Text: Psychology Core Concepts: Zimbardo, Johnson and Hamilton 7^TH EDITION (978-0-205183463) I cant found the text online maybe you can

 

Or You can access The Discovering Psychology video series on the internet for free!

 

 

1. Go to www.learner.org
2. Click on the blue tab near the top that reads “view programs”
3. Many film series will be listed. They are in alphabetical order. Scroll down to Discovering Psychology: Updated Edition. Click on it.
4. All 26 episodes from the series are listed in order. Double click on the box that says “VoD” next to the episode you wish to view. That’s it! 

   Type 1 page for each ½ hour video unit where you submit bullets outlining the content of each ½ hour lecture (not more than one page in length) AND, SEPARATELY, ANSWER ALL LEARNING OBJECTIVE QUESTIONS FROM THE ATTACHED/ENCLOSED PACKET( state each question before each of your responses. Make sure you cite page references from the text for each of your answers).

    

   ANSWERS TO THESE QUESTIONS CAN BE FOUND IN VIDEO AND TEXT INSIDE FRONT AND BACK COVER OF TEXT WILL TELL YOU WHAT CHAPTERS CORRELATE WITH WHICH VIDEOS).

    

   Week 8 Nov. 4 videos/Obj. units 15,16

   Week 9 Nov.11 videos/Obj. units 17,18

   Week 10 Nov. 18 videos/Obj. units 19,20

   Week 4 Oct. 7 videos/Obj. units 7,8         Week 11 Nov. 25 videos/Obj. units 21/22

   Week 5 Oct. 14 videos/Obj. units 9,10     Week 12 Dec. 2 videos/Obj. units 23/24

   Week 6 Oct. 21 videos/Obj. units 11,12     Week 13 Dec. 09 videos/Obj. units 25/26

    

   Week 7 Oct. 28 videos/Obj. units 13,14

 

Objective 7

After viewing the television program and completing the assigned readings, you should be able to:

 

1. Define and compare sensation and perception.

2. Describe how a visual stimulus gets translated into “sight” in the brain.

3. Describe the field of psychophysics.

4. Be able to distinguish distal and proximal stimuli.

5. Explain why illusions provide clues to perceptual mechanisms.

6. Describe Gestalt psychology.

7. Describe the phenomenon of perceptual constancy.

8. Describe the psychological dimensions of sound and the physiology of hearing.

9. Describe the difference between top-down and bottom up processing.

10. Discuss the senses of smell, taste and touch.

 

 

Objectives 8

After viewing the television program and completing the assigned readings, you should be able to:

 

1. Define learning.

2. Describe the process of classical conditioning and show how it demonstrates learning by association.

3. Cite examples of extinction, spontaneous recovery, generalizations, and discrimination.

4. Describe the process of operant conditioning.

5. Know the distinction between positive and negative punishment and between positive and negative reinforcement.

6. Describe how observational learning occurs.

7. Discuss the varieties of reinforcement schedules, including fixed ratio, variable ratio, fixed interval and variable interval.

8. Describe cognitive influence on learning.

 

9. Describe biological constraints on learning and some possible effects that learning can have on the functioning of the body.

 

Objective 9

After viewing the television program and completing the assigned readings, you should be able to:

 

1. Define memory.

2. Compare implicit and explicit memory.

3. Compare declarative and procedural memory.

4. Describe the processes of encoding, storage, and retrieval.

5. Describe the characteristics of short-term, long-term, and sensory memory.

6. Define Schema.

7. Describe the accuracy of memory as a reconstructive process.

8. Define amnesia.

9. Describe processes of encoding and retrieval in Long Term Memory (LTM).

10. Describe short term memory (STM), note its limited capacity, and discuss two ways to enhance STM.

11. Compare semantic and episodic memory.

12. Discuss proactive and retroactive interference.

13. Describe chemical and anatomical factors involved in memory.

 

 

 

 

 

 

 

Objective 10

After viewing the television program and completing the assigned readings, you should be able to:

 

1. Compare inductive and deductive reasoning.

2. Define the concept, “problem”, in information processing terms and describe some ways to improve problem-solving abilities.

3. Discuss the “historical roots of methods for revealing mental processes.”

4. Describe the study of language production.

5. Explain how ambiguity in language can be resolved.

6. Give several examples of how context influences language and understanding.

7. Explain the role of visual imagery in cognition.

8. Discuss the importance of prototypes and schemas in cognition.

9. Describe what we know about the relation between cognition and brain activity.

 

Objective 11

After viewing the television program and completing the assigned readings, you should be able to:

 

1. Describe contrasting views of why human thinking is irrational and prone to error.

2. Explain the notions of heuristic thinking and analytical thinking.

3. Compare definitions of problem solving and decision making.

4. Describe the anchoring bias, availability heuristic, and representativeness heuristic.

5. Discuss why the way a problem is framed can influence a decision.

6. Define decision aversion.

7. Describe how risk affects decision making.

8. Describe at least one way in which memory and decision making can affect each other.

 

Objective 12

After viewing the television program and completing the assigned readings, you should be able to:

 

1. Compare emotion and motivation and describe their interrelationships.

2. Describe three theories concerning the sources of motivation.

3. Discuss some of the forces that drive the motivation to eat.

4. Describe some of the factors behind the motivation for sex.

5. Define the need for achievement.

6. Outline the attributions for success and failure in terms of a locus of control orientation.

7. Describe the major theories of emotion and the universality of its expression.

8. Describe the relationship between physical states and the experience of emotions.

 

 

 

 

 

 

 

 

 

 

 

Objectives 13

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Describe the functions of consciousness.

2. Describe the different levels of consciousness and the kinds of processing that occur at each level.

3. Define circadian rhythms and describe their relation to the 24-hour day cycle.

4. Describe the stages of sleep.

5. Identify the major sleep disorders and the effects of sleep deprivation.

6. Discuss the difference between night dreaming and day dreaming, and describe lucid dreaming.

7. Explain Freud’s theory of dreaming and contrast it with the Hobson-McCarley theory and the information-processing theory.

8. Give examples of the difference between a dream’s manifest content and latent content.

9. Describe the issues concerning sleep that will arise as people’s lives become more driven and as world travel becomes easier.

 

 

Objectives 14

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Describe hypnotic techniques, experiences, and applications.

2. Explain the difference between psychological dependence and physical addiction.

3. Define the major drug categories, and compare the effects of specific drugs, such as stimulants and depressants.

4. List and describe the characteristics of the various extended states of consciousness, such as lucid dreaming, hypnosis, mediation, hallucinations, and drug use.

5. Describe the three levels of consciousness.

6. Explain the phenomenon of “discovered memory.”

 

 

 

Objectives 15

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Define personality.

2. Compare type and traits theories of personality.

3. List and describe “The Big Five” dimensions of personality.

4. Describe Freud’s theory of personality development and the role of the id, ego, and superego in the conscious self.

5. Describe how post-Freudian theories differ from Freudian theories.

6. Describe the major humanistic theories and their contribution.

7. Describe social learning and cognitive theories and their contribution.

8. List the five most important differences in assumptions about personality across theoretical perspectives.

9. Compare the value and accuracy of standardized and projective tests of personality.

 

 

 

 

 

Objectives 16

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Define assessment.

2. Describe several ways to measure the reliability and validity of a psychological test.

3. Identify the contributions of Galton, Binet, Terman and Weschler to the science of measuring intelligence.

4. Explain how IQ is computed.

5. Summarize Howard Gardner’s theory of multiple intelligences.

6. Describe the evidence for the genetic and environmental bases of intelligence.

7. List the four methodological techniques used the gather information on a person.

8. Discuss the links among intelligence, creativity, and madness.

9. Explain the function of vocational interest tests.

10. Discuss the controversies surrounding intelligence assessment.

 

 

 

 

Objectives 17

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Define and compare the difference among these terms: sex, gender, gender identity, and gender role.

2. Explain the role of pheromones in sexual arousal.

3. Describe evolutionary theory as it applies to sexual behavior.

4. Describe the similarities in and differences between males and females in the sexual response cycle and mating.

5. Summarize current research on homosexuality.

 

 

Objectives 18

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Describe Erikson’s eight psychosocial stages.

2. List the physical changes associated with aging.

3. Summarize the tasks of adolescence.

4. Discuss the central concerns of adulthood.

5. List the strengths and weaknesses of Kohlberg’s cognitive approach to moral development, describe the controversies around the issues of gender and cultural differences in moral judgment, and discuss the distinction between moral behavior and moral judgment.

6. Identify cultural factors that place youth at risk for unhealthy development.

7. Discuss the importance of attachment in social development.

8. List the biological and social factors that can affect health and sexuality in later life.

9. Describe the risk factors for an elderly person in a nursing home.

 

 

 

 

 

Objectives 19

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Describe Philip Zimbardo’s prison experiment and his conclusions about how people’s behavior is constrained by social situations.

2. Describe Solmon Asch’s experiment and his conclusions on the conditions that promote conformity.

3. Compare the major leadership styles in Lewin’s experiment and describe their effects on each group of boys.

4. Describe Stanley Milgram’s obedience experiments and his conclusions about conditions that promote blind obedience.

5. Describe the phenomenon of bystander intervention and how it reflects another aspect of situational forces.

6. Describe Serge Moscovici’s work on the influence of the minority on the majority.

 

7. Discuss various factors that contribute to aggressive behavior.

8. Explain why experimental research is necessary for understanding social influences on behavior.

 

Objectives 20

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Explain the fundamental attribution error.

2. Describe attribution theory.

3. Explain self-perception theory.

4. Summarize Rosenthal’s experiment that demonstrates the Pygmalion effect and explain its relation to self-fulfilling prophecies.

5. Describe the effect of cognitive dissonance on behavior and attitude change.

6. Describe the techniques used by cults to maintain control over their members.

 

 

 

Objectives 21

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Identify the seven criteria commonly used to determine abnormal behavior.

2. Describe the Diagnostic and Statistical Manual of Mental Disorders and how it is used.

3. Explain how psychological disorders are classified.

4. List and describe the major types of psychological disorders.

5. List the biological and psychological approaches to studying the etiology of psychopathology.

6. Summarize the genetic and psychosocial research related to the origins of schizophrenia, including subtypes and etiology.

7. Identify sources of error in judgments of mental illness.

8. Discuss stigmas against mental illness and how they can be overcome.

 

 

 

 

 

Objectives 22

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Describe early approaches to identifying and treating mental illness.

2. Identify the major approaches to psychotherapy.

3. Describe how psychiatrists, psychoanalysts, and clinical psychologists differ in their training and therapeutic orientations.

4. Identify the major features of psychoanalysts and explain the purposes of each.

5. Explain the goals of various behavior therapies.

6. Describe how counterconditioning can be used effectively to treat phobias.

7. Summarize the major rationale behind all types of cognitive therapies.

8. Describe the use of psychosurgery and electroconvulsive shock in the treatment of mental illness.

9. Identify the common forms of drug therapy and how they have changed the mental health system.

10. Summarize research on the effectiveness of psychotherapy.

11. Summarize the main features of client-centered therapy and Gestalt therapy and how these reflect the existential-humanistic perspective.

 

 

 

 

 

 

 

 

 

Objectives 23

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Define stress and list the major sources of stress.

2. Describe the role of cognitive appraisal in stress.

3. Describe the major physiological stress reactions, including the general adaptation syndrome.

4. Explain the relationship between stress and illness.

5. Describe various kinds of events that can lead to psychological stress.

6. Describe the types of coping strategies in coping with stress.

7. Explain the mind-body relationship in terms of the biopsychosocial model of health and illness.

8. Describe the effects of self-disclosure on health.

9. Describe biofeedback, how it works, and its role in behavioral medicine.

10. Discuss how personality types relate to different health outcomes.

11. List some things you can do to reduce your stress level, promote your health, and protect yourself from job burnout.

 

 

 

 

 

 

 

 

 

Objectives 24

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Describe how psychologists try to improve the human condition through the application of social psychological principles to social problems.

2. Identify at least three important stress factors for space travelers, and discuss how studying those problems can help people on Earth.

3. Define peace psychology and conflict negotiation.

4. Describe the problems faces by legal professionals when children serve as eyewitnesses.

5. Identify several signs that people are not getting enough sleep and identify the risks associated with sleep deprivation.

 

 

 

Objectives 25

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Describe some of the differences between EEG, ERP, CAT, MRI, PET, and fMRI techniques.

2. Describe how fMRI can be used to study visual pathways.

3. Describe some of the brain structures that underlie face recognition.

4. Support the similarity of imagery and perception by discussing the brain activity they have in common.

5. Explain how brain research can be used to help dyslexics learn to process language stimuli more effectively.

6. Describe how studies of the brain can reveal unconscious stereotypes.

 

 

 

Objectives 26

 

After viewing the program and completing the reading assignment, you should be able to:

 

1. Describe the differences between Eastern and Western cultures in terms of the weight given to individual and group factors to explain behavior.

2. Cite examples of how the Western value on individualism manifests itself.

3. Describe the African cultural values that have benefited African Americans in their struggle against bigotry.

4. List several factors that put Latino immigrants at risk for depression and alienation.

5. Cite evidence that psychology can help solve some of society’s most perplexing problems and cite evidence to the contrary.

 

 

 

 

 

ISCUSSION 1:

 

The Aging Process

 

As individuals grow older, they experience biological changes, but how they experience these changes varies considerably. Senescence, or the process of aging, “affects different people, and various parts of the body, at different rates” (Zastrow & Kirst-Ashman, 2016, p. 658).

 

What factors affect the aging process? Why do some individuals appear to age faster than others? In this Discussion you address these questions and consider how, you, as a social worker, might apply your understanding of the aging process to your work with older clients.

 

To prepare for this Discussion, read “Working With the Aging: The Case of Francine” in Social Work Case Studies: Foundation Year.

 

Post a Discussion in which you:

 

o   Apply your understanding of the aging process to Francine’s case. How might Francine’s environment have influenced her aging process? How might you, as Francine’s social worker, apply your knowledge of the aging process to her case?

 

o   Identify an additional strategy you might use to apply your knowledge of the aging process to social work practice with older clients in general. Explain why you would use the strategy.

 

 

Be sure to support your posts with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references

 

References

 

Plummer, S. -B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

 

Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA:  Cengage Learning.

 

 

 

Working With the Aging: The Case of Francine

Francine is a 70-year-old, Irish Catholic female. She worked for 40 years as a librarian in an institution of higher education and retired at age 65. Francine has lived alone for the past year, after her partner, Joan, died of cancer. Joan and Francine had been together for 30 years, and while Francine personally identifies as a lesbian, she never came out to her family or to her colleagues. When speaking to all but her closest confidantes, Francine referred to Joan as her “best friend” or her “roommate.” Francine’s bereavement was therefore complicated because she did not feel she could discuss the true nature of her partnership with Joan. She felt that there was little recognition from her family, and even some of her close associates, of the impact and meaning of Joan’s death to Francine. There is a history of alcohol abuse in Francine’s family, and Francine abused alcohol from late adolescence into her mid-30s. However, Francine has been in recovery for several decades. Francine has no known sexual abuse history and no criminal history.

Francine sought counseling with me for several reasons, including an ongoing depressed mood, a lack of pleasure or enjoyment in her life, and loneliness and isolation since Joan’s death. She also reported that she had begun to drink again and that while her drinking was not yet at the level it had been earlier in her life, she was concerned that she could return to a dependence upon alcohol. Francine came to counseling with several considerable strengths, including a capacity to form intimate relationships, a successful work history, a history of having maintained her sobriety in the past for many years, as well as insight into the factors that had contributed to her current difficulties.

During our initial meetings, Francine stated that her goals were to feel less depressed, to reduce or stop drinking, and to feel less isolated. In order to ensure that no medical issues were contributing to her depression symptoms, I referred Francine to her primary care physician for an evaluation. Francine’s physician did not find any medical cause of her symptoms, diagnosing Francine with moderate clinical depression and recommending that Francine begin a course of antidepressant medication. Francine was reluctant to take medication and first wanted to try a course of counseling.

In order to help Francine meet her goal of reducing her depression symptoms, I employed a technique called behavioral activation (BA), which is drawn from principles of cognitive behavioral therapy and helps to reengage people in pleasant physical, social, and recreational activities. We began with a small initial goal of having Francine dedicate at least 5 minutes of each day to an activity she found pleasant or rewarding. Over the following weeks, we increased the time. Francine’s treatment progress was monitored through weekly completion of the Patient Health Questionnaire (PHQ-9) in order to determine whether or not her depressive symptoms were improving.

I helped Francine address her drinking by reconnecting her with effective coping strategies she had used in the past to achieve and maintain her sobriety. These included identifying triggers for the urge to drink and exploring her motivations for both continuing to drink and for stopping her use of alcohol. Francine began attending regular meetings of Alcoholics Anonymous^™ (AA) and found several meetings that were specifically for older women and for lesbians. In addition, Francine spoke regularly with a sponsor who helped her to remain abstinent during particularly stressful moments during her reengagement in sobriety.

Finally, in order to address Francine’s goal of feeling less lonely and isolated, we explored potential avenues to increase her social networks. In addition to spending time with her family, friends, and her AA sponsor, Francine began to visit the local lesbian, gay, bisexual, and transgender (LGBT), center for the first time in her life and attended a support group for women who had lost their partners. Francine also began spending time at her local senior center and went there at least three times a week for exercise classes, other recreational activities, and lunch. She also began to do volunteer work at her local library once a week.

Over several months of counseling, Francine stopped drinking; significantly increased her daily involvement in pleasant and rewarding activities, including social and recreational activities; and reported feeling less lonely, despite still missing her partner a great deal. Francine’s scores on the PHQ-9 gradually decreased over time, and after 16 weeks of counseling, Francine reported that she no longer felt she needed the session to move on with her life. In addition, Francine visited her primary care physician, who found upon evaluation that her depression had lifted considerably and that an antidepressant was no longer indicated. By the end of counseling, Francine’s focused work on identifying her depression symptoms and her triggers for drinking equipped her to better recognize when she might need support in the future and to whom she could reach out for help if she needed it.

 

 

 

 

 

Discussion 2: Mental Health Care

 

Mental health care is a primary concern to social workers, who are the main providers of care to populations with mental health diagnoses. The system that provides services to individuals with mental health issues is often criticized for being reactive and only responding when individuals are in crisis. Crisis response is not designed to provide on-going care and is frequently very expensive, especially if hospitalization is involved.

 

Critics suggest a comprehensive plan, which involves preventive services, as well as a continuum of care. However, there are few, if any, effective and efficient program models. Social work expertise and input are vital to implementing effective services. Targeting services to individuals with a diagnosis of mental illness is one strategy. Another approach includes providing an array of services that are also preventative in nature. How might these suggestions address potential policy gaps in caring for individuals such as the family members in the Parker Family case?

 

For this Discussion, review this week’s resources, including the Parker Family video. Then consider the specific challenges or gaps in caring for individuals with a chronic mental illness might present for the mental health system based on the Parker case. Finally, think about how environmental stressors, such as poverty, can aggravate mental illness and make treatment more challenging.

 

·      Post an explanation of the specific challenges or gaps in the mental health care system for the care of individuals with chronic mental illnesses.

 

·      Base your response on the Parker case.

 

·      Then, describe how environmental stressors, such as poverty, can aggravate mental illness and make treatment more challenging.

 

Support your post with specific references to the resources. Be sure to provide full APA citations for your references.

 

 

References

 

Popple, P. R., & Leighninger, L. (2015). The policy-based profession: An introduction to social welfare policy analysis for social workers. (6th ed.). Upper Saddle River, NJ: Pearson Education.

World Health Organization. (2004). Mental health policy and service guidance package: Mental health policy, plans and programmes. Retrieved from http://www.who.int/mental_health/policy/en/policy_plans_revision.pdf

 

Plummer, S. -B., Makris, S., & Brocksen, S. (Eds.). (2014). Sessions: Case histories. Baltimore: MD: Laureate International Universities Publishing. [Vital Source e-reader].

 

 

Parker Family Episode 5 Program Transcript

 

COUNSELOR: So you’ve been hospitalized, let’s see, four times altogether.

 

FEMALE CLIENT: Well actually, I should have only been in the hospital three times.

 

COUNSELOR: Why do you say that?

 

FEMALE SPEAKER: Well, on the third hospital visit they kicked me out before I was ready to leave. They said I was just in there to get away from my mom, but I told them they were wrong. My sister even backed me up on this. But they didn’t care. They just checked me out, and home sweet home I went. I was barely gone like a month and I was back in their monkey house. So technically, for me, hospital visits three and four are the same. I remember going back to that hospital seeing the same docs and nurses, and I just smiled and waved and said, see, I told you so. I mean, we picked up right where we left off.

 

COUNSELOR: What do you mean your sister backed you up?

 

FEMALE CLIENT: Jane, that’s my sister. Jane, she knew how crazy my mom is, so she took pictures of all that mess and all that junk my mom hoards, and she showed them to the social worker in the hospital.

 

COUNSELOR: What happened?

 

FEMALE CLIENT: You know what the social worker said? She said that there was nothing that she can do about it, that her job was to only make sure that patients have a place to go when they leave the hospital. Translation, when you’re out the door, good riddance and good luck. Some policy, huh?

 

 

 

 

 

 

 

Discussion 3: Emerging Issues in Mental Health Care

 

Like so many areas of practice in social work, mental health is dynamic and ever-evolving. Research continues to provide new information about how the brain functions, the role of genetics in mental health, and evidence to support new possibilities for treatment. Keeping up with these developments might seem impossible. However, being aware of and responsive to these developments and incorporating them into both your practice and social policy is essential to changing the lives of individuals and families who live with a mental health diagnosis and the impact it brings to their daily lives.

 

For this Discussion, review this week’s resources. Search the Library and other reputable online sources for emerging issues in the mental health care arena. Think about the issues that are being addressed by social policy and those that are in need of policy advocacy and why that might be the case. Then, consider what social workers can do to ensure that clients/populations receive necessary mental health services. Also, think about the ethical responsibility related to mental health care social workers must uphold in host settings when they encounter conflicts in administration and home values. Finally, search your state government sites for the mental health commitment standards in your state and reflect on the mental health services covered under your state’s Medicaid program.

 

·      Post an explanation of those emerging issues in the mental health care arena that the policymakers address and those that are in need of policy advocacy and why.

 

·      Then, explain what strategies social workers might use to ensure that clients/populations receive necessary mental health services.

 

·      Finally, explain the mental health commitment standards and mental health services in your state. In your explanation, refer to the services covered under your state’s Medicaid program.

 

Support your post with specific references to the resources. Be sure to provide full APA citations for your references.

 

References

 

Popple, P. R., & Leighninger, L. (2015). The policy-based profession: An introduction to social welfare policy analysis for social workers. (6th ed.). Upper Saddle River, NJ: Pearson Education.

World Health Organization. (2004). Mental health policy and service guidance package: Mental health policy, plans and programmes. Retrieved from http://www.who.int/mental_health/policy/en/policy_plans_revision.pdf

 

Plummer, S. -B., Makris, S., & Brocksen, S. (Eds.). (2014). Sessions: Case histories. Baltimore: MD: Laureate International Universities Publishing. [Vital Source e-reader].