PSY 1301, General Psychology Unit IV Journal

PSY 1301, General Psychology
Course Syllabus
Course Description
Surveys the principles, theories, and methods of psychology as a basis for the understanding of human behavior and
mental processes.
Course Textbook(s)
Ciccarelli, S. K., & White, J. N. (2020). Psychology (6th ed.). Pearson.
https://online.vitalsource.com/#/books/9780135182789
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Trace the historical development of the psychology field.
2. Recall research methodologies used in the field of psychology.
3. Discuss social factors that influence human behaviors.
4. Describe ways in which humans learn new behaviors.
5. Explain basic cognitive functions.
6. Illustrate symptoms of abnormal conditions.
7. Identify biopsychology contributors to perception, motivation, and consciousness.
8. Examine a scholarly, peer-reviewed psychology journal article.
Prerequisite(s)
No prerequisite courses are required for enrollment in this course.
Credits
Upon completion of this course, the students will earn 3.00 hours of college credit.
CSU Online Library
The CSU Library contains resources chosen to support the programs of study at Columbia Southern University. Library
resources can be accessed at any time through the library website. You may be prompted to log in with your CSU account
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information to access library content. The library includes databases, journals, e-books, and research guides, which are
always accessible through the library webpage.
The CSU Library is staffed by professional librarians ready to help during each step of the research process. The three main
avenues of library support are chat, email [email protected], and phone (1.877.268.8046). Chat is available 24
hours a day, 7 days a week, including holidays. Email and phone assistance are available Central Standard Time (CST)
Monday – Thursday from 8 AM to 7 PM and Friday from 8 AM to 6 PM. Students can also request a virtual research
appointment. Live orientation sessions are held every Friday at 2 PM CST and can be requested on-demand. Live
instructional webinars are offered monthly on a variety of research topics. Our current webinar schedule is available so you
can plan to attend a future session.
LibGuides
Think of a LibGuide (a Library Guide) as a mini-website to help you with your assignments. It has relevant information such
as databases, e-books, and websites specific to your courses. If you have any questions, please reach out to your friendly
library staff.
Click here for the LibGuide for this course.
Unit Assignments
Unit IV Journal
Students will compose a 200-word journal reflecting types of reinforcement utilized in their own childhood.
Think back to your childhood. What type of reinforcement worked best for you when you were in grade school? Was it
positive or negative? Did this change in high school?
Your journal entry must be at least 200 words in length. Provide at least one supporting source. Your source does not have
to be scholarly. A popular source is acceptable.
Unit VII Article Critique
Students will write a 3-page article critique to describe applications of both motivation and emotion to behavior during a
social situation.
This assignment provides you with an opportunity to analyze a real-world, peer-reviewed, psychology journal article that
contains research examining the social psychology aspects of motivation and emotion. You will then demonstrate your
understanding of the article by relating the research and conclusions contained therein.
Begin by visiting the CSU Online Library to locate and choose a journal article in which motivation and emotion are viewed
under the lens of social psychology. The article must be peer-reviewed and should be no older than 7 years.
Find a peer-reviewed journal article concerning research that specifically examines motivation and emotion during a social
situation. You will be critiquing the article and framing the research and conclusions presented in the article in the context of
how they can be applied to behavior and social psychology.
A good place to start your search is the PsycARTICLES database or the Academic Search Ultimate database. You can
access these databases from the Databases box on the CSU Online Library homepage.
For assistance in locating your article, you may find the following tutorial How to Find Journal Articles helpful. Additionally,
you may find this tutorial How to Search in PsycARTICLES useful.
Once you have chosen your article about motivation and emotion, you will write an article critique that addresses the
following elements.
Explain the research methodology that was used in the study.
Discuss social factors that influence people or groups to conform to the actions of others.
Indicate how behaviors and motivation are impacted by the presence of others.
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Indicate the structures of the brain that are involved in emotion and motivation. (If your article does not address this detail,
you may need to conduct more research using the CSU Library or other professional resources.)
Examine the article’s generalizability to various areas of psychology.
In addition, your article critique should clearly identify the article’s premise and present an insightful and thorough analysis.
You should use the textbook as second source to support your analysis and to supplement any information that is not
contained in the journal article.
Unit VIII Journal
Students will compose a 200-word essay explaining how the level of one’s intelligence or abilities affect their behavior.
Have you ever questioned if someone’s way of thinking or acting was normal? Do you think a person’s normal or abnormal
behaviors reflect their level of intelligence? What did you see modeled in your childhood home and explain how this affects
how you feel about your intelligence and abilities today?
Your journal entry must be at least 200 words in length. Provide at least one supporting source. Your source does not have
to be scholarly. A popular source is acceptable.
APA Guidelines
The application of the APA writing style shall be practical, functional, and appropriate to each academic level, with the
primary purpose being the documentation (citation) of sources. CSU requires that students use APA style for certain papers
and projects. Students should always carefully read and follow assignment directions and review the associated grading
rubric when available. The CSU Citation Guide includes examples and sample papers and provides information on how to
contact the CSU Writing Center.
Grading Rubrics
This course utilizes analytic grading rubrics as tools for your professor in assigning grades for all learning activities. Each
rubric serves as a guide that communicates the expectations of the learning activity and describes the criteria for each level
of achievement. In addition, a rubric is a reference tool that lists evaluation criteria and can help you organize your efforts to
meet the requirements of that learning activity. It is imperative for you to familiarize yourself with these rubrics because
these are the primary tools your professor uses for assessing learning activities.
Rubric categories include (1) Discussion Board, (2) Assessment (Written Response), and (3) Assignment. However, it is
possible that not all of the listed rubric types will be used in a single course (e.g., some courses may not have
Assessments).
The Assessment (Written Response) rubric can be found embedded in a link within the directions for each Unit
Assessment. However, these rubrics will only be used when written-response questions appear within the Assessment.
Each Assignment type (e.g., article critique, case study, research paper) will have its own rubric. The Assignment rubrics
are built into Blackboard, allowing students to review them prior to beginning the Assignment and again once the
Assignment has been scored. This rubric can be accessed via the Assignment link located within the unit where it is to be
submitted. Students may also access the rubric through the course menu by selecting “Tools” and then “My Grades.”
Again, it is vitally important for you to become familiar with these rubrics because their application to your
Discussion Boards, Assessments, and Assignments is the method by which your instructor assigns all grades.
Schedule/Grading
The following pages contain a printable Course Schedule to assist you through this course. By following this schedule, you
will be assured that you will complete the course within the time allotted.
PSY 1301, General Psychology
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Unit I
The Science of Psychology
Read/View:
Unit I Study Guide
Chapter 1: The Science of Psychology
Discuss:
Unit I Discussion Board
Unit II
The Biological Perspective of Psychology
Read/View:
Unit II Study Guide
Chapter 2: The Biological Perspective
Submit:
Unit II Live Lecture
Unit III
Sensation, Perception, and Consciousness
[ Weight: 10% ]
10%
[ Weight: 10% ]
10%
[ Weight: 20% ]
Read/View:
Unit III Study Guide
Chapter 3: Sensation and Perception (6 sections): See Study Guide
Chapter 4: Consciousness (5 sections): See Study Guide
Submit:
Unit III Assessment
20%
Unit IV
Learning and Memory
[ Weight: 5% ]
Read/View:
Unit IV Study Guide
Chapter 5: Learning (5 sections): See Study Guide
Chapter 6: Memory (4 sections): See Study Guide
Submit:
Unit IV Journal
Unit V
Cognition: Thinking, Intelligence, and Language
Read/View:
Unit V Study Guide
Chapter 7: Cognition: Thinking, Intelligence, and Language
Discuss:
Unit V Discussion Board
Unit VI
Development Across the Life Span
Read/View:
Unit VI Study Guide
Chapter 8: Development Across the Life Span
Submit:
Unit VI Live Lecture
PSY 1301, General Psychology
5%
[ Weight: 10% ]
10%
[ Weight: 10% ]
10%
4
Unit VII
Motivation, Emotion, and Social Psychology
Read/View:
Unit VII Study Guide
Chapter 9: Motivation and Emotion (5 sections): See Study Guide
Chapter 12: Social Psychology (8 sections): See Study Guide
Submit:
Unit VII Article Critique
Unit VIII
Psychological Disorders and Therapies
Read/View:
Unit VIII Study Guide
Chapter 14: Psychological Disorders (6 sections): See Study Guide
Chapter 15: Psychological Therapies (5 sections): See Study Guide
Submit:
Unit VIII Journal
PSY 1301, General Psychology
[ Weight: 30% ]
30%
[ Weight: 5% ]
5%
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UNIT VIII STUDY GUIDE
Psychological Disorders and Therapies
Course Learning Outcomes for Unit VIII
Upon completion of this unit, students should be able to:
6. Illustrate symptoms of abnormal conditions.
6.1 Differentiate the major symptoms of psychological disorders.
6.2 Identify how an individual’s daily life functions could be affected by an abnormal condition.
6.3 Indicate some technologies used in the treatment of psychological disorders.
Required Unit Resources
Chapter 14: Psychological Disorders—Read the following sections:
•
•
•
•
•
•
Learning Objectives
14.1–14.3 What Is Abnormality?
14.13–14.14 Personality Disorders: I’m Okay, It’s Everyone Else Who’s Weird
14.15–14.16 Schizophrenia: Altered Reality
Chapter Summary
Test Yourself
Chapter 15: Psychological Therapies—Read the following sections:
•
•
•
•
•
In Your Words
Learning Objectives
15.1 Treatment of Psychological Disorders: Past to Present
15.2–15.3 Insight Therapies: Psychodynamic and Humanistic Approaches
15.10–15.12 Biomedical Therapies
PSY 1301, General Psychology
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Unit Lesson
Look at him!
What is
WRONG with
him?
UNIT x STUDY GUIDE
Title
Why is she
behaving
like that?
Have you ever found yourself
pondering these questions? If
asked to do such, how would
you define abnormal
behavior? Do you believe that
a person has a psychological
issue if he or she simply
behaves outside of the norm
for a particular culture or
group?
(Dolmatov, n.d.)
Psychological Disorders
In this final unit, you will examine the difference between a psychological disorder and behaviors that are
deemed as abnormal. You most likely thought a mental disorder and abnormal behavior were synonymous
and could be used interchangeably. You might be surprised to hear that the definitions are quite dissimilar.
Ciccarelli and White (2020) explain that the study of abnormal behaviors is referred to as psychopathology.
The reference book that experts refer to when diagnosing various mental disorders is the Diagnostic and
Statistical Manual of Mental Disorders, which is also referred to as the DSM. The DSM actually provides
diagnostic categories that serve to assist physicians and researchers with proper identification and treatment
methods. As of this writing, the American Psychiatric Association released the latest edition of the manual in
2013. This is the fifth version of the manual, and it is referred to as the DSM-5.
This most recent version of the
text has endured multiple
changes to coincide with
updated research findings within
the mental health field. For
example, did you know that
autism spectrum disorder (ASD)
now encompasses four
disorders, which were previously
separated: Asperger’s, autism,
pervasive developmental disorder not otherwise specified, and childhood disintegrative disorder? Have you
heard of PTSD, posttraumatic stress disorder? It has been updated to four categorical symptom clusters. Do
you know a woman who suffers from extreme behavioral and physical disruptions before the onset of her
monthly cycle? It could be that she suffers from premenstrual dysphoric disorder. (This now has an official
diagnosis in the DSM-5.) Additionally, did you know that hoarding disorder has now been identified separately
from obsessive-compulsive disorder, also known as OCD? Yes, numerous changes have occurred with the
latest version of the manual, and of course, some critics have voiced concerns about some of the updates.
However, it is important to remember that the DSM-5 is a reference tool that helps clinicians provide adequate
treatment measures for their patients. Like any resource, it will only be as effective as the practices that are
embraced while utilizing it.
PSY 1301, General Psychology
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UNIT x STUDY GUIDE
Title
As you examine this unit, pay close attention to the information about various psychological disorders
including anxiety, antisocial personality disorder (ASPD), and bipolar disorder. As previously mentioned, you
most likely have heard about OCD or panic disorders, but there are numerous other syndromes that are not
as widely known, yet are quite fascinating. For instance, have you heard of Capgras’ delusion? According to
Enoch and Ball (2000), this describes when a person believes that someone close to him or her has been
replaced by an exact double, or imposter. Maybe you have heard about Ekbom’s syndrome. This occurs
when a person experiences delusion, and he or she believes that multiple insects, such as maggots or lice,
reside within the person’s skin. Have you ever read about someone who seeks to get attention by fabricating
medical symptoms of the child in his or her care? This is referred to as Munchausen syndrome by proxy. Can
you see how this could be dangerous? What would happen if the child received an unnecessary procedure?
What do you think should happen to a mother who frequents various clinics and hospitals just to receive
attention for a fake illness for her child?
Glancing at these thoughts in isolation, one might think the person
is only embracing safety precautions. However, for individuals who
suffer from obsessive-compulsive disorder (OCD), these haunting
“Did I unplug the
doubts and insecurities are huge factors in their daily lives. Yes,
curling iron this
people who deal with OCD can often repeat certain tasks
morning? I think I did,
numerous times each day. In fact, Begley (1996) examined a study
but I’m not sure.
that was performed by Jeffrey Schwartz and his colleagues at
Should I go back and
UCLA. Brain scans of people who had been diagnosed with OCD
check it again? Maybe
were closely examined and the findings were quite interesting. The
I need to look just one
research showed that the orbital cortex—the portion of the brain
more time?”
that functions as an alert system—was in a constant state of
activity in these patients. Based on their findings, Schwartz and
colleagues purported that cognitive therapy and behavior
modification techniques could help these patients overcome their
obsessions. For example, the scholars suggested that an individual could choose to proactively redirect an
obsessive thought by focusing on a constructive activity instead, such as balancing his or her checkbook. This
allows the caudate nucleus adequate time to become refocused on differing thoughts. What do you think? Do
you believe it is possible to alter your brain and restore it to a sense of peace?
Ciccarelli and White (2020) discuss additional disorders in the textbook as well. Take note of the varying
symptoms and possible treatment options that are available with each disorder. Do you know someone who is
overly obsessed with fires? This person might be diagnosed as a pyromaniac. Do you know someone who
experiences recurring bouts of extreme rage? This is commonly characteristic of intermittent explosive
disorder. Begin to examine how you could provide encouragement for someone who suffers from one of
these disorders.
Ciccarelli and White (2020) cover critical information on eating disorders in the textbook. With the increased
embracement of social media, it is apparent that more children and teens are accosted within the online
environment by their peers for numerous reasons, but body shaming often seems to top the list. This
shameful teasing can later lead to the development of severe disorders including anorexia nervosa, bulimia
nervosa, and binge-eating disorder. As you explore this material, begin to formulate ideas by which you can
help young people embrace positive behaviors and attitudes towards healthy foods and an active lifestyle.
PSY 1301, General Psychology
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Another area of interest in this chapter relates to schizophrenia. Research hasUNIT
revealed
that many
x STUDY
GUIDE
schizophrenics are chain cigarette smokers; Neergaard’s historical research conducted
in 1997 possibly
Title
explains why. He purported that one can receive relief from information overload, albeit temporary, by taking a
long drag. This could explain why some individuals enjoy the past-time. People who suffer from schizophrenia
have difficulties filtering different forms of stimulation. Researchers discovered a gene that was linked to a
brain receptor site that is stimulated by the nicotine drug. Therefore, when the nicotine is ingested, it can
trigger a small increase in the person’s ability to filter information. This would be beneficial as the person
could then enjoy reduced stimulation from the external environment while embracing selective focus, even if it
is only momentary (Neergaard, 1997). So what are your thoughts? Do you think a harmful drug—such as
nicotine in cigarettes—can still have beneficial side effects?
Psychological Therapies
Once a person has been diagnosed with a psychological
disorder, what do you think happens? How well does he or
she cope? Ciccarelli and White (2020) examine the various
approaches related to treatment and therapy. In this unit, you
will learn about numerous biological treatment techniques that
are utilized with differing results. Perhaps you are aware that
antipsychotic drugs, antidepressants, and tranquilizers are
often embraced to treat some disorders. However, did you
know that some have found success with using a service
dog? In some cases, service dogs have been found useful in
helping individuals who have been diagnosed with anxiety.
The animals are trained to lick the owner if the person begins
to experience an anxiety attack. This practice can hold
numerous benefits. For instance, the dog can distract the
owner, which should help with relaxation. Additionally, the
(Adapted from Yupiramos Group, n.d.)
dogs can be trained to retrieve the owner’s medicine as well.
In fact, some organizations have provided service dogs to American vets who have been diagnosed with
PTSD. These service animals can give emotional support and help to foster positive behaviors (Wellman,
2009). Therefore, man’s best friend can help in more ways than we realize.
Ciccarelli and White (2020) cover many of the treatment methods that were used in the past. As you read this
section, examine your views about Freud’s use of psychoanalysis. Maybe you do not agree with analyzing
one’s hidden thoughts. Quite possibly you side with humanists who purport that we have the ability to change
by making positive choices. This kind of therapy is person-centered and requires that the therapist extend a
sense of empathy. Further still, you might be a proponent of Gestalt therapy in which the client is guided
through certain experiences to help him or her become aware of various choices in life while taking full
ownership for them.
Ciccarelli and White (2020) further explore behavior and cognitive therapies. In essence, behavior therapies
utilize principles based on classical and operant conditioning practices. Have you heard of applied behavior
analysis (ABA)? In this form of therapy, the behavior is analyzed and then conditioning techniques are utilized
to modify or alter the behavior. Maybe you have heard of systematic desensitization. This is when the client is
taught how to use relaxation techniques to assist therapeutic efforts as he or she finally builds up to
confronting a fear. (Virtual reality games are sometimes utilized for desensitization.) Furthermore, aversion
therapy teaches the person to take the unfavorable behavior and pair it with an undesirable response. For
example, if you were addicted to smoking, your therapist might have you repeatedly puff on a cigarette every
few seconds. This rapid, repeated intake of the poisonous nicotine would likely produce nausea and make
you feel dizzy. Hopefully, those negative associations would make you cease your embracement of cigarettes
altogether. Pay close attention to the information on exposure therapy. Do you think this is an effective form of
therapy? Ciccarelli and White (2020) further explain therapies that are grounded in operant conditioning
principles. For example, what do you think about modeling and behavioral activation?
As you continue your examination of this chapter, notice the information shared by Ciccarelli and White
(2020) that explains Aaron Beck’s cognitive therapy. This is when the therapist helps the individual change his
or her way of thinking to avoid distortions and unrealistic beliefs. Have you heard of cognitive-behavioral
therapy (CBT)? This takes place when the individual is taught how to think rationally while positively impacting
PSY 1301, General Psychology
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their behaviors. Quite possibly you have read about rational emotive behaviorUNIT
therapy
(REBT).GUIDE
This was a
x STUDY
version of therapy that was developed by Albert Ellis. He believed that the therapist
Title could teach the client how
to overcome irrational beliefs. What are your thoughts? Would you encourage someone to embrace one of
these forms of therapy?
Not only can therapy occur in one-on-one sessions, but group therapy is an option as well. Ciccarelli and
White (2020) discuss the various types of group therapies: family counseling or family therapy and self-help or
support groups. There are numerous advantages and disadvantages associated with each one. What are
your thoughts about family therapy? What more could be done to encourage additional embracement in this
area?
As you conclude your examination of this unit, please reflect upon the need to evaluate effective therapeutic
treatment options. Do you think some therapists could be more successful with certain clients than others?
Could the individual’s cultural background play a major factor when selecting a therapist? What should be the
appropriate duration for therapy? Even though therapy has been shown to elicit positive results, could it ever
do more harm than one realizes? It is imperative that one remain mindful of realistic goals as he or she seeks
treatment for any disorder. As you can see from your exploration of this unit, all therapies are not created
equally.
(Adapted from Iqoncept, n.d.)
References
Begley, S. (1996, February 25). For the obsessed, the mind can fix the brain. Newsweek.
https://www.newsweek.com/ obsessed-mind-can-fix-brain-180024
Ciccarelli, S. K., & White, J. N. (2020). Psychology (6th ed.). Pearson.
https://online.vitalsource.com/#/9780135182789
Dolmatov, M. (n.d.). Funny cartoon businessman thinking (ID 112755684) [Illustration]. Dreamstime.
https://www.dreamstime.com/funny-cartoon-businessman-thinking-person-glasses-having-gestureillustration-creative-man-brainstorming-manager-thinking-image112755684
Enoch, M. D., & Ball, H. N. (2000). Uncommon psychiatric syndromes (4th ed.). Edward Arnold.
Iqoncept. (n.d.). What do you think survey poll question (ID 20602105) [Illustration]. Dreamstime.
https://www.dreamstime.com/royalty-free-stock-photo-what-do-you-think-survey-poll-questionimage20602105
Neergaard, L. (1997, January 21). Scientists find link between schizophrenia gene, nicotine. Austin AmericanStatesman, A2.
Wellman, E. (2009, December 7). Demand grows for psychiatric service dogs. Dogfiles.

PSY 1301, General Psychology
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Yupiramos Group. (n.d.). Set psychology problem and therapy treatment (ID 110429051)
[Illustration].
UNIT x STUDY
GUIDE
Dreamstime. https://www.dreamstime.com/set-psychology-problem-therapy-treatment-setTitle
psychology-problem-therapy-treatment-vector-illustration-image110429051
Suggested Unit Resources
In order to access the following resources, click the links below.
View the following four videos that supplement the Chapter 14 and 15 reading.
Closed-captioning is available by clicking the CC icon in the bottom right corner of the video screen.
•
•
•
•
Psychological Disorders video
Diagnosing Mental Disorders video
Finding a Therapist If You Need One video
Applying Psychology to Everyday Life: How to Help Others: Reducing the Stigma of Seeking Help
video
You are encouraged to continue reading in your eTextbook for additional information on other disorders and
therapies.
Chapter 14: Psychological Disorders—Read the following sections:
•
•
•
•
14.4–14.5 Disorders of Mood: The Effect of Affect
14.6–14.8 Disorders of Anxiety, Trauma, and Stress: What, Me Worry?
14.9–14.10 Dissociative Disorders: Altered Identities
14.11–14.12 Eating Disorders and Sexual Dysfunction
Chapter 15: Psychological Therapies—Read the following sections:
•
•
•
•
15.7 Evaluation of Group Therapy
Practice Quiz How Much Do You Remember?
15.9 Characteristics of Effective Therapy
Practice Quiz How Much Do You Remember?
All videos that are referenced in Chapters 14 and 15 of the eTextbook are available in the following
PowerPoint Presentations. You are encouraged to view each short video for additional insight into this unit’s
concepts.
Chapter 14 PowerPoint Presentation
PDF version of the Chapter 14 PowerPoint Presentation
Chapter 15 PowerPoint Presentation
PDF version of the Chapter 15 PowerPoint Presentation
Closed-captioning is available by clicking the CC icon in the bottom right corner of the video screen.
As we near the end of this course, you are encouraged to read the following additional chapter in the
eTextbook. The chapter explores stress and how it can affect your health and offers strategies for coping with
stress that you may find useful in your own life.
Chapter 11: Stress and Health
PSY 1301, General Psychology
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All videos that are referenced in Chapter 11 of the eTextbook are available in UNIT
the following
PowerPoint
x STUDY
GUIDE
Presentation. You are encouraged to view each short video for additional insight
into this unit’s concepts.
Title
Chapter 11 PowerPoint Presentation
PDF version of the Chapter 11 PowerPoint Presentation
Learning Activities (Nongraded)
Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
them. If you have questions, contact your instructor for further guidance and information.
The Test Yourself questions can be found at the end of Chapters 14 and 15 in your eTextbook. You can
review these to assess your understanding of the chapter materials.
PSY 1301, General Psychology
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