zilongwang/ReadingBank huggingface dataset:
Psychology Review Sheet for Final 2017 Be able to define “Psychology” Pioneers – know the impact of their work and particular studies or cases they were involved in that we covered. Wilhelm Wundt Sigmund Freud Carl Jung Hermann Rorschach Albert Bandura Roger Sperry Mike Gazzaniga Abraham Maslow Solomon Asch Stanley Milgram Erik Erikson Gordon Allport Harry Harlow Perspectives – be able to identify the focus of the perspectives and any pioneers associated with them. Behaviorist Evolutionary Psychoanalytical Humanistic Social Psychology & Group behavior - under what conditions are people most likely to conform or obey? Least likely? Deindividuation Diffusion of responsibility Social facilitation Social loafing Just World bias (or phenomenon) Bystander effect Conformity studies Obedience studies The mere-exposure effect Group polarization Group think Aggression Altruism Self-serving bias Hindsight bias Central route vs peripheral route Fundamental attribution error Personality and testing Id / Ego / Superego Collective Unconscious Archytypes Nature vs. Nurture Self-Concept Self -Esteem Projective Tests (review the TAT & Rorschach, free association) Objective Tests & Personality Inventories (MMPI) Psychoanalytic theories Psycho-Sexual stages Trait theory Cardinal traits the big 5 (OCEAN) Hierarchy of needs Defense mechanisms – be able to give and identify examples Repression Projection Reaction formation Displacement Regression Sublimation Rationalization Consciousness Why do we dream? What are the characteristics of common sleep disturbances? Activation Synthesis Theory Information processing theory Freudian (psychoanalytic )theory Night terrors Narcolepsy Sleep Apnea REM sleep Circadian rhythm
Cognition and Language Cognition Concept Prototype Algorithm Heuristic Confirmation bias Mental set Functional fixedness Representativeness heuristic Availability heuristic Belief perseverance Babbling stage One-word stage Two-word stage Telegraphic speech Linguistic determinism Whorf hypotheses Biology – know the functions of the key structures on the body, cognition etc. Know where they are located as well! EEG Neurotransmitters Neurons Hypothalamus Thalamus Cerebellum Sensory cortex Auditory cortex Broca’s area Wernicke’s area Corpus callosum Mirror neurons Hippocampus Frontal lobe Occipital lobe Temporal lobe Parietal lobe Visual cortex Right hemisphere Left hemisphere Hormones Disorders – know the characteristics of each of these disorders (be able to identify)? What characteristics in general indicate the possibility that a behavior is “disordered?” Families: Anxiety, Mood, Schizophrenia, Dissociative, Childhood, Personality Anxiety GAD OCD PTSD Panic Phobia Schizophrenia Word salad Clang associations Mood Disorders Major Depressive Bipolar Dysthemia Dissociative Identity Disorder Disorder Hallucinations Obsessions
2.) TSW identify an example abnormal behavior, such as a delusion, and differentiate this from a human behavior that is within the range of typical behaviors [18.1 - 18.5]. Students can discuss reasons why it is difficult it identify behaviors that are within the range of typical behaviors versus behaviors that are labeled as abnormal. Students can identify behaviors that are clearly outside the limits of typical behavior and remain across cultures. 3.) TSW differentiate between various psychiatric conditions that occur in childhood, adolescence, and adulthood. These include: Anxiety and Mood disorders, Dissociative and Somatoform Disorders, Schizophrenia, and Personality Disorders [18.2 - 18.5]. Students are able to use the DSM-V to correctly diagnosis a mental illness including comorbid disorders. Students are able to correctly label a case student into the correct category of mental illness. 4.) TSW propose and discuss possible causes to various psychiatric conditions. [18.2 - 18.5]. Students use a more integrative approach to discussing causes. That is students discuss how nature and nurture often work together to cause mental illnesses. Students are able to list at least one known cause of mental disorders on the differential diagnosis project. 5.) TSW describe the major treatment orientations used in therapy (Psychoanalysis, Humanistic, Cognitive, Behavioral, and Biological) and how those orientations influence therapeutic planning. [19.2 - 19.4] When watching a therapist in action students are able to recognize which treatment orientation was used. Students are able to give an appropriate treatment option for a mental illness. 6.) TSW summarize effectiveness of specific treatments used to address specific problems [19.2 - 19.4]. Students can list reasons why treatments are more or less effective and explain why that is so. Students are able to discuss how effective a treatment should likely be for a mental illness.
A-Level Overview Year 1: Psychology Term Miss Fisher/Miss Kibblewhite Key Skills / Coursework / PSAs / Deadlines 1 PSYA2 Research Methods Approaches PSYA3 Issues and Debates Online textbook pages & resources Notes and practical write-ups/marked questions End of unit tests Mock exams in Jan 2 PSYA2 Research Methods Approaches PSYA3 Issues and Debates Online textbook pages & resources Notes and practical write-ups/marked questions End of unit tests Mock exams in Jan 3-4 PSYA1 Psychopathology PSYA1 Memory Online textbook pages & resources Notes and practical write-ups/marked questions End of unit tests Mock exam in term 5 3-4 PSYA1 Social Influence PSYA1 Attachment Online textbook pages & resources Notes and practical write-ups/marked questions End of unit tests Mock exam in term 5 5 Complete topics from term3/4 Revision/exams Mock exams PSYA1 6 PSYA2 Conducting research and statistical tests Presentation of group research project to the rest of the year at the end of the term A-Level Overview Year 2: Psychology Term Miss Fisher/Miss Kibblewhite Key Skills / Coursework / PSAs / Deadlines 1 PSYA2 Online textbook pages & resources
MASTER OF EDUCATION IN COUNSELING INTERNSHIP VERIFICATION OF COURSEWORK I certify that I have completed the following pre-requisite courses for CNSK 595 or CNSK 596. Required Course Semester/Year School Grade CPSK 550 Foundations of Counseling and Psychology CPSK 551 Career Counseling & Guidance CPSK 553 Personality & Counseling Theories & Applications CPSK 554 Group Procedures for Counselors CPSK 557 Methods & Practices in Counseling & Psychology PSYK 581 Assessment & Evaluation Fundamentals Approved course substitutions or reasons for not completing any prerequisite course. I also certify that my cumulative graduate school grade point average (GPA) at Texas A&M University-Central Texas is 3.0 or greater. Student Signature _______________________________ Date __________________ APPENDIX H SCHOOL PSYCHOLOGY OPTION
Conditions Time for the task: one week to conduct the investigation and collect the data one lesson to write the scientific report in class under supervised conditions Teachers should refer to the ethical guidelines for teaching Psychology and ethically approved investigations available on the Authority’s extranet. Task weighting 10% of the school mark for this pair of units Examining group influences on behaviour You will be allocated randomly to one of three groups and be given a role to perform within this group. Each group will compete against each other to see which group can construct the tallest, free-standing structure in 10 minutes, using only 20 straws and one metre of masking tape. After completing the task you will complete individually, a questionnaire provided by your teacher. The questionnaire will focus on the decision-making processes of the group during the activity. You will critically analyse the data and draw conclusions about how members of the group influenced decisions made by the whole group. Your scientific report will be written up in class. Come prepared with: data (tables and graphs) list of references half a page of notes. Your scientific report will need to include: introduction method results discussion conclusion a list of references. Marking key for sample assessment task 10 – Unit 2 Criteria Possible mark Mark Introduction /7 makes a relevant statement about group influences on behaviour 1 supports the statement by describing relevant examples of the types of group influences on behaviour 2 lists examples of the types of group influences on behaviour 1
Sample assessment outline Psychology – ATAR Year 12 Unit 3 and Unit 4 Assessment type Assessment type weighting Assessment task weighting Start and submission date Assessment task Investigation 15% 7.5% Semester 1 Week 11 Task 3: Examining short-term memory through the serial position effect – an ethically approved investigation based on syllabus content related to cognition 7.5% Semester 2 Week 9 Task 9: Examining the relationship between personality and participation in sport – an ethically approved investigation based on syllabus content related to personality Response 30% 5% Semester 1 Week 4 Task 1: Topic test – Biological influences/bases of behaviour 5% Semester 1 Week 13 Task 4: Topic test – Relational influences 5% Semester 1 Week 14 Task 5: In-class essay – Communication 5% Semester 2 Week 4 Task 7: Topic test – Developmental psychology 5% Semester 2 Week 12 Task 10: Topic test – Social psychology 5% Semester 2 Week 14 Task 11: In-class essay – Culture and values Project 15% 7.5% Semester 1 Week 8 Task 2: Training manual for the family pet – Cognition: learning and behaviour modification 7.5% Semester 2 Week 7 Task 8: Presentation – Personality Examination 40% 15% Semester1 Week 15 Task 6: Semester 1 Examination 25% Semester2 Week 15 Task 12: Semester 2 Examination Total 100% 100%
Lesson Two (Ms Rose) – Bandura research Link to spec 3.2.1 Here is the starter – linking in observation research method We then completed some activities embedded in the power point. Prep – Due Monday 22.05.17. Using your textbooks and the powerpoint, make some revision notes on the Bandura (1961) study. We will be evaluating SLT and the research next lesson and looking to develop a 16 mark answer. Lesson 1 – Ms Alexander – Describing Milgram Milgram’s research into obedience – we went through the APRC of this classic piece of research. You MUST watch a video of this study before next lesson. Here are the results of the 1963 silent experiment Here is the original study Lesson 2 – Ms Alexander -Evaluating Milgram Evaluating Milgram. GRAVEE – we thought about scabs and plasters and tattoos! Can we generalise from the task to the real world? The task Milgram’s participants were asked to do lacked mundane realism. Participants were required to administer increasingly severe levels of electric shocks each time the ‘learner’ made a mistake. This is not something ordinary people do in their everyday lives. This limits the ecological validity of the research. On the other hand, Milgram was trying to create a situation in which ordinary people would be required to act in an ‘abnormal’ way because they were told to do so by a legitimate source of authority. Milgram managed to create such a situation in the laboratory environment. This might reflect what soldiers experience during war time when they are required to shoot someone. Therefore it could be argued the task has ecological validity. I will be showing the film ‘Pride’ next Tuesday for Film club – you are warmly invited to join me – 4.30 in psychology class room Simply Psychology have updated study notes for the new spec >>>
Psychology Career Opportunities Human services Healthcare Research Sales and Marketing Law Enforcement Career or Vocational Counselor School Psychologist Counselor Sports psychologist Industrial-organizational psychologists Special Education Teachers Other human behavior related fields Psychology majors have excellent preparation for psychology graduate programs such as counseling psychology, forensic psychology, or school counseling as well as other professional graduate programs (law school, seminary, veterinary school, nursing).
REQUIRED CAPSTONE EXPERIENCE *FINAL SEMESTER 1 COURSE REQUIRED FREE ELECTIVE (1000-4000 LEVEL) 3 HRS=1 COURSE REQUIRED ADVISEMENT NOTES Advisor Comments TRACKING YOUR PROGRESS TOWARDS GRADUATION General Core Curriculum Requirements (Areas A-E REQUIRED for all majors) 42 credit hours 14-15 Courses + 1 Lab (2 labs science majors) FRESHMAN (0-29 credit hours) SOPHOMORE (30-59 credit hours) Major Specific Requirements (Area F) 18 credit hours 6 Courses (5 for science majors) Total Lower Division Courses (1000-2000 Level) 60 credit hours 20-21 COURSES REQUIRED Upper Division Coursework (Typically 3000-4000 Level Courses) +60 credit hours +20 COURSES REQUIRED JUNIOR (60-89 credit hours) SENIOR (+90 credit hours) GRADUATION (apply 2 semesters BEFORE completion) Visit: http://www.clayton.edu/registrar/Graduation 120 credit hours COMPLETION OF 40 – 41 TOTAL COURSES MAKE SURE EVERY CLASS COUNTS TOWARDS GRADUATION TOTAL NUMBER OF OUTSTANDING COURSES UNTIL GRADUATION
Year: 2017 Semester: Unit: Unit: Unit: Unit: 1 PSYC1101  MATH1720 Elective/ Broadening unit Elective/ Broadening unit Semester: Unit: Unit: Unit: Unit: 2 PSYC1102 Elective/ Broadening unit Elective/ Broadening unit Elective/ Broadening unit
Sample assessment outline Psychology – General Year 11 Unit 1 and Unit 2 Assessment type (from syllabus) Assessment type weighting (from syllabus) Assessment task weighting When/due date/start and submission date Assessment task Investigation 30% 5% Semester 1 Week 5 Task 2: Investigation – Data interpretation 10% Semester 1 Week 7 Task 3: Investigation – The influence of birth order on personality 15% Semester 2 Week 13 Task 10: Investigation – Examining group influences on behaviour OR The influence of the group on joke telling Response 40% 10% Semester 1 Week 3 Task 1: Topic test – Personality 10% Semester 1 Week 13 Task 5: Research task – Relational influences 10% Semester 2 Week 4 Task 7: Topic test – Biological influences 10% Semester 2 Week 8 Task 8: Review – Seven Up series Project 30% 7.5% Semester 1 Week 11 Task 4: Poster – Cognition (Intelligence) 7.5% Semester 1 Week 15 Task 6: Oral presentation – Communication 7.5% Semester 2 Week 11 Task 9: Project – Leadership training guide 7.5% Semester 2 Week 15 Task 11: Publication – Culture and values Total 100% 100%
Sample assessment outline Psychology – General Year 12 Unit 3 and Unit 4 Assessment type Assessment type weighting Assessment task weighting Due date Assessment task Investigation 25% 10% Semester 1 Week 7 Task 2: Investigation report – Do mnemonic devices improve memory? 10% Semester 2 Week 8 Task 9: Investigation report – Examining group influences on behaviour 5% Semester 2 Week 12 Task 11: Data interpretation Response 40% 7% Semester 1 Week 5 Task 1: Topic test – Cognition 7% Semester 1 Week 9 Task 3: Topic test – Personality 6% Semester 1 Week 11 Task 4: Essay – Relational Influences 7% Semester 2 Week 3 Task 7: Topic test – Biological influences/bases of behaviour 6% Semester 2 Week 6 Task 8: Essay – Social psychology 7% Semester 2 Week 11 Task 10: Topic test – Developmental psychology Project 20% 10% Semester 1 Week 15 Task 6: Effectiveness of a healthy lifestyle advertisement – Communication 10% Semester 2 Week 15 Task 12: Reduce prejudice campaign – Culture and values Externally set task 15% 15% Semester 1 Week 14 Task 5: Externally set task – A task set by the SCSA based on the following content from Unit 3 – <teacher to insert information provided by the Authority> Total 100% 100%
FM PM FM PM Psychology at work DSE.A-2T. 75 40% 20% of total marks 40% 80% of total marks 40% Practical I DSEA.2.P 25 40% 20% of total marks 40% 80% of total marks 40% Educational Psychology SEC -4.P 50 40% 20% of total marks 40% 80% of total marks 40% Psychology at work Unit 1: Work Psychology (a) The orgies of work psychology. (b) Work Psychology Today. (c) Work Psychology and Commonsense. Unit 2: Minority group at work. (a) Women at work. (b) Ethnic minority at work. (c) Disabled works. Unit 3: Attitude at work. (a) What is an attitude. (b) How attitude measure. (c) Attitude and behaviour.
Year: 2017 Semester: Unit: Unit: Unit: Unit: 1 PSYC1101 Elective/ Broadening unit Elective/ Broadening unit Elective/ Broadening unit Semester: Unit: Unit: Unit: Unit: 2 PSYC1102 Elective/ Broadening unit Elective/ Broadening unit Elective/ Broadening unit
Wilson et al (2009) 612 patients with poorly controlled asthma randomly allocated to either normal care or shared decision making where treatment was negotiated to take account of patient goals/preferences. Shared decision making was associated with better adherence to medication and clinical outcomes (inc. asthma control and lung function) Understanding and recall of information: v poor!!! 7-53% of patients do not understand instructions (Ley 1980) But 50% of patients who would like more information do not ask for it (Klein 1979) Hospital outpatients recalled on average 63% of the information presented in a consultation. (Ley & Spelman 1967) Factors affecting recall Individual factors Anxiety Medical knowledge Memory impairment Type of information and recall Diagnostic statements – 87% Information re: illness – 56% Instructions – 44% Presentation factors Amount of information: Order Serial Position Effect: Stressing importance Specificity – relevance to the person Mode of presentation The use of written information Most patients would like to receive written information (97% in study by Gibbs et al 1990) The majority of patients report that they do read written information when it is given to them (88% Gibbs et al 1987) Written information leads to increased knowledge (in over 90% of studies) and adherence (in 60% of studies) (Ley and Morris 1984)
Positives Very scientific as it uses objective, quantifiable measurements (e.g. test scores and correlation Supported by large amounts of scientific data Objective and unbiased Less time consuming- well in one subtest Negatives Gardner, and humanistic both argue that doing analyses of people's individual's unique set of Reductionist - all our numerous unique talents are reduced to a intelligence'. Leads to labelling The theory reifies intelligence a definition and discussion of The tests used to measure IQ vulnerable to ethnocentric RELATIVISM Gardner also stressed that intelligence is defined within the context of culture, so what is intelligent for one culture may not be so for another. Motivation Reliability Brophy (1981)- measurable Maslow (1970) McClelland (1953)- can change Validity Brophy (1981)- measurable, criterion validity, internal validity low because of complex factors
maximize human dignity and human welfare and adhere to high standards of academic and scientific integrity. Master’s Level The U.S. Department of Labor Statistics (2012) expects that job opportunities will continue to grow throughout 2022 for psychology majors, particularly those that pursue a master’s or doctorate in the field. With a master’s degree, you can work as an industrial-organizational psychologist, school psychologist, psychological assistant, or counselor. These areas are projected to grow in the next ten years. Doctoral Level The Ph.D. (Doctor of Philosophy) will allow you to become a university professor, clinical or counseling psychologist, or to work in healthcare, private industry or the government as a psychologist. Some individuals acquire a Psy.D. (Doctor of Psychology) and work in clinical settings or private practice. These areas are also projected to grow in the next ten years. Psychologists at this level are specialized into one of the following categories listed in Table Two. Table One Categories of Job Titles Relevant to Psychology Bachelor’s Degree Holders Related to psychology Related to business Other areas Academic advisor Alcohol/drug abuse counselor Behavior analyst Career counselor Career planning and placement counselor Case management aide Case worker Child care worker Child protection worker Community outreach worker Community support worker Corrections officer Counselor aide Day care center supervisor Director of volunteer services Eligibility worker Employment counselor Family services worker Gerontology aide Group home coordinator Housing/student life coordinator Life skill counselor Mental health technician Administrative assistant Advertising agent Advertising trainee Affirmative action representative Airline reservations clerk Bank management Claims specialist Customer relations Customer service representative Employee counselor Employee relations assistant Energy researcher Events coordinator Financial researcher Hotel management Human relations director Human resources recruiter Insurance agent Insurance claims/underwriter Intelligence officer Job analyst Loan officer Activity director Assistant youth coordinator Camp staff director College admissions officer Community organizer Community recreation worker Community relations officer Congressional aide Crime prevention coordinator Director of alumni relations Director of fundraising Driving instructor Educational coordinator Fast food restaurant manager Foster home parent Film researcher/copywriter Historical research assistant Hospital patient service representative Juvenile probation officer Laboratory assistant Law enforcement officer Neighborhood outreach worker Newspaper reporter
In an experiment to find out if taking ginseng increases IQ scores, the IQ scores would be the independent variable. a control variable. an extraneous variable. the dependent variable. Which of the following is considered a disadvantage of naturalistic observation? It provides an overabundance of information. It deals with behavior not tampered with by outside influences. It limits biased observation through careful record keeping. It does not identify the cause of observed behavior. Subjects are said to be assigned randomly when they are assigned to experimental and control groups from a sample which is representative of the larger population. they each have an equal chance of being assigned to either the experimental or control group. they are assigned to experimental and control groups so that the groups differ on some critical variable before the experiment begins. neither the experimenter nor the subject knows whether the subject is in the experimental or control group. An experiment is performed to see if background music improves learning. Two groups study the same material, one while listening to music and another without music. The independent variable is learning. the size of the group. the material studied. music. The chief function of the control group in an experiment is that it allows mathematical relationships to be established. provides a point of reference against which the behavior of the experimental group can be compared. balances the experiment to eliminate all extraneous variables. is not really necessary. Students who do better in high school tend to do better in college. This is an example of a negative correlation. a zero correlation. a positive correlation. a perfect correlation. In the traditional learning experiment, the effect of practice on performance is investigated. Performance is the _____________ variable. independent extraneous dependent
Psychology Unit 11 Test Choose the best answer. (2 pts each). Nell tastes her food, then salts it. You assume that the food needed salt, therefore, you attribute her actions to a(n) internal cause. external cause. setting. situational demand. _______________ is best known for his research on conformity. Asch Rubin Schachter Zimbardo Which is TRUE regarding choosing a mate? People who marry are highly similar in age, education, race, religion, and ethnic background. The highest correlation, between people who marry involves their temperaments. In the United States kindness and understanding are ranked as being the least important qualities in a mate. Men rate physical attractiveness as a less important quality in a mate than women do. The study in which college students attached a bumper sticker for a militant black organization to their cars and then received frequent traffic citations demonstrates group prejudice. scapegoating. personal prejudice. discrimination. When we perform well, we typically attribute our success to ____________________. internal characteristics our group of colleagues external circumstances our personality type During the Stanford Prison study, guards did not take their roles seriously. guards readily assumed their roles as agents of force. the prisoners and the guards quickly became friendly towards one another.
left right mid subcortical The visual area of the brain is located in the ________________ lobe. frontal parietal occipital temporal A patient who has suffered brain damage to the left hemisphere is likely to experience diminished capacity for naming objects. recognizing faces. composing melodies. identifying emotions.
Eventually both of these schools of thought lost dominance in psychology, replaced by the rise of , , and . Structuralism Structuralism was the first school of psychology and focused on breaking down mental processes into the most basic components. Researchers tried to understand the basic elements of consciousness using a method known as . , founder of the , is often associated with this school of thought despite the fact that it was his student Edward B. Titchener who first coined the term to describe this school of thought. While Wundt's work helped to establish psychology as a separate science and contributed methods to experimental psychology, Wundt himself referred to his view of psychology as volunteerism and his theories tended to be much more holistic than the ideas that Titchener later introduced in the United States. Titchener's development of structuralism helped establish the very first "school" of psychology, but structuralism itself did not last long beyond Titchener's death. Major Structuralist Thinkers Edward B. Titchener Criticisms of Structuralism By today’s scientific standards, the used to study the structures of the mind were too subjective—the use of introspection led to a lack of reliability in results. Other critics argue that structuralism was too concerned with internal behavior, which is not directly observable and cannot be accurately measured. Strengths of Structuralism Structuralism is important because it is the first major school of thought in psychology. Structuralism also influenced experimental psychology. Functionalism Functionalism formed as a reaction to the structuralism and was heavily influenced by the work of and the evolutionary theory of Charles Darwin. Functionalists sought to explain the mental processes in a more systematic and accurate manner. Rather than focusing on the elements of consciousness, functionalists focused on the purpose of consciousness and behavior. Functionalism also emphasized individual differences, which had a profound impact on education.
Neuropsychology Postdoctoral Residency Program James A. Haley Veterans’ Hospital, Tampa Jessica L. Vassallo, Ph.D., ABPP-CN Psychology Training Director Mental Health and Behavioral Sciences (116A) 13000 N. Bruce B. Downs Blvd. Tampa, FL 33612 (813) 972-2000 Applications due: January 1 Accreditation Status The two-year Neuropsychology Postdoctoral Residency at the James A. Haley Veterans’ Hospital, Tampa is accredited by the Commission on Accreditation of the American Psychological Association. The next site visit will be in 2018. Questions related to the program’s accredited status should be directed to the Commission on Accreditation: Office of Program Consultation and Accreditation American Psychological Association 750 1st Street, NE, Washington, DC 20002 Phone: (202) 336-5979 / E-mail: apaaccred@apa.org Web: Application & Selection Procedures United States citizenship. Obtained a doctoral degree from an APA or CPA accredited graduate program in Clinical, Counseling, or Combined Psychology or PCSAS accredited Clinical Science program. Persons with a doctorate in another area of psychology who meet the APA or CPA criteria for respecialization training in Clinical, Counseling, or Combined Counseling-School Psychology are also eligible. Completed an APA -accredited psychology internship or a VA-sponsored internship. For males -- have registered with the Selective Service System before age 26. Residents are subject to fingerprinting and background checks. Residents must meet physical and health requirements as part of the onboarding process. This information is treated as confidential and can be verified via source documentation or a statement from a healthcare professional attesting that the resident meets the health requirements for VA training. A Vita; A letter of interest outlining training goals for the postdoctoral residency year and detailing future professional goals; A letter from the Internship Training Director describing the clinical experiences and overall performance of the applicant during the internship year. (Successful completion of an APA, CPA
Goal #3: To graduate students who understand and can apply knowledge of social and ethical responsibility in the discipline of psychology to real life community and professional issues. Courses PLO #1: To connect and apply concepts and theories from their reading assignments and/or class discussions to real life community and professional issues. PLO #2: Relate, apply, and discuss information from credible sources (such as texts, lectures, websites, newspapers, articles, magazines, books, etc.) to their own and their peers work (such as theses, arguments, projects, papers, etc.) PLO #3: Employ concepts and principles in psychology to diversity and perspective taking experiences related to real life community and professional issues. PSYC 2301 I,D I,D I,D PSYC 2302 I,D I,D I,D PSYC 2306 I,D I,D I,D PSYC 2308 I,D I,D I,D PSYC 2314 I,D I,D I,D PSYC 2315 I,D I,D I,D PSYC 2319 I,D I,D I,D I = Introduced; D = Developed & Practiced with Feedback; M = Demonstrated at Mastery
CHILDREN’S ADMINISTRATION PSYCHOLOGICAL SERVICES BILLING STATEMENT DIVISION OF CHILDREN AND FAMILY SERVICES DATE OF INVOICE Provider Name FamLink Provider ID Provider’s Address Provider’s Phone CA Social Worker Phone Number CA Office FamLink Case ID Client’s Name Client’s Phone Number Service Provided Service Time % Amount Billed Total Due Psychological Evaluation (Testing with interpretation and report) # of hours $ per hour $ Neuropsychological testing battery and status exam with interpretation and report (Conducted in addition to a Psychological Evaluation) # of hours $ per hour $ Parental Evaluation/Parenting Component (Conducted in addition to a Psychological or evaluation) # of hours $ per hour $ Professional Consultations with CA staff or other authorized parties With report # of hours $ per hour $ 1 Unit = 30 minute Individual psychotherapy with report # of units $ per unit $ Family group of 2 or more -- Psychotherapy & report WITH client present # of units $ per unit $ Family group of 2 or more -- Psychotherapy & report WITHOUT client present # of units $ per unit $ Group Psychotherapy with unrelated individuals # of hours $ per hr, per person $ Allowed hours & rates are posted at % cannot exceed what CA authorized. Date Description of Tasks (client interview, written testing, report writing, etc.) Hours Include a copy of the signed referral and the final report with this invoice. COMMENTS: ________________________________________________________________________________________ Provider Signature
Student’s Name: NAU ID: Additional Information a Students may only count 6 units of PSY 685 toward their degree b PSY 699 is for the research, writing, and oral defense of an thesis. Please note that you can only count 6 units of thesis credit towards your degree. However, you may end up taking more units because you must enroll for it each term while you are working on your thesis. Signatures By signing below, you agree to the following statement: “Students are responsible for complete knowledge of Academic Catalog requirements in their degree plan for their catalog year and adhering to all policies in the Academic Catalog.” Student: Date: Advisor: Date: Chair (required for Final): Date: **Transfer/Equivalent/Previous Graduate Degree – Must have Advisor approval Transfer T = Course transferred from another university Previous Graduate Degree P = Course taken at NAU from previous graduate degree Equivalent E = Course taken at NAU in place of required course Internal Transfer I = Graduate level course taken as undergraduate; Not applied to undergraduate degree Transfer Credit Example: * Course No. Course Title Replacement Course Semester Year Units Grade T/E/P** ABC 123 Fundamentals of English ASU 456 Fall 2012 3 A T/ASU
VCE Psychology: Performance descriptors PSYCHOLOGY SCHOOL-ASSESSED COURSEWORK Performance descriptors Unit 3 Outcome 2 Apply biological and psychological explanations for how new information can be learnt and stored in memory, and provide biological, psychological and social explanations of a person’s inability to remember information. DESCRIPTOR: typical performance in each range Very low Low Medium High Very high Very limited biological and psychological explanations of how new information can be learnt and remembered. Limited biological and psychological explanations of how new information can be learnt and remembered. Satisfactory biological and psychological explanations of how new information can be learnt and remembered. Well-considered biological and psychological explanations of how new information can be learnt and remembered. Comprehensive biological and psychological explanations of how new information can be learnt and remembered. Very limited biological, psychological and social descriptions of the inability to remember information. Limited biological, psychological and social explanations of the inability to remember information. Satisfactory biological, psychological and social explanations of the inability to remember information. Well-considered biological, psychological and social explanations of the inability to remember information. Comprehensive biological, psychological and social explanations of the inability to remember information. Very limited explanation of the reliability of memory. Limited explanation and discussion of the reliability of memory. Sound explanation and discussion of the reliability of memory. Well-argued explanation and discussion of the reliability of memory. Thorough explanation and discussion of the reliability of memory. Limited use of qualitative and quantitative data and evidence to answer questions and draw conclusions in investigations related to learning and memory. Some use of qualitative and quantitative data and evidence to answer questions, to draw conclusions and to recognise experimental errors and limitations in investigations related to learning and memory. Appropriate use of qualitative and quantitative data and evidence to answer questions, to draw conclusions and to recognise experimental errors and limitations in investigations related to learning and memory. Accurate use of qualitative and quantitative data and evidence to answer questions, to draw conclusions and to recognise experimental errors and limitations in investigations related to learning and memory. Insightful use of qualitative and quantitative data and evidence to answer questions, to draw conclusions and to recognise experimental errors and limitations in investigations related to learning and memory.
Very limited understanding of the use of models in explaining psychological phenomena. Limited understanding of the use of models in explaining psychological phenomena. Satisfactory understanding of the usefulness and limitations of models in explaining psychological phenomena. Thorough understanding of the usefulness and limitations of models in explaining psychological phenomena. Sophisticated understanding of the usefulness and limitations of models in explaining psychological phenomena. Very limited use of psychological terminology, representations, conventions and scientific data. Some appropriate use of psychological terminology, representations, conventions and scientific data. Satisfactory use of most psychological terminology, representations, conventions and scientific data. Effective and appropriate use of psychological terminology, representations, conventions and scientific data. Proficient, complete and appropriate use of psychological terminology, representations, conventions and scientific data. KEY to marking scale based on the outcome contributing 30 marks Very Low 1–6 Low 7–12 Medium 13–18 High 19–24 Very High 25–30
VCE Psychology: Performance descriptors PSYCHOLOGY SCHOOL-ASSESSED COURSEWORK Performance descriptors Unit 4 Outcome 3 Design and undertake a practical investigation related to mental processes and psychological functioning, and present methodologies, findings and conclusions in a scientific poster. DESCRIPTOR: typical performance in each range Very low Low Medium High Very high Some attempt at formulation of an investigable question with very limited outline of investigation design. Mostly appropriate formulation of an investigable question with limited outline of investigation design. Appropriate formulation of an investigable question with sound investigation design. Accurate formulation of an investigable question with well- constructed investigation design. Highly proficient formulation of an investigable question with comprehensive investigation design. Very limited understanding of the investigation with very limited explanation of its context, purpose, methodology and significance. Limited understanding of the investigation with some explanation of its context, purpose, methodology and significance. Sound understanding of the investigation with satisfactory explanation of its context, purpose, methodology and significance. Thorough understanding of the investigation with detailed explanation of its context, purpose, methodology and significance. Insightful understanding of the investigation with comprehensive explanation of its context, purpose, methodology and significance. Some attempt at collection and use of qualitative and quantitative data to draw some conclusions. Some appropriate collection, selection and use of qualitative and quantitative data to draw relevant conclusions. Sufficient collection, selection and use of qualitative and quantitative data to draw justified conclusions. Purposeful collection, selection and use of qualitative and quantitative data to draw valid conclusions. Highly proficient collection, selection and use of qualitative and quantitative data to draw valid conclusions. Limited presentation of investigation results to illustrate trends, patterns and relationships with limited identification of investigation limitations. Some presentation of investigation results in an appropriate format to illustrate relevant trends, patterns and relationships with some identification of investigation limitations. Appropriate presentation of investigation results in an appropriate format to illustrate relevant trends, patterns and relationships with sound identification of investigation limitations and sources of error. Accurate presentation of investigation results in an appropriate format to illustrate relevant trends, patterns and relationships with detailed identification of investigation limitations and sources of error. Highly proficient presentation of investigation results in an appropriate format to illustrate relevant trends, patterns and relationships with insightful identification of investigation limitations and sources of error.
Organisational Unit: Date of Assessment: Assessment Team: Approved By: Hazard Hazard Present University Controls OU Specific Controls Further Action Required? Yes No Bullying and poorly managed relationships Lack of role clarity Academic Models Remote or isolated work Challenging work hours Demanding deadlines & targets Low levels of control Hazard Hazard Present University Controls OU Specific Controls Further Action Required? Yes No Poorly managed change processes High mental & physical demands Candidate Mental Health Program
Course Work Breakdown Type Description Outcome Addressed % of Total Assessment Date Written Assignment/ Draft Publication Critique of Conceptual Models of Supervision (2000words) 1,3,6 40% Semester 1 February 2016 Sessional Analysis Written analysis of a psychotherapy supervision session (2000words) 1,2,3,6 40% Semester 2 Portfolio Evidence Compilation of supervision logs/reports, supervision consultation reports, reflective essay (2000 words) 3,4,5,6,7 20% Semester 2 Reassessment Pre Requisite Repeat Re-sit of course work only X Re-sit of formal exam and course work Re-sit of exam only Module Workload and Resources Workload Part-time hours per academic year Type Description Hours Direct Contact Lectures, Seminar Groups, Supervision Practice Development and Group Supervision 70 Tutorials Personal Tutor and Module Coordinator 5 Supervision Practice Internal supervision practice 25 Supervision Supervision consultation 5 Independent Study Pre and post-session reading, independent reading and literature searching, assignment preparation ,portfolio building, publications 395 Total 500 NB: A minimum of 80% attendance is required for this module Supervisor Accreditation Preparation (Optional) Optional -External supervision Practice (Minimum) 25 Optional - Supervision consultation (Minimum) 5 Optional - Supervision Workshop (Theory and Practice) 30
SI S15 FINAL EXAM PRACTICE EXAM #1 The text defines cognition as Silent speech All mental activity The mental activities associated with thinking, knowing, remembering, and communicating information Logical reasoning When forming a concept, people often develop a best example, or ____________, of a category Denoter Heuristic Prototype Algorithm Few human behaviors are rigidly patterned enough to qualify as Needs Drives Instincts Incentives According to Maslow’s Theory The most basic motives are based on physiological needs Needs are satisfied in a specified order The highest motives relate to self-actualization All of these statements are true Beginning with the most basic needs, which of the following represents the correct sequence of needs in the hierarchy described by Maslow? Safety; physiological; esteem; belongingness and love; self-fulfillment Safety; physiological; belongingness and love; esteem; self-fulfillment Physiological; safety; esteem; belongingness and love; self-fulfillment Physiological; safety; belongingness and love; esteem; self-fulfillment The correct order of the stages of Masters and Johnson’s sexual response cycle is Plateau; excitement; orgasm; resolution Excitement; plateau; orgasm; resolution Excitement; orgasm; resolution; refractory Plateau; excitement; orgasm; refractory Sexual Orientation refers to A person’s tendency to display behaviors typical of males or females A person’s sense of identity as a male or female
Unit Five Unit Six Unit Seven Unit Eight States of Consciousness 1. Consciousness 2. Non-Conscious 3. Pre-Conscious 4. Sub- Conscious 5. Un-Conscious 6. Sleep Cycle 7. Dreams 8. Hypnosis 9. Drugs *Research Paper: Students will research a topic in Psychology (to be determined) and present their findings in a formal APA paper. Learning 1. Classical Conditioning 2. Operant Conditioning 3. Punishment and Reinforcement 4. Cognitive Learning Cognition 1. Memory 2. Constructive Memory 3. Forgetting 4. Thinking and Creativity Motivation and Emotion 1. Arousal Theory 2. Incentive Theory 3. Biological Theory 4. Eating Disorders 5. Extrinsic versus Intrinsic Motivation 6. Theories of Emotion 7. Two Factor Theory 8. Stress Unit Nine Unit Ten Unit Eleven Unit Twelve Developmental Psychology 1. Prenatal influences on development 2. Motor/ Sensory Development 3. Parenting 4. Stage Theories 5. Moral Development 6. Gender and Development *Parenting Project: Students will form “family groups”. Within these groups, each family member will respond instinctually to a variety of stimuli (problems). Family groups will analyze their responses and determine their specific parenting style. Personality and Stress 1. Psychoanalytic Theory (Freud) 2. Psychodynamic Theory 3. Trait Theories 4. Biological Theories 5. Behaviorist Theories 6. Social –Cognitive Theories 7. Humanistic Theories 8. Good stress vs. bad stress 9. Stress and human health. Theories of Intelligence 1. I.Q. Testing 2. Nature versus Nurture and Intelligence * Essay: Students will read a current journal article addressing I.Q. Testing and write a reflection (2-3 pages). Abnormal Psychology 1. What is normal? 2. Categories of disorders 3. Somatoform Disorders 4. Dissociative Disorders 5. Mood/Affective Disorders 6. Schizophrenic Disorders 7. Personality Disorders 8. Labels * Students will research a specific Psychological Disorder and examine it through the lens of one Psychological Perspective. The class will create a website to present their findings.
Executive Summary After close review and analysis of our Psychology program’s CLOs and GELOs, we are satisfied with the level of student mastery, reported at 72-86%. With many of our students entering our courses we feel that the level of student mastery directly reflects our instructional efforts. While we are satisfied with the percentages, we continue to seek ways to assist our students succeed at even higher levels. We plan to continually evaluate and update CLOs on a course-by-course basis to ensure that the CLOs reflect the essential concepts student need to master to meet the GELOs. As part of this process, we will modify the assessment tools used to evaluate these CLOs ensure consistency across faculty and course assessment. In order to meet our goals of continued quality instruction and increased student success, it is necessary to receive additional department funding. The most important funding needed to support instruction is the hiring of new, well-trained full-time faculty. Many of our courses require specialty training and research backgrounds and our continued success in meeting CLOs and GELOs depends on support from administration to support the hiring of new full-time faculty. Additionally, in the ever-changing field of psychology, it is critical to stay current with research and new techniques of instruction. Resources to enable faculty to attend conferences and acquire fresh ideas about instruction are needed to maintain the current high level of quality. Faculty Included in the Preparation and Sharing of this Report: Shelly Fichtenkort Becky Ganes Bobby Hutchison Lee Kooler
Projects in Psychology, 1-3 CR, may be repeated, only 3 hours count toward the major ____ PSYS 473 Training in Business & Industry ____ PSYS 424 Topics in Developmental Psychology ____ PSYS 453 Psychology of Women (430) ____ PSYS 463 Evolutionary Psychology (483) ____ PSYS 451 Psychology of Religion (485) ____ PSYS 482 Psychology of Sexuality (345) ____ PSY 475 Grant Writing ____ *PSYS 370 Industrial/Organizational Psychology ____ PSYS 413 Psychological Tests & Measurement[361] ____ PSYS 423 Psychology of Adult Life & Aging ____ PSYS 424 Topics in Developmental Psychology ____ PSYS 431 Psychology of Language[407] ____ PSYS 433 Judgment & Decision Making ____ *PSYS 450 Psychology of Personality ____ PSYS 451 Psychology of Religion [485] ____ PSYS 453 Psychology of Women[430] ____ PSYS 462 Neuroscience of Learning & Memory ____ PSYS 463 Evolutionary Psychology[483] ____ PSYS 465 Psychopharmacology ____ PSYS 473 Training in Business & Industry ____ PSYS 482 Psychology of Sexuality [345].