€¦ · Web viewPsychology: Kohlberg’s Theory of Moral Development. Grade Level: Multi Subject: Psychology Prepared By: L. Korpics 2017-2018 Do Now: Overview-

Psychology: Kohlberg’s Theory of Moral Development

Grade Level: Multi Subject: Psychology Prepared By: L. Korpics 2017-2018

Do Now: Overview- Kohlberg’s Theory of Moral Development determines that there is a hierarchy of cognitive development that determines your moral values by age.

Education Standards AddressedAPA (American Psychological Association) Standards for High School Psychology Curricula. apa.org

FOCUS Teacher Objectives Student Guide“Read Handout – Heinz Stealing the Drug” –Should Heinz Steal the Drug?

SWBAT: Explain Kohlberg’s Theory of Moral Development. Identify:Level 1 – preconventional, Level 2- Conventional, Level 3 – Conformity, Level 3 Post Conventional

Reading: Heinz stealing the Drug?Chart: Answer and explainInformation: which ages and which levels - examples

Materials Needed Pen Notebook Text: “Psychology

and You”

Information(Give and/or demonstrate necessary information)

SWBAT: understand obedience/punishmentSelf interest/orientation, Interpersonal accord and conformity, Authority and social order, Social Contract orientation, Universal Ethical Principles?

Readings/ChartsExamples of answers from elementary school students.

Verification(Steps to check for student understanding)

Discuss issues in their own lives that represented an ethical decision.

Inquiry – Discussion Reading: Should Heinz steal the Drug

Chart: Theories of Moral Development

Activity(Describe the independent activity to reinforce this lesson)

HW: ask a parent/sibling/neighbor if Heinz should steal the drug – bring back answers.

Share answers tomorrow

Assessment: Quiz: Behaviorism/Psychoanalytical Theory – founders and beliefs.Work on Project 1 – Psychological Theories

Psychology History & Scope –Wundt/Titchener/James/Functional/StructuralGrade Level: Multi Subject: Psychology Prepared By: L. Korpics Feb 2017-2018

Do Now: Look at each photo – quickly write down the first word you think of when you look at it –don’t hesitate! (Introspection)Do Now: Look at each photo – quickly write down what you think the person is FEELING. (Empathy)

Education Standards AddressedAPA (American Psychological Association) Standards for High School Psychology Curricula. apa.orgPsychology in Modules: David Myers 8th edition. 2009Module 1: 6 Objectives.

FOCUS: What is one characteristic about yourself that you can trace to a relative.

Teacher Objectives1-1, 1-2, 1-3, 1-4, 1-5, 1-6

MODULE LENGTH: 4 DaysSWBAT: 1-1 Define Psychology1-2Trace psychology’s prescientific roots, to beginnings of modern science. 1-3 Explain how early psychologists sought to understand the minds structure, functions and leading psychologists who led the way.1-4 Describe the evolution of psychology as defined from the 1920’s through today

1-5 Summarize the nature-nurture debate and process of natural selection. 1-6 Identify the three main levels of analysis in the biopsychosocial approach – how do they complement each other.

Materials Needed Pen Notebook Text: “Psychology and You” Article: Stream of Consciousness

– from Psychology to Literature

Essential Questions:(Steps to check for student understanding)

Psychology is the study of?What is the difference between behavior and mental processes?What is a theory?Who was Wilhelm Wundt? William James? Jean Piaget? Sigmund Freud? Carl Rogers, B.F. Skinner? John Watson? What is the difference between basic and applied research?

Key Terms: psychology, empiricism, structuralism, functionalism, humanistic, nature v. nurture, natural selection, biopsychosocial, research: basic and applied, counseling psychology, psychiatry.

Other ResourcesProjector/Computer/PhotosVenn DiagramsComparative Charts

Activities Introspection Activity Stream of Consciousness

Activity Empathy Activity

Students view a series of photographs and write down their immediate reaction to each – then discuss.

Students will view a series of faces and identify the emotion they perceive using “Empathy”. – then discuss

Photos/PowerPoint

Assessment: QUIZ: Early Functionalists & StructuralistsTEST: MODULE 1 TESTHand out 1st Quarter Project: Choose your Approach

Psychology: Early Psychological Theories Unit

Grade Level: Multi Subject: Psychology Prepared By: L. Korpics Feb. 2017-2018

Do Now: Overview- Early Psychologists were primarily interested in the how of behavior rather than the “why”. Ancient Greek and Roman philosophers could be considered the first psychologists – “Know Thyself”. Methods used by early Psychologists range from free association to introspection.


FOCUS Teacher Objectives Student GuideLook at the statue of the Sphinx – quickly list 10 words you think of –don’t hesitate!

UNIT LENGTH: 1 Day

SWBAT: understand the process of Wilhelm Wundt’s introspection, Edward Tichener’s Empathy and William James’ Stream of Consciousness

Notes: Structuralism, Functionalism, Titchener, James, Wundt, DarwinEmpathy,


and You” Article: Stream of

Consciousness – from Psychology to Literature


SWBAT: critique the pros and cons of each theorist. Understand the limitations of all theories and compare current therapeutic methods with the past.

Venn DiagramsComparative Charts


SWBAT give examples of each approach and their pros/cons. Identify who was a structuralist and who was a functionalist – define each term.

Inquiry – Discussion Other ResourcesProjector/Computer/Photos


Students view a series of photographs and write down their immediate reaction to each – then discuss. Introspection Activity

Students will view a series of faces and identify the emotion they perceive using “Empathy”. – then discuss

Photos/PowerPoint

Assessment: QUIZ: Early Functionalists & Structuralists EXAM: Theories of Psychology.

Psychology: Approaches & Modalities

Grade Level: Multi Subject: Psychology Feb 2018 Prepared By: L. Korpics

Do Now: Overview- Psychology is the science of studying mental processes and behavior. What are the goals of Psychology: Write down D.____ P.____ U.___ I.___ (DPUI). Fill in blanks.


FOCUS Teacher Objectives Student Guide“Sensation tells us a thing is,Thinking tells us what it is, this thing is.Feeling tells us what this thing is to us”-Carl Jung

SWBAT: understand the goals of Psychology to describe, predict, understand and influence human behavior in order to help ourselves and others.

Notes: Venn DiagramPneumonic Device Notes


and You” Chart: Approaches to

PsychologyInformation(Give and/or demonstrate necessary information)

SWBAT: identify and compare the different types of psychological theories. Understand what a theory is- and how measurement of behavior is part of this.

Psychodynamic TheoryBehavioral TheorySocio-Cultural TheoryHumanistic TheoryEvolutionary TheoryCognitive TheoryNeurobiological Theory


SWBAT give examples of each theory and their pros/cons. Understand the difference between Research and Applied Psychology.

Inquiry – Discussion Other ResourcesProjector/Computer/Photos


Students will “brainstorm and determine a possible causes for Lindsey Lohan’s behavior using a combination of theories.

Cooperative Group Activity“John” – create a therapeutic plan for John using each theory.

Assessment:Quiz: Early PsychLab. #1: Early Psychology & Approaches

Diagnosis Chart - Group

Psychology: Research Methods

Grade Level: Multi Subject: Psychology Date: February 15th

2018Prepared By: L. Korpics

Do Now: What is the difference between 9th graders and 12th graders? PROVE IT. (Empiricism) Education Standards AddressedAPA (American Psychological Association) Standards for High School Psychology Curricula. apa.org

FOCUS Teacher Objectives Student Guide

Students have read about the research methods psychologists use to answer behavioral questions. In this exercise, students will compare three studies that describe some of the scientific methods used in psychological research.

SWBAT: students will use information from the American Psychological Association site learning about Research Methods in Psychology. Model and “experiment” disguised as a word memory recall game to model APA Ethics in Psychological Experimentation. Discuss the ethical guidelines in historical experiments and assess the cost benefit analysis as to what we have “learned” in these unethical studies.

Notes: Venn DiagramDataReadingsNotes studied, and the hypotheses generated. Students will then answer four questions and apply this information by creating their own survey to ask one of the three sample groups.

Materials Needed Pen Notebook Text: “Psychology and

You” Charts: Types of

Psychological Studies Readings: Harlows

Monkeys Readings: When

Psychologists go Wrong


SWBAT: 1. Students will be able to describe the scientific methods employed in the research of specific behavioral questions.2. Students will be able to use this knowledge to create their own survey of questions for a sample group.

Case Studies, Longitudinal Studies, Cross Sectional Studies, Naturalistic Observation, Lab Studies, Field Studies, Variables (Independent and Dependent)


Placebo, Control, Control Group, Experimental Group, Ethics

Other ResourcesMilgram Revisited: Review of Stanley Milgram’s ExperimentStanford: Prison Experiment

ReadingsVideo Clips


Naturalistic Observation: Scientific Method: What did you expect, what was the behavior, How was it the same/different than you expected

Assessment: Continue Psych Approach Projects Video Clips: Milgram Revisited 20/20TED: Philip Zimbardo “The Lucifer Effect”Harry Harlow Attachment Theory

Psychology: What is Behaviorism?

Grade Level: Multi Subject: Psychology Prepared By: L. Korpics March 2017-2018

Do Now: Overview- Behaviorists believe that all human behavior can be conditioned for response and that all our thoughts, feelings and goals are determined by outside influences. Classic Behaviorism is a great tool for education, raising children and training pets, however there is more to the human psyche than conditioned and unconditioned response.


FOCUS Teacher Objectives Student Guide“Take out your notebook and a pen in ten seconds or less and you will get candy!”

SWBAT: understand ABC – antecedent, behavior and consequences, positive, negative reinforcement , extinction, punishment, stimulus, conditioned and unconditioned response.

Notes: Venn DiagramPneumonic Device “Pavlov’s Dog” clip

Materials Needed Pen Notebook

Text: “Psychology and You”

Naturalistic Observation – Behavior and your family


SWBAT: identify and compare the different types of psychological theories. Understand what a theory is- and how measurement of behavior is part of this.

B.F. Skinner, Skinner Box, Watson, James Watt.“The Dog Whisperer” clip


SWBAT give examples of A.B.C. using several situations they will generate from discussion of everyday life.

Inquiry – Discussion Other ResourcesVideo Clips“The Dog Whisperer” “Super Nanny Clip”Sheldon conditions Penny “The Big Bang Theory ©Jim conditions Dwight “The Office © PowerPoint


Students will use naturalistic observation to observe (antecedents) in behaviors in their siblings or pets.

HW. – Bonus: watch Super Nanny, The Dog Whisperer or Wife Swap and observe A,B,C’s.

Assessment: Naturalistic Observation ChartQuizIntroduction to Project 1 – Psychological Theories

Reading: Little Albert

Psychology: Cognitive Theory


Do Now: Overview- Cognitive Psychology plays a role in learning or re-learning activities and habits that were affected by disease, phobia, compulsion or abuse. Behavior is viewed as a product of various internal sentence and thoughts.



SWBAT: understand the theory of cognitive psychology as a way to change behavior by re-learning previously learned patterns in a variety of ways. Identify programs using this approach

Notes: Venn DiagramPneumonic Device Notes

Materials Needed Pen Notebook

Text: “Psychology and You”

Chart: Approaches to Psychology


SWBAT: identify the ways in which we use cognitive psychology to change habits. Identify Alcoholics Anonymous, NA, Weight Watchers, Smoking cessation clinics, etc.

Common Cognitive Tools used in AA“one day at a time”“I over e – intellect over emotion”“changing places changing faces”“wherever you go- there you are”


SWBAT Find habits they wish to change and create a mantra and new pattern of behavior they will attempt to use during the week.

Handout - Other ResourcesProjector/Computer/PhotosClip: “28 Days” Alcoholic Rehab.Weight Watchers: Cognitive Therapy in Group Settings.Activity

(Describe the independent activity to reinforce this lesson)

See above Individual activity – share answers – critique success/failure of method

Assessment: Continue ProjectEssay – Which theory did you use for Lindsey Lohan?

CHALLENGE: Pick a habit you want to change…..replace it with a more positive habit for 30 days without missing one day. Report back. (Extra Credit).

Psychology: Humanistic Theory


Do Now: Overview- Humanistic Theory deals with the self efficacy, (belief), that people have to overcome issues to be resilient. Personal growth can improve with the right opportunities to make adjustments. Carl Roger’s “Unconditional Regard” emphasizes that all humans need to be valued and if treated properly, (like seeds in a garden), will fulfill their ultimate potential.



It’s a wonderful day in the neighborhood, it’s a wonderful day to be a neighbor – won’t you be mine. Won’t you be my neighbor”!

SWBAT: understand the theory of Humanistic Psychology, identify Carl Rogers and Unconditional Positive Regard. Describe policies that have been successful and those that haven’t.

Notes: Cartoons – Barney, Sesame Street, streaming video – Mr. Rogers.


and You” Reading: Open

Classroom. – Successful or obsolete?


SWBAT: understand how humanistic psychology is often combined with other modalities, describe how this interacts with Maslow’s Hiearchy of Needs, Discuss limitations of Humanism.

Reading: Carl Rogers’ Open Classroom.


Ring of Affirmations Students face each other and one by one right down one positive thing about each other and pass it around until everyone has a list of positive affirmations to take with them.

Other ResourcesRing of Affirmations


(Best to not discuss this – let it settle in and allow students to discuss it if they want – observe behavioral and attitude changes when they leave class).

Assessment: Continue ProjectSchedule Presentations

HW: Chapter 2 Approaches to Psychology – Vocabulary.

Video Clips:20/20: The Goose Who Loved a ManChristian the Lion (Youtube)

Psychology: Socio-Cultural Theory


Do Now: Overview- Socio-cultural Psychology emphasize the influence of culture and society on human behavior. Behavior does not change unless one views life through a critical lens, make a physical move, go away to college, travel, etc.



What does it mean to walk a mile in someone else’s shoes?

Are YOU who your friends are?

SWBAT: understand the theory of Sociocultural Theory and how this can begin in family, culture, religion, disability/ability, circumstances.

Notes: PHOTOS:


and You” Reading: Open

Classroom. – successful or obsolete?


SWBAT: understand how our perceptions of ourselves are often rooted in identification with groups. Identify stages where focus shifts from group to individual. Understand cultural differences that formulate sociocultural behavior, (Asian, Latino, German, Italian, etc.)

Identify photos:Metal Head, Thug, Artsy,,Nerd, Jock, Prep, Diva, Skater, Poser, Gothic, etc.


Discuss: When does your family eat their salad? How do you celebrate holidays? What if Martians landed in Montgomery for 24 hours to observe us and make a judgment – and they landed on Halloween?

Discussion Other Resources“30 Days”

“Straight Man in a Gay World”

Morgan Spurlock © 2007

A 23 year old Virginia veteran goes to the Castro District in San Francisco CA to live with Ed for 30 days and must assimilate into their society.


Tomorrow – choose a different cafeteria to eat in, or sit at a different table. Engage in conversation in a friendly way.

HW: Discuss tomorrow

Assessment: Continue ProjectSchedule Presentations

VIDEO – Post Discussion QUARTERLY REVIEW PACKET handed out.

Psychology: Neurobiological Theory


Do Now: Overview- Biological Psychological therapy has increased since the 1900’s. It has allowed many to lead normal lives who years before may have spent their lives institutionalized or worse. Still often criticized as an “easy out”, movement toward the realization that many psychological disorders are based in brain chemistry is rapidly increasing.



If you told your doctor that you were a diabetic, would he give you insulin or tell you to “suck it up and deal with it?”

SWBAT: understand the biological theory of psychology. Identify recent discoveries in the field of Schizophrenia and O.C.D., Identify Serontonin, SSRI, Reuptake inhibitors, anxiety, ADD, Dopamine, Norepinephrine.

Notes: Biological TheoryVenn DiagramsOutlines


You” Reading: “The Couch

is Out and the Pills are In”

“What are SSRI’s?” Phineas Gage:

Neuroscience’s First Patient

“My Lobotomy” taken from the book by Howard Dully ©


SWBAT: List common disorders, (both psychological and physical) and what medications are often prescribed. Identify connection between genetic predisposition to certain psychological disorders.

Reading: “What runs in your Family”?-Alcoholism in the past – really self medicated depression?Family Chart (not to share unless student volunteers)


Discussion: Why do people drink? Why do they take drugs? What are people trying to escape? – sadness, anxiety, depression, mania, panic?

Verification see below activity.Sensitive topic – must approach for each individual class in appropriate way for that class/group

Other Resources(Detailed neurobiology will be covered in Neuroscience Unit – this is to be approached on a social science level as an introduction to topic.)


Group Discussion – only volunteers.

Assessment: Project: Presentations begin HW: STUDY FOR PSYCHOLOGICAL THEORIES TEST

Psychology: Freud and Psychoanalytic Theory2

Grade Level: 11/12 Subject: Psychology Prepared By: L. Korpics Feb. 2017-2018

DO NOW: Is there one incident that happened to you before age 10 that you feel impacted your personality?What is your best personality trait?

Performance Standards Addressed. APA: American Psychological Association for High School Social Studies. AP Psychology: College Board. To understand, identify, describe and explain Sigmund Freud’s Psychoanalytic Theory

FOCUS: Teacher Objectives Student Guide

Freud believed that when we explain our own behavior to ourselves or others (conscious mental activity) we rarely give a true account of our motivation. Our rationalizations of our conduct are disguising the real reasons. (sub conscious). Freud was the founding father of psychoanalysis, a method for treating mental illness and also a theory which explains human behavior.Psychoanalysis is often known as the talking cure.

SWBAT: Understand the three different parts of Freud’s Personality Structure. Identify the way we use the Id, Ego and SuperEgo in everyday life. Identify the weaknesses in Freud’s theories and the strengths. Understand what Neo-Freudianism is and who they were. Describe fixation and the Oral, Anal, Phallic, Latent and Genital Stages age groups. Compare this with Piaget’s later studies in Developmental Psychology and what we understand today about how children learn and develop.

Freud believed that your personality developed in your childhood.Mostly from unresolved problems in the early childhood.Believed that children pass through a series of psychosexual stages.The id focuses its libido (sexual energy) on a different erogenous zone. Karen Horney: Childhood anxiety is caused by a dependent child’s feelings of helplessness. This triggers our desire for love and security.Fought against Freud’s “penis envy” concept. Carl Jung: Archetypes

Materials Needed Pen Notebook Text: “Psychology & You

Other Resources Smart Board/Computer/Photos Online Rorschach Test Online TAT Test

Closure:(check for student understanding)Exit Quiz

What the primitive instant gratification part of your personality called?

What is the moral and rule following part of your personality called?

What is the mediator, finds a way to gratify needs and still follow rules - called ?

What is Freud’s Theory called?

I do: Notes on Objectives, Inquiry

We do: Discussion , -Read: Freud’s Theory of Psychosexual Development.Piaget’s Stages of Child Development

Terms: RorshackKaren HorneyJean PiagetCarl JungArchetypeTATID, Ego, SuperEgo“Talking Cure”

Readings: Freud’s Theory of Psychosexual Development“A Theory of Dream” – Freud/JungActivity: Rorschach Test, TAT Test (Thematic Apperception Test)

Psychology: Freud – Psycho-sexual StagesGrade Level: Multi Subject: Psychology Prepared By: L. Korpics March 2017-2018

Overview & PurposeTechnique of treating psychological disorders by seeking to expose and interpret unconscious tensions a reservoir of mostly unacceptable thoughts, wishes feelings and memories. Freud’s psychoanalytic theory of personality sought to explain what he observed during exploration of the unconscious. Focus on human development as driven by certain benchmarks based on pleasure principle.

Education Standards Addressed

APA (American Psychological Association)Advanced Placement Guide – College Board

Teacher Guide Student Guide

Objectives(Specify skills/information that will be learned.)

SWBAT: understand Freudian Psychoanalytical Theory, Psycho-sexual Stages, Conscious, Preconscious, and Subconscious

Notes: Freudian ID/EGO/SUPER EGOPsycho-Sexual Stages, Importance of unconscious motives. Criticisms of Freud.


You” Reading: FreudInformation

(Give and/or demonstrate necessary information)

ID – drives EGO – mediates ID and Super Ego Super Ego – internalized ideas. Oral Phase, Anal, Phallic, Latent, Genital

Devil on one shoulder, Angel on the other – you in the middleO/A/P/L/GExamples: Infant Development


What is it meant if someone is “Anal?”What stage were they stuck at according to Freud?

Notes/PowerPoint/ Inquiry/Discussion – Oedipus/Electra Complex, Penis Envy – what are some developmental reasons not based in libido?

Other ResourcesProjector/Computer/PhotosCHART: ID EGO SUPER EGOCHART: Psycho-Sexual Stages

Other Freudians?Jung – move away from FreudActivity

(Describe the independent activity to reinforce this lesson)

Group activity where students will come up with adult issues based on Freud’s Stages of Psycho-Sexual Development

Discuss ExamplesPsychotherapy Today – differencesDreams, Defense Mechanisms, (touch on briefly – cover later in other units)

Assessment: QUIZ: FreudACTIVITY

Discuss: Where is Freud lacking in his explanation of human behavior? Where do you think he had a point?

Psychology: Neuroscience Introduction

Grade Level: Multi Subject: Psychology Prepared By: L. Korpics April 2017-2018

Do Now: Overview- Your brain is the Whitehouse of the Nation of your Body! All communication from and to your body and brain are chemical, and electric. There are many parts of your brain- all of which play a unique role in who “YOU” are.


Do Now: Teacher Objectives Student Guide

Has anyone ever had a concussion? If so, what was your experience like?

*Discuss Project

SWBAT: understand the basic anatomy of the brain. Explain how your Central Nervous System (CNS) is in some ways considered “The seat of your soul”.

Notes:Brain Diagram


and You” Reading: Phineas

Gage – A study in Frontal Lobe Damage.


SWBAT: identify hemispheres, lobes (parietal, temporal, frontal, medulla oblongata, cerebellum, Cerebral Cortex, brain stem, Corpus Collosum, etc.).Understand how the impact of the part of the brain sloshed against the skull in the cerebrospinal fluid determines your head injury, NOT the bump itself.

Readings: Phineas Gage: A Study in Frontal Lobe DamageMy Lobotomy


SWBAT: draw important locations on Brain Diagram

Intro Lesson Other ResourcesVirtual Brain Online Brain Dissection

“Mad Mad Neuron” University of Utah Genetic Dept.“Mouse Party” University of Utah Genetic Dept.ACTIVITY: Right Brain Left Brain Game.

ActivityBEST BRAIN COMPETITION 2011

PowerPoint: Virtual Brain Dissection Intro Lesson

Assessment:TEST: Neuroscience (1 week)

Peer Review: Brain Diagram with PowerPoint Brain.

HW: Chapter 3 The Brain – Vocabulary.

MIDTERM REVIEW PACKETSMIDTERM

Psychology: Neuroscience Unit - II


Do Now: Overview- Put your hand out. Bring your hand in toward your right ear. Stick your index finger in your ear. Say “This is my favorite ear”.



The combination of activities you just did were the result of your brain analyzing instructions, sending messages to your arm, called on area that controls hand movements, found your ear, searched your memory to find the words you needed, used the speech area to say the words and recalled the sentence you heard and memorized! WOW!

SWBAT: understand right/left brain dominance, motor strip, sensory strip, wernickes area, occipital lobe, axons, dendrites, visual fields, neurons, (sensory, motor and inter-neurons). Describe how the amgydala impacts our impulse control and develops late in adolescence, (or later).

READING: My Lobotomy” © 2008 by Howard Dully (if not done in earlier lesson)


and You”


SWBAT: understand the treatment of psychological and other disorders by frontal lobotomy until the early 1970’s. Discuss Dr. Freeman’s “Icepick” Lobotomy.

Discussion of Dully’s book.Why does the location of a frontal lobotomy change the personality of the patient?

Other ResourcesDiscussion: Rose Kennedy Frances Farmer

Assessment: Questions: “My Lobotomy” When would a frontal lobotomy be ethical – or could it be?

Psychology: Consciousness, Coma and Traumatic Brain Disease/Injury2

Grade Level: 11/12 Subject: Psychology Prepared By: L. Korpics April 2017-2018

Overview- There are many states of consciousness in the human brain, and range from daydreaming to REM sleep, however unless we are knocked out, under anesthesia or in a coma, we are ALWAYS conscious. Many physiological issues can impact awareness and consciousness from dissociative fugue, trauma, TBI, Chronic Encephalopathy, Temporal Lobe Dementia, Alzheimers Disease and Vascular Dementia, stroke and aneurysm.

Performance Standards Addressed. APA: American Psychological Association for High School Social Studies. AP Psychology: College Board. To understand, compare and analyze the variety of levels of human consciousness and its impact on the body.


Do Now: What is a Coma?Reading: Terry Schiavo SWBAT: Understand the many states of

consciousness, describe sleep deprivation and its effects, and explain the different levels of consciousness. Identify and understand the GCS and its use in the medical field.Unconscious – physically unable to awakenSubconscious – inner thoughts and feelings you are not totally aware of A comatose person cannot be awakened, fails to respond normally to pain, light or sound Understand levels of awarenessSWBAT: Understand how to identify and notice a stroke or concussion in someone

When your parents brought you home from the hospital and trained you to sleep at night…that is called entrainmentWhen you have sleep deprivation – you will make up for it by sleeping more in REM sleep days later. This is called REM Rebound.The severity of a coma is measured by theGlasgow Coma Scale.

Materials Needed Pen Notebook Text: “Psychology & You Flashlight (provided)

Information


We do: Discussion, Reading.

Readings: Glasgow Coma ScaleSimulation: Coma Scale AnalysisThe Man Who Killed his Wife in His SleepTeenage Brain: Sleep Deprivation Large Problem among High School Start Times

Verification(check for student understanding)

What is a permanent Vegetative State?How does this differ from Coma?Is there REM in a Coma?What Sleep disorders are there?What is a ParasomniaWhat are Nigh Terrors or Incubus

How can Anorexia lead to Coma?What is the role of potassium in consciousness?What is the role of Amyloid in Alzheimer’s Disease

Other ResourcesSmart Board/Computer/PhotosConcussion RaterACTIVITY: Draw a ClockACTIVITY: Mini Cog Competition

Activity:They Do: : Students will keep track of their sleep patterns over a period of 2 weeks, comparing their results on school days and on days off, computer use, caffeine and other issues that impact sleep.

(Sleep experiment will be tracked through my observation and will be input into data charts that describe: minutes before awakening, likely level of sleep, period, and course – comparisons and correlations

Psychology: I.Q., E.Q. Gardner’s Multiple Intelligences, Creativity

Grade Level: Multi Subject: Psychology 2013-14 Prepared By: L. Korpics 2017-2018

Overview & Purpose: Measurements of intelligence have changed over the years. I.Q. is only one way to measure ability. E.Q. can be seen as the ability to understand and work with others. The subtypes of E.Q. are: interpersonal, intrapersonal, extrapersonal, physical, musical and creative and spatial.


Do Now: (Focus) Teacher Objectives Student GuideIf you could have only one of these characteristics, which would you chose?Good with peopleAcademically GiftedCommon SenseHandy

SWBAT understand, differentiate and model the different types of intelligences, critically assess motivation in terms of what drives us?

Notes: Activities Materials Needed Reading: Emotional

Quotient Article: What is the

New Smart? Index Cards: Activity 1,2,3,4 “Box of Creativity” Expert Quizzes


E.Q., I.Q., Gardner Multiple Intelligences, Extrapersonal, Intrapersonal, Interpersonal, Breaking Set, Spatial Intelligence, Asperger’s Disorder


SWBAT give examples of each defense mechanism and identify them in the context of their lives. Understand Kubler Ross’s Stages of Grief – identify in film

Students will write skits demonstrating at role play all the different types of intelligences

Other ResourcesProjector/Computer/Creativity Box, Handshake Activity, Group Vibe Activity, Box of Creativity, Ring of Affirmations Activity

ActivitySee other resources (6 activities)

Students role play skits using different activities (see “other resources)

Assessment: TEST: IntelligenceMini-Project:: Student generated simulations of intelligence and motivation

Psychology: PRESENTATIONS


Do Now: Overview- Presentations on Psychological Theories Project-Behavioral -Psychoanalytical -Sociocultural -Cognitive -Humanistic


FOCUS Teacher Objectives Student GuideStudent Presentations SWBAT: demonstrate their benchmark

projects on Psychological TheoriesMaterials Needed Student presentations

as needed SmartBoard Laptop – as needed Costumes Props, etc.


Individual Presentations Handouts – Student Generated


Questions taken from the audience and from teacher by presenters

Students are expected to explain their theory, their process, discuss major psychologists involved in their chosen theory, cite sources, and complete experiment/activity/project

Other ResourcesAs needed


Individual Presentations

Assessment: Teacher Assessment for process and research/resources: by RubricTeacher Assessment: SubjectiveStudent Generated: Evaluations

SPRING BREAK

Psychology: Neurobiological Unit-III Chemistry


Do Now: Overview- Chemicals, electrical signals and hormones direct your body to move, your mind to think, to feel emotion, to act, react and are sometimes the cause of serious degenerative disease.



If I’m electric, how come I can take a shower?

SWBAT: understand acetylcholine, dopamine, endorphins, adrenalin, central and peripheral nervous system, spinal cord relexes, Tonic, Moro, Babinski and Fencer’s refexes.Identify somatic nervous system, parasympathetic system, sympathetic nervous system.

Notes: Brain Chemistry


and You” Reading: Oliver

Saks – “The Man Who Mistook his Wife for a Hat”


SWBAT: List common disorders that are based in the misfiring of neurotransmitters. Understand the genetic implications of Huntington’s Disease. Identify movement disorders like Parkinsons Disease, Amylytrophic Lateral Sclerosis (ALS), Multiple Sclerosis and the role of Myelin.

L-Dopa is the synthetic form of the brain chemical Dopamine. The film “Awakenings” is the true story of Dr. Oliver Saks who treated Post-Encephalatic Syndrome patients who were catatonic with L-Dopa in the Bronx in 1968.


Chart - Match FILM: Awakenings © 1996

Robin WilliamsRobert DeNiro

Clips:Babinski Reflex, Moro Reflex, DTR, Galant, Fencers, Pupillary.

Assessment: FILM: Awakenings ESSAY: AwakeningsTEST: Neuroscience Unit

Psychology: Neurobiological Unit-III Chemistry Continued & Neurological Disease

Grade Level: Multi Subject: Psychology 3/28 – 3/31/18 Prepared By: L. Korpics

1. Do Now: Stare into the eyes of the person next to you and look at the size of their pupils.2. Does the value of a human decrease if they are not aware of the world?3. What is the difference between a reaction and a reflex?


FOCUS; Pupil Activity Teacher Objectives Student GuideChemicals, electrical signals and hormones direct your body to move, your mind to think, to feel emotion, to act, react and are sometimes the cause of serious degenerative disease.

SWBAT: understand acetylcholine, dopamine, endorphins, adrenalin, central and peripheral nervous system, spinal cord relexes, Tonic, Moro, Babinski and Fencer’s refexes.

Notes: Brain ChemistryNeurological reflexes

Materials Needed Pen Notebook Video Clips: The Real Awakenings

Patients – Diane Sawyer

Reading: Oliver Saks


SWBAT: List common disorders that are based in the misfiring of neurotransmitters. Understand the genetic implications of Huntington’s Disease. Identify movement disorders like Parkinsons Disease, Amylytrophic Lateral Sclerosis (ALS), Multiple Sclerosis and the role of Myelin.

L-Dopa is the synthetic form of the brain chemical Dopamine. The film “Awakenings” is the true story of Dr. Oliver Saks who treated Post-Encephalitic Syndrome patients who were catatonic with L-Dopa in the Bronx in 1968.


Chart – Match –easy chart

Assessment: Quarterly EXAM: ESSAY: Awakenings

Psychology: What are ReflexesGrade Level: Multi Subject: Psychology Prepared By: L. Korpics April 2017-2018

Overview & Purpose

We are born with multiple reflexes. A reflex is an autonomic response that that is

protective or predictive. Infants are born with several that resolve by the age of two.

Presence of these primary reflexes at an older age signify a serious neurological issue

and need to be evaluated.

Education Standards Addressed

APA (American Psychological Association)Advanced Placement Guide – College Board

Teacher Guide Student Guide

Do Nows:Look into each other’s eyes – Puplillary RelexWhat is the purpose of a reflex?How are they different than reaction?

SWBAT: understand the purpose of reflexes, differentiate reflexes and reactions, identify the primary reflexes, discuss the presence of interneurons in the spinal cord as a mode of transportation for these autonomic responses. View clips of each reflex and identify the types.

What are reflexes – readingWhat are reflexes – fill-in diagram

Materials Needed Pen Notebook Text: “Psychology and You” Readings: What are

reflexes


I DO: Reflexes Lecture Stereotypes are universal: hero,wise man, damsel in distress. Neuroticism as normal – NOT abnormal Psych. Allport and how our traits become us after we become our traits!


WE DO: Why would you want to test a DTR?Why would you want to test a Babinski?When is a normal Babinski reflex expected? What does an abnormal Babinski mean? Abnormal DTR?

Notes/PowerPoint/ Inquiry/Discussion – Other ResourcesSmart board


Reflex Clips: Babinski 1 & 2Moro, Fencers or Tonic, (Coen’s), Galant, DTR’s.

Discuss Results

Assessment: Exit QuizTHEY DO: Reading/diagram

Next Test: Consciousness – Reflex section Discuss: Which theory is the most valid to you?

Psychology: What are Sleep Disorders? 2

Grade Level: 11/12 Subject: Psychology Prepared By: L. Korpics May 2017-2018

Overview- Sleep Disorders are finally getting more attention in the media and by the medical community. The connection between a parasomnia and other health problems has been proven, with intervention to resolve the problem often leading to correction of other health impairments. Sleep disorders can happen during NREM and REM sleep, and can also be genetic.

Performance Standards Addressed. APA: American Psychological Association for High School Social Studies. AP Psychology: College Board. To understand, identify, describe and explain the different types of parasomnias and their treatment.


Do Now: Have you ever walked in your sleep? How old were you?Do you know someone who talks in their sleep? How long after they fall asleep do they usually do this?Do you know someone who snores?

SWBAT: Understand Sleep disorders and identify different types of parasomnias such as: Insomnia: Narcolepsy : Cataplexy: Restless Leg Syndrome, Sleep Apnea, Somnambulism, Sleep Talking, and Explain the symptoms and treatments for each. View and listen to examples of: Cataplexy, REM Behavior Disorder, Night Terrors and other sleep disorders. Read and describe the reasons behind sleep walking. Analyze whether or not Sleep Walking or REM Behavior Disorder is a valid alibi in murder.

Sleep apnea is a condition in which a person has episodes of blocked breathing during sleep Sleep talking is called somniloquySleep talking usually occurs in NREM stage 2Often about 10 to 20 minutes after falling asleepCan also occur with some prescription medication and/or high fever Sleep walking is called somnambulism (Som – sleep, ambulate – move)Often occurs 30 minutes into sleep – at NREM stage 3Can also occur due to fever or prescription medicationPattern towards genetic…always be aware of latching doors if you have a child.


They Do: Continue to keep track of their sleeping patterns in sleep journal.-Read/Answer: Sleep Talking


We do: Discussion , -Read: Rough Night: Sleep Murders?

Readings: What is Sleep Talking? Rough Night: Sleep Murders!?

Closure:(check for student understanding)“What Did We Learn?”

PROJECT: Culmination of Sleep ExperimentSLEEP EXPERIMENT DATA Presentation – find the Mean, Median and Mode. Correlations and Causation?

Other ResourcesSmart Board/Computer/PhotosSLEEP EXPERIMENT

Psychology: Sleep Experiment Data & What are Dreams? : Unit V2

Grade Level: 11/12 Subject: Psychology Prepared By: L. Korpics May 2017-2018

Overview- Data from the sleep experiment will be discussed by individual, by class, and by entire course. Discussions about possible correlations, (ie: time of day, weather, noise, etc.), and/or causes of certain variations. Dreams

Performance Standards Addressed. APA: American Psychological Association for High School Social Studies. AP Psychology: College Board. To understand, identify, describe and explain the multiple theories of dreams, & compare theorists.

Do Now: Teacher Objectives Student GuideDo Now: What was your most memorable dream?-Tally up hours of sleep per night for sleep journals.

SWBAT: Understand The theory of why we dream is a Construct…creating something in mind: such as a theory as a .result of systematic thought Define: intangible, Describe how we dream most often during REM sleep. Describe Lucid Dreanig, Night Terrors, Freud’s Manifest/Latent Content of Dreams.Describe the Activation Synthesis Theory. Discuss how origins of dreams are either psychological or physiological depending on what theory you follow

Dreams- during REM Sleep – most dreams occur during this phaseDreams remembered from other stages are less emotional and sensibleLucid Dreaming: training to be aware of and direct one’s dreams to help cure people of nightmares.Incubus: Night Terrors – wake during REM – happens to young children often after disruption of sleep cycle, (holidays, guests, vacations, etc.)Freud: “Royal road to the unconscious”“Manifest Content” – remembered parts“Latent Content” - underlying meaningMcCarley and Hobson: Activation Synthesis Theory: during dreams the pons generates bursts of action potentials to the brain You try to create a story line out of it (synthesize)Most of your dreams happen between 4 and 7 am.


They Do: Compare average amount of hours per night with their neighbor.


We do: Discussion , -Correlations & Causes of Sleep Data?

Analysis: Sleep cycles: individual, class, course.

Closure:(check for student understanding)“What Did We Learn?”

TEST: Sleep & Consciousness Exam Other ResourcesSmart Board/Computer/PhotosSLEEP & CONSCIOUSNESS TEST: Monday Dec. 5th

Psychology: Defense Mechanisms

Grade Level: Multi Subject: Psychology Prepared By: L. Korpics May 2017-2018

Overview & Purpose: Freud said that our unconscious often helps us cope with unbearable feelings with different behaviors that we may or may not be aware of.

Education Standards AddressedAPA (American Psychological Association)Advanced Placement Guide – College Board

FOCUS Teacher Objectives Student GuideHave you ever laughed loudly in a library? Have you ever ignored a problem that you knew existed?

SWBAT: understand and explain coping mechanisms, identify reasons and types of defense mechanisms as Freudian in nature,

Notes: Freudian: Defense Mechanisms Cognitive Domain of Learning


and You” Reading: Stockholm

Syndrome Article: Jaycee

Dugard


SWBAT learn the different type of defense mechanisms. Notes/Lecture/Inquiry/PowerPoint

Much like we defend ourselves physically from harm, we defend our personalities from harm by defense mechanisms.


SWBAT give examples of each defense mechanism and identify them in the context of their lives

Students will write skits demonstrating at least three (3) defense mechanisms in a role play to ensure affective domain of learning

Other ResourcesProjector/Computer/Photos


Students role play skits using different defense mechanisms

Repression, Suppression, Denial, Acting Out, Undoing, Reaction Formation, Projection, Sublimation, Cognitive Dissonance, Identification with Aggressor, Stockholm Syndrome, Conversion Syndromes, Hypochondriasis, Munchausen’s Syndrome by Proxy, Regression. Passive Aggression, Isolation of Affect.

Assessment: TEST: Defense MechanismsConstructed Response: Analysis of film “Reign Over Me”

FILM: “Reign Over Me” (June 5, 6, 8 2017-2017) END.

FILM: Analysis Sheet

Psychology: Abnormal Psychology I & II

Grade Level: Multi Subject: Psychology Prepared By: L. Korpics June 2017-2018

Do Now: Write down three traits that you would consider “abnormal” behaviorDo Now: What is the difference between Clinical Depression and Bipolar Disorder?Do Now: What does the G.A.S. do? How is it used with the DSM-IV?Do Now: What is the difference between Schizophrenia and Dissociative Identity Disorder?Do Now: What is the difference between Borderline Personality Disorder and Antisocial P.D.?


FOCUS Teacher Objectives Student GuideAbnormal Psychology comprises two parts: Psychological and Personality Disorders. The first is more treatable than the second form and the D.S.M.-IV defines several subtypes by Axis. Measurement of severity of illness or “Maladaptive Behavior” is done by the Global Assessment Scale.

SWBAT: Define Maladaptive behavior, Describe Anxiety, Eccentric, Mood and Conversion Disorders. Analyze the different patterns of behavior and identify treatment modalities for the different subtypes.

Notes, Self Quiz, Readings, Discussion, 20/20 episode “Jani and Childhood Schizophrenia”. 20/20 Simulation – Inside a Schizophrenic Mind.Film: As Good As It Gets.


You” Readings: DSM-IV “The Sociopath Next Door” 14 Signs of a Serial Killer.

Courtesy Dr. Phil Show Dr. James Fallon TED

“Pro-social Psychopath.Information(Give and/or demonstrate necessary information)

P.D.D. Spectrum Disorders, Mood Disorders, Anxiety Disorders, Eccentric Disorders, Antisocial Disorders, Phobias, Personality Disorders, Dissociative Disorders


Discussion

Assessment:Quiz: Pers. DisordersQuiz: Psych. DisordersTEST: Maladaptive/Abnormal Psych.

Culmination: World of Jenks: Chad (young man living in Middletown with Autism) graduates and gets a job.

Psychology: Grief

Grade l: Multi Subject: Psychology 2017-2018 Prepared By: L. Korpics

Overview & Purpose: Grief comes in many stages of our lives. We can grieve for the past, lost opportunities, unexpected change, and of course loss of our loved ones and pets. There are many different ways people process grief using some distinct defense mechanisms. There is no time line for grief – it is individual for everyone.


DO NOW: If you have ever experienced the loss of a loved one or pet, what did you do to help yourself cope? (can be shared only by choice)

SWBAT: The stages of mourning and grief are universal and are experienced by people from all walks of life. Mourning occurs in response to an individual’s own terminal illness, the loss of a close relationship, or to the death of a valued being, human or animal. There are five stages of normal grief that were first proposed by Elisabeth Kübler-Ross in her 1969 book “On Death and Dying.”1. Denial and IsolationThe first reaction to learning of terminal illness or death of a cherished loved one is to deny the reality of the situation. It is a normal reaction to rationalize overwhelming emotions. It is a defense mechanism that buffers the immediate shock. We block out the words and hide from the facts. This is a temporary response that carries us through the first wave of pain.2. AngerAs the masking effects of denial and isolation begin to wear, reality and its pain re-emerge. We are not ready. The intense emotion is deflected from our vulnerable core, redirected and expressed instead as anger. The anger may be aimed at inanimate objects, complete strangers, friends or family. Anger may be directed at our dying or deceased loved one. Rationally, we know the person is not to be blamed. Emotionally, however, we may resent the person for causing us pain or for leaving us. We feel guilty for being angry, and this makes us more angry.

3. BargainingThe normal reaction to feelings of helplessness and vulnerability is often a need to regain control–

If only we had sought medical attention sooner…If only we got a second opinion from another doctor…If only we had tried to help them more…Secretly, we may make a deal with God or our higher power in an attempt to postpone the inevitable. This is a weaker line of defense to protect us from the painful reality.4. DepressionTwo types of depression are associated with mourning. The first one is a reaction to practical implications relating to the loss. Sadness and regret predominate this type of depression We may need a bit of helpful cooperation and a few kind words. The second type of depression is more subtle and, in a sense, perhaps more private. It is our quiet preparation to separate and to bid our loved one farewell. Sometimes In our bereavement, we spend different lengths of time working through each step and express each stage with different levels of intensity. The five stages do not necessarily occur in any specific order. We often move between stages before achieving a more peaceful acceptance of death. Many of us are not afforded the luxury of time required to achieve this final stage of grief., Maybe all we really need is a hug.5. AcceptanceThis period is usually not characterized by happiness, but by a move toward the idea of a future without our friend or loved one. Sadness can last for a long time but in time memories become easier and it is common to have moments of crying or sadness interspersed with the reality of acceptance.

HOW TO COPE WITH GRIEF:If you are mourning for a recent loss make sure to make time for feeling the emotions that arise, whether they are anger, sadness, or pain. There is no need to judge these emotions as good or bad and know that it is Ok to feel these and they will not last forever as all things come and go. You may even create a little ritual where you spend time with the picture or object connected to the person who has passed.Friends sometimes get uncomfortable around grief and if they try and make you feel better in the moment, thank them for this, and let them know it is normal and natural to feel how you feel.Make sure to also take care of yourself during this time, go out on a walk, make sure to eat healthy.Try and open your eyes to the delights around you. It could be your friends, a movie to distract you, music. or maybe tasting your own favorite food. Even in the midst of grief we can be open to the wonders of life. Know your limits and allow yourself to take a break from feeling when it’s becoming overwhelming, but make sure to let your grief know that you will come back. Make a time to revisit it otherwise it will occupy you all day.Being altruistic can be a great way to move through grief. Maybe you would like to volunteer at a homeless shelter or make some things for those you care about.Support has been known to be very helpful and so joining a grief or support group either online or in person can be enormously supportive.More than anything treat yourself with love and kindness during this time. The grief will seem more acute during sometimes and more subtle during others

Materials Needed Book Excerpt: Kubler Ross: “On

Death and Dying” Journaling (optional) Discussion if comfortable and

sharing.Other Resources

http://www.dougy.org/grief-resources/how-to-help-a-grieving-teen/

http://www.griefspeaks.com/id33.html

Remember – you can always talk to your teachers and VCHS has a grief support group. Contact me or Mr. Hession or your Guidance Counselor and we can help arrange a meeting.

https://suicidepreventionlifeline.org/

1-800-273-8255

Roundtable Discussion: Parkland Shooting, School Safety and Coping skills – recognizing signs of mental illness in others via social media and in person

(NAS Daily)

Discussion and critiques of “13 Reasons Why: Why this Show may be Dangerous to Teenagers” slate.com



https://suicidepreventionlifeline.org/

http://www.griefspeaks.com/id33.html

Psychology: FINAL EXAM REVIEW

Word Bankalzheimer's disease

Babinski

Behaviorism Behaviorism Breaking Setcase study cataplexy Cerebellumcircadian rhythms cloth mother cloth motherCognitive Cognitive Theory consciouscontrol group Conversion corpus collusumcorpus collusum cross sectional Dependent variable.describe Displacement distressdopamine double blind Dr. Oliver SacksEgo Ego ethicseustress eustress experimentalexternal locus of control Glasgow Coma Scale hippocampusHumanistic Humanistic Theory hypnogogic reactionhypothesis hypothesis IDID independent variable influenceinternal locus of control lobotomy lobotomylongitudinal study maladaptive MaladaptiveMilgram experiment Moro Munchausen's Syndrome by Proxymyelin narcolepsy negative reinforcementNegative Reinforcement Neurobiological Neuropsychological Theorynocturnal NREM occipital lobeparasomnias Philip Zimbardo Phineas GagePhineas Gage placebo positive reinforcementPositive Reinforcement projection Psychoanalytic Theoryrapid eye movement reaction formation regressionREM repression serotoninSigmund Freud somnambulism spindle burstsstage 1 Stage 2 stage 3Sublimation Super Ego Super Egosuppression unconscious undoingunethical wire mother wire mother

1) Variable controlled by researcher. "If people are asked a request by someone in uniform, then they are more likely to comply." _______________

2) Group actively partipating in experiment_______________ _______________

3) Statement of expected results. Can be proved or disproved through observation, experimentation and

replication. _______________

4) Medicine with no active ingredients. Works by power of suggestion._______________

5) Rewards for good behavior that increase the possibility of it repeating _______________

6) The process of conditioning good behavior to increase by using _______________ can result in continued good behavior by the removal of a negative consequence.

7) In a 1971 study, college students were paid 15 dollars a day to participate in a study of obedience and

authority by playing roles of prisoner and prison guards. This study was entirely _______________ and caused no anxiety among subjects.

8) Experiment with neither the subject nor research knows who has the placebo. Removes bias and

expectations that can disrupt results. _______________

9) Guidelines for Psychological experiments - results must outweigh risks, no harm must come to participants, signed consent, etc. _______________

10) In psychology, we seek to describe, predict, understand and influence _______________ thoughts and

behaviors in order to prevent or stop people from hurting themselves and others.

11) Harry Harlow's famous experiment on rhesus monkeys was designed to test contactcomfort, or "attachment theory" which measured a baby's love for its mother. Infant monkeys in this experiment routinely chose the _______________ and not the _______________ even though it provided nutrition.

12) The organization that is in charge of how practitioners should behave when it comes to dealing with

clients...ethics and guidelines for safe treatment. _______________

13) You are _______________ when you are physically aware of your environment. Even when you are sleeping, you are still in this state.

14) When you are physically unable to respond to your environment, as in a coma or under anesthesia, you are _______________.

15) There are two categories of sleep. Stages 1-4 which is _______________.

16) _______________ stands for _______________. You are physically paralyzed during this phase of

sleep. Your brain is very active. This is the most refreshing and important part of your sleep cycle. HCG or human growth hormone is excreted during this phase.

17) When you are in _______________, you are drifting off to sleep and may experience a sensation of

falling. This is known as a _______________

18) This stage of sleep is characterized by an increasingly lower level of alertness. You would most likely respond to your name if someone called it a few times. Sleep talking occurs most frequently during this stage. _______________.

19) A neurologist looking at an electroencephalograph or EEG would see these changes in your brain

activity during stage 2 sleep. _______________

20) Most sleep walking occurs in _______________

21) Sleep walking is also known as _______________

22) Your sleep cycles are also known as _______________ and can be affected by long trips through different time zones. This is known as jet lag.

23) Everyone has their own individual biological clock. Some people are nocturnal (stay up later/wake up

later) and some people are more diurnal (day people/wake earlier/sleep earlier). People who are day people often benefit from short naps. Someone who is _______________ will likely feel worse with a short nap and need at least 2 hours of sleep to feel refreshed.

24) Sleep disorders are also known as _______________

25) Excessive daytime sleepiness is called _______________

26) Falling into REM sleep immediately when startled or affected by a strong emotion is known as

_______________

27) The results of your experiment are this variable. "If a person wearing a uniform makes a request (IF being your independent variable), "Then people will more easily comply with his directive." is the _______________

28) In a research study, the group that is chosen to resemble the experimental group in all ways but used for

comparision purposes is the: _______________

29) Parkinson's disease is a disorder of the brain that leads to shaking (tremors) and difficulty withwalking, movement, and coordination. This disorder primarily involves thedestruction of nerve cells by the lack of this brain chemical _______________

30) The brain chemical that give us our sense of well being is: _______________

31) If a neurologist asksyou to draw a clock, he or she is likely testing you for:_______________

32) The separation of nervesor complete removal of the frontal lobe, from the 1930's to late 60's sometimes

done with icepick type instruments is known as a _______________

33) The super highway of nerve fibers that connects the left hemisphere to the right hemisphere of thebrain is called the _______________

34) This is the protective coating, (sheath), that prevents harm to peripheral nerves. In

certain diseases it wears away and we call it "sclerosis". _______________

35) That the root of personality is the prefrontal cortex. This man; _______________ had a complete personality change due to the accident with a tamping iron which went through his eye and out the back of his skull damaging the prefrontal lobe.

36) Long term memory is located in this part of the brain: _______________

37) The _______________, located at theback of your head, this lobe actually controls your eyesight

38) Somatoform Disorders are often characterized by _______________ of one disorder to another,

sometimes a psychological problem can cause a physical disorder.

39) _______________ sometimes considered the "healthy defense mechanism" It provides an outlet, but can also benefit the individual and humanity because people can turn their negative emotions into healthy activity, actions or creativity.

40) A mother who brings her child to the hospital frequently for injuries and illnesses that often resolve around medical staff but return once the child returns home may be investigated for _______________

41) The _______________ reflex that babies are born with that is the only human "unlearned fear" also

known as the startle reflex. Absence of this reflex can be a sign of significant neurological deficits

42) The _______________ reflex is normal in babies and children under the age of 3. Testing for this involves watching the movment of the toes while running the back end of a reflex hammer down the middle of the foot. The big toe separates and the small toes move in the other direction. You should never see this in an adult. It can sometimes be an early sign of multiple sclerosis or neurological disease.

43) Surgical separation of nerves or complete removal of the frontal lobe was a procedure used from the

1920's to 1970's on psychiatric patients. It was over-used with unpredictable results. _______________

44) _______________ is characterized by a problem in adaptation to change, and is the major cause of conflict in our lives. Even positive changes can cause this sense of uneasiness when there are too many at one time. This type is due to positive change.

45) The _______________ measures the severity of a coma and the likelihood of recovery

46) _______________ is a defense mechanism where you may take out your hostilities on someone or

something other than your actual target of aggression. Often a "safer" target where you have less risk of conflict

47) You are angry at your best friend and it is causing you to feel anxious and distressed. While talking to

them you ask "Why are you so angry at me?” They respond with surprise since they absolutely don't feel angry. You are exhibiting the defense mechanism known as: _______________

48) Your mother picks up your phone and looks at your text messages. You are so upset by this that you

shout at her to put your phone down. She responds by apologizing and says it is because she thought it was her phone since you both have the iPhone 5. After thinking about your outburst you can't stop feeling guilty and decide to clean the kitchen and start dinner to give her a break. This is known as _______________.

49) When you absolutely DO NOT remember a traumatic incident. It feels like it was entirely erased from

your memory. This is a defense mechanism known as _______________

50) You choose to deny a memory of an unhappy or traumatic incident. You are aware that this happened, but choose to not think about it and even sometimes deny that it happened. This defense mechanism is called _______________

51) This defense mechanism that is characterized by expressing feelings and actions that are actually the

opposite of what you're feeling is called _______________

52) Reverting back to behaviors of a younger age or a time in your life when you felt safer or happier is known as _______________. This defense mechanism can sometimes be a good coping skill unless the behavior interferes with your ability to adapt to change.

53) Statement of expected results. Can be proved or disproved through observation and experimentation is

a _______________.

54) Behavior viewed as a reflection of unconscious aggressive and sexual impulses - underlying issues in our subconscious._______________

55) Theory that relies on biological responses as primary motivator of behavior._______________

56) The theory that believes people are a product of learned responses: _______________

57) Behavior viewed as product of various internal sentences or thoughts. This type of therapy is particularly

useful in dealing with phobias and substance abuse programs._______________

58) Approach to Psychology that seeks to help people rise to their potential. That all people have great potential and if treated with unconditional regard; will reach this and be psychologically healthy._______________

59) The all important term that defines when behavior is not "normal". Means difficult to change to have a

functioning lifestyle that helps yourself and others._______________

60) The term _______________ is a term analyzing Creative Intelligence..

61) This approach to Psychology looks as all behavior as a product of learned responsees, rewards and

consequences _______________

62) This approach to Psychology looks at all psychological problems as a medical issue, relating to the brain. _______________ Approach

63) This approach to psychology is often used in group therapy situations that utilize pneumonic devices, sayings and patterns to change negative thoughts and behaviors. Very common in organizations such as Alcoholics Anonymous and Weight Watchers. _______________ Approach.

64) This approach to Psychology, utilized by psychologists Abraham Maslow in his Hiearchy of Needs and

Carl Rogers in his Unconditional Positive Regard, believes that all people can reach their full potential if they are treated equally and fairly. That internal potential was stronger than outside influences. _______________ Approach

65) The goal of a psychologist is to _______________, predict, understand and _______________

maladaptive behavior.

66) This psychologist is the father of the Psychoanalytic Approach. _______________.

67) The process of rewarding behavior so that it continues. Usually means that you addd a stimulus to encourage good behavior to continue like a treat if your dog sits on your command. _______________

68) Used to encourage continued good behavior by the removal or subtraction of a desired stimulus. An

example would be the use of sun block to avoid a sun burn or waking up earlier in the morning to avoidbeing late to school and the consequences that would follow. _______________

69) According to Freud's Psychosexual Theory of Development, you have three aspects of your personality.

Your primitive need for instant gratification is your _______________, your moral code that tells you when something is wrong is your _______________ and the mediator, or your conscious self that decides how to get what you want while staying within what you think is right is your _______________

70) The devil on your shoulder is your _______________.

71) The angel on your shoulder is your _______________.

72) You, in the middle of the devil on one shoulder and the angel on the other in weighing a decision, (much

like many Tom and Jerry cartoons!) is your _______________.

73) In a remake of the famous _______________ on obedience to authority, anincreasing series of shocks were given to a subject in a different room if theywere incorrect on an answer to a word association game. Women proved toactually be more cruel than the men by repeatedly giving shocks over a 100volts

74) A study that involves ensuring a random sample of the popluation, multiple ages, both genders, etc. could be called a _______________ study

75) A study that looks at a subject in detail, including a lot of information about the subjects life is a

_______________

76) Looking at subjects for an extended period of time, usually from early life onward is called a _______________

77) Known for his Stanford Prison Experiment, _______________ is often used as an expert witness in trials

involving people who committ horrific acts because they claim they were following orders.

78) Harry Harlow's famous experiment on rhesus monkeys was designed to test contactcomfort, or "attachment theory" which measured a baby's love for its mother. Infant monkeys in this experiment routinely chose the _______________ and not the _______________ even though it provided nutrition.

79) The super highway of nerve fibers that connects the left hemisphere to the right hemisphere of the

brain is called the _______________

80) That the root of personality is the prefrontal cortex. This man; _______________ had a complete personality change due to the accident with a tamping iron which went through his eye and out the back of his skull damaging the prefrontal lobe.

81) When under stress, sometimes it's not what is bothering you, but how much is going on or changing. Our

ability to adapt to change is the determining factor in how well we handle stress.Bad stress is called _______________ and too much good change is called _______________. How you feel about who controls your life is called locus of control. If you believe YOU control your destiny you have an _______________. If you believe others, or luck determines your fate, you have an _______________. It has been proven that these two combined traits tend to lead to a healthier personality:

82) Known in Latin as "little brain", the _______________ is part of your brain that controls muscle tone and

balance.

83) Known for using the new drug L-Dopa in 1969 on Encephalitis Lethargica Patients, he was at first

successful at awakening people who had been in a catatonic state often for more than 40 years. _______________.

Other information to know about for Exam:

Defense Mechanisms: Choose two (2) and Define, give examples and discuss a scenario that describes when this may be exhibited. You may use examples from “Reign Over Me”, fiction, create a situation or one from your own experience.

Documents

€¦ · Web viewPsychology: Kohlberg’s Theory of Moral Development. Grade Level: Multi Subject: Psychology Prepared By: L. Korpics 2017-2018 Do Now: Overview-