zilongwang/ReadingBank huggingface dataset:
9. During which stage of change would a child likely admit to a problem but deny that help is really necessary? a. action b. preparation c. contemplation d. maintenance 10. A child who offers to arrange and organize your desk when you ask them about their relationship with their parents might be displaying: a. denial b. regression c. avoidance d. reaction formation 11. Which of the following group counseling skills is described as one which would help a child feel safe with and confident in the group leader? a. Giving Feedback b. Summarizing c. Confrontation d. Giving Instructions 12. Freud believed that the _______ was the more primitive side of the personality and the one which we seem to find more prevalent in young children. a. ID b. Ego c. Super Ego d. Super Duper Ego 13. Piaget found that conservation a. was a behavioral ability that did not appear until approximately 10 years of age. b. was an inability to understand that some internal characteristics would remain stable even if external changes occurred. c. could not be taught successfully to most children until the Id was fully formed. d. was a cognitive ability that appeared around the ages of 6 or 7. 14. The type of attachment in which a child might demonstrate separation anxiety but then move away from their caregiver during the reunion would be referred to as a(n) _______attachment. a. insecure-avoidant b. insecure-ambivalent c. insecure-disorganized d. secure 15. From a behavioral perspective, the disciplining of a child with a spanking would most likely be described as the use of a: a. Positive Punishment b. Positive Reinforcement c. Negative Punishment d. Negative Reinforcement
Class Dates: Date Class Topic Assignment Mon 1/8 Wed 1/10 Class Intro & Syllabus What is Drug Addiction? Mon 1/15 Wed 1/17 MLK Holiday - No Class Theories of Drug Addiction Intro Mon 1/22 Wed 1/24 Craving & Relapse Article Discussion Article posted on D2L Weekly Summary 1 due Mon 1/29 Wed 1/31 Opponent Process Article Discussion Article posted on D2L Weekly Summary 2 due Mon 2/5 Wed 2/7 Habit/Incentive-Sensitization Article Discussion Article posted on D2L Weekly Summary 3 due Mon 2/12 Wed 2/14 General Theory of Addiction? Article Discussion Article posted on D2L Weekly Summary 4 due Mon 2/19 Wed 2/21 Drug Memory Reconsolidation Article Discussion Article posted on D2L Weekly Summary 5 due Mon 2/26 Wed 2/28 Mid-Term Review Mid-Term Exam Research Papers Chosen Mon 3/5 Wed 3/7 SPRING BREAK SPRING BREAK Mon 3/12 Wed 3/14 Neurobiological Mechanisms- Technique Discussion Introduction Outline Due Mon 3/19 Wed 3/21 Neurobiological Mechanisms – Technique Discussion Results Outline Due Mon 3/26 Wed 3/28 Can we treat Addiction? Article Discussion Article Posted on D2L Discussion & Future Directions Outline Due Mon 4/2 Wed 4/4 Group-led Discussion #1 Group-led Discussion #2 Introduction Due Mon 4/9 Wed 4/11 Group-led Discussion #3 Group-led Discussion #4 Results Due Mon 4/16 Wed 4/18 Group-led Discussion #5 Group-led Discussion #6 Discussion & Future Directions Due Mon 4/23 Wed 4/25 Group-led Discussion #7 Group-led Discussion #8 Mon 4/30 Final Paper Due
Define the concept of psychosis. Demonstrate an understanding of the research on suicide. Explain the development (etiology) and treatment of major psychological disorders. INSTRUCTOR'S EXPECTATIONS OF STUDENTS IN CLASS TEXTBOOK AND OTHER REQUIRED MATERIALS REFERENCES METHODS OF EVALUATION X. ATTENDANCE REQUIREMENTS XI. COURSE OUTLINE
students in many ways. See the Office of Disability Services to receive suggestions for disability statements that should be included in each syllabus. Grading: The College grading policy should be included in the course syllabus. Any special practices should also go here. This should include the instructor’s and/or the department’s policy for make-up work. For example in a speech course, “Speeches not given on due date will receive no grade higher than a sixty” or “Make-up work will not be accepted after the last day of class.” Attendance Policy: Include the overall attendance policy of the college. Instructors may want to add additional information in individual syllabi to meet the needs of their courses. General Policies: Instructors’ policy on the use of things such as beepers and cell phones and/or hand held programmable calculators should be covered in this section. Cheating and Plagiarism: This must be included in all syllabi and should include the penalties for incidents in a given class. Students should have a clear idea of what constitutes cheating in a given course. Safety Concerns: In some programs this may be a major issue. For example, “No student will be allowed in the safety lab without safety glasses.” General statements such as, “Items that may be harmful to one’s self or others should not be brought to class.” Library/ Learning Resources: Since the development of the total person is part of our mission, assignments in the library and/or the Learning Resources Center should be included to assist students in enhancing skills and in using resources. Students should be encouraged to use the library for reading enjoyment as part of lifelong learning. Expanded Course Outline:
Aug 22 24 29 31 Sept 7 12 14 Syllabus/Course Discussion Ch 1 Psychological Research Ch 2 Hypothesis Development Ch 2 cont 9/5 Last Day to Drop w/o “W” Ch 3 Ethical Guidelines for Psych Research Project Discussion & Review Exam Ch 1-3 19 21 26 28 Oct 3 5 Ch 4 Scientific Method Ch 5 Variables & Measurement Ch 5 cont Ch 6 Sampling Project Discussion & Review Exam Ch 4-6 10 12 17 19 Ch 7 Statistics Ch 8 Reporting Research Project Discussion & Review Exam Ch 7-8 10/21 Last Day to Drop w/ “W” 24 26 31 Nov 2 Ch 9 Survey Research Ch 9 cont Ch 10 Correlational Studies Exam Ch 9-10 7 9 14 16 21 28 30 Dec 7 Ch 11 One Factor Experiment Ch 11 cont Ch 12 Multi Factor Experiments Ch 13 Quasi Experiments Exam Ch 11-13 Ch 14 Other Specialized Designs Ch 15 Using Statistics Research Presentations 8-9:50am
List and explain 2 reasons why causality cannot be inferred from correlation. (2 pts) Correlation does not imply causality. Correlation can only show the relationship between two variables. Issues that show correlation does not show causality is the third variable problem which means some other variable (one that was not measured) is responsible for the observed relationship. Additionally, there is no way to determine directionality. Which correlation coefficient would you use to look at the correlation between gender and time spent on the phone talking to your mother? (1 pt) The point-biserial correlation coefficient, rpb The biserial correlation coefficient, rb Pearson’s correlation coefficient, r Kendall’s correlation coefficient, τ How do you determine if your data is curvilinear? If your data is curvilinear, can you use a Pearson’s r correlation? Why or why not? (3 pts) When using Pearson's r it is important to remember it is based on the assumption of linear relationship rather than curvilinear, therefore, pearson's r would not be a proper correlation to use when dealing with curvilinear data. To determine if your data is curvilinear, using graphs is one approach to visually determine if your data is curvilinear. do the results in the table below show? (1 pt) Work productivity Time spent on Facebook Work productivity Pearson’s correlation 1.000 –.94 Sig. (2-tail) . .000 N 100 100 Time spent on Facebook Pearson’s correlation –.94 1.000 Sig. (2-tail) .000 . N 100 100 In a sample of 100 people, there was a strong negative but non-significant relationship between work productivity and time spent on Facebook, r = –.94, p > .001.
Email: Web: Note: Interested students should provide a copy of their resume, the names of three references, a TB test, and a recent police check. This placement is appropriate for those interested in working with older seniors in an independent retirement setting (not nursing home). All students are expected to complete mandatory training and orientation. Students can review the agency website in advance to familiarize themselves with the home and activities. Maison Decision House Contact: Louis Berube Phone: (613) 728-5013 Email: Web: Ottawa Children’s Treatment Centre Contact: Natalie Quaile Phone: (613) 688-2126, extension 4026 Email: Web: Note: All students must have a police check for the vulnerable sector completed within the last six months. In addition, evidence must be provided of up to date immunizations. Paul Menton Centre, Carleton University Contact: Jessie Gunnell or Laura Brawn Phone: 613-520-6608 Email: , Web: Note: Psychology practicum students at the PMC have the opportunity to develop coaching, use instructional practices effective in supporting students with disabilities, create and apply individualized and compensatory learning strategies, use assistive technology applicable to university-level expectations. This requires an understanding of students’ unique learning profile based on documentation and academic experience. Our goal is to help students become independent The placement is semi-structured: While direct supervision is provided, we are looking for independent workers who can take initiative, demonstrate professionalism, and maintain student confidentiality. Mandatory training takes place during the final week of August. Royal Canadian Mounted Police (RCMP) – National Criminal Operations Contact: Simon Baldwin, National Criminal Operations, Contract & Aboriginal Policing Directorate – Research Unit Email: Web: Note: Due to time constraints in completing security clearances, students interested in placement with the RCMP should begin assembling sources for character references,
Jayne Wilkins, Benjamin J. Schoville, Kyle S. Brown, Robyn Pickering, Andy I. R. Herries, Benjamin Collins Ancient Middle Stone Age climates at SM-1 in NW Ethiopia as revealed by stable isotopic sclerochronology Lani Wyman, Neil Tabor, John Kappelman, Lawrence Todd, Oral Presentations Tuesday, March 28: 9:00 – 12:15 Georgia A/B 9:00 Introduction 9:15 Pleistocene habitat suitability correlated with genetic variation in the Southern African baboon (Papio ursinus sensu lato): implications for hominin demography in southern Africa Benjamin J Schoville, Riashna Sithaldeen, 9:30 Primate stone tool use for paleoanthropologists Michael Haslam 9:45 The siliciclastic deposits of Jacovec Cavern, Sterkfontein: Reconstructing depositional environments in karst systems. Silindokuhle Siyabonga, Dominic Justin 10:00 A high resolution microtomographic study of the StW 578 Pliocene hominid cranium from Sterkfontein Cave Amélie Beaudet, Jason L. Heaton, Travis R. Pickering, Dominic Stratford, Ron J. Clarke 10:15 Australopithecus anamensis paleoenvironments in the Omo-Turkana basin using stable isotope analysis of tooth enamel from mixed feeding taxa Laurence Dumouchel, Jonathan G. Wynn, René Bobe, Michelle S. M. Drapeau, Denis Geraads 10:30 Discussion 10:45 Using tephrostratigrapy to link cores to outcrops at Olduvai Gorge, Tanzania Lindsay J. McHenry, Jackson K. Njau, Ian G. Stanistreet, Harald Stollhofen, Alan Deino, Kathy Schick ,Nick Toth 11:00 Phytolith Palaeolandscape during Bed II at Olduvai Gorge (Tanzania) Makarius Peter Itambu, Manuel Domiguez-Rodrigo, Audax Mabulla, Charles Egeland ,
Each Clayton State University student must abide by the rules and regulations pertaining to student conduct as indicated in the Student Handbook and the University Catalog. It is the responsibility of the student to obtain these documents and become familiar with this information. Academic Dishonesty Any type of activity that is considered dishonest by reasonable standards may constitute academic misconduct. The most common forms of academic misconduct are cheating and plagiarism. All instances of academic dishonesty will result in a grade of zero for the work involved. All instances of academic dishonesty will be reported to the Office of Student Life/Judicial Affairs. Judicial procedures are described at . Disruption of the Learning Environment Behavior which disrupts the teaching–learning process during class activities will not be tolerated. While a variety of behaviors can be disruptive in a classroom setting, more serious examples include belligerent, abusive, profane, and/or threatening behavior. A student who fails to respond to reasonable faculty direction regarding classroom behavior and/or behavior while participating in classroom activities may be dismissed from class. A student who is dismissed is entitled to due process and will be afforded such rights as soon as possible following dismissal. If found in violation, a student may be administratively withdrawn and may receive a grade of WF. A more detailed description of examples of disruptive behavior and appeal procedures is provided at: Disability Services Students with disabilities who require reasonable accommodations need to register with Disability Services in order to obtain their accommodations. You can contact them at 678-466-5445 or . If you are already registered with DS and are seeking accommodations for this course, please make an appointment with me to discuss your specific accommodation needs for this course and give me your accommodations letter. Tutoring The Center for Academic Success (CAS) provides tutoring for this course. Appointments can be made through TutorTrac at or by contacting the CAS at (678) 466-4070, lower level of the library. Operation Study
3/19 Exam # 2 3/26 ‘Isms - “Culture” Reflection Papers due Mio Chapter 6 4/2 Cultural identity Mio Chapter 7 4/9 Culture and health Mio Chapter 8 4/16 Culture and mental health “Interviews” Paper due Mio Chapter 9 4/23 Multicultural competence Mio Chapter 10 4/30 Classes end on April 29 4/30 – 5/6 Final Exam (Exam 3) Check Registrar’s website for specific date/time
1 8/27 Syllabus review; Introduction to the Psychology of Women 8/29 Historical and Theoretical Perspectives: Psychoanalytic & Sociobiology Read: Else-Quest & Hyde (2018) Ch. 2, Slater (2013) 8/31 Due: DB Introductions 2 9/3 No Class 9/5 Theoretical Perspectives: Social Learning, Watch: Dr. Block ( 9/7 Due: DB GEP Topics of Interest & respond to two classmates whose ideas you like by 11:59PM 3 9/10 Theoretical Perspectives: Gender Schema Theory, Feminist Theory Read: Martin et al. (2002) p. 911-913 (other pages not required) 9/12 Privilege and Oppression: Intersections of identity Due CTP 1: Self-Reflection Paper Read: Settles (2006) Sign up for GEP Group by midnight. If not, instructor will assign you to a group. 9/14 Watch: Claude Steele talk ( Due: DB Stereotype Threat 4 9/17 In class group work: Brainstorm GEP intervention ideas, set ground rules for group work Due: GEP initial ideas by midnight today 9/19 Gender Differences vs Gender Stereotypes, Stereotype Threat Read: Van Loo & Rydell (2013); Else-Quest & Hyde (2018) Ch. 3 (p. 62-76) 9/21 Due: Watch Killing Us Softly 4 DB post due by Mon 9/24 at 12:00pm WEEK DATE MONDAY DATE WEDNESDAY DATE FRIDAY (ONLINE)
5 9/24 Stereotype Threat (cont.); start Gender Socialization Read: Orenstein (2011) Ch 2 & 3 9/26 Gender Socialization: Infancy, childhood, & adolescence 9/28 Individually written annotated bibliographies related to GEP topic. Group should have primary idea finalized. Due before class Monday 10/1 6 10/1 Gender development: Trans and non-gender conforming children Read: Olson et al. (2015) 10/3 Media Representation Watch clips from Miss Representation Due: CTP 2 – Theories Paper 10/5 Due: DB Advertisement Critique 7 10/8 Racialized, Hostile, and Benevolent Sexism Read: Shepherd et al. (2011) Due: Sign up for GEP presentation time slot 10/10 Domestic Minor Sex Trafficking Read: Kotrla (2010) 10/12 Due: Submit idea and draft of method for GEP 8 10/15 Sexual Assault and Victim Blaming Read: Testimony from Brock Turner trial; Excerpts from Roxane Gay’s Hunger 10/17 Sexuality and Sexual Agency Read: Trinh (2016) 10/19 Due: Submit revised GEP method. 9 10/22 Exam 1 10/24 Domestic Violence 10/26 Due: Watch Half the Sky, DB post due before class Monday 10/29 10 10/29 Menstruation and Reproductive Rights Read: Steinem (1978), Downing (2007) Start: Launch GEP interventions! 10/31 Gender and Communication Read: Else-Quest & Hyde (2018) Ch. 5 11/2 Group work: Continue to carry out GEP intervention Due: Take Imposter Phenomenon Scale before 11/5 WEEK DATE MONDAY DATE WEDNESDAY DATE FRIDAY (ONLINE)
Cognitive Training Program 8 10/16 Language Comprehension 10/18 Bilingualism & Acquisition of new languages Proposal Outline Pons et al., 2009 9 10/23 Problem Solving 10/25 Future Episodic Thought TBD 10 10/30 Executive Function 11/1 Decision Making Platt & Huettel, 2008 11 11/6 False Memory – DRM and MIS 11/8 False Memory - Loftus Chapter 8 and Quiz 12 11/13 False Memory and Legal Implications 11/15 Metamemory Methods Chapter 9 and Quiz 13 11/20 No class 11/22 THANKSGIVING BREAK 14 11/27 Memory Improvement 11/29 Learning Chapter 13 and Quiz 15 12/4 Memory Disorders 12/6 Disorders Continued Final Proposal Chapter 10, Verfaellie, & Keane, 2017, and Quiz 16 12/11 Reading Day 12/17 Final Exam 1:30 pm – 3:30 pm Note: This is a tentative schedule, and subject to change as necessary – monitor the course ELMS page for current deadlines. In the unlikely event of a prolonged university closing, or an extended absence from the university, adjustments to the course schedule, deadlines, and assignments will be made based on the duration of the closing and the specific dates missed.
Learning Assessment Percent of Final Grade Exam 1 15% Exam 2 15% Final Exam 15% Participation 20% Friday Assignments and Homework 20% Maryland Dialogues on Diversity Critical Analysis Paper 15% Final Grade Cutoffs + 97.00% + 87.00% + 77.00% + 67.00% A 94.00% B 84.00% C 74.00% D 64.00% F <60.0% - 90.00% - 80.00% - 70.00% - 60.00% Course Schedule **All assigned readings are to be completed before class on the day they are listed.** Week Date Monday Date Wednesday Date Friday Conceptual Frameworks 1 8/27 Introductions & Introduction to Multicultural 8/29 Dialogue versus Debate My Influences Activity 8/31 Due: Case Discussion: Derek Black 2 9/3 Labor Day, No Class 9/5 Discuss Derek Black Theoretical Foundations: Ecological Theory Read: Derek Black on Charlottesville 9/7 Watch and Reflect: “The Danger of a Single Story” 3 9/10 Theoretical Foundations: Social Learning Theory, and Schema Theory, Socialization and Social Identities 9/12 Stereotypes: Explicit and Implicit Bias and Microaggressions Read: et al (2017) 9/14 Due: IAT and Reflection Watch: Jay Smooth Harmless Intent with Harmful Impact: The Insidious Impact of Isms 4 9/17 “I’m not racist, but…” Aversive Racism Read: Dovidio et al. (2002) 9/19 Aversive racism cont’d 9/21 Read: Reisner et al. (2015) AND Is Chivalry Dead 5 9/24 Sex, Gender, and Gender Socialization Review 9/26 Exam 1 9/28
7 10/9 Compliance Draft Social Media 1 Due 10/11 Work on Draft Paper & Social Media 8 10/16 Coercion 10/18 Work on Draft Paper & Social Media 9 10/23 Exam 2 10/25 Work on Draft Paper & Social Media 10 10/30 Work on Evaluation & Social Media Draft 2 Due Paper Draft Due 11/1 Work on Evaluation & Social Media 11 11/6 Final Social Media Due 11/8 Work on Evaluation & Social Media 12 11/13 Persuasive Context 11/15 Work on Presentation Draft Results and Statistical Analysis 13 11/20 No class 11/22 THANKSGIVING 14 11/27 Interrogation & Torture 11/29 Practice Presentations 15 12/4 Presentations 12/6 Presentations 16 12/11 Reading Day 12/15 Final Exam at 10:30 am Note: This is a tentative schedule, and subject to change as necessary – monitor the course ELMS page for current deadlines. In the unlikely event of a prolonged university closing, or an extended absence from the university, adjustments to the course schedule, deadlines, and assignments will be made based on the duration of the closing and the specific dates missed.
Tentative Schedule: Week Topics Assignments Due 1 Ch 1 & 2 2 Ch 3 & 4 3 Ch 5 & 6 4 Ch. 7 5 Complete Abstinence Assignment Ch 8 6 Complete Video Review Assignment Ch 9 Video Review Assignment 7 Complete Community Education Power Point Ch. 10 Community Education Power Point 8 Ch 11 Ch 12 9 Complete self-reflection paper Ch. 13 Self-Reflection Paper 10 Ch 14 Ch 15 Abstinence Assignment 11 Personal Reflection Additional Information: <<Optional>>
Course Schedule Week (Dates) Topic Reading Wk 1 – 1/21 1/23 Course Introduction What is Cultural Psychology? Ch1 1-31 Wk 2 – 1/28 1/30 Methods and Key Concepts SIMULATION ACTIVITY Ch4 110-151, #1 Wk 3 – 2/4 2/6 Acculturation and Multiculturalism Ethnic Identity Ch10 383-422 #2, 3 Wk 4 – 2/11 2/13 Stereotyping, Prejudice, and Discrimination Personality and Self 1 SIMULATION REACTION PAPER DUE 2/14 #4, 5 Ch6 194-209, #6 Wk 5 – 2/18 2/20 Personality and Self 2 Development and Socialization 1 Ch6 215-238 Ch5 152-193 Wk 6 – 2/25 2/27 Development and Socialization 2 Development and Socialization 3 #7, 8 Wk 7 – 3/4 3/6 Wrap-up and Review EXAM #1 Wk 8 – 3/11 3/13 *************SPRING BREAK************ Wk 9 – 3/18 3/20 Motivation Ch7 239-254, 263-284 #9, 10 Wk 10 – 3/25 3/27 Cognition and Perception Ch8 285-320 #11, 12 Wk 11 – 4/1 4/3 Social Behavior and Relationships INTEGRATED PAPER DUE 4/4 Ch9 339-382, #13 #14 Wk 12 – 4/8 4/10 Emotion Ch14 528-567 #15, 16 Wk 13 – 4/15 4/17 Physical Health Culture and the Brain Ch11 423-40, 448-57 #17, 18 Wk 14 – 4/22 4/24 Mental Health Ch12 458-490 #19, #20 Wk 15 – 4/29 5/1 Wrap-up and Review EXAM #2 LITERATURE REVIEW DUE For Seniors: Due Friday 5/9 by 5pm For Others: Due Friday 5/16 by 5pm
References Aronson, E., Wilson, T., & Akert, R. (2012). Conformity: Influencing Behavior. In Social psychology (8th ed.). Boston, Massachusetts: Pearson Books. Asch, S. (1956). Studies of independence and conformity: I. a minority of one against a unanimous majority. Psychological Monographs: General and Applied, 70(9), 1-70. Retrieved April 27, 2015, from PsyCONTENT. Beran, T. N., McLaughlin, K., Al Ansari, A., & Kassam, A. (2013). Conformity of behaviors among medical students: Impact on performance of knee arthrocentesis in simulation. Advances in Health Sciences Education, 18(4), 589-596. doi: http://dx.doi.org/10.1007/s10459-012-9397-5 Lawson, T. J., Haubner, R. R., & Bodle, J. H. (2013). Standing in the hallway improves students’ understanding of conformity. Teaching of Psychology, 40(2), 153-155 doi: 10.1177/0098628312475038. Tainaka, T., Miyoshi, T., & Mori, K. (2014). Conformity of witnesses with low self-esteem to their co witnesses. Psychology, 5(15), 1695-1701. doi: http://dx.doi.org/10.4236/psych.2014.515177
Fellowship 2017:2_Psychiatry Question 1 A 44 year old man presents with “bizarre behaviour”. He was seen initially by the Mental Health Assessment Team who were concerned that his presentation may have an underlying organic cause. i) List 5 symptoms or signs that might suggest the presentation is more likely to be due to an underlying organic cause (5 marks) ii) List five (5) different categories of diagnosis, that can mimic psychiatric behavioural disturbances, for each type give a very specific example and an investigation that would be useful to prove that diagnosis. An example is given in the first row. (15 marks) Diagnosis Type (5 marks) Specific Diagnosis (5 marks) Investigation (5 marks) Metabolic Hypercalcaemia due to pancoast tumour/PTHrp secretion CMP/CXR Diagnosis Type Specific Diagnosis Investigation Sepsis Any source e.g.UTI Septic screen –BC/UA/MCS Head Injury Subdural, Concussion, SAH, Extradural Imaging – CT/MRI Toxic Serotonin syndrome, Carbamazepine OD Drug levels/tox screen SOL Any brain tumour, AVM CT/MRI Endocrine Thyroid Storm, Addisions crisis, TSH, cortisol Hypoxia/Hypercarbia Pneumonia, PE, hypoventilation due to opiates, COPD exac etc Sats/ABG Drug Induced Illicit drugs, prescription drugs SE, intentional OD – as long as appropriate specific drug Urine drug screen, ECG, VBG Neoplastic Brain tumour – primary or mets Imaging – CT/MRI Intracranial infection Encephalitis due to HSV LP Many other examples are appropriate. Must be different diagnosis types- cant be 2 marks for 2 endocrine causes Question 2
Substance Abuse How are you doing with alcohol? …. Marijuana do anything for you? Any other street drugs? Social Hx What was discipline like when you were a child? (slow down here, paraphrase and listen open-ended for trauma) Any unwanted sexual experiences, ever? Exam (If depression is significant today) “sometimes when it gets this bad people think they don’t want to be around anymore -- is that happening for you? Any thoughts about wanting be be dead? On how you’d go about doing that?”
Date PPH LRA Assessments Grade Redraft Grade 05 Sep PIs Observational study data collection Controversy Scientific Status of Psychology Data collection for Observational study Notes on controversy Scientific status of Psychology 12 Sep PIs Observational study analysis of data and write up Controversy Scientific Status of Psychology Writing up research reports 19 Sep PIs write up of report Presentations Controversy Scientific Status of Psychology Completion of written research report on Observational study Notes on biological explanations of Stress 23rd Sept 26 Sep Biological explanations of Stress Controversy Scientific Status of Psychology Essay ‘It is crucial for Psychology to be scientific.’ Discuss the validity of this statement (25) Notes on controversy Ethical costs of research 3 Oct Biological explanations of Stress Controversy – The ethical costs of conducting research Notes on Individual differences explanations of Stress 10 Oct Individual differences explanations of Stress Controversy – The ethical costs of conducting research Timed essay - Describe two biological explanations of stress (10)
13 Feb Half Term 20 Feb 4 Review Comp 1 & 2 Approaches (2) Research Methods (2) Revision – Past Questions against the clock Timed essay - Analyse and evaluate two explanations of Criminal Behaviour (20) Evaluate Watson and Rayner’s study in relation to its ethical, social and economic implications. (16) Comp1 24 Feb 27 Feb 5 PPEs Revision
6 Mar 4 Criminal Behaviour SP Explanation 1 – Differential association theory (2) SP Explanation 2 – Gender Socialisation (2) Notes on controversy Scientific Status of Psychology Methods of modifying Criminal Behaviour “Positive psychology has much to offer modern society” Using psychological evidence, discuss the extent to which you agree with this statement. (24 10 Mar 13 Mar 5 Modifying Criminal Behaviour Method 1 – Anger Management (2) Method 2 – Restorative Justice (2) Notes on controversy ethical costs of research “Using conditioning techniques to control the behaviour of children does more harm than good.” Using psychological evidence, discuss the extent to which you agree with this statement. (24) Comp 1 17 Mar
2 May 4 Comp 1 revision Timed essay – Discuss issues of sexism in Psychology (25) Revision Describe and evaluate the procedures of Raine, Buchsbaum and LaCasse’s (1997)Research “Brain abnormalities in murderers indicated by positron emission tomography” (12) Comp1 5 May 8 May 4 Comp 2 revision Revision Past Paper Practice 12 may 15 May 5 Comp 3 revision Revision Describe the main components (principles) of CBT (12) Comp1 19 May 22 May 4 Revision Revision Discuss the extent to which the positive approach is relevant to today’s society. (20) Comp 1 26 May 29 May Half term 5 Jun Component 1 – June 7th PM 12 Jun Component 2 – June 14th PM 19 Jun Component 3 – June 22nd PM
Little Carlos used to get excited whenever Grandpa would come to visit, because Grandpa always brought Carlos some neat new toy. As Grandpa got older, however, he became forgetful. He no longer brings toys when he visits. Now Grandpa’s visits don’t excite Carlos as much. Classical Conditioning Stimulus and Response Assignment Fred has a fluffy down pillow with some of the down sticking out of the fabric. When he first tries out the pillow, a piece of down tickles his nose and he sneezes. This happens every time he goes to bed. Soon he sneezes every time he lays down on any kind of pillow. UCS: CS: UCR: CR: Every time you take a shower, someone in the house flushes the toilet causing the water to turn cold and you become cold. Now every time you hear a toilet flush, you get cold. UCS: CS: UCR: CR: It is springtime and the pollen from the flowers causes you to sneeze. Soon you are sneezing every time you see a flower. UCS: CS: UCR: CR: People receiving chemotherapy often vomit during or shortly after the procedure. After several chemotherapy sessions, people begin feeling sick at the sight of the treatment room UCS: CS: UCR: CR: The smell of food makes you hungry. Soon every time you go into the kitchen, you feel hungry. UCS: CS: UCR: CR:
Any allergies? ( ) Yes ( ) No If yes, please explain: Any surgeries? ( ) Yes ( ) No I am currently taking the following medications: Date of last physical examination, doctor’s name, and the results of the examination: Client’s Signature Date _________________________________ _________________ Reviewed by Dr. Townsel Date
Speech - rate (incr, pressured, slow), tone (soft, angry) volume, articulation, language (aphasia) ________________________________________________________________ Form of thought - circumstantial, flight ideas, evasiveness, loosening associations, perseverence, blocking ________________________________________________________________ Content of thought - preoccupations, obessessions, phobias, rituals, delusions, depersonalization ________________________________________________________________ Perceptions - misperceptions, illusions, hallucinations, ________________________________________________________________ Judgement - _____________________________________________________
Proposed requirements Identification information Based on experience with the interim application process, it is proposed that the Authority seeks the following information from individual applicants (not corporate applicants): residential address (not a PO Box number); mailing address; email address date of birth gender any other names the applicant is known by. It is also proposed to include consent to undergo a Police check on the application form. Under the interim application process, applicants must make a statutory declaration (that is, make a signed statement that the information provided is true, witnessed by a Justice of the Peace or other judicial officer). A similar requirement for a statutory declaration is proposed under the regulations. Keeping information up to date The Authority needs information to be kept up to date so that it is able to contact licence holders whenever necessary. In order to achieve this, it is proposed that the regulations place an onus on licence holders to advise the Authority of any changes to their contact details. For retail licences only Compliance with local approved products policy Retail licence regulations will be implemented in phase two to allow councils to have their local policies in place. It is proposed to require retail licence applications to be accompanied by information showing compliance with council policy. Doing this early in the process will save both applicants and the Authority time and money checking for compliance later on in the licence application process. The development of a generic local policy as a fall-back option for applicants from areas where no local policy exists is being considered. A mechanism for reviewing the on-going operation of a retail licence when a change of premises is required is also under consideration (for example, where a change to a local policy means that a retailer can no longer sell from the address that the licence was issued for). Consultation questions 1 Is the list of proposed information requirements for licence applications comprehensive enough? If not, what else should be required, and why? 2 Should retail licence applications be accompanied by evidence of compliance with a local approved products policy if one is in effect in the applicant’s area? 3 Should retail licence applications be accompanied by evidence of compliance with a generic local approved products policy if no policy is in effect in the applicant’s area?
Psychological Analysis of Martini In the movie, One Flew Over the Cuckoo’s Nest, Martini (no other name is given) is an approximately thirty to forty year old male who resides in the same mental institution as the main character of the show, Randle McMurphy. McMurphy is obviously not insane, but faked being so presumably to abbreviate his stay in a prison work camp by “earning” a transfer to a mental institution. Eventually, McMurphy becomes “friends” with a number of the patients there including Martini. Among the group of acquaintances accumulated by McMurphy (or “Mac” as he becomes known to his fellow patients), Martini possesses the most laid back and passive personality. He rarely speaks unless spoken to and never expresses any aggressive behavior. However, though Martini seems unaware of his mental status, he is undoubtedly sub-average in mental capacity and ability. After observing Martini throughout the movie, I believe Disorganized Schizophrenia is the proper diagnosis for him. Characterized by disorganized thinking and behavior, and inappropriate or absent expression, this particular type of Schizophrenia seems to fit Martini’s behavior patterns perfectly (Mayo Clinic). The first of the behaviors expressed by Martini that led me to this diagnoses appeared near the beginning of the movie when Martini approaches McMurphy and randomly inquires, “can you borrow me a dime?” Martini’s improper use of common English hints at problems with disorganized thinking, which is one of the key symptoms of this type of Schizophrenia (Book). The second incident hinting at the nature of Martini’s mental disability occurred while playing cards with several of the other patients in the ward and, when Martini’s turn to play comes, he simply stares absent mindedly into space. Dale Harding, another patient at the ward, attempted several times to acquire Martini’s attention before successfully awakening him
appropriate thermally insulated gloves when handling liquid nitrogen. Face shields may be needed in cases where splashing can occur. On-Campus Distribution of Hazardous Chemicals Precautions must be taken when transporting hazardous substances between laboratories. Chemicals must be transported between stockrooms and laboratories in break-resistant, secondary containers such as commercially available bottle carriers made of rubber, metal, or plastic, that include carrying handle(s) and which are large enough to hold the contents of the chemical container in the event of breakage. When transporting cylinders of compressed gases, always secure the cylinder with straps or chains onto a suitable hand truck and protect the valve with a cover cap. Avoid dragging, sliding, or rolling cylinders and use a freight elevator when possible. The figure below illustrates correct cylinder transport. Correct Cylinder Transport Off Campus Distribution of Hazardous Chemicals The transportation of hazardous chemicals and compressed gases over public roads, or by air, is strictly governed by international, federal, and state regulatory agencies, including the U.S. Department of Transportation (DOT) and the International Air Transport Association (IATA). Any person who prepares and/or ships these types of materials must ensure compliance with pertinent regulations regarding training, quantity, packaging, and labeling. Without proper training and packaging, it is illegal to ship hazardous materials. Those who violate the hazardous materials shipment regulations are subject to criminal investigation and penalties. UCR Material Management has trained personnel to ship hazardous and biological materials. EH&S has trained personnel to ship radioactive materials. Individuals who wish to ship or transport hazardous chemicals, compressed gases or biological materials off-campus, must contact UCR Materiel Management at 3134. Individuals who wish to ship radioactive materials off-campus must contact EH&S at 951-827-5528. Training Introduction Effective training is critical to facilitate a safe and healthy work environment and prevent laboratory accidents. All Faculty/Other Laboratory Supervisors must participate in formal safety training and ensure that all their employees have appropriate safety training before working in a laboratory. The UCR EH&S Training Program provides both classroom and online training to help meet this requirement and can be accessed at Types of Training All laboratory personnel must complete general laboratory safety training before: Beginning work in the laboratory; Prior to new exposure situations; and As work conditions change. Annual refresher training is also required for all laboratory personnel. EH&S offers online training, plus resource materials to assist laboratories in implementing laboratory-specific training.
Direct Measure-Course Embedded (DIR-1) 25 items Pre/Post-test to measure understanding of basic psychological theories, history, and research in neuroscience, sensation and perception, human development, learning, memory, cognition, abnormal, and social psychology. (PY 1103) Direct Measure-Course Embedded (DIR-2) 25 items Pre/Post-test to measure knowledge and understanding of lifespan psychology. Writing samples to demonstrate ability to search relevant psychological literature in order to address research and theoretical problems related to human development. (PY 2403) Direct Measure-Course Embedded (DIR-3) 25 Pre/Post Test items to measure understanding of adolescent development theories and research. A Classroom Assessment Technique (CAT) will be administered at the end of the semester to provide feedback on the course, the textbook, and instructional methods. (PY 2503) Direct Measure-Course Embedded (DIR-4) 25 Pre/Post Test items to measure understanding of child development theories and research. A Classroom Assessment Technique (CAT) will be administered at the end of the semester to provide feedback on the course, the textbook, and instructional methods. (PY 2203) Direct Measure-Course Embedded (DIR-5) Test items that demonstrate ability to understand, analyze, interpret, and design appropriate research in psychological science. (PY 1203) Direct Measure-Course Embedded (DIR-6) Test items, group presentations, and peer evaluations to demonstrate application of psychological principles used in the diagnosis and treatment of psychological disorders. A Classroom Assessment Technique (CAT) will be administered at the end of the semester to provide feedback on the course, the textbook, and instructional methods. (PY 2213) Direct Measure-Course Embedded (DIR-7) 25 Pre/Post Test items to measure understanding of personal and social development theories and research including effective coping strategies. A Classroom Assessment Technique (CAT) will be administered at the end of the semester to provide feedback on the course, the textbook, and instructional methods. (PY 2103) Direct Measure-Course Embedded (DIR-8) 25 Item Pre/PostTest and portfolio samples to demonstrate ability to understand research and theories regarding processes that underlie social behavior. (PY2303) Indirect Measure-External Assessment (IND-1) Critical Thinking CCAPS exam (Administered to students enrolled in PY 2103). Indirect Measure- External Assessment (IND-2) Completion Rates for all PY courses in a particular semester.
All About Kids Fee Schedule for Counselling and Psychology Price Initial Appointments Counsellor Psychologist Clinical Psychologist Intake assessment session (1 hour) $160 $180 $220 Ongoing Appointments Counsellor Psychologist Clinical Psychologist Therapy session (1 hour) $140 $165 $205 Group therapy $480-600 Onsite Visits Counsellor Psychologist Clinical Psychologist Onsite Visit (1 hour) $218 $240 $308 Mobile Therapy service (Home or School/Childcare) N/A $190 N/A Diagnostic Assessment Counsellor Psychologist Clinical Psychologist Cognitive Assessment (WISC-IV, WPPSI-III) (Includes pre-diagnostic interview, 2 hrs assessment, report, and feedback session) $885 $1,005 $1,245 WISC-IV and WIAT Combination (Includes pre-diagnostic interview, 5 hrs assessment, report, and feedback session) $1,320 $1,500 $1,860 Diagnostic Assessment (ADOS – Austism assessment) (Includes pre-diagnostic interview, 1.5 hrs assessment, report, and feedback session) N/A $1,138 $1,398 Online Assessments (Conners Scales, CDI, CEFI, ASRS) $10
Telephone or Email communication by psychologist on behalf of the client Counsellor Psychologist Clinical Psychologist Fees are variable and dependent upon the reasons for communication – please discuss with your clinician Formal consultation with another service provider is based on the regular hourly rate. $140 $165 $205 Please note that some funding streams incur different charges. Please confirm charges when you book. For information on our fees under DSS funding please see the links below: Better Start: HCWA:
A national emphasis on competition and success promotes anxiety about failure. Answer Key 1. cognitive 2. learning 3. biological 4. sociocultural Quick Quiz – textbook page 26 Can you match the specialties on the left with their defining credentials and approaches on the right? 1. psychotherapist 2. psychiatrist 3. clinical psychologist 4. research psychologist 5. psychoanalyst a. trained in a therapeutic approach started by Freud b. has a PhD, PsyD, or EdD, and does research on, or psychotherapy for, mental health problems c. may have any credential, or none d. has an advanced degree (usually a PhD) and does applied or basic research e. has an MD; tends to take a medical approach to mental health problems Answer Key 1. c 2. e 3. b 4. d 5. a
My own imperfect effort to replicate one of these experiments using intelligence analysts also supports the validity of the previous findings. To test the assertion that intelligence analysts normally overestimate the accuracy of their past judgments, there are two necessary preconditions. First, analysts must make a series of estimates in quantitative is, they must say not just that a given occurrence is probable, but that there is, for example, a 75-percent chance of its occurrence. Second, it must be possible to make an unambiguous determination whether the estimated event did or did not occur. When these two preconditions are present, one can go back and check the analysts' recollections of their ear- lier estimates. Because CIA estimates are rarely stated in terms of quan- titative probabilities, and because the occurrence of an estimated event within a specified time period often cannot be determined unambigu- ously, these preconditions are seldom met. I did, however, identify several analysts who, on two widely differ- ing subjects, had made quantitative estimates of the likelihood of events for which the subsequent outcome was clearly known. I went to these analysts and asked them to recall their earlier estimates. The conditions for this mini-experiment were far from ideal and the results were not clear-cut, but they did tend to support the conclusions drawn from the more extensive and systematic experiments described above. All this leads to the conclusion that the three biases are found in Intelligence Community personnel as well as in the specific test subjects. In fact, one would expect the biases to be even greater in foreign affairs professionals whose careers and self-esteem depend upon the presumed accuracy of their judgments. Can We Overcome These Biases? Analysts tend to blame biased evaluations of intelligence perfor- mance at best on ignorance and at worst on self-interest and lack of objectivity. Both these factors may also be at work, but the experiments suggest the nature of human mental processes is also a principal culprit. This is a more intractable cause than either ignorance or lack of objectiv- ity. The self-interest of the experimental subjects was not at stake, yet they showed the same kinds of bias with which analysts are familiar. Moreover, in these experimental situations the biases were highly resis- 170
7 PSYC 352 Psychology of Learning PSY 3500 Psych of Learning or PSY 3550 Cognition PSYCH 271 Prin of Behavior Modification or PSYC 236 Psych of Learning or PSY 263 Cognitive Psychology PSY 210 Introduction to Learning or PSY 211 Intro to Cognitive Psych or PSY 212 Introduction to Biological Psych PSYC 0215 Adaptation and Animal Behavior or PSYC 0306 Learning or PSYC 0341 Cognitive Psych or PSYC 0312 Physiological Psych or PSYC 0359 Sensation & Perception PS 325 Psychology of Learning or PS 345 Cognitive Psychology 8 PSYC 360 Psychology of Personality PSY 2500 Social Psych or PSY 2300 Psych of Personality PSYC 215 Personality Psych or PSYC 224 Social Psych or PSYC 259 Cultural Psych or PSYC 286 Psych of Women PSY 215 Intro to Abnormal Psych or PSY 216 Intro to Social Psych or PSY 217 Intro to Personality Psych or (PSY 218 Childhood & Adolescence or PSY 251 Child Growth or PSY 252 Adolescent Psychology) PSYC 0201 Theories of Personality or PSYC 0304 Social Psych or PSYC 0336 Psych of the Family PS 330 Theories of Personality or PS 335 Abnormal Psychology or PS 340 Intro to Psychometrics 9 PSYC 224 Child Psychology or PSYC 227 Developmental Psychology PSYC 201 Child Development or PSYC 212 Adolescent Psychology or PSYC 231 Adult Development PSYC 0202 Child Development or PSYC 0203 Adolescent Development or PSYC 0357 Adult Development and Aging PS 210 Developmental Psychology or PS 312 Psychology of Adolescence or PS 322 Psychology of Aging 10 PSY 2350 Abnormal Psych or PSY 2840 Developmental Psychopathology
Grades 9-12 Psychology: Quarter 1, Unit 3 Unit Length Anchor Text Unit Focus Content Connections Unit Outcomes/Assessed Standards Q1, Unit 3 Sensation and Perception 2 weeks Holt McDougal Psychology Principles in Practice Students will explain the processes of sensation and perception and describe the interaction between the person and the environment to determine perception. This unit aligns with English Language Arts Standards in Writing, Reading Informational Text as well as Speaking and Listening. P.23, P.24, P.25, P.26, P.27, P.28, P.29, P.20, P. 31, P.32 SAMPLE DAILY FRAMEWORK Day 2 Day 3 Day 4 Day 5 Texts Holt McDougal Psychology Principles in Practice Standards P.23 P.24 P.23, P.24, P.25 P.26 P.26 P.26 Bell Ringer Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.) Case Study: Out of Darkness and Silence Paragraph Reflection Analyze/Graphic Organizer p.99 #7 Animal Senses p.100 Summarize Vocabulary Cards Hearing in Color p.106 Written Reflection Hook Develop student interest and connect learning to daily standards. This can include whiteboard protocol, daily agenda, teacher modeling of the standards. Modeling the Standard Daily Agenda Essential Question: What processes and concepts affect the stimulation of the senses? EQ: What is Sensory adaptation? EQ: How does light work? EQ: How can color vision and color blindness be explained? EQ: How do we hear sound? Inquiry Teacher guided inquiry into content-rich texts, images or other content including. Read Aloud: Stimulation of the Senses 2 Column Notes Power Point Cornell Notes Transparencies The Human Eye Graphic Organizer Transparencies The Color Wheel Popcorn Read Cornell Notes Application Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion. Quick Lab: Light-Dark Adaptation Analysis: Discussion Questions Reading Guide Unit 3, Section 1 Draw and label the human eye. Partners: Explain your diagram Quick Lab - Afterimages Analysis Questions Partners - Graphic Organizer Aspects of Hearing Closure Individual students synthesize and/or summarize learning for the day. Whip Around Cornell Notes Summary Short Quiz Journal Entry Exit Ticket - 3,2,1