversion
-agreeableness
-conscientiousness
-openess to experience
-low neuroticism
D. Critics of Biological Perspective
1. Overly focused on heritability
2. Nature and nurture are tangled together and to separate them is nearly impossible.
3. Too young of a perspective...not enough theory to go along with the empirical evidence.
VII. Contemporary Empirical Approaches to Personality
A. Sensation Seeking
1. Personality Traits
-thrill and adventure seeking
-experience seeking
-disinhibition
-susceptibility to boredom
2. Positive
-tolerant to stress
3. Negative
-poor decision making
B. Self-Monitoring
1. Refers to the degree to which people attend to and control the impression they make on others in social situations.
2. High = “all the world is a stage”.
-these individuals know what their audience is looking for...good for interviews.
-can control and fake emotions.
-good at catching others deceptive impressions
VIII. Culture and Personality
A. Freud
1. Previous research in this area has been biased due to the Eurocentric nature.
B. Can cultures have an impact on personality?
1. American culture tends to be independent oriented.
2. Asian culture tends to be interdependent oriented.
Wednesday, February 17, 2010
Chapter 16 Assignments
Chapter 16 Vocabulary
All vocabulary - including key terms and key people - must be handwritten and in a notebook or binder. No loose leaf paper is accepted nor is typed work of any kind.
Chapter 16 Guided Reading/Notes:
If you select the book notes option, make sure that your notes cover the ENTIRE chapter. Guided readings are located at the following site:http://jonrehm.com/appsyassign.aspx
PsychSim
The assignment for chapter 16 is "Social Decision Making" located at: http://bcs.worthpublishers.com/gray/content/psychsim5/launcher.html
The worksheet for "Social Decision Making" is found at: http://bcs.worthpublishers.com/exploringinmodules5e/content/cat_150/psychsimworksheets_pdf/worksheets.htm?v=category&i=99150.01&s=00150&n=99000&o=
Chapter 16 Essays
1. How could you explain the matching hypothesis in terms of operant conditioning?
2. Evidence suggests that women tend to be more self-disclosing (telling another person private information about oneself) than men. Explain how self-disclosure might help or hinder the development of interpersonal attraction. Which theorist(s) investigating love would be most likely to consider self-disclosure as an important element in love?
3. Daryl Bem's self-perception theory suggests that behavior determines attitudes. This counterintuitive notion is reminiscent of the James-Lange theory of emotion. How are the two theories similar yet different from each other?
4. It's commonly believed that most political elections are determined by the public's impressions of the candidates rather than the candidates' views on the issues. What are some possible reasons for this irrational voting behavior? If the public were more knowledgeable about factors that affect person perception and attitudes, how might that knowledge influence voting behavior?
5. Why do you think so many of the "teachers" in Milgram's "shocking" experiment on obedience administered the highest levels of shock to their "learners"? In answering this question you undoubtedly made some sort of attributions of the teachers' behavior. Analyze the attributions you made in terms of what you've learned about attribution theory from the text.
All vocabulary - including key terms and key people - must be handwritten and in a notebook or binder. No loose leaf paper is accepted nor is typed work of any kind.
Chapter 16 Guided Reading/Notes:
If you select the book notes option, make sure that your notes cover the ENTIRE chapter. Guided readings are located at the following site:http://jonrehm.com/appsyassign.aspx
PsychSim
The assignment for chapter 16 is "Social Decision Making" located at: http://bcs.worthpublishers.com/gray/content/psychsim5/launcher.html
The worksheet for "Social Decision Making" is found at: http://bcs.worthpublishers.com/exploringinmodules5e/content/cat_150/psychsimworksheets_pdf/worksheets.htm?v=category&i=99150.01&s=00150&n=99000&o=
Chapter 16 Essays
1. How could you explain the matching hypothesis in terms of operant conditioning?
2. Evidence suggests that women tend to be more self-disclosing (telling another person private information about oneself) than men. Explain how self-disclosure might help or hinder the development of interpersonal attraction. Which theorist(s) investigating love would be most likely to consider self-disclosure as an important element in love?
3. Daryl Bem's self-perception theory suggests that behavior determines attitudes. This counterintuitive notion is reminiscent of the James-Lange theory of emotion. How are the two theories similar yet different from each other?
4. It's commonly believed that most political elections are determined by the public's impressions of the candidates rather than the candidates' views on the issues. What are some possible reasons for this irrational voting behavior? If the public were more knowledgeable about factors that affect person perception and attitudes, how might that knowledge influence voting behavior?
5. Why do you think so many of the "teachers" in Milgram's "shocking" experiment on obedience administered the highest levels of shock to their "learners"? In answering this question you undoubtedly made some sort of attributions of the teachers' behavior. Analyze the attributions you made in terms of what you've learned about attribution theory from the text.
Wednesday, February 10, 2010
Chapter 15 Assignments
Chapter 15 Vocabulary
All vocabulary - including key terms and key people - must be handwritten and in a notebook or binder. No loose leaf paper is accepted nor is typed work of any kind.
Chapter 15 Guided Reading/Notes
If you select the book notes option, make sure that your notes cover the ENTIRE chapter. Guided readings are located at the following site:http://jonrehm.com/appsyassign.aspx
NO PSYCHSIM FOR CHAPTER 15.
Chapter 15 Essays
1. Compare and contrast the psychoanalytic and humanistic brands of insight therapy.
2. Persons suffering from different psychological disorders differ from each other in the extent to which they admit they need help and the extent to which they are resistant to therapy. For which disorders are patients most likely and least likely to cooperate with therapeutic interventions?
3. A major difference between insight therapies and behavior therapies is in their position about whether it's necessary or useful to seek out the origin of psychological difficulties. A compromise position might be that this kind of information is important for patients with some disorders, but not for patients with other disorders. Explain why this kind of information might be more helpful for some kinds of patients than for others.
4. It is believed by some that all psychological disorders can be traced to some sort of biological malfunction, especially malfunctions in the nervous system. In other words, in a perfectly formed and perfectly functioning biological organism, there could be no psychological disorder. If this were true, then the "ultimate cure" for any psychological disorder would be a biomedical cure. Explain why this position does or does not make sense to you.
5. In light of the differences between the various psychological disorders and their hypothesized etiologies, it would seem that for each disorder, a particular type of therapy might work best. Discuss this notion, and give examples using specific disorders and specific approaches to therapy to support your arguments.
Good luck!!
All vocabulary - including key terms and key people - must be handwritten and in a notebook or binder. No loose leaf paper is accepted nor is typed work of any kind.
Chapter 15 Guided Reading/Notes
If you select the book notes option, make sure that your notes cover the ENTIRE chapter. Guided readings are located at the following site:http://jonrehm.com/appsyassign.aspx
NO PSYCHSIM FOR CHAPTER 15.
Chapter 15 Essays
1. Compare and contrast the psychoanalytic and humanistic brands of insight therapy.
2. Persons suffering from different psychological disorders differ from each other in the extent to which they admit they need help and the extent to which they are resistant to therapy. For which disorders are patients most likely and least likely to cooperate with therapeutic interventions?
3. A major difference between insight therapies and behavior therapies is in their position about whether it's necessary or useful to seek out the origin of psychological difficulties. A compromise position might be that this kind of information is important for patients with some disorders, but not for patients with other disorders. Explain why this kind of information might be more helpful for some kinds of patients than for others.
4. It is believed by some that all psychological disorders can be traced to some sort of biological malfunction, especially malfunctions in the nervous system. In other words, in a perfectly formed and perfectly functioning biological organism, there could be no psychological disorder. If this were true, then the "ultimate cure" for any psychological disorder would be a biomedical cure. Explain why this position does or does not make sense to you.
5. In light of the differences between the various psychological disorders and their hypothesized etiologies, it would seem that for each disorder, a particular type of therapy might work best. Discuss this notion, and give examples using specific disorders and specific approaches to therapy to support your arguments.
Good luck!!
Wednesday, January 27, 2010
Chapter 14 Assignments
Chapter 14 PsychSim
The PsychSim for this chapter is titled "Mystery Client" the simulation is located at: http://www.worthpublishers.com/myers5e/content/psychsim/
The worksheet for "Mystery Client" is located at http://www.worthpublishers.com/hockenbury_worth/content/psychsim/chapter15.htm click on the link at the bottom right of the website.
YOU DO NEED ADOBE IN ORDER TO OPEN THE DOCUMENT. IF YOU DO NOT HAVE ADOBE, PLEASE PLAN AHEAD AND MAKE THE PROPER ARRAGNEMENTS.
Chapter 14 Vocabulary
All vocabulary - including key terms and key people - must be handwritten and in a notebook or binder. No loose leaf paper is accepted nor is typed work of any kind.
Chapter 14 Guided Reading/Book Notes
If you select the book notes option, make sure that your notes cover the ENTIRE chapter. Guided readings are located at the following site:http://jonrehm.com/appsyassign.aspx
Chapter 14 Essays
1. It has been said that not all deviant behavior is maladaptive, but all maladaptive behavior is deviant. Discuss this idea, based on what you've learned about the definition and criteria of abnormal behavior.
2. Freud believed that most, if not all, psychological disorders are mainly the result of anxiety. However, Freudian explanations of the anxiety disorders receive much less attention today than they once did. From what you've learned of Freudian theory, how would a Freudian explanation of the etiology of the anxiety disorders differ from the types of explanations presented in your text?
3. There appear to be some similarities between posttraumatic stress disorder (Chapter 13) and the dissociative disorders in that most cases of each type of disorder are thought to result from extreme stress. How would you justify creating separate classifications for these disorders?
4. Some of the most prominent modern theories of the mood disorders focus primarily on cognitive factors. You learned in Chapter 10 that some theorists believe the experience of emotion is heavily influenced by cognitive factors. In what ways do some of these cognitive theories of emotion agree with theories about cognitive factors in the etiology of the mood disorders?
5. According to the DSM-IV, individuals should not be diagnosed as having a personality disorder before they're 18 years old because personality is not well established before then. From what you know about personality development (Chapters 11 and 12), can you support this position? You may wish to answer from the particular viewpoint of one of the personality theorists covered in your text (e.g., Erikson, Mischel, Maslow, or others).
The PsychSim for this chapter is titled "Mystery Client" the simulation is located at: http://www.worthpublishers.com/myers5e/content/psychsim/
The worksheet for "Mystery Client" is located at http://www.worthpublishers.com/hockenbury_worth/content/psychsim/chapter15.htm click on the link at the bottom right of the website.
YOU DO NEED ADOBE IN ORDER TO OPEN THE DOCUMENT. IF YOU DO NOT HAVE ADOBE, PLEASE PLAN AHEAD AND MAKE THE PROPER ARRAGNEMENTS.
Chapter 14 Vocabulary
All vocabulary - including key terms and key people - must be handwritten and in a notebook or binder. No loose leaf paper is accepted nor is typed work of any kind.
Chapter 14 Guided Reading/Book Notes
If you select the book notes option, make sure that your notes cover the ENTIRE chapter. Guided readings are located at the following site:http://jonrehm.com/appsyassign.aspx
Chapter 14 Essays
1. It has been said that not all deviant behavior is maladaptive, but all maladaptive behavior is deviant. Discuss this idea, based on what you've learned about the definition and criteria of abnormal behavior.
2. Freud believed that most, if not all, psychological disorders are mainly the result of anxiety. However, Freudian explanations of the anxiety disorders receive much less attention today than they once did. From what you've learned of Freudian theory, how would a Freudian explanation of the etiology of the anxiety disorders differ from the types of explanations presented in your text?
3. There appear to be some similarities between posttraumatic stress disorder (Chapter 13) and the dissociative disorders in that most cases of each type of disorder are thought to result from extreme stress. How would you justify creating separate classifications for these disorders?
4. Some of the most prominent modern theories of the mood disorders focus primarily on cognitive factors. You learned in Chapter 10 that some theorists believe the experience of emotion is heavily influenced by cognitive factors. In what ways do some of these cognitive theories of emotion agree with theories about cognitive factors in the etiology of the mood disorders?
5. According to the DSM-IV, individuals should not be diagnosed as having a personality disorder before they're 18 years old because personality is not well established before then. From what you know about personality development (Chapters 11 and 12), can you support this position? You may wish to answer from the particular viewpoint of one of the personality theorists covered in your text (e.g., Erikson, Mischel, Maslow, or others).
Wednesday, January 13, 2010
Chapter 11
Chapter 11 Review Video will replace the PsychSim. This is due January 25th for 246 and January 26th for 135.
For chapter 11 answer the following questions from the video titled "The Developing Child" located at http://www.learner.org/resources/series138.html?pop=yes&pid=1525
For chapter 11 answer the following questions from the video titled "The Developing Child" located at http://www.learner.org/resources/series138.html?pop=yes&pid=1525
AP Psychology
Discovering Psychology: Developing Child
Directions: As the video is playing answer the following questions.
1. Mental medicine emerged about __________________ years ago.
2. Rousseau believed that __________________ impacts our development by giving us the qualities and skills in order to survive.
3. Locke believed that our ____________________ provided us the qualities and skills necessary to survive.
4. The true story of Victor – the wild child – proved that _______________ determines who we are, making _______________ secondary in our development.
5. True/False: Babies can feel pain.
6. Just after a few minutes of life, babies can turn their ______________ in order to find the source of a _______________ that they like.
7. Babies are born with likes and dislikes just after ______________ hours of age.
8. The sense of ____________________ functions before birth. Support examples: babies being comforted by the mother’s heart beat and voice.
9. The sense of _______________ is not fully developed at birth, making babies legally ______________.
10. At the age of ____________ months, babies can distinguish color.
11. The three basic tasks of infancy are:
Find basic…..
Find protection…..
Find social……
12. Habituation takes place when babies become _______________ with familiar actions/objects and there is a _______________ in their response.
13. Babies prefer objects that have ______________over plain/smooth objects.
14. Babies prefer ________________ over simple objects.
15. Jean Piaget is the most influential ___________________ psychologist.
16. True/False: Piaget used the best and most up to date technology to conduct his experiments.
17. Children’s _______________ functions develop before their physical functions/motor movement.
18. Explain the concept of object permanence:
19. When infants are puzzled/confused they stare at the object _______________.
20. Judy DeLoache uses symbols in order to understand _______________ development in children.
21. The visual cliff, created in 1960, is used to study the development of __________ perception and the emotion of _______________.
22. Temperaments, such as timid or bold, are _______________ based.
23. Biology is __________ destiny. Your environment can shape your personality.
24. The personality trait that has deep biological roots is that of _______________ levels.
25. The potential you are born with is shaped by your ___________________.
Discovering Psychology: Developing Child
Directions: As the video is playing answer the following questions.
1. Mental medicine emerged about __________________ years ago.
2. Rousseau believed that __________________ impacts our development by giving us the qualities and skills in order to survive.
3. Locke believed that our ____________________ provided us the qualities and skills necessary to survive.
4. The true story of Victor – the wild child – proved that _______________ determines who we are, making _______________ secondary in our development.
5. True/False: Babies can feel pain.
6. Just after a few minutes of life, babies can turn their ______________ in order to find the source of a _______________ that they like.
7. Babies are born with likes and dislikes just after ______________ hours of age.
8. The sense of ____________________ functions before birth. Support examples: babies being comforted by the mother’s heart beat and voice.
9. The sense of _______________ is not fully developed at birth, making babies legally ______________.
10. At the age of ____________ months, babies can distinguish color.
11. The three basic tasks of infancy are:
Find basic…..
Find protection…..
Find social……
12. Habituation takes place when babies become _______________ with familiar actions/objects and there is a _______________ in their response.
13. Babies prefer objects that have ______________over plain/smooth objects.
14. Babies prefer ________________ over simple objects.
15. Jean Piaget is the most influential ___________________ psychologist.
16. True/False: Piaget used the best and most up to date technology to conduct his experiments.
17. Children’s _______________ functions develop before their physical functions/motor movement.
18. Explain the concept of object permanence:
19. When infants are puzzled/confused they stare at the object _______________.
20. Judy DeLoache uses symbols in order to understand _______________ development in children.
21. The visual cliff, created in 1960, is used to study the development of __________ perception and the emotion of _______________.
22. Temperaments, such as timid or bold, are _______________ based.
23. Biology is __________ destiny. Your environment can shape your personality.
24. The personality trait that has deep biological roots is that of _______________ levels.
25. The potential you are born with is shaped by your ___________________.
Chapter 11 Vocabulary
All vocabulary - including key terms and key people - must be handwritten and in a notebook or binder. No loose leaf paper is accepted nor is typed work of any kind.
Chapter 11 Guided Reading/Book Notes
If you select the book notes option, make sure that your notes cover the ENTIRE chapter. Guided readings are located at the following site:http://jonrehm.com/appsyassign.aspx
Chapter 11 Essays
1. Describe the four stages of cognitive development proposed by Jean Piaget, and discuss the major developmental changes associated with each of the stages.
2. Research on adolescence indicates that for girls early maturation is particularly difficult, while for boys late maturation is especially hard. How would you explain this gender difference? Consider how your text’s unifying themes that psychology evolves in a sociohistorical context might help to explain it.
3. The experience of midlife crisis has been likened by some to the adolescent search for identity. In what ways are these two developmental phenomena similar? How are they different?
4. Research indicates that there are genuine (although often small) gender differences in verbal ability, mathematical ability, spatial ability, aggression, and nonverbal communication. There is also some evidence that biological differences between the sexes in hormone levels and brain organization contribute to some or all of these behavioral differences. Adopt a functionalist/evolutionary perspective, and discuss why these biological differences and their consequent behavioral differences might exist.
5. According to Carol Gilligan, Kohlberg’s theory describes moral development from the “justice perspective”, which tends to predominate in males, but neglects to consider the “care perspective”, which tends to predominate in females. From the justice perspective, moral decisions are based on consideration for fairness and equal treatment for all. From the care perspective, moral decisions are based on considering of meeting individuals’ personal needs and preserving relationships. Do research findings on gender differences support Gilligan’s views?
2. Research on adolescence indicates that for girls early maturation is particularly difficult, while for boys late maturation is especially hard. How would you explain this gender difference? Consider how your text’s unifying themes that psychology evolves in a sociohistorical context might help to explain it.
3. The experience of midlife crisis has been likened by some to the adolescent search for identity. In what ways are these two developmental phenomena similar? How are they different?
4. Research indicates that there are genuine (although often small) gender differences in verbal ability, mathematical ability, spatial ability, aggression, and nonverbal communication. There is also some evidence that biological differences between the sexes in hormone levels and brain organization contribute to some or all of these behavioral differences. Adopt a functionalist/evolutionary perspective, and discuss why these biological differences and their consequent behavioral differences might exist.
5. According to Carol Gilligan, Kohlberg’s theory describes moral development from the “justice perspective”, which tends to predominate in males, but neglects to consider the “care perspective”, which tends to predominate in females. From the justice perspective, moral decisions are based on consideration for fairness and equal treatment for all. From the care perspective, moral decisions are based on considering of meeting individuals’ personal needs and preserving relationships. Do research findings on gender differences support Gilligan’s views?
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