Board Endorsed December 2010 – Amended August 2015
Psychology
A/T/M Course
Type 2
Written under the
Behavioural Science Course
Framework 2009
Accredited from 1 January 2011
– 31 December 2015
Extended 2016
1
Board Endorsed December 2010 – Amended August 2015
Student Capabilities
All programs of study for the ACT Senior Secondary Certificate should enable students to become:

creative and critical thinkers

enterprising problem-solvers

skilled and empathetic communicators

informed and ethical decision-makers

environmentally and culturally aware citizens

confident and capable users of technologies

independent and self-managing learners

collaborative team members
and provide students with:

a comprehensive body of specific knowledge, principles and concepts

a basis for self-directed and lifelong learning

personal attributes enabling effective participation in society
The Student Capabilities (Year 11-12), can be mapped to the Essential Learning Achievements in
Every Chance to Learn: the curriculum framework for ACT Schools (P-10). Student capabilities are
supported through course and unit content, and through pedagogical and assessment practices.
2
Board Endorsed December 2010 – Amended August 2015
Type 2 Course Accreditation/Adoption Form
B S S S
AUSTRALIAN CAPITAL TERRITORY
Choose one of the following:
 adoption of Type 2 course
 adoption of additional units
Scope: The college is entered on the National Register to award Certificates delivered by this
course
 Yes  No (Adoption of V courses only)
College:
Course Title: Psychology
Classification:  A  T  M  V
Framework: Behavioural Science
Course Area:
Course Code:
Dates of Course Accreditation:
Unit Prefix
From
1 / 1 / 2011 To
31 / 12 / 2016
Value
Length
Unit
Unit Title(s)
(1.0/0.5)
Codes
Introduction to Psychology and Personality
1.0
S
Personality and Abnormal Psychology
1.0
S
Personality, Attitudes and Prejudice
1.0
S
Approaches to Behaviour and Learning
1.0
S
Relationships & Sociocultural Behaviour
1.0
S
Motivation & The Psychology of Happiness
1.0
S
Consciousness, Motivation & Emotion
1.0
S
Mental Abilities, Learning & Memory
1.0
S
Human Behaviour, Sensation & Perception
1.0
S
Sensation, Perception & Consciousness
1.0
S
Cognitive & Sociocultural Behaviour
1.0
S
Human Relationships, Learning & Memory
1.0
S
Learning, Memory & Infancy to Childhood
1.0
S
Adolescence, Adulthood & Relationships
1.0
S
Health Psychology & Motivation & Emotion
1.0
S
Personality and Psychology of Happiness
1.0
S
Psychological Methods and Childhood
1.0
S
Psychological Methods, Learning & Memory
1.0
S
Mental Abilities & Biological Behaviour
1.0
S
Motivation, Emotion, Cognitive Behaviour
1.0
S
Psychological Methods & Health
1.0
S
Learning, Memory, Motivation & Emotion
1.0
S
Childhood Sensation and Perception
1.0
S
Post Childhood and Mental Abilities
1.0
S
Personality and Mental Abilities
1.0
S
Personality, Learning and Memory
1.0
S
3
Board Endorsed December 2010 – Amended August 2015
Sensation, Perception, Learning & Memory
Social Influence and Abnormal Psychology
Social Influence, Motivation & Emotions
Infancy to Childhood and Consciousness
The Self and The Self in Relationships
The Self in Groups and Society
Abnormal Psychology and Prejudice
Sensation, Perception, Infancy, Childhood
Sensation, Attitudes & Prejudice
Adolescence to Adulthood, Mental Abilities
Psychology, Sensation and Perception
Consciousness, Learning and Memory
Health & The Psychology of Happiness
Mental Abilities and Consciousness
Psychology of Wellness
Abnormal Psychology & Happiness
Consciousness & Social Influences
Learning, Memory & Abnormal Psychology
Introduction to Psychological Methods
Social Influence, Attitudes and Prejudice
Attitudes and Prejudice
Social Influence
Abnormal and Health Psychology
Health Psychology
Mental Abilities
Sensation and Perception
Personality
Consciousness
Infancy to Adulthood
Infancy to Childhood
Adolescence to Adulthood
Human Relationships
Biological Approaches to Behaviour
Cognitive Approaches to Behaviour
Sociocultural Approaches to Behaviour
Abnormal Psychology
Learning and Memory
Motivation and Emotion
The Self
The Self in Relationships
The Self in Groups
The Self in Society
The Psychology of Happiness
4
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
0.5
1.0
0.5
0.5
1.0
0.5
0.5
0.5
0.5
0.5
1.0
0.5
0.5
0.5
0.5
0.5
0.5
0.5
0.5
0.5
0.5
0.5
0.5
0.5
0.5
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
Q
S
Q
Q
S
Q
Q
Q
Q
Q
S
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Board Endorsed December 2010 – Amended August 2015
Accreditation: The course and units named above are consistent with the goals of the Course
Framework and are signed on behalf of the
Course Development Coordinator:
Panel Chair:
/
/
/
/
OR (delete box that does not apply)
Adoption/Alteration: The adopting College has the human and physical resources to implement
the course. Written Evaluation for small changes, and details of and reasons for Adoptions,
Extensions, and addition of units are outlined on the Supporting Statement.
Principal:
College Board Chair:
/
/
/
5
/
Board Endorsed December 2010 – Amended August 2015
Type 2 Course Accreditation/Adoption Form
B S S S
AUSTRALIAN CAPITAL TERRITORY
Choose one of the following:
 adoption of Type 2 course
 adoption of additional units
Scope: The college is entered on the National Register to award Certificates delivered by this
course
 Yes  No (Adoption of V courses only)
College:
Course Title: Psychology
Classification: A T  M  V
Framework: Behavioural Science
Course Area:
Course Code:
Dates of Course Accreditation:
Unit Prefix
From
1 / 1 /
2011
Unit Title(s)
Introduction to Psychology and Personality
Personality and Abnormal Psychology
Approaches to Behaviour and Learning
Relationships & Sociocultural Behaviour
Motivation & The Psychology of Happiness
Consciousness, Motivation & Emotion
Consciousness & Social Influences
Mental Abilities, Learning & Memory
Human Behaviour, Sensation & Perception
Methods of Psychology, Independent Study
Sensation, Perception & Consciousness
Sensation, Attitudes & Prejudice
Cognitive & Sociocultural Behaviour
Human Relationships, Learning & Memory
Learning, Memory & Infancy to Childhood
Learning, Memory & Abnormal Psychology
Abnormal Psychology & Happiness
Personality, Learning and Memory
Adolescence, Adulthood & Relationships
Health Psychology & Motivation & Emotion
Personality and Psychology of Happiness
Personality, Attitudes and Prejudice
Psychological Methods and Childhood
Psychological Methods, Learning & Memory
Mental Abilities & Biological Behaviour
Mental Abilities & Independent Study
6
To
Value
(1.0/0.5)
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
31 / 12 / 2016
Length
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
Unit
Codes
Board Endorsed December 2010 – Amended August 2015
Motivation, Emotion, Cognitive Behaviour
Psychological Methods & Health
Learning, Memory, Motivation & Emotion
Childhood Sensation and Perception
Post Childhood and Mental Abilities
Personality and Mental Abilities
Sensation, Perception, Learning & Memory
Social Influence and Abnormal Psychology
Social Influences and Independent Study
Social Influence, Motivation & Emotions
Infancy to Childhood and Consciousness
Abnormal Psychology and Prejudice
Sensation, Perception, Infancy, Childhood
Adolescence to Adulthood, Mental Abilities
Psychology, Sensation and Perception
Consciousness, Learning and Memory
Health & The Psychology of Happiness
Mental Abilities and Consciousness
Psychology Methods & Independent Study
Methods & Biological Approaches
Psychology of Wellness
Introduction to Psychological Methods
Social Influence, Attitudes and Prejudice
Attitudes and Prejudice
Social Influence
Abnormal and Health Psychology
Health Psychology
Mental Abilities
Sensation and Perception
Personality
Consciousness
Infancy to Adulthood
Infancy to Childhood
Adolescence to Adulthood
Approaches to Behaviour
Human Relationships
Biological Approaches to Behaviour
Cognitive Approaches to Behaviour
Sociocultural Approaches to Behaviour
Abnormal Psychology
Learning and Memory
Motivation and Emotion
Methods of Psychology
7
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
0.5
1.0
0.5
0.5
1.0
0.5
0.5
0.5
0.5
0.5
1.0
0.5
0.5
1.0
0.5
0.5
0.5
0.5
0.5
0.5
0.5
0.5
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
Q
S
Q
Q
S
Q
Q
Q
Q
Q
S
Q
Q
S
Q
Q
Q
Q
Q
Q
Q
Q
Board Endorsed December 2010 – Amended August 2015
Independent Study
0.5
Q
The Psychology of Happiness
0.5
Q
Accreditation: The course and units named above are consistent with the goals of the Course
Framework and are signed on behalf of the
Course Development Coordinator:
Panel Chair:
/
/
/
OR (delete box that does not apply)
Adoption/Alteration: The adopting College has the human and physical resources to implement
the course. Written Evaluation for small changes, and details of and reasons for Adoptions,
Extensions, and addition of units are outlined on the Supporting Statement.
Principal:
College Board Chair:
/
/
8
/
Board Endorsed December 2010 – Amended August 2015
Type 2 Course Accreditation/Adoption Form
B S S S
AUSTRALIAN CAPITAL TERRITORY
Choose one of the following:
 adoption of Type 2 course
 adoption of additional units
Scope: The college is entered on the National Register to award Certificates delivered by this
course
 Yes  No (Adoption of V courses only)
College:
Course Title: Psychology
Classification: A  T  M  V
Framework: Behavioural Science
Course Area:
Course Code:
Dates of Course Accreditation:
From
1 / 1 / 2011 To
31 / 12 / 2016
Value
Length
Unit Codes
Unit Prefix
Unit Title(s)
(1.0/0.5)
The Psychology of Happiness
0.5
Q
Attitudes, Prejudice and Social Influence
1.0
S
Infancy to Childhood
1.0
S
Introduction to Psychology and Childhood
1.0
S
Mental Abilities, Learning & Memory
1.0
S
Accreditation: The course and units named above are consistent with the goals of the Course
Framework and are signed on behalf of the
Course Development Coordinator:
Panel Chair:
/
/
/
/
OR (delete box that does not apply)
Adoption/Alteration: The adopting College has the human and physical resources to implement
the course. Written Evaluation for small changes, and details of and reasons for Adoptions,
Extensions, and addition of units are outlined on the Supporting Statement.
Principal:
College Board Chair:
/
/
/
9
/
Board Endorsed December 2010 – Amended August 2015
Type 2 Course Accreditation/Adoption Supporting
Statement
Provides support for information on the Course Accreditation/Adoption Form
B S S S
AUSTRALIAN CAPITAL TERRITORY
Written Evaluation for small changes, reasons for Adoption of a Type 2 course
or Addition of units
For V courses indicate the certificate the college will award.
College:
Course Code
Course Title: Psychology
10
Board Endorsed December 2010 – Amended May 2015
Contents Page
Course Name
................................................................ 14
Course Classification
................................................................ 14
Course Framework
................................................................ 14
Course Developers
................................................................ 14
Evaluation of Previous Course
................................................................ 14
Course Length and Composition
................................................................ 15
Implementation Guidelines
................................................................ 16
Suggested Implementation Patterns ................................................................ 17
Subject Rationale
................................................................ 17
Goals
................................................................ 18
Student Group
................................................................ 18
Content
................................................................ 18
Essential concepts
................................................................ 18
Essential skills
................................................................ 19
Teaching and Learning Strategies
................................................................ 19
Assessment
................................................................ 20
Assessment Tasks Types A/T
................................................................ 21
Assessment Tasks Types M
................................................................ 22
Additional Assessment Advice
................................................................ 22
Assessment Criteria
................................................................ 22
Student Capabilities
................................................................ 23
Unit Grade Descriptors
................................................................ 24
Moderation
................................................................ 27
Bibliography
................................................................ 28
Resources
................................................................ 41
Proposed Evaluation Procedures
................................................................ 41
Introduction to Psychology and Personality Value 1.0................................... 42
Personality, Attitudes and Prejudice Value 1.0 ................................................ 46
Personality, Learning & Memory
Value 1.0 ................................................ 52
Personality and Abnormal Psychology Value 1.0 ........................................... 56
Approaches to Behaviour and Learning Value 1.0.......................................... 59
Relationships & Sociocultural Behaviour
Value 1.0 .................................... 63
Motivation & the Psychology of Happiness Value 1.0.................................... 68
Consciousness & Social Influences Value 1.0 ................................................ 75
Consciousness, Motivation and Emotion Value 1.0........................................ 81
11
Board Endorsed December 2010 – Amended May 2015
Mental Abilities, Learning and Memory Value 1.0 ......................................... 85
Human Behaviour, Sensation and Perception Value 1.0................................ 89
Methods & Biological Approaches Value 1.0 ................................................ 93
Methods of Psychology, Independent Study (T Only) Value 1.0.................... 98
Sensation, Perception and Consciousness Value 1.0 .................................... 102
Cognitive & Sociocultural Behaviour Value 1.0 .............................................. 105
Human Relationships, Learning and Memory Value 1.0 ............................. 108
Learning, Memory & Infancy to Childhood Value 1.0 .................................. 112
Adolescence, Adulthood and Relationships Value 1.0 ................................. 116
Health Psychology & Motivation & Emotion Value 1.0................................ 121
Personality and Psychology of Happiness Value 1.0 .................................... 126
Psychological Methods and Childhood Value 1.0 ......................................... 132
Psychological Methods, Learning & Memory Value 1.0 ............................... 137
Mental Abilities & Independent Study (T Only) Value 1.0 ........................... 142
Mental Abilities & Biological Behaviour Value 1.0 ....................................... 147
Motivation, Emotion, Cognitive Behaviour Value 1.0 .................................. 151
Psychological Methods and Health Value 1.0 .............................................. 155
Learning, Memory & Abnormal Psychology Value 1.0 ................................. 160
Learning, Memory, Motivation and Emotion Value 1.0 ............................... 164
Childhood Sensation and Perception Value 1.0 .............................................. 168
Post Childhood and Mental Abilities Value 1.0 ............................................ 172
Personality and Mental Abilities
Value 1.0 .............................................. 176
Sensation, Attitudes & Prejudice
Value 1.0 .............................................. 179
Sensation, Perception, Learning and Memory Value 1.0 ............................. 186
Social Influence, Motivation & Emotion Value 1.0 ....................................... 190
Social Influence and Abnormal Psychology Value 1.0 .................................. 196
Infancy to Childhood and Consciousness Value 1.0...................................... 201
The Self and the Self in Relationships (A only) Value 1.0 ............................. 204
The Self in Groups and Society (A only) Value 1.0 ........................................ 208
Abnormal Psychology and Prejudice Value 1.0.............................................. 212
Sensation, Perception, Infancy, Childhood Value 1.0................................... 218
Adolescence to Adulthood, Mental Abilities Value 1.0 ............................... 222
Psychology, Sensation and Perception Value 1.0 ....................................... 226
Consciousness, Learning and Memory Value 1.0.......................................... 231
Introduction to Psychological Methods Value 0.5 ........................................ 234
Health & The Psychology of Happiness Value: 1.0 ....................................... 237
Social Influence & Independent Study (T Only) Value 1.0............................ 245
12
Board Endorsed December 2010 – Amended May 2015
Social Influence, Attitudes and Prejudice Value 1.0 .................................... 251
Attitudes and Prejudice
Value 0.5.............................................. 257
Social Influence
Value 0.5 .............................................. 262
Abnormal and Health Psychology Value 1.0 .............................................. 266
Abnormal Psychology & Happiness Value 1.0 .............................................. 270
Health Psychology
Value: 0.5 ............................................. 274
Mental Abilities
Value 0.5 .............................................. 277
Sensation and Perception
Value 0.5 .............................................. 280
Personality
Value 0.5 .............................................. 283
Consciousness
Value 0.5 .............................................. 285
Infancy to Adulthood
Value 1.0 .............................................. 287
Infancy to Childhood
Value 0.5 .............................................. 290
Adolescence to Adulthood
Value: 0.5 ............................................. 293
Mental Abilities & Consciousness Value 1.0 .............................................. 296
Psychology of Wellness
Value 1.0 .............................................. 300
Psychology Methods & Independent Study (T Only) Value 1.0 ................... 304
Approaches to Behaviour (T Only) Value 1.0 .............................................. 310
Human Relationships
Value 0.5 .............................................. 313
Biological Approaches to Behaviour Value 0.5 .............................................. 317
Cognitive Approaches to Behaviour Value 0.5 .............................................. 319
Sociocultural Approaches to Behaviour Value 0.5........................................ 321
Abnormal Psychology
Value 0.5 .............................................. 323
Learning and Memory
Value 0.5 .............................................. 325
Motivation and Emotion
Value 0.5 .............................................. 328
Methods of Psychology (T only)
Value 0.5 .............................................. 331
Independent Study (T only)
Value 0.5 .............................................. 334
The Self (A only)
Value 0.5 .............................................. 337
The Self in Relationships (A only)
Value 0.5 .............................................. 340
The Self in Groups (A only)
Value 0.5 .............................................. 343
The Self in Society (A only)
Value: 0.5 ............................................. 346
The Psychology of Happiness
Value 0.5 .............................................. 349
The Psychology of Happiness (M)
Value 0.5 ............................................ 354
Mental Abilities, Learning and Memory Value 1.0 ....................................... 360
Infancy to Adulthood M
Value 1.0.............................................. 366
Attitudes, Prejudice and Social Influence M
Value1.0 ................. 370
Introduction to Psychology and Childhood M Value 1.0 .............................. 377
13
Board Endorsed December 2010 – Amended May 2015
Course Name
Psychology
Course Classification
A/T/M
Course Framework
This course is presented under the Behavioural Science 2009 Course Framework.
Course Developers
Name
Lynne Walker
Geoff Taylor
Judi Moncur
Tim Briggs
Suzanne Kiraly
Conor Bendle
Fiona Nicholson
Jo Dachs
Judy McDonald
Prathiba Nagabhushan
College
Burgmann Anglican College
Canberra College
Canberra Girls’ Grammar School
Canberra Girls’ Grammar School
Canberra Institute of Technology
Dickson College
Erindale College
Narrabundah College
St Clare’s College
St Mary MacKillop College
This group gratefully acknowledges the work of previous developers.
Evaluation of Previous Course
The previous course was successful as it addressed the needs of students and colleges.
The course has been reviewed to remove duplication of content and clarify the focus of each
unit.
The content was divided into core and extension. Each unit was also updated to reflect
current understanding and new approaches in Psychology. As a result the unit Self
Awareness and Communication was deleted.
The language of the goals was standardised. The inclusion of generic goals in each unit was
designed to ensure consistency of expectations throughout the course.
Some units were developed to cater for the A course candidature and to provide flexibility
for colleges to offer Psychology A course as a distinct class.
The updated Behavioural Science framework 2011 was embedded into this document.
14
Board Endorsed December 2010 – Amended May 2015
Additional units were included to align with the requirements of the IB.
Psychology A
Year
Minor
Major
Major
Double
Minor
Major
2008
60
20
0
0
2007
57
23
0
0
2006
61
25
0
0
2005
57
25
0
0
Total
80
80
86
82
Completion of Psychology courses across colleges
Psychology T
Year
2008
2007
2006
2005
Minor
Major
197
137
146
187
276
211
251
262
Major
Minor
3
3
0
3
Double
Major
0
0
0
0
Total
476
351
397
449
Course Length and Composition
All units can be studied at A or T level unless specified otherwise.
Unit Title
Unit Value
Introduction to Psychology and
1.0
Personality
Introduction to Psychology
0.5
Personality
0.5
Social Influences, Attitudes and Prejudice
1.0
Attitudes and Prejudice
0.5
Social Influence
0.5
Abnormal and Health Psychology
1.0
Health Psychology
0.5
Abnormal Psychology
0.5
Mental Abilities
0.5
Sensation and Perception
0.5
Consciousness
0.5
Infancy to Adulthood
1.0
Infancy to Childhood
0.5
Adolescence to Adulthood
0.5
Human Relationships
0.5
Approaches to Behaviour (T only)
1.0
Biological Approaches to Behaviour
0.5
Cognitive Approaches to Behaviour
0.5
Sociocultural Approaches to Behaviour
0.5
Learning and Memory
0.5
Motivation and Emotion
0.5
The Psychology of Happiness
0.5
Methods of Psychology (T only)
0.5
15
Board Endorsed December 2010 – Amended May 2015
Independent Study (T only)
The Self (A only)
The Self in Relationships (A only)
The Self in Groups (A only)
The Self in Society (A only)
0.5
0.5
0.5
0.5
0.5
Available course patterns
In adopting this course, colleges need to indicate the course patterns relevant to their
delivery hours.
Course
Number of standard units to meet course requirements
Minor
Minimum of 2 units
Major
Minimum of 3.5 units
Major Minor
Minimum of 5.5 units
Double Major
Minimum of 7 units
Implementation Guidelines
Compulsory units
Nil
Prerequisites for the course or units within the course
Independent Study unit 0.5 has the prerequisites of 3 other units.
Methods of Psychology has the prerequisite of completing at least one 0.5 unit in
Psychology.
Duplication of Content in this course
Human Relationships (Value 0.5) may not be studied in addition to Social Influences
(Value 0.5)
The Self (A only) (Value 0.5) may not be studied in addition to Personality (Value 0.5)
and/or Motivation and Emotion (Value 0.5)
The Self in Relationships (A only) (Value 0.5) may not be studied in addition to Infancy
to Childhood ) (Value 0.5)
The Self in Groups (A only) (Value 0.5) may not be studied in addition to Social
Influence (Value 0.5)
The Self in Society (A only) (Value 0.5) may not be studied in addition to Attitudes and
Prejudice (Value 0 5)
Cognitive Approaches to Behaviour (Value 0.5) may not be studied in addition to
Sensation and Perception and/or Consciousness
16
Board Endorsed December 2010 – Amended May 2015
Arrangements for students who are continuing to study a course in this subject
Students who studied the previous course Psychology in Year 11 may take any units in Year
12 as long as there is no duplication of content.
Units from other courses
One standard unit (1.0) from Sociology may count towards a Psychology major.
Relationship with other courses
Two standard units (1.0) from Psychology may count together with two units of Sociology (or
1.5 depending on the requirements for a major) to form a Behavioural Science major. See
the Behavioural Science course document for packaging rules.
Suggested Implementation Patterns
Implementation Pattern
Introduction to Psychology and
Personality 1.0
Infancy to Adulthood 1.0
Units Involved
Introduction to Psychology 0.5
Personality 0.5
Infancy and Childhood 0.5
Adolescence and Adulthood 0.5
Abnormal and Health Psychology 1.0
Abnormal Psychology 0.5
Health Psychology 0.5
Social Influence, Attitudes and Prejudice
Social Influence 0.5
1.0
Attitudes and Prejudice 0.5
The suggested units outlined ensure that all students undertaking an A or T minor course will
achieve the goals of the course.
Subject Rationale
The study of Psychology provides a comprehensive understanding of individuals, families and
communities. Psychology explores common human experiences both across and within
cultures. It promotes objective thinking and evidence based research, drawing on various
methods of enquiry as the basis for exploring, understanding and interpreting human
behaviour.
Psychology provides a repertoire of research methodology, analysis and communication
skills vital for careers that involve working with people. It covers the promotion of optimal
health in individuals; healthy relationships in personal, organisational, community and
national contexts; and social justice and equity for people regardless of race, gender or other
individual differences.
Students undertaking this area of study will develop skills in analytical and critical thinking
and learn to question and challenge assumptions about human behaviour. The study of this
discipline is highly relevant to further studies in the health professions, education, human
resources, social sciences, sales, media, community services, marketing and management
and aims to provide them with understandings of human behaviour. Courses will provide the
knowledge and skills central to living and working effectively in the community.
17
Board Endorsed December 2010 – Amended May 2015
On a broader scale, knowledge from the Behavioural Sciences can be applied to society as a
whole, helping us understand how individuals function within different contexts and how
this is influenced by culture, shaping peoples values, attitudes and beliefs. Such knowledge
has the potential to empower and enhance individual abilities and facilitate awareness of
the human condition, along with tolerance and respect for others.
Goals
This course should enable students to:

interpret human behaviour as an outcome of influences and interactions

think analytically, critically, practically and creatively

question their assumptions and to reflect on their understandings and ideas about social
relations

understand the ethical dimensions of investigations, designs and practice

demonstrate respect for individual differences, including social and cultural diversity
through developing social skills and values and awareness

develop skills for working with people

demonstrate knowledge of methods of inquiry according to the scientific conventions of
the discipline
Student Group
Psychology students will generally be representative of the total student population. Some
will elect to follow the course at the T level, others at the A level. The choice of T or A level
by students may depend on career aspirations, the pattern of their course packages,
academic and personal interests and previous experiences.
Content
Essential concepts










Nature vs. Nurture
Personality
Identity
Consciousness
Culture
Intelligence
Normality
Socialisation
Norms and values
Community
18
Board Endorsed December 2010 – Amended May 2015
Essential skills

Communication
o Oral
o Written
o Active listening
o Participation in discussion
o Teamwork

Investigation
o Planning
o Research
o Organising
o Analysis
o Problem solving
o Critical thinking
o Referencing

Interpretation
o Synthesis
o Evaluation
o Problem solving
o Logical reasoning

Social Perception
o Empathy
o Self-awareness
Teaching and Learning Strategies
Teachers are encouraged to use teaching strategies that are grounded in the Learning
Principles and encompass quality teaching such as those expounded in the Quality Teaching
Model. Pedagogical techniques and assessment tasks should promote high levels of
intellectual quality, establish a high quality learning environment and generate significance
by connecting students with the intellectual demands of their work.
Teaching strategies that are particularly relevant and effective in Psychology include:

Cooperative learning

Scaffolding of new concepts

Lectures/ tutorials/ seminars

Excursions

Guest speakers

Use of a broad range of visual imagery

Use of technology, e.g. web based activities, podcasting, wikis, blogs

Research

Surveys and questioning

Opportunities to develop a wide range of appropriate practical skills
19
Board Endorsed December 2010 – Amended May 2015

Debates/Discussion

Role plays

Interviews

Timelines/ mind maps/ brainstorming
Links with a range of human and community providers/facilities.
Case studies, journal and newspaper articles and personality profiles
Experimental and observational research activities.



Assessment
The purpose of including assessment task types (with examples of tasks) and assessment
criteria in Course Frameworks is to provide a common and agreed basis for the collection of
evidence of student achievement. This collection of evidence enables a comparison of
achievement within and across colleges, through moderation processes. This enables valid,
fair and equitable reporting of student achievement on the Senior Secondary Certificate.
Assessment Tasks elicit responses that demonstrate the degree to which students have
achieved the goals of a unit (and the course as a whole).
Assessment Task Types (with weightings) group assessment tasks in ways that reflect
agreed shared practice in the subject area and facilitate the comparison of student work
across different assessment tasks.
Assessment Criteria (the dimensions of quality that teachers look for in evaluating student
work) provide a common and agreed basis for judgement of performance against unit and
course goals, within and across colleges. Over a course, teachers use all of these criteria to
assess students’ performance, but do not necessarily use all criteria on each task.
Assessment criteria are to be used holistically on a given task and in determining the unit
grade.
Assessment Rubrics draw on the general course framework criteria to develop assessment
criteria for a task type and a continuum that indicates levels of student performance against
each criterion.
20
Board Endorsed December 2010 – Amended May 2015
Assessment Tasks Types A/T
A balance of oral and written should be part of a minor course of study.
For a standard unit, 1.0, at least one assessment item must be from each task type, as shown
below.
Task Type
Test/Exam




Examples
such as:
Weightings in
A/T 1.0 Units
Weightings in
A/T 0.5 Units

Multiple choice
Short answer
responses
In Class essay
Interpretations
of unseen
stimuli
Document
study
20 - 50%
Research
Assignment
 Experimental
survey/ report
 Literature
review/essay
 Research
presented by:
o Report
o Essay
o Seminar
o Poster
o Pamphlet
o Multimedia
o Portfolio
Open Response







Case studies
Film review
Debate
Public campaign
Role play
Diary journal/entry
Creative response:
o Newspaper or other
articles response
o Journal articles
response
o Diagram/sociogram
o Artwork
20 - 50%
25 – 50%
20 - 50%
25-50%
When considering word length for written responses, the following guidelines are suggested:
In class task/essay
Research task/essay
A
300-500 words
500-800 words
T
500-800 words
800-1500 words
As students progress through the two years of college it is envisaged that expected word
lengths of assessment items increase.
21
Board Endorsed December 2010 – Amended May 2015
Assessment Tasks Types M
Task Type
Test/Exam




Examples
such as:
Weightings
in M 1.0
Units
Weightings
in M 0.5
Units

Multiple choice
Short answer
responses
In Class essay
Interpretations
of unseen
stimuli
Document
study
Research
Assignment
 Experimental
survey/ report
 Literature
review/essay
 Research
presented by:
o Report
o Essay
o Seminar
o Poster
o Pamphlet
o Multimedia
o Portfolio
Open Response







Case studies
Film review
Debate
Public campaign
Role play
Diary journal/entry
Creative response:
o Newspaper or other
articles response
o Journal articles
response
o Diagram/ sociogram
o Artwork
10-90%
10-90%
10-90%
10-90%
Additional Assessment Advice
The Board recommends 3-5 assessment items per standard unit (1.0) and 2-3 assessment
items per half standard unit (0.5).
Assessment Criteria
Students will be assessed on the degree to which they demonstrate:

Investigation of knowledge

Understanding and application

Interpretation and evaluation

Communication
22
Board Endorsed December 2010 – Amended May 2015
Student Capabilities
Creative and critical thinkers
Students will approach the study of human behaviour using a scientific methodology. They
will develop knowledge and skills and apply critical thinking and creative approaches. They
will appraise, justify and evaluate their own and other ideas and research.
Enterprising problem-solvers
Students will analyse different scenarios, theories and approaches to human behaviour and
examine and promote possible solutions or evaluate theoretical perspectives.
Skilled and empathetic communicators
Students will engage in tasks that develop an appreciation and respect for other people’s
perspectives and actions. They are encouraged to participate in class discussions and
effectively communicate their ideas in written and oral form using appropriate psychology
terminology.
Informed and ethical decision-makers
Students will develop objectivity and clarity of thought in analysis, evaluation, comparison
and justifications of events and outcomes. They will be encouraged to consider a variety of
ethical issues, relating to concepts and research involving humans and animals.
Environmentally and culturally aware citizens
Students will be encouraged to understand the effect of the environment, society and
culture, both physical and social, on human behaviour and psychological thinking.
Confident and capable users of technologies
Students will have opportunities to become confident and capable users of a range of
technologies, to enhance their skills of investigation, interpretation and communication.
Independent and self-managing learners
Students will develop skills in effective time management. They will develop confidence to
become independent learners by reflecting on the processes involved in undertaking and
completing a variety of tasks.
Collaborative team members
Students will be encouraged to work collaboratively in order that they clarify their thinking,
practice compromise and develop and refine their ideas and argument.
23
Board Endorsed December 2010 – Amended May 2015
Unit Grade Descriptors
UNIT GRADE DESCRIPTORS FOR T COURSES
CRITERIA
Investigation of
Knowledge
A student who achieves an A grade
typically

Displays confidence, flexibility,
and initiative in locating,
selecting and recording and
acknowledging relevant
sources
A student who achieves an B grade
typically

Is accurate and attentive to
detail in locating, selecting,
recording and acknowledging
relevant sources
A student who achieves an C
grade typically

Uses appropriate and
obvious information when
locating, selecting, recording
and acknowledging sources
A student who achieves an D
grade typically
 Locates and records obvious
information and has limited
acknowledgement of sources
A student who achieves an E
grade typically
 Relies on assistance to
locate and record obvious
information and lacks
acknowledgement of
sources

Demonstrates an insightful
understanding of a wide variety
of concepts, theories and
issues.
Applies relevant research/ideas
consistently in responses

Presents a clear argument that
demonstrates a sound
understanding of specific
concepts, theories and issues.
Applies relevant research/ideas
in responses.


Present a limited argument,
and demonstrates some
understanding of concepts,
theories and issues.
Applies some research/ideas
in responses

Demonstrates initiative,
originality and discernment in
comparing and contrasting
relevant theories and ideas
Interprets information and
ideas critically drawing
insightful conclusions
Communicates ideas
persuasively, with
sophistication, clarity and
imagination
Uses relevant terminology
confidently
Demonstrates high levels of
organisation and application of
style and structure
Uses appropriate modes of
presentation skilfully

Demonstrates sound reasoning
in comparing and contrasting
relevant theories and ideas
Interprets information and
ideas successfully drawing
logical conclusions

Presents theories and ideas
Interprets information and
ideas drawing unsupported
conclusions

Communicates ideas with
clarity and imagination
Uses relevant terminology
Achieves effective
organisation of ideas showing
skilful grasp of style and
structure
Uses appropriate modes of
presentation competently

Understanding
and Application


Interpretation
and Evaluation



Communication













Presents an argument that
demonstrates a satisfactory
understanding of some
concepts, theories and
issues.
Applies relevant
research/ideas generally in
responses
Compares and contrasts
relevant theories and ideas
Interprets information and
ideas satisfactorily drawing
satisfactory conclusions
Communicates ideas with
clarity
Uses some relevant
terminology
Writes purposefully and
with a sense of appropriate
style and structure
Uses satisfactory modes of
presentation







Communicates ideas simply
Uses limited relevant
terminology
Achieves partial
organisation of ideas
Uses unsuccessful modes of
presentation






Present basic facts and
little understanding of
any, concepts, theories
and issues.
Apples little or no
research/ideas in
responses
Presents few theories and
ideas
Interprets information
and ideas in a limited way
Communicates few ideas
Uses little or no relevant
terminology
Shows little organisation
of ideas
Uses inappropriate
modes of presentation
24
Board Endorsed December 2010 – Amended May 2015
UNIT GRADE DESCRIPTORS FOR A COURSES
CRITERIA
A student who achieves an A student who achieves an
A grade typically
B grade typically

Investigation of
knowledge


Understanding
and Application


Interpretation
and Evaluation


Communication



Independently selects and
uses a range of appropriate
sources successfully
Accurately acknowledges
relevant sources
Presents a response that
demonstrates a thorough
understanding of concepts,
theories and issues
Applies theories and ideas
to significant real life
situations

Is able to make relevant
links and identify
relationships between key
ideas and information
Consistently considers the
strengths and limitations of
material
Presents knowledge and
ideas coherently
Uses relevant terminology
Organises and structures
work effectively
Uses appropriate modes of
presentation confidently









A student who achieves
an C grade typically
Selects and uses a range of
obvious sources
Acknowledges relevant
sources

Presents a response that
demonstrates a sound
understanding of concepts,
theories and issues
Applies knowledge in real
life situations

Is able to make relevant
links between key ideas and
information
Considers the strengths and
limitations of material

Presents knowledge and
ideas clearly
Uses some relevant
terminology
Organises and structures
work adequately
Uses appropriate modes of
presentation competently







A student who
achieves an E grade
typically
A student who achieves
an D grade typically
Relies heavily on few
sources
Acknowledges sources

Presents a response that
demonstrates a
satisfactory
understanding of some
concepts, theories and
issues
Applies knowledge in
some real life situations
Is able to make links
between ideas and
information in some
situations
Sometimes considers the
strengths and limitations
of material
Presents knowledge and
ideas satisfactorily
Uses limited terminology
Shows simple
organisation of work
Uses satisfactory modes
of presentation








Relies heavily on
information given in class
Has limited
acknowledgment of
sources
Presents a limited
response that
demonstrates some
understanding of issues
raised
With assistance, applies
knowledge in some real
life situations
Is able to make some links
between ideas and
information
Considers the strengths
and limitations of
material with assistance


Is able to make few
links between ideas and
information
Presents knowledge and
ideas simply
Shows limited
organisation of work
Uses unsuccessful modes
of presentation


Presents few ideas
Shows little or no
organisation of work
Uses inappropriate
modes of presentation




Accesses sources when
assisted
Has little or no
acknowledgment of
sources
Presents little or no
response to issues
raised
Demonstrates little or
no application of
knowledge
25
Board Endorsed December 2010 – Amended May 2015
Unit Grade Descriptors M Units
Grade
Descriptor
A student who
achieves the
grade A typically
 demonstrates high level of ability in the modified assessment
criteria
 achieves all of the assessable goals of the unit
 shows a consistent ability to transfer knowledge and apply
skills in familiar and unfamiliar situations
A student who
achieves the
grade B typically
 demonstrates sound ability in the modified assessment
criteria
 achieves most of the assessable goals of the unit
 shows an ability to transfer knowledge and apply skills in
familiar situations
A student who
achieves the
grade C typically
 demonstrates satisfactory ability in the modified assessment
criteria
 achieves some of the assessable goals of the unit
 shows an awareness of the need to transfer knowledge and
skills
A student who
achieves the
grade D typically
 demonstrates limited ability in the modified assessment
criteria
 achieves few of the assessable goals of the unit
 shows limited awareness of the need to transfer knowledge
and skills
A student who
achieves the
grade E typically
 has met the minimum requirements for attendance and
assessment.
26
Board Endorsed December 2010 – Amended May 2015
Moderation
Moderation is a system designed and implemented to:

provide comparability in the system of school-based assessment

form the basis for valid and reliable assessment in senior secondary schools

involve the ACT Board of Senior Secondary Studies and colleges in cooperation and
partnership

maintain the quality of school-based assessment and the credibility, validity and
acceptability of Board certificates
Moderation commences within individual colleges. Teachers develop assessment programs and
instruments, apply assessment criteria, and allocate Unit Grades, according to the relevant
Course Framework. Teachers within course teaching groups conduct consensus discussions to
moderate marking or grading of individual assessment instruments and unit grade decisions.
The Moderation Model
Moderation within the ACT encompasses structured, consensus-based peer review of Unit
Grades for all accredited courses, as well as statistical moderation of course scores, including
small group procedures, for T courses.
Moderation by Structured, Consensus-based Peer Review
Review is a subcategory of moderation, comprising the review of standards and the validation of
Unit Grades. In the review process, Unit Grades, determined for Year 11 and Year 12 student
assessment portfolios that have been assessed in schools by teachers under accredited courses,
are moderated by peer review against system wide criteria and standards. This is done by
matching student performance with the criteria and standards outlined in the unit grade
descriptors as stated in the Course Framework. Advice is then given to colleges to assist teachers
with, and/or reassure them on, their judgments.
Preparation for Structured, Consensus-based Peer Review
Each year, teachers teaching a Year 11 class are asked to retain originals or copies of student
work completed in Semester 2. Similarly, teachers teaching a Year 12 class should retain
originals or copies of student work completed in Semester 1. Colleges not on a semester
structure will negotiate with BSSS on work required. Assessment and other documentation
required by the Office of the BSSS should also be kept. Year 11 work from Semester 2 of the
previous year is presented for review at Moderation Day 1 in March, and Year 12 work from
Semester 1 is presented for review at Moderation Day 2 in August.
In the lead up to Moderation Day, a College Course Presentation (comprised of a document
folder and a set of student portfolios) is prepared for each A and T course offered by the school,
and is sent in to the Office of the BSSS.
The College Course Presentation
The package of materials (College Course Presentation) presented by a college for review on
moderation days in each course area will comprise the following:

a folder containing supporting documentation as requested by the Office of the Board
through memoranda to colleges
27
Board Endorsed December 2010 – Amended May 2015

a set of student portfolios containing marked and/or graded written and non-written
assessment responses and completed criteria and standards feedback forms. Evidence of
all assessment responses on which the unit grade decision has been made is to be
included in the student review portfolios. Specific requirements for subject areas and
types of evidence to be presented for each moderation day will be outlined by the Office
of the BSSS through memoranda and Information Papers
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Triandis, H. C. and Suh, E.M. 2002, “Cultural Influences on Personality”. Annual Review of
Psychology, 53: 133-160.
Ozer, D.J., and Benet- Martinez, V. Personality and the prediction of consequential outcomes.
2006, Annual Review of Psychology, 57: 401-421.
Seligman, M.E.P., Parks, A.C. & Steen, T.,2006, “A Balanced Psychology And A Full Life.” in F.
Huppert, B. Keverne & N. Baylis, (Eds.), The Science Of Well-Being, Oxford University Press, pp.
275-283.
Duckworth, A.L., Steen, T.A., & Seligman, M.E.P. 2005. “Positive Psychology In Clinical Practice”.
Annual Review of Clinical Psychology, Vol 1, pp. 629-651.
Seligman, M. E P, Steen, T., Park, N., & Peterson, C. 2005. “Positive Psychology Progress:
Empirical Validation of Interventions”. American Psychologist, Vol 60, No 5, pp. 410-421.
Seligman, M.E.P., & Csikszentmihalyi, M. 2000. “Positive Psychology: An Introduction” American
Psychologist, Vol 55, pp. 5-14.
AudioVisual Material
28 Days (DVD) 2000, Columbia Pictures.
A Beautiful Mind (DVD) 2001, Universal Pictures.
31
Board Endorsed December 2010 – Amended May 2015
A Smoking Epidemic (DVD) 2006, VEA
Altered States (DVD) 1980, Warner Bros. Pictures.
America’s Fattest City (TV series), ABC.
As Good as It Gets (DVD) 1997, Tristar Pictures.
Baby It’s You (TV series), ABC.
Barfly (DVD) 1987, Golan-Globus Productions.
Barriers of the Mind (TV Series) 1984, ABC.
Bicentennial Man (DVD) 1999, Columbia Pictures.
Catalyst - Body Clock (ABC series) 4 September 2008, ABC. Available online:
<http://www.abc.net.au/catalyst/stories/2351893.htm>
Catalyst - Hypnosis (ABC series) 18 August 2005, ABC. Available online:
<http://www.abc.net.au/catalyst/stories/s1440855.htm>
Catalyst -The Extreme Sports Brain (TV Series) 6 March 2008, ABC. Available online:
<http://www.abc.net.au/catalyst/stories/2008/03/06/2179019.htm>
Clean and Sober (DVD) 1988, Warner Bros. Pictures.
Compass - Brain Story (TV Series) 2001, BBC.
Cosi (DVD) 1996, Miramax Films.
Curse of the Jade Scorpion (DVD) 2001, DreamWorks Pictures.
Discovering Psychology (TV Series) 1989:
Dying To Be Anorexic (DVD), 2008, SBS.
Exposed (TV Series), 2005, BBC.
Fatal Attraction (video) 1987, Paramount Pictures.
Following the Herd, Crimes of Obedience. Human Zoo (Documentary Series) 2002, Distributed by
Avenue Education, Ocean Grove, Victoria.
Four Corners: Eyes Wide Open (TV series) 2007, ABC. Available online:
<http://www.abc.net.au/4corners/content/2007/s2000881.htm>
Girl, Interrupted (DVD) 1999, 3 Art Entertainment, Columbia Pictures.
Good Will Hunting (DVD) 1997, Miramax Films.
How to be Happy (DVD), 2007, Gallup.
I Never Promised You a Rose Garden. (DVD) 1977, Fadsin Cinema Associates.
I’m A Child Anorexic (documentary), 2010, BBC (also available on Youtube)
Insomnia (DVD) 2002, Alcon Entertainment.
It’s a Fat, Fat World (documentary), 2006, SBS.
It’s a Wonderful Life (DVD) 1946, Liberty Films.
Mr Jones. (DVD) 1993, Rastar Productions.
One Flew Over The Cuckoo's Nest (DVD) 1975, Fantasy Films.
32
Board Endorsed December 2010 – Amended May 2015
Postcards from the Edge (DVD) 1990, Columbia Pictures.
Primal Instincts (TV series), 2010, ABC.
Rainman (DVD) 1988, United Artists.
Sense and Sensibility (DVD) 1995, Columbia Pictures.
Seven Up! (TV Series) 1964 (ongoing), Granada Television.
Shallow Hal (DVD) 2001, Twentieth Century Fox.
Shine (DVD) 1996, Australian Film Finance Corporation.
Sicko (DVD documentary) 2007, Dog Eat Dog Films.
Super Size Me (DVD) 2004, Kathbur Pictures.
Sybil. (DVD) 1976, Lorimar Productions.
The Human Body (TV series), 1998, BBC.
The Human Face (TV series), 2001, BBC.
The Miracle Worker (DVD), 1962, Playfilm Productions.
Thin (documentary) 2006, HBO. Available online: http://topdocumentaryfilms.com/thin/
Time to Grow (TV Series), 1999, ABC.
Whatever! The Science Of Teens (specifically episode 2, Binging) (TV Series) 1999, ABC. Available
online: http://www.abc.net.au/tv/documentaries/interactive/whatever/
When a Man Loves a Woman (DVD) 1994, Touchstone Pictures.
Why are thin people not fat? (documentary), 2010, SBS. Available online:
http://www.documentary-log.com/d208-why-are-thin-people-not-fat/
Worlds of Childhood (TV Series), unknown date, Video Education Australasia.
Web Sites
A Brief Review of Creativity (on line), 2010
< http://www.personalityresearch.org/papers/dickhut.html > Dickhut, J. E.
A2Z Psychology Resources (on line), 2010
< http://www.a2zpsychology.com/ >
Alain De Botton The Architecture of Happiness (on line), 2010
< http://www.alaindebotton.com/ >
All About Psychology (on line), 2010
<http://www.all-about-psychology.com/>
All Psych – The Virtual Psychology Classroom (on line), 2010
< http://allpsych.com/ >
All Psych Online Psychology Tests (on line), 2010
< http://allpsych.com/tests/index.html >
33
Board Endorsed December 2010 – Amended May 2015
All the Tests (on line), 2010
< http://www.allthetests.com/ >
Alley Dog (on line), 2010
< http://www.alleydog.com/psychology-topics.php >
Allpsych (on line), 2010
< http://allpsych.com >
American Psychological Association (on line), 2010
< http://www.apa.org/ >
American Psychological Association Monitor – monthly review of research (on line), 2010
< http://www.apa.org/monitor/ >
American Psychology Society Teaching Resources (on line), 2010
< http://psych.hanover.edu/aps/teaching.html >
Amoeba Web Online: Psychological Tests (on line), 2010
< http://www.vanguard.edu/Home/AcademicResources/Faculty/DougDegelman/Psychology
DirectoryAmoebaWeb/PsychologyResourcesOnlineTests.aspx >
Andrew Matthew (on line), 2010
< http://www.seashell.com.au/ >
APA Statistics Division (on line), 2010
< http://www.apa.org/divisions/div5/teachstats.html >
Athabasca University Centre for Psychology Resources (on line), 2010
< http://psych.athabascau.ca >
Australian Better Health Initiative (on line), 2010
< http://www.measureup.gov.au/ >
Australian Better Health Initiative (on line), 2010
< http://www.measureup.gov.au/ >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
Authentic Happiness: Using the New Positive Psychology (on line), 2010
< http://www.authentichappiness.sas.upenn.edu/ >
BBC Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/tv/humansenses/ >
BBC Slink Real Life Stories ‘I’m a Child Anorexic’ (on line), 2010
<http://www.bbc.co.uk/switch/slink/sexlovelife/reallife/child_anorexic.shtml>
34
Board Endorsed December 2010 – Amended May 2015
California State University 2004, What is Creativity? (on line), 2010
< http://www.csun.edu/~vcpsy00h/creativity/define.htm >
Centre for Confidence and Wellbeing (on line), 2010
< http://www.centreforconfidence.co.uk/ >
Creativity is a Decision (on line), 2003
< http://www.apa.org/monitor/nov03/pc.html > Sternberg, Robert J.
Current Topics in Psychology – Dr Michael Fenichel (Highly recommended) (on line), 2010
< http://www.fenichel.com/Current.shtml >
Death – A Personal Understanding (on line), 2010
< http://www.learner.org/resources/series108.html >
Department of Health and Ageing (on line), 2010
< http://www.drinkingnightmare.gov.au/internet/DrinkingNightmare/publishing.nsf >
Developmental Psychology (on line), 2010
< http://www.top20directory.com/Top/Science/Social_Sciences/Psychology/Developmental >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Discovering Psychology (on line), 2010
< http://www.learner.org/resources/series138.html >
Discovering Psychology Video on demand (on line), 2010
< http://www.learner.org >
Downloadable Interviews with Positive Psychology Scholars at ISQOLS Website (on line), 2010
<http://www.isqols.org/>
Eating Disorders Foundation of Victoria (on line), 2010
< http://www.eatingdisorders.org.au/ >
Encyclopedia of Psychology (on line), 2010
< http://www.psychology.org/ >
ePsych - Experimental Psychology Focusing on Perception and Biology (on line), 2010
< http://epsych.msstate.edu/Contents.html >
Gardner, Howard, Project Zero homepage (on line), 2010
< http://www.pz.harvard.edu/PIs/HG.htm >
Gardner, Howard. Project Zero homepage (on line), 2010
< http://www.pz.harvard.edu/PIs/HG.htm >
35
Board Endorsed December 2010 – Amended May 2015
Graduate Skills Assessment: Stage One Validity Study (Australian Council for Educational
Research), (on line),2010
< http://www.dest.gov.au/highered/eippubs/eip03_2/default.htm > Hambur, Sam, Rowe, Ken
& Tu Luc, Le
Growing Old in a New Age (on line),2010
< http://www.learner.org/resources/series84.html >
Head Room (on line), 2010
< http://www.headroom.net.au >
Health and Sports links (on line), 2010
<http://www.top20directory.com/Top/Science/Social_Sciences/Psychology/Health_and_Sports
>
Heath Insite (on line), 2010
< http://www.healthinsite.gov.au/topics/Eating_Disorders >
Humanistic Psychology (on line), 2010
< http://www.top20directory.com/Top/Science/Social_Sciences/Psychology/Humanistic >
Inside Statistics (on line), 2010
< http://www.learner.org/resources/series65.html >
Key Approaches to Psychology (on line), 2010
< http://aqabpsychology.co.uk/category/as-module-1/key-approaches/ >
Legally Blonde Film Script (on line), 2010
< http://www.dailyscript.com/scripts/legallblonde-shooting.pdf >
Life Span Development (on line), 2010
<http://www.learner.org/discoveringpsychology/development/index.html >
Lyubomirsky’s "Construal Theory of Happiness" (on line), 2010
< http://lyubomirsky.socialpsychology.org/ >
Mental Health Info Source (on line), 2010
< http://www.mhsource.com/ >
Mental Health Info Source (on line), 2010
< http://www.mhsource.com/ >
Mihaly Csikszentmihalyi "Flow Theory" (on line), 2010
< http://www.brainchannels.com/thinker/mihaly.html >
Neuro Psychology (on line), 2010
< http://www.top20directory.com/Top/Science/Social_Sciences/Psychology/Neuropsychology
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
36
Board Endorsed December 2010 – Amended May 2015
Pearson Prentice Hall (on line), 2010
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Personality and self–concept (on line), 2010
< http://wps.pearsoned.com.au/au_be_schiffman_consbehav_3/27/7004/1793157.cw//1793159/index.html > Shiffman, Bednal, O’Cass, Beladino and Kanuk
Personality links (on line), 2010
< http://www.top20directory.com/Top/Science/Social_Sciences/Psychology/Personality >
Philip Zimbardo – The Lucifer Effect (on line), 2010
< http://www.youtube.com/watch?v=BYre8SlOO_k&feature=related >
Philip Zimbardo’s Website (on line), 2010
< http://www.zimbardo.com/zimbardo.html >
Piaget's Theory of Cognitive Development, (on line), 2003
< http://www.edpsycinteractive.org/topics/cogsys/piaget.html > Huitt, W & Hummel, J
Planet Psych – mainly mental health resources (on line), 2010
< http://www.planetpsych.com/ >
Positive Psychology Centre (on line), 2010
< http://www.ppc.sas.upenn.edu/ >
Psychiatric Times Disorder Index (on line), 2010
< http://www.psychiatrictimes.com/disorder.html >
Psychoanalytic and Psychodynamic links (on line), 2010
< http://www.top20directory.com/Top/Science/Social_Sciences/Psychology/
Psychoanalytic_and_Psychodynamic >
Psychological Approaches in Practice (on line), 2010
< http://www.learner.org/discoveringpsychology/therapeutic/psychological.html >
Psychologist World (on line), 2010
< http://www.psychologistworld.com/ >
Psychology at Suite101 (on line), 2010
< http://www.suite101.com/psychology >
Psychology Central resources (on line), 2010
< http://psychcentral.com/resources/ >
Psychology Daily (on line), 2010
< http://www.planetpsych.com/ >
37
Board Endorsed December 2010 – Amended May 2015
Psychology Exchange – a site with free downloadable materials (on line), 2010
< http://www.psychexchange.co.uk/ >
Psychology in the News (on line), 2010
< http://www.psycport.com/ >
Psychology Research Projects (on line), 2010
< http://amasci.com/scifair/psych.html >
Psychology Resources for Teaching Social Psychology (on line), 2010
< http://jonathan.mueller.faculty.noctrl.edu/crow/ >
Psychology Today Magazine (on line), 2010
< http://cms.psychologytoday.com/pto/home.php >
Psychwatch News – Current Research (on line), 2010
< http://www.psychwatch.com/news.htm >
Reach Out Australia (on line), 2010
< http://www.reachout.com.au >
Reflective Happiness (on line), 2010
< http://www.reflectivehappiness.com >
Research Methods (on line), 2010
< http://www.learner.org/discoveringpsychology/methods/index.html >
Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/mind/articles/psychology/psychology_7.shtml >
Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/mind/articles/psychology/psychology_7.shtml >
Sensation and Perception links (on line), 2010
< http://www.top20directory.com/Top/Science/Social_Sciences/Psychology/
Sensation_and_Perception >
Social Psychology (on line), 2010
< http://www.psychlotron.org.uk/newResources/coreSocial.html >
Society for the Teaching of Psychology (on line), 2010
< http://teachpsych.lemoyne.edu/ >
Stanley Milgram experiment repeated by Derren Brown in London (The Heist) (on line), 2010
< http://www.youtube.com/watch?v=D9c2l4oD5AY&feature=related >
The Art of Creativity (on line), 2004
< http://cms.psychologytoday.com/articles/index.php?term=PTO-19920301-000031 >
38
Board Endorsed December 2010 – Amended May 2015
Goleman, D & Kaufman, P.
The Asch Experiment (on line), 2010
< http://www.youtube.com/watch?v=iRh5qy09nNw&feature=related >
The Brain – Teaching Modules (on line), 2010
< http://www.learner.org/resources/series142.html >
The British Medical Journal (on line), 2010
< http://www.bmj.com/ >
The British Psychological Society (on line), 2010
< http://www.bps.org.uk/ >
The Butterfly Foundation (on line), 2010
< http://www.thebutterflyfoundation.org.au/ >
The Human Brain (on line), 2010
< http://www.learner.org/discoveringpsychology/brain/index.html >
The Human Zoo – Brief Encounters parts 1 – 5 (on line), 2010
< http://www.youtube.com/watch?v=DRJAqKAGAB0&feature=related >
The Human Zoo – Crimes of Obedience parts 1 – 5 (on line), 2010
< http://www.youtube.com/watch?v=4cOcxRY1VcE&feature=related >
The Human Zoo – Following the Herd parts 1 – 5 (on line), 2010
< http://www.youtube.com/watch?v=cDLqlEZt87E&feature=related >
The Lancet Medical Journal (on line), 2010
< http://www.lancet.com/ >
The Many Faces Of Psychological Research In The 21st Century (on line), 2001
< http://teachpsych.org/resources/e-books/faces/text/index.htm >
The Obesity Society (on line), 2010
< http://www.obesity.org/ >
The Prison Experiment by Philip Zimbardo (on line), 2010
< http://www.prisonexp.org/ >
The Psychiatric Times (on line), 2010
< http://www.psychiatrictimes.com/home >
The Role of Creativity in the Dialectical Evolution of Ideas (on line), 2010
< http://www.apa.org/divisions/div10/articles/sternberg.html > Sternberg, Robert J.
The role of Positive Emotions in Positive Psychology (on line), 2010
< http://www.unc.edu/peplab/publications/Fredrickson_AmPsych_01.pdf >
39
Board Endorsed December 2010 – Amended May 2015
The Secret of Happiness (on line), 2010
< http://www.biopsychiatry.com/happiness/ >
The Self Discovering Psychology (on line), 2010
< http://www.learner.org/discoveringpsychology/15/e15expand.html >
The Value of Positive Emotions (on line), 2010
< http://www.unc.edu/peplab/publications/AMSCI_2003-07Fredrickson.pdf >
The Virtual Body (on line), 2010
< http://www.medtropolis.com/VBody.asp >
The Virtual Brain (on line), 2010
< http://www.thethinkingbusiness.co.uk/brain_tour.html >
The Visible Embryo (on line), 2010
< http://www.visembryo.com/ >
The Whole Child: A caregiver’s guide for the first five years (on line), 2010
< http://www.learner.org/resources/series59.html >
The World of Abnormal Psychology (on line), 2010
< http://www.learner.org/resources/series60.html >
Thesis of Andrew Martin Self-Handicapping and Defensive Pessimism: Predictors and
Consequences from a Self-Worth Motivation Perspective (on line), 2010
< http://self.uws.edu.au/Theses/Martin/Thesis.htm >
Time Magazine (on line), 2010
<http://www.time.com/time/>
Understanding Research (on line), 2010
< http://www.learner.org/discoveringpsychology/02/e02expand.html >
Wesley Hospital (on line), 2010
< http://www.wesleymission.org.au/centres/hospital/ >
What good are positive emotions (on line), 2010
< http://www.unc.edu/peplab/publications/Fredrickson_RGP_98.pdf >
Why we should use Non Cognitive Variables with Graduate Students (on line), 2000
< http://www.inform.umd.edu/EdRes/Topic/Diversity/General/Reading/Sedlacek/501.html >
These were accurate at time of publication.
40
Board Endorsed December 2010 – Amended May 2015
Resources
The following resources are desirable physical resources for the implementation of this course:

data projector

computers with internet access

interactive CD-ROMs and DVDs
These were accurate at the time of publication.
Proposed Evaluation Procedures
The Course will be evaluated throughout its delivery. Review procedures will be chosen from the
following:
 Informal discussions with students during and on completion of each unit;
 Informal exchange of ideas between teachers within the school and across the ACT system
 Formal discussions with teachers of Psychology
 Formal Questionnaires to students
 Formal discussions with the university representatives on the Behavioural Sciences Panel
The following dot points should be included in the above evaluations:

Whether the course and course framework are still consistent

Whether the goals were achieved

The appropriateness of the course content

The success of the teaching strategies used
Examples of Assessment Tasks
Examples of assessment items are recommended through Moderation Day or otherwise can be
found on the Psychology cLc page at www.bsss.act.edu.au. To obtain access to this page contact
Moderation and Assessment officers at the Board of Senior Secondary Studies on (02) 6207
72771.
41
Board Endorsed December 2010 – Amended May 2015
Introduction to Psychology and Personality
Value 1.0
This Unit combines Introduction to Psychology 0.5 with Personality 0.5
Significant duplication of content means this unit may not be included in addition to The Self, 0.5.
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how they
apply to real life situations
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Develop communication skills and an
awareness of the conventions of the discipline
Develop effective communication skills relevant
to the conventions of the discipline
Investigate theoretical approaches to
personality and practical applications of
personality testing.
Critically analyse and evaluate theoretical
approaches to personality and practical
applications of personality testing.
Content
*Denotes optional aspects of the topic
Nature of Psychology

Define Psychology

Major goals of Psychology

Nature/Nurture debate

Theoretical perspectives

Classic experiments
Ethical issues
Covert/overt behaviour
Historical evolution
Fields of psychology and employment
Animal and human research
*
*
*
*
42
Board Endorsed December 2010 – Amended May 2015
Methodology

Qualitative and Quantitative method

Strengths and limitations
Correlation /causation
Data collection methods
 Validity and reliability
* Data collection method types
* Longitudinal studies
* Observations
* Interviews
* Objective Tests
* Projective Tests
* Case Studies
* Surveys
* Experiments


Experimental Design




*
*
*
*
*
*
*
*
*
*
*
*
Hypothesis
independent, dependent and extraneous variables
report writing conventions
Descriptive statistics
Placebo effect
Sampling/sample sizes
Control group
Experimental group
Opportunity and random sampling
Repeated measures
Independent groups design
Matched pairs
Laboratory/Field experiments
Graphs
Data collection and collation
Measures of central tendency
What is Personality?



Individual differences
The role of heredity/ environmental influences
The concept of self (e.g.. self-schema; self-concept; self-esteem; self-definition; self-confidence;
self monitoring
Theoretical Approaches




Type/trait e.g. Eysenck, Big 5
Behaviourist e.g. Skinner, Bandura
Psychoanalytic; Freud and Neo Freudian (Adler, Horney)
Humanistic e.g. Rogers, Maslow,
Personality testing


*
*
Surveys e.g. Myers Briggs, Eysenck, Big 5
Projective tests e.g. TAT, Rorschach
Applications e.g. career planning
Personality disorders
43
Board Endorsed December 2010 – Amended May 2015
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Brooks C. 2001, Pacific Grove, California, USA.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behaviour and Culture. 4th ed. Wiley, N.Y.
Meyers, D. 2004, Exploring Psychology, Worth, USA
Sternberg, R.J. 2001, In Search of the Human Mind, 3rd Edn. Harcourt College, Sydney.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Van Iersel et al. 2004, Nelson Psychology VCE Units 3&4. Cengage Learning, Australia.
Westen, D. 2002, Psychology Brain, Behavior and Culture. 3rd edition, Wiley & Sons, Inc.: N.Y.
Matthews, G., Dreary, I.K., and Whiteman, M.C. 2003, Personality Traits (2nd ed.). Cambridge University
Press, Cambridge.
Carver, C.S., and Scheier, M.F. 2004, Perspectives on Personality: International edition (5th ed.) Allyn and
Bacon, New York.
Audio Visual Material
Discovering Psychology (TV Series) 1989:
Web sites
Amoeba Web Online: Psychological Tests (on line), 2010
<http://www.vanguard.edu/Home/AcademicResources/Faculty/DougDegelman/PsychologyDirectoryAmo
ebaWeb/PsychologyResourcesOnlineTests.aspx >
American Psychological Association (on line), 2010
< http://www.apa.org/ >
American Psychological Association Monitor – monthly review of research (on line), 2010
< http://www.apa.org/monitor/ >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
Mental Health Info Source (on line), 2010
< http://www.mhsource.com/ >
Psychiatric Times Disorder Index (on line), 2010
44
Board Endorsed December 2010 – Amended May 2015
< http://www.psychiatrictimes.com/disorder.html >
Psychology in the News (on line), 2010
< http://www.psycport.com/ >
Psychology Today Magazine (on line), 2010
< http://cms.psychologytoday.com/pto/home.php >
Society for the Teaching of Psychology (on line), 2010
< http://teachpsych.lemoyne.edu/ >
The Many Faces Of Psychological Research In The 21st Century (on line), 2001
< http://teachpsych.org/resources/e-books/faces/text/index.htm >
Pearson Prentice Hall (on line), 2010
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Time Magazine (on line), 2010
<http://www.time.com/time/>
These were accurate at the time of publication.
45
Board Endorsed December 2010 – Amended May 2015
Personality, Attitudes and Prejudice
Value 1.0
This Unit Combines Personality 0.5 with Attitudes & Prejudice 0.5
Significant duplication of content means this unit may not be included in addition to The Self, 0., The Self in
Society, 0.5, and/or Sociocultural approaches to Behaviour, 0.5
Prerequisites
Nil
Specific Unit Goals
A Course
T Course
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and research
methodology, and consider how they apply to
real life situations
Critically evaluate the assumptions, applications
and limitations of psychological research and
literature
Develop and apply investigative skills, knowledge
and insights into psychological concepts and
research methodology, with reference to real life
situations
Investigate theoretical approaches to personality
and practical applications of personality testing
Critically analyse and evaluate theoretical
approaches to personality and practical
applications of personality testing
Investigate the processes involved in the
formation and change of attitudes and how
attitudes influence behaviour
Analyse the processes involved in the formation
and change of attitudes and how attitudes
influence behaviour
Explore the nature of and strategies to deal with
prejudice
Critically analyse and evaluate the nature of and
strategies to deal with prejudice
Content
*Denotes optional aspects of the topic
What is Personality?



Individual differences
The role of heredity/ environmental influences
The concept of self (e.g.. self-schema; self-concept; self-esteem; self-definition; self-confidence;
self monitoring
Theoretical Approaches




Type/trait e.g. Eysenck, Big 5
Behaviourist e.g. Skinner, Bandura
Psychoanalytic; Freud and Neo Freudian (Adler, Horney)
Humanistic e.g. Rogers, Maslow,
46
Board Endorsed December 2010 – Amended May 2015
Personality testing


Surveys e.g. Myers Briggs, Eysenck, Big 5
Projective tests e.g. TAT, Rorschach
Applications e.g. career planning
Personality disorders
*
*
Attitudes



Definition of attitudes
Components of attitudes (affective, behavioural, cognitive)
Functions of attitudes
Communication of attitudes








interpersonal communication
components of the communication process
non-verbal communication
proxemics (interpersonal space)
facial cues
kinesics (body movement), posture, gestures
touching
paralanguage
Attitude Formation


*
Theories of attitude formation
Social, economic, cultural and behavioural/ learning
Measuring attitudes
Behaviours, Values and Beliefs


Role of perceptions
Antisocial and pro-social behaviours
Changing attitudes


Cognitive dissonance
Persuasion
Prejudice



*
*
*
Definitions of Prejudice and discrimination
Types of prejudice
Stereotypes and stereotyping.
“isms”: racism, sexism, ageism, etc.
Discrimination: institutional, old fashioned and modern
“Robbers Cave” (Sherif)
Theoretical Approaches

*
*
*
*
*
*
*
*
Theories of prejudice (e.g. Fishburn & Ajzen)
Levels of prejudice (Allport)
Personality (Adorno)
Social Dissonance Theory
Culture clash theory
Competitiveness and prejudice, economic (Sherif)
Social Identity Theory
Social Learning Theory
Application in current affairs
47
Board Endorsed December 2010 – Amended May 2015
Counteracting prejudice and discrimination

*
*
*
*
Theories
Experiencing prejudice (Jane Elliot)
Social contact
Super-ordinate goals
“Robbers Cave” (Sherif)
Teaching and Learning Strategies
Teaching strategies that are particularly relevant and effective in Psychology include:
 Cooperative learning
 Scaffolding of new concepts
 Lectures/ tutorials/ seminars
 Excursions
 Guest speakers
 Use of a broad range of visual imagery
 Use of technology, e.g. web based activities, podcasting, wikis, blogs
 Research
 Surveys and questioning
 Opportunities to develop a wide range of appropriate practical skills
 Debates/Discussion
 Role plays
 Interviews
 Timelines/ mind maps/ brainstorming
 Links with a range of human and community providers/facilities.
 Case studies, journal and newspaper articles and personality profiles
 Experimental and observational research activities.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Matthews, G., Dreary, I.K., and Whiteman, M.C. 2003, Personality Traits (2nd ed.). Cambridge University
Press, Cambridge.
Carver, C.S., and Scheier, M.F. 2004, Perspectives on Personality: International edition (5th ed.) Allyn and
Bacon, New York.
Coon, D. 2005, Introduction to psychology. West, NY.
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Crane, J., a nd Hannibal, J. 2009, Psychology: Course Companion. Oxford University Press: New York.
Eysenck, M., Flanagan, C. 2001, Psychology for A2 Level. Psychology Press, East Sussex.
48
Board Endorsed December 2010 – Amended May 2015
Eysenck, M., Flanagan, C. 2000, Psychology for AS Level. Psychology Press, East Sussex.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Mook, D. 2004, Classic Experiments In Psychology. Greenwood Press, Westport, Connecticut.
Morris C. Maisto A. 2005, Psychology: an introduction. 12th ed. Prentice Hall, Upper Saddle River, N.J.
Myers , D. G. 2001, Psychology: Myers in modules. (6th ed). Worth, New York.
Myers David G. 2004, Exploring Psychology, Sixth Edition, in Modules, Sixth Edition, Worth Publishers,
New York.
Plotnik, R. 2007, Introduction to Psychology, (8th Edition). Wodsworth, USA.
Plotnik, R. 2005, Test Bank For Plonik’s Introduction To Psychology, Seventh Edition. Wodsworth, USA.
Plotnik, R. 2005, Instructor’s Resources Manual For Plotnik’s Introduction To Psychology, Seventh Edition.
Wodsworth, USA.
Rawlings, M.; Skouteris, H.; Whitechurch, R. 2007, Heinemann psychology. (2nd ed). Heinemann, Port
Melbourne.
Skouteris, H. et al. 2004, Heinemann Psychology One. Second edition. Reed, Melbourne.
Sternberg, R.J. 2001, In Search of the Human Mind, 3rd Edn. Harcourt College, Sydney.
Westen, D. 2002, Psychology Brain, Behavior and Culture. 3rd edition, Wiley & Sons, Inc.: N.Y.
Whetham, P., Day, A., And Whetham, L. (Eds.) 2006, Psychology. Ibid Press: Victoria.
Journal Articles
Vaughan, G. & Hogg, M.
Prentice Hall.
2005. Introduction to Social Psychology. 5th Ed.
Web Sites
A2Z Psychology Resources (on line), 2010
< http://www.a2zpsychology.com/ >
All About Psychology (on line), 2010
<http://www.all-about-psychology.com/>
All Psych – The Virtual Psychology Classroom (on line), 2010
< http://allpsych.com/ >
All Psych Online Psychology Tests (on line), 2010
< http://allpsych.com/tests/index.html >
All the Tests (on line), 2010
< http://www.allthetests.com/ >
American Psychological Association (on line), 2010
< http://www.apa.org/ >
49
Board Endorsed December 2010 – Amended May 2015
American Psychological Association Monitor – monthly review of research (on line), 2010
< http://www.apa.org/monitor/ >
American Psychology Society Teaching Resources (on line), 2010
< http://psych.hanover.edu/aps/teaching.html >
Amoeba Web Online: Psychological Tests (on line), 2010
<http://www.vanguard.edu/Home/AcademicResources/Faculty/DougDegelman/PsychologyDirectoryAmo
ebaWeb/PsychologyResourcesOnlineTests.aspx >
APA Statistics Division (on line), 2010
< http://www.apa.org/divisions/div5/teachstats.html >
Athabasca University Centre for Psychology Resources (on line), 2010
< http://psych.athabascau.ca >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
BBC Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/tv/humansenses/ >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Discovering Psychology Video on demand (on line), 2010
< http://www.learner.org >
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
Pearson Prentice Hall (on line), 2010
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Psychologist World (on line), 2010
< http://www.psychologistworld.com/
Psychology at Suite101 (on line), 2010
< http://www.suite101.com/psychology >
Psychology Central resources (on line), 2010
< http://psychcentral.com/resources/ >
Psychology Daily (on line), 2010
< http://www.planetpsych.com/ >
Psychology Exchange – a site with free downloadable materials (on line), 2010
< http://www.psychexchange.co.uk/ >
Psychology in the News (on line), 2010
< http://www.psycport.com/ >
50
Board Endorsed December 2010 – Amended May 2015
Psychology Research Projects (on line), 2010
< http://amasci.com/scifair/psych.html >
Psychology Resources for Teaching Social Psychology (on line), 2010
< http://jonathan.mueller.faculty.noctrl.edu/crow/ >
Psychology Today Magazine (on line), 2010
< http://cms.psychologytoday.com/pto/home.php >
Psychwatch News – Current Research (on line), 2010
< http://www.psychwatch.com/news.htm >
Social Psychology (on line), 2010
< http://www.psychlotron.org.uk/newResources/coreSocial.html >
Society for the Teaching of Psychology (on line), 2010
< http://teachpsych.lemoyne.edu/ >
The British Medical Journal (on line), 2010
< http://www.bmj.com/ >
The British Psychological Society (on line), 2010
< http://www.bps.org.uk/ >
The Human Zoo – Brief Encounters parts 1 – 5 (on line), 2010
< http://www.youtube.com/watch?v=DRJAqKAGAB0&feature=related >
The Psychiatric Times (on line), 2010
< http://www.psychiatrictimes.com/home >
These were accurate at time of publication.
51
Board Endorsed December 2010 – Amended May 2015
Personality, Learning & Memory
Value 1.0
This unit combines Personality 0.5 with Learning and Memory 0.5
Significant duplication of content means this unit may not be included in addition to the unit: The Self 0.5
Prerequisites
Nil
Specific Unit Goals
A Course
T Course
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how they
apply to real life situations
Critically evaluate the assumptions, applications
and limitations of psychological research and
literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Investigate theoretical approaches to
personality and practical applications of
personality testing.
Critically analyse and evaluate theoretical
approaches to personality and practical
applications of personality testing.
Develop communication skills and an awareness
of the conventions of the discipline
Develop effective communication skills relevant
to the conventions of the discipline
Investigate theoretical approaches to learning
and memory
Critically analyse and evaluate theoretical
approaches to learning and memory
Content
*Denotes optional aspects of the topic
What is Personality?



Individual differences
The role of heredity/ environmental influences
The concept of self (e.g.. self-schema; self-concept; self-esteem; self-definition; self-confidence;
self monitoring
Theoretical Approaches




Type/trait e.g. Eysenck, Big 5
Behaviourist e.g. Skinner, Bandura
Psychoanalytic; Freud and Neo Freudian (Adler, Horney)
Humanistic e.g. Rogers, Maslow,
Personality testing


*
*
Surveys e.g. Myers Briggs, Eysenck, Big 5
Projective tests e.g. TAT, Rorschach
Applications e.g. career planning
Personality disorders
Theories of Learning


Classical conditioning (e.g. Pavlov; Watson)
Operant conditioning (e.g. Thorndike; Skinner)
52
Board Endorsed December 2010 – Amended May 2015


*
Social learning theories (e.g. Bandura)
Behaviour modification using learning theories
Modern theories of learning and education (e.g. deBono; Vygotsky)
Memory










Processes
Interaction of sensory, short term and long term memory
Unusual memories
Flashbulb memories
Tips for improving memory
Eyewitness testimonies
Forgetting and retention; repressed memories
Different studying strategies
Mnemonic devices
Issues (e.g.. hypnosis, polygraph, false memories)
Teaching and Learning Strategies
Teaching strategies that are particularly relevant and effective in Psychology include:
 Cooperative learning
 Scaffolding of new concepts
 Lectures/ tutorials/ seminars
 Excursions
 Guest speakers
 Use of a broad range of visual imagery
 Use of technology, e.g. web based activities, podcasting, wikis, blogs
 Research
 Surveys and questioning
 Opportunities to develop a wide range of appropriate practical skills
 Debates/Discussion
 Role plays
 Interviews
 Timelines/ mind maps/ brainstorming
 Links with a range of human and community providers/facilities.
 Case studies, journal and newspaper articles and personality profiles
 Experimental and observational research activities.
Assessment Task Types
Refer to pages 21-22
53
Board Endorsed December 2010 – Amended May 2015
Specific Unit Resources
Books
Matthews, G., Dreary, I.K., and Whiteman, M.C. 2003, Personality Traits (2nd ed.). Cambridge University
Press, Cambridge.
Carver, C.S., and Scheier, M.F. 2004, Perspectives on Personality: International edition (5th ed.) Allyn and
Bacon, New York.
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Skouteris, H. et al. 2004, Heinemann Psychology One. Second edition. Reed, Melbourne.
Audio-visual materials
A Clockwork Orange 1962 (DVD) Warner Bros. Pictures.
Born on the Fourth of July 1989 (DVD) Ixtlan.
Bowling For Columbine 2002 (DVD) Alliance Atlantis Communications
Dead Again 1991 (DVD) Paramount Pictures
Dolores Claiborne 1995 (DVD) Castle Rock Entertainment.
Discovering Psychology 2006 (DVD) Marcom Projects.
50 first Dates 2004 (DVD) Columbia Pictures Corporation.
Free Willy 1993 (DVD) Warner Bros. Pictures.
Liar Liar 1997 (DVD) Universal Pictures.
Memento 2000 (DVD) Newmarket Capital Group.
Memory 1993 (DVD) ABC.
Prince of Tides 1991 (DVD) Columbia Pictures Corporation.
The Human Body 1998 (DVD) ABC.
The Majestic 2001 (DVD) Castle Rock Entertainment.
The Miracle Worker 1962 (DVD) Playfilm Productions.
Total Recall 1990 (DVD) TriStar Pictures.
What about Bob? 1991 (DVD) Touchstone Pictures.
54
Board Endorsed December 2010 – Amended May 2015
Web sites
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
These were accurate at time of publication.
55
Board Endorsed December 2010 – Amended May 2015
Personality and Abnormal Psychology
Value 1.0
This unit combines Personality 0.5 with Abnormal Psychology 0.5.
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how
they apply to real life situations
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Investigate theoretical approaches to
personality and practical applications of
personality testing.
Critically analyse and evaluate theoretical
approaches to personality and practical
applications of personality testing.
Develop communication skills and an
awareness of the conventions of the
discipline
Develop effective communication skills
relevant to the conventions of the discipline
Investigate different approaches to
understanding and treating behavioural and
mental disorders.
Critically analyse and evaluate different
approaches to understanding and treating
behavioural and mental disorders.
Content
*Denotes optional aspects of the topic
What is Personality?



Individual differences
The role of heredity/ environmental influences
The concept of self (e.g.. self-schema; self-concept; self-esteem; self-definition; self-confidence;
self monitoring
Theoretical Approaches




Type/trait e.g. Eysenck, Big 5
Behaviourist e.g. Skinner, Bandura
Psychoanalytic; Freud and Neo Freudian (Adler, Horney)
Humanistic e.g. Rogers, Maslow,
Personality testing


Surveys e.g. Myers Briggs, Eysenck, Big 5
Projective tests e.g. TAT, Rorschach
56
Board Endorsed December 2010 – Amended May 2015
*
*
Applications e.g. career planning
Personality disorders
Concepts of normal and abnormal




What is normal/abnormal? (e.g. approaches to normality such as statistical; cultural; deviation
from ideal
The different models (e.g. adjustment, legal, medical)
Labelling
Community perceptions of and reactions to abnormal behaviour
Specific Disorders






Psychotic disorders (e.g. schizophrenia)
Mood disorders (e.g. depression; bipolar)
Anxiety disorders (e.g. panic; phobias)
Personality disorders (e.g. borderline; anti-social; narcissistic)
Dissociative disorders (Dissociative Identity Disorder, also amnesia; fugue)
Address issues of substance abuse in relation to disorders
Methods of Treatment






*
Theoretical approaches: medical (drugs); cognitive (CBT); behavioural (conditioning);
psychoanalysis
Rehabilitation
Diagnostic aids (including DSM-IV)
History of treatment (e.g. ECT; lobotomy)
Institutionalisation vs. integration
Community mental health services and support groups
Alternative treatments (e.g. scientology; yoga, meditation, ayurveda, naturopathy)
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to page 21-22
Specific Unit Resources
Books
Matthews, G., Dreary, I.K., and Whiteman, M.C. 2003, Personality Traits (2nd ed.). Cambridge University
Press, Cambridge.
Carver, C.S., and Scheier, M.F. 2004, Perspectives on Personality: International edition (5th ed.) Allyn and
Bacon, New York.
Audio Visual Material
Barriers of the Mind (TV Series) 1984, ABC.
57
Board Endorsed December 2010 – Amended May 2015
Discovering Psychology (TV Series) 1989:
Fatal Attraction (video) 1987, Paramount Pictures.
I Never Promised You a Rose Garden. (DVD) 1977, Fadsin Cinema Associates.
It’s a Wonderful Life (DVD) 1946, Liberty Films.
Mr Jones. (DVD) 1993, Rastar Productions.
One Flew Over The Cuckoo's Nest (DVD) 1975, Fantasy Films.
Rainman (DVD) 1988, United Artists.
Sybil. (DVD) 1976, Lorimar Productions.
The Human Body (TV series), 1998, BBC.
Web sites
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
These were accurate at time of publication.
58
Board Endorsed December 2010 – Amended May 2015
Approaches to Behaviour and Learning
Value 1.0
This unit combines Cognitive Approaches to Behaviour 0.5 with Learning and Memory 0.5.
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how they
apply to real life situations
Critically evaluate the assumptions, applications
and limitations of psychological research and
literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Develop communication skills and an
awareness of the conventions of the discipline
Develop effective communication skills relevant
to the conventions of the discipline
Develop an understanding of the extent to
which cognitive influences explain human
behaviour
Critically analyse and evaluate the extent to
which cognitive influences explain human
behaviour
Investigate theoretical approaches to learning
and memory
Critically analyse and evaluate theoretical
approaches to learning and memory
Content
*Denotes optional aspects of the topic
Cognitive

General concepts
o Definitions
o Principles
o Research methods
o Ethics
* e.g. mental representations guide behaviour, mental processes can be scientifically
investigated
* theories/studies
* e.g. experiments, observations, interviews

Cognitive processes
o Schema theory
o Models or theories of cognitive processes
o Biological factors that affect cognitive processes
o Effect of social/cultural factors on cognitive processes
o Reliability of cognitive processes
59
Board Endorsed December 2010 – Amended May 2015
*
*
*
*
*

Research studies
Research studies, and two of the following: e.g. memory, perception, language, decision
making,
e.g. Alzheimer’s disease, brain damage, sleep deprivation
e.g. education, video games and attention, carpentered-world hypothesis
research studies, e.g. reconstructive memory, perception/visual illusions, decision
making/heuristics
Cognition and Emotion
o Extent that cognitive and biological factors interact in emotion
o How emotion may affect cognitive processes
* e.g. two factor theory, arousal theory, Lazarus’ theory of appraisal
* e.g. state dependent memory, flashbulb memory, affective filters
Theories of Learning




*
Classical conditioning (e.g. Pavlov; Watson)
Operant conditioning (e.g. Thorndike; Skinner)
Social learning theories (e.g. Bandura)
Behaviour modification using learning theories
Modern theories of learning and education (e.g. deBono; Vygotsky)
Memory










Processes
Interaction of sensory, short term and long term memory
Unusual memories
Flashbulb memories
Tips for improving memory
Eyewitness testimonies
Forgetting and retention; repressed memories
Different studying strategies
Mnemonic devices
Issues (e.g.. hypnosis, polygraph, false memories)
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
60
Board Endorsed December 2010 – Amended May 2015
Specific Unit Resources
Books
Crane, J., and Hannibal, J. 2009, Psychology: Course Companion. Oxford University Press: New York.
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Myers David G. 2004, Exploring Psychology, Sixth Edition, in Modules, Sixth Edition, Worth Publishers,
New York.
Plotnik, R. 2007, Introduction to Psychology, (8th Edition). Wodsworth, USA.
Plotnik, R. 2005, Test Bank For Plotnik’s Introduction To Psychology, Seventh Edition. Wodsworth, USA.
Plotnik, R. 2005, Instructor’s Resources Manual For Plotnik’s Introduction To Psychology, Seventh Edition.
Wodsworth, USA.
Skouteris, H. et al. 2004, Heinemann Psychology One. Second edition. Reed, Melbourne.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Van Iersel et al. 2004, Nelson Psychology VCE Units 3&4. Cengage Learning, Australia.
Whetham, P., Day, A., And Whetham, L. (Eds.) 2006, Psychology. Ibid Press: Victoria.
Audio-visual materials
A Clockwork Orange 1962 (DVD) Warner Bros. Pictures.
Born on the Fourth of July 1989 (DVD) Ixtlan.
Bowling For Columbine 2002 (DVD) Alliance Atlantis Communications
Dead Again 1991 (DVD) Paramount Pictures
Dolores Claiborne 1995 (DVD) Castle Rock Entertainment
Discovering Psychology 2006 (DVD) Marcom Projects
50 first Dates 2004 (DVD) Columbia Pictures Corporation
Free Willy 1993 (DVD) Warner Bros. Pictures
Liar Liar 1997 (DVD) Universal Pictures.
Memento 2000 (DVD) Newmarket Capital Group
Memory 1993 (DVD) ABC.
Prince of Tides 1991 (DVD) Columbia Pictures Corporation
The Human Body 1998 (DVD) ABC.
The Majestic 2001 (DVD) Castle Rock Entertainment.
The Miracle Worker 1962 (DVD) Playfilm Productions.
Total Recall 1990 (DVD) TriStar Pictures.
What about Bob? 1991 (DVD) Touchstone Pictures.
61
Board Endorsed December 2010 – Amended May 2015
Web sites
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
These were accurate at time of publication.
62
Board Endorsed December 2010 – Amended May 2015
Relationships & Sociocultural Behaviour
Value 1.0
This unit combines Human Relationships 0.5 with Sociocultural Approaches to Behaviour 0.5.
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how they
apply to real life situations
Critically evaluate the assumptions, applications
and limitations of psychological research and
literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Develop communication skills and an
awareness of the conventions of the discipline
Develop effective communication skills relevant
to the conventions of the discipline
Develop the ability to apply and understand the Critically analyse and evaluate the extent to
extent to which biological, cognitive and socio- which biological, cognitive and socio-cultural
factors influence human relationships
cultural factors influence human relationships
Critically analyse and evaluate the extent to
Develop an understanding of the extent to
which sociocultural influences explain human
which sociocultural influences explain human
behaviour
behaviour
Content
*Denotes optional aspects of the topic
Social Responsibility







*
*
*
*
*
*
*
Altruism
Prosocial behaviour
Bystander Effect
Theories that explain altruism in humans
Cross-cultural differences in prosocial behaviour (research studies)
Factors in bystanderism
Arousal-cost-reward model
Negative-state relief model, empathy-altruism model
Kin selection theory,
Reciprocal altruism theory,
Bateson and Darley, 1973
John Rabe: A good Nazi?
Social exchange theory, arousal-cost-reward model
The role of social norms
63
Board Endorsed December 2010 – Amended May 2015
Interpersonal relationships






*
*
*
*
*
*
*
*
*
*
Biological, psychological and social origins of attraction
Theoretical models
Theories of love
Role of communication in maintaining relationships
Importance of culture in forming and maintaining relationships
Why relationships change or end
Hormones,
Evolution
Cognition
Keisler and Baral, 1970
Reciprocity
Culture
Social penetration theory
Self-disclosure
Buss, 194
Social exchange theory, equity theory, patterns of accommodation
Violence



Biological, cognitive and sociocultural explanations of the origins of violence
Effectiveness of strategies for reducing violence
Effects of short-term and long-term exposure to violence
*
Hormones, neurotransmitters, brain structure; schemas, information processing, cultivation
theory; power differences, deindividuation theory, social identity theory, self categorisation,
power elations
*
*
*
*
*
Baumeister and Bushman, 1998
Zimbado, 1969
Case study: bullying
Empathy: “virtual reality”, social skills
Impact of bullying, support structures
Socio-cultural

General concepts
o Definitions
o Principles
o Research methods
o Ethics
* Social/cultural environment influences individual behaviour; we want connectedness with,
and a sense of belonging to, others; we construct our conceptions of the individual and the
social self
* Theories/studies
* e.g. participant/naturalistic observation, interviews, case studies

Socio-cultural cognition
64
Board Endorsed December 2010 – Amended May 2015
o
o
o
o
*
*
How situational and dispositional factors explain behaviour
Attribution errors
Social identity theory
Formation of stereotypes, and how it affects behaviour
e.g. FAE, illusory correlation, self-serving bias
research studies

Social norms
o Social learning theory
o Compliance techniques
o Conformity
* research studies, e.g. Bandura
* e.g. reciprocity, foot-in-the-door, lowballing
* conforming to group norms, factors influencing conformity, group norms, risky shift,
minority influence

Cultural norms
o Definition of “culture” and “cultural norms”
o cultural dimension effects on behaviour
o “emic” and “etic” concepts
* e.g. individualism/collectivism, power distance, uncertainty avoidance, Confucian
dynamism, masculinity/femininity
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
65
Board Endorsed December 2010 – Amended May 2015
Specific Unit Resources
Books
Clarke, V & Gillet, S. 2001, VCE Psychology for Units 3 and 4, Nelson, Melbourne.
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Crane, J., and Hannibal, J. 2009, Psychology: Course Companion. Oxford University Press: New York.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Harari, P., Legge, K. 2001, Psychology And Health, Heinemann themes in psychology, Heinemann
Educational Publishers, Portsmouth, NH.
Iersel, H. 2005, Nelson Psychology: VCE units 3 & 4. Thomson Learning, Southbank, Vic.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Mook, D. 2004, Classic Experiments In Psychology. Greenwood Press, Westport, Connecticut.
Myers David G. 2004, Exploring Psychology, Sixth Edition, in Modules, Sixth Edition, Worth Publishers,
New York.
Plotnik, R. 2007, Introduction to Psychology, (8th Edition). Wodsworth, USA.
Plotnik, R. 2005, Test Bank For Plotnik’s Introduction To Psychology, Seventh Edition. Wodsworth, USA.
Plotnik, R. 2005, Instructor’s Resources Manual For Plotnik’s Introduction To Psychology, Seventh Edition.
Wodsworth, USA.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Van Iersel et al. 2004, Nelson Psychology VCE Units 3&4. Cengage Learning, Australia.
Whetham, P., Day, A., And Whetham, L. (Eds.) 2006, Psychology. Ibid Press: Victoria.
Websites
A2Z Psychology Resources (on line), 2010
< http://www.a2zpsychology.com/ >
All About Psychology (on line), 2010
<http://www.all-about-psychology.com/>
American Psychological Association (on line), 2010
< http://www.apa.org/ >
BBC Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/tv/humansenses/ >
Current Topics in Psychology – Dr Michael Fenichel (Highly recommended) (on line), 2010
< http://www.fenichel.com/Current.shtml >
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Board Endorsed December 2010 – Amended May 2015
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Discovering Psychology (on line), 2010
< http://www.learner.org/resources/series138.html >
Discovering Psychology Video on demand (on line), 2010
< http://www.learner.org >
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
These were accurate at time of publication.
67
Board Endorsed December 2010 – Amended May 2015
Motivation & the Psychology of Happiness
Value 1.0
This unit combines Motivation and Emotion 0.5 with The Psychology of Happiness 0.5.
Prerequisites
Nil
Specific Unit Goals
A Course
T Course
This unit should enable students to:
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how
they apply to real life situations
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Develop communication skills and an
awareness of the conventions of the
discipline
Develop effective communication skills
relevant to the conventions of the discipline
Investigate the concepts and underlying
factors concerning motivation and emotion
Critically analyse and evaluate the concepts
and underlying factors concerning
motivation and emotion
To examine and discuss theoretical
perspectives on happiness and wellbeing
To critically examine and discuss theoretical
perspectives on happiness and wellbeing
Demonstrate an understanding of the
biological basis of emotional behaviour and
self-awareness
To analyse and compare the biological and
cognitive basis of emotional behaviour and
self-awareness
To identify and discuss the nature of
emotional responses and the forces that
shape those responses
To critically analyse the biological and
cognitive nature of emotional responses and
the forces that shape those responses
Content
*Denotes optional aspects of the topic
The Nature of Motivation


*

*

*
Definition of motive, need, drive and instinct
Biological vs. social motives
Unconscious motives
Motivation and achievement
Levels of motivation (e.g.. the Yerkes Dodson Law)
Intrinsic and extrinsic motivation
Demotivation
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Theoretical Approaches

*



*
*
Instinct theory
Drive reduction theory
Incentive theory
Cognitive theory
Maslow’s hierarchy
Psychodynamic approach
AJ Martin’s theory
Biological Motives


Hunger
Sex
Learned Motives


*
Affiliation
Achievement
Power
The Nature of Emotions


*
Primary and secondary emotions
Brain and emotion
Theories of love (e.g. Sternberg)
Communicating emotions


*
Non-verbal communication (e.g. facial expressions; tone of voice; body language)
Gender/cultural differences
Faking emotion (e.g. lying and deception)
Theoretical Approaches



James-Lange; Cannon-Bard
Schachter’s Cognitive theory
Facial Feedback Hypothesis
Emotional Intelligence

*
Changing values emphasis on EQ versus IQ
Emotional resilience and youth
The biological basis of emotions



primary emotions – anger, sadness, happiness
neuroscientific studies revealing the emotional brain
trauma and emotional absence
69
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Positive Psychology





Martin Seligman’s theory of positive psychology
Barbara Frederickson’s theory
o The Broaden-and-Build Theory of Positive Emotions
o The Broaden Hypothesis
o The Build Hypothesis
o The Undoing Hypothesis
o Positivity Ratios
Lyubomirsky’s "Construal Theory of Happiness"
Parfit’s three theories of happiness
Csikszentmihalyi’s psychology of optimal experience
Models of self and self efficacy




*
*
Self Actualisation (Maslow)
The ideal and real self (Rogers)
Positive Thinking
Self Efficacy
Measuring self efficacy
Developing and promoting strategies for self efficacy
Health and Wellbeing




*
*
*
Models of healthy selves
Neuroscience studies
Well being studies
Happiness surveys
Developing a positive attitude
The role of meditation, relaxation, leisure, gratitude
Leading a balanced lifestyle – coping with multiple demands
Stress, trauma, coping and resilience




*
*
*


Types of stress
Measuring stress: Holmes and Rahe
Coping with stress - Csikszentmihalyi
Coping with failure
Coping with trauma
Coping with grief
Coping with depression
Developing resilience
When to seek help
Developing Positive relationships with others



*


First impressions
Creating and sustaining a positive impression
Gratitude letters
Dealing with conflict
Assertive behaviours
Negotiation
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Board Endorsed December 2010 – Amended May 2015
Emotional Intelligence



Recognising emotional cues
Gender differences in emotional responses
o Changing values emphasis on EQ versus IQ
* Emotional resilience and youth (e.g. Japan vs. Australia vs. Netherlands: a Case Study)
Critiques of pop psychology and the self help movement
Prosocial behaviour



*

*
*
basic findings: Darley & Latane
theories: instinct, empathy, etc
factors affecting altruism
promoting global citizenship and responsible behaviour
moral behaviour and studies
gratitude
virtue
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Argyle, M. 2002, The Psychology of Happiness, Meuthen, New York
Aspinwall, L. G., & Staudinger, U. M. (Eds.). (2003), A psychology of human strengths:
Fundamental questions and future directions for a positive psychology. Washington, DC: APA
Books
Bolt, M. 2004, Pursuing Human Strengths: A Positive Psychology Guide, Worth Publishing,
New York
Bryant, F.B. and Veroff, J. 2006, Savoring: A New Model of Positive Experience, Lawrence
Erlbaum Associates, London.
Cloninger, C.R. 2004, Feeling Good: The Science of Well Being, Oxford University Press, USA.
Csikszentmihalyi, M. 1990, Flow: the Psychology of Optimal Experience, 1st edn, Penguin
Books
Csikszentmihalyi, M. 2004, Good Business: Leadership, Flow, and the Making of Meaning,
Penguin Books
Diener, E. and Eid, M. (eds.) 2006, Handbook of Multimethod Measurement in Psychology,
American Psychological Association (APA), USA
Easterbrook, G. 2003, The Progress Paradox: How Life Gets Better While People Feel Worse,
1st edn, Random House Trade, USA
71
Board Endorsed December 2010 – Amended May 2015
Frisch, M.B. 2005, Quality of Life Therapy: Applying a Life Satisfaction Approach to Positive
Psychology and Cognitive Therapy, Wiley
Gilbert, D. 2007, Stumbling on Happiness, HarperCollins Publishers
Haidt, J. 2007, The Happiness Hypothesis, Cornerstone
Huppert, F., Baylis, N. and Keverne, B. 2005, The Science of Well-Being, Oxford University
Press, Oxford
Joseph, S. and Linley, P.A. 2004, Positive Therapy, Routledge
Keyes, C.L.M. and Haidt, J. (eds.) 2003, Flourishing: Positive Psychology and the Life WellLived, American Psychological Association (APA), USA
Layard, R. 2005, Happiness: Lessons from a New Science, Penguin Books.
Linley, P.A. and Joseph, S. (eds.) 2004, Positive Psychology in Practice. John Wiley and Sons
Inc, N. Y.
Lykken, D.T. 1999. Happiness: What Studies on Twins Show Us about Nature, Nurture, and
the Happiness Set Point
McMahon, D.M. 2006, Happiness: A History, Grove/Atlantic
Murray, C. 2003. Human Accomplishment: The Pursuit of Excellence in the Arts and Sciences,
800 B.C. to 1950.
Myers, D.G. 1990. Pursuit of Happiness,
Ong, A. & Van Dulmen, M. 2006, Oxford Handbook of Methods in Positive Psychology (Series
in Positive Psychology), Oxford University Press, Oxford.
Peterson, C. 2004, A Primer in Positive Psychology, Oxford University Press, Oxford.
Peterson, C. and Seligman, M.E.P. 2004, Character Strengths and Virtues: A Handbook and
Classification, Oxford University Press, Oxford.
Reivich, K. and Shatté, A. 2002, The Resilience Factor: 7 Essential, Broadway Books
Schwartz, B. 2005, The Paradox of Choice: Why More Is Less, Ecco
Seligman, Dr. M.E.P. 2002. Positive Psychology, Positive Prevention, and Positive Therapy.
Seligman, M.E.P. 2002. Authentic Happiness: Using the New Positive Psychology to Realize
Your Potential for Lasting Fulfillment, Simon & Schuster Ltd.
Seligman, M.E.P. 2006, Learned Optimism: How to Change Your Mind and Your Life, Vintage
Books USA
Sheldon, K.M. 2007, Optimal Human Being: An Integrated Multi-Level Perspective, Lawrence
Erlbaum Associates.
Snyder, C.R. and Lopez, S.J. 2007, Positive Psychology: The Scientific and Practical
72
Board Endorsed December 2010 – Amended May 2015
Explorations of Human Strengths, Sage Publications, CA
Snyder, C.R. and Lopez, S.J. 2005, Handbook of Positive Psychology, Oxford University Press,
Oxford
Vaillant, G.E. 2002, Aging Well: Surprising Guideposts to a Happier Life from the Landmark
Harvard Study of Adult Development, Little Brown and Company
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Eysenck, M., Flanagan, C. 2001, Psychology for A2 Level. Psychology Press, East Sussex.
Eysenck, M., Flanagan, C. 2000, Psychology for AS Level. Psychology Press, East Sussex.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Skouteris, H. et al. 2004, Heinemann Psychology One. Second edition. Reed, Melbourne.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Audiovisual Material
Gallup DVD How to be Happy, with Ed Diener
Primal Instinct (series), 2004, ABC Science Unit
Shallow Hal (video) 2001, Farelly Brothers
The Human Body (DVD) 1998, BBC
The Human Face (DVD) 2001, BBC
The Miracle Worker (DVD) 1962, Playfilm Productions
Catalyst -The Extreme Sports Brain (TV Series) 6 March 2008, ABC. Available online:
<http://www.abc.net.au/catalyst/stories/2008/03/06/2179019.htm>
Discovering Psychology (TV Series) 1989:
Exposed (TV Series), 2005, BBC.
Sense and Sensibility (DVD) 1995, Columbia Pictures.
The Human Body (TV series), 1998, BBC.
The Human Face (TV series), 2001, BBC.
The Miracle Worker (DVD), 1962, Playfilm Productions.
Websites
Interviews with Positive Psychology Scholars (on line), 2010
http://www.reflectivehappiness.com/AboutUs/Experts.aspx
Positive Psychology Scholars (on line), 2010
http://www.reflectivehappiness.com/AboutUs/Experts.aspx
Construal Theory of Happiness (on line), 2010
http://lyubomirsky.socialpsychology.org/
Self-Handicapping and Defensive Pessimism: Predictors and Consequences from a Self-Worth
Motivation Perspective (on line), 2010
http://self.uws.edu.au/Theses/Martin/Thesis.htm
The Architecture of Happiness (on line), 2010
73
Board Endorsed December 2010 – Amended May 2015
http://www.alaindebotton.com/
Authentic Happiness: Using the New Positive Psychology (on line), 2010
http://www.authentichappiness.sas.upenn.edu/
The Secret of Happiness (on line), 2010
http://www.biopsychiatry.com/happiness/
Flow Theory (on line), 2010
http://www.brainchannels.com/thinker/mihaly.html
Centre for Confidence and Wellbeing (on line), 2010
http://www.centreforconfidence.co.uk/
Positive Psychology Centre (on line), 2010
http://www.ppc.sas.upenn.edu/
Reflective Happiness (on line), 2010
http://www.reflectivehappiness.com
http://www.reflectivehappiness.com/AboutUs/Experts.aspxmailto:acparks@psych.upenn.edu
The Value of Positive Emotions (on line), 2010
http://www.unc.edu/peplab/publications/AMSCI_2003-07Fredrickson.pdf
The role of Positive Emotions in Positive Psychology (on line), 2010
http://www.unc.edu/peplab/publications/Fredrickson_AmPsych_01.pdf
What good are positive Emotions (on line), 2010
http://www.unc.edu/peplab/publications/Fredrickson_RGP_98.pdf
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
Pearson Prentice Hall (on line), 2010
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/mind/articles/psychology/psychology_7.shtml >
Social Psychology (on line), 2010
< http://www.psychlotron.org.uk/newResources/coreSocial.html >
These were accurate at time of publication.
74
Board Endorsed December 2010 – Amended May 2015
Consciousness & Social Influences
Value 1.0
This unit combines Conscious 0.5 with Social Influences 0.5
Significant duplication of content means this unit may not be included in addition to Cognitive Approaches
to Behaviour, 0.5, Human Relationships, 0.5, Sociocultural Approaches to Behaviour, 0.5, and/or The Self
in Groups, 0.5
Prerequisites
Nil
Specific Unit Goals
A Course
T Course
This unit should enable students to:
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and literature
Critically evaluate the assumptions, applications
and limitations of psychological research and
literature
Develop investigative skills, knowledge and insights
into psychological concepts and research
methodology, and consider how they apply to real
life situations
Develop and apply investigative skills, knowledge
and insights into psychological concepts and
research methodology, with reference to real life
situations
Investigate the function of the central nervous
system in relation to consciousness.
Investigate the function of the central nervous
system in relation to consciousness.
Investigate the nature of consciousness.
Critically analyse and evaluate the nature of
consciousness.
Examine individual behaviour and how it is
influenced in a social context particularly with
respect to conformity and obedience
Analyse individual behaviour and how it is
influenced in a social context particularly with
respect to conformity and obedience
Investigate the processes involved in pro and antisocial behaviour
Critically analyse and evaluate the processes
involved in pro and anti-social behaviour
Content
*Denotes optional aspects of the topic
The Nervous System




The physiology of the brain and the nervous system
Left and right hemispheres
Brain mapping
Consciousness
Consciousness


The nature of consciousness (i.e. mind-body duality)
Continuum of consciousness and its experiences
Altered States of Consciousness
* Sleep
* Sensory deprivation
* Dreaming
* Hypnosis
75
Board Endorsed December 2010 – Amended May 2015
* Meditation
* Drugs
* Out of body experiences
* Daydreaming
Social influence



Conformity versus individuality: need for, nature of
Kelman; compliance, identification, internalisation
Obedience: Milgram, factors affecting. Situational versus personality factors (* e.g. Adorno)
Groups and individuals

*
Roles within groups, e.g. Zimbardo
Leadership: types of leaders
Group behaviour and decision making


*
In-group/out-group prejudice (Tajfel, Turner)
Groupthink (risky shift, consensus)
Crowd behaviour
Prosocial behaviour and altruism



Basic findings: Darley & Latane
Theories: instinct, empathy
Factors affecting
Anti-social behaviour and aggression

*
*
Theories: instinct, drive, social learning, frustration
Factors affecting: media violence, arousal, provocation, hostility, punishment
Types: non-violent aggression, harassment.
Teaching and Learning Strategies
Teaching strategies that are particularly relevant and effective in Psychology include:
 Cooperative learning
 Scaffolding of new concepts
 Lectures/ tutorials/ seminars
 Excursions
 Guest speakers
 Use of a broad range of visual imagery
 Use of technology, e.g. web based activities, podcasting, wikis, blogs
 Research
 Surveys and questioning
 Opportunities to develop a wide range of appropriate practical skills
 Debates/Discussion
 Role plays
 Interviews
 Timelines/ mind maps/ brainstorming
 Links with a range of human and community providers/facilities.
 Case studies, journal and newspaper articles and personality profiles
 Experimental and observational research activities.
76
Board Endorsed December 2010 – Amended May 2015
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Crane, J., and Hannibal, J. 2009, Psychology: Course Companion. Oxford University Press: New York.
Eysenck, M., Flanagan, C. 2001, Psychology for A2 Level. Psychology Press, East Sussex.
Eysenck, M., Flanagan, C. 2000, Psychology for AS Level. Psychology Press, East Sussex.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Myers David G. 2004, Exploring Psychology, Sixth Edition, in Modules, Sixth Edition, Worth Publishers,
New York.
Mook, D. 2004, Classic Experiments In Psychology. Greenwood Press, Westport, Connecticut.
Myers , D. G. 2001, Psychology: Myers in modules. (6th ed). Worth, New York.
Plotnik, R. 2007, Introduction to Psychology, (8th Edition). Wodsworth, USA.
Plotnik, R. 2005, Test Bank For Plonik’s Introduction To Psychology, Seventh Edition. Wodsworth, USA.
Plotnik, R. 2005, Instructor’s Resources Manual For Plotnik’s Introduction To Psychology, Seventh Edition.
Wodsworth, USA.
Rawlings, M.; Skouteris, H.; Whitechurch, R. 2007, Heinemann psychology. (2nd ed). Heinemann, Port
Melbourne.
Rawlings, M.; Skouteris, H.; Whitechurch, R. 2007, Heinemann psychology. (2nd ed). Heinemann, Port
Melbourne.
Skouteris, H. et al. 2004, Heinemann Psychology One. Second edition. Reed, Melbourne.
Sternberg, R.J. 2001, In Search of the Human Mind, 3rd Edn. Harcourt College, Sydney.
Westen, D. 2002, Psychology Brain, Behavior and Culture. 3rd edition, Wiley & Sons, Inc.: N.Y.
Whetham, P., Day, A., And Whetham, L. (Eds.) 2006, Psychology. Ibid Press: Victoria.
Audio/Visual
Discovering Psychology (TV Series) 1989.
28 Days (DVD) 2000, Columbia Pictures.
Altered States (DVD) 1980, Warner Bros. Pictures.
Barfly (DVD) 1987, Golan-Globus Productions.
Clean and Sober (DVD) 1988, Warner Bros. Pictures.
Curse of the Jade Scorpion (DVD) 2001, DreamWorks Pictures.
Insomnia (DVD) 2002, Alcon Entertainment.
Postcards from the Edge (DVD) 1990, Columbia Pictures.
77
Board Endorsed December 2010 – Amended May 2015
Shallow Hal (DVD) 2001, Twentieth Century Fox.
When a Man Loves a Woman (DVD) 1994, Touchstone Pictures.
Web Sites
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
A2Z Psychology Resources (on line), 2010
< http://www.a2zpsychology.com/ >
All About Psychology (on line), 2010
<http://www.all-about-psychology.com/
All Psych – The Virtual Psychology Classroom (on line), 2010
< http://allpsych.com/ >
All Psych Online Psychology Tests (on line), 2010
< http://allpsych.com/tests/index.html >
All the Tests (on line), 2010
< http://www.allthetests.com/ >
American Psychological Association (on line), 2010
< http://www.apa.org/ >
American Psychological Association Monitor – monthly review of research (on line), 2010
< http://www.apa.org/monitor/ >
American Psychology Society Teaching Resources (on line), 2010
< http://psych.hanover.edu/aps/teaching.html >
Amoeba Web Online: Psychological Tests (on line), 2010
< http://www.vanguard.edu/Home/AcademicResources/Faculty/DougDegelman/Psychology
DirectoryAmoebaWeb/PsychologyResourcesOnlineTests.aspx >
APA Statistics Division (on line), 2010
< http://www.apa.org/divisions/div5/teachstats.html >
Athabasca University Centre for Psychology Resources (on line), 2010
< http://psych.athabascau.ca >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
BBC Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/tv/humansenses/ >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
78
Board Endorsed December 2010 – Amended May 2015
Discovering Psychology (on line), 2010
< http://www.learner.org/resources/series138.html >
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
Pearson Prentice Hall (on line), 2010
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Psychologist World (on line), 2010
< http://www.psychologistworld.com/ >
Psychology at Suite101 (on line), 2010
< http://www.suite101.com/psychology >
Psychology Central resources (on line), 2010
< http://psychcentral.com/resources/ >
Psychology Daily (on line), 2010
< http://www.planetpsych.com/ >
Psychology Exchange – a site with free downloadable materials (on line), 2010
< http://www.psychexchange.co.uk/ >
Psychology in the News (on line), 2010
< http://www.psycport.com/ >
Psychology Research Projects (on line), 2010
< http://amasci.com/scifair/psych.html >
Psychology Resources for Teaching Social Psychology (on line), 2010
< http://jonathan.mueller.faculty.noctrl.edu/crow/ >
Psychology Today Magazine (on line), 2010
< http://cms.psychologytoday.com/pto/home.php >
Psychwatch News – Current Research (on line), 2010
< http://www.psychwatch.com/news.htm >
Social Psychology (on line), 2010
< http://www.psychlotron.org.uk/newResources/coreSocial.html >
Society for the Teaching of Psychology (on line), 2010
< http://teachpsych.lemoyne.edu/ >
The British Medical Journal (on line), 2010
< http://www.bmj.com/ >
The British Psychological Society (on line), 2010
< http://www.bps.org.uk/ >
The Human Zoo – Brief Encounters parts 1 – 5 (on line), 2010
< http://www.youtube.com/watch?v=DRJAqKAGAB0&feature=related >
79
Board Endorsed December 2010 – Amended May 2015
The Psychiatric Times (on line), 2010
< http://www.psychiatrictimes.com/home >
These were accurate at time of publication.
80
Board Endorsed December 2010 – Amended May 2015
Consciousness, Motivation and Emotion
Value 1.0
This unit combines Consciousness 0.5 with Motivation and Emotion 0.5.
Prerequisites
Nil
Specific Unit Goals
A Course
T Course
This unit should enable students to:
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how
they apply to real life situations
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Investigate the function of the central
nervous system in relation to consciousness.
Investigate the function of the central
nervous system in relation to consciousness.
Investigate the nature of consciousness.
Critically analyse and evaluate the nature of
consciousness.
Develop communication skills and an
awareness of the conventions of the
discipline
Develop effective communication skills
relevant to the conventions of the discipline
Investigate the concepts and underlying
factors concerning motivation and emotion
Critically analyse and evaluate the concepts
and underlying factors concerning
motivation and emotion
Content
*Denotes optional aspects of the topic
The Nervous System

The physiology of the brain and the nervous system

Left and right hemispheres

Brain mapping

Consciousness
Consciousness

The nature of consciousness (i.e. mind-body duality)

Continuum of consciousness and its experiences
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Altered States of Consciousness
* Sleep
* Sensory deprivation
* Dreaming
* Hypnosis
* Meditation
* Drugs
* Out of body experiences
* Daydreaming
The Nature of Motivation


*

*

*
Definition of motive, need, drive and instinct
Biological vs. social motives
Unconscious motives
Motivation and achievement
Levels of motivation (e.g.. the Yerkes Dodson Law)
Intrinsic and extrinsic motivation
Demotivation
Theoretical Approaches

*



*
*
Instinct theory
Drive reduction theory
Incentive theory
Cognitive theory
Maslow’s hierarchy
Psychodynamic approach
AJ Martin’s theory
Biological Motives


Hunger
Sex
Learned Motives


*
Affiliation
Achievement
Power
The Nature of Emotions


*
Primary and secondary emotions
Brain and emotion
Theories of love (e.g. Sternberg)
Communicating emotions


Non-verbal communication (e.g. facial expressions; tone of voice; body language)
Gender/cultural differences
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*
Faking emotion (e.g. lying and deception)
Theoretical Approaches



James-Lange; Cannon-Bard
Schachter’s Cognitive theory
Facial Feedback Hypothesis
Emotional Intelligence

*
Changing values emphasis on EQ versus IQ
Emotional resilience and youth
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Eysenck, M., Flanagan, C. 2001, Psychology for A2 Level. Psychology Press, East Sussex.
Eysenck, M., Flanagan, C. 2000, Psychology for AS Level. Psychology Press, East Sussex.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Skouteris, H. et al. 2004, Heinemann Psychology One. Second edition. Reed, Melbourne.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Audio/Visual
Discovering Psychology (TV Series) 1989.
28 Days (DVD) 2000, Columbia Pictures.
Altered States (DVD) 1980, Warner Bros. Pictures.
Barfly (DVD) 1987, Golan-Globus Productions.
Clean and Sober (DVD) 1988, Warner Bros. Pictures.
Curse of the Jade Scorpion (DVD) 2001, DreamWorks Pictures.
Insomnia (DVD) 2002, Alcon Entertainment.
Postcards from the Edge (DVD) 1990, Columbia Pictures.
Shallow Hal (DVD) 2001, Twentieth Century Fox.
When a Man Loves a Woman (DVD) 1994, Touchstone Pictures.
Catalyst -The Extreme Sports Brain (TV Series) 6 March 2008, ABC. Available online:
<http://www.abc.net.au/catalyst/stories/2008/03/06/2179019.htm>
Exposed (TV Series), 2005, BBC.
Sense and Sensibility (DVD) 1995, Columbia Pictures.
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The Human Body (TV series), 1998, BBC.
The Human Face (TV series), 2001, BBC.
The Miracle Worker (DVD), 1962, Playfilm Productions.
Web Sites
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
Pearson Prentice Hall (on line), 2010
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/mind/articles/psychology/psychology_7.shtml >
Social Psychology (on line), 2010
< http://www.psychlotron.org.uk/newResources/coreSocial.html >
These were accurate at the time of publication.
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Mental Abilities, Learning and Memory
Value 1.0
This unit combines Mental Abilities 0.5 with Learning and Memory 0.5.
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how
they apply to real life situations
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Investigate the nature of intelligence,
thinking and creativity
Critically analyse and evaluate the nature
and measurement of intelligence, thinking
and creativity
Develop communication skills and an
awareness of the conventions of the
discipline
Develop effective communication skills
relevant to the conventions of the discipline
Investigate theoretical approaches to
learning and memory
Critically analyse and evaluate theoretical
approaches to learning and memory
Content
*Denotes optional aspects of the topic
Intelligence





*





Major theorists e.g. Binet, Weschler, Sternberg, Terman, Gardner Eysenck, Spearman
Statistical approaches to normality
Definitions
Theories on the nature of intelligence
Heredity/environment
Interplay of cognition and emotions
Measurement of intelligence and IQ tests
o validity
o reliability
o standardisation
o cultural bias and cultural fairness
Multiple intelligence
Emotional intelligence e.g. Goleman
Brain studies
Specific disabilities/abilities e.g. Autism, Savants, Asperger’s syndrome
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Thinking




Theoretical approaches to problem-solving and decision-making
Factors that influence problem-solving and decision-making
Creative thinking e.g. Costa – Habits of Mind, de Bono
Cognitive styles: convergent, divergent and lateral thinking
Theories of Learning




*
Classical conditioning (e.g. Pavlov; Watson)
Operant conditioning (e.g. Thorndike; Skinner)
Social learning theories (e.g. Bandura)
Behaviour modification using learning theories
Modern theories of learning and education (e.g. deBono; Vygotsky)
Memory










Processes
Interaction of sensory, short term and long term memory
Unusual memories
Flashbulb memories
Tips for improving memory
Eyewitness testimonies
Forgetting and retention; repressed memories
Different studying strategies
Mnemonic devices
Issues (e.g.. hypnosis, polygraph, false memories)
Teaching and Learning Strategies
Refer to page 19
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Myers David G. 2004, Exploring Psychology, Sixth Edition, in Modules, Sixth Edition, Worth Publishers,
New York.
Skouteris, H. et al. 2004, Heinemann Psychology One. Second edition. Reed, Melbourne.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Van Iersel et al. 2004, Nelson Psychology VCE Units 3&4. Cengage Learning, Australia.
AudioVisual Material
A Beautiful Mind (DVD) 2001, Universal Pictures.
As Good as It Gets (DVD) 1997, Tristar Pictures.
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Cosi (DVD) 1996, Miramax Films.
Girl, Interrupted (DVD) 1999, 3 Art Entertainment, Columbia Pictures.
Good Will Hunting (DVD) 1997, Miramax Films.
Shine (DVD) 1996, Australian Film Finance Corporation.
A Clockwork Orange 1962 (DVD) Warner Bros. Pictures.
Born on the Fourth of July 1989 (DVD) Ixtlan.
Bowling For Columbine 2002 (DVD) Alliance Atlantis Communications
Dead Again 1991 (DVD) Paramount Pictures
Dolores Claiborne 1995 (DVD) Castle Rock Entertainment.
Discovering Psychology 2006 (DVD) Marcom Projects.
50 first Dates 2004 (DVD) Columbia Pictures Corporation.
Free Willy 1993 (DVD) Warner Bros. Pictures.
Liar Liar 1997 (DVD) Universal Pictures.
Memento 2000 (DVD) Newmarket Capital Group.
Memory 1993 (DVD) ABC.
Prince of Tides 1991 (DVD) Columbia Pictures Corporation.
The Human Body 1998 (DVD) ABC.
The Majestic 2001 (DVD) Castle Rock Entertainment.
The Miracle Worker 1962 (DVD) Playfilm Productions.
Total Recall 1990 (DVD) TriStar Pictures.
What about Bob? 1991 (DVD) Touchstone Pictures.
Web sites
A Brief Review of Creativity (on line), 2010
< http://www.personalityresearch.org/papers/dickhut.html > Dickhut, J. E.
American Psychological Association (on line), 2010
< http://www.apa.org/ >
American Psychological Association Monitor – monthly review of research (on line), 2010
< http://www.apa.org/monitor/ >
Amoeba Web Online: Psychological Tests (on line), 2010
<http://www.vanguard.edu/Home/AcademicResources/Faculty/DougDegelman/PsychologyDirectoryAmo
ebaWeb/PsychologyResourcesOnlineTests.aspx >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
California State University 2004, What is Creativity? (on line), 2010
< http://www.csun.edu/~vcpsy00h/creativity/define.htm >
Legally Blonde Film Script (on line), 2010
< http://www.dailyscript.com/scripts/legallblonde-shooting.pdf >
Mental Health Info Source (on line), 2010
< http://www.mhsource.com/ >
Psychiatric Times Disorder Index (on line), 2010
< http://www.psychiatrictimes.com/disorder.html >
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Board Endorsed December 2010 – Amended May 2015
Psychology in the News (on line), 2010
< http://www.psycport.com/ >
Psychology Today Magazine (on line), 2010
< http://cms.psychologytoday.com/pto/home.php >
Why we should use Non Cognitive Variables with Graduate Students (on line), 2000
< http://www.inform.umd.edu/EdRes/Topic/Diversity/General/Reading/Sedlacek/501.html > Sedlacek,
William E.
Society for the Teaching of Psychology (on line), 2010
< http://teachpsych.lemoyne.edu/ >
These were accurate at the time of publication.
88
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Human Behaviour, Sensation and Perception
Value 1.0
This unit combines Biological Approaches to Behaviour 0.5 with Sensation and Perception 0.5.
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how they
apply to real life situations
Critically evaluate the assumptions, applications
and limitations of psychological research and
literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Develop communication skills and an
awareness of the conventions of the discipline
Develop effective communication skills relevant
to the conventions of the discipline
Develop an understanding of the extent to
which biological influences explain human
behaviour
Critically analyse and evaluate the extent to
which biological influences explain human
behaviour
Investigate the processes of sensation and
perception.
Critically analyse and evaluate the processes of
sensation and perception.
Content
*Denotes optional aspects of the topic
Biological

General concepts
o Definitions
o Principles
o Research methods
o Ethics
* e.g. patterns of behaviour can be inherited, animal research can be useful, cognitions,
emotions and behaviours are products of our physiology
* Theories and or studies
* e.g. experiments, observations, correlation studies
* Research studies
89
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
Physiology and its relationship to behaviour
o Localisation of function in the brain
o Effects of neurotransmission on human behaviour
o Explain functions of hormones on behaviour
o Effects of the environment on physiological processes
o Interaction between cognition and physiology in terms of behaviour
o Brain imaging technologies in finding relationships between biological factors and
behaviour
* Studies related (Wernicke, Broca, Sperry)
* Examples to explain this, e.g. noradrenalin on depression
* Two or more
* e.g. Jet lag on bodily rhythms, environmental stressors on reproductive mechanisms
* e.g. agnosia, amnesia
* CAT scans, PET scans, fMRIs etc

Genetics and Behaviour
o Extent that genetic inheritance influences behaviour
o Evolutionary explanation of behaviour
o Ethical considerations in research
o Studies
* Ethics in research into genetic influences on behaviour
Sensation (Biological perspective)




The five senses
Detection and thresholds
Adaptation and attention
Pain control
Perceiving (Cognitive perspective)





*
Perceptual constancies
Perceptual learning
Illusions
Ambiguous figures, impossible perspectives e.g. Escher,
Factors influencing what is perceived (e.g. Gestalt,)
o
cultural differences
o
expectations e.g. eye witness testimonies, ‘rat man’ example
o
gender differences
Parapsychology (ESP, telepathy, clairvoyance, etc)
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
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Specific Unit Resources
Books
Crane, J., and Hannibal, J. 2009, Psychology: Course Companion. Oxford University Press: New York.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Myers David G. 2004, Exploring Psychology, Sixth Edition, in Modules, Sixth Edition, Worth Publishers,
New York.
Plotnik, R. 2007, Introduction to Psychology, (8th Edition). Wodsworth, USA.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Van Iersel et al. 2004, Nelson Psychology VCE Units 3&4. Cengage Learning, Australia.
Whetham, P., Day, A., And Whetham, L. (Eds.) 2006, Psychology. Ibid Press: Victoria.
Clarke, V & Gillet, S. 2001, VCE Psychology for Units 3 and 4, Nelson, Melbourne.
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Eysenck, Michael W.; Keane Mark T. 2005, Cognitive psychology: a student's handbook. 5th ed.
Psychology Press, Hove, East Sussex.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Iersel, H. 2005, Nelson Psychology: VCE units 3 & 4. Thomson Learning, Southbank, Vic.
May, M. 2007, Sensation Perception. Facts on File, New York.
McInerney, D. M.; McInerney, V. 2002, Education Psychology: constructing learning. Prentice Hall,
French’s Forest.
Morris C. Maisto A. 2005, Psychology: an introduction. 12th ed. Prentice Hall, Upper Saddle River, N.J.
Myers , D. G. 2001, Psychology: Myers in modules. (6th ed). Worth, New York.
Rawlings, M.; Skouteris, H.; Whitechurch, R. 2007, Heinemann psychology. (2nd ed). Heinemann, Port
Melbourne.
Schiffman, H. R. 2007, Sensation and perception: an integrated approach. Wiley, Hoboken, NJ.
Sternberg, R.J. 2001, In Search of the Human Mind, 3rd Edn. Harcourt College, Sydney.
Tebbel, Cyndi. 2000, The body snatchers: how the media shapes women. Finch, Sydney.
Audio/Visual
Discovering Psychology (TV Series) 1989:
The Human Body (TV series), 1998, BBC.
Catalyst - Body Clock (ABC series) 4 September 2008, ABC. Available online:
<http://www.abc.net.au/catalyst/stories/2351893.htm>
Four Corners: Eyes Wide Open (TV series) 2007, ABC. Available online:
<http://www.abc.net.au/4corners/content/2007/s2000881.htm>
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Catalyst - Hypnosis (ABC series) 18 August 2005, ABC. Available online:
<http://www.abc.net.au/catalyst/stories/s1440855.htm>
Web sites
Allpsych (on line), 2010
< http://allpsych.com >
American Psychological Association (on line), 2010
< http://www.apa.org/ >
Athabasca University Centre for Psychology Resources (on line), 2010
< http://psych.athabascau.ca >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
The British Psychological Society (on line), 2010
< http://www.bps.org.uk/ >
BBC Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/tv/humansenses/ >
These were accurate at time of publication.
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Methods & Biological Approaches
Value 1.0
This Unit Combines Introduction to Psychological Methods 0.5 with Biological Approaches to Behavior 0.5
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Critically evaluate the assumptions, applications
and limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how they
apply to real life situations
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Develop communication skills and an
awareness of the conventions of the discipline
Develop effective communication skills relevant
to the conventions of the discipline
Develop an understanding of the extent to
which biological influences explain human
behaviour
Critically analyse and evaluate the extent to
which biological influences explain human
behaviour
Content
*Denotes optional aspects of the topic
Nature of Psychology

Define Psychology

Major goals of Psychology

Nature/Nurture debate

Theoretical perspectives

Classic experiments
*
*
*
*
*
Ethical issues
Covert/overt behaviour
Historical evolution
Fields of psychology and employment
Animal and human research
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Methodology

Qualitative and Quantitative method

Strengths and limitations
Correlation /causation
Data collection methods
 Validity and reliability
* Data collection method types
* Longitudinal studies
* Observations
* Interviews
* Objective Tests
* Projective Tests
* Case Studies
* Surveys
* Experiments


Experimental Design




*
*
*
*
*
*
*
*
*
*
*
*
Hypothesis
independent, dependent and extraneous variables
report writing conventions
Descriptive statistics
Placebo effect
Sampling/sample sizes
Control group
Experimental group
Opportunity and random sampling
Repeated measures
Independent groups design
Matched pairs
Laboratory/Field experiments
Graphs
Data collection and collation
Measures of central tendency
Biological

General concepts
o Definitions
o Principles
o Research methods
o Ethics
* e.g. patterns of behaviour can be inherited, animal research can be useful, cognitions,
emotions and behaviours are products of our physiology
* Theories and or studies
* e.g. experiments, observations, correlation studies
* Research studies

Physiology and its relationship to behaviour
o Localisation of function in the brain
o Effects of neurotransmission on human behaviour
o Explain functions of hormones on behaviour
o Effects of the environment on physiological processes
94
Board Endorsed December 2010 – Amended May 2015
o
o

Interaction between cognition and physiology in terms of behaviour
Brain imaging technologies in finding relationships between biological factors and
behaviour
* Studies related (Wernicke, Broca, Sperry)
* Examples to explain this, e.g. noradrenalin on depression
* Two or more
* e.g. Jet lag on bodily rhythms, environmental stressors on reproductive mechanisms
* e.g. agnosia, amnesia
* CAT scans, PET scans, fMRIs etc
Genetics and Behaviour
o Extent that genetic inheritance influences behaviour
o Evolutionary explanation of behaviour
o Ethical considerations in research
o Studies
* Ethics in research into genetic influences on behaviour
Teaching and Learning Strategies
Teaching strategies that are particularly relevant and effective in Psychology include:
 Cooperative learning
 Scaffolding of new concepts
 Lectures/ tutorials/ seminars
 Excursions
 Guest speakers
 Use of a broad range of visual imagery
 Use of technology, e.g. web based activities, podcasting, wikis, blogs
 Research
 Surveys and questioning
 Opportunities to develop a wide range of appropriate practical skills
 Debates/Discussion
 Role plays
 Interviews
 Timelines/ mind maps/ brainstorming
 Links with a range of human and community providers/facilities.
 Case studies, journal and newspaper articles and personality profiles
 Experimental and observational research activities.
Assessment Task Types
Refer to pages 21-22
95
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Specific Unit Resources
Books
Brooks C. 2001, Pacific Grove, California, USA.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley, N.Y.
Meyers, D. 2004, Exploring Psychology, Worth, USA
Sternberg, R.J. 2001, In Search of the Human Mind, 3rd Edn. Harcourt College, Sydney.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Van Iersel et al. 2004, Nelson Psychology VCE Units 3&4. Cengage Learning, Australia.
Westen, D. 2002, Psychology Brain, Behavior and Culture. 3rd edition, Wiley & Sons, Inc.: N.Y.
Audio Visual Material
Discovering Psychology (TV Series) 1989:
Web sites
Amoeba Web Online: Psychological Tests (on line), 2010
<http://www.vanguard.edu/Home/AcademicResources/Faculty/DougDegelman/PsychologyDirectoryAmo
ebaWeb/PsychologyResourcesOnlineTests.aspx >
American Psychological Association (on line), 2010
< http://www.apa.org/ >
American Psychological Association Monitor – monthly review of research (on line), 2010
< http://www.apa.org/monitor/ >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
Mental Health Info Source (on line), 2010
< http://www.mhsource.com/ >
Psychiatric Times Disorder Index (on line), 2010
< http://www.psychiatrictimes.com/disorder.html >
Psychology in the News (on line), 2010
< http://www.psycport.com/ >
96
Board Endorsed December 2010 – Amended May 2015
Psychology Today Magazine (on line), 2010
< http://cms.psychologytoday.com/pto/home.php >
Society for the Teaching of Psychology (on line), 2010
< http://teachpsych.lemoyne.edu/ >
The Many Faces Of Psychological Research In The 21st Century (on line), 2001
< http://teachpsych.org/resources/e-books/faces/text/index.htm >
Pearson Prentice Hall (on line), 2010
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Time Magazine (on line), 2010
<http://www.time.com/time/>
97
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Methods of Psychology, Independent Study (T Only)
Value 1.0
This unit combines Methods of Psychology 0.5 with Independent Study 0.5.
Prerequisite
It is highly recommended that students wishing to undertake this unit have successfully completed at least
one 0.5 unit in Psychology.
At least three standard units in Psychology must be successfully completed before commencing this unit.
This unit (on its own or combined with the Methods of Psychology unit) must be undertaken as the final
unit of a major.
Specific Unit Goals
This unit should enable students to:












Interpret human behaviour as an outcome of influences and interactions
Critically evaluate the assumptions, applications and limitations of psychological research and
literature
Develop and apply investigative skills, knowledge and insights into psychological concepts and
research methodology, with reference to real life situations
Develop effective communication skills relevant to the conventions of the discipline
Understand and apply theoretical perspectives and knowledge of research methodology
Understand the difference between experimental and non-experimental methods, qualitative and
quantitative data, and the different levels of measurement
Evaluate the benefits and drawbacks of different research methods, including experiments,
surveys, interviews, psychometric tests and observational studies
Understand the various ethical issues related to psychological research and experimentation
understand and apply theoretical perspectives and knowledge of research methodology.
acquire extensive knowledge and understanding in a particular area of Psychology.
establish their own research problem and set guidelines through which to pursue their chosen
topic.
communicate an understanding of the specified area and report on the results in an appropriate
manner.
Content
*Denotes optional aspects of the topic
Principles of Research Design



The goals of psychological research: to describe, explain, predict, and control behaviour
The principles that guide psychological research: objectivity, empiricism, reliability, validity and
standardisation
The scientific method: observation, devising a theory, formulating a hypothesis, collecting and
collating the data, evaluating and revising the hypothesis
Ethical issues




A thorough investigation of problems concerned with psychological research: stress and
discomfort, informed consent, deception, debriefing, confidentiality.
Compare the benefits of research to the possibility of harm to participants.
Examine specific scenarios and alternative methods.
Types of experiments: laboratory experiments, field experiments, natural experiments, quasiexperiments
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

Experimental designs: repeated measures, independent samples, matched-pairs, single
participant
Non-experimental designs: Surveys, interviews, psychometric tests, case-studies, observational
studies, longitudinal studies, cross-sectional studies
Research Design



Sampling procedures: representative samples, random sampling, stratified sampling, quota
sampling, cluster sampling, control group and placebo group
Hypothesis testing: the concept of statistical significance, significance tests for different types of
data, null and alternate hypotheses, directional and non-directional hypotheses, type I and II
errors
Report writing: abstract, introduction, methods, participants, materials, results, discussion,
conclusions
Analysing Data






Types of data: quantitative and qualitative. Levels of measurement: nominal, ordinal, interval and
ratio
Measures of central tendency: mean, mode, median
Measures of dispersion: variance, standard deviation
Graphical representations: tables, bar charts, histograms, line charts, frequency polygons
The normal distribution: probability, characteristics, use in hypothesis testing, the sampling
distribution, significance levels, critical values
Parametric vs. non-parametric
The content of this unit will be negotiated with the teacher responsible. The subject matter may be an
extension of content previously studied by the student or may be entirely new to the student. The
emphasis will be on areas of special interest and value to the student.
Assessment items and weighting will also be negotiated. Examples include
 a research assignment
 an experimental report
 an attitude survey
 an oral presentation
In the process of completing these summative assessment pieces, students could also complete a series
of formative assessment pieces along the way. These could include:
 a journal
 a literature review
 regular discussion groups
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
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Specific Unit Resources
Books
Argyrous, G. 2005, Statistics for Research: With a Guide to SPSS, (2nd ed), Sage, London.
Clarke, V & Gillet, S. 2001, VCE Psychology for Units 3 and 4, Nelson, Melbourne.
Coakes, S. J. & Steed, L. G. 2001, SPSS: Analysis without anguish, (Version 10.0 for Windows).
Jacaranda Wiley, Milton.
Coolican, H. 2006, Introduction to Research Methods in Psychology (3rd ed). Hodder Arnold, London.
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth:
USA.
Crane, J., and Hannibal, J. 2009, Psychology: Course Companion. Oxford University Press: New York.
Findlay, B. 2003, How to write psychology laboratory reports and essays, (3rd ed.). Frenchs Forest:
Prentice Hall.
Francis, R. 1999, Ethics for psychologists: A handbook, Leicester: British Psychological Society.
Gravetter, F. J. & Wallnau, L. B. 2004, Statistics for the behavioural sciences, (6th ed.)
Wadsworth/Thomson, Belmont, CA.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Harari, P., Legge, K. 2001, Psychology And Health, Heinemann themes in psychology, Heinemann
Educational Publishers, Portsmouth, NH.
Iersel, H. 2005, Nelson Psychology: VCE units 3 & 4. Thomson Learning, Southbank, Vic.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Mook, D. 2004, Classic Experiments In Psychology. Greenwood Press, Westport, Connecticut.
Neuman, W. L. & Kreuger, L, W. 2003, Social Work Research Methods: Qualitative and Quantitative
Approaches. Allyn and Bacon, Boston.
Slater, L. 2004, Openin Skinner’s Box: Great Psychological Experiments Of The Twentieth Century.
Bloomsbury, London.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Websites
A2Z Psychology Resources (on line), 2010
< http://www.a2zpsychology.com/ >
American Psychological Association (on line), 2010
< http://www.apa.org/ >
BBC Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/tv/humansenses/ >
100
Board Endorsed December 2010 – Amended May 2015
Current Topics in Psychology – Dr Michael Fenichel (Highly recommended) (on line), 2010
< http://www.fenichel.com/Current.shtml >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Discovering Psychology (on line), 2010
< http://www.learner.org/resources/series138.html >
Discovering Psychology Video on demand (on line), 2010
< http://www.learner.org >
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
All About Psychology (on line), 2010
<http://www.all-about-psychology.com/>
These were accurate at time of publication.
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Sensation, Perception and Consciousness
Value 1.0
This unit combines Sensation and Perception 0.5 with Consciousness 0.5.
Prerequisites
Nil
Unit Specific Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how
they apply to real life situations
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Investigate the processes of sensation and
perception.
Critically analyse and evaluate the processes
of sensation and perception.
Investigate the function of the central
nervous system in relation to consciousness.
Investigate the function of the central
nervous system in relation to consciousness.
Investigate the nature of consciousness.
Critically analyse and evaluate the nature of
consciousness.
Content
*Denotes optional aspects of the topic
Sensation (Biological perspective)




The five senses
Detection and thresholds
Adaptation and attention
Pain control
Perceiving (Cognitive perspective)





*
Perceptual constancies
Perceptual learning
Illusions
Ambiguous figures, impossible perspectives e.g. Escher,
Factors influencing what is perceived (e.g. Gestalt,)
o
cultural differences
o
expectations e.g. eye witness testimonies, ‘rat man’ example
o
gender differences
Parapsychology (ESP, telepathy, clairvoyance, etc)
The Nervous System



The physiology of the brain and the nervous system
Left and right hemispheres
Brain mapping
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Board Endorsed December 2010 – Amended May 2015

Consciousness
Consciousness


The nature of consciousness (i.e. mind-body duality)
Continuum of consciousness and its experiences
Altered States of Consciousness
* Sleep
* Sensory deprivation
* Dreaming
* Hypnosis
* Meditation
* Drugs
* Out of body experiences
* Daydreaming
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to Pages 21-22
Specific Unit Resources
Books
Clarke, V & Gillet, S. 2001, VCE Psychology for Units 3 and 4, Nelson, Melbourne.
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Eysenck, Michael W.; Keane Mark T. 2005, Cognitive psychology: a student's handbook. 5th ed.
Psychology Press, Hove, East Sussex.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Iersel, H. 2005, Nelson Psychology: VCE units 3 & 4. Thomson Learning, Southbank, Vic.
May, M. 2007, Sensation Perception. Facts on File, New York.
McInerney, D. M.; McInerney, V. 2002, Education Psychology: constructing learning. Prentice Hall,
French’s Forest.
Morris C. Maisto A. 2005, Psychology: an introduction. 12th ed. Prentice Hall, Upper Saddle River, N.J.
Myers , D. G. 2001, Psychology: Myers in modules. (6th ed). Worth, New York.
Rawlings, M.; Skouteris, H.; Whitechurch, R. 2007, Heinemann psychology. (2nd ed). Heinemann, Port
Melbourne.
Schiffman, H. R. 2007, Sensation and perception: an integrated approach. Wiley, Hoboken, NJ.
Sternberg, R.J. 2001, In Search of the Human Mind, 3rd Edn. Harcourt College, Sydney.
Tebbel, Cyndi. 2000, The body snatchers: how the media shapes women. Finch, Sydney.
Audio/Visual
Discovering Psychology (TV Series) 1989:
The Human Body (TV series), 1998, BBC.
103
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Catalyst - Body Clock (ABC series) 4 September 2008, ABC. Available online:
<http://www.abc.net.au/catalyst/stories/2351893.htm>
Four Corners: Eyes Wide Open (TV series) 2007, ABC. Available online:
<http://www.abc.net.au/4corners/content/2007/s2000881.htm>
Catalyst - Hypnosis (ABC series) 18 August 2005, ABC. Available online:
<http://www.abc.net.au/catalyst/stories/s1440855.htm>
28 Days (DVD) 2000, Columbia Pictures.
Altered States (DVD) 1980, Warner Bros. Pictures.
Barfly (DVD) 1987, Golan-Globus Productions.
Clean and Sober (DVD) 1988, Warner Bros. Pictures.
Curse of the Jade Scorpion (DVD) 2001, DreamWorks Pictures.
Insomnia (DVD) 2002, Alcon Entertainment.
Postcards from the Edge (DVD) 1990, Columbia Pictures.
Shallow Hal (DVD) 2001, Twentieth Century Fox.
When a Man Loves a Woman (DVD) 1994, Touchstone Pictures.
Web sites
Allpsych (on line), 2010
< http://allpsych.com >
American Psychological Association (on line), 2010
< http://www.apa.org/ >
Athabasca University Centre for Psychology Resources (on line), 2010
< http://psych.athabascau.ca >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
The British Psychological Society (on line), 2010
< http://www.bps.org.uk/ >
BBC Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/tv/humansenses/ >
These were accurate at time of publication.
104
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Cognitive & Sociocultural Behaviour
Value 1.0
This unit combines Cognitive Approaches to Behaviour 0.5 with Sociocultural Approaches to Behaviour 0.5.
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how they
apply to real life situations
Critically evaluate the assumptions, applications
and limitations of psychological research and
literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Develop communication skills and an
awareness of the conventions of the discipline
Develop effective communication skills relevant
to the conventions of the discipline
Develop an understanding of the extent to
which cognitive influences explain human
behaviour
Critically analyse and evaluate the extent to
which cognitive influences explain human
behaviour
Content
*Denotes optional aspects of the topic
Cognitive

General concepts
o Definitions
o Principles
o Research methods
o Ethics
* e.g. mental representations guide behaviour, mental processes can be scientifically
investigated
* theories/studies
* e.g. experiments, observations, interviews

Cognitive processes
o Schema theory
o Models or theories of cognitive processes
o Biological factors that affect cognitive processes
o Effect of social/cultural factors on cognitive processes
o Reliability of cognitive processes
* Research studies
105
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*
*
*
*

Research studies, and two of the following: e.g. memory, perception, language, decision
making,
e.g. Alzheimer’s disease, brain damage, sleep deprivation
e.g. education, video games and attention, carpentered-world hypothesis
research studies, e.g. reconstructive memory, perception/visual illusions, decision
making/heuristics
Cognition and Emotion
o Extent that cognitive and biological factors interact in emotion
o How emotion may affect cognitive processes
* e.g. two factor theory, arousal theory, Lazarus’ theory of appraisal
* e.g. state dependent memory, flashbulb memory, affective filters
Socio-cultural

General concepts
o Definitions
o Principles
o Research methods
o Ethics
* Social/cultural environment influences individual behaviour; we want connectedness with,
and a sense of belonging to, others; we construct our conceptions of the individual and the
social self
* Theories/studies
* e.g. participant/naturalistic observation, interviews, case studies

Socio-cultural cognition
o How situational and dispositional factors explain behaviour
o Attribution errors
o Social identity theory
o Formation of stereotypes, and how it affects behaviour
* e.g. FAE, illusory correlation, self-serving bias
* research studies

Social norms
o Social learning theory
o Compliance techniques
o Conformity
* research studies, e.g. Bandura
* e.g. reciprocity, foot-in-the-door, lowballing
* conforming to group norms, factors influencing conformity, group norms, risky shift,
minority influence

Cultural norms
o Definition of “culture” and “cultural norms”
o cultural dimension effects on behaviour
o “emic” and “etic” concepts
* e.g. individualism/collectivism, power distance, uncertainty avoidance, Confucian
dynamism, masculinity/femininity
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Teaching and Learning Strategies
Refer to page 19
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Crane, J., and Hannibal, J. 2009, Psychology: Course Companion. Oxford University Press: New York.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Myers David G. 2004, Exploring Psychology, Sixth Edition, in Modules, Sixth Edition, Worth Publishers,
New York.
Plotnik, R. 2007, Introduction to Psychology, (8th Edition). Wodsworth, USA.
Plotnik, R. 2005, Test Bank For Plotnik’s Introduction To Psychology, Seventh Edition. Wodsworth, USA.
Plotnik, R. 2005, Instructor’s Resources Manual For Plotnik’s Introduction To Psychology, Seventh Edition.
Wodsworth, USA.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Van Iersel et al. 2004, Nelson Psychology VCE Units 3&4. Cengage Learning, Australia.
Whetham, P., Day, A., And Whetham, L. (Eds.) 2006, Psychology. Ibid Press: Victoria.
These were accurate at time of publication.
107
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Human Relationships, Learning and Memory
Value 1.0
This unit combines Human Relationships 0.5 with Learning and Memory 0.5.
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how they
apply to real life situations
Critically evaluate the assumptions, applications
and limitations of psychological research and
literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Develop communication skills and an
awareness of the conventions of the discipline
Develop effective communication skills relevant
to the conventions of the discipline
Develop the ability to apply and understand the Critically analyse and evaluate the extent to
extent to which biological, cognitive and socio- which biological, cognitive and socio-cultural
factors influence human relationships
cultural factors influence human relationships
Investigate theoretical approaches to learning
and memory
Critically analyse and evaluate theoretical
approaches to learning and memory
Content
*Denotes optional aspects of the topic
Social Responsibility







*
*
*
*
*
*
*
Altruism
Prosocial behaviour
Bystander Effect
Theories that explain altruism in humans
Cross-cultural differences in prosocial behaviour (research studies)
Factors in bystanderism
Arousal-cost-reward model
Negative-state relief model, empathy-altruism model
Kin selection theory,
Reciprocal altruism theory,
Bateson and Darley, 1973
John Rabe: A good Nazi?
Social exchange theory, arousal-cost-reward model
The role of social norms
108
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Interpersonal relationships






Biological, psychological and social origins of attraction
Theoretical models
Theories of love
Role of communication in maintaining relationships
Importance of culture in forming and maintaining relationships
Why relationships change or end
* Hormones,
* Evolution
* Cognition
* Keisler and Baral, 1970
* Reciprocity
* Culture
* Social penetration theory
* Self-disclosure
* Buss, 194
* Social exchange theory, equity theory, patterns of accommodation
Violence



Biological, cognitive and sociocultural explanations of the origins of violence
Effectiveness of strategies for reducing violence
Effects of short-term and long-term exposure to violence
*
Hormones, neurotransmitters, brain structure; schemas, information processing, cultivation
theory; power differences, deindividuation theory, social identity theory, self categorisation,
power elations
*
*
*
*
*
Baumeister and Bushman, 1998
Zimbado, 1969
Case study: bullying
Empathy: “virtual reality”, social skills
Impact of bullying, support structures
Theories of Learning




*
Classical conditioning (e.g. Pavlov; Watson)
Operant conditioning (e.g. Thorndike; Skinner)
Social learning theories (e.g. Bandura)
Behaviour modification using learning theories
Modern theories of learning and education (e.g. deBono; Vygotsky)
Memory





Processes
Interaction of sensory, short term and long term memory
Unusual memories
Flashbulb memories
Tips for improving memory
109
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




Eyewitness testimonies
Forgetting and retention; repressed memories
Different studying strategies
Mnemonic devices
Issues (e.g.. hypnosis, polygraph, false memories)
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Clarke, V & Gillet, S. 2001, VCE Psychology for Units 3 and 4, Nelson, Melbourne.
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Crane, J., and Hannibal, J. 2009, Psychology: Course Companion. Oxford University Press: New York.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Harari, P., Legge, K. 2001, Psychology And Health, Heinemann themes in psychology, Heinemann
Educational Publishers, Portsmouth, NH.
Iersel, H. 2005, Nelson Psychology: VCE units 3 & 4. Thomson Learning, Southbank, Vic.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Mook, D. 2004, Classic Experiments In Psychology. Greenwood Press, Westport, Connecticut.
Plotnik, R. 2007, Introduction to Psychology, (8th Edition). Wodsworth, USA.
Plotnik, R. 2005, Test Bank For Plotnik’s Introduction To Psychology, Seventh Edition. Wodsworth, USA.
Plotnik, R. 2005, Instructor’s Resources Manual For Plotnik’s Introduction To Psychology, Seventh Edition.
Wodsworth, USA.
Skouteris, H. et al. 2004, Heinemann Psychology One. Second edition. Reed, Melbourne.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Whetham, P., Day, A., And Whetham, L. (Eds.) 2006, Psychology. Ibid Press: Victoria.
Audio-visual materials
A Clockwork Orange 1962 (DVD) Warner Bros. Pictures.
Born on the Fourth of July 1989 (DVD) Ixtlan.
Bowling For Columbine 2002 (DVD) Alliance Atlantis Communications
Dead Again 1991 (DVD) Paramount Pictures
Dolores Claiborne 1995 (DVD) Castle Rock Entertainment.
Discovering Psychology 2006 (DVD) Marcom Projects.
110
Board Endorsed December 2010 – Amended May 2015
50 first Dates 2004 (DVD) Columbia Pictures Corporation.
Free Willy 1993 (DVD) Warner Bros. Pictures.
Liar Liar 1997 (DVD) Universal Pictures.
Memento 2000 (DVD) Newmarket Capital Group.
Memory 1993 (DVD) ABC.
Prince of Tides 1991 (DVD) Columbia Pictures Corporation.
The Human Body 1998 (DVD) ABC.
The Majestic 2001 (DVD) Castle Rock Entertainment.
The Miracle Worker 1962 (DVD) Playfilm Productions.
Total Recall 1990 (DVD) TriStar Pictures.
What about Bob? 1991 (DVD) Touchstone Pictures.
Websites
A2Z Psychology Resources (on line), 2010
< http://www.a2zpsychology.com/ >
All About Psychology (on line), 2010
<http://www.all-about-psychology.com/>
American Psychological Association (on line), 2010
< http://www.apa.org/ >
BBC Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/tv/humansenses/ >
Current Topics in Psychology – Dr Michael Fenichel (Highly recommended) (on line), 2010
< http://www.fenichel.com/Current.shtml >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Discovering Psychology (on line), 2010
< http://www.learner.org/resources/series138.html >
Discovering Psychology Video on demand (on line), 2010
< http://www.learner.org >
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
These were accurate at time of publication.
111
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Learning, Memory & Infancy to Childhood
Value 1.0
This unit combines Learning and Memory 0.5 with Infancy to Childhood 0.5.
Prerequisites
Nil
Specific Unit Goals
A Course
T Course
This unit should enable students to:
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how
they apply to real life situations
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Develop communication skills and an
awareness of the conventions of the
discipline
Develop effective communication skills
relevant to the conventions of the discipline
Investigate theoretical approaches to
learning and memory
Critically analyse and evaluate theoretical
approaches to learning and memory
Identify and discuss the nature, stages and
issues of development from conception to
the end of childhood
Critically analyse and evaluate the nature,
stages and issues of development from
conception to the end of life
Content
*Denotes optional aspects of the topic
Theories of Learning




*
Classical conditioning (e.g. Pavlov; Watson)
Operant conditioning (e.g. Thorndike; Skinner)
Social learning theories (e.g. Bandura)
Behaviour modification using learning theories
Modern theories of learning and education (e.g. deBono; Vygotsky)
Memory






Processes
Interaction of sensory, short term and long term memory
Unusual memories
Flashbulb memories
Tips for improving memory
Eyewitness testimonies
112
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



Forgetting and retention; repressed memories
Different studying strategies
Mnemonic devices
Issues (e.g.. hypnosis, polygraph, false memories)
Nature of Development

What is development?

Types of development and their interrelationships (physical, social, emotional, cognitive, moral)

Stages of the lifespan (prenatal, infancy….)

Perspectives of development (e.g. are we interested in commonalities or differences and
uniqueness, is it characterised by stability over time or change, gradual / continuous
development or a sequence of separate stages)

Theoretical approaches (e.g. Piaget, Erikson…)

Nature vs. Nurture (i.e. what is the relative influence of inherited / genetic factors and experience
and how do they interact)

Interaction between psychological and physiological development of brain

Longitudinal vs. cross-sectional studies and their uses/limitations

Gender issues (e.g. gender roles, stereotypes…)
Individual differences/experiences (factors affecting socialisation)

Prenatal, Birth, Neonatal

Prenatal influences (genetic and environmental)

Sensitive/critical periods

Stages of birth

Prematurity
Neonate reflexes and senses

Infancy

Caregiving

Emotional development and temperament

Social development and attachment

Physical abilities and motor development
Cognitive development and language

Childhood

Early childhood development issues

Middle childhood development issues
Late childhood development issues

Issues of Development
Choose at least one issue to explore:

Child abuse and maltreatment

IVF and related issues

Alternative family structures
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Board Endorsed December 2010 – Amended May 2015

Childcare vs. stay-at-home

Bullying

Resilience

Developing vs. developed countries:

Physical

Emotional

Social

Cognitive
Moral

Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Skouteris, H. et al. 2004, Heinemann Psychology One. Second edition. Reed, Melbourne.
Audio-visual materials
A Clockwork Orange 1962 (DVD) Warner Bros. Pictures.
Born on the Fourth of July 1989 (DVD) Ixtlan.
Bowling For Columbine 2002 (DVD) Alliance Atlantis Communications
Dead Again 1991 (DVD) Paramount Pictures
Dolores Claiborne 1995 (DVD) Castle Rock Entertainment.
Discovering Psychology 2006 (DVD) Marcom Projects.
50 first Dates 2004 (DVD) Columbia Pictures Corporation.
Free Willy 1993 (DVD) Warner Bros. Pictures.
Liar Liar 1997 (DVD) Universal Pictures.
Memento 2000 (DVD) Newmarket Capital Group.
Memory 1993 (DVD) ABC.
Prince of Tides 1991 (DVD) Columbia Pictures Corporation.
The Human Body 1998 (DVD) ABC.
114
Board Endorsed December 2010 – Amended May 2015
The Majestic 2001 (DVD) Castle Rock Entertainment.
The Miracle Worker 1962 (DVD) Playfilm Productions.
Total Recall 1990 (DVD) TriStar Pictures.
What about Bob? 1991 (DVD) Touchstone Pictures.
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Web sites
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Piaget's Theory of Cognitive Development, (on line), 2003
< http://www.edpsycinteractive.org/topics/cogsys/piaget.html > Huitt, W & Hummel, J
These were accurate at time of publication.
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Adolescence, Adulthood and Relationships Value 1.0
This unit combines Adolescence to Adulthood 0.5 with Human Relationships 0.5.
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how
they apply to real life situations
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Investigate the nature, stages and issues of
development from adolescence to old age
and death
Critically analyse and evaluate the nature,
stages and issues of development from
adolescence to old age and death
Develop communication skills and an
awareness of the conventions of the
discipline
Develop effective communication skills
relevant to the conventions of the discipline
Develop the ability to apply and understand
the extent to which biological, cognitive and
socio-cultural factors influence human
relationships
Critically analyse and evaluate the extent to
which biological, cognitive and socio-cultural
factors influence human relationships
Content
*Denotes optional aspects of the topic
The following themes and concepts should be considered if Infancy to Childhood has not been taught
 Perspectives of development (e.g. are we interested in commonalities or differences and
uniqueness, is it characterised by stability over time or change, gradual / continuous
development or a sequence of separate stages)
 Theoretical approaches (e.g. Piaget, Erikson, Kohlberg)
 Nature vs. Nurture (i.e. what is the relative influence of inherited / genetic factors and
experience and how do they interact)
 Interaction between psychological and physiological development of brain
 Longitudinal vs. cross-sectional studies and their uses/limitations
 Gender issues (e.g. gender roles, stereotypes…)
Adolescence




Physical development
Cognitive development
Social development, (identity development; roles; peer pressure; relationships; risk-taking)
Moral development
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 Decision making
 Sexuality
 Gender differences
Adulthood and Ageing





Physical changes (maturation, menopause etc)
Cognitive changes
Social changes (changing nature of relationships, employment , retirement etc)
Theories; e.g. Erikson
Death and dying
Issues
*
*
Life expectancy and ageing in developing versus developed countries
Quality of life and ageing e.g. expectations of baby boomers compared with earlier generations
Social Responsibility







*
*
*
*
*
*
*
Altruism
Prosocial behaviour
Bystander Effect
Theories that explain altruism in humans
Cross-cultural differences in prosocial behaviour (research studies)
Factors in bystanderism
Arousal-cost-reward model
Negative-state relief model, empathy-altruism model
Kin selection theory,
Reciprocal altruism theory,
Bateson and Darley, 1973
John Rabe: A good Nazi?
Social exchange theory, arousal-cost-reward model
The role of social norms
Interpersonal relationships






*
*
*
*
*
*
Biological, psychological and social origins of attraction
Theoretical models
Theories of love
Role of communication in maintaining relationships
Importance of culture in forming and maintaining relationships
Why relationships change or end
Hormones,
Evolution
Cognition
Keisler and Baral, 1970
Reciprocity
Culture
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*
*
*
*
Social penetration theory
Self-disclosure
Buss, 194
Social exchange theory, equity theory, patterns of accommodation
Violence



Biological, cognitive and sociocultural explanations of the origins of violence
Effectiveness of strategies for reducing violence
Effects of short-term and long-term exposure to violence
*
Hormones, neurotransmitters, brain structure; schemas, information processing, cultivation
theory; power differences, deindividuation theory, social identity theory, self categorisation,
power elations
*
*
*
*
*
Baumeister and Bushman, 1998
Zimbado, 1969
Case study: bullying
Empathy: “virtual reality”, social skills
Impact of bullying, support structures
Teaching and Learning Strategies
Refer to page 19
Assessment Task Types
Refer to pages 21-22
118
Board Endorsed December 2010 – Amended May 2015
Specific Unit Resources
Books
Clarke, V & Gillet, S. 2001, VCE Psychology for Units 3 and 4, Nelson, Melbourne.
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Crane, J., and Hannibal, J. 2009, Psychology: Course Companion. Oxford University Press: New York.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Harari, P., Legge, K. 2001, Psychology And Health, Heinemann themes in psychology, Heinemann
Educational Publishers, Portsmouth, NH.
Iersel, H. 2005, Nelson Psychology: VCE units 3 & 4. Thomson Learning, Southbank, Vic.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Mook, D. 2004, Classic Experiments In Psychology. Greenwood Press, Westport, Connecticut.
Plotnik, R. 2005, Instructor’s Resources Manual For Plotnik’s Introduction To Psychology, Seventh Edition.
Wodsworth, USA.
Plotnik, R. 2005, Test Bank For Plotnik’s Introduction To Psychology, Seventh Edition. Wodsworth, USA.
Plotnik, R. 2007, Introduction to Psychology, (8th Edition). Wodsworth, USA.
Van Iersel et al. 2004, Nelson Psychology VCE Units 3&4. Cengage Learning, Australia.
Whetham, P., Day, A., And Whetham, L. (Eds.) 2006, Psychology. Ibid Press: Victoria.
Audio Visual Material
Discovering Psychology (TV Series) 1989:
Websites
A2Z Psychology Resources (on line), 2010
< http://www.a2zpsychology.com/ >
All About Psychology (on line), 2010
<http://www.all-about-psychology.com/>
American Psychological Association (on line), 2010
< http://www.apa.org/ >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
BBC Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/tv/humansenses/ >
Current Topics in Psychology – Dr Michael Fenichel (Highly recommended) (on line), 2010
< http://www.fenichel.com/Current.shtml >
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Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Discovering Psychology (on line), 2010
< http://www.learner.org/resources/series138.html >
Discovering Psychology Video on demand (on line), 2010
< http://www.learner.org >
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
These were accurate at the time of publication.
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Board Endorsed December 2010 – Amended May 2015
Health Psychology & Motivation & Emotion
Value 1.0
This unit combines Health Psychology 0.5 with Motivation and Emotion 0.5.
Prerequisites
Nil
Specific Unit Goals:
A Course
T Course
This unit should enable students to:
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how
they apply to real life situations
Investigate the biological, psychological and
social aspects of health and wellbeing
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Critically analyse and evaluate the biological,
psychological and social aspects of health
and wellbeing
Develop effective communication skills
relevant to the conventions of the discipline
Develop communication skills and an
awareness of the conventions of the
discipline
Investigate the concepts and underlying
factors concerning motivation and emotion
Critically analyse and evaluate the concepts
and underlying factors concerning
motivation and emotion
Content
*Denotes optional aspects of the topic
Overview


Biological versus bio-psychosocial approach to health (Mind and Body duality)
How biological, cognitive and socio-cultural factors influence health-related behaviour
Models of health behaviours
e.g. health belief model, theory of reasoned action, stages of change model
Models for behaviour change
e.g. cognitive behavioural therapy
Health issues
* Contributing factors
* Consequences
* Treatment
* Risk-taking behaviours such as unsafe sex, self-harm, binge drinking
* Smoking
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*
*
*
*
*
Skin cancer
Obesity
Eating disorders including, but not limited to, anorexia, bulimia, binge eating disorder
Drug addiction
Alcoholism
Stress and coping




Types of stress
Physiological, psychological and social aspects of stress
Measuring stress: Holmes and Rahe
Stress management
*
Positive Psychology
* Seligman
*
Illness and health care
* Becoming a patient
* Illness behaviour and sick-role behaviour
* Hospitalisation and stress
* Rehabilitation
The Nature of Motivation


*

*

*
Definition of motive, need, drive and instinct
Biological vs. social motives
Unconscious motives
Motivation and achievement
Levels of motivation (e.g.. the Yerkes Dodson Law)
Intrinsic and extrinsic motivation
Demotivation
Theoretical Approaches

*



*
*
Instinct theory
Drive reduction theory
Incentive theory
Cognitive theory
Maslow’s hierarchy
Psychodynamic approach
AJ Martin’s theory
Biological Motives


Hunger
Sex
Learned Motives


*
Affiliation
Achievement
Power
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The Nature of Emotions


*
Primary and secondary emotions
Brain and emotion
Theories of love (e.g. Sternberg)
Communicating emotions


*
Non-verbal communication (e.g. facial expressions; tone of voice; body language)
Gender/cultural differences
Faking emotion (e.g. lying and deception)
Theoretical Approaches



James-Lange; Cannon-Bard
Schachter’s Cognitive theory
Facial Feedback Hypothesis
Emotional Intelligence

*
Changing values emphasis on EQ versus IQ
Emotional resilience and youth
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Boll, T.J, Johnson, S. B, Perry, N, & Rozensky, R. H. 2002, Handbook of Clinical Health Psychology: Volume
1. Medical Disorders and Behavioral Applications. APA Books, Washington DC.
Caltabianco, M. I, & Sarafino, E .P. 2002, Health Psychology, Biopsychosocial interactions, Wiley, Australia.
Harari, P., Legge, K. 2001, Psychology And Health, Heinemann themes in psychology, Heinemann
Educational Publishers, Portsmouth, NH.
Healey, J. (ed) 2008, Women's health and wellbeing Issues in society, Vol. 275, Spinney Press, Thirroul,
NSW.
Healey, J. (ed) 2008, Men’s health and wellbeing, Issues in society, Vol 274, Spinney Press, Thirroul, NSW.
Jones, K. 2003, Health and human behaviour, Oxford University Press, Oxford.
Lyons, A. C, Chamberlain, K. 2006, Health psychology: a critical introduction, Cambridge University Press,
Cambridge.
Munafo, M., Albery, I. 2008, Key Concepts in Health Psychology, Sage Publications, New York.
O’Connor, M.L., & Parker, E. 2001, Health Promotion: Principles and Practice in the Australian Context,
2nd edition. Allen & Unwin, NSW.
Ogden, J. 2004, Health Psychology, McGraw-Hill, Australia.
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Board Endorsed December 2010 – Amended May 2015
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Eysenck, M., Flanagan, C. 2001, Psychology for A2 Level. Psychology Press, East Sussex.
Eysenck, M., Flanagan, C. 2000, Psychology for AS Level. Psychology Press, East Sussex.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Skouteris, H. et al. 2004, Heinemann Psychology One. Second edition. Reed, Melbourne.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Audiovisual Material
A Smoking Epidemic (DVD) 2006, VEA
America’s Fattest City (TV series), ABC.
Dying To Be Anorexic (DVD), 2008, SBS.
I’m A Child Anorexic (documentary), 2010, BBC (also available on Youtube)
Sicko (DVD documentary) 2007, Dog Eat Dog Films.
Super Size Me (DVD) 2004, Kathbur Pictures.
Thin (documentary) 2006, HBO. Available online: http://topdocumentaryfilms.com/thin/
Whatever! The Science Of Teens (specifically episode 2, Binging) (TV Series) 1999, ABC. Available online:
http://www.abc.net.au/tv/documentaries/interactive/whatever/
Why are thin people not fat? (documentary), 2010, SBS. Available online: http://www.documentarylog.com/d208-why-are-thin-people-not-fat/
Catalyst -The Extreme Sports Brain (TV Series) 6 March 2008, ABC. Available online:
<http://www.abc.net.au/catalyst/stories/2008/03/06/2179019.htm>
Discovering Psychology (TV Series) 1989:
Exposed (TV Series), 2005, BBC.
Sense and Sensibility (DVD) 1995, Columbia Pictures.
The Human Body (TV series), 1998, BBC.
The Human Face (TV series), 2001, BBC.
The Miracle Worker (DVD), 1962, Playfilm Productions.
Websites
Australian Better Health Initiative (on line), 2010
< http://www.measureup.gov.au/ >
Department of Health And Ageing (On Line), 2010
< http://www.drinkingnightmare.gov.au/internet/drinkingnightmare/publishing.nsf >
Eating Disorders Foundation of Victoria (on line), 2010
< http://www.eatingdisorders.org.au/ >
Heath Insite (on line), 2010
< http://www.healthinsite.gov.au/topics/Eating_Disorders >
The Butterfly Foundation (on line), 2010
< http://www.thebutterflyfoundation.org.au/ >
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The Obesity Society (on line), 2010
< http://www.obesity.org/ >
Wesley Hospital (on line), 2010
< http://www.wesleymission.org.au/centres/hospital/ >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
Pearson Prentice Hall (on line), 2010
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/mind/articles/psychology/psychology_7.shtml >
Social Psychology (on line), 2010
< http://www.psychlotron.org.uk/newResources/coreSocial.html >
These were accurate at time of publishing.
125
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Personality and Psychology of Happiness
Value 1.0
This unit combines Personality 0.5 with The Psychology of Happiness 0.5.
Significant duplication of content means this unit may not be included in addition to The Self, 0.5
Prerequisites
Nil
Specific Unit Goals
A Course
T Course
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how
they apply to real life situations
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Investigate theoretical approaches to
personality and practical applications of
personality testing.
Critically analyse and evaluate theoretical
approaches to personality and practical
applications of personality testing.
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
To examine and discuss theoretical
perspectives on happiness and wellbeing
To critically examine and discuss theoretical
perspectives on happiness and wellbeing
Demonstrate an understanding of the
biological basis of emotional behaviour and
self-awareness
To analyse and compare the biological and
cognitive basis of emotional behaviour and
self-awareness
To identify and discuss the nature of
emotional responses and the forces that
shape those responses
To critically analyse the biological and
cognitive nature of emotional responses and
the forces that shape those responses
Content
*Denotes optional aspects of the topic
What is Personality?



Individual differences
The role of heredity/ environmental influences
The concept of self (e.g.. self-schema; self-concept; self-esteem; self-definition; self-confidence;
self monitoring
Theoretical Approaches




Type/trait e.g. Eysenck, Big 5
Behaviourist e.g. Skinner, Bandura
Psychoanalytic; Freud and Neo Freudian (Adler, Horney)
Humanistic e.g. Rogers, Maslow,
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Personality testing


*
*
Surveys e.g. Myers Briggs, Eysenck, Big 5
Projective tests e.g. TAT, Rorschach
Applications e.g. career planning
Personality disorders
The biological basis of emotions



primary emotions – anger, sadness, happiness
neuroscientific studies revealing the emotional brain
trauma and emotional absence
Positive Psychology





Martin Seligman’s theory of positive psychology
Barbara Frederickson’s theory
o The Broaden-and-Build Theory of Positive Emotions
o The Broaden Hypothesis
o The Build Hypothesis
o The Undoing Hypothesis
o Positivity Ratios
Lyubomirsky’s "Construal Theory of Happiness"
Parfit’s three theories of happiness
Csikszentmihalyi’s psychology of optimal experience
Models of self and self efficacy




Self Actualisation (Maslow)
The ideal and real self (Rogers)
Positive Thinking
Self Efficacy
Measuring self efficacy
Developing and promoting strategies for self efficacy
*
*
Health and Wellbeing




*
*
*
Models of healthy selves
Neuroscience studies
Well being studies
Happiness surveys
Developing a positive attitude
The role of meditation, relaxation, leisure, gratitude
Leading a balanced lifestyle – coping with multiple demands
Stress, trauma, coping and resilience

Types of stress

Measuring stress: Holmes and Rahe

Coping with stress - Csikszentmihalyi

Coping with failure
* Coping with trauma
* Coping with grief
* Coping with depression

Developing resilience

When to seek help
127
Board Endorsed December 2010 – Amended May 2015
Developing Positive relationships with others



*


First impressions
Creating and sustaining a positive impression
Gratitude letters
Dealing with conflict
Assertive behaviours
Negotiation
Emotional Intelligence
Recognising emotional cues
Gender differences in emotional responses
o Changing values emphasis on EQ versus IQ
* Emotional resilience and youth (e.g. Japan vs. Australia vs. Netherlands: a Case Study)



Critiques of pop psychology and the self help movement
Prosocial behaviour



*

*
*
basic findings: Darley & Latane
theories: instinct, empathy, etc
factors affecting altruism
promoting global citizenship and responsible behaviour
moral behaviour and studies
gratitude
virtue
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
.
128
Board Endorsed December 2010 – Amended May 2015
Specific Unit Resources
Books
Argyle, M. 2002, The Psychology of Happiness, Meuthen, New York
Aspinwall, L. G., & Staudinger, U. M. (Eds.). (2003), A psychology of human strengths:
Fundamental questions and future directions for a positive psychology. Washington, DC: APA
Books
Bolt, M. 2004, Pursuing Human Strengths: A Positive Psychology Guide, Worth Publishing,
New York
Bryant, F.B. and Veroff, J. 2006, Savoring: A New Model of Positive Experience, Lawrence
Erlbaum Associates, London.
Carver, C.S., and Scheier, M.F. 2004, Perspectives on Personality: International edition (5th ed.) Allyn and
Bacon, New York.
Cloninger, C.R. 2004, Feeling Good: The Science of Well Being, Oxford University Press, USA.
Csikszentmihalyi, M. 1990, Flow: the Psychology of Optimal Experience, 1st edn, Penguin
Books
Csikszentmihalyi, M. 2004, Good Business: Leadership, Flow, and the Making of Meaning,
Penguin Books
Diener, E. and Eid, M. (eds.) 2006, Handbook of Multimethod Measurement in Psychology,
American Psychological Association (APA), USA
Easterbrook, G. 2003, The Progress Paradox: How Life Gets Better While People Feel Worse,
1st edn, Random House Trade, USA
Frisch, M.B. 2005, Quality of Life Therapy: Applying a Life Satisfaction Approach to Positive
Psychology and Cognitive Therapy, Wiley
Gilbert, D. 2007, Stumbling on Happiness, HarperCollins Publishers
Haidt, J. 2007, The Happiness Hypothesis, Cornerstone
Huppert, F., Baylis, N. and Keverne, B. 2005, The Science of Well-Being, Oxford University
Press, Oxford
Joseph, S. and Linley, P.A. 2004, Positive Therapy, Routledge
Keyes, C.L.M. and Haidt, J. (eds.) 2003, Flourishing: Positive Psychology and the Life WellLived, American Psychological Association (APA), USA
Layard, R. 2005, Happiness: Lessons from a New Science, Penguin Books.
Linley, P.A. and Joseph, S. (eds.) 2004, Positive Psychology in Practice. John Wiley and Sons
Inc, N. Y.
129
Board Endorsed December 2010 – Amended May 2015
Lykken, D.T. 1999. Happiness: What Studies on Twins Show Us about Nature, Nurture, and
the Happiness Set Point
Matthews, G., Dreary, I.K., and Whiteman, M.C. 2003, Personality Traits (2nd ed.). Cambridge University
Press, Cambridge.
McMahon, D.M. 2006, Happiness: A History, Grove/Atlantic
Murray, C. 2003. Human Accomplishment: The Pursuit of Excellence in the Arts and Sciences,
800 B.C. to 1950.
Myers, D.G. 1990. Pursuit of Happiness,
Ong, A. & Van Dulmen, M. 2006, Oxford Handbook of Methods in Positive Psychology (Series
in Positive Psychology), Oxford University Press, Oxford.
Peterson, C. 2004, A Primer in Positive Psychology, Oxford University Press, Oxford.
Peterson, C. and Seligman, M.E.P. 2004, Character Strengths and Virtues: A Handbook and
Classification, Oxford University Press, Oxford.
Reivich, K. and Shatté, A. 2002, The Resilience Factor: 7 Essential, Broadway Books
Schwartz, B. 2005, The Paradox of Choice: Why More Is Less, Ecco
Seligman, Dr. M.E.P. 2002. Positive Psychology, Positive Prevention, and Positive Therapy.
Seligman, M.E.P. 2002. Authentic Happiness: Using the New Positive Psychology to Realize
Your Potential for Lasting Fulfillment, Simon & Schuster Ltd.
Seligman, M.E.P. 2006, Learned Optimism: How to Change Your Mind and Your Life, Vintage
Books USA
Sheldon, K.M. 2007, Optimal Human Being: An Integrated Multi-Level Perspective, Lawrence
Erlbaum Associates.
Snyder, C.R. and Lopez, S.J. 2007, Positive Psychology: The Scientific and Practical
Explorations of Human Strengths, Sage Publications, CA
Snyder, C.R. and Lopez, S.J. 2005, Handbook of Positive Psychology, Oxford University Press,
Oxford
Vaillant, G.E. 2002, Aging Well: Surprising Guideposts to a Happier Life from the Landmark
Harvard Study of Adult Development, Little Brown and Company
Audio Visual Material
Gallup DVD How to be Happy, with Ed Diener
Primal Instinct (series), 2004, ABC Science Unit
Shallow Hal (video) 2001, Farelly Brothers
The Human Body (DVD) 1998, BBC
130
Board Endorsed December 2010 – Amended May 2015
The Human Face (DVD) 2001, BBC
The Miracle Worker (DVD) 1962, Playfilm Productions
Web sites
Interviews with Positive Psychology Scholars (on line), 2010
http://www.reflectivehappiness.com/AboutUs/Experts.aspx
Positive Psychology Scholars (on line), 2010
http://www.reflectivehappiness.com/AboutUs/Experts.aspx
Construal Theory of Happiness (on line), 2010
http://lyubomirsky.socialpsychology.org/
Self-Handicapping and Defensive Pessimism: Predictors and Consequences from a Self-Worth
Motivation Perspective (on line), 2010
http://self.uws.edu.au/Theses/Martin/Thesis.htm
The Architecture of Happiness (on line), 2010
http://www.alaindebotton.com/
Authentic Happiness: Using the New Positive Psychology (on line), 2010
http://www.authentichappiness.sas.upenn.edu/
The Secret of Happiness (on line), 2010
http://www.biopsychiatry.com/happiness/
Flow Theory (on line), 2010
http://www.brainchannels.com/thinker/mihaly.html
Centre for Confidence and Wellbeing (on line), 2010
http://www.centreforconfidence.co.uk/
Positive Psychology Centre (on line), 2010
http://www.ppc.sas.upenn.edu/
Reflective Happiness (on line), 2010
http://www.reflectivehappiness.com
http://www.reflectivehappiness.com/AboutUs/Experts.aspxmailto:acparks@psych.upenn.edu
The Value of Positive Emotions (on line), 2010
http://www.unc.edu/peplab/publications/AMSCI_2003-07Fredrickson.pdf
The role of Positive Emotions in Positive Psychology (on line), 2010
http://www.unc.edu/peplab/publications/Fredrickson_AmPsych_01.pdf
What good are positive Emotions (on line), 2010
http://www.unc.edu/peplab/publications/Fredrickson_RGP_98.pdf
These were accurate at the time of publication.
131
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Psychological Methods and Childhood
Value 1.0
This unit combines Introduction to Psychological Methods 0.5 with Infancy to Childhood 0.5.
Significant duplication of content means this unit may not be included in addition to The Self in
Relationships, 0.5
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how they
apply to real life situations
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Develop communication skills and an
awareness of the conventions of the discipline
Develop effective communication skills relevant
to the conventions of the discipline
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Critically evaluate the assumptions, applications
and limitations of psychological research and
literature
Identify and discuss the nature, stages and
issues of development from conception to the
end of childhood
Critically analyse and evaluate the nature,
stages and issues of development from
conception to the end of life
Content
*Denotes optional aspects of the topic
Nature of Psychology

Define Psychology

Major goals of Psychology

Nature/Nurture debate

Theoretical perspectives

Classic experiments
ethical issues
Covert/overt behaviour
Historical evolution
Fields of psychology and employment
Animal and human research
*
*
*
*
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Methodology

Qualitative and Quantitative method

Strengths and limitations
Correlation /causation
 Data collection methods
 Validity and reliability
* Data collection method types
* Longitudinal studies
* Observations
* Interviews
* Objective Tests
* Projective Tests
* Case Studies
* Surveys
* Experiments

Experimental Design




*
*
*
*
*
*
*
*
*
*
*
*
Hypothesis
independent, dependent and extraneous variables
report writing conventions
Descriptive statistics
Placebo effect
Sampling/sample sizes
Control group
Experimental group
Opportunity and random sampling
Repeated measures
Independent groups design
Matched pairs
Laboratory/Field experiments
Graphs
Data collection and collation
Measures of central tendency
Nature of Development

What is development?

Types of development and their interrelationships (physical, social, emotional, cognitive, moral)

Stages of the lifespan (prenatal, infancy….)

Perspectives of development (e.g. are we interested in commonalities or differences and
uniqueness, is it characterised by stability over time or change, gradual / continuous
development or a sequence of separate stages)

Theoretical approaches (e.g. Piaget, Erikson…)

Nature vs. Nurture (i.e. what is the relative influence of inherited / genetic factors and experience
and how do they interact)

Interaction between psychological and physiological development of brain

Longitudinal vs. cross-sectional studies and their uses/limitations

Gender issues (e.g. gender roles, stereotypes…)
Individual differences/experiences (factors affecting socialisation)

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Prenatal, Birth, Neonatal

Prenatal influences (genetic and environmental)

Sensitive/critical periods

Stages of birth

Prematurity
Neonate reflexes and senses

Infancy

Caregiving

Emotional development and temperament

Social development and attachment

Physical abilities and motor development
Cognitive development and language

Childhood

Early childhood development issues

Middle childhood development issues
Late childhood development issues

Issues of Development
Choose at least one issue to explore:

Child abuse and maltreatment

IVF and related issues

Alternative family structures

Childcare vs. stay-at-home

Bullying

Resilience

Developing vs. developed countries:

Physical

Emotional

Social

Cognitive
Moral

Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
134
Board Endorsed December 2010 – Amended May 2015
Specific Unit Resources
Books
Brooks C. 2001, Pacific Grove, California, USA.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley, N.Y.
Meyers, D. 2004, Exploring Psychology, Worth, USA
Sternberg, R.J. 2001, In Search of the Human Mind, 3rd Edn. Harcourt College, Sydney.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Van Iersel et al. 2004, Nelson Psychology VCE Units 3&4. Cengage Learning, Australia.
Westen, D. 2002, Psychology Brain, Behavior and Culture. 3rd edition, Wiley & Sons, Inc.: N.Y.
Audio Visual Material
Discovering Psychology (TV Series) 1989:
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Web sites
Amoeba Web Online: Psychological Tests (on line), 2010
<http://www.vanguard.edu/Home/AcademicResources/Faculty/DougDegelman/PsychologyDirectoryAmo
ebaWeb/PsychologyResourcesOnlineTests.aspx >
American Psychological Association (on line), 2010
< http://www.apa.org/ >
American Psychological Association Monitor – monthly review of research (on line), 2010
< http://www.apa.org/monitor/ >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
Mental Health Info Source (on line), 2010
< http://www.mhsource.com/ >
135
Board Endorsed December 2010 – Amended May 2015
Piaget's Theory of Cognitive Development, (on line), 2003
< http://www.edpsycinteractive.org/topics/cogsys/piaget.html > Huitt, W & Hummel, J
Psychiatric Times Disorder Index (on line), 2010
< http://www.psychiatrictimes.com/disorder.html >
Psychology in the News (on line), 2010
< http://www.psycport.com/ >
Psychology Today Magazine (on line), 2010
< http://cms.psychologytoday.com/pto/home.php >
Society for the Teaching of Psychology (on line), 2010
< http://teachpsych.lemoyne.edu/ >
The Many Faces Of Psychological Research In The 21st Century (on line), 2001
< http://teachpsych.org/resources/e-books/faces/text/index.htm >
Pearson Prentice Hall (on line), 2010
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Time Magazine (on line), 2010
<http://www.time.com/time/>
These were accurate at the time of publication.
136
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Psychological Methods, Learning & Memory
Value 1.0
This unit combines Introduction to Psychological Methods 0.5 with Learning and Memory 0.5.
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how they
apply to real life situations
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Develop communication skills and an
awareness of the conventions of the discipline
Develop effective communication skills relevant
to the conventions of the discipline
Investigate theoretical approaches to learning
and memory
Critically analyse and evaluate theoretical
approaches to learning and memory
Content
*Denotes optional aspects of the topic
Nature of Psychology

Define Psychology

Major goals of Psychology

Nature/Nurture debate

Theoretical perspectives

Classic experiments
ethical issues
Covert/overt behaviour
Historical evolution
Fields of psychology and employment
Animal and human research
*
*
*
*
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Methodology

Qualitative and Quantitative method

Strengths and limitations
Correlation /causation
Data collection methods
 Validity and reliability
* Data collection method types
* Longitudinal studies
* Observations
* Interviews
* Objective Tests
* Projective Tests
* Case Studies
* Surveys
* Experiments


Experimental Design




*
*
*
*
*
*
*
*
*
*
*
*
Hypothesis
independent, dependent and extraneous variables
report writing conventions
Descriptive statistics
Placebo effect
Sampling/sample sizes
Control group
Experimental group
Opportunity and random sampling
Repeated measures
Independent groups design
Matched pairs
Laboratory/Field experiments
Graphs
Data collection and collation
Measures of central tendency
Theories of Learning




*
Classical conditioning (e.g. Pavlov; Watson)
Operant conditioning (e.g. Thorndike; Skinner)
Social learning theories (e.g. Bandura)
Behaviour modification using learning theories
Modern theories of learning and education (e.g. deBono; Vygotsky)
138
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Memory










Processes
Interaction of sensory, short term and long term memory
Unusual memories
Flashbulb memories
Tips for improving memory
Eyewitness testimonies
Forgetting and retention; repressed memories
Different studying strategies
Mnemonic devices
Issues (e.g.. hypnosis, polygraph, false memories)
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Brooks C. 2001, Pacific Grove, California, USA.
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley, N.Y.
Meyers, D. 2004, Exploring Psychology, Worth, USA
Skouteris, H. et al. 2004, Heinemann Psychology One. Second edition. Reed, Melbourne.
Sternberg, R.J. 2001, In Search of the Human Mind, 3rd Edn. Harcourt College, Sydney.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Van Iersel et al. 2004, Nelson Psychology VCE Units 3&4. Cengage Learning, Australia.
Westen, D. 2002, Psychology Brain, Behavior and Culture. 3rd edition, Wiley & Sons, Inc.: N.Y.
139
Board Endorsed December 2010 – Amended May 2015
Audio-visual materials
A Clockwork Orange 1962 (DVD) Warner Bros. Pictures.
Born on the Fourth of July 1989 (DVD) Ixtlan.
Bowling For Columbine 2002 (DVD) Alliance Atlantis Communications
Dead Again 1991 (DVD) Paramount Pictures
Dolores Claiborne 1995 (DVD) Castle Rock Entertainment.
Discovering Psychology (TV Series) 1989:
Discovering Psychology 2006 (DVD) Marcom Projects.
50 first Dates 2004 (DVD) Columbia Pictures Corporation.
Free Willy 1993 (DVD) Warner Bros. Pictures.
Liar Liar 1997 (DVD) Universal Pictures.
Memento 2000 (DVD) Newmarket Capital Group.
Memory 1993 (DVD) ABC.
Prince of Tides 1991 (DVD) Columbia Pictures Corporation.
The Human Body 1998 (DVD) ABC.
The Majestic 2001 (DVD) Castle Rock Entertainment.
The Miracle Worker 1962 (DVD) Playfilm Productions.
Total Recall 1990 (DVD) TriStar Pictures.
What about Bob? 1991 (DVD) Touchstone Pictures.
Web sites
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
Amoeba Web Online: Psychological Tests (on line), 2010
<http://www.vanguard.edu/Home/AcademicResources/Faculty/DougDegelman/PsychologyDirectoryAmo
ebaWeb/PsychologyResourcesOnlineTests.aspx >
American Psychological Association (on line), 2010
< http://www.apa.org/ >
American Psychological Association Monitor – monthly review of research (on line), 2010
< http://www.apa.org/monitor/ >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
Mental Health Info Source (on line), 2010
< http://www.mhsource.com/ >
Psychiatric Times Disorder Index (on line), 2010
< http://www.psychiatrictimes.com/disorder.html >
Psychology in the News (on line), 2010
140
Board Endorsed December 2010 – Amended May 2015
< http://www.psycport.com/ >
Psychology Today Magazine (on line), 2010
< http://cms.psychologytoday.com/pto/home.php >
Society for the Teaching of Psychology (on line), 2010
< http://teachpsych.lemoyne.edu/ >
The Many Faces Of Psychological Research In The 21st Century (on line), 2001
< http://teachpsych.org/resources/e-books/faces/text/index.htm >
Pearson Prentice Hall (on line), 2010
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Time Magazine (on line), 2010
<http://www.time.com/time/>
These were accurate at the time of publication.
141
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Mental Abilities & Independent Study (T Only)
Value 1.0
This unit combines Mental Abilities 0.5 with Independent Study (T) 0.5.
Prerequisites
At least three standard units in Psychology must be successfully completed before commencing this unit.
This unit (on its own or combined with the Methods of Psychology unit) must be undertaken as the final
unit of a major.
Specific Unit Goals
This unit should enable students to:
Analyse human behaviour as an outcome of influences and interactions
Critically evaluate the assumptions, applications and limitations of psychological research and
literature
Develop and apply investigative skills, knowledge and insights into psychological concepts and
research methodology, with reference to real life situations
Critically analyse and evaluate the nature and measurement of intelligence, thinking and
creativity
Understand and apply theoretical perspectives and knowledge of research methodology
Acquire extensive knowledge and understanding in a particular area of Psychology
Establish their own research problem and set guidelines through which to pursue their chosen
topic
Communicate an understanding of the specified area and report on the results in an
appropriate manner.
Content
*Denotes optional aspects of the topic
Intelligence





*





Major theorists e.g. Binet, Weschler, Sternberg, Terman, Gardner Eysenck, Spearman
Statistical approaches to normality
Definitions
Theories on the nature of intelligence
Heredity/environment
Interplay of cognition and emotions
Measurement of intelligence and IQ tests
o validity
o reliability
o standardisation
o cultural bias and cultural fairness
Multiple intelligence
Emotional intelligence e.g. Goleman
Brain studies
Specific disabilities/abilities e.g. Autism, Savants, Asperger’s syndrome
Thinking



Theoretical approaches to problem-solving and decision-making
Factors that influence problem-solving and decision-making
Creative thinking e.g. Costa – Habits of Mind, de Bono
142
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
Cognitive styles: convergent, divergent and lateral thinking
The content for the independent study will be negotiated with the teacher responsible. The subject
matter may be an extension of content previously studied by the student or may be entirely new to the
student. The emphasis will be on areas of special interest and value to the student.
Assessment items and weighting will also be negotiated. Examples include
 a research assignment
 an experimental report
 an attitude survey
 an oral presentation
In the process of completing these summative assessment pieces, students could also complete a series
of formative assessment pieces along the way. These could include:
 a journal
 a literature review
 regular discussion groups
Teaching and Learning Strategies
Teaching strategies that are particularly relevant and effective in Psychology include:
 Cooperative learning
 Scaffolding of new concepts
 Lectures/ tutorials/ seminars
 Excursions
 Guest speakers
 Use of a broad range of visual imagery
 Use of technology, e.g. web based activities, podcasting, wikis, blogs
 Research
 Surveys and questioning
 Opportunities to develop a wide range of appropriate practical skills
 Debates/Discussion
 Role plays
 Interviews
 Timelines/ mind maps/ brainstorming
 Links with a range of human and community providers/facilities.
 Case studies, journal and newspaper articles and personality profiles
 Experimental and observational research activities.
Assessment Task Types
Refer to pages 21-22
143
Board Endorsed December 2010 – Amended May 2015
Specific Unit Resources
Books
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Myers David G. 2004, Exploring Psychology, Sixth Edition, in Modules, Sixth Edition, Worth Publishers,
New York.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Van Iersel et al. 2004, Nelson Psychology VCE Units 3&4. Cengage Learning, Australia.
Argyrous, G. 2005, Statistics for Research: With a Guide to SPSS, (2nd ed), Sage, London.
Clarke, V & Gillet, S. 2001, VCE Psychology for Units 3 and 4, Nelson, Melbourne.
Coakes, S. J. & Steed, L. G. 2001, SPSS: Analysis without anguish, (Version 10.0 for Windows). Jacaranda
Wiley, Milton.
Coolican, H. 2006, Introduction to Research Methods in Psychology (3rd ed). Hodder Arnold, London.
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Crane, J., and Hannibal, J. 2009, Psychology: Course Companion. Oxford University Press: New York.
Gravetter, F. J. & Wallnau, L. B. 2004, Statistics for the behavioural sciences, (6th ed.)
Wadsworth/Thomson, Belmont, CA.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Harari, P., Legge, K. 2001, Psychology And Health, Heinemann themes in psychology, Heinemann
Educational Publishers, Portsmouth, NH.
Iersel, H. 2005, Nelson Psychology: VCE units 3 & 4. Thomson Learning, Southbank, Vic.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Mook, D. 2004, Classic Experiments In Psychology. Greenwood Press, Westport, Connecticut.
Neuman, W. L. & Kreuger, L, W. 2003, Social Work Research Methods: Qualitative and Quantitative
Approaches. Allyn and Bacon, Boston.
Slater, L. 2004, Openin Skinner’s Box: Great Psychological Experiments Of The Twentieth Century.
Bloomsbury, London.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Findlay, B. 2003, How to write psychology laboratory reports and essays, (3rd ed.). Frenchs Forest:
Prentice Hall.
Francis, R. 1999, Ethics for psychologists: A handbook, Leicester: British Psychological Society.
144
Board Endorsed December 2010 – Amended May 2015
AudioVisual Material
A Beautiful Mind (DVD) 2001, Universal Pictures.
As Good as It Gets (DVD) 1997, Tristar Pictures.
Cosi (DVD) 1996, Miramax Films.
Girl, Interrupted (DVD) 1999, 3 Art Entertainment, Columbia Pictures.
Good Will Hunting (DVD) 1997, Miramax Films.
Shine (DVD) 1996, Australian Film Finance Corporation.
Web sites
A Brief Review of Creativity (on line), 2010
< http://www.personalityresearch.org/papers/dickhut.html > Dickhut, J. E.
American Psychological Association (on line), 2010
< http://www.apa.org/ >
American Psychological Association Monitor – monthly review of research (on line), 2010
< http://www.apa.org/monitor/ >
Amoeba Web Online: Psychological Tests (on line), 2010
<http://www.vanguard.edu/Home/AcademicResources/Faculty/DougDegelman/PsychologyDirectoryAmo
ebaWeb/PsychologyResourcesOnlineTests.aspx >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
California State University 2004, What is Creativity? (on line), 2010
< http://www.csun.edu/~vcpsy00h/creativity/define.htm >
Legally Blonde Film Script (on line), 2010
< http://www.dailyscript.com/scripts/legallblonde-shooting.pdf >
Mental Health Info Source (on line), 2010
< http://www.mhsource.com/ >
Psychiatric Times Disorder Index (on line), 2010
< http://www.psychiatrictimes.com/disorder.html >
Psychology in the News (on line), 2010
< http://www.psycport.com/ >
Psychology Today Magazine (on line), 2010
< http://cms.psychologytoday.com/pto/home.php >
Why we should use Non Cognitive Variables with Graduate Students (on line), 2000
< http://www.inform.umd.edu/EdRes/Topic/Diversity/General/Reading/Sedlacek/501.html > Sedlacek,
William E.
Society for the Teaching of Psychology (on line), 2010
< http://teachpsych.lemoyne.edu/ >
145
Board Endorsed December 2010 – Amended May 2015
A2Z Psychology Resources (on line), 2010
< http://www.a2zpsychology.com/ >
All About Psychology (on line), 2010
<http://www.all-about-psychology.com/>
American Psychological Association (on line), 2010
< http://www.apa.org/ >
BBC Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/tv/humansenses/ >
Current Topics in Psychology – Dr Michael Fenichel (Highly recommended) (on line), 2010
< http://www.fenichel.com/Current.shtml >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Discovering Psychology (on line), 2010
< http://www.learner.org/resources/series138.html >
Discovering Psychology Video on demand (on line), 2010
< http://www.learner.org >
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
These were accurate at time of publication.
146
Board Endorsed December 2010 – Amended May 2015
Mental Abilities & Biological Behaviour
Value 1.0
This unit combines Mental Abilities 0.5 with Biological Approaches to Behaviour 0.5.
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how
they apply to real life situations
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Investigate the nature of intelligence,
thinking and creativity
Critically analyse and evaluate the nature
and measurement of intelligence, thinking
and creativity
Develop communication skills and an
awareness of the conventions of the
discipline
Develop effective communication skills
relevant to the conventions of the discipline
Develop an understanding of the extent to
which biological influences explain human
behaviour
Critically analyse and evaluate the extent to
which biological influences explain human
behaviour
Content
*Denotes optional aspects of the topic
Intelligence





*





Major theorists e.g. Binet, Weschler, Sternberg, Terman, Gardner Eysenck, Spearman
Statistical approaches to normality
Definitions
Theories on the nature of intelligence
Heredity/environment
Interplay of cognition and emotions
Measurement of intelligence and IQ tests
o validity
o reliability
o standardisation
o cultural bias and cultural fairness
Multiple intelligence
Emotional intelligence e.g. Goleman
Brain studies
Specific disabilities/abilities e.g. Autism, Savants, Asperger’s syndrome
147
Board Endorsed December 2010 – Amended May 2015
Thinking




Theoretical approaches to problem-solving and decision-making
Factors that influence problem-solving and decision-making
Creative thinking e.g. Costa – Habits of Mind, de Bono
Cognitive styles: convergent, divergent and lateral thinking
Biological

General concepts
o Definitions
o Principles
o Research methods
o Ethics
* e.g. patterns of behaviour can be inherited, animal research can be useful, cognitions,
emotions and behaviours are products of our physiology
* Theories and or studies
* e.g. experiments, observations, correlation studies
* Research studies

Physiology and its relationship to behaviour
o Localisation of function in the brain
o Effects of neurotransmission on human behaviour
o Explain functions of hormones on behaviour
o Effects of the environment on physiological processes
o Interaction between cognition and physiology in terms of behaviour
o Brain imaging technologies in finding relationships between biological factors and
behaviour
* Studies related (Wernicke, Broca, Sperry)
* Examples to explain this, e.g. noradrenalin on depression
* Two or more
* e.g. Jet lag on bodily rhythms, environmental stressors on reproductive mechanisms
* e.g. agnosia, amnesia
* CAT scans, PET scans, fMRIs etc

Genetics and Behaviour
o Extent that genetic inheritance influences behaviour
o Evolutionary explanation of behaviour
o Ethical considerations in research
o Studies
* Ethics in research into genetic influences on behaviour
148
Board Endorsed December 2010 – Amended May 2015
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Myers David G. 2004, Exploring Psychology, Sixth Edition, in Modules, Sixth Edition, Worth Publishers,
New York.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Van Iersel et al. 2004, Nelson Psychology VCE Units 3&4. Cengage Learning, Australia.
Crane, J., and Hannibal, J. 2009, Psychology: Course Companion. Oxford University Press: New York.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Myers David G. 2004, Exploring Psychology, Sixth Edition, in Modules, Sixth Edition, Worth Publishers,
New York.
Plotnik, R. 2007, Introduction to Psychology, (8th Edition). Wodsworth, USA.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Van Iersel et al. 2004, Nelson Psychology VCE Units 3&4. Cengage Learning, Australia.
Whetham, P., Day, A., And Whetham, L. (Eds.) 2006, Psychology. Ibid Press: Victoria.
AudioVisual Material
A Beautiful Mind (DVD) 2001, Universal Pictures.
As Good as It Gets (DVD) 1997, Tristar Pictures.
Cosi (DVD) 1996, Miramax Films.
Girl, Interrupted (DVD) 1999, 3 Art Entertainment, Columbia Pictures.
Good Will Hunting (DVD) 1997, Miramax Films.
Shine (DVD) 1996, Australian Film Finance Corporation.
149
Board Endorsed December 2010 – Amended May 2015
Web sites
A Brief Review of Creativity (on line), 2010
< http://www.personalityresearch.org/papers/dickhut.html > Dickhut, J. E.
American Psychological Association (on line), 2010
< http://www.apa.org/ >
American Psychological Association Monitor – monthly review of research (on line), 2010
< http://www.apa.org/monitor/ >
Amoeba Web Online: Psychological Tests (on line), 2010
<http://www.vanguard.edu/Home/AcademicResources/Faculty/DougDegelman/PsychologyDirectoryAmo
ebaWeb/PsychologyResourcesOnlineTests.aspx >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
California State University 2004, What is Creativity? (on line), 2010
< http://www.csun.edu/~vcpsy00h/creativity/define.htm >
Legally Blonde Film Script (on line), 2010
< http://www.dailyscript.com/scripts/legallblonde-shooting.pdf >
Mental Health Info Source (on line), 2010
< http://www.mhsource.com/ >
Psychiatric Times Disorder Index (on line), 2010
< http://www.psychiatrictimes.com/disorder.html >
Psychology in the News (on line), 2010
< http://www.psycport.com/ >
Psychology Today Magazine (on line), 2010
< http://cms.psychologytoday.com/pto/home.php >
Why we should use Non Cognitive Variables with Graduate Students (on line), 2000
< http://www.inform.umd.edu/EdRes/Topic/Diversity/General/Reading/Sedlacek/501.html > Sedlacek,
William E.
Society for the Teaching of Psychology (on line), 2010
< http://teachpsych.lemoyne.edu/ >
These were accurate at the time of publication.
150
Board Endorsed December 2010 – Amended May 2015
Motivation, Emotion, Cognitive Behaviour
Value 1.0
This unit combines Motivation and Emotion 0.5 with Cognitive Approaches to Behaviour 0.5. Significant
duplication of content means this unit may not be studied in addition to The Self, 0.5.
Prerequisites
Nil
Specific Unit Goals
A Course
T Course
This unit should enable students to:
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how
they apply to real life situations
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Develop communication skills and an
awareness of the conventions of the
discipline
Develop effective communication skills
relevant to the conventions of the discipline
Investigate the concepts and underlying
factors concerning motivation and emotion
Critically analyse and evaluate the concepts
and underlying factors concerning
motivation and emotion
Develop an understanding of the extent to
which cognitive influences explain human
behaviour
Critically analyse and evaluate the extent to
which cognitive influences explain human
behaviour
Content
*Denotes optional aspects of the topic
The Nature of Motivation


*

*

*
Definition of motive, need, drive and instinct
Biological vs. social motives
Unconscious motives
Motivation and achievement
Levels of motivation (e.g.. the Yerkes Dodson Law)
Intrinsic and extrinsic motivation
Demotivation
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Theoretical Approaches

*



*
*
Instinct theory
Drive reduction theory
Incentive theory
Cognitive theory
Maslow’s hierarchy
Psychodynamic approach
AJ Martin’s theory
Biological Motives


Hunger
Sex
Learned Motives


*
Affiliation
Achievement
Power
The Nature of Emotions


*
Primary and secondary emotions
Brain and emotion
Theories of love (e.g. Sternberg)
Communicating emotions


*
Non-verbal communication (e.g. facial expressions; tone of voice; body language)
Gender/cultural differences
Faking emotion (e.g. lying and deception)
Theoretical Approaches



James-Lange; Cannon-Bard
Schachter’s Cognitive theory
Facial Feedback Hypothesis
Emotional Intelligence

*
Changing values emphasis on EQ versus IQ
Emotional resilience and youth
Cognitive

General concepts
o Definitions
o Principles
o Research methods
o Ethics
* e.g. mental representations guide behaviour, mental processes can be scientifically
investigated
* theories/studies
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*
e.g. experiments, observations, interviews

Cognitive processes
o Schema theory
o Models or theories of cognitive processes
o Biological factors that affect cognitive processes
o Effect of social/cultural factors on cognitive processes
o Reliability of cognitive processes
* Research studies
* Research studies, and two of the following: e.g. memory, perception, language, decision
making,
* e.g. Alzheimer’s disease, brain damage, sleep deprivation
* e.g. education, video games and attention, carpentered-world hypothesis
* research studies, e.g. reconstructive memory, perception/visual illusions, decision
making/heuristics

Cognition and Emotion
o Extent that cognitive and biological factors interact in emotion
o How emotion may affect cognitive processes
* e.g. two factor theory, arousal theory, Lazarus’ theory of appraisal
* e.g. state dependent memory, flashbulb memory, affective filters
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Eysenck, M., Flanagan, C. 2001, Psychology for A2 Level. Psychology Press, East Sussex.
Eysenck, M., Flanagan, C. 2000, Psychology for AS Level. Psychology Press, East Sussex.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Skouteris, H. et al. 2004, Heinemann Psychology One. Second edition. Reed, Melbourne.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Crane, J., and Hannibal, J. 2009, Psychology: Course Companion. Oxford University Press: New York.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Myers David G. 2004, Exploring Psychology, Sixth Edition, in Modules, Sixth Edition, Worth Publishers,
New York.
Plotnik, R. 2007, Introduction to Psychology, (8th Edition). Wodsworth, USA.
Plotnik, R. 2005, Test Bank For Plotnik’s Introduction To Psychology, Seventh Edition. Wodsworth, USA.
153
Board Endorsed December 2010 – Amended May 2015
Plotnik, R. 2005, Instructor’s Resources Manual For Plotnik’s Introduction To Psychology, Seventh Edition.
Wodsworth, USA.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Van Iersel et al. 2004, Nelson Psychology VCE Units 3&4. Cengage Learning, Australia.
Whetham, P., Day, A., And Whetham, L. (Eds.) 2006, Psychology. Ibid Press: Victoria.
Audiovisual Material
Catalyst -The Extreme Sports Brain (TV Series) 6 March 2008, ABC. Available online:
<http://www.abc.net.au/catalyst/stories/2008/03/06/2179019.htm>
Discovering Psychology (TV Series) 1989:
Exposed (TV Series), 2005, BBC.
Sense and Sensibility (DVD) 1995, Columbia Pictures.
The Human Body (TV series), 1998, BBC.
The Human Face (TV series), 2001, BBC.
The Miracle Worker (DVD), 1962, Playfilm Productions.
Websites
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
Pearson Prentice Hall (on line), 2010
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/mind/articles/psychology/psychology_7.shtml >
Social Psychology (on line), 2010
< http://www.psychlotron.org.uk/newResources/coreSocial.html >
These were accurate at time of publication.
154
Board Endorsed December 2010 – Amended May 2015
Psychological Methods and Health
Value 1.0
This unit combines Introduction to Psychological Methods 0.5 with Health Psychology 0.5.
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how they
apply to real life situations
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Develop communication skills and an
awareness of the conventions of the discipline
Develop effective communication skills relevant
to the conventions of the discipline
Investigate the biological, psychological and
social aspects of health and wellbeing
Critically analyse and evaluate the biological,
psychological and social aspects of health and
wellbeing
Content
*Denotes optional aspects of the topic
Nature of Psychology

Define Psychology

Major goals of Psychology

Nature/Nurture debate

Theoretical perspectives

Classic experiments
ethical issues
Covert/overt behaviour
Historical evolution
Fields of psychology and employment
Animal and human research
*
*
*
*
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Methodology

Qualitative and Quantitative method

Strengths and limitations
Correlation /causation
Data collection methods
 Validity and reliability
* Data collection method types
* Longitudinal studies
* Observations
* Interviews
* Objective Tests
* Projective Tests
* Case Studies
* Surveys
* Experiments


Experimental Design




*
*
*
*
*
*
*
*
*
*
*
*
Hypothesis
independent, dependent and extraneous variables
report writing conventions
Descriptive statistics
Placebo effect
Sampling/sample sizes
Control group
Experimental group
Opportunity and random sampling
Repeated measures
Independent groups design
Matched pairs
Laboratory/Field experiments
Graphs
Data collection and collation
Measures of central tendency
Overview


Biological versus bio-psychosocial approach to health (Mind and Body duality)
How biological, cognitive and socio-cultural factors influence health-related behaviour
Models of health behaviours
e.g. health belief model, theory of reasoned action, stages of change model
Models for behaviour change
e.g. cognitive behavioural therapy
Health issues
* Contributing factors
* Consequences
* Treatment
* Risk-taking behaviours such as unsafe sex, self-harm, binge drinking
* Smoking
* Skin cancer
* Obesity
* Eating disorders including, but not limited to, anorexia, bulimia, binge eating disorder
156
Board Endorsed December 2010 – Amended May 2015
*
*
Drug addiction
Alcoholism
Stress and coping




Types of stress
Physiological, psychological and social aspects of stress
Measuring stress: Holmes and Rahe
Stress management
*
Positive Psychology
* Seligman
*
Illness and health care
* Becoming a patient
* Illness behaviour and sick-role behaviour
* Hospitalisation and stress
* Rehabilitation
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Boll, T.J, Johnson, S. B, Perry, N, & Rozensky, R. H. 2002, Handbook of Clinical Health Psychology: Volume
1. Medical Disorders and Behavioral Applications. APA Books, Washington DC.
Brooks C. 2001, Pacific Grove, California, USA.
Caltabianco, M. I, & Sarafino, E .P. 2002, Health Psychology, Biopsychosocial interactions, Wiley, Australia.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Harari, P., Legge, K. 2001, Psychology And Health, Heinemann themes in psychology, Heinemann
Educational Publishers, Portsmouth, NH.
Healey, J. (ed) 2008, Women's health and wellbeing Issues in society, Vol. 275, Spinney Press, Thirroul,
NSW.
Healey, J. (ed) 2008, Men’s health and wellbeing, Issues in society, Vol 274, Spinney Press, Thirroul, NSW.
Jones, K. 2003, Health and human behaviour, Oxford University Press, Oxford.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley, N.Y.
Lyons, A. C, Chamberlain, K. 2006, Health psychology: a critical introduction, Cambridge University Press,
Cambridge.
Meyers, D. 2004, Exploring Psychology, Worth, USA
Munafo, M., Albery, I. 2008, Key Concepts in Health Psychology, Sage Publications, New York.
O’Connor, M.L., & Parker, E. 2001, Health Promotion: Principles and Practice in the Australian Context,
2nd edition. Allen & Unwin, NSW.
157
Board Endorsed December 2010 – Amended May 2015
Ogden, J. 2004, Health Psychology, McGraw-Hill, Australia.
Sternberg, R.J. 2001, In Search of the Human Mind, 3rd Edn. Harcourt College, Sydney.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Van Iersel et al. 2004, Nelson Psychology VCE Units 3&4. Cengage Learning, Australia.
Westen, D. 2002, Psychology Brain, Behavior and Culture. 3rd edition, Wiley & Sons, Inc.: N.Y.
Audio Visual Material
Discovering Psychology (TV Series) 1989:
Web sites
Amoeba Web Online: Psychological Tests (on line), 2010
<http://www.vanguard.edu/Home/AcademicResources/Faculty/DougDegelman/PsychologyDirectoryAmo
ebaWeb/PsychologyResourcesOnlineTests.aspx >
American Psychological Association (on line), 2010
< http://www.apa.org/ >
American Psychological Association Monitor – monthly review of research (on line), 2010
< http://www.apa.org/monitor/ >
Australian Better Health Initiative (on line), 2010
< http://www.measureup.gov.au/ >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
Department Of Health And Ageing (On Line), 2010
< http://www.drinkingnightmare.gov.au/internet/drinkingnightmare/publishing.nsf >
Eating Disorders Foundation of Victoria (on line), 2010
< http://www.eatingdisorders.org.au/ >
Heath Insite (on line), 2010
< http://www.healthinsite.gov.au/topics/Eating_Disorders >
Mental Health Info Source (on line), 2010
< http://www.mhsource.com/ >
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
Psychiatric Times Disorder Index (on line), 2010
< http://www.psychiatrictimes.com/disorder.html >
Psychology in the News (on line), 2010
< http://www.psycport.com/ >
Psychology Today Magazine (on line), 2010
< http://cms.psychologytoday.com/pto/home.php >
158
Board Endorsed December 2010 – Amended May 2015
Society for the Teaching of Psychology (on line), 2010
< http://teachpsych.lemoyne.edu/ >
The Many Faces Of Psychological Research In The 21st Century (on line), 2001
< http://teachpsych.org/resources/e-books/faces/text/index.htm >
Pearson Prentice Hall (on line), 2010
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Time Magazine (on line), 2010
<http://www.time.com/time/>
The Butterfly Foundation (on line), 2010
< http://www.thebutterflyfoundation.org.au/ >
The Obesity Society (on line), 2010
< http://www.obesity.org/ >
Wesley Hospital (on line), 2010
< http://www.wesleymission.org.au/centres/hospital/ >
These were accurate at the time of publication.
159
Board Endorsed December 2010 – Amended May 2015
Learning, Memory & Abnormal Psychology
Value 1.0
This unit combines Learning and Memory 0.5 and Abnormal Psychology 0.5
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how
they apply to real life situations
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Develop communication skills and an
awareness of the conventions of the
discipline
Develop effective communication skills
relevant to the conventions of the discipline
Investigate different approaches to
understanding and treating behavioural and
mental disorders.
Critically analyse and evaluate different
approaches to understanding and treating
behavioural and mental disorders.
Investigate theoretical approaches to
learning and memory
Critically analyse and evaluate theoretical
approaches to learning and memory
Content
*Denotes optional aspects of the topic
Concepts of normal and abnormal




What is normal/abnormal? (e.g. approaches to normality such as statistical; cultural; deviation
from ideal
The different models (e.g. adjustment, legal, medical)
Labelling
Community perceptions of and reactions to abnormal behaviour
Specific Disorders





Psychotic disorders (e.g. schizophrenia)
Mood disorders (e.g. depression; bipolar)
Anxiety disorders (e.g. panic; phobias)
Personality disorders (e.g. borderline; anti-social; narcissistic)
Dissociative disorders (Dissociative Identity Disorder, also amnesia; fugue)
160
Board Endorsed December 2010 – Amended May 2015

Address issues of substance abuse in relation to disorders
Methods of Treatment






*
Theoretical approaches: medical (drugs); cognitive (CBT); behavioural (conditioning);
psychoanalysis
Rehabilitation
Diagnostic aids (including DSM-IV)
History of treatment (e.g. ECT; lobotomy)
Institutionalisation vs. integration
Community mental health services and support groups
Alternative treatments (e.g. scientology; yoga, meditation, ayurveda, naturopathy)
Theories of Learning




*
Classical conditioning (e.g. Pavlov; Watson)
Operant conditioning (e.g. Thorndike; Skinner)
Social learning theories (e.g. Bandura)
Behaviour modification using learning theories
Modern theories of learning and education (e.g. deBono; Vygotsky)
Memory










Processes
Interaction of sensory, short term and long term memory
Unusual memories
Flashbulb memories
Tips for improving memory
Eyewitness testimonies
Forgetting and retention; repressed memories
Different studying strategies
Mnemonic devices
Issues (e.g.. hypnosis, polygraph, false memories)
Teaching and Learning Strategies
Teaching strategies that are particularly relevant and effective in Psychology include:
 Cooperative learning
 Scaffolding of new concepts
 Lectures/ tutorials/ seminars
 Excursions
 Guest speakers
 Use of a broad range of visual imagery
 Use of technology, e.g. web based activities, podcasting, wikis, blogs
 Research
 Surveys and questioning
 Opportunities to develop a wide range of appropriate practical skills
161
Board Endorsed December 2010 – Amended May 2015







Debates/Discussion
Role plays
Interviews
Timelines/ mind maps/ brainstorming
Links with a range of human and community providers/facilities.
Case studies, journal and newspaper articles and personality profiles
Experimental and observational research activities.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Audio Visual Material (Abnormal Psychology)
Barriers of the Mind (TV Series) 1984, ABC.
Discovering Psychology (TV Series) 1989:
Fatal Attraction (video) 1987, Paramount Pictures.
I Never Promised You a Rose Garden. (DVD) 1977, Fadsin Cinema Associates.
It’s a Wonderful Life (DVD) 1946, Liberty Films.
Mr Jones. (DVD) 1993, Rastar Productions.
One Flew Over The Cuckoo's Nest (DVD) 1975, Fantasy Films.
Rainman (DVD) 1988, United Artists.
Sybil. (DVD) 1976, Lorimar Productions.
The Human Body (TV series), 1998, BBC.
Web sites (Abnormal Psychology)
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
Books (Learning & Memory)
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Skouteris, H. et al. 2004, Heinemann Psychology One. Second edition. Reed, Melbourne.
Audio-visual materials (Learning & Memory)
A Clockwork Orange 1962 (DVD) Warner Bros. Pictures.
Born on the Fourth of July 1989 (DVD) Ixtlan.
Bowling For Columbine 2002 (DVD) Alliance Atlantis Communications
162
Board Endorsed December 2010 – Amended May 2015
Dead Again 1991 (DVD) Paramount Pictures
Dolores Claiborne 1995 (DVD) Castle Rock Entertainment.
Discovering Psychology 2006 (DVD) Marcom Projects.
50 first Dates 2004 (DVD) Columbia Pictures Corporation.
Free Willy 1993 (DVD) Warner Bros. Pictures.
Liar Liar 1997 (DVD) Universal Pictures.
Memento 2000 (DVD) Newmarket Capital Group.
Memory 1993 (DVD) ABC.
Prince of Tides 1991 (DVD) Columbia Pictures Corporation.
The Human Body 1998 (DVD) ABC.
The Majestic 2001 (DVD) Castle Rock Entertainment.
The Miracle Worker 1962 (DVD) Playfilm Productions.
Total Recall 1990 (DVD) TriStar Pictures.
What about Bob? 1991 (DVD) Touchstone Pictures.
Web sites (Learning & Memory)
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
These were accurate at time of publication.
163
Board Endorsed December 2010 – Amended May 2015
Learning, Memory, Motivation and Emotion
Value 1.0
This unit combines Learning and Memory 0.5 with Motivation and Emotion 0.5.
Prerequisites
Nil
Specific Unit Goals
A Course
T Course
This unit should enable students to:
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how
they apply to real life situations
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Develop communication skills and an
awareness of the conventions of the
discipline
Develop effective communication skills
relevant to the conventions of the discipline
Investigate theoretical approaches to
learning and memory
Critically analyse and evaluate theoretical
approaches to learning and memory
Investigate the concepts and underlying
factors concerning motivation and emotion
Critically analyse and evaluate the concepts
and underlying factors concerning
motivation and emotion
Content
*Denotes optional aspects of the topic
Theories of Learning




*
Classical conditioning (e.g. Pavlov; Watson)
Operant conditioning (e.g. Thorndike; Skinner)
Social learning theories (e.g. Bandura)
Behaviour modification using learning theories
Modern theories of learning and education (e.g. deBono; Vygotsky)
164
Board Endorsed December 2010 – Amended May 2015
Memory










Processes
Interaction of sensory, short term and long term memory
Unusual memories
Flashbulb memories
Tips for improving memory
Eyewitness testimonies
Forgetting and retention; repressed memories
Different studying strategies
Mnemonic devices
Issues (e.g.. hypnosis, polygraph, false memories)
The Nature of Motivation


*

*

*
Definition of motive, need, drive and instinct
Biological vs. social motives
Unconscious motives
Motivation and achievement
Levels of motivation (e.g.. the Yerkes Dodson Law)
Intrinsic and extrinsic motivation
Demotivation
Theoretical Approaches

*



*
*
Instinct theory
Drive reduction theory
Incentive theory
Cognitive theory
Maslow’s hierarchy
Psychodynamic approach
AJ Martin’s theory
Biological Motives


Hunger
Sex
Learned Motives


*
Affiliation
Achievement
Power
The Nature of Emotions


*
Primary and secondary emotions
Brain and emotion
Theories of love (e.g. Sternberg)
165
Board Endorsed December 2010 – Amended May 2015
*
Communicating emotions


*
Non-verbal communication (e.g. facial expressions; tone of voice; body language)
Gender/cultural differences
Faking emotion (e.g. lying and deception)
Theoretical Approaches



James-Lange; Cannon-Bard
Schachter’s Cognitive theory
Facial Feedback Hypothesis
Emotional Intelligence

*
Changing values emphasis on EQ versus IQ
Emotional resilience and youth
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Eysenck, M., Flanagan, C. 2001, Psychology for A2 Level. Psychology Press, East Sussex.
Eysenck, M., Flanagan, C. 2000, Psychology for AS Level. Psychology Press, East Sussex.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Skouteris, H. et al. 2004, Heinemann Psychology One. Second edition. Reed, Melbourne.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Audio-visual materials
A Clockwork Orange 1962 (DVD) Warner Bros. Pictures.
Born on the Fourth of July 1989 (DVD) Ixtlan.
Bowling For Columbine 2002 (DVD) Alliance Atlantis Communications
Dead Again 1991 (DVD) Paramount Pictures
Dolores Claiborne 1995 (DVD) Castle Rock Entertainment.
Discovering Psychology 2006 (DVD) Marcom Projects.
166
Board Endorsed December 2010 – Amended May 2015
Exposed (TV Series), 2005, BBC.
50 first Dates 2004 (DVD) Columbia Pictures Corporation.
Free Willy 1993 (DVD) Warner Bros. Pictures.
Liar Liar 1997 (DVD) Universal Pictures.
Memento 2000 (DVD) Newmarket Capital Group.
Memory 1993 (DVD) ABC.
Prince of Tides 1991 (DVD) Columbia Pictures Corporation.
Sense and Sensibility (DVD) 1995, Columbia Pictures.
The Human Body 1998 (DVD) ABC.
The Human Face (TV series), 2001, BBC.
The Majestic 2001 (DVD) Castle Rock Entertainment.
The Miracle Worker 1962 (DVD) Playfilm Productions.
Total Recall 1990 (DVD) TriStar Pictures.
What about Bob? 1991 (DVD) Touchstone Pictures.
Web sites
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
Catalyst -The Extreme Sports Brain (TV Series) 6 March 2008, ABC. Available online:
<http://www.abc.net.au/catalyst/stories/2008/03/06/2179019.htm>
Pearson Prentice Hall (on line), 2010
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/mind/articles/psychology/psychology_7.shtml >
Social Psychology (on line), 2010
< http://www.psychlotron.org.uk/newResources/coreSocial.html >
These were accurate at time of publication.
167
Board Endorsed December 2010 – Amended May 2015
Childhood Sensation and Perception
Value 1.0
This unit combines Infancy to Childhood 0.5 with Sensation and Perception 0.5.
Significant duplication of content means this unit may not be included in addition to The Self in
Relationships, 0.5
Significant duplication of content means this unit may not be included in addition to Cognitive Approaches
to Behaviour, 0.5
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how they
apply to real life situations
Critically evaluate the assumptions, applications
and limitations of psychological research and
literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Develop communication skills and an
awareness of the conventions of the discipline
Develop effective communication skills relevant
to the conventions of the discipline
Identify and discuss the nature, stages and
issues of development from conception to the
end of childhood
Critically analyse and evaluate the nature,
stages and issues of development from
conception to the end of life
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how they
apply to real life situations
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Investigate the processes of sensation and
perception.
Critically analyse and evaluate the processes of
sensation and perception.
168
Board Endorsed December 2010 – Amended May 2015
Content
*Denotes optional aspects of the topic
Nature of Development

What is development?

Types of development and their interrelationships (physical, social, emotional, cognitive, moral)

Stages of the lifespan (prenatal, infancy….)

Perspectives of development (e.g. are we interested in commonalities or differences and
uniqueness, is it characterised by stability over time or change, gradual / continuous
development or a sequence of separate stages)

Theoretical approaches (e.g. Piaget, Erikson…)

Nature vs. Nurture (i.e. what is the relative influence of inherited / genetic factors and experience
and how do they interact)

Interaction between psychological and physiological development of brain

Longitudinal vs. cross-sectional studies and their uses/limitations

Gender issues (e.g. gender roles, stereotypes…)
Individual differences/experiences (factors affecting socialisation)

Prenatal, Birth, Neonatal

Prenatal influences (genetic and environmental)

Sensitive/critical periods

Stages of birth

Prematurity
Neonate reflexes and senses

Infancy

Caregiving

Emotional development and temperament

Social development and attachment

Physical abilities and motor development
Cognitive development and language

Childhood

Early childhood development issues

Middle childhood development issues
Late childhood development issues

Issues of Development
Choose at least one issue to explore:

Child abuse and maltreatment

IVF and related issues

Alternative family structures

Childcare vs. stay-at-home

Bullying

Resilience
169
Board Endorsed December 2010 – Amended May 2015

Developing vs. developed countries:

Physical

Emotional

Social

Cognitive
Moral

Sensation (Biological perspective)




The five senses
Detection and thresholds
Adaptation and attention
Pain control
Perceiving (Cognitive perspective)





*
Perceptual constancies
Perceptual learning
Illusions
Ambiguous figures, impossible perspectives e.g. Escher,
Factors influencing what is perceived (e.g. Gestalt,)
o
cultural differences
o
expectations e.g. eye witness testimonies, ‘rat man’ example
o
gender differences
Parapsychology (ESP, telepathy, clairvoyance, etc)
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Clarke, V & Gillet, S. 2001, VCE Psychology for Units 3 and 4, Nelson, Melbourne.
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Eysenck, Michael W.; Keane Mark T. 2005, Cognitive psychology: a student's handbook. 5th ed.
Psychology Press, Hove, East Sussex.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Iersel, H. 2005, Nelson Psychology: VCE units 3 & 4. Thomson Learning, Southbank, Vic.
May, M. 2007, Sensation Perception. Facts on File, New York.
McInerney, D. M.; McInerney, V. 2002, Education Psychology: constructing learning. Prentice Hall,
French’s Forest.
Morris C. Maisto A. 2005, Psychology: an introduction. 12th ed. Prentice Hall, Upper Saddle River, N.J.
Myers , D. G. 2001, Psychology: Myers in modules. (6th ed). Worth, New York.
170
Board Endorsed December 2010 – Amended May 2015
Rawlings, M.; Skouteris, H.; Whitechurch, R. 2007, Heinemann psychology. (2nd ed). Heinemann, Port
Melbourne.
Schiffman, H. R. 2007, Sensation and perception: an integrated approach. Wiley, Hoboken, NJ.
Sternberg, R.J. 2001, In Search of the Human Mind, 3rd Edn. Harcourt College, Sydney.
Tebbel, Cyndi. 2000, The body snatchers: how the media shapes women. Finch, Sydney.
Audio visual Material
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Discovering Psychology (TV Series) 1989:
The Human Body (TV series), 1998, BBC.
Catalyst - Body Clock (ABC series) 4 September 2008, ABC. Available online:
<http://www.abc.net.au/catalyst/stories/2351893.htm>
Four Corners: Eyes Wide Open (TV series) 2007, ABC. Available online:
<http://www.abc.net.au/4corners/content/2007/s2000881.htm>
Catalyst - Hypnosis (ABC series) 18 August 2005, ABC. Available online:
<http://www.abc.net.au/catalyst/stories/s1440855.htm>
Web sites
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Piaget's Theory of Cognitive Development, (on line), 2003
< http://www.edpsycinteractive.org/topics/cogsys/piaget.html > Huitt, W & Hummel, J
Allpsych (on line), 2010
< http://allpsych.com >
American Psychological Association (on line), 2010
< http://www.apa.org/ >
Athabasca University Centre for Psychology Resources (on line), 2010
< http://psych.athabascau.ca >
The British Psychological Society (on line), 2010
< http://www.bps.org.uk/ >
BBC Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/tv/humansenses/ >
These were accurate at the time of publication.
171
Board Endorsed December 2010 – Amended May 2015
Post Childhood and Mental Abilities
Value 1.0
This unit combines Adolescence to Adulthood 0.5 with Mental Abilities 0.5.
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how
they apply to real life situations
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Investigate the nature, stages and issues of
development from adolescence to old age
and death
Critically analyse and evaluate the nature,
stages and issues of development from
adolescence to old age and death
Investigate the nature of intelligence,
thinking and creativity
Critically analyse and evaluate the nature
and measurement of intelligence, thinking
and creativity
Content
*Denotes optional aspects of the topic
The following themes and concepts should be considered if Infancy to Childhood has not been taught
 Perspectives of development (e.g. are we interested in commonalities or differences and
uniqueness, is it characterised by stability over time or change, gradual / continuous
development or a sequence of separate stages)
 Theoretical approaches (e.g. Piaget, Erikson, Kohlberg)
 Nature vs. Nurture (i.e. what is the relative influence of inherited / genetic factors and
experience and how do they interact)
 Interaction between psychological and physiological development of brain
 Longitudinal vs. cross-sectional studies and their uses/limitations
 Gender issues (e.g. gender roles, stereotypes…)
Adolescence







Physical development
Cognitive development
Social development, (identity development; roles; peer pressure; relationships; risk-taking)
Moral development
Decision making
Sexuality
Gender differences
172
Board Endorsed December 2010 – Amended May 2015
Adulthood and Ageing





Physical changes (maturation, menopause etc)
Cognitive changes
Social changes (changing nature of relationships, employment , retirement etc)
Theories; e.g. Erikson
Death and dying
Issues
*
*
Life expectancy and ageing in developing versus developed countries
Quality of life and ageing e.g. expectations of baby boomers compared with earlier generations
Intelligence





*





Major theorists e.g. Binet, Weschler, Sternberg, Terman, Gardner Eysenck, Spearman
Statistical approaches to normality
Definitions
Theories on the nature of intelligence
Heredity/environment
Interplay of cognition and emotions
Measurement of intelligence and IQ tests
o validity
o reliability
o standardisation
o cultural bias and cultural fairness
Multiple intelligence
Emotional intelligence e.g. Goleman
Brain studies
Specific disabilities/abilities e.g. Autism, Savants, Asperger’s syndrome
Thinking




Theoretical approaches to problem-solving and decision-making
Factors that influence problem-solving and decision-making
Creative thinking e.g. Costa – Habits of Mind, de Bono
Cognitive styles: convergent, divergent and lateral thinking
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Clarke, V & Gillet, S. 2001, VCE Psychology for Units 3 and 4, Nelson, Melbourne.
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Crane, J., and Hannibal, J. 2009, Psychology: Course Companion. Oxford University Press: New York.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Harari, P., Legge, K. 2001, Psychology And Health, Heinemann themes in psychology, Heinemann
Educational Publishers, Portsmouth, NH.
173
Board Endorsed December 2010 – Amended May 2015
Iersel, H. 2005, Nelson Psychology: VCE units 3 & 4. Thomson Learning, Southbank, Vic.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Mook, D. 2004, Classic Experiments In Psychology. Greenwood Press, Westport, Connecticut.
Myers David G. 2004, Exploring Psychology, Sixth Edition, in Modules, Sixth Edition, Worth Publishers,
New York.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Van Iersel et al. 2004, Nelson Psychology VCE Units 3&4. Cengage Learning, Australia.
Audio Visual Material
Discovering Psychology (TV Series) 1989:
A Beautiful Mind (DVD) 2001, Universal Pictures.
As Good as It Gets (DVD) 1997, Tristar Pictures.
Cosi (DVD) 1996, Miramax Films.
Girl, Interrupted (DVD) 1999, 3 Art Entertainment, Columbia Pictures.
Good Will Hunting (DVD) 1997, Miramax Films.
Shine (DVD) 1996, Australian Film Finance Corporation.
Websites
A2Z Psychology Resources (on line), 2010
< http://www.a2zpsychology.com/ >
All About Psychology (on line), 2010
<http://www.all-about-psychology.com/>
American Psychological Association (on line), 2010
< http://www.apa.org/ >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
BBC Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/tv/humansenses/ >
Current Topics in Psychology – Dr Michael Fenichel (Highly recommended) (on line), 2010
< http://www.fenichel.com/Current.shtml >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Discovering Psychology (on line), 2010
< http://www.learner.org/resources/series138.html >
Discovering Psychology Video on demand (on line), 2010
< http://www.learner.org >
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
174
Board Endorsed December 2010 – Amended May 2015
A Brief Review of Creativity (on line), 2010
< http://www.personalityresearch.org/papers/dickhut.html > Dickhut, J. E.
American Psychological Association (on line), 2010
< http://www.apa.org/ >
American Psychological Association Monitor – monthly review of research (on line), 2010
< http://www.apa.org/monitor/ >
Amoeba Web Online: Psychological Tests (on line), 2010
<http://www.vanguard.edu/Home/AcademicResources/Faculty/DougDegelman/PsychologyDirectoryAmo
ebaWeb/PsychologyResourcesOnlineTests.aspx >
California State University 2004, What is Creativity? (on line), 2010
< http://www.csun.edu/~vcpsy00h/creativity/define.htm >
Legally Blonde Film Script (on line), 2010
< http://www.dailyscript.com/scripts/legallblonde-shooting.pdf >
Mental Health Info Source (on line), 2010
< http://www.mhsource.com/ >
Psychiatric Times Disorder Index (on line), 2010
< http://www.psychiatrictimes.com/disorder.html >
Psychology in the News (on line), 2010
< http://www.psycport.com/ >
Psychology Today Magazine (on line), 2010
< http://cms.psychologytoday.com/pto/home.php >
Why we should use Non Cognitive Variables with Graduate Students (on line), 2000
< http://www.inform.umd.edu/EdRes/Topic/Diversity/General/Reading/Sedlacek/501.html > Sedlacek,
William E.
Society for the Teaching of Psychology (on line), 2010
< http://teachpsych.lemoyne.edu/ >
These were accurate at the time of publication.
175
Board Endorsed December 2010 – Amended May 2015
Personality and Mental Abilities
Value 1.0
This unit combines Personality 0.5 with Mental Abilities 0.5.
Significant duplication of content means this unit may not be included in addition to The Self, 0.5
Prerequisites
Nil
Specific Unit Goals
A Course
T Course
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how
they apply to real life situations
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Investigate theoretical approaches to
personality and practical applications of
personality testing.
Critically analyse and evaluate theoretical
approaches to personality and practical
applications of personality testing.
Investigate the nature of intelligence,
thinking and creativity
Critically analyse and evaluate the nature
and measurement of intelligence, thinking
and creativity
Content
*Denotes optional aspects of the topic
What is Personality?



Individual differences
The role of heredity/ environmental influences
The concept of self (e.g.. self-schema; self-concept; self-esteem; self-definition; self-confidence;
self monitoring
Theoretical Approaches




Type/trait e.g. Eysenck, Big 5
Behaviourist e.g. Skinner, Bandura
Psychoanalytic; Freud and Neo Freudian (Adler, Horney)
Humanistic e.g. Rogers, Maslow,
Personality testing


*
*
*
Surveys e.g. Myers Briggs, Eysenck, Big 5
Projective tests e.g. TAT, Rorschach
Applications e.g. career planning
Personality disorders
176
Board Endorsed December 2010 – Amended May 2015
Intelligence





*





Major theorists e.g. Binet, Weschler, Sternberg, Terman, Gardner Eysenck, Spearman
Statistical approaches to normality
Definitions
Theories on the nature of intelligence
Heredity/environment
Interplay of cognition and emotions
Measurement of intelligence and IQ tests
o validity
o reliability
o standardisation
o cultural bias and cultural fairness
Multiple intelligence
Emotional intelligence e.g. Goleman
Brain studies
Specific disabilities/abilities e.g. Autism, Savants, Asperger’s syndrome
Thinking




Theoretical approaches to problem-solving and decision-making
Factors that influence problem-solving and decision-making
Creative thinking e.g. Costa – Habits of Mind, de Bono
Cognitive styles: convergent, divergent and lateral thinking
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22.
Specific Unit Resources
Books
Matthews, G., Dreary, I.K., and Whiteman, M.C. 2003, Personality Traits (2nd ed.). Cambridge University
Press, Cambridge.
Carver, C.S., and Scheier, M.F. 2004, Perspectives on Personality: International edition (5th ed.) Allyn and
Bacon, New York.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Myers David G. 2004, Exploring Psychology, Sixth Edition, in Modules, Sixth Edition, Worth Publishers,
New York.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Van Iersel et al. 2004, Nelson Psychology VCE Units 3&4. Cengage Learning, Australia.
177
Board Endorsed December 2010 – Amended May 2015
AudioVisual Material
A Beautiful Mind (DVD) 2001, Universal Pictures.
As Good as It Gets (DVD) 1997, Tristar Pictures.
Cosi (DVD) 1996, Miramax Films.
Girl, Interrupted (DVD) 1999, 3 Art Entertainment, Columbia Pictures.
Good Will Hunting (DVD) 1997, Miramax Films.
Shine (DVD) 1996, Australian Film Finance Corporation.
Web sites
A Brief Review of Creativity (on line), 2010
< http://www.personalityresearch.org/papers/dickhut.html > Dickhut, J. E.
American Psychological Association (on line), 2010
< http://www.apa.org/ >
American Psychological Association Monitor – monthly review of research (on line), 2010
< http://www.apa.org/monitor/ >
Amoeba Web Online: Psychological Tests (on line), 2010
<http://www.vanguard.edu/Home/AcademicResources/Faculty/DougDegelman/PsychologyDirectoryAmo
ebaWeb/PsychologyResourcesOnlineTests.aspx >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
California State University 2004, What is Creativity? (on line), 2010
< http://www.csun.edu/~vcpsy00h/creativity/define.htm >
Legally Blonde Film Script (on line), 2010
< http://www.dailyscript.com/scripts/legallblonde-shooting.pdf >
Mental Health Info Source (on line), 2010
< http://www.mhsource.com/ >
Psychiatric Times Disorder Index (on line), 2010
< http://www.psychiatrictimes.com/disorder.html >
Psychology in the News (on line), 2010
< http://www.psycport.com/ >
Psychology Today Magazine (on line), 2010
< http://cms.psychologytoday.com/pto/home.php >
Why we should use Non Cognitive Variables with Graduate Students (on line), 2000
< http://www.inform.umd.edu/EdRes/Topic/Diversity/General/Reading/Sedlacek/501.html > Sedlacek,
William E.
Society for the Teaching of Psychology (on line), 2010
< http://teachpsych.lemoyne.edu/ >
These were accurate at the time of publication.
178
Board Endorsed December 2010 – Amended May 2015
Sensation, Attitudes & Prejudice
Value 1.0
This unit combines Sensation & Perception 0.5 and Attitudes & Prejudice 0.5
Significant duplication of content means this unit may not be included in addition to Cognitive Approaches
to Behaviour, 0., The Self in Society, 0.5, and/or Sociocultural approaches to Behaviour, 0.5
Prerequisites
Nil
Unit Specific Goals
A Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
T Course
This unit should enable students to:
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and literature
Critically evaluate the assumptions, applications
and limitations of psychological research and
literature
Develop investigative skills, knowledge and insights Develop and apply investigative skills, knowledge
into psychological concepts and research
and insights into psychological concepts and
methodology, and consider how they apply to real research methodology, with reference to real life
life situations
situations
Investigate the processes of sensation and
perception.
Investigate the processes involved in the formation
and change of attitudes and how attitudes
influence behaviour.
Critically analyse and evaluate the processes of
sensation and perception.
Analyse the processes involved in the formation
and change of attitudes and how attitudes
influence behaviour.
Explore the nature of and strategies to deal with
prejudice
Critically analyse and evaluate the nature of and
strategies to deal with prejudice.
Content
*Denotes optional aspects of the topic
Sensation (Biological perspective)




The five senses
Detection and thresholds
Adaptation and attention
Pain control
Perceiving (Cognitive perspective)





*
Perceptual constancies
Perceptual learning
Illusions
Ambiguous figures, impossible perspectives e.g. Escher,
Factors influencing what is perceived (e.g. Gestalt,)
o
cultural differences
o
expectations e.g. eye witness testimonies, ‘rat man’ example
o
gender differences
Parapsychology (ESP, telepathy, clairvoyance, etc)
179
Board Endorsed December 2010 – Amended May 2015
Attitudes



Definition of attitudes
Components of attitudes (affective, behavioural, cognitive)
Functions of attitudes
Communication of attitudes








interpersonal communication
components of the communication process
non-verbal communication
proxemics (interpersonal space)
facial cues
kinesics (body movement), posture, gestures
touching
paralanguage
Attitude Formation


*
Theories of attitude formation
Social, economic, cultural and behavioural/ learning
Measuring attitudes
Behaviours, Values and Beliefs


Role of perceptions
Antisocial and pro-social behaviours
Changing attitudes


Cognitive dissonance
Persuasion
Prejudice



*
*
*
Definitions of Prejudice and discrimination
Types of prejudice
Stereotypes and stereotyping.
“isms”: racism, sexism, ageism, etc.
Discrimination: institutional, old fashioned and modern
“Robbers Cave” (Sherif)
Theoretical Approaches

*
*
*
*
*
*
*
*
Theories of prejudice (e.g. Fishburn & Ajzen)
Levels of prejudice (Allport)
Personality (Adorno)
Social Dissonance Theory
Culture clash theory
Competitiveness and prejudice, economic (Sherif)
Social Identity Theory
Social Learning Theory
Application in current affairs
180
Board Endorsed December 2010 – Amended May 2015
Counteracting prejudice and discrimination

*
*
*
*
Theories
Experiencing prejudice (Jane Elliot)
Social contact
Super-ordinate goals
“Robbers Cave” (Sherif)
Teaching and Learning Strategies
Teaching strategies that are particularly relevant and effective in Psychology include:
 Cooperative learning
 Scaffolding of new concepts
 Lectures/ tutorials/ seminars
 Excursions
 Guest speakers
 Use of a broad range of visual imagery
 Use of technology, e.g. web based activities, podcasting, wikis, blogs
 Research
 Surveys and questioning
 Opportunities to develop a wide range of appropriate practical skills
 Debates/Discussion
 Role plays
 Interviews
 Timelines/ mind maps/ brainstorming
 Links with a range of human and community providers/facilities.
 Case studies, journal and newspaper articles and personality profiles
 Experimental and observational research activities.
Assessment Task Types
Refer to pages 21-22.
Specific Unit Resources
Books
Clarke, V & Gillet, S. 2001, VCE Psychology for Units 3 and 4, Nelson, Melbourne.
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Eysenck, Michael W.; Keane Mark T. 2005, Cognitive psychology: a student's handbook. 5th ed.
Psychology Press, Hove, East Sussex.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Iersel, H. 2005, Nelson Psychology: VCE units 3 & 4. Thomson Learning, Southbank, Vic.
May, M. 2007, Sensation Perception. Facts on File, New York.
181
Board Endorsed December 2010 – Amended May 2015
McInerney, D. M.; McInerney, V. 2002, Education Psychology: constructing learning. Prentice Hall,
French’s Forest.
Morris C. Maisto A. 2005, Psychology: an introduction. 12th ed. Prentice Hall, Upper Saddle River, N.J.
Myers , D. G. 2001, Psychology: Myers in modules. (6th ed). Worth, New York.
Rawlings, M.; Skouteris, H.; Whitechurch, R. 2007, Heinemann psychology. (2nd ed). Heinemann, Port
Melbourne.
Schiffman, H. R. 2007, Sensation and perception: an integrated approach. Wiley, Hoboken, NJ.
Sternberg, R.J. 2001, In Search of the Human Mind, 3rd Edn. Harcourt College, Sydney.
Tebbel, Cyndi. 2000, The body snatchers: how the media shapes women. Finch, Sydney.
Crane, J., a nd Hannibal, J. 2009, Psychology: Course Companion. Oxford University Press: New York.
Eysenck, M., Flanagan, C. 2001, Psychology for A2 Level. Psychology Press, East Sussex.
Eysenck, M., Flanagan, C. 2000, Psychology for AS Level. Psychology Press, East Sussex.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Mook, D. 2004, Classic Experiments In Psychology. Greenwood Press, Westport, Connecticut.
Morris C. Maisto A. 2005, Psychology: an introduction. 12th ed. Prentice Hall, Upper Saddle River, N.J.
Myers , D. G. 2001, Psychology: Myers in modules. (6th ed). Worth, New York.
Myers David G. 2004, Exploring Psychology, Sixth Edition, in Modules, Sixth Edition, Worth Publishers,
New York.
Plotnik, R. 2007, Introduction to Psychology, (8th Edition). Wodsworth, USA.
Plotnik, R. 2005, Test Bank For Plonik’s Introduction To Psychology, Seventh Edition. Wodsworth, USA.
Plotnik, R. 2005, Instructor’s Resources Manual For Plotnik’s Introduction To Psychology, Seventh Edition.
Wodsworth, USA.
Rawlings, M.; Skouteris, H.; Whitechurch, R. 2007, Heinemann psychology. (2nd ed). Heinemann, Port
Melbourne.
Skouteris, H. et al. 2004, Heinemann Psychology One. Second edition. Reed, Melbourne.
Sternberg, R.J. 2001, In Search of the Human Mind, 3rd Edn. Harcourt College, Sydney.
Westen, D. 2002, Psychology Brain, Behavior and Culture. 3rd edition, Wiley & Sons, Inc.: N.Y.
Whetham, P., Day, A., And Whetham, L. (Eds.) 2006, Psychology. Ibid Press: Victoria.
Journal Articles
Vaughan, G. & Hogg, M.
Prentice Hall.
2005. Introduction to Social Psychology. 5th Ed.
Audio/Visual
Discovering Psychology (TV Series) 1989:
The Human Body (TV series), 1998, BBC.
Catalyst - Body Clock (ABC series) 4 September 2008, ABC. Available online:
<http://www.abc.net.au/catalyst/stories/2351893.htm>
182
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Four Corners: Eyes Wide Open (TV series) 2007, ABC. Available online:
<http://www.abc.net.au/4corners/content/2007/s2000881.htm>
Catalyst - Hypnosis (ABC series) 18 August 2005, ABC. Available online:
<http://www.abc.net.au/catalyst/stories/s1440855.htm>
Web sites
Allpsych (on line), 2010
< http://allpsych.com >
American Psychological Association (on line), 2010
< http://www.apa.org/ >
Athabasca University Centre for Psychology Resources (on line), 2010
< http://psych.athabascau.ca >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
The British Psychological Society (on line), 2010
< http://www.bps.org.uk/ >
BBC Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/tv/humansenses/ >
A2Z Psychology Resources (on line), 2010
< http://www.a2zpsychology.com/ >
All About Psychology (on line), 2010
<http://www.all-about-psychology.com/>
All Psych – The Virtual Psychology Classroom (on line), 2010
< http://allpsych.com/ >
All Psych Online Psychology Tests (on line), 2010
< http://allpsych.com/tests/index.html >
All the Tests (on line), 2010
< http://www.allthetests.com/ >
American Psychological Association (on line), 2010
< http://www.apa.org/ >
American Psychological Association Monitor – monthly review of research (on line), 2010
< http://www.apa.org/monitor/ >
American Psychology Society Teaching Resources (on line), 2010
< http://psych.hanover.edu/aps/teaching.html >
183
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Amoeba Web Online: Psychological Tests (on line), 2010
<http://www.vanguard.edu/Home/AcademicResources/Faculty/DougDegelman/PsychologyDirectoryAmo
ebaWeb/PsychologyResourcesOnlineTests.aspx >
APA Statistics Division (on line), 2010
< http://www.apa.org/divisions/div5/teachstats.html >
Athabasca University Centre for Psychology Resources (on line), 2010
< http://psych.athabascau.ca >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
BBC Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/tv/humansenses/ >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Discovering Psychology Video on demand (on line), 2010
< http://www.learner.org >
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
Pearson Prentice Hall (on line), 2010
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Psychologist World (on line), 2010
< http://www.psychologistworld.com/
Psychology at Suite101 (on line), 2010
< http://www.suite101.com/psychology >
Psychology Central resources (on line), 2010
< http://psychcentral.com/resources/ >
Psychology Daily (on line), 2010
< http://www.planetpsych.com/ >
Psychology Exchange – a site with free downloadable materials (on line), 2010
< http://www.psychexchange.co.uk/ >
Psychology in the News (on line), 2010
< http://www.psycport.com/ >
Psychology Research Projects (on line), 2010
< http://amasci.com/scifair/psych.html >
Psychology Resources for Teaching Social Psychology (on line), 2010
< http://jonathan.mueller.faculty.noctrl.edu/crow/ >
Psychology Today Magazine (on line), 2010
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< http://cms.psychologytoday.com/pto/home.php >
Psychwatch News – Current Research (on line), 2010
< http://www.psychwatch.com/news.htm >
Social Psychology (on line), 2010
< http://www.psychlotron.org.uk/newResources/coreSocial.html >
Society for the Teaching of Psychology (on line), 2010
< http://teachpsych.lemoyne.edu/ >
The British Medical Journal (on line), 2010
< http://www.bmj.com/ >
The British Psychological Society (on line), 2010
< http://www.bps.org.uk/ >
The Human Zoo – Brief Encounters parts 1 – 5 (on line), 2010
< http://www.youtube.com/watch?v=DRJAqKAGAB0&feature=related >
The Psychiatric Times (on line), 2010
< http://www.psychiatrictimes.com/home >
These were accurate at time of publication.
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Sensation, Perception, Learning and Memory
Value 1.0
This unit combines Sensation and Perception 0.5 with Learning and Memory 0.5.
Significant duplication of content means this unit may not be included in addition to Cognitive Approaches
to Behaviour, 0.5
Prerequisites
Nil
Unit Specific Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how
they apply to real life situations
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Investigate the processes of sensation and
perception.
Critically analyse and evaluate the processes
of sensation and perception.
Develop communication skills and an
awareness of the conventions of the
discipline
Develop effective communication skills
relevant to the conventions of the discipline
Investigate theoretical approaches to
learning and memory
Critically analyse and evaluate theoretical
approaches to learning and memory
Content
*Denotes optional aspects of the topic
Sensation (Biological perspective)




The five senses
Detection and thresholds
Adaptation and attention
Pain control
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Perceiving (Cognitive perspective)





*
Perceptual constancies
Perceptual learning
Illusions
Ambiguous figures, impossible perspectives e.g. Escher,
Factors influencing what is perceived (e.g. Gestalt,)
o
cultural differences
o
expectations e.g. eye witness testimonies, ‘rat man’ example
o
gender differences
Parapsychology (ESP, telepathy, clairvoyance, etc)
Theories of Learning




*
Classical conditioning (e.g. Pavlov; Watson)
Operant conditioning (e.g. Thorndike; Skinner)
Social learning theories (e.g. Bandura)
Behaviour modification using learning theories
Modern theories of learning and education (e.g. deBono; Vygotsky)
Memory










Processes
Interaction of sensory, short term and long term memory
Unusual memories
Flashbulb memories
Tips for improving memory
Eyewitness testimonies
Forgetting and retention; repressed memories
Different studying strategies
Mnemonic devices
Issues (e.g.. hypnosis, polygraph, false memories)
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
187
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Specific Unit Resources
Books
Clarke, V & Gillet, S. 2001, VCE Psychology for Units 3 and 4, Nelson, Melbourne.
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Eysenck, Michael W.; Keane Mark T. 2005, Cognitive psychology: a student's handbook. 5th ed.
Psychology Press, Hove, East Sussex.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Iersel, H. 2005, Nelson Psychology: VCE units 3 & 4. Thomson Learning, Southbank, Vic.
May, M. 2007, Sensation Perception. Facts on File, New York.
McInerney, D. M.; McInerney, V. 2002, Education Psychology: constructing learning. Prentice Hall,
French’s Forest.
Morris C. Maisto A. 2005, Psychology: an introduction. 12th ed. Prentice Hall, Upper Saddle River, N.J.
Myers , D. G. 2001, Psychology: Myers in modules. (6th ed). Worth, New York.
Rawlings, M.; Skouteris, H.; Whitechurch, R. 2007, Heinemann psychology. (2nd ed). Heinemann, Port
Melbourne.
Schiffman, H. R. 2007, Sensation and perception: an integrated approach. Wiley, Hoboken, NJ.
Skouteris, H. et al. 2004, Heinemann Psychology One. Second edition. Reed, Melbourne.
Sternberg, R.J. 2001, In Search of the Human Mind, 3rd Edn. Harcourt College, Sydney.
Tebbel, Cyndi. 2000, The body snatchers: how the media shapes women. Finch, Sydney.
Audio-visual materials
A Clockwork Orange 1962 (DVD) Warner Bros. Pictures.
Catalyst - Body Clock (ABC series) 4 September 2008, ABC. Available online:
<http://www.abc.net.au/catalyst/stories/2351893.htm>
Born on the Fourth of July 1989 (DVD) Ixtlan.
Bowling For Columbine 2002 (DVD) Alliance Atlantis Communications
Dead Again 1991 (DVD) Paramount Pictures
Dolores Claiborne 1995 (DVD) Castle Rock Entertainment.
Discovering Psychology 2006 (DVD) Marcom Projects.
50 first Dates 2004 (DVD) Columbia Pictures Corporation.
Free Willy 1993 (DVD) Warner Bros. Pictures.
Four Corners: Eyes Wide Open (TV series) 2007, ABC. Available
online:
<http://www.abc.net.au/4corners/content/2007/s2000881.htm>
Liar Liar 1997 (DVD) Universal Pictures.
Memento 2000 (DVD) Newmarket Capital Group.
188
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Memory 1993 (DVD) ABC.
Prince of Tides 1991 (DVD) Columbia Pictures Corporation.
The Human Body 1998 (DVD) ABC.
The Majestic 2001 (DVD) Castle Rock Entertainment.
The Miracle Worker 1962 (DVD) Playfilm Productions.
Total Recall 1990 (DVD) TriStar Pictures.
What about Bob? 1991 (DVD) Touchstone Pictures.
Web sites
Allpsych (on line), 2010
< http://allpsych.com >
American Psychological Association (on line), 2010
< http://www.apa.org/ >
Athabasca University Centre for Psychology Resources (on line), 2010
< http://psych.athabascau.ca >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
The British Psychological Society (on line), 2010
< http://www.bps.org.uk/ >
BBC Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/tv/humansenses/ >
These were accurate at time of publication.
189
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Social Influence, Motivation & Emotion
Value 1.0
This Unit combines Social Influences 0.5 and Motivation & Emotion 0.5
Significant duplication of content means this unit may not be included in addition to Human Relationships,
0.5, Sociocultural Approaches to Behaviour, 0.5, The Self, 0.5 and/or The Self in Groups, 0.5
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and research
methodology, and consider how they apply to real
life situations
Examine individual behaviour and how it is
influenced in a social context particularly with
respect to conformity and obedience
Critically evaluate the assumptions, applications
and limitations of psychological research and
literature
Develop and apply investigative skills, knowledge
and insights into psychological concepts and
research methodology, with reference to real life
situations
Analyse individual behaviour and how it is
influenced in a social context particularly with
respect to conformity and obedience
Investigate the processes involved in pro and antisocial behaviour
Critically analyse and evaluate the processes
involved in pro and anti-social behaviour
Develop communication skills and an awareness
of the conventions of the discipline
Develop effective communication skills relevant to
the conventions of the discipline
Investigate the concepts and underlying factors
concerning motivation and emotion
Critically analyse and evaluate the concepts and
underlying factors concerning motivation and
emotion
Content
*Denotes optional aspects of the topic
Social influence



Conformity versus individuality: need for, nature of
Kelman; compliance, identification, internalisation
Obedience: Milgram, factors affecting. Situational versus personality factors (* e.g. Adorno)
Groups and individuals

*
Roles within groups, e.g. Zimbardo
Leadership: types of leaders
Group behaviour and decision making


*
In-group/out-group prejudice (Tajfel, Turner)
Groupthink (risky shift, consensus)
Crowd behaviour
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Prosocial behaviour and altruism



Basic findings: Darley & Latane
Theories: instinct, empathy
Factors affecting
Anti-social behaviour and aggression

*
*
Theories: instinct, drive, social learning, frustration
Factors affecting: media violence, arousal, provocation, hostility, punishment
Types: non-violent aggression, harassment.
The Nature of Motivation


*

*

*
Definition of motive, need, drive and instinct
Biological vs. social motives
Unconscious motives
Motivation and achievement
Levels of motivation (e.g.. the Yerkes Dodson Law)
Intrinsic and extrinsic motivation
Demotivation
Theoretical Approaches

*



*
*
Instinct theory
Drive reduction theory
Incentive theory
Cognitive theory
Maslow’s hierarchy
Psychodynamic approach
AJ Martin’s theory
Biological Motives


Hunger
Sex
Learned Motives


*
Affiliation
Achievement
Power
The Nature of Emotions


*
Primary and secondary emotions
Brain and emotion
Theories of love (e.g. Sternberg)
Communicating emotions


*
Non-verbal communication (e.g. facial expressions; tone of voice; body language)
Gender/cultural differences
Faking emotion (e.g. lying and deception)
191
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Theoretical Approaches



James-Lange; Cannon-Bard
Schachter’s Cognitive theory
Facial Feedback Hypothesis
Emotional Intelligence

*
Changing values emphasis on EQ versus IQ
Emotional resilience and youth
Teaching and Learning Strategies
Teaching strategies that are particularly relevant and effective in Psychology include:
 Cooperative learning
 Scaffolding of new concepts
 Lectures/ tutorials/ seminars
 Excursions
 Guest speakers
 Use of a broad range of visual imagery
 Use of technology, e.g. web based activities, podcasting, wikis, blogs
 Research
 Surveys and questioning
 Opportunities to develop a wide range of appropriate practical skills
 Debates/Discussion
 Role plays
 Interviews
 Timelines/ mind maps/ brainstorming
 Links with a range of human and community providers/facilities.
 Case studies, journal and newspaper articles and personality profiles

Experimental and observational research activities.
Assessment Task Types
Refer to pages 21-22
192
Board Endorsed December 2010 – Amended May 2015
Specific Unit Resources
Books
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Crane, J., and Hannibal, J. 2009, Psychology: Course Companion. Oxford University Press: New York.
Eysenck, M., Flanagan, C. 2001, Psychology for A2 Level. Psychology Press, East Sussex.
Eysenck, M., Flanagan, C. 2000, Psychology for AS Level. Psychology Press, East Sussex.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Myers David G. 2004, Exploring Psychology, Sixth Edition, in Modules, Sixth Edition, Worth Publishers,
New York.
Mook, D. 2004, Classic Experiments In Psychology. Greenwood Press, Westport, Connecticut.
Myers , D. G. 2001, Psychology: Myers in modules. (6th ed). Worth, New York.
Plotnik, R. 2007, Introduction to Psychology, (8th Edition). Wodsworth, USA.
Plotnik, R. 2005, Test Bank For Plonik’s Introduction To Psychology, Seventh Edition. Wodsworth, USA.
Plotnik, R. 2005, Instructor’s Resources Manual For Plotnik’s Introduction To Psychology, Seventh Edition.
Wodsworth, USA.
Rawlings, M.; Skouteris, H.; Whitechurch, R. 2007, Heinemann psychology. (2nd ed). Heinemann, Port
Melbourne.
Rawlings, M.; Skouteris, H.; Whitechurch, R. 2007, Heinemann psychology. (2nd ed). Heinemann, Port
Melbourne.
Skouteris, H. et al. 2004, Heinemann Psychology One. Second edition. Reed, Melbourne.
Sternberg, R.J. 2001, In Search of the Human Mind, 3rd Edn. Harcourt College, Sydney.
Westen, D. 2002, Psychology Brain, Behavior and Culture. 3rd edition, Wiley & Sons, Inc.: N.Y.
Whetham, P., Day, A., And Whetham, L. (Eds.) 2006, Psychology. Ibid Press: Victoria.
Web Sites
A2Z Psychology Resources (on line), 2010
< http://www.a2zpsychology.com/ >
All About Psychology (on line), 2010
<http://www.all-about-psychology.com/
All Psych – The Virtual Psychology Classroom (on line), 2010
< http://allpsych.com/ >
All Psych Online Psychology Tests (on line), 2010
< http://allpsych.com/tests/index.html >
All the Tests (on line), 2010
< http://www.allthetests.com/ >
193
Board Endorsed December 2010 – Amended May 2015
American Psychological Association (on line), 2010
< http://www.apa.org/ >
American Psychological Association Monitor – monthly review of research (on line), 2010
< http://www.apa.org/monitor/ >
American Psychology Society Teaching Resources (on line), 2010
< http://psych.hanover.edu/aps/teaching.html >
Amoeba Web Online: Psychological Tests (on line), 2010
< http://www.vanguard.edu/Home/AcademicResources/Faculty/DougDegelman/Psychology
DirectoryAmoebaWeb/PsychologyResourcesOnlineTests.aspx >
APA Statistics Division (on line), 2010
< http://www.apa.org/divisions/div5/teachstats.html >
Athabasca University Centre for Psychology Resources (on line), 2010
< http://psych.athabascau.ca >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
BBC Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/tv/humansenses/ >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Discovering Psychology (on line), 2010
< http://www.learner.org/resources/series138.html >
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
Pearson Prentice Hall (on line), 2010
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Psychologist World (on line), 2010
< http://www.psychologistworld.com/ >
Psychology at Suite101 (on line), 2010
< http://www.suite101.com/psychology >
Psychology Central resources (on line), 2010
< http://psychcentral.com/resources/ >
Psychology Daily (on line), 2010
< http://www.planetpsych.com/ >
Psychology Exchange – a site with free downloadable materials (on line), 2010
< http://www.psychexchange.co.uk/ >
Psychology in the News (on line), 2010
194
Board Endorsed December 2010 – Amended May 2015
< http://www.psycport.com/ >
Psychology Research Projects (on line), 2010
< http://amasci.com/scifair/psych.html >
Psychology Resources for Teaching Social Psychology (on line), 2010
< http://jonathan.mueller.faculty.noctrl.edu/crow/ >
Psychology Today Magazine (on line), 2010
< http://cms.psychologytoday.com/pto/home.php >
Psychwatch News – Current Research (on line), 2010
< http://www.psychwatch.com/news.htm >
Social Psychology (on line), 2010
< http://www.psychlotron.org.uk/newResources/coreSocial.html >
Society for the Teaching of Psychology (on line), 2010
< http://teachpsych.lemoyne.edu/ >
The British Medical Journal (on line), 2010
< http://www.bmj.com/ >
The British Psychological Society (on line), 2010
< http://www.bps.org.uk/ >
The Human Zoo – Brief Encounters parts 1 – 5 (on line), 2010
< http://www.youtube.com/watch?v=DRJAqKAGAB0&feature=related >
The Psychiatric Times (on line), 2010
< http://www.psychiatrictimes.com/home >
Audiovisual Material
Catalyst -The Extreme Sports Brain (TV Series) 6 March 2008, ABC. Available online:
<http://www.abc.net.au/catalyst/stories/2008/03/06/2179019.htm>
Discovering Psychology (TV Series) 1989:
Exposed (TV Series), 2005, BBC.
Sense and Sensibility (DVD) 1995, Columbia Pictures.
The Human Body (TV series), 1998, BBC.
195
Board Endorsed December 2010 – Amended May 2015
Social Influence and Abnormal Psychology
Value 1.0
This unit combines Social Influence 0.5 with Abnormal Psychology 0.5.
Significant duplication of content means this unit may not be included in addition to Human
Relationships, 0.5, Sociocultural Approaches to Behaviour, 0.5, and/or The Self in Groups, 0.5
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how they
apply to real life situations
Examine individual behaviour and how it is
influenced in a social context particularly with
respect to conformity and obedience
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Analyse individual behaviour and how it is
influenced in a social context particularly with
respect to conformity and obedience
Investigate the processes involved in pro and
anti-social behaviour
Critically analyse and evaluate the processes
involved in pro and anti-social behaviour
Develop communication skills and an
awareness of the conventions of the discipline
Develop effective communication skills relevant
to the conventions of the discipline
Investigate different approaches to
understanding and treating behavioural and
mental disorders.
Critically analyse and evaluate different
approaches to understanding and treating
behavioural and mental disorders.
Content
*Denotes optional aspects of the topic
Social influence



Conformity versus individuality: need for, nature of
Kelman; compliance, identification, internalisation
Obedience: Milgram, factors affecting. Situational versus personality factors (* e.g. Adorno)
Groups and individuals

*
Roles within groups, e.g. Zimbardo
Leadership: types of leaders
Group behaviour and decision making


*
In-group/out-group prejudice (Tajfel, Turner)
Groupthink (risky shift, consensus)
Crowd behaviour
196
Board Endorsed December 2010 – Amended May 2015
Prosocial behaviour and altruism



Basic findings: Darley & Latane
Theories: instinct, empathy
Factors affecting
Anti-social behaviour and aggression

*
*
Theories: instinct, drive, social learning, frustration
Factors affecting: media violence, arousal, provocation, hostility, punishment
Types: non-violent aggression, harassment.
Concepts of normal and abnormal




What is normal/abnormal? (e.g. approaches to normality such as statistical; cultural; deviation
from ideal
The different models (e.g. adjustment, legal, medical)
Labelling
Community perceptions of and reactions to abnormal behaviour
Specific Disorders






Psychotic disorders (e.g. schizophrenia)
Mood disorders (e.g. depression; bipolar)
Anxiety disorders (e.g. panic; phobias)
Personality disorders (e.g. borderline; anti-social; narcissistic)
Dissociative disorders (Dissociative Identity Disorder, also amnesia; fugue)
Address issues of substance abuse in relation to disorders
Methods of Treatment






*
Theoretical approaches: medical (drugs); cognitive (CBT); behavioural (conditioning);
psychoanalysis
Rehabilitation
Diagnostic aids (including DSM-IV)
History of treatment (e.g. ECT; lobotomy)
Institutionalisation vs. integration
Community mental health services and support groups
Alternative treatments (e.g. scientology; yoga, meditation, ayurveda, naturopathy)
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
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Specific Unit Resources
Books
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Crane, J., and Hannibal, J. 2009, Psychology: Course Companion. Oxford University Press: New York.
Eysenck, M., Flanagan, C. 2001, Psychology for A2 Level. Psychology Press, East Sussex.
Eysenck, M., Flanagan, C. 2000, Psychology for AS Level. Psychology Press, East Sussex.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Myers David G. 2004, Exploring Psychology, Sixth Edition, in Modules, Sixth Edition, Worth Publishers,
New York.
Mook, D. 2004, Classic Experiments In Psychology. Greenwood Press, Westport, Connecticut.
Myers , D. G. 2001, Psychology: Myers in modules. (6th ed). Worth, New York.
Plotnik, R. 2007, Introduction to Psychology, (8th Edition). Wodsworth, USA.
Plotnik, R. 2005, Test Bank For Plotnik’s Introduction To Psychology, Seventh Edition. Wodsworth, USA.
Plotnik, R. 2005, Instructor’s Resources Manual For Plotnik’s Introduction To Psychology, Seventh Edition.
Wodsworth, USA.
Rawlings, M.; Skouteris, H.; Whitechurch, R. 2007, Heinemann psychology. (2nd ed). Heinemann, Port
Melbourne.
Rawlings, M.; Skouteris, H.; Whitechurch, R. 2007, Heinemann psychology. (2nd ed). Heinemann, Port
Melbourne.
Skouteris, H. et al. 2004, Heinemann Psychology One. Second edition. Reed, Melbourne.
Sternberg, R.J. 2001, In Search of the Human Mind, 3rd Edn. Harcourt College, Sydney.
Westen, D. 2002, Psychology Brain, Behavior and Culture. 3rd edition, Wiley & Sons, Inc.: N.Y.
Whetham, P., Day, A., And Whetham, L. (Eds.) 2006, Psychology. Ibid Press: Victoria.
Audio Visual Material
Barriers of the Mind (TV Series) 1984, ABC.
Discovering Psychology (TV Series) 1989:
Fatal Attraction (video) 1987, Paramount Pictures.
I Never Promised You a Rose Garden. (DVD) 1977, Fadsin Cinema Associates.
It’s a Wonderful Life (DVD) 1946, Liberty Films.
Mr Jones. (DVD) 1993, Rastar Productions.
One Flew Over The Cuckoo's Nest (DVD) 1975, Fantasy Films.
Rainman (DVD) 1988, United Artists.
Sybil. (DVD) 1976, Lorimar Productions.
The Human Body (TV series), 1998, BBC.
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Web Sites
A2Z Psychology Resources (on line), 2010
< http://www.a2zpsychology.com/ >
All About Psychology (on line), 2010
<http://www.all-about-psychology.com/
All Psych – The Virtual Psychology Classroom (on line), 2010
< http://allpsych.com/ >
All Psych Online Psychology Tests (on line), 2010
< http://allpsych.com/tests/index.html >
All the Tests (on line), 2010
< http://www.allthetests.com/ >
American Psychological Association (on line), 2010
< http://www.apa.org/ >
American Psychological Association Monitor – monthly review of research (on line), 2010
< http://www.apa.org/monitor/ >
American Psychology Society Teaching Resources (on line), 2010
< http://psych.hanover.edu/aps/teaching.html >
Amoeba Web Online: Psychological Tests (on line), 2010
< http://www.vanguard.edu/Home/AcademicResources/Faculty/DougDegelman/Psychology
DirectoryAmoebaWeb/PsychologyResourcesOnlineTests.aspx >
APA Statistics Division (on line), 2010
< http://www.apa.org/divisions/div5/teachstats.html >
Athabasca University Centre for Psychology Resources (on line), 2010
< http://psych.athabascau.ca >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
BBC Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/tv/humansenses/ >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Discovering Psychology (on line), 2010
< http://www.learner.org/resources/series138.html >
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
Pearson Prentice Hall (on line), 2010
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Psychologist World (on line), 2010
< http://www.psychologistworld.com/ >
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Psychology at Suite101 (on line), 2010
< http://www.suite101.com/psychology >
Psychology Central resources (on line), 2010
< http://psychcentral.com/resources/ >
Psychology Daily (on line), 2010
< http://www.planetpsych.com/ >
Psychology Exchange – a site with free downloadable materials (on line), 2010
< http://www.psychexchange.co.uk/ >
Psychology in the News (on line), 2010
< http://www.psycport.com/ >
Psychology Research Projects (on line), 2010
< http://amasci.com/scifair/psych.html >
Psychology Resources for Teaching Social Psychology (on line), 2010
< http://jonathan.mueller.faculty.noctrl.edu/crow/ >
Psychology Today Magazine (on line), 2010
< http://cms.psychologytoday.com/pto/home.php >
Psychwatch News – Current Research (on line), 2010
< http://www.psychwatch.com/news.htm >
Social Psychology (on line), 2010
< http://www.psychlotron.org.uk/newResources/coreSocial.html >
Society for the Teaching of Psychology (on line), 2010
< http://teachpsych.lemoyne.edu/ >
The British Medical Journal (on line), 2010
< http://www.bmj.com/ >
The British Psychological Society (on line), 2010
< http://www.bps.org.uk/ >
The Human Zoo – Brief Encounters parts 1 – 5 (on line), 2010
< http://www.youtube.com/watch?v=DRJAqKAGAB0&feature=related >
The Psychiatric Times (on line), 2010
< http://www.psychiatrictimes.com/home >
These were accurate at time of publication.
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Infancy to Childhood and Consciousness
Value 1.0
This unit combines Infancy to Childhood 0.5 with Consciousness 0.5.
Significant duplication of content means this unit may not be included in addition to The Self in
Relationships, 0.5
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how they
apply to real life situations
Critically evaluate the assumptions, applications
and limitations of psychological research and
literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Develop communication skills and an
awareness of the conventions of the discipline
Develop effective communication skills relevant
to the conventions of the discipline
Identify and discuss the nature, stages and
issues of development from conception to the
end of childhood
Critically analyse and evaluate the nature,
stages and issues of development from
conception to the end of life
Investigate the function of the central nervous
system in relation to consciousness.
Investigate the function of the central nervous
system in relation to consciousness.
Investigate the nature of consciousness.
Critically analyse and evaluate the nature of
consciousness.
Content
*Denotes optional aspects of the topic
Nature of Development

What is development?

Types of development and their interrelationships (physical, social, emotional, cognitive, moral)

Stages of the lifespan (prenatal, infancy….)

Perspectives of development (e.g. are we interested in commonalities or differences and
uniqueness, is it characterised by stability over time or change, gradual / continuous
development or a sequence of separate stages)

Theoretical approaches (e.g. Piaget, Erikson…)

Nature vs. Nurture (i.e. what is the relative influence of inherited / genetic factors and experience
and how do they interact)

Interaction between psychological and physiological development of brain

Longitudinal vs. cross-sectional studies and their uses/limitations
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Gender issues (e.g. gender roles, stereotypes…)
Individual differences/experiences (factors affecting socialisation)


Prenatal, Birth, Neonatal

Prenatal influences (genetic and environmental)

Sensitive/critical periods

Stages of birth

Prematurity
Neonate reflexes and senses

Infancy

Caregiving

Emotional development and temperament

Social development and attachment

Physical abilities and motor development
Cognitive development and language

Childhood

Early childhood development issues

Middle childhood development issues
Late childhood development issues

Issues of Development
Choose at least one issue to explore:

Child abuse and maltreatment

IVF and related issues

Alternative family structures

Childcare vs. stay-at-home

Bullying

Resilience

Developing vs. developed countries:

Physical

Emotional

Social

Cognitive
Moral

The Nervous System




The physiology of the brain and the nervous system
Left and right hemispheres
Brain mapping
Consciousness
Consciousness


The nature of consciousness (i.e. mind-body duality)
Continuum of consciousness and its experiences
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Altered States of Consciousness
* Sleep
* Sensory deprivation
* Dreaming
* Hypnosis
* Meditation
* Drugs
* Out of body experiences
* Daydreaming
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Audio/Visual
Discovering Psychology (TV Series) 1989.
28 Days (DVD) 2000, Columbia Pictures.
Altered States (DVD) 1980, Warner Bros. Pictures.
Barfly (DVD) 1987, Golan-Globus Productions.
Clean and Sober (DVD) 1988, Warner Bros. Pictures.
Curse of the Jade Scorpion (DVD) 2001, DreamWorks Pictures.
Insomnia (DVD) 2002, Alcon Entertainment.
Postcards from the Edge (DVD) 1990, Columbia Pictures.
Shallow Hal (DVD) 2001, Twentieth Century Fox.
When a Man Loves a Woman (DVD) 1994, Touchstone Pictures.
Web sites
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Piaget's Theory of Cognitive Development, (on line), 2003
< http://www.edpsycinteractive.org/topics/cogsys/piaget.html > Huitt, W & Hummel, J
These were accurate at the time of publication.
203
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The Self and the Self in Relationships (A only)
Value 1.0
This unit combines The Self 0.5 with The Self in Relationships 0.5.
Significant duplication of content means this unit may not be studied in addition to Personality, 0.5, and/or
Motivation and Emotion, 0.5.
Prerequisites
Nil
Specific Unit Goals
This unit should enable students to:

Develop self-awareness and mindfulness and empathy for self and others

Identify a wide range of emotions in oneself and others and the factors that can trigger the
expression of these emotions.

Understand roles of emotions and techniques for their regulation

Understand individual strengths, weaknesses, values and interests.

Distinguish between healthy and unhealthy relationships

Understand the factors that shape the way individuals behave in the context of relationships

Identify the roles and functions of relationships for human beings

Understand the factors that encourage interpersonal attraction
Content
*Denotes optional aspects of the topic

The concept of self Rogers (e.g. self schema, self concept, self esteem, self definition, self
confidence, self monitoring)

Maslow’s Hierarchy of needs and their relevance

Awareness of self – strengths, weaknesses

What is personality? (e.g. individual differences, nature/nurture)
It is suggested that at least 3 of the following be covered in this unit:
*
*
*
*
*
Trait theories
*
*
*
*
*
Theory of Mind
Multiple intelligences
Identifying values and interests
Accepting others’ values, interests.
Emotions – fear, anger, sadness, happiness

Their functions

Identification of emotions

‘Emotional Intelligence’ (EQ)
Emotional regulation
Empathy for self and others – active listening
Learned optimism, self-efficacy and resilience
Locus of control
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*
*
Stress and coping mechanisms

Relationships within the family
o Parenting styles
o Family systems
o Attachment and bonding
o Sibling relationships

Peer and romantic relationships
o Need for affiliation
o Friendship
o Interpersonal attraction
o Sexuality
Goal Setting
It is suggested that at least 3 of the following be covered in this unit:
*
*
*
*
*
*
*
*
*
*
*
*
Blended families
Extended families
Same-sex parents
Parental responsibilities
Challenges to parenting
Child abuse
Love
Mate selection
Loneliness
Nature of close relationships
Intimacy and self disclosure
Domestic violence
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Myers , D. G. 2001, Psychology: Myers in modules. (6th ed). Worth, New York.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Van Iersel et al. 2004, Nelson Psychology VCE Units 3&4. Cengage Learning, Australia.
205
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Gray, John. 1992. Men are from Mars, Women are from Venus. Harper Collins.
Journal Articles
Deborah Tannen. 1990, Sex, Lies and Conversation; Why Is It So Hard for Men and Women to Talk to
Each Other?, The Washington Post
Erina MacGeorge 2004. Purdue study shows men, women share same planet, Purdue News.
Audio Visual Material
In the Heat of the Moment (TV Series), 2000, BBC Brain Story episode 2, BBC TV.
What’s Eating Gilbert Grape (DVD), 1993, J & M Entertainment USA.
A New Life (DVD), 2002, Video Education Australasia, Bendigo.
Baby It’s You (Series), 1983, Channel 4.
Barriers of the Mind (Series), 2005, ABC Television.
Loving Smacks (video), 1998 Video Education Australasia, Bendigo
The Family Series (video), 1971 Video Education Australasia, Bendigo
The Miracle of Love (video), 2009 Video Education Australasia: Bendigo
Memory: The Past Imperfect (DVD), 1994, Video Education Australasia, Bendigo.
Too Much Mental Health Issues in Adolescence (DVD), 2001, Video Education Australasia: Bendigo.
Problem Solving (DVD), 2001, Video Education Australasia, Bendigo.
The Psychology of Sleep (DVD), 2005, Video Education Australasia, Bendigo.
Worlds of Childhood (Series), Video Education Australasia: Bendigo.
What’s Eating Gilbert Grape (video), 1993 J & M Entertainment, USA
Why Men Don’t Iron (Series), 1998, Video Education Australasia, Bendigo
206
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Web sites
Learned Optimism Test (online)
http://www.stanford.edu/class/msande271/onlinetools/LearnedOpt.html
Reach Out, 2009, (online)
http://au.reachout.com/find/articles/what-is-happiness
Rebuttal from Uranus (on line), 1996
http://www.time.com/time/magazine/article/0,9171,986547-1,00.html
Human Metrics, 1998-2008(on line) Jung Typology Test
http://www.humanmetrics.com/cgi-win/JTypes2.asp
Self-esteem, Understanding Yourself, 2007(on line)
http://www.peelregion.ca/health/commhlth/selfest/2emotion.htm
Emotional Intelligence test, August 2009 (on line)
http://www.queendom.com/tests/access_page/index.htm?idRegTest=1121
Multiple Intelligences (on line)
http://literacyworks.org/mi/assessment/findyourstrengths.html
New Scientist Magazine (on line), 2010
http://www.newscientist.com/home.ns
These were accurate at the time of publication.
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The Self in Groups and Society (A only)
Value 1.0
This unit combines The Self in Groups 0.5 with The Self in Society 0.5.
Significant duplication of content means this unit may not be included in addition to Social Influence, 0.5.
Prerequisites
Nil
Specific Unit Goals
This unit should enable students to:
 Describe the ways in which group and individual behaviour is subject to social influence and
control.
 Communicate effectively and argue logically in both oral and written forms
 Identify and describe the elements of group dynamics including membership, stages, goals, conflict
and power.
 Develop an awareness of self in groups and illustrate the relationship between theory and
experience in groups.
 Understand the psychological factors that can contribute to social conformity.
 Understand the social processes by which people are influenced and manipulated
 Understand psychological techniques of persuasion and obedience.
Content
*Denotes optional aspects of the topic








Defining a group, Types of groups in society
How are groups created? Why do people join groups?
Group development
Intergroup conflict
Communication patterns
Group culture
Leadership styles
leadership qualities, skills and knowledge
It is suggested that at least 3 of the following be covered in this unit:
* Group maintenance issues
* The process of group development
* Group vs. individual goals
* Goal structures
* Evaluating and monitoring goals
* Group size
* Group stages
* Personal characteristics
* Group roles
* Group norms
* Status and power
* Subgroups
* Cohesion
* First impressions
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*
*
*
Body language
Interviews
Meetings







Socialisation
Conformity
Peer pressure
How attitudes are formed
Changing attitudes
Techniques of persuasion
Avoiding prejudice
It is suggested that at least 3 of the following be covered in this unit:
* Compliance
* Obedience
* Famous experiments: Maslow, Asch, Sherif
* Advertising
* Prejudicial attitudes
* Forms of discrimination
* Cults
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Clarke, V & Gillet, S. 2001, VCE Psychology for Units 3 and 4, Nelson, Melbourne.
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Crane, J., and Hannibal, J. 2009, Psychology: Course Companion. Oxford University Press: New York.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Harari, P., Legge, K. 2001, Psychology And Health, Heinemann themes in psychology, Heinemann
Educational Publishers, Portsmouth, NH.
Iersel, H. 2005, Nelson Psychology: VCE units 3 & 4. Thomson Learning, Southbank, Vic.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Mook, D. 2004, Classic Experiments In Psychology. Greenwood Press, Westport, Connecticut.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Bessant, B. J. & Watts, R. 1997. Making groups work – rethinking practice, Allen & Unwin, Sydney
Australia.
Burnard, P 1989, Teaching interpersonal skills, Chapman and Hall, London.
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Corey, M. & Corey, G. 2008, Groups: process and practice 7th ed, Wadsworth, Belmont.
Crane, J., & Hannibal, J 2009, Psychology: Course Companion. Oxford University Press: New
York.
Douglas, T. 2000, Basic Groupwork, 2nd ed, Routledge, London.
Garvin, C. D. 1996, Contemporary group work, Allyn and Bacon, USA.
Johnson, D. W. & Johnson, F. P. 1997, Joining together: group theory and group skills, 10th
ed, Allyn and Bacon, Mass.
Kellerman, H. (ed.) 1981, Group cohesion: theoretical and clinical perspectives, Grune and
Stratton NY.
Billig, M.1976, Social psychology and intergroup relations, Academic Press London.
Brown, R. J.2000, Group processes (2nd ed.), Oxford, Blackwell UK.
Dion, K. L.1979, Intergroup conflict and intragroup cohesiveness, W. G. Austin & S.
Worchel (eds.) 2004, The social psychology of intergroup relations, Brooks/Cole Monterey,
CA.
Bandura, A.1973, Aggression: A social learning analysis, Englewood Cliffs, NJ: Prentice Hall
Dalrymple, Theodore 2007, In Praise of Prejudice: The Necessity of Preconceived Ideas,
Encouter Books, New York
Farley, John E. Majority - Minority Relations (4th edn), Upper Saddle River, New Jersey
Journal Articles
Aberson, C. L., Healy, M., & Romero, V. 2000, “Ingroup bias and self-esteem: A metaanalysis” Personality and Social Psychology, Review, 4, Worth Publishing, pp 154-173
Adorno, T. W., Frenkel-Brunswik, E., Levinson, D. J., & Sanford, R. M.
1950, “The authoritarian personality”. Journal of Social and Personal Relationships, pp 11771196
Connell, R. W. 1972, “Political socialization in the American family: The evidence reexamined Public Opinion Quarterly, 36, pp 323-333
Audio Visual Material
Mississippi Burning (video), 1988 Gerolmo, Orion Pictures
Australia Rules (video), 2002 Beyond Films.
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Websites
A2Z Psychology Resources (on line), 2010
< http://www.a2zpsychology.com/ >
All About Psychology (on line), 2010
<http://www.all-about-psychology.com/>
American Psychological Association (on line), 2010
< http://www.apa.org/ >
BBC Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/tv/humansenses/ >
Current Topics in Psychology – Dr Michael Fenichel (Highly recommended) (on line), 2010
< http://www.fenichel.com/Current.shtml >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Discovering Psychology (on line), 2010
< http://www.learner.org/resources/series138.html >
Discovering Psychology Video on demand (on line), 2010
< http://www.learner.org >
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
These were accurate at the time of publication.
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Abnormal Psychology and Prejudice
Value 1.0
This unit combines Abnormal Psychology 0.5 with Attitudes and Prejudice 0.5.
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how
they apply to real life situations
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Develop communication skills and an
awareness of the conventions of the
discipline
Develop effective communication skills
relevant to the conventions of the discipline
Investigate different approaches to
understanding and treating behavioural and
mental disorders.
Critically analyse and evaluate different
approaches to understanding and treating
behavioural and mental disorders.
Investigate the processes involved in the
formation and change of attitudes and how
attitudes influence behaviour.
Analyse the processes involved in the
formation and change of attitudes and how
attitudes influence behaviour.
Explore the nature of and strategies to deal
with prejudice
Critically analyse and evaluate the nature of
and strategies to deal with prejudice.
Content
*Denotes optional aspects of the topic
Concepts of normal and abnormal




What is normal/abnormal? (e.g. approaches to normality such as statistical; cultural; deviation
from ideal
The different models (e.g. adjustment, legal, medical)
Labelling
Community perceptions of and reactions to abnormal behaviour
Specific Disorders


Psychotic disorders (e.g. schizophrenia)
Mood disorders (e.g. depression; bipolar)
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



Anxiety disorders (e.g. panic; phobias)
Personality disorders (e.g. borderline; anti-social; narcissistic)
Dissociative disorders (Dissociative Identity Disorder, also amnesia; fugue)
Address issues of substance abuse in relation to disorders
Methods of Treatment






*
Theoretical approaches: medical (drugs); cognitive (CBT); behavioural (conditioning);
psychoanalysis
Rehabilitation
Diagnostic aids (including DSM-IV)
History of treatment (e.g. ECT; lobotomy)
Institutionalisation vs. integration
Community mental health services and support groups
Alternative treatments (e.g. scientology; yoga, meditation, ayurveda, naturopathy)
Attitudes



Definition of attitudes
Components of attitudes (affective, behavioural, cognitive)
Functions of attitudes
Communication of attitudes








interpersonal communication
components of the communication process
non-verbal communication
proxemics (interpersonal space)
facial cues
kinesics (body movement), posture, gestures
touching
paralanguage
Attitude Formation


*
Theories of attitude formation
Social, economic, cultural and behavioural/ learning
Measuring attitudes
Behaviours, Values and Beliefs


Role of perceptions
Antisocial and pro-social behaviours
Changing attitudes


Cognitive dissonance
Persuasion
Prejudice



*
*
*
Definitions of Prejudice and discrimination
Types of prejudice
Stereotypes and stereotyping.
“isms”: racism, sexism, ageism, etc.
Discrimination: institutional, old fashioned and modern
“Robbers Cave” (Sherif)
213
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Theoretical Approaches

*
*
*
*
*
*
*
*
Theories of prejudice (e.g. Fishburn & Ajzen)
Levels of prejudice (Allport)
Personality (Adorno)
Social Dissonance Theory
Culture clash theory
Competitiveness and prejudice, economic (Sherif)
Social Identity Theory
Social Learning Theory
Application in current affairs
Counteracting prejudice and discrimination

*
*
*
*
Theories
Experiencing prejudice (Jane Elliot)
Social contact
Super-ordinate goals
“Robbers Cave” (Sherif)
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Coon, D. 2005, Introduction to psychology. West, NY.
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Crane, J., a nd Hannibal, J. 2009, Psychology: Course Companion. Oxford University Press: New York.
Eysenck, M., Flanagan, C. 2001, Psychology for A2 Level. Psychology Press, East Sussex.
Eysenck, M., Flanagan, C. 2000, Psychology for AS Level. Psychology Press, East Sussex.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Mook, D. 2004, Classic Experiments In Psychology. Greenwood Press, Westport, Connecticut.
Morris C. Maisto A. 2005, Psychology: an introduction. 12th ed. Prentice Hall, Upper Saddle River, N.J.
Myers , D. G. 2001, Psychology: Myers in modules. (6th ed). Worth, New York.
Myers David G. 2004, Exploring Psychology, Sixth Edition, in Modules, Sixth Edition, Worth Publishers,
New York.
Plotnik, R. 2007, Introduction to Psychology, (8th Edition). Wodsworth, USA.
Plotnik, R. 2005, Test Bank For Plotnik’s Introduction To Psychology, Seventh Edition. Wodsworth, USA.
Plotnik, R. 2005, Instructor’s Resources Manual For Plotnik’s Introduction To Psychology, Seventh Edition.
Wodsworth, USA.
214
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Rawlings, M.; Skouteris, H.; Whitechurch, R. 2007, Heinemann psychology. (2nd ed). Heinemann, Port
Melbourne.
Skouteris, H. et al. 2004, Heinemann Psychology One. Second edition. Reed, Melbourne.
Sternberg, R.J. 2001, In Search of the Human Mind, 3rd Edn. Harcourt College, Sydney.
Westen, D. 2002, Psychology Brain, Behavior and Culture. 3rd edition, Wiley & Sons, Inc.: N.Y.
Whetham, P., Day, A., And Whetham, L. (Eds.) 2006, Psychology. Ibid Press: Victoria.
Journal Articles
Vaughan, G. & Hogg, M.
Prentice Hall.
2005. Introduction to Social Psychology. 5th Ed.
Audio Visual Material
Barriers of the Mind (TV Series) 1984, ABC.
Discovering Psychology (TV Series) 1989:
Fatal Attraction (video) 1987, Paramount Pictures.
I Never Promised You a Rose Garden. (DVD) 1977, Fadsin Cinema Associates.
It’s a Wonderful Life (DVD) 1946, Liberty Films.
Mr Jones. (DVD) 1993, Rastar Productions.
One Flew Over The Cuckoo's Nest (DVD) 1975, Fantasy Films.
Rainman (DVD) 1988, United Artists.
Sybil. (DVD) 1976, Lorimar Productions.
The Human Body (TV series), 1998, BBC.
Web Sites
A2Z Psychology Resources (on line), 2010
< http://www.a2zpsychology.com/ >
All About Psychology (on line), 2010
<http://www.all-about-psychology.com/>
All Psych – The Virtual Psychology Classroom (on line), 2010
< http://allpsych.com/ >
All Psych Online Psychology Tests (on line), 2010
< http://allpsych.com/tests/index.html >
All the Tests (on line), 2010
< http://www.allthetests.com/ >
American Psychological Association (on line), 2010
< http://www.apa.org/ >
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Board Endorsed December 2010 – Amended May 2015
American Psychological Association Monitor – monthly review of research (on line), 2010
< http://www.apa.org/monitor/ >
American Psychology Society Teaching Resources (on line), 2010
< http://psych.hanover.edu/aps/teaching.html >
Amoeba Web Online: Psychological Tests (on line), 2010
<http://www.vanguard.edu/Home/AcademicResources/Faculty/DougDegelman/PsychologyDirectoryAmo
ebaWeb/PsychologyResourcesOnlineTests.aspx >
APA Statistics Division (on line), 2010
< http://www.apa.org/divisions/div5/teachstats.html >
Athabasca University Centre for Psychology Resources (on line), 2010
< http://psych.athabascau.ca >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
BBC Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/tv/humansenses/ >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Discovering Psychology Video on demand (on line), 2010
< http://www.learner.org >
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
Pearson Prentice Hall (on line), 2010
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Psychologist World (on line), 2010
< http://www.psychologistworld.com/
Psychology at Suite101 (on line), 2010
< http://www.suite101.com/psychology >
Psychology Central resources (on line), 2010
< http://psychcentral.com/resources/ >
Psychology Daily (on line), 2010
< http://www.planetpsych.com/ >
Psychology Exchange – a site with free downloadable materials (on line), 2010
< http://www.psychexchange.co.uk/ >
Psychology in the News (on line), 2010
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< http://www.psycport.com/ >
Psychology Research Projects (on line), 2010
< http://amasci.com/scifair/psych.html >
Psychology Resources for Teaching Social Psychology (on line), 2010
< http://jonathan.mueller.faculty.noctrl.edu/crow/ >
Psychology Today Magazine (on line), 2010
< http://cms.psychologytoday.com/pto/home.php >
Psychwatch News – Current Research (on line), 2010
< http://www.psychwatch.com/news.htm >
Social Psychology (on line), 2010
< http://www.psychlotron.org.uk/newResources/coreSocial.html >
Society for the Teaching of Psychology (on line), 2010
< http://teachpsych.lemoyne.edu/ >
The British Medical Journal (on line), 2010
< http://www.bmj.com/ >
The British Psychological Society (on line), 2010
< http://www.bps.org.uk/ >
The Human Zoo – Brief Encounters parts 1 – 5 (on line), 2010
< http://www.youtube.com/watch?v=DRJAqKAGAB0&feature=related >
The Psychiatric Times (on line), 2010
< http://www.psychiatrictimes.com/home >
These were accurate at time of publication.
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Sensation, Perception, Infancy, Childhood
Value 1.0
This unit combines Sensation and Perception 0.5 with Infancy to Childhood 0.5.
Significant duplication of content means this unit may not be included in addition to Cognitive Approaches
to Behaviour, 0.5
Prerequisites
Nil
Unit Specific Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how
they apply to real life situations
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Investigate the processes of sensation and
perception.
Critically analyse and evaluate the processes
of sensation and perception.
Develop communication skills and an
awareness of the conventions of the
discipline
Develop effective communication skills
relevant to the conventions of the discipline
Identify and discuss the nature, stages and
issues of development from conception to
the end of childhood
Critically analyse and evaluate the nature,
stages and issues of development from
conception to the end of life
Content
*Denotes optional aspects of the topic
Sensation (Biological perspective)




The five senses
Detection and thresholds
Adaptation and attention
Pain control
Perceiving (Cognitive perspective)





*
Perceptual constancies
Perceptual learning
Illusions
Ambiguous figures, impossible perspectives e.g. Escher,
Factors influencing what is perceived (e.g. Gestalt,)
o
cultural differences
o
expectations e.g. eye witness testimonies, ‘rat man’ example
o
gender differences
Parapsychology (ESP, telepathy, clairvoyance, etc)
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Nature of Development

What is development?

Types of development and their interrelationships (physical, social, emotional, cognitive, moral)

Stages of the lifespan (prenatal, infancy….)

Perspectives of development (e.g. are we interested in commonalities or differences and
uniqueness, is it characterised by stability over time or change, gradual / continuous
development or a sequence of separate stages)

Theoretical approaches (e.g. Piaget, Erikson…)

Nature vs. Nurture (i.e. what is the relative influence of inherited / genetic factors and experience
and how do they interact)

Interaction between psychological and physiological development of brain

Longitudinal vs. cross-sectional studies and their uses/limitations

Gender issues (e.g. gender roles, stereotypes…)
Individual differences/experiences (factors affecting socialisation)

Prenatal, Birth, Neonatal

Prenatal influences (genetic and environmental)

Sensitive/critical periods

Stages of birth

Prematurity
Neonate reflexes and senses

Infancy

Caregiving

Emotional development and temperament

Social development and attachment

Physical abilities and motor development
Cognitive development and language

Childhood

Early childhood development issues

Middle childhood development issues
Late childhood development issues

Issues of Development
Choose at least one issue to explore:

Child abuse and maltreatment

IVF and related issues

Alternative family structures

Childcare vs. stay-at-home

Bullying

Resilience

Developing vs. developed countries:
219
Board Endorsed December 2010 – Amended May 2015

Physical

Emotional

Social

Cognitive
Moral

Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Clarke, V & Gillet, S. 2001, VCE Psychology for Units 3 and 4, Nelson, Melbourne.
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Eysenck, Michael W.; Keane Mark T. 2005, Cognitive psychology: a student's handbook. 5th ed.
Psychology Press, Hove, East Sussex.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Iersel, H. 2005, Nelson Psychology: VCE units 3 & 4. Thomson Learning, Southbank, Vic.
May, M. 2007, Sensation Perception. Facts on File, New York.
McInerney, D. M.; McInerney, V. 2002, Education Psychology: constructing learning. Prentice Hall,
French’s Forest.
Morris C. Maisto A. 2005, Psychology: an introduction. 12th ed. Prentice Hall, Upper Saddle River, N.J.
Myers , D. G. 2001, Psychology: Myers in modules. (6th ed). Worth, New York.
Rawlings, M.; Skouteris, H.; Whitechurch, R. 2007, Heinemann psychology. (2nd ed). Heinemann, Port
Melbourne.
Schiffman, H. R. 2007, Sensation and perception: an integrated approach. Wiley, Hoboken, NJ.
Sternberg, R.J. 2001, In Search of the Human Mind, 3rd Edn. Harcourt College, Sydney.
Tebbel, Cyndi. 2000, The body snatchers: how the media shapes women. Finch, Sydney.
Audio/Visual
Discovering Psychology (TV Series) 1989:
The Human Body (TV series), 1998, BBC.
Catalyst - Body Clock (ABC series) 4 September 2008, ABC. Available online:
<http://www.abc.net.au/catalyst/stories/2351893.htm>
Four Corners: Eyes Wide Open (TV series) 2007, ABC. Available online:
<http://www.abc.net.au/4corners/content/2007/s2000881.htm>
Catalyst - Hypnosis (ABC series) 18 August 2005, ABC. Available online:
<http://www.abc.net.au/catalyst/stories/s1440855.htm>
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Web sites
Allpsych (on line), 2010
< http://allpsych.com >
American Psychological Association (on line), 2010
< http://www.apa.org/ >
Athabasca University Centre for Psychology Resources (on line), 2010
< http://psych.athabascau.ca >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
The British Psychological Society (on line), 2010
< http://www.bps.org.uk/ >
BBC Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/tv/humansenses/ >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Piaget's Theory of Cognitive Development, (on line), 2003
< http://www.edpsycinteractive.org/topics/cogsys/piaget.html > Huitt, W & Hummel, J
These were accurate at time of publication.
221
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Adolescence to Adulthood, Mental Abilities
Value 1.0
This unit combines Adolescence to Adulthood 0.5 with Mental Abilities 0.5.
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how
they apply to real life situations
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Investigate the nature, stages and issues of
development from adolescence to old age
and death
Critically analyse and evaluate the nature,
stages and issues of development from
adolescence to old age and death
Investigate the nature of intelligence,
thinking and creativity
Critically analyse and evaluate the nature
and measurement of intelligence, thinking
and creativity
Content
*Denotes optional aspects of the topic
The following themes and concepts should be considered if Infancy to Childhood has not been taught
 Perspectives of development (e.g. are we interested in commonalities or differences and
uniqueness, is it characterised by stability over time or change, gradual / continuous
development or a sequence of separate stages)
 Theoretical approaches (e.g. Piaget, Erikson, Kohlberg)
 Nature vs. Nurture (i.e. what is the relative influence of inherited / genetic factors and
experience and how do they interact)
 Interaction between psychological and physiological development of brain
 Longitudinal vs. cross-sectional studies and their uses/limitations
 Gender issues (e.g. gender roles, stereotypes…)
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Adolescence







Physical development
Cognitive development
Social development, (identity development; roles; peer pressure; relationships; risk-taking)
Moral development
Decision making
Sexuality
Gender differences
Adulthood and Ageing





Physical changes (maturation, menopause etc)
Cognitive changes
Social changes (changing nature of relationships, employment , retirement etc)
Theories; e.g. Erikson
Death and dying
Issues
*
*
Life expectancy and ageing in developing versus developed countries
Quality of life and ageing e.g. expectations of baby boomers compared with earlier generations
Intelligence





*





Major theorists e.g. Binet, Weschler, Sternberg, Terman, Gardner Eysenck, Spearman
Statistical approaches to normality
Definitions
Theories on the nature of intelligence
Heredity/environment
Interplay of cognition and emotions
Measurement of intelligence and IQ tests
o validity
o reliability
o standardisation
o cultural bias and cultural fairness
Multiple intelligence
Emotional intelligence e.g. Goleman
Brain studies
Specific disabilities/abilities e.g. Autism, Savants, Asperger’s syndrome
Thinking




Theoretical approaches to problem-solving and decision-making
Factors that influence problem-solving and decision-making
Creative thinking e.g. Costa – Habits of Mind, de Bono
Cognitive styles: convergent, divergent and lateral thinking
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
223
Board Endorsed December 2010 – Amended May 2015
Specific Unit Resources
Books
Clarke, V & Gillet, S. 2001, VCE Psychology for Units 3 and 4, Nelson, Melbourne.
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Crane, J., and Hannibal, J. 2009, Psychology: Course Companion. Oxford University Press: New York.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Harari, P., Legge, K. 2001, Psychology And Health, Heinemann themes in psychology, Heinemann
Educational Publishers, Portsmouth, NH.
Iersel, H. 2005, Nelson Psychology: VCE units 3 & 4. Thomson Learning, Southbank, Vic.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Mook, D. 2004, Classic Experiments In Psychology. Greenwood Press, Westport, Connecticut.
Van Iersel et al. 2004, Nelson Psychology VCE Units 3&4. Cengage Learning, Australia.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Myers David G. 2004, Exploring Psychology, Sixth Edition, in Modules, Sixth Edition, Worth Publishers,
New York.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Van Iersel et al. 2004, Nelson Psychology VCE Units 3&4. Cengage Learning, Australia.
AudioVisual Material
A Beautiful Mind (DVD) 2001, Universal Pictures.
As Good as It Gets (DVD) 1997, Tristar Pictures.
Cosi (DVD) 1996, Miramax Films.
Girl, Interrupted (DVD) 1999, 3 Art Entertainment, Columbia Pictures.
Good Will Hunting (DVD) 1997, Miramax Films.
Shine (DVD) 1996, Australian Film Finance Corporation.
Web sites
A2Z Psychology Resources (on line), 2010
< http://www.a2zpsychology.com/ >
All About Psychology (on line), 2010
<http://www.all-about-psychology.com/>
A Brief Review of Creativity (on line), 2010
< http://www.personalityresearch.org/papers/dickhut.html > Dickhut, J. E.
American Psychological Association (on line), 2010
< http://www.apa.org/ >
American Psychological Association Monitor – monthly review of research (on line), 2010
224
Board Endorsed December 2010 – Amended May 2015
< http://www.apa.org/monitor/ >
Amoeba Web Online: Psychological Tests (on line), 2010
<http://www.vanguard.edu/Home/AcademicResources/Faculty/DougDegelman/PsychologyDirectoryAmo
ebaWeb/PsychologyResourcesOnlineTests.aspx >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
BBC Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/tv/humansenses/ >
California State University 2004, What is Creativity? (on line), 2010
< http://www.csun.edu/~vcpsy00h/creativity/define.htm >
Current Topics in Psychology – Dr Michael Fenichel (Highly recommended) (on line), 2010
< http://www.fenichel.com/Current.shtml >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Discovering Psychology (on line), 2010
< http://www.learner.org/resources/series138.html >
Discovering Psychology Video on demand (on line), 2010
< http://www.learner.org >
Legally Blonde Film Script (on line), 2010
< http://www.dailyscript.com/scripts/legallblonde-shooting.pdf >
Mental Health Info Source (on line), 2010
< http://www.mhsource.com/ >
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
Psychiatric Times Disorder Index (on line), 2010
< http://www.psychiatrictimes.com/disorder.html >
Psychology in the News (on line), 2010
< http://www.psycport.com/ >
Psychology Today Magazine (on line), 2010
< http://cms.psychologytoday.com/pto/home.php >
Why we should use Non Cognitive Variables with Graduate Students (on line), 2000
< http://www.inform.umd.edu/EdRes/Topic/Diversity/General/Reading/Sedlacek/501.html > Sedlacek,
William E.
Society for the Teaching of Psychology (on line), 2010
< http://teachpsych.lemoyne.edu/ >
These were accurate at the time of publication.
225
Board Endorsed December 2010 – Amended May 2015
Psychology, Sensation and Perception
Value 1.0
This unit combines Introduction to Psychological Methods 0.5 with Sensation and Perception 0.5.
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how they
apply to real life situations
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Develop communication skills and an
awareness of the conventions of the discipline
Develop effective communication skills relevant
to the conventions of the discipline
Investigate the processes of sensation and
perception.
Critically analyse and evaluate the processes of
sensation and perception.
Content
*Denotes optional aspects of the topic
Nature of Psychology

Define Psychology

Major goals of Psychology

Nature/Nurture debate

Theoretical perspectives

Classic experiments
ethical issues
Covert/overt behaviour
Historical evolution
Fields of psychology and employment
Animal and human research
*
*
*
*
Methodology

Qualitative and Quantitative method

Strengths and limitations
Correlation /causation
Data collection methods
 Validity and reliability
* Data collection method types
* Longitudinal studies


226
Board Endorsed December 2010 – Amended May 2015
*
*
*
*
*
*
*
Observations
Interviews
Objective Tests
Projective Tests
Case Studies
Surveys
Experiments
Experimental Design




*
*
*
*
*
*
*
*
*
*
*
*
Hypothesis
independent, dependent and extraneous variables
report writing conventions
Descriptive statistics
Placebo effect
Sampling/sample sizes
Control group
Experimental group
Opportunity and random sampling
Repeated measures
Independent groups design
Matched pairs
Laboratory/Field experiments
Graphs
Data collection and collation
Measures of central tendency
Sensation (Biological perspective)




The five senses
Detection and thresholds
Adaptation and attention
Pain control
Perceiving (Cognitive perspective)





*
Perceptual constancies
Perceptual learning
Illusions
Ambiguous figures, impossible perspectives e.g. Escher,
Factors influencing what is perceived (e.g. Gestalt,)
o
cultural differences
o
expectations e.g. eye witness testimonies, ‘rat man’ example
o
gender differences
Parapsychology (ESP, telepathy, clairvoyance, etc)
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
227
Board Endorsed December 2010 – Amended May 2015
Specific Unit Resources
Books
Brooks C. 2001, Pacific Grove, California, USA.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley, N.Y.
Meyers, D. 2004, Exploring Psychology, Worth, USA
Sternberg, R.J. 2001, In Search of the Human Mind, 3rd Edn. Harcourt College, Sydney.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Van Iersel et al. 2004, Nelson Psychology VCE Units 3&4. Cengage Learning, Australia.
Westen, D. 2002, Psychology Brain, Behavior and Culture. 3rd edition, Wiley & Sons, Inc.: N.Y.
Clarke, V & Gillet, S. 2001, VCE Psychology for Units 3 and 4, Nelson, Melbourne.
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Eysenck, Michael W.; Keane Mark T. 2005, Cognitive psychology: a student's handbook. 5th ed.
Psychology Press, Hove, East Sussex.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Iersel, H. 2005, Nelson Psychology: VCE units 3 & 4. Thomson Learning, Southbank, Vic.
May, M. 2007, Sensation Perception. Facts on File, New York.
McInerney, D. M.; McInerney, V. 2002, Education Psychology: constructing learning. Prentice Hall,
French’s Forest.
Morris C. Maisto A. 2005, Psychology: an introduction. 12th ed. Prentice Hall, Upper Saddle River, N.J.
Myers , D. G. 2001, Psychology: Myers in modules. (6th ed). Worth, New York.
Rawlings, M.; Skouteris, H.; Whitechurch, R. 2007, Heinemann psychology. (2nd ed). Heinemann, Port
Melbourne.
Schiffman, H. R. 2007, Sensation and perception: an integrated approach. Wiley, Hoboken, NJ.
Sternberg, R.J. 2001, In Search of the Human Mind, 3rd Edn. Harcourt College, Sydney.
Tebbel, Cyndi. 2000, The body snatchers: how the media shapes women. Finch, Sydney.
Audio/Visual
Discovering Psychology (TV Series) 1989:
The Human Body (TV series), 1998, BBC.
Catalyst - Body Clock (ABC series) 4 September 2008, ABC. Available online:
<http://www.abc.net.au/catalyst/stories/2351893.htm>
Four Corners: Eyes Wide Open (TV series) 2007, ABC. Available online:
<http://www.abc.net.au/4corners/content/2007/s2000881.htm>
Catalyst - Hypnosis (ABC series) 18 August 2005, ABC. Available online:
<http://www.abc.net.au/catalyst/stories/s1440855.htm>
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Web sites
Amoeba Web Online: Psychological Tests (on line), 2010
<http://www.vanguard.edu/Home/AcademicResources/Faculty/DougDegelman/PsychologyDirectoryAmo
ebaWeb/PsychologyResourcesOnlineTests.aspx >
American Psychological Association (on line), 2010
< http://www.apa.org/ >
American Psychological Association Monitor – monthly review of research (on line), 2010
< http://www.apa.org/monitor/ >
Allpsych (on line), 2010
< http://allpsych.com >
Athabasca University Centre for Psychology Resources (on line), 2010
< http://psych.athabascau.ca >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
The British Psychological Society (on line), 2010
< http://www.bps.org.uk/ >
BBC Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/tv/humansenses/ >
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
Mental Health Info Source (on line), 2010
< http://www.mhsource.com/ >
Psychiatric Times Disorder Index (on line), 2010
< http://www.psychiatrictimes.com/disorder.html >
Psychology in the News (on line), 2010
< http://www.psycport.com/ >
Psychology Today Magazine (on line), 2010
< http://cms.psychologytoday.com/pto/home.php >
Society for the Teaching of Psychology (on line), 2010
< http://teachpsych.lemoyne.edu/ >
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The Many Faces Of Psychological Research In The 21st Century (on line), 2001
< http://teachpsych.org/resources/e-books/faces/text/index.htm >
Pearson Prentice Hall (on line), 2010
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Time Magazine (on line), 2010
<http://www.time.com/time/>
These were accurate at the time of publication.
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Consciousness, Learning and Memory
Value 1.0
This unit combines Consciousness 0.5 with Learning and Memory 0.5.
Significant duplication of content means this unit may not be included in addition to Cognitive Approaches
to Behaviour, 0.5
Prerequisites
Nil
Specific Unit Goals
A Course
T Course
This unit should enable students to:
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how
they apply to real life situations
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Investigate the function of the central
nervous system in relation to consciousness.
Investigate the function of the central
nervous system in relation to consciousness.
Investigate the nature of consciousness.
Critically analyse and evaluate the nature of
consciousness.
Develop communication skills and an
awareness of the conventions of the
discipline
Develop effective communication skills
relevant to the conventions of the discipline
Investigate theoretical approaches to
learning and memory
Critically analyse and evaluate theoretical
approaches to learning and memory
Content
*Denotes optional aspects of the topic
The Nervous System




The physiology of the brain and the nervous system
Left and right hemispheres
Brain mapping
Consciousness
Consciousness


The nature of consciousness (i.e. mind-body duality)
Continuum of consciousness and its experiences
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Altered States of Consciousness
* Sleep
* Sensory deprivation
* Dreaming
* Hypnosis
* Meditation
* Drugs
* Out of body experiences
* Daydreaming
Theories of Learning




*
Classical conditioning (e.g. Pavlov; Watson)
Operant conditioning (e.g. Thorndike; Skinner)
Social learning theories (e.g. Bandura)
Behaviour modification using learning theories
Modern theories of learning and education (e.g. deBono; Vygotsky)
Memory










Processes
Interaction of sensory, short term and long term memory
Unusual memories
Flashbulb memories
Tips for improving memory
Eyewitness testimonies
Forgetting and retention; repressed memories
Different studying strategies
Mnemonic devices
Issues (e.g.. hypnosis, polygraph, false memories)
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Skouteris, H. et al. 2004, Heinemann Psychology One. Second edition. Reed, Melbourne.
Audio/Visual
28 Days (DVD) 2000, Columbia Pictures.
50 first Dates 2004 (DVD) Columbia Pictures Corporation.
A Clockwork Orange 1962 (DVD) Warner Bros. Pictures.
Altered States (DVD) 1980, Warner Bros. Pictures.
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Barfly (DVD) 1987, Golan-Globus Productions.
Born on the Fourth of July 1989 (DVD) Ixtlan.
Bowling For Columbine 2002 (DVD) Alliance Atlantis Communications
Clean and Sober (DVD) 1988, Warner Bros. Pictures.
Curse of the Jade Scorpion (DVD) 2001, DreamWorks Pictures.
Dead Again 1991 (DVD) Paramount Pictures
Discovering Psychology (TV Series) 1989.
Discovering Psychology 2006 (DVD) Marcom Projects.
Dolores Claiborne 1995 (DVD) Castle Rock Entertainment.
Free Willy 1993 (DVD) Warner Bros. Pictures.
Insomnia (DVD) 2002, Alcon Entertainment.
Liar Liar 1997 (DVD) Universal Pictures.
Memento 2000 (DVD) Newmarket Capital Group.
Memory 1993 (DVD) ABC.
Postcards from the Edge (DVD) 1990, Columbia Pictures.
Prince of Tides 1991 (DVD) Columbia Pictures Corporation.
Shallow Hal (DVD) 2001, Twentieth Century Fox.
The Human Body 1998 (DVD) ABC.
The Majestic 2001 (DVD) Castle Rock Entertainment.
The Miracle Worker 1962 (DVD) Playfilm Productions.
Total Recall 1990 (DVD) TriStar Pictures.
What about Bob? 1991 (DVD) Touchstone Pictures.
When a Man Loves a Woman (DVD) 1994, Touchstone Pictures.
Web Sites
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
These were accurate at the time of publication.
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Introduction to Psychological Methods
Value 0.5
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how they
apply to real life situations
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Develop communication skills and an
awareness of the conventions of the discipline
Develop effective communication skills relevant
to the conventions of the discipline
Content
*Denotes optional aspects of the topic
Nature of Psychology

Define Psychology

Major goals of Psychology

Nature/Nurture debate

Theoretical perspectives

Classic experiments
ethical issues
Covert/overt behaviour
Historical evolution
Fields of psychology and employment
Animal and human research
*
*
*
*
Methodology

Qualitative and Quantitative method

Strengths and limitations
Correlation /causation
 Data collection methods
 Validity and reliability
* Data collection method types
* Longitudinal studies
* Observations
* Interviews

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*
*
*
*
*
Objective Tests
Projective Tests
Case Studies
Surveys
Experiments
Experimental Design




*
*
*
*
*
*
*
*
*
*
*
*
Hypothesis
independent, dependent and extraneous variables
report writing conventions
Descriptive statistics
Placebo effect
Sampling/sample sizes
Control group
Experimental group
Opportunity and random sampling
Repeated measures
Independent groups design
Matched pairs
Laboratory/Field experiments
Graphs
Data collection and collation
Measures of central tendency
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Brooks C. 2001, Pacific Grove, California, USA.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley, N.Y.
Meyers, D. 2004, Exploring Psychology, Worth, USA
Sternberg, R.J. 2001, In Search of the Human Mind, 3rd Edn. Harcourt College, Sydney.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Van Iersel et al. 2004, Nelson Psychology VCE Units 3&4. Cengage Learning, Australia.
Westen, D. 2002, Psychology Brain, Behavior and Culture. 3rd edition, Wiley & Sons, Inc.: N.Y.
Audio Visual Material
Discovering Psychology (TV Series) 1989:
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Web sites
Amoeba Web Online: Psychological Tests (on line), 2010
<http://www.vanguard.edu/Home/AcademicResources/Faculty/DougDegelman/PsychologyDirectoryAmo
ebaWeb/PsychologyResourcesOnlineTests.aspx >
American Psychological Association (on line), 2010
< http://www.apa.org/ >
American Psychological Association Monitor – monthly review of research (on line), 2010
< http://www.apa.org/monitor/ >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
Mental Health Info Source (on line), 2010
< http://www.mhsource.com/ >
Psychiatric Times Disorder Index (on line), 2010
< http://www.psychiatrictimes.com/disorder.html >
Psychology in the News (on line), 2010
< http://www.psycport.com/ >
Psychology Today Magazine (on line), 2010
< http://cms.psychologytoday.com/pto/home.php >
Society for the Teaching of Psychology (on line), 2010
< http://teachpsych.lemoyne.edu/ >
The Many Faces Of Psychological Research In The 21st Century (on line), 2001
< http://teachpsych.org/resources/e-books/faces/text/index.htm >
Pearson Prentice Hall (on line), 2010
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Time Magazine (on line), 2010
<http://www.time.com/time/>
These were accurate at the time of publication.
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Health & The Psychology of Happiness
Value: 1.0
This unit combines Health Psychology 0.5 and The Psychology of Happiness 0.5
Prerequisites
Nil
Specific Unit Goals:
A Course
T Course
This unit should enable students to:
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how
they apply to real life situations
Investigate the biological, psychological and
social aspects of health and wellbeing
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Critically analyse and evaluate the biological,
psychological and social aspects of health
and wellbeing
To examine and discuss theoretical
perspectives on happiness and wellbeing
Demonstrate an understanding of the
biological basis of emotional behaviour and
self-awareness
To critically examine and discuss theoretical
perspectives on happiness and wellbeing
To analyse and compare the biological and
cognitive basis of emotional behaviour and
self-awareness
To identify and discuss the nature of
emotional responses and the forces that
shape those responses
To critically analyse the biological and
cognitive nature of emotional responses and
the forces that shape those responses
Content
*Denotes optional aspects of the topic
Overview


Biological versus bio-psychosocial approach to health (Mind and Body duality)
How biological, cognitive and socio-cultural factors influence health-related behaviour
Models of health behaviours
e.g. health belief model, theory of reasoned action, stages of change model
Models for behaviour change
e.g. cognitive behavioural therapy
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Health issues
* Contributing factors
* Consequences
* Treatment
* Risk-taking behaviours such as unsafe sex, self-harm, binge drinking
* Smoking
* Skin cancer
* Obesity
* Eating disorders including, but not limited to, anorexia, bulimia, binge eating disorder
* Drug addiction
* Alcoholism
Stress and coping




Types of stress
Physiological, psychological and social aspects of stress
Measuring stress: Holmes and Rahe
Stress management
*
Positive Psychology
* Seligman
*
Illness and health care
* Becoming a patient
* Illness behaviour and sick-role behaviour
* Hospitalisation and stress
* Rehabilitation
The biological basis of emotions



primary emotions – anger, sadness, happiness
neuroscientific studies revealing the emotional brain
trauma and emotional absence
Positive Psychology





Martin Seligman’s theory of positive psychology
Barbara Frederickson’s theory
o The Broaden-and-Build Theory of Positive Emotions
o The Broaden Hypothesis
o The Build Hypothesis
o The Undoing Hypothesis
o Positivity Ratios
Lyubomirsky’s "Construal Theory of Happiness"
Parfit’s three theories of happiness
Csikszentmihalyi’s psychology of optimal experience
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Models of self and self efficacy




*
*
Self Actualisation (Maslow)
The ideal and real self (Rogers)
Positive Thinking
Self Efficacy
Measuring self efficacy
Developing and promoting strategies for self efficacy
Health and Wellbeing




*
*
*
Models of healthy selves
Neuroscience studies
Well being studies
Happiness surveys
Developing a positive attitude
The role of meditation, relaxation, leisure, gratitude
Leading a balanced lifestyle – coping with multiple demands
Stress, trauma, coping and resilience




*
*
*


Types of stress
Measuring stress: Holmes and Rahe
Coping with stress - Csikszentmihalyi
Coping with failure
Coping with trauma
Coping with grief
Coping with depression
Developing resilience
When to seek help
Developing Positive relationships with others



*


First impressions
Creating and sustaining a positive impression
Gratitude letters
Dealing with conflict
Assertive behaviours
Negotiation
Emotional Intelligence



Recognising emotional cues
Gender differences in emotional responses
o Changing values emphasis on EQ versus IQ
* Emotional resilience and youth (e.g. Japan vs. Australia vs. Netherlands: a Case Study)
Critiques of pop psychology and the self help movement
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Prosocial behaviour



*

*
*
basic findings: Darley & Latane
theories: instinct, empathy, etc
factors affecting altruism
promoting global citizenship and responsible behaviour
moral behaviour and studies
gratitude
virtue
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books (Health Psychology)
Boll, T.J, Johnson, S. B, Perry, N, & Rozensky, R. H. 2002, Handbook of Clinical Health Psychology: Volume
1. Medical Disorders and Behavioral Applications. APA Books, Washington DC.
Caltabianco, M. I, & Sarafino, E .P. 2002, Health Psychology, Biopsychosocial interactions, Wiley, Australia.
Harari, P., Legge, K. 2001, Psychology And Health, Heinemann themes in psychology, Heinemann
Educational Publishers, Portsmouth, NH.
Healey, J. (ed) 2008, Women's health and wellbeing Issues in society, Vol. 275, Spinney Press, Thirroul,
NSW.
Healey, J. (ed) 2008, Men’s health and wellbeing, Issues in society, Vol 274, Spinney Press, Thirroul, NSW.
Jones, K. 2003, Health and Human Behaviour, Oxford University Press, Oxford.
Lyons, A. C, Chamberlain, K. 2006, Health psychology: a critical introduction, Cambridge University Press,
Cambridge.
Munafo, M., Albery, I. 2008, Key Concepts in Health Psychology, Sage Publications, New York.
O’Connor, M.L., & Parker, E. 2001, Health Promotion: Principles and Practice in the Australian Context,
2nd edition. Allen & Unwin, NSW.
Ogden, J. 2004, Health Psychology, McGraw-Hill, Australia.
Websites (Health Psychology)
Australian Better Health Initiative (on line), 2010
< http://www.measureup.gov.au/ >
Department Of Health And Ageing (On Line), 2010
< http://www.drinkingnightmare.gov.au/internet/drinkingnightmare/publishing.nsf >
Eating Disorders Foundation of Victoria (on line), 2010
< http://www.eatingdisorders.org.au/ >
Heath Insite (on line), 2010
< http://www.healthinsite.gov.au/topics/Eating_Disorders >
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The Butterfly Foundation (on line), 2010
< http://www.thebutterflyfoundation.org.au/ >
The Obesity Society (on line), 2010
< http://www.obesity.org/ >
Wesley Hospital (on line), 2010
< http://www.wesleymission.org.au/centres/hospital/ >
Audio Visual Resources (Health Psychology)
A Smoking Epidemic (DVD) 2006, VEA
America’s Fattest City (TV series), ABC.
Dying To Be Anorexic (DVD), 2008, SBS.
I’m A Child Anorexic (documentary), 2010, BBC (also available on Youtube)
Sicko (DVD documentary) 2007, Dog Eat Dog Films.
Super Size Me (DVD) 2004, Kathbur Pictures.
Thin (documentary) 2006, HBO. Available online: http://topdocumentaryfilms.com/thin/
Whatever! The Science Of Teens (specifically episode 2, Binging) (TV Series) 1999, ABC. Available online:
http://www.abc.net.au/tv/documentaries/interactive/whatever/
Why are thin people not fat? (documentary), 2010, SBS. Available online: http://www.documentarylog.com/d208-why-are-thin-people-not-fat/
Books (The Psychology of Happiness)
Argyle, M. 2002, The Psychology of Happiness, Meuthen, New York
Aspinwall, L. G., & Staudinger, U. M. (Eds.). (2003), A psychology of human strengths:
Fundamental questions and future directions for a positive psychology. Washington, DC: APA
Books
Bolt, M. 2004, Pursuing Human Strengths: A Positive Psychology Guide, Worth Publishing,
New York
Bryant, F.B. and Veroff, J. 2006, Savoring: A New Model of Positive Experience, Lawrence
Erlbaum Associates, London.
Cloninger, C.R. 2004, Feeling Good: The Science of Well Being, Oxford University Press, USA.
Csikszentmihalyi, M. 1990, Flow: the Psychology of Optimal Experience, 1st edn, Penguin
Books
Csikszentmihalyi, M. 2004, Good Business: Leadership, Flow, and the Making of Meaning,
Penguin Books
Diener, E. and Eid, M. (eds.) 2006, Handbook of Multimethod Measurement in Psychology,
American Psychological Association (APA), USA
Easterbrook, G. 2003, The Progress Paradox: How Life Gets Better While People Feel Worse,
1st edn, Random House Trade, USA
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Frisch, M.B. 2005, Quality of Life Therapy: Applying a Life Satisfaction Approach to Positive
Psychology and Cognitive Therapy, Wiley
Gilbert, D. 2007, Stumbling on Happiness, HarperCollins Publishers
Haidt, J. 2007, The Happiness Hypothesis, Cornerstone
Huppert, F., Baylis, N. and Keverne, B. 2005, The Science of Well-Being, Oxford University
Press, Oxford
Joseph, S. and Linley, P.A. 2004, Positive Therapy, Routledge
Keyes, C.L.M. and Haidt, J. (eds.) 2003, Flourishing: Positive Psychology and the Life WellLived, American Psychological Association (APA), USA
Layard, R. 2005, Happiness: Lessons from a New Science, Penguin Books.
Linley, P.A. and Joseph, S. (eds.) 2004, Positive Psychology in Practice. John Wiley and Sons
Inc, N. Y.
Lykken, D.T. 1999. Happiness: What Studies on Twins Show Us about Nature, Nurture, and
the Happiness Set Point
McMahon, D.M. 2006, Happiness: A History, Grove/Atlantic
Murray, C. 2003. Human Accomplishment: The Pursuit of Excellence in the Arts and Sciences,
800 B.C. to 1950.
Myers, D.G. 1990. Pursuit of Happiness,
Ong, A. & Van Dulmen, M. 2006, Oxford Handbook of Methods in Positive Psychology (Series
in Positive Psychology), Oxford University Press, Oxford.
Peterson, C. 2004, A Primer in Positive Psychology, Oxford University Press, Oxford.
Peterson, C. and Seligman, M.E.P. 2004, Character Strengths and Virtues: A Handbook and
Classification, Oxford University Press, Oxford.
Reivich, K. and Shatté, A. 2002, The Resilience Factor: 7 Essential, Broadway Books
Schwartz, B. 2005, The Paradox of Choice: Why More Is Less, Ecco
Seligman, Dr. M.E.P. 2002. Positive Psychology, Positive Prevention, and Positive Therapy.
Seligman, M.E.P. 2002. Authentic Happiness: Using the New Positive Psychology to Realize
Your Potential for Lasting Fulfillment, Simon & Schuster Ltd.
Seligman, M.E.P. 2006, Learned Optimism: How to Change Your Mind and Your Life, Vintage
Books USA
Sheldon, K.M. 2007, Optimal Human Being: An Integrated Multi-Level Perspective, Lawrence
Erlbaum Associates.
Snyder, C.R. and Lopez, S.J. 2007, Positive Psychology: The Scientific and Practical
Explorations of Human Strengths, Sage Publications, CA
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Snyder, C.R. and Lopez, S.J. 2005, Handbook of Positive Psychology, Oxford University Press,
Oxford
Vaillant, G.E. 2002, Aging Well: Surprising Guideposts to a Happier Life from the Landmark
Harvard Study of Adult Development, Little Brown and Company
Audio Visual Material (The Psychology of Happiness)
Gallup DVD How to be Happy, with Ed Diener
Primal Instinct (series), 2004, ABC Science Unit
Shallow Hal (video) 2001, Farelly Brothers
The Human Body (DVD) 1998, BBC
The Human Face (DVD) 2001, BBC
The Miracle Worker (DVD) 1962, Playfilm Productions
Web sites (The Psychology of Happiness)
Interviews with Positive Psychology Scholars (on line), 2010
http://www.reflectivehappiness.com/AboutUs/Experts.aspx
Positive Psychology Scholars (on line), 2010
http://www.reflectivehappiness.com/AboutUs/Experts.aspx
Construal Theory of Happiness (on line), 2010
http://lyubomirsky.socialpsychology.org/
Self-Handicapping and Defensive Pessimism: Predictors and Consequences from a Self-Worth
Motivation Perspective (on line), 2010
http://self.uws.edu.au/Theses/Martin/Thesis.htm
The Architecture of Happiness (on line), 2010
http://www.alaindebotton.com/
Authentic Happiness: Using the New Positive Psychology (on line), 2010
http://www.authentichappiness.sas.upenn.edu/
The Secret of Happiness (on line), 2010
http://www.biopsychiatry.com/happiness/
Flow Theory (on line), 2010
http://www.brainchannels.com/thinker/mihaly.html
Centre for Confidence and Wellbeing (on line), 2010
http://www.centreforconfidence.co.uk/
Positive Psychology Centre (on line), 2010
http://www.ppc.sas.upenn.edu/
Reflective Happiness (on line), 2010
http://www.reflectivehappiness.com
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http://www.reflectivehappiness.com/AboutUs/Experts.aspxmailto:acparks@psych.upenn.edu
The Value of Positive Emotions (on line), 2010
http://www.unc.edu/peplab/publications/AMSCI_2003-07Fredrickson.pdf
The role of Positive Emotions in Positive Psychology (on line), 2010
http://www.unc.edu/peplab/publications/Fredrickson_AmPsych_01.pdf
What good are positive Emotions (on line), 2010
http://www.unc.edu/peplab/publications/Fredrickson_RGP_98.pdf
These were accurate at the time of publication.
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Social Influence & Independent Study (T Only)
Value 1.0
This Unit combines Social Influence 0.5 and Independent Study 0.5
Significant duplication of content means this unit may not be included in addition to Human
Relationships, 0.5, Sociocultural Approaches to Behaviour, 0.5, or The Self in Groups, 0.5.
Prerequisites
At least three standard units in Psychology must be successfully completed before commencing this unit.
This unit must be undertaken as the final unit of a major.
Specific Unit Goals
This unit should enable students to:
 Analyse human behaviour as an outcome of influences and interactions
 Critically evaluate the assumptions, applications and limitations of psychological research and
literature
 Develop and apply investigative skills, knowledge and insights into psychological concepts and
research methodology, with reference to real life situations
 Analyse individual behaviour and how it is influenced in a social context particularly with respect
to conformity and obedience
 Critically analyse and evaluate the processes involved in pro and anti-social behaviour
 Understand and apply theoretical perspectives and knowledge of research methodology.
 Acquire extensive knowledge and understanding in a particular area of Psychology.
 Establish their own research problem and set guidelines through which to pursue their chosen
topic.
 Communicate an understanding of the specified area and report on the results in an appropriate
manner.
Content
*Denotes optional aspects of the topic
Social influence



Conformity versus individuality: need for, nature of
Kelman; compliance, identification, internalisation
Obedience: Milgram, factors affecting. Situational versus personality factors (* e.g. Adorno)
Groups and individuals

*
Roles within groups, e.g. Zimbardo
Leadership: types of leaders
Group behaviour and decision making


*
In-group/out-group prejudice (Tajfel, Turner)
Groupthink (risky shift, consensus)
Crowd behaviour
Prosocial behaviour and altruism



Basic findings: Darley & Latane
Theories: instinct, empathy
Factors affecting
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Board Endorsed December 2010 – Amended May 2015
Anti-social behaviour and aggression

*
*
Theories: instinct, drive, social learning, frustration
Factors affecting: media violence, arousal, provocation, hostility, punishment
Types: non-violent aggression, harassment.
The content of the Independent Study will be negotiated with the teacher responsible. The subject matter
may be an extension of content previously studied by the student or may be entirely new to the student.
The emphasis will be on areas of special interest and value to the student.
Assessment items and weighting will also be negotiated. Examples include
 a research assignment
 an experimental report
 an attitude survey
 an oral presentation
In the process of completing these summative assessment pieces, students could also complete a series
of formative assessment pieces along the way. These could include:
 a journal
 a literature review
 regular discussion groups
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books (Social Influence)
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Crane, J., and Hannibal, J. 2009, Psychology: Course Companion. Oxford University Press: New York.
Eysenck, M., Flanagan, C. 2001, Psychology for A2 Level. Psychology Press, East Sussex.
Eysenck, M., Flanagan, C. 2000, Psychology for AS Level. Psychology Press, East Sussex.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Myers David G. 2004, Exploring Psychology, Sixth Edition, in Modules, Sixth Edition, Worth Publishers,
New York.
Mook, D. 2004, Classic Experiments In Psychology. Greenwood Press, Westport, Connecticut.
Myers , D. G. 2001, Psychology: Myers in modules. (6th ed). Worth, New York.
Plotnik, R. 2007, Introduction to Psychology, (8th Edition). Wodsworth, USA.
Plotnik, R. 2005, Test Bank For Plotnik’s Introduction To Psychology, Seventh Edition. Wodsworth, USA.
Plotnik, R. 2005, Instructor’s Resources Manual For Plotnik’s Introduction To Psychology, Seventh Edition.
Wodsworth, USA.
246
Board Endorsed December 2010 – Amended May 2015
Rawlings, M.; Skouteris, H.; Whitechurch, R. 2007, Heinemann Psychology. (2nd ed). Heinemann, Port
Melbourne.
Rawlings, M.; Skouteris, H.; Whitechurch, R. 2007, Heinemann Psychology. (2nd ed). Heinemann, Port
Melbourne.
Skouteris, H. et al. 2004, Heinemann Psychology One. Second edition. Reed, Melbourne.
Sternberg, R.J. 2001, In Search of the Human Mind, 3rd Edn. Harcourt College, Sydney.
Westen, D. 2002, Psychology Brain, Behavior and Culture. 3rd edition, Wiley & Sons, Inc.: N.Y.
Whetham, P., Day, A., And Whetham, L. (Eds.) 2006, Psychology. Ibid Press: Victoria.
Web Sites (Social Influence)
A2Z Psychology Resources (on line), 2010
< http://www.a2zpsychology.com/ >
All About Psychology (on line), 2010
<http://www.all-about-psychology.com/
All Psych – The Virtual Psychology Classroom (on line), 2010
< http://allpsych.com/ >
All Psych Online Psychology Tests (on line), 2010
< http://allpsych.com/tests/index.html >
All the Tests (on line), 2010
< http://www.allthetests.com/ >
American Psychological Association (on line), 2010
< http://www.apa.org/ >
American Psychological Association Monitor – monthly review of research (on line), 2010
< http://www.apa.org/monitor/ >
American Psychology Society Teaching Resources (on line), 2010
< http://psych.hanover.edu/aps/teaching.html >
Amoeba Web Online: Psychological Tests (on line), 2010
< http://www.vanguard.edu/Home/AcademicResources/Faculty/DougDegelman/Psychology
DirectoryAmoebaWeb/PsychologyResourcesOnlineTests.aspx >
APA Statistics Division (on line), 2010
< http://www.apa.org/divisions/div5/teachstats.html >
Athabasca University Centre for Psychology Resources (on line), 2010
< http://psych.athabascau.ca >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
BBC Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/tv/humansenses/ >
247
Board Endorsed December 2010 – Amended May 2015
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Discovering Psychology (on line), 2010
< http://www.learner.org/resources/series138.html >
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
Pearson Prentice Hall (on line), 2010
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Psychologist World (on line), 2010
< http://www.psychologistworld.com/ >
Psychology at Suite101 (on line), 2010
< http://www.suite101.com/psychology >
Psychology Central resources (on line), 2010
< http://psychcentral.com/resources/ >
Psychology Daily (on line), 2010
< http://www.planetpsych.com/ >
Psychology Exchange – a site with free downloadable materials (on line), 2010
< http://www.psychexchange.co.uk/ >
Psychology in the News (on line), 2010
< http://www.psycport.com/ >
Psychology Research Projects (on line), 2010
< http://amasci.com/scifair/psych.html >
Psychology Resources for Teaching Social Psychology (on line), 2010
< http://jonathan.mueller.faculty.noctrl.edu/crow/ >
Psychology Today Magazine (on line), 2010
< http://cms.psychologytoday.com/pto/home.php >
Psychwatch News – Current Research (on line), 2010
< http://www.psychwatch.com/news.htm >
Social Psychology (on line), 2010
< http://www.psychlotron.org.uk/newResources/coreSocial.html >
Society for the Teaching of Psychology (on line), 2010
< http://teachpsych.lemoyne.edu/ >
The British Medical Journal (on line), 2010
< http://www.bmj.com/ >
The British Psychological Society (on line), 2010
248
Board Endorsed December 2010 – Amended May 2015
< http://www.bps.org.uk/ >
The Human Zoo – Brief Encounters parts 1 – 5 (on line), 2010
< http://www.youtube.com/watch?v=DRJAqKAGAB0&feature=related >
The Psychiatric Times (on line), 2010
< http://www.psychiatrictimes.com/home >
These were accurate at time of publication.
Books (Independent Study)
Argyrous, G. 2005, Statistics for Research: With a Guide to SPSS, (2nd ed), Sage, London.
Clarke, V & Gillet, S. 2001, VCE Psychology for Units 3 and 4, Nelson, Melbourne.
Coakes, S. J. & Steed, L. G. 2001, SPSS: Analysis without anguish, (Version 10.0 for Windows). Jacaranda
Wiley, Milton.
Coolican, H. 2006, Introduction to Research Methods in Psychology (3rd ed). Hodder Arnold, London.
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Crane, J., and Hannibal, J. 2009, Psychology: Course Companion. Oxford University Press: New York.
Gravetter, F. J. & Wallnau, L. B. 2004, Statistics for the behavioural sciences, (6th ed.)
Wadsworth/Thomson, Belmont, CA.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Harari, P., Legge, K. 2001, Psychology And Health, Heinemann themes in psychology, Heinemann
Educational Publishers, Portsmouth, NH.
Iersel, H. 2005, Nelson Psychology: VCE units 3 & 4. Thomson Learning, Southbank, Vic.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Mook, D. 2004, Classic Experiments In Psychology. Greenwood Press, Westport, Connecticut.
Neuman, W. L. & Kreuger, L, W. 2003, Social Work Research Methods: Qualitative and Quantitative
Approaches. Allyn and Bacon, Boston.
Slater, L. 2004, Openin Skinner’s Box: Great Psychological Experiments Of The Twentieth Century.
Bloomsbury, London.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Findlay, B. 2003, How to write psychology laboratory reports and essays, (3rd ed.). Frenchs Forest:
Prentice Hall.
Francis, R. 1999, Ethics for psychologists: A handbook, Leicester: British Psychological Society.
249
Board Endorsed December 2010 – Amended May 2015
Websites (Independent Study)
A2Z Psychology Resources (on line), 2010
< http://www.a2zpsychology.com/ >
All about Psychology (on line), 2010
<http://www.all-about-psychology.com/>
American Psychological Association (on line), 2010
< http://www.apa.org/ >
BBC Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/tv/humansenses/ >
Current Topics in Psychology – Dr Michael Fenichel (Highly recommended) (on line), 2010
< http://www.fenichel.com/Current.shtml >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Discovering Psychology (on line), 2010
< http://www.learner.org/resources/series138.html >
Discovering Psychology Video on demand (on line), 2010
< http://www.learner.org >
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
These were accurate at time of publication.
250
Board Endorsed December 2010 – Amended May 2015
Social Influence, Attitudes and Prejudice
Value 1.0
This Unit Combines Social Influence 0.5 and Attitudes and Prejudice 0.5
Significant duplication of content means this unit may not be included in addition to The Self in Society,
0.5, Sociocultural approaches to Behaviour, 0.5, Human Relationships, 0.5, and/or The Self in Groups, 0.5
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how they
apply to real life situations
Investigate the processes involved in the
formation and change of attitudes and how
attitudes influence behaviour.
Critically evaluate the assumptions, applications
and limitations of psychological research and
literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Analyse the processes involved in the formation
and change of attitudes and how attitudes
influence behaviour.
Explore the nature of and strategies to deal
with prejudice
Critically analyse and evaluate the nature of and
strategies to deal with prejudice.
Examine individual behaviour and how it is
influenced in a social context particularly with
respect to conformity and obedience
Analyse individual behaviour and how it is
influenced in a social context particularly with
respect to conformity and obedience
Investigate the processes involved in pro and
anti-social behaviour
Critically analyse and evaluate the processes
involved in pro and anti-social behaviour
Content
*Denotes optional aspects of the topic
Attitudes



Definition of attitudes
Components of attitudes (affective, behavioural, cognitive)
Functions of attitudes
Communication of attitudes








interpersonal communication
components of the communication process
non-verbal communication
proxemics (interpersonal space)
facial cues
kinesics (body movement), posture, gestures
touching
paralanguage
251
Board Endorsed December 2010 – Amended May 2015
Attitude Formation


*
Theories of attitude formation
Social, economic, cultural and behavioural/ learning
Measuring attitudes
Behaviours, Values and Beliefs


Role of perceptions
Antisocial and pro-social behaviours
Changing attitudes


Cognitive dissonance
Persuasion
Prejudice



*
*
*
Definitions of Prejudice and discrimination
Types of prejudice
Stereotypes and stereotyping.
“isms”: racism, sexism, ageism, etc.
Discrimination: institutional, old fashioned and modern
“Robbers Cave” (Sherif)
Theoretical Approaches

*
*
*
*
*
*
*
*
Theories of prejudice (e.g. Fishburn & Ajzen)
Levels of prejudice (Allport)
Personality (Adorno)
Social Dissonance Theory
Culture clash theory
Competitiveness and prejudice, economic (Sherif)
Social Identity Theory
Social Learning Theory
Application in current affairs
Counteracting prejudice and discrimination

*
*
*
*
Theories
Experiencing prejudice (Jane Elliot)
Social contact
Super-ordinate goals
“Robbers Cave” (Sherif)
Social influence



Conformity versus individuality: need for, nature of
Kelman; compliance, identification, internalisation
Obedience: Milgram, factors affecting. Situational versus personality factors (* e.g. Adorno)
Groups and individuals

*
Roles within groups, e.g. Zimbardo
Leadership: types of leaders
252
Board Endorsed December 2010 – Amended May 2015
Group behaviour and decision making


*
In-group/out-group prejudice (Tajfel, Turner)
Groupthink (risky shift, consensus)
Crowd behaviour
Prosocial behaviour and altruism



Basic findings: Darley & Latane
Theories: instinct, empathy
Factors affecting
Anti-social behaviour and aggression

*
*
Theories: instinct, drive, social learning, frustration
Factors affecting: media violence, arousal, provocation, hostility, punishment
Types: non-violent aggression, harassment.
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Coon, D. 2005, Introduction to psychology. West, NY.
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Crane, J., and Hannibal, J. 2009, Psychology: Course Companion. Oxford University Press: New York.
Eysenck, M., Flanagan, C. 2001, Psychology for A2 Level. Psychology Press, East Sussex.
Eysenck, M., Flanagan, C. 2000, Psychology for AS Level. Psychology Press, East Sussex.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Mook, D. 2004, Classic Experiments In Psychology. Greenwood Press, Westport, Connecticut.
Morris C. Maisto A. 2005, Psychology: an introduction. 12th ed. Prentice Hall, Upper Saddle River, N.J.
Myers , D. G. 2001, Psychology: Myers in modules. (6th ed). Worth, New York.
Myers David G. 2004, Exploring Psychology, Sixth Edition, in Modules, Sixth Edition, Worth Publishers,
New York.
Plotnik, R. 2007, Introduction to Psychology, (8th Edition). Wodsworth, USA.
Plotnik, R. 2005, Test Bank For Plotnik’s Introduction To Psychology, Seventh Edition. Wodsworth, USA.
Plotnik, R. 2005, Instructor’s Resources Manual For Plotnik’s Introduction To Psychology, Seventh Edition.
Wodsworth, USA.
Rawlings, M.; Skouteris, H.; Whitechurch, R. 2007, Heinemann psychology. (2nd ed). Heinemann, Port
Melbourne.
253
Board Endorsed December 2010 – Amended May 2015
Skouteris, H. et al. 2004, Heinemann Psychology One. Second edition. Reed, Melbourne.
Sternberg, R.J. 2001, In Search of the Human Mind, 3rd Edn. Harcourt College, Sydney.
Westen, D. 2002, Psychology Brain, Behavior and Culture. 3rd edition, Wiley & Sons, Inc.: N.Y.
Whetham, P., Day, A., And Whetham, L. (Eds.) 2006, Psychology. Ibid Press: Victoria.
Journal Articles
Vaughan, G. & Hogg, M.
Prentice Hall.
2005. Introduction to Social Psychology. 5th Ed.
Web Sites
A2Z Psychology Resources (on line), 2010
< http://www.a2zpsychology.com/ >
All About Psychology (on line), 2010
<http://www.all-about-psychology.com/>
All Psych – The Virtual Psychology Classroom (on line), 2010
< http://allpsych.com/ >
All Psych Online Psychology Tests (on line), 2010
< http://allpsych.com/tests/index.html >
All the Tests (on line), 2010
< http://www.allthetests.com/ >
American Psychological Association (on line), 2010
< http://www.apa.org/ >
American Psychological Association Monitor – monthly review of research (on line), 2010
< http://www.apa.org/monitor/ >
American Psychology Society Teaching Resources (on line), 2010
< http://psych.hanover.edu/aps/teaching.html >
Amoeba Web Online: Psychological Tests (on line), 2010
<http://www.vanguard.edu/Home/AcademicResources/Faculty/DougDegelman/PsychologyDirectoryAmo
ebaWeb/PsychologyResourcesOnlineTests.aspx >
APA Statistics Division (on line), 2010
< http://www.apa.org/divisions/div5/teachstats.html >
Athabasca University Centre for Psychology Resources (on line), 2010
< http://psych.athabascau.ca >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
BBC Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/tv/humansenses/ >
254
Board Endorsed December 2010 – Amended May 2015
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Discovering Psychology Video on demand (on line), 2010
< http://www.learner.org >
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
Pearson Prentice Hall (on line), 2010
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Psychologist World (on line), 2010
< http://www.psychologistworld.com/
Psychology at Suite101 (on line), 2010
< http://www.suite101.com/psychology >
Psychology Central resources (on line), 2010
< http://psychcentral.com/resources/ >
Psychology Daily (on line), 2010
< http://www.planetpsych.com/ >
Psychology Exchange – a site with free downloadable materials (on line), 2010
< http://www.psychexchange.co.uk/ >
Psychology in the News (on line), 2010
< http://www.psycport.com/ >
Psychology Research Projects (on line), 2010
< http://amasci.com/scifair/psych.html >
Psychology Resources for Teaching Social Psychology (on line), 2010
< http://jonathan.mueller.faculty.noctrl.edu/crow/ >
Psychology Today Magazine (on line), 2010
< http://cms.psychologytoday.com/pto/home.php >
Psychwatch News – Current Research (on line), 2010
< http://www.psychwatch.com/news.htm >
Social Psychology (on line), 2010
< http://www.psychlotron.org.uk/newResources/coreSocial.html >
Society for the Teaching of Psychology (on line), 2010
< http://teachpsych.lemoyne.edu/ >
255
Board Endorsed December 2010 – Amended May 2015
The British Medical Journal (on line), 2010
< http://www.bmj.com/ >
The British Psychological Society (on line), 2010
< http://www.bps.org.uk/ >
The Human Zoo – Brief Encounters parts 1 – 5 (on line), 2010
< http://www.youtube.com/watch?v=DRJAqKAGAB0&feature=related >
The Psychiatric Times (on line), 2010
< http://www.psychiatrictimes.com/home >
These were accurate at time of publication.
256
Board Endorsed December 2010 – Amended May 2015
Attitudes and Prejudice
Value 0.5
Significant duplication of content means this unit may not be included in addition to The Self in Society,
0.5, and/or Sociocultural approaches to Behaviour, 0.5
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how they
apply to real life situations
Investigate the processes involved in the
formation and change of attitudes and how
attitudes influence behaviour.
Critically evaluate the assumptions, applications
and limitations of psychological research and
literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Analyse the processes involved in the formation
and change of attitudes and how attitudes
influence behaviour.
Explore the nature of and strategies to deal
with prejudice
Critically analyse and evaluate the nature of and
strategies to deal with prejudice.
Content
*Denotes optional aspects of the topic
Attitudes



Definition of attitudes
Components of attitudes (affective, behavioural, cognitive)
Functions of attitudes
Communication of attitudes








interpersonal communication
components of the communication process
non-verbal communication
proxemics (interpersonal space)
facial cues
kinesics (body movement), posture, gestures
touching
paralanguage
Attitude Formation


*
Theories of attitude formation
Social, economic, cultural and behavioural/ learning
Measuring attitudes
257
Board Endorsed December 2010 – Amended May 2015
Behaviours, Values and Beliefs


Role of perceptions
Antisocial and pro-social behaviours
Changing attitudes


Cognitive dissonance
Persuasion
Prejudice



*
*
*
Definitions of Prejudice and discrimination
Types of prejudice
Stereotypes and stereotyping.
“isms”: racism, sexism, ageism, etc.
Discrimination: institutional, old fashioned and modern
“Robbers Cave” (Sherif)
Theoretical Approaches

*
*
*
*
*
*
*
*
Theories of prejudice (e.g. Fishburn & Ajzen)
Levels of prejudice (Allport)
Personality (Adorno)
Social Dissonance Theory
Culture clash theory
Competitiveness and prejudice, economic (Sherif)
Social Identity Theory
Social Learning Theory
Application in current affairs
Counteracting prejudice and discrimination

*
*
*
*
Theories
Experiencing prejudice (Jane Elliot)
Social contact
Super-ordinate goals
“Robbers Cave” (Sherif)
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
258
Board Endorsed December 2010 – Amended May 2015
Specific Unit Resources
Books
Coon, D. 2005, Introduction to psychology. West, NY.
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Crane, J., a nd Hannibal, J. 2009, Psychology: Course Companion. Oxford University Press: New York.
Eysenck, M., Flanagan, C. 2001, Psychology for A2 Level. Psychology Press, East Sussex.
Eysenck, M., Flanagan, C. 2000, Psychology for AS Level. Psychology Press, East Sussex.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Mook, D. 2004, Classic Experiments In Psychology. Greenwood Press, Westport, Connecticut.
Morris C. Maisto A. 2005, Psychology: an introduction. 12th ed. Prentice Hall, Upper Saddle River, N.J.
Myers , D. G. 2001, Psychology: Myers in modules. (6th ed). Worth, New York.
Myers David G. 2004, Exploring Psychology, Sixth Edition, in Modules, Sixth Edition, Worth Publishers,
New York.
Plotnik, R. 2007, Introduction to Psychology, (8th Edition). Wodsworth, USA.
Plotnik, R. 2005, Test Bank For Plotnik’s Introduction To Psychology, Seventh Edition. Wodsworth, USA.
Plotnik, R. 2005, Instructor’s Resources Manual For Plotnik’s Introduction To Psychology, Seventh Edition.
Wodsworth, USA.
Rawlings, M.; Skouteris, H.; Whitechurch, R. 2007, Heinemann psychology. (2nd ed). Heinemann, Port
Melbourne.
Skouteris, H. et al. 2004, Heinemann Psychology One. Second edition. Reed, Melbourne.
Sternberg, R.J. 2001, In Search of the Human Mind, 3rd Edn. Harcourt College, Sydney.
Westen, D. 2002, Psychology Brain, Behavior and Culture. 3rd edition, Wiley & Sons, Inc.: N.Y.
Whetham, P., Day, A., And Whetham, L. (Eds.) 2006, Psychology. Ibid Press: Victoria.
Journal Articles
Vaughan, G. & Hogg, M.
Prentice Hall.
2005. Introduction to Social Psychology. 5th Ed.
Web Sites
A2Z Psychology Resources (on line), 2010
< http://www.a2zpsychology.com/ >
All About Psychology (on line), 2010
<http://www.all-about-psychology.com/>
All Psych – The Virtual Psychology Classroom (on line), 2010
< http://allpsych.com/ >
All Psych Online Psychology Tests (on line), 2010
< http://allpsych.com/tests/index.html >
259
Board Endorsed December 2010 – Amended May 2015
All the Tests (on line), 2010
< http://www.allthetests.com/ >
American Psychological Association (on line), 2010
< http://www.apa.org/ >
American Psychological Association Monitor – monthly review of research (on line), 2010
< http://www.apa.org/monitor/ >
American Psychology Society Teaching Resources (on line), 2010
< http://psych.hanover.edu/aps/teaching.html >
Amoeba Web Online: Psychological Tests (on line), 2010
<http://www.vanguard.edu/Home/AcademicResources/Faculty/DougDegelman/PsychologyDirectoryAmo
ebaWeb/PsychologyResourcesOnlineTests.aspx >
APA Statistics Division (on line), 2010
< http://www.apa.org/divisions/div5/teachstats.html >
Athabasca University Centre for Psychology Resources (on line), 2010
< http://psych.athabascau.ca >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
BBC Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/tv/humansenses/ >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Discovering Psychology Video on demand (on line), 2010
< http://www.learner.org >
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
Pearson Prentice Hall (on line), 2010
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Psychologist World (on line), 2010
< http://www.psychologistworld.com/
Psychology at Suite101 (on line), 2010
< http://www.suite101.com/psychology >
Psychology Central resources (on line), 2010
< http://psychcentral.com/resources/ >
Psychology Daily (on line), 2010
< http://www.planetpsych.com/ >
260
Board Endorsed December 2010 – Amended May 2015
Psychology Exchange – a site with free downloadable materials (on line), 2010
< http://www.psychexchange.co.uk/ >
Psychology in the News (on line), 2010
< http://www.psycport.com/ >
Psychology Research Projects (on line), 2010
< http://amasci.com/scifair/psych.html >
Psychology Resources for Teaching Social Psychology (on line), 2010
< http://jonathan.mueller.faculty.noctrl.edu/crow/ >
Psychology Today Magazine (on line), 2010
< http://cms.psychologytoday.com/pto/home.php >
Psychwatch News – Current Research (on line), 2010
< http://www.psychwatch.com/news.htm >
Social Psychology (on line), 2010
< http://www.psychlotron.org.uk/newResources/coreSocial.html >
Society for the Teaching of Psychology (on line), 2010
< http://teachpsych.lemoyne.edu/ >
The British Medical Journal (on line), 2010
< http://www.bmj.com/ >
The British Psychological Society (on line), 2010
< http://www.bps.org.uk/ >
The Human Zoo – Brief Encounters parts 1 – 5 (on line), 2010
< http://www.youtube.com/watch?v=DRJAqKAGAB0&feature=related >
The Psychiatric Times (on line), 2010
< http://www.psychiatrictimes.com/home >
These were accurate at time of publication.
261
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Social Influence
Value 0.5
Significant duplication of content means this unit may not be included in addition to Human
Relationships, 0.5, Sociocultural Approaches to Behaviour, 0.5, and/or The Self in Groups, 0.5
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how they
apply to real life situations
Examine individual behaviour and how it is
influenced in a social context particularly with
respect to conformity and obedience
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Analyse individual behaviour and how it is
influenced in a social context particularly with
respect to conformity and obedience
Investigate the processes involved in pro and
anti-social behaviour
Critically analyse and evaluate the processes
involved in pro and anti-social behaviour
Content
*Denotes optional aspects of the topic
Social influence



Conformity versus individuality: need for, nature of
Kelman; compliance, identification, internalisation
Obedience: Milgram, factors affecting. Situational versus personality factors (* e.g. Adorno)
Groups and individuals

*
Roles within groups, e.g. Zimbardo
Leadership: types of leaders
Group behaviour and decision making


*
In-group/out-group prejudice (Tajfel, Turner)
Groupthink (risky shift, consensus)
Crowd behaviour
Prosocial behaviour and altruism



Basic findings: Darley & Latane
Theories: instinct, empathy
Factors affecting
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Anti-social behaviour and aggression

*
*
Theories: instinct, drive, social learning, frustration
Factors affecting: media violence, arousal, provocation, hostility, punishment
Types: non-violent aggression, harassment.
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Crane, J., and Hannibal, J. 2009, Psychology: Course Companion. Oxford University Press: New York.
Eysenck, M., Flanagan, C. 2001, Psychology for A2 Level. Psychology Press, East Sussex.
Eysenck, M., Flanagan, C. 2000, Psychology for AS Level. Psychology Press, East Sussex.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Myers David G. 2004, Exploring Psychology, Sixth Edition, in Modules, Sixth Edition, Worth Publishers,
New York.
Mook, D. 2004, Classic Experiments In Psychology. Greenwood Press, Westport, Connecticut.
Myers , D. G. 2001, Psychology: Myers in modules. (6th ed). Worth, New York.
Plotnik, R. 2007, Introduction to Psychology, (8th Edition). Wodsworth, USA.
Plotnik, R. 2005, Test Bank For Plotnik’s Introduction To Psychology, Seventh Edition. Wodsworth, USA.
Plotnik, R. 2005, Instructor’s Resources Manual For Plotnik’s Introduction To Psychology, Seventh Edition.
Wodsworth, USA.
Rawlings, M.; Skouteris, H.; Whitechurch, R. 2007, Heinemann psychology. (2nd ed). Heinemann, Port
Melbourne.
Rawlings, M.; Skouteris, H.; Whitechurch, R. 2007, Heinemann psychology. (2nd ed). Heinemann, Port
Melbourne.
Skouteris, H. et al. 2004, Heinemann Psychology One. Second edition. Reed, Melbourne.
Sternberg, R.J. 2001, In Search of the Human Mind, 3rd Edn. Harcourt College, Sydney.
Westen, D. 2002, Psychology Brain, Behavior and Culture. 3rd edition, Wiley & Sons, Inc.: N.Y.
Whetham, P., Day, A., And Whetham, L. (Eds.) 2006, Psychology. Ibid Press: Victoria.
263
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Web Sites
A2Z Psychology Resources (on line), 2010
< http://www.a2zpsychology.com/ >
All About Psychology (on line), 2010
<http://www.all-about-psychology.com/
All Psych – The Virtual Psychology Classroom (on line), 2010
< http://allpsych.com/ >
All Psych Online Psychology Tests (on line), 2010
< http://allpsych.com/tests/index.html >
All the Tests (on line), 2010
< http://www.allthetests.com/ >
American Psychological Association (on line), 2010
< http://www.apa.org/ >
American Psychological Association Monitor – monthly review of research (on line), 2010
< http://www.apa.org/monitor/ >
American Psychology Society Teaching Resources (on line), 2010
< http://psych.hanover.edu/aps/teaching.html >
Amoeba Web Online: Psychological Tests (on line), 2010
< http://www.vanguard.edu/Home/AcademicResources/Faculty/DougDegelman/Psychology
DirectoryAmoebaWeb/PsychologyResourcesOnlineTests.aspx >
APA Statistics Division (on line), 2010
< http://www.apa.org/divisions/div5/teachstats.html >
Athabasca University Centre for Psychology Resources (on line), 2010
< http://psych.athabascau.ca >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
BBC Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/tv/humansenses/ >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Discovering Psychology (on line), 2010
< http://www.learner.org/resources/series138.html >
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
264
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Pearson Prentice Hall (on line), 2010
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Psychologist World (on line), 2010
< http://www.psychologistworld.com/ >
Psychology at Suite101 (on line), 2010
< http://www.suite101.com/psychology >
Psychology Central resources (on line), 2010
< http://psychcentral.com/resources/ >
Psychology Daily (on line), 2010
< http://www.planetpsych.com/ >
Psychology Exchange – a site with free downloadable materials (on line), 2010
< http://www.psychexchange.co.uk/ >
Psychology in the News (on line), 2010
< http://www.psycport.com/ >
Psychology Research Projects (on line), 2010
< http://amasci.com/scifair/psych.html >
Psychology Resources for Teaching Social Psychology (on line), 2010
< http://jonathan.mueller.faculty.noctrl.edu/crow/ >
Psychology Today Magazine (on line), 2010
< http://cms.psychologytoday.com/pto/home.php >
Psychwatch News – Current Research (on line), 2010
< http://www.psychwatch.com/news.htm >
Social Psychology (on line), 2010
< http://www.psychlotron.org.uk/newResources/coreSocial.html >
Society for the Teaching of Psychology (on line), 2010
< http://teachpsych.lemoyne.edu/ >
The British Medical Journal (on line), 2010
< http://www.bmj.com/ >
The British Psychological Society (on line), 2010
< http://www.bps.org.uk/ >
The Human Zoo – Brief Encounters parts 1 – 5 (on line), 2010
< http://www.youtube.com/watch?v=DRJAqKAGAB0&feature=related >
The Psychiatric Times (on line), 2010
< http://www.psychiatrictimes.com/home >
These were accurate at time of publication.
265
Board Endorsed December 2010 – Amended May 2015
Abnormal and Health Psychology
Value 1.0
Prerequisites
Nil
Specific Unit Goals:
A Course
T Course
This unit should enable students to:
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how
they apply to real life situations
Investigate the biological, psychological and
social aspects of health and wellbeing
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Critically analyse and evaluate the biological,
psychological and social aspects of health
and wellbeing
Develop effective communication skills
relevant to the conventions of the discipline
Develop communication skills and an
awareness of the conventions of the
discipline
Investigate different approaches to
understanding and treating behavioural and
mental disorders.
Critically analyse and evaluate different
approaches to understanding and treating
behavioural and mental disorders.
Content
*Denotes optional aspects of the topic
Overview


Biological versus bio-psychosocial approach to health (Mind and Body duality)
How biological, cognitive and socio-cultural factors influence health-related behaviour
Models of health behaviours
e.g. health belief model, theory of reasoned action, stages of change model
Models for behaviour change
e.g. cognitive behavioural therapy
266
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Health issues
* Contributing factors
* Consequences
* Treatment
* Risk-taking behaviours such as unsafe sex, self-harm, binge drinking
* Smoking
* Skin cancer
* Obesity
* Eating disorders including, but not limited to, anorexia, bulimia, binge eating disorder
* Drug addiction
* Alcoholism
Stress and coping




*
Types of stress
Physiological, psychological and social aspects of stress
Measuring stress: Holmes and Rahe
Stress management
* Positive Psychology
* Seligman
Illness and health care
* Becoming a patient
* Illness behaviour and sick-role behaviour
* Hospitalisation and stress
* Rehabilitation
Concepts of normal and abnormal




What is normal/abnormal? (e.g. approaches to normality such as statistical; cultural; deviation
from ideal
The different models (e.g. adjustment, legal, medical)
Labelling
Community perceptions of and reactions to abnormal behaviour
Specific Disorders






Psychotic disorders (e.g. schizophrenia)
Mood disorders (e.g. depression; bipolar)
Anxiety disorders (e.g. panic; phobias)
Personality disorders (e.g. borderline; anti-social; narcissistic)
Dissociative disorders (Dissociative Identity Disorder, also amnesia; fugue)
Address issues of substance abuse in relation to disorders
Methods of Treatment






*
Theoretical approaches: medical (drugs); cognitive (CBT); behavioural (conditioning);
psychoanalysis
Rehabilitation
Diagnostic aids (including DSM-IV)
History of treatment (e.g. ECT; lobotomy)
Institutionalisation vs. integration
Community mental health services and support groups
Alternative treatments (e.g. scientology; yoga, meditation, ayurveda, naturopathy)
267
Board Endorsed December 2010 – Amended May 2015
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Boll, T.J, Johnson, S. B, Perry, N, & Rozensky, R. H. 2002, Handbook of Clinical Health Psychology: Volume
1. Medical Disorders and Behavioral Applications. APA Books, Washington DC.
Caltabianco, M. I, & Sarafino, E .P. 2002, Health Psychology, Biopsychosocial interactions, Wiley, Australia.
Harari, P., Legge, K. 2001, Psychology And Health, Heinemann themes in psychology, Heinemann
Educational Publishers, Portsmouth, NH.
Healey, J. (ed) 2008, Women's health and wellbeing Issues in society, Vol. 275, Spinney Press, Thirroul,
NSW.
Healey, J. (ed) 2008, Men’s health and wellbeing, Issues in society, Vol 274, Spinney Press, Thirroul, NSW.
Jones, K. 2003, Health and human behaviour, Oxford University Press, Oxford.
Lyons, A. C, Chamberlain, K. 2006, Health psychology: a critical introduction, Cambridge University Press,
Cambridge.
Munafo, M., Albery, I. 2008, Key Concepts in Health Psychology, Sage Publications, New York.
O’Connor, M.L., & Parker, E. 2001, Health Promotion: Principles and Practice in the Australian Context,
2nd edition. Allen & Unwin, NSW.
Ogden, J. 2004, Health Psychology, McGraw-Hill, Australia.
Websites
Australian Better Health Initiative (on line), 2010
< http://www.measureup.gov.au/ >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
Department Of Health And Ageing (On Line), 2010
< http://www.drinkingnightmare.gov.au/internet/drinkingnightmare/publishing.nsf >
Eating Disorders Foundation of Victoria (on line), 2010
< http://www.eatingdisorders.org.au/ >
Heath Insite (on line), 2010
< http://www.healthinsite.gov.au/topics/Eating_Disorders >
The Butterfly Foundation (on line), 2010
< http://www.thebutterflyfoundation.org.au/ >
The Obesity Society (on line), 2010
< http://www.obesity.org/ >
268
Board Endorsed December 2010 – Amended May 2015
Wesley Hospital (on line), 2010
< http://www.wesleymission.org.au/centres/hospital/ >
Audio Visual Resources
Barriers of the Mind (TV Series) 1984, ABC.
Discovering Psychology (TV Series) 1989:
Fatal Attraction (video) 1987, Paramount Pictures.
I Never Promised You a Rose Garden. (DVD) 1977, Fadsin Cinema Associates.
It’s a Wonderful Life (DVD) 1946, Liberty Films.
Mr Jones. (DVD) 1993, Rastar Productions.
One Flew Over The Cuckoo's Nest (DVD) 1975, Fantasy Films.
Rainman (DVD) 1988, United Artists.
Sybil. (DVD) 1976, Lorimar Productions.
The Human Body (TV series), 1998, BBC.
A Smoking Epidemic (DVD) 2006, VEA
America’s Fattest City (TV series), ABC.
Dying To Be Anorexic (DVD), 2008, SBS.
I’m A Child Anorexic (documentary), 2010, BBC (also available on Youtube)
Sicko (DVD documentary) 2007, Dog Eat Dog Films.
Super Size Me (DVD) 2004, Kathbur Pictures.
Thin (documentary) 2006, HBO. Available online: http://topdocumentaryfilms.com/thin/
Whatever! The Science Of Teens (specifically episode 2, Binging) (TV Series) 1999, ABC. Available online:
http://www.abc.net.au/tv/documentaries/interactive/whatever/
Why are thin people not fat? (documentary), 2010, SBS. Available online: http://www.documentarylog.com/d208-why-are-thin-people-not-fat/
These were accurate at time of publishing.
269
Board Endorsed December 2010 – Amended May 2015
Abnormal Psychology & Happiness
Value 1.0
This Unit combines Abnormal Psychology 0.5 with Psychology of Happiness 0.5
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Critically evaluate the assumptions, applications
and limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and research
methodology, and consider how they apply to real
life situations
Develop and apply investigative skills, knowledge
and insights into psychological concepts and
research methodology, with reference to real life
situations
Develop communication skills and an awareness
of the conventions of the discipline
Develop effective communication skills relevant to
the conventions of the discipline
Investigate different approaches to understanding
and treating behavioural and mental disorders.
Critically analyse and evaluate different
approaches to understanding and treating
behavioural and mental disorders.
To examine and discuss theoretical perspectives
on happiness and wellbeing
To critically examine and discuss theoretical
perspectives on happiness and wellbeing
Demonstrate an understanding of the biological
basis of emotional behaviour and self-awareness
To analyse and compare the biological and
cognitive basis of emotional behaviour and selfawareness
To identify and discuss the nature of emotional
responses and the forces that shape those
responses
To critically analyse the biological and cognitive
nature of emotional responses and the forces that
shape those responses
Content
*Denotes optional aspects of the topic
Concepts of normal and abnormal




What is normal/abnormal? (e.g. approaches to normality such as statistical; cultural; deviation
from ideal
The different models (e.g. adjustment, legal, medical)
Labelling
Community perceptions of and reactions to abnormal behaviour
270
Board Endorsed December 2010 – Amended May 2015
Specific Disorders






Psychotic disorders (e.g. schizophrenia)
Mood disorders (e.g. depression; bipolar)
Anxiety disorders (e.g. panic; phobias)
Personality disorders (e.g. borderline; anti-social; narcissistic)
Dissociative disorders (Dissociative Identity Disorder, also amnesia; fugue)
Address issues of substance abuse in relation to disorders
Methods of Treatment


Theoretical approaches: medical (drugs); cognitive (CBT); behavioural (conditioning);
psychoanalysis
Rehabilitation
Diagnostic aids (including DSM-IV)
History of treatment (e.g. ECT; lobotomy)
Institutionalisation vs. integration
Community mental health services and support groups
*
Alternative treatments (e.g. scientology; yoga, meditation, ayurveda, naturopathy)




The biological basis of emotions



primary emotions – anger, sadness, happiness
neuroscientific studies revealing the emotional brain
trauma and emotional absence
Positive Psychology





Martin Seligman’s theory of positive psychology
Barbara Frederickson’s theory
o The Broaden-and-Build Theory of Positive Emotions
o The Broaden Hypothesis
o The Build Hypothesis
o The Undoing Hypothesis
o Positivity Ratios
Lyubomirsky’s "Construal Theory of Happiness"
Parfit’s three theories of happiness
Csikszentmihalyi’s psychology of optimal experience
Models of self and self efficacy




*
*
Self Actualisation (Maslow)
The ideal and real self (Rogers)
Positive Thinking
Self Efficacy
Measuring self efficacy
Developing and promoting strategies for self efficacy
271
Board Endorsed December 2010 – Amended May 2015
Health and Wellbeing




*
*
*
Models of healthy selves
Neuroscience studies
Well being studies
Happiness surveys
Developing a positive attitude
The role of meditation, relaxation, leisure, gratitude
Leading a balanced lifestyle – coping with multiple demands
Stress, trauma, coping and resilience




*
*
*


Types of stress
Measuring stress: Holmes and Rahe
Coping with stress - Csikszentmihalyi
Coping with failure
Coping with trauma
Coping with grief
Coping with depression
Developing resilience
When to seek help
Developing Positive relationships with others



*


First impressions
Creating and sustaining a positive impression
Gratitude letters
Dealing with conflict
Assertive behaviours
Negotiation
Emotional Intelligence
Recognising emotional cues
Gender differences in emotional responses
o Changing values emphasis on EQ versus IQ
* Emotional resilience and youth (e.g. Japan vs. Australia vs. Netherlands: a Case Study)



Critiques of pop psychology and the self help movement
Prosocial behaviour



*

*
*
basic findings: Darley & Latane
theories: instinct, empathy, etc
factors affecting altruism
promoting global citizenship and responsible behaviour
moral behaviour and studies
gratitude
virtue
272
Board Endorsed December 2010 – Amended May 2015
Teaching and Learning Strategies
Teaching strategies that are particularly relevant and effective in Psychology include:
 Cooperative learning
 Scaffolding of new concepts
 Lectures/ tutorials/ seminars
 Excursions
 Guest speakers
 Use of a broad range of visual imagery
 Use of technology, e.g. web based activities, podcasting, wikis, blogs
 Research
 Surveys and questioning
 Opportunities to develop a wide range of appropriate practical skills
 Debates/Discussion
 Role plays
 Interviews
 Timelines/ mind maps/ brainstorming
 Links with a range of human and community providers/facilities.
 Case studies, journal and newspaper articles and personality profiles
 Experimental and observational research activities.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Audio Visual Material
Barriers of the Mind (TV Series) 1984, ABC.
Discovering Psychology (TV Series) 1989:
Fatal Attraction (video) 1987, Paramount Pictures.
I Never Promised You a Rose Garden. (DVD) 1977, Fadsin Cinema Associates.
It’s a Wonderful Life (DVD) 1946, Liberty Films.
Mr Jones. (DVD) 1993, Rastar Productions.
One Flew Over The Cuckoo's Nest (DVD) 1975, Fantasy Films.
Rainman (DVD) 1988, United Artists.
Sybil. (DVD) 1976, Lorimar Productions.
The Human Body (TV series), 1998, BBC.
Web sites
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
These were accurate at time of publication.
273
Board Endorsed December 2010 – Amended May 2015
Health Psychology
Value: 0.5
Prerequisites
Nil
Specific Unit Goals:
A Course
T Course
This unit should enable students to:
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how
they apply to real life situations
Investigate the biological, psychological and
social aspects of health and wellbeing
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Critically analyse and evaluate the biological,
psychological and social aspects of health
and wellbeing
Content
*Denotes optional aspects of the topic
Overview


Biological versus bio-psychosocial approach to health (Mind and Body duality)
How biological, cognitive and socio-cultural factors influence health-related behaviour
Models of health behaviours
e.g. health belief model, theory of reasoned action, stages of change model
Models for behaviour change
e.g. cognitive behavioural therapy
Health issues
* Contributing factors
* Consequences
* Treatment
* Risk-taking behaviours such as unsafe sex, self-harm, binge drinking
* Smoking
* Skin cancer
* Obesity
* Eating disorders including, but not limited to, anorexia, bulimia, binge eating disorder
* Drug addiction
* Alcoholism
274
Board Endorsed December 2010 – Amended May 2015
Stress and coping




Types of stress
Physiological, psychological and social aspects of stress
Measuring stress: Holmes and Rahe
Stress management
*
Positive Psychology
* Seligman
*
Illness and health care
* Becoming a patient
* Illness behaviour and sick-role behaviour
* Hospitalisation and stress
* Rehabilitation
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Boll, T.J, Johnson, S. B, Perry, N, & Rozensky, R. H. 2002, Handbook of Clinical Health Psychology: Volume
1. Medical Disorders and Behavioral Applications. APA Books, Washington DC.
Caltabianco, M. I, & Sarafino, E .P. 2002, Health Psychology, Biopsychosocial interactions, Wiley, Australia.
Harari, P., Legge, K. 2001, Psychology And Health, Heinemann themes in psychology, Heinemann
Educational Publishers, Portsmouth, NH.
Healey, J. (ed) 2008, Women's health and wellbeing Issues in society, Vol. 275, Spinney Press, Thirroul,
NSW.
Healey, J. (ed) 2008, Men’s health and wellbeing, Issues in society, Vol 274, Spinney Press, Thirroul, NSW.
Jones, K. 2003, Health and human behaviour, Oxford University Press, Oxford.
Lyons, A. C, Chamberlain, K. 2006, Health psychology: a critical introduction, Cambridge University Press,
Cambridge.
Munafo, M., Albery, I. 2008, Key Concepts in Health Psychology, Sage Publications, New York.
O’Connor, M.L., & Parker, E. 2001, Health Promotion: Principles and Practice in the Australian Context,
2nd edition. Allen & Unwin, NSW.
Ogden, J. 2004, Health Psychology, McGraw-Hill, Australia.
275
Board Endorsed December 2010 – Amended May 2015
Websites
Australian Better Health Initiative (on line), 2010
< http://www.measureup.gov.au/ >
Department Of Health And Ageing (On Line), 2010
< http://www.drinkingnightmare.gov.au/internet/drinkingnightmare/publishing.nsf >
Eating Disorders Foundation of Victoria (on line), 2010
< http://www.eatingdisorders.org.au/ >
Heath Insite (on line), 2010
< http://www.healthinsite.gov.au/topics/Eating_Disorders >
The Butterfly Foundation (on line), 2010
< http://www.thebutterflyfoundation.org.au/ >
The Obesity Society (on line), 2010
< http://www.obesity.org/ >
Wesley Hospital (on line), 2010
< http://www.wesleymission.org.au/centres/hospital/ >
Audio Visual Resources
A Smoking Epidemic (DVD) 2006, VEA
America’s Fattest City (TV series), ABC.
Dying To Be Anorexic (DVD), 2008, SBS.
I’m A Child Anorexic (documentary), 2010, BBC (also available on Youtube)
Sicko (DVD documentary) 2007, Dog Eat Dog Films.
Super Size Me (DVD) 2004, Kathbur Pictures.
Thin (documentary) 2006, HBO. Available online: http://topdocumentaryfilms.com/thin/
Whatever! The Science Of Teens (specifically episode 2, Binging) (TV Series) 1999, ABC. Available online:
http://www.abc.net.au/tv/documentaries/interactive/whatever/
Why are thin people not fat? (documentary), 2010, SBS. Available online: http://www.documentarylog.com/d208-why-are-thin-people-not-fat/
These were accurate at time of publishing.
276
Board Endorsed December 2010 – Amended May 2015
Mental Abilities
Value 0.5
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how
they apply to real life situations
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Investigate the nature of intelligence,
thinking and creativity
Critically analyse and evaluate the nature
and measurement of intelligence, thinking
and creativity
Content
*Denotes optional aspects of the topic
Intelligence





*





Major theorists e.g. Binet, Weschler, Sternberg, Terman, Gardner Eysenck, Spearman
Statistical approaches to normality
Definitions
Theories on the nature of intelligence
Heredity/environment
Interplay of cognition and emotions
Measurement of intelligence and IQ tests
o validity
o reliability
o standardisation
o cultural bias and cultural fairness
Multiple intelligence
Emotional intelligence e.g. Goleman
Brain studies
Specific disabilities/abilities e.g. Autism, Savants, Asperger’s syndrome
Thinking




Theoretical approaches to problem-solving and decision-making
Factors that influence problem-solving and decision-making
Creative thinking e.g. Costa – Habits of Mind, de Bono
Cognitive styles: convergent, divergent and lateral thinking
277
Board Endorsed December 2010 – Amended May 2015
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Myers David G. 2004, Exploring Psychology, Sixth Edition, in Modules, Sixth Edition, Worth Publishers,
New York.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Van Iersel et al. 2004, Nelson Psychology VCE Units 3&4. Cengage Learning, Australia.
AudioVisual Material
A Beautiful Mind (DVD) 2001, Universal Pictures.
As Good as It Gets (DVD) 1997, Tristar Pictures.
Cosi (DVD) 1996, Miramax Films.
Girl, Interrupted (DVD) 1999, 3 Art Entertainment, Columbia Pictures.
Good Will Hunting (DVD) 1997, Miramax Films.
Shine (DVD) 1996, Australian Film Finance Corporation.
Web sites
A Brief Review of Creativity (on line), 2010
< http://www.personalityresearch.org/papers/dickhut.html > Dickhut, J. E.
American Psychological Association (on line), 2010
< http://www.apa.org/ >
American Psychological Association Monitor – monthly review of research (on line), 2010
< http://www.apa.org/monitor/ >
Amoeba Web Online: Psychological Tests (on line), 2010
<http://www.vanguard.edu/Home/AcademicResources/Faculty/DougDegelman/PsychologyDirectoryAmo
ebaWeb/PsychologyResourcesOnlineTests.aspx >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
California State University 2004, What is Creativity? (on line), 2010
< http://www.csun.edu/~vcpsy00h/creativity/define.htm >
Legally Blonde Film Script (on line), 2010
< http://www.dailyscript.com/scripts/legallblonde-shooting.pdf >
278
Board Endorsed December 2010 – Amended May 2015
Mental Health Info Source (on line), 2010
< http://www.mhsource.com/ >
Psychiatric Times Disorder Index (on line), 2010
< http://www.psychiatrictimes.com/disorder.html >
Psychology in the News (on line), 2010
< http://www.psycport.com/ >
Psychology Today Magazine (on line), 2010
< http://cms.psychologytoday.com/pto/home.php >
Why we should use Non Cognitive Variables with Graduate Students (on line), 2000
< http://www.inform.umd.edu/EdRes/Topic/Diversity/General/Reading/Sedlacek/501.html > Sedlacek,
William E.
Society for the Teaching of Psychology (on line), 2010
< http://teachpsych.lemoyne.edu/ >
These were accurate at the time of publication.
279
Board Endorsed December 2010 – Amended May 2015
Sensation and Perception
Value 0.5
Significant duplication of content means this unit may not be included in addition to Cognitive Approaches
to Behaviour, 0.5
Prerequisites
Nil
Unit Specific Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how
they apply to real life situations
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Investigate the processes of sensation and
perception.
Critically analyse and evaluate the processes
of sensation and perception.
Content
*Denotes optional aspects of the topic
Sensation (Biological perspective)




The five senses
Detection and thresholds
Adaptation and attention
Pain control
Perceiving (Cognitive perspective)





*
Perceptual constancies
Perceptual learning
Illusions
Ambiguous figures, impossible perspectives e.g. Escher,
Factors influencing what is perceived (e.g. Gestalt,)
o
cultural differences
o
expectations e.g. eye witness testimonies, ‘rat man’ example
o
gender differences
Parapsychology (ESP, telepathy, clairvoyance, etc)
280
Board Endorsed December 2010 – Amended May 2015
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Clarke, V & Gillet, S. 2001, VCE Psychology for Units 3 and 4, Nelson, Melbourne.
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Eysenck, Michael W.; Keane Mark T. 2005, Cognitive psychology: a student's handbook. 5th ed.
Psychology Press, Hove, East Sussex.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Iersel, H. 2005, Nelson Psychology: VCE units 3 & 4. Thomson Learning, Southbank, Vic.
May, M. 2007, Sensation Perception. Facts on File, New York.
McInerney, D. M.; McInerney, V. 2002, Education Psychology: constructing learning. Prentice Hall,
French’s Forest.
Morris C. Maisto A. 2005, Psychology: an introduction. 12th ed. Prentice Hall, Upper Saddle River, N.J.
Myers , D. G. 2001, Psychology: Myers in modules. (6th ed). Worth, New York.
Rawlings, M.; Skouteris, H.; Whitechurch, R. 2007, Heinemann psychology. (2nd ed). Heinemann, Port
Melbourne.
Schiffman, H. R. 2007, Sensation and perception: an integrated approach. Wiley, Hoboken, NJ.
Sternberg, R.J. 2001, In Search of the Human Mind, 3rd Edn. Harcourt College, Sydney.
Tebbel, Cyndi. 2000, The body snatchers: how the media shapes women. Finch, Sydney.
Audio/Visual
Discovering Psychology (TV Series) 1989:
The Human Body (TV series), 1998, BBC.
Catalyst - Body Clock (ABC series) 4 September 2008, ABC. Available online:
<http://www.abc.net.au/catalyst/stories/2351893.htm>
Four Corners: Eyes Wide Open (TV series) 2007, ABC. Available online:
<http://www.abc.net.au/4corners/content/2007/s2000881.htm>
Catalyst - Hypnosis (ABC series) 18 August 2005, ABC. Available online:
<http://www.abc.net.au/catalyst/stories/s1440855.htm>
281
Board Endorsed December 2010 – Amended May 2015
Web sites
Allpsych (on line), 2010
< http://allpsych.com >
American Psychological Association (on line), 2010
< http://www.apa.org/ >
Athabasca University Centre for Psychology Resources (on line), 2010
< http://psych.athabascau.ca >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
The British Psychological Society (on line), 2010
< http://www.bps.org.uk/ >
BBC Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/tv/humansenses/ >
These were accurate at time of publication.
282
Board Endorsed December 2010 – Amended May 2015
Personality
Value 0.5
Significant duplication of content means this unit may not be included in addition to The Self, 0.5
Prerequisites
Nil
Specific Unit Goals
A Course
T Course
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how
they apply to real life situations
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Investigate theoretical approaches to
personality and practical applications of
personality testing.
Critically analyse and evaluate theoretical
approaches to personality and practical
applications of personality testing.
Content
*Denotes optional aspects of the topic
What is Personality?



Individual differences
The role of heredity/ environmental influences
The concept of self (e.g.. self-schema; self-concept; self-esteem; self-definition; self-confidence;
self monitoring
Theoretical Approaches




Type/trait e.g. Eysenck, Big 5
Behaviourist e.g. Skinner, Bandura
Psychoanalytic; Freud and Neo Freudian (Adler, Horney)
Humanistic e.g. Rogers, Maslow,
Personality testing


*
*
Surveys e.g. Myers Briggs, Eysenck, Big 5
Projective tests e.g. TAT, Rorschach
Applications e.g. career planning
Personality disorders
283
Board Endorsed December 2010 – Amended May 2015
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Matthews, G., Dreary, I.K., and Whiteman, M.C. 2003, Personality Traits (2nd ed.). Cambridge University
Press, Cambridge.
Carver, C.S., and Scheier, M.F. 2004, Perspectives on Personality: International edition (5th ed.) Allyn and
Bacon, New York.
These were accurate at the time of publication.
284
Board Endorsed December 2010 – Amended May 2015
Consciousness
Value 0.5
Significant duplication of content means this unit may not be included in addition to Cognitive Approaches
to Behaviour, 0.5
Prerequisites
Nil
Specific Unit Goals
A Course
T Course
This unit should enable students to:
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how
they apply to real life situations
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Investigate the function of the central
nervous system in relation to consciousness.
Investigate the function of the central
nervous system in relation to consciousness.
Investigate the nature of consciousness.
Critically analyse and evaluate the nature of
consciousness.
Content
*Denotes optional aspects of the topic
The Nervous System




The physiology of the brain and the nervous system
Left and right hemispheres
Brain mapping
Consciousness
Consciousness


The nature of consciousness (i.e. mind-body duality)
Continuum of consciousness and its experiences
Altered States of Consciousness
* Sleep
* Sensory deprivation
* Dreaming
* Hypnosis
* Meditation
* Drugs
* Out of body experiences
* Daydreaming
285
Board Endorsed December 2010 – Amended May 2015
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Audio/Visual
Discovering Psychology (TV Series) 1989.
28 Days (DVD) 2000, Columbia Pictures.
Altered States (DVD) 1980, Warner Bros. Pictures.
Barfly (DVD) 1987, Golan-Globus Productions.
Clean and Sober (DVD) 1988, Warner Bros. Pictures.
Curse of the Jade Scorpion (DVD) 2001, DreamWorks Pictures.
Insomnia (DVD) 2002, Alcon Entertainment.
Postcards from the Edge (DVD) 1990, Columbia Pictures.
Shallow Hal (DVD) 2001, Twentieth Century Fox.
When a Man Loves a Woman (DVD) 1994, Touchstone Pictures.
Web Sites
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
These were accurate at the time of publication.
286
Board Endorsed December 2010 – Amended May 2015
Infancy to Adulthood
Value 1.0
This unit combines Infancy and childhood 0.5 with Adolescence and Adulthood, 0.5
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how they
apply to real life situations
Critically evaluate the assumptions, applications
and limitations of psychological research and
literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Develop communication skills and an
awareness of the conventions of the discipline
Develop effective communication skills relevant
to the conventions of the discipline
Identify and discuss the nature, stages and
issues of development from conception to the
end of life
Critically analyse and evaluate the nature,
stages and issues of development from
conception to the end of life
Content
*Denotes optional aspects of the topic
Nature of Development

What is development?

Types of development and their interrelationships (physical, social, emotional, cognitive, moral)

Stages of the lifespan (prenatal, infancy….)

Perspectives of development (e.g. are we interested in commonalities or differences and
uniqueness, is it characterised by stability over time or change, gradual / continuous
development or a sequence of separate stages)

Theoretical approaches (e.g. Piaget, Erikson…)

Nature vs. Nurture (i.e. what is the relative influence of inherited / genetic factors and experience
and how do they interact)

Interaction between psychological and physiological development of brain

Longitudinal vs. cross-sectional studies and their uses/limitations

Gender issues (e.g. gender roles, stereotypes…)
Individual differences/experiences (factors affecting socialisation)

287
Board Endorsed December 2010 – Amended May 2015
Prenatal, Birth, Neonatal

Prenatal influences (genetic and environmental)

Sensitive/critical periods

Stages of birth

Prematurity

Neonate reflexes and senses
Infancy

Caregiving

Emotional development and temperament

Social development and attachment

Physical abilities and motor development
Cognitive development and language

Childhood

Early childhood development issues

Middle childhood development issues

Late childhood development issues
Issues of Development
Choose at least one issue to explore:
o
Child abuse and maltreatment
o
IVF and related issues
o
Alternative family structures
o
Childcare vs. stay-at-home
o
Bullying
o
Resilience
o
Developing vs. developed countries:
o
Physical
o
Emotional
o
Social
o
Cognitive
o
Moral
Adolescence

Physical development

Cognitive development

Social development, (identity development; roles; peer pressure; relationships; risk-taking)

Moral development

Decision making

Sexuality

Gender differences
288
Board Endorsed December 2010 – Amended May 2015
Adulthood and Ageing

Physical changes (maturation, menopause etc)

Cognitive changes

Social changes (changing nature of relationships, employment, retirement etc)

Theories e.g. Erikson

Death and dying
Issues
*
Life expectancy and ageing in developing versus developed countries
*
Quality of life and ageing e.g. expectations of baby boomers compared with earlier generations
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Audio Visual Material
Baby It’s You (TV series), ABC.
Discovering Psychology (TV Series) 1989:
Seven Up! (TV Series) 1964 (ongoing), Granada Television.
The Human Body (TV series), 1998, BBC.
Web sites
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Piaget's Theory of Cognitive Development, (on line), 2003
< http://www.edpsycinteractive.org/topics/cogsys/piaget.html > Huitt, W & Hummel, J
These were accurate at the time of publication.
289
Board Endorsed December 2010 – Amended May 2015
Infancy to Childhood
Value 0.5
Significant duplication of content means this unit may not be included in addition to The Self in
Relationships, 0.5
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how they
apply to real life situations
Critically evaluate the assumptions, applications
and limitations of psychological research and
literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Develop communication skills and an
awareness of the conventions of the discipline
Develop effective communication skills relevant
to the conventions of the discipline
Identify and discuss the nature, stages and
issues of development from conception to the
end of childhood
Critically analyse and evaluate the nature,
stages and issues of development from
conception to the end of life
Content
*Denotes optional aspects of the topic
Nature of Development

What is development?

Types of development and their interrelationships (physical, social, emotional, cognitive, moral)

Stages of the lifespan (prenatal, infancy….)

Perspectives of development (e.g. are we interested in commonalities or differences and
uniqueness, is it characterised by stability over time or change, gradual / continuous
development or a sequence of separate stages)

Theoretical approaches (e.g. Piaget, Erikson…)

Nature vs. Nurture (i.e. what is the relative influence of inherited / genetic factors and experience
and how do they interact)

Interaction between psychological and physiological development of brain

Longitudinal vs. cross-sectional studies and their uses/limitations

Gender issues (e.g. gender roles, stereotypes…)
Individual differences/experiences (factors affecting socialisation)

290
Board Endorsed December 2010 – Amended May 2015
Prenatal, Birth, Neonatal

Prenatal influences (genetic and environmental)

Sensitive/critical periods

Stages of birth

Prematurity
Neonate reflexes and senses

Infancy

Caregiving

Emotional development and temperament

Social development and attachment

Physical abilities and motor development
Cognitive development and language

Childhood

Early childhood development issues

Middle childhood development issues
Late childhood development issues

Issues of Development
Choose at least one issue to explore:

Child abuse and maltreatment

IVF and related issues

Alternative family structures

Childcare vs. stay-at-home

Bullying

Resilience

Developing vs. developed countries:

Physical

Emotional

Social

Cognitive
Moral

Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to Pages 21-22
291
Board Endorsed December 2010 – Amended May 2015
Specific Unit Resources
Books
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Audio visual Material
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Web sites
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Piaget's Theory of Cognitive Development, (on line), 2003
< http://www.edpsycinteractive.org/topics/cogsys/piaget.html > Huitt, W & Hummel, J
These were accurate at the time of publication.
292
Board Endorsed December 2010 – Amended May 2015
Adolescence to Adulthood
Value: 0.5
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how
they apply to real life situations
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Investigate the nature, stages and issues of
development from adolescence to old age
and death
Critically analyse and evaluate the nature,
stages and issues of development from
adolescence to old age and death
Content
*Denotes optional aspects of the topic
The following themes and concepts should be considered if Infancy to Childhood has not been taught
 Perspectives of development (e.g. are we interested in commonalities or differences and
uniqueness, is it characterised by stability over time or change, gradual / continuous
development or a sequence of separate stages)
 Theoretical approaches (e.g. Piaget, Erikson, Kohlberg)
 Nature vs. Nurture (i.e. what is the relative influence of inherited / genetic factors and
experience and how do they interact)
 Interaction between psychological and physiological development of brain
 Longitudinal vs. cross-sectional studies and their uses/limitations
 Gender issues (e.g. gender roles, stereotypes…)
Adolescence







Physical development
Cognitive development
Social development, (identity development; roles; peer pressure; relationships; risk-taking)
Moral development
Decision making
Sexuality
Gender differences
293
Board Endorsed December 2010 – Amended May 2015
Adulthood and Ageing





Physical changes (maturation, menopause etc)
Cognitive changes
Social changes (changing nature of relationships, employment , retirement etc)
Theories; e.g. Erikson
Death and dying
Issues
*
*
Life expectancy and ageing in developing versus developed countries
Quality of life and ageing e.g. expectations of baby boomers compared with earlier generations
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Clarke, V & Gillet, S. 2001, VCE Psychology for Units 3 and 4, Nelson, Melbourne.
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Crane, J., and Hannibal, J. 2009, Psychology: Course Companion. Oxford University Press: New York.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Harari, P., Legge, K. 2001, Psychology And Health, Heinemann themes in psychology, Heinemann
Educational Publishers, Portsmouth, NH.
Iersel, H. 2005, Nelson Psychology: VCE units 3 & 4. Thomson Learning, Southbank, Vic.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Mook, D. 2004, Classic Experiments In Psychology. Greenwood Press, Westport, Connecticut.
Van Iersel et al. 2004, Nelson Psychology VCE Units 3&4. Cengage Learning, Australia.
Audio Visual Material
Discovering Psychology (TV Series) 1989:
294
Board Endorsed December 2010 – Amended May 2015
Websites
A2Z Psychology Resources (on line), 2010
< http://www.a2zpsychology.com/ >
All About Psychology (on line), 2010
<http://www.all-about-psychology.com/>
American Psychological Association (on line), 2010
< http://www.apa.org/ >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
BBC Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/tv/humansenses/ >
Current Topics in Psychology – Dr Michael Fenichel (Highly recommended) (on line), 2010
< http://www.fenichel.com/Current.shtml >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Discovering Psychology (on line), 2010
< http://www.learner.org/resources/series138.html >
Discovering Psychology Video on demand (on line), 2010
< http://www.learner.org >
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
These were accurate at the time of publication.
295
Board Endorsed December 2010 – Amended May 2015
Mental Abilities & Consciousness
Value 1.0
This unit combines Mental Abilities 0.5 and Consciousness 0.5
Significant duplication of content means this unit may not be included in addition to Cognitive Approaches
to Behaviour, 0.5
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how
they apply to real life situations
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Investigate the nature of intelligence,
thinking and creativity
Critically analyse and evaluate the nature
and measurement of intelligence, thinking
and creativity
Investigate the function of the central
nervous system in relation to consciousness.
Investigate the function of the central
nervous system in relation to consciousness.
Investigate the nature of consciousness.
Critically analyse and evaluate the nature of
consciousness.
Content
*Denotes optional aspects of the topic
Intelligence





*





Major theorists e.g. Binet, Weschler, Sternberg, Terman, Gardner Eysenck, Spearman
Statistical approaches to normality
Definitions
Theories on the nature of intelligence
Heredity/environment
Interplay of cognition and emotions
Measurement of intelligence and IQ tests
o validity
o reliability
o standardisation
o cultural bias and cultural fairness
Multiple intelligence
Emotional intelligence e.g. Goleman
Brain studies
Specific disabilities/abilities e.g. Autism, Savants, Asperger’s syndrome
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Thinking




Theoretical approaches to problem-solving and decision-making
Factors that influence problem-solving and decision-making
Creative thinking e.g. Costa – Habits of Mind, de Bono
Cognitive styles: convergent, divergent and lateral thinking
The Nervous System




The physiology of the brain and the nervous system
Left and right hemispheres
Brain mapping
Consciousness
Consciousness


The nature of consciousness (i.e. mind-body duality)
Continuum of consciousness and its experiences
Altered States of Consciousness
* Sleep
* Sensory deprivation
* Dreaming
* Hypnosis
* Meditation
* Drugs
* Out of body experiences
* Daydreaming
Teaching and Learning Strategies
Teaching strategies that are particularly relevant and effective in Psychology include:
 Cooperative learning
 Scaffolding of new concepts
 Lectures/ tutorials/ seminars
 Excursions
 Guest speakers
 Use of a broad range of visual imagery
 Use of technology, e.g. web based activities, podcasting, wikis, blogs
 Research
 Surveys and questioning
 Opportunities to develop a wide range of appropriate practical skills
 Debates/Discussion
 Role plays
 Interviews
 Timelines/ mind maps/ brainstorming
 Links with a range of human and community providers/facilities.
 Case studies, journal and newspaper articles and personality profiles
 Experimental and observational research activities.
Assessment
Refer to pages 21-22
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Specific Unit Resources
Books (Mental Abilities)
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Myers David G. 2004, Exploring Psychology, Sixth Edition, in Modules, Sixth Edition, Worth Publishers,
New York.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Van Iersel et al. 2004, Nelson Psychology VCE Units 3&4. Cengage Learning, Australia.
AudioVisual Material (Mental Abilities)
A Beautiful Mind (DVD) 2001, Universal Pictures.
As Good as It Gets (DVD) 1997, Tristar Pictures.
Cosi (DVD) 1996, Miramax Films.
Girl, Interrupted (DVD) 1999, 3 Art Entertainment, Columbia Pictures.
Good Will Hunting (DVD) 1997, Miramax Films.
Shine (DVD) 1996, Australian Film Finance Corporation.
Web sites (Mental Abilities)
A Brief Review of Creativity (on line), 2010
< http://www.personalityresearch.org/papers/dickhut.html > Dickhut, J. E.
American Psychological Association (on line), 2010
< http://www.apa.org/ >
American Psychological Association Monitor – monthly review of research (on line), 2010
< http://www.apa.org/monitor/ >
Amoeba Web Online: Psychological Tests (on line), 2010
<http://www.vanguard.edu/Home/AcademicResources/Faculty/DougDegelman/PsychologyDirectoryAmo
ebaWeb/PsychologyResourcesOnlineTests.aspx >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
California State University 2004, What is Creativity? (on line), 2010
< http://www.csun.edu/~vcpsy00h/creativity/define.htm >
Legally Blonde Film Script (on line), 2010
< http://www.dailyscript.com/scripts/legallblonde-shooting.pdf >
Mental Health Info Source (on line), 2010
< http://www.mhsource.com/ >
Psychiatric Times Disorder Index (on line), 2010
< http://www.psychiatrictimes.com/disorder.html >
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Psychology in the News (on line), 2010
< http://www.psycport.com/ >
Psychology Today Magazine (on line), 2010
< http://cms.psychologytoday.com/pto/home.php >
Why we should use Non Cognitive Variables with Graduate Students (on line), 2000
< http://www.inform.umd.edu/EdRes/Topic/Diversity/General/Reading/Sedlacek/501.html > Sedlacek,
William E.
Society for the Teaching of Psychology (on line), 2010
< http://teachpsych.lemoyne.edu/ >
Books (Consciousness)
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Audio/Visual (Consciousness)
Discovering Psychology (TV Series) 1989.
28 Days (DVD) 2000, Columbia Pictures.
Altered States (DVD) 1980, Warner Bros. Pictures.
Barfly (DVD) 1987, Golan-Globus Productions.
Clean and Sober (DVD) 1988, Warner Bros. Pictures.
Curse of the Jade Scorpion (DVD) 2001, DreamWorks Pictures.
Insomnia (DVD) 2002, Alcon Entertainment.
Postcards from the Edge (DVD) 1990, Columbia Pictures.
Shallow Hal (DVD) 2001, Twentieth Century Fox.
When a Man Loves a Woman (DVD) 1994, Touchstone Pictures.
Web Sites (Consciousness)
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
These were accurate at the time of publication.
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Psychology of Wellness
Value 1.0
This Unit Combines Abnormal Psychology 0.5 with The Psychology of Happiness 0.5.
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Critically evaluate the assumptions, applications
and limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and research
methodology, and consider how they apply to real
life situations
Develop and apply investigative skills, knowledge
and insights into psychological concepts and
research methodology, with reference to real life
situations
Develop communication skills and an awareness
of the conventions of the discipline
Develop effective communication skills relevant to
the conventions of the discipline
Investigate different approaches to understanding
and treating behavioural and mental disorders.
Critically analyse and evaluate different
approaches to understanding and treating
behavioural and mental disorders.
To examine and discuss theoretical perspectives
on happiness and wellbeing
To critically examine and discuss theoretical
perspectives on happiness and wellbeing
Demonstrate an understanding of the biological
basis of emotional behaviour and self-awareness
To analyse and compare the biological and
cognitive basis of emotional behaviour and selfawareness
To identify and discuss the nature of emotional
responses and the forces that shape those
responses
To critically analyse the biological and cognitive
nature of emotional responses and the forces that
shape those responses
Content
*Denotes optional aspects of the topic
Concepts of normal and abnormal




What is normal/abnormal? (e.g. approaches to normality such as statistical; cultural; deviation
from ideal
The different models (e.g. adjustment, legal, medical)
Labelling
Community perceptions of and reactions to abnormal behaviour
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Specific Disorders






Psychotic disorders (e.g. schizophrenia)
Mood disorders (e.g. depression; bipolar)
Anxiety disorders (e.g. panic; phobias)
Personality disorders (e.g. borderline; anti-social; narcissistic)
Dissociative disorders (Dissociative Identity Disorder, also amnesia; fugue)
Address issues of substance abuse in relation to disorders
Methods of Treatment






*
Theoretical approaches: medical (drugs); cognitive (CBT); behavioural (conditioning);
psychoanalysis
Rehabilitation
Diagnostic aids (including DSM-IV)
History of treatment (e.g. ECT; lobotomy)
Institutionalisation vs. integration
Community mental health services and support groups
Alternative treatments (e.g. scientology; yoga, meditation, ayurveda, naturopathy)
The biological basis of emotions



primary emotions – anger, sadness, happiness
neuroscientific studies revealing the emotional brain
trauma and emotional absence
Positive Psychology





Martin Seligman’s theory of positive psychology
Barbara Frederickson’s theory
o The Broaden-and-Build Theory of Positive Emotions
o The Broaden Hypothesis
o The Build Hypothesis
o The Undoing Hypothesis
o Positivity Ratios
Lyubomirsky’s "Construal Theory of Happiness"
Parfit’s three theories of happiness
Csikszentmihalyi’s psychology of optimal experience
Models of self and self efficacy




*
*
Self Actualisation (Maslow)
The ideal and real self (Rogers)
Positive Thinking
Self Efficacy
Measuring self efficacy
Developing and promoting strategies for self efficacy
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Health and Wellbeing




*
*
*
Models of healthy selves
Neuroscience studies
Well being studies
Happiness surveys
Developing a positive attitude
The role of meditation, relaxation, leisure, gratitude
Leading a balanced lifestyle – coping with multiple demands
Stress, trauma, coping and resilience




*
*
*


Types of stress
Measuring stress: Holmes and Rahe
Coping with stress - Csikszentmihalyi
Coping with failure
Coping with trauma
Coping with grief
Coping with depression
Developing resilience
When to seek help
Developing Positive relationships with others



*


First impressions
Creating and sustaining a positive impression
Gratitude letters
Dealing with conflict
Assertive behaviours
Negotiation
Emotional Intelligence
Recognising emotional cues
Gender differences in emotional responses
o Changing values emphasis on EQ versus IQ
* Emotional resilience and youth (e.g. Japan vs. Australia vs. Netherlands: a Case Study)



Critiques of pop psychology and the self help movement
Prosocial behaviour



*

*
*
basic findings: Darley & Latane
theories: instinct, empathy, etc
factors affecting altruism
promoting global citizenship and responsible behaviour
moral behaviour and studies
gratitude
virtue
302
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Teaching and Learning Strategies
Teaching strategies that are particularly relevant and effective in Psychology include:
 Cooperative learning
 Scaffolding of new concepts
 Lectures/ tutorials/ seminars
 Excursions
 Guest speakers
 Use of a broad range of visual imagery
 Use of technology, e.g. web based activities, podcasting, wikis, blogs
 Research
 Surveys and questioning
 Opportunities to develop a wide range of appropriate practical skills
 Debates/Discussion
 Role plays
 Interviews
 Timelines/ mind maps/ brainstorming
 Links with a range of human and community providers/facilities.
 Case studies, journal and newspaper articles and personality profiles
 Experimental and observational research activities.
Assessment
Refer to pages 21-22
Specific Unit Resources
Audio Visual Material
Barriers of the Mind (TV Series) 1984, ABC.
Discovering Psychology (TV Series) 1989:
Fatal Attraction (video) 1987, Paramount Pictures.
I Never Promised You a Rose Garden. (DVD) 1977, Fadsin Cinema Associates.
It’s a Wonderful Life (DVD) 1946, Liberty Films.
Mr Jones. (DVD) 1993, Rastar Productions.
One Flew Over The Cuckoo's Nest (DVD) 1975, Fantasy Films.
Rainman (DVD) 1988, United Artists.
Sybil. (DVD) 1976, Lorimar Productions.
The Human Body (TV series), 1998, BBC.
Web sites
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
These were accurate at time of publication.
303
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Psychology Methods & Independent Study (T Only)
Value 1.0
This unit combines Introduction to Psychology Methods 0.5 and Independent Study (T only) 0.5
Prerequisites
At least three standard units in Psychology must be successfully completed before commencing this unit.
This unit (on its own or combined with the Methods of Psychology unit) must be undertaken as the final
unit of a major.
Specific Unit Goals
T Course
This unit should enable students to:
Analyse human behaviour as an outcome of influences and interactions
Critically evaluate the assumptions, applications and limitations of psychological research and literature
Develop and apply investigative skills, knowledge and insights into psychological concepts and research
methodology, with reference to real life situations
Develop effective communication skills relevant to the conventions of the discipline
Understand and apply theoretical perspectives and knowledge of research methodology.
Acquire extensive knowledge and understanding in a particular area of Psychology.
Establish their own research problem and set guidelines through which to pursue their chosen topic.
Communicate an understanding of the specified area and report on the results in an appropriate manner.
Content
*Denotes optional aspects of the topic
Nature of Psychology

Define Psychology

Major goals of Psychology

Nature/Nurture debate

Theoretical perspectives

Classic experiments
ethical issues
Covert/overt behaviour
Historical evolution
Fields of psychology and employment
Animal and human research
*
*
*
*
Methodology

Qualitative and Quantitative method

Strengths and limitations
Correlation /causation
 Data collection methods
 Validity and reliability
* Data collection method types
* Longitudinal studies
* Observations
* Interviews
* Objective Tests

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*
*
*
*
Projective Tests
Case Studies
Surveys
Experiments
Experimental Design




*
*
*
*
*
*
*
*
*
*
*
*
Hypothesis
independent, dependent and extraneous variables
report writing conventions
Descriptive statistics
Placebo effect
Sampling/sample sizes
Control group
Experimental group
Opportunity and random sampling
Repeated measures
Independent groups design
Matched pairs
Laboratory/Field experiments
Graphs
Data collection and collation
Measures of central tendency
The content of the independent study component of the unit will be negotiated with the teacher
responsible. The subject matter may be an extension of content previously studied by the student or may
be entirely new to the student. The emphasis will be on areas of special interest and value to the student.
Assessment items and weighting will also be negotiated. Examples include
 a research assignment
 an experimental report
 an attitude survey
 an oral presentation
In the process of completing these summative assessment pieces, students could also complete a series
of formative assessment pieces along the way. These could include:
 a journal
 a literature review
 regular discussion groups
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Teaching and Learning Strategies
Teaching strategies that are particularly relevant and effective in Psychology include:
 Cooperative learning
 Scaffolding of new concepts
 Lectures/ tutorials/ seminars
 Excursions
 Guest speakers
 Use of a broad range of visual imagery
 Use of technology, e.g. web based activities, podcasting, wikis, blogs
 Research
 Surveys and questioning
 Opportunities to develop a wide range of appropriate practical skills
 Debates/Discussion
 Role plays
 Interviews
 Timelines/ mind maps/ brainstorming
 Links with a range of human and community providers/facilities.
 Case studies, journal and newspaper articles and personality profiles
 Experimental and observational research activities.
Assessment
Refer to pages 21-22
Specific Unit Resources
Books (Psych Methods Intro)
Brooks C. 2001, Pacific Grove, California, USA.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley, N.Y.
Meyers, D. 2004, Exploring Psychology, Worth, USA
Sternberg, R.J. 2001, In Search of the Human Mind, 3rd Edn. Harcourt College, Sydney.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Van Iersel et al. 2004, Nelson Psychology VCE Units 3&4. Cengage Learning, Australia.
Westen, D. 2002, Psychology Brain, Behavior and Culture. 3rd edition, Wiley & Sons, Inc.: N.Y.
Audio Visual Material (Psych Methods Intro)
Discovering Psychology (TV Series) 1989:
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Web sites (Psych Methods Intro)
Amoeba Web Online: Psychological Tests (on line), 2010
<http://www.vanguard.edu/Home/AcademicResources/Faculty/DougDegelman/PsychologyDirectoryAmo
ebaWeb/PsychologyResourcesOnlineTests.aspx >
American Psychological Association (on line), 2010
< http://www.apa.org/ >
American Psychological Association Monitor – monthly review of research (on line), 2010
< http://www.apa.org/monitor/ >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
Mental Health Info Source (on line), 2010
< http://www.mhsource.com/ >
Psychiatric Times Disorder Index (on line), 2010
< http://www.psychiatrictimes.com/disorder.html >
Psychology in the News (on line), 2010
< http://www.psycport.com/ >
Psychology Today Magazine (on line), 2010
< http://cms.psychologytoday.com/pto/home.php >
Society for the Teaching of Psychology (on line), 2010
< http://teachpsych.lemoyne.edu/ >
The Many Faces Of Psychological Research In The 21st Century (on line), 2001
< http://teachpsych.org/resources/e-books/faces/text/index.htm >
Pearson Prentice Hall (on line), 2010
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Time Magazine (on line), 2010
<http://www.time.com/time/>
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Books (Independent Study)
Argyrous, G. 2005, Statistics for Research: With a Guide to SPSS, (2nd ed), Sage, London.
Clarke, V & Gillet, S. 2001, VCE Psychology for Units 3 and 4, Nelson, Melbourne.
Coakes, S. J. & Steed, L. G. 2001, SPSS: Analysis without anguish, (Version 10.0 for Windows). Jacaranda
Wiley, Milton.
Coolican, H. 2006, Introduction to Research Methods in Psychology (3rd ed). Hodder Arnold, London.
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Crane, J., and Hannibal, J. 2009, Psychology: Course Companion. Oxford University Press: New York.
Gravetter, F. J. & Wallnau, L. B. 2004, Statistics for the behavioural sciences, (6th ed.)
Wadsworth/Thomson, Belmont, CA.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Harari, P., Legge, K. 2001, Psychology And Health, Heinemann themes in psychology, Heinemann
Educational Publishers, Portsmouth, NH.
Iersel, H. 2005, Nelson Psychology: VCE units 3 & 4. Thomson Learning, Southbank, Vic.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Mook, D. 2004, Classic Experiments In Psychology. Greenwood Press, Westport, Connecticut.
Neuman, W. L. & Kreuger, L, W. 2003, Social Work Research Methods: Qualitative and Quantitative
Approaches. Allyn and Bacon, Boston.
Slater, L. 2004, Openin Skinner’s Box: Great Psychological Experiments Of The Twentieth Century.
Bloomsbury, London.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Findlay, B. 2003, How to write psychology laboratory reports and essays, (3rd ed.). Frenchs Forest:
Prentice Hall.
Francis, R. 1999, Ethics for psychologists: A handbook, Leicester: British Psychological Society.
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Websites (Independent Study)
A2Z Psychology Resources (on line), 2010
< http://www.a2zpsychology.com/ >
All About Psychology (on line), 2010
<http://www.all-about-psychology.com/>
American Psychological Association (on line), 2010
< http://www.apa.org/ >
BBC Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/tv/humansenses/ >
Current Topics in Psychology – Dr Michael Fenichel (Highly recommended) (on line), 2010
< http://www.fenichel.com/Current.shtml >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Discovering Psychology (on line), 2010
< http://www.learner.org/resources/series138.html >
Discovering Psychology Video on demand (on line), 2010
< http://www.learner.org >
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
These were accurate at time of publication.
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Approaches to Behaviour (T Only)
Value 1.0
This unit combines Biological Approaches to Behaviour 0.5 and Cognitive Approaches to Behaviour 0.5
Prerequisites
Nil
Specific Unit Goals
T Course
This unit should enable students to:
Analyse human behaviour as an outcome of influences and interactions
Critically evaluate the assumptions, applications and limitations of psychological research
and literature
Develop and apply investigative skills, knowledge and insights into psychological concepts
and research methodology, with reference to real life situations
Develop effective communication skills relevant to the conventions of the discipline
Critically analyse and evaluate the extent to which biological and cognitive influences
explain human behaviour
Content
*Denotes optional aspects of the topic
Biological



General concepts
o Definitions
o Principles
o Research methods
o Ethics
* e.g. patterns of behaviour can be inherited, animal research can be useful, cognitions,
emotions and behaviours are products of our physiology
* Theories and or studies
* e.g. experiments, observations, correlation studies
* Research studies
Physiology and its relationship to behaviour
o Localisation of function in the brain
o Effects of neurotransmission on human behaviour
o Explain functions of hormones on behaviour
o Effects of the environment on physiological processes
o Interaction between cognition and physiology in terms of behaviour
o Brain imaging technologies in finding relationships between biological factors and
behaviour
* Studies related (Wernicke, Broca, Sperry)
* Examples to explain this, e.g. noradrenalin on depression
* Two or more
* e.g. Jet lag on bodily rhythms, environmental stressors on reproductive mechanisms
* e.g. agnosia, amnesia
* CAT scans, PET scans, fMRIs etc
Genetics and Behaviour
o Extent that genetic inheritance influences behaviour
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Board Endorsed December 2010 – Amended May 2015
o
o
o
*
Cognitive



Evolutionary explanation of behaviour
Ethical considerations in research
Studies
Ethics in research into genetic influences on behaviour
General concepts
o Definitions
o Principles
o Research methods
o Ethics
* e.g. mental representations guide behaviour, mental processes can be scientifically
investigated
* theories/studies
* e.g. experiments, observations, interviews
Cognitive processes
o Schema theory
o Models or theories of cognitive processes
o Biological factors that affect cognitive processes
o Effect of social/cultural factors on cognitive processes
o Reliability of cognitive processes
* Research studies
* Research studies, and two of the following: e.g. memory, perception, language, decision
making,
* e.g. Alzheimer’s disease, brain damage, sleep deprivation
* e.g. education, video games and attention, carpentered-world hypothesis
* research studies, e.g. reconstructive memory, perception/visual illusions, decision
making/heuristics
Cognition and Emotion
o Extent that cognitive and biological factors interact in emotion
o How emotion may affect cognitive processes
* e.g. two factor theory, arousal theory, Lazarus’ theory of appraisal
* e.g. state dependent memory, flashbulb memory, affective filters
Teaching and Learning Strategies
Refer to page 19..
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Assessment Tasks.
A balance of oral and written should be part of a minor course of study.
Test/Exam
Open Response
Task Type
Research Assignment




Examples
such as:

Multiple choice
Short answer
responses
In Class essay
Interpretations
of unseen stimuli
Document study
 Experimental
survey/ report
 Literature
review/essay
 Research presented
by:
o Report
o Essay
o Seminar
o Poster
o Pamphlet
o Multimedia
o Portfolio







Case studies
Film review
Debate
Public campaign
Role play
Diary journal/entry
Creative response:
o Newspaper or other
articles response
o Journal articles
response
o Diagram/ sociogram
o Artwork
Weightings
20 - 50%
20 - 50%
20 - 50%
in A/T 1.0
Units
When considering word length for written responses, the following guidelines are suggested:
A
T
In class task/essay
300-500 words
500-800 words
Research task/essay
500-800 words
800-1500 words
As students progress through the two years of college it is envisaged that expected word lengths of
assessment items increase.
Specific Unit Resources
Books
Crane, J., and Hannibal, J. 2009, Psychology: Course Companion. Oxford University Press: New York.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Myers David G. 2004, Exploring Psychology, Sixth Edition, in Modules, Sixth Edition, Worth Publishers,
New York.
Plotnik, R. 2007, Introduction to Psychology, (8th Edition). Wodsworth, USA.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Van Iersel et al. 2004, Nelson Psychology VCE Units 3&4. Cengage Learning, Australia.
Whetham, P., Day, A., And Whetham, L. (Eds.) 2006, Psychology. Ibid Press: Victoria.
Plotnik, R. 2005, Test Bank For Plotnik’s Introduction To Psychology, Seventh Edition. Wodsworth, USA.
Plotnik, R. 2005, Instructor’s Resources Manual For Plotnik’s Introduction To Psychology, Seventh Edition.
Wodsworth, USA.
These were accurate at time of publication.
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Human Relationships
Value 0.5
Significant duplication of content means this unit may not be studied in addition to Social Influence, 0.5.
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how they
apply to real life situations
Critically evaluate the assumptions, applications
and limitations of psychological research and
literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Develop communication skills and an
awareness of the conventions of the discipline
Develop effective communication skills relevant
to the conventions of the discipline
Develop the ability to apply and understand the Critically analyse and evaluate the extent to
extent to which biological, cognitive and socio- which biological, cognitive and socio-cultural
factors influence human relationships
cultural factors influence human relationships
Content
*Denotes optional aspects of the topic
Social Responsibility







*
*
*
*
*
Altruism
Prosocial behaviour
Bystander Effect
Theories that explain altruism in humans
Cross-cultural differences in prosocial behaviour (research studies)
Factors in bystanderism
Arousal-cost-reward model
Negative-state relief model, empathy-altruism model
Kin selection theory,
Reciprocal altruism theory,
Bateson and Darley, 1973
John Rabe: A good Nazi?
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*
*
Social exchange theory, arousal-cost-reward model
The role of social norms
Interpersonal relationships






*
*
*
*
*
*
*
*
*
*
Biological, psychological and social origins of attraction
Theoretical models
Theories of love
Role of communication in maintaining relationships
Importance of culture in forming and maintaining relationships
Why relationships change or end
Hormones,
Evolution
Cognition
Keisler and Baral, 1970
Reciprocity
Culture
Social penetration theory
Self-disclosure
Buss, 194
Social exchange theory, equity theory, patterns of accommodation
Violence



Biological, cognitive and sociocultural explanations of the origins of violence
Effectiveness of strategies for reducing violence
Effects of short-term and long-term exposure to violence
*
Hormones, neurotransmitters, brain structure; schemas, information processing, cultivation
theory; power differences, deindividuation theory, social identity theory, self categorisation,
power elations
*
*
*
*
*
Baumeister and Bushman, 1998
Zimbado, 1969
Case study: bullying
Empathy: “virtual reality”, social skills
Impact of bullying, support structures
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
314
Board Endorsed December 2010 – Amended May 2015
Specific Unit Resources
Books
Clarke, V & Gillet, S. 2001, VCE Psychology for Units 3 and 4, Nelson, Melbourne.
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Crane, J., and Hannibal, J. 2009, Psychology: Course Companion. Oxford University Press: New York.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Harari, P., Legge, K. 2001, Psychology And Health, Heinemann themes in psychology, Heinemann
Educational Publishers, Portsmouth, NH.
Iersel, H. 2005, Nelson Psychology: VCE units 3 & 4. Thomson Learning, Southbank, Vic.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Mook, D. 2004, Classic Experiments In Psychology. Greenwood Press, Westport, Connecticut.
Plotnik, R. 2007, Introduction to Psychology, (8th Edition). Wodsworth, USA.
Plotnik, R. 2005, Test Bank For Plotnik’s Introduction To Psychology, Seventh Edition. Wodsworth, USA.
Plotnik, R. 2005, Instructor’s Resources Manual For Plotnik’s Introduction To Psychology, Seventh Edition.
Wodsworth, USA.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Whetham, P., Day, A., And Whetham, L. (Eds.) 2006, Psychology. Ibid Press: Victoria.
Websites
A2Z Psychology Resources (on line), 2010
< http://www.a2zpsychology.com/ >
All About Psychology (on line), 2010
<http://www.all-about-psychology.com/>
American Psychological Association (on line), 2010
< http://www.apa.org/ >
BBC Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/tv/humansenses/ >
315
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Current Topics in Psychology – Dr Michael Fenichel (Highly recommended) (on line), 2010
< http://www.fenichel.com/Current.shtml >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Discovering Psychology (on line), 2010
< http://www.learner.org/resources/series138.html >
Discovering Psychology Video on demand (on line), 2010
< http://www.learner.org >
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
These were accurate at time of publication.
316
Board Endorsed December 2010 – Amended May 2015
Biological Approaches to Behaviour
Value 0.5
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how they
apply to real life situations
Critically evaluate the assumptions, applications
and limitations of psychological research and
literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Develop communication skills and an
awareness of the conventions of the discipline
Develop effective communication skills relevant
to the conventions of the discipline
Develop an understanding of the extent to
which biological influences explain human
behaviour
Critically analyse and evaluate the extent to
which biological influences explain human
behaviour
Content
*Denotes optional aspects of the topic
Biological

General concepts
o Definitions
o Principles
o Research methods
o Ethics
* e.g. patterns of behaviour can be inherited, animal research can be useful, cognitions,
emotions and behaviours are products of our physiology
* Theories and or studies
* e.g. experiments, observations, correlation studies
* Research studies

Physiology and its relationship to behaviour
o Localisation of function in the brain
o Effects of neurotransmission on human behaviour
o Explain functions of hormones on behaviour
o Effects of the environment on physiological processes
o Interaction between cognition and physiology in terms of behaviour
o Brain imaging technologies in finding relationships between biological factors and
behaviour
* Studies related (Wernicke, Broca, Sperry)
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Board Endorsed December 2010 – Amended May 2015
*
*
*
*
*

Examples to explain this, e.g. noradrenalin on depression
Two or more
e.g. Jet lag on bodily rhythms, environmental stressors on reproductive mechanisms
e.g. agnosia, amnesia
CAT scans, PET scans, fMRIs etc
Genetics and Behaviour
o Extent that genetic inheritance influences behaviour
o Evolutionary explanation of behaviour
o Ethical considerations in research
o Studies
* Ethics in research into genetic influences on behaviour
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Crane, J., and Hannibal, J. 2009, Psychology: Course Companion. Oxford University Press: New York.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Myers David G. 2004, Exploring Psychology, Sixth Edition, in Modules, Sixth Edition, Worth Publishers,
New York.
Plotnik, R. 2007, Introduction to Psychology, (8th Edition). Wodsworth, USA.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Van Iersel et al. 2004, Nelson Psychology VCE Units 3&4. Cengage Learning, Australia.
Whetham, P., Day, A., And Whetham, L. (Eds.) 2006, Psychology. Ibid Press: Victoria.
These were accurate at time of publication.
318
Board Endorsed December 2010 – Amended May 2015
Cognitive Approaches to Behaviour
Value 0.5
Significant duplication of content means this unit may not be studied in addition to Sensation and
Perception, 0.5, and/or Consciousness, 0.5.
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how they
apply to real life situations
Critically evaluate the assumptions, applications
and limitations of psychological research and
literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Develop communication skills and an
awareness of the conventions of the discipline
Develop effective communication skills relevant
to the conventions of the discipline
Develop an understanding of the extent to
which cognitive influences explain human
behaviour
Critically analyse and evaluate the extent to
which cognitive influences explain human
behaviour
Content
*Denotes optional aspects of the topic
Cognitive

General concepts
o Definitions
o Principles
o Research methods
o Ethics
* e.g. mental representations guide behaviour, mental processes can be scientifically
investigated
* theories/studies
* e.g. experiments, observations, interviews

Cognitive processes
o Schema theory
o Models or theories of cognitive processes
o Biological factors that affect cognitive processes
o Effect of social/cultural factors on cognitive processes
o Reliability of cognitive processes
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Board Endorsed December 2010 – Amended May 2015
*
*
*
*
*

Research studies
Research studies, and two of the following: e.g. memory, perception, language, decision
making,
e.g. Alzheimer’s disease, brain damage, sleep deprivation
e.g. education, video games and attention, carpentered-world hypothesis
research studies, e.g. reconstructive memory, perception/visual illusions, decision
making/heuristics
Cognition and Emotion
o Extent that cognitive and biological factors interact in emotion
o How emotion may affect cognitive processes
* e.g. two factor theory, arousal theory, Lazarus’ theory of appraisal
* e.g. state dependent memory, flashbulb memory, affective filters
Teaching and Learning Strategies
Refer to page 19..
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Crane, J., and Hannibal, J. 2009, Psychology: Course Companion. Oxford University Press: New York.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Myers David G. 2004, Exploring Psychology, Sixth Edition, in Modules, Sixth Edition, Worth Publishers,
New York.
Plotnik, R. 2007, Introduction to Psychology, (8th Edition). Wodsworth, USA.
Plotnik, R. 2005, Test Bank For Plotnik’s Introduction To Psychology, Seventh Edition. Wodsworth, USA.
Plotnik, R. 2005, Instructor’s Resources Manual For Plotnik’s Introduction To Psychology, Seventh Edition.
Wodsworth, USA.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Van Iersel et al. 2004, Nelson Psychology VCE Units 3&4. Cengage Learning, Australia.
Whetham, P., Day, A., And Whetham, L. (Eds.) 2006, Psychology. Ibid Press: Victoria.
These were accurate at time of publication.
320
Board Endorsed December 2010 – Amended May 2015
Sociocultural Approaches to Behaviour
Value 0.5
Significant duplication of content means this unit may not be studied in addition to Social Influence, 0.5,
and/or Attitudes and Prejudice, 0.5, and/or Introduction to Sociology, 0.5.
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how they
apply to real life situations
Critically evaluate the assumptions, applications
and limitations of psychological research and
literature
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Develop communication skills and an
awareness of the conventions of the discipline
Develop effective communication skills relevant
to the conventions of the discipline
Develop an understanding of the extent to
which sociocultural influences explain human
behaviour
Critically analyse and evaluate the extent to
which sociocultural influences explain human
behaviour
Content
*Denotes optional aspects of the topic
Socio -cultural

General concepts
o Definitions
o Principles
o Research methods
o Ethics
* Social/cultural environment influences individual behaviour; we want connectedness with,
and a sense of belonging to, others; we construct our conceptions of the individual and the
social self
* Theories/studies
* e.g. participant/naturalistic observation, interviews, case studies

Socio-cultural cognition
o How situational and dispositional factors explain behaviour
o Attribution errors
o Social identity theory
o Formation of stereotypes, and how it affects behaviour
321
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*
*
e.g. FAE, illusory correlation, self-serving bias
research studies

Social norms
o Social learning theory
o Compliance techniques
o Conformity
* research studies, e.g. Bandura
* e.g. reciprocity, foot-in-the-door, lowballing
* conforming to group norms, factors influencing conformity, group norms, risky shift,
minority influence

Cultural norms
o Definition of “culture” and “cultural norms”
o cultural dimension effects on behaviour
o “emic” and “etic” concepts
* e.g. individualism/collectivism, power distance, uncertainty avoidance, Confucian
dynamism, masculinity/femininity
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Crane, J., and Hannibal, J. 2009, Psychology: Course Companion. Oxford University Press: New York.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Myers David G. 2004, Exploring Psychology, Sixth Edition, in Modules, Sixth Edition, Worth Publishers,
New York.
Plotnik, R. 2007, Introduction to Psychology, (8th Edition). Wodsworth, USA.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Van Iersel et al. 2004, Nelson Psychology VCE Units 3&4. Cengage Learning, Australia.
Whetham, P., Day, A., And Whetham, L. (Eds.) 2006, Psychology. Ibid Press: Victoria.
These were accurate at time of publication.
322
Board Endorsed December 2010 – Amended May 2015
Abnormal Psychology
Value 0.5
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how
they apply to real life situations
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Develop communication skills and an
awareness of the conventions of the
discipline
Develop effective communication skills
relevant to the conventions of the discipline
Investigate different approaches to
understanding and treating behavioural and
mental disorders.
Critically analyse and evaluate different
approaches to understanding and treating
behavioural and mental disorders.
Content
*Denotes optional aspects of the topic
Concepts of normal and abnormal




What is normal/abnormal? (e.g. approaches to normality such as statistical; cultural; deviation
from ideal
The different models (e.g. adjustment, legal, medical)
Labelling
Community perceptions of and reactions to abnormal behaviour
Specific Disorders






Psychotic disorders (e.g. schizophrenia)
Mood disorders (e.g. depression; bipolar)
Anxiety disorders (e.g. panic; phobias)
Personality disorders (e.g. borderline; anti-social; narcissistic)
Dissociative disorders (Dissociative Identity Disorder, also amnesia; fugue)
Address issues of substance abuse in relation to disorders
323
Board Endorsed December 2010 – Amended May 2015
Methods of Treatment






*
Theoretical approaches: medical (drugs); cognitive (CBT); behavioural (conditioning);
psychoanalysis
Rehabilitation
Diagnostic aids (including DSM-IV)
History of treatment (e.g. ECT; lobotomy)
Institutionalisation vs. integration
Community mental health services and support groups
Alternative treatments (e.g. scientology; yoga, meditation, ayurveda, naturopathy)
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources Audio Visual Material
Barriers of the Mind (TV Series) 1984, ABC.
Discovering Psychology (TV Series) 1989:
Fatal Attraction (video) 1987, Paramount Pictures.
I Never Promised You a Rose Garden. (DVD) 1977, Fadsin Cinema Associates.
It’s a Wonderful Life (DVD) 1946, Liberty Films.
Mr Jones. (DVD) 1993, Rastar Productions.
One Flew Over The Cuckoo's Nest (DVD) 1975, Fantasy Films.
Rainman (DVD) 1988, United Artists.
Sybil. (DVD) 1976, Lorimar Productions.
The Human Body (TV series), 1998, BBC.
Web sites
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
These were accurate at time of publication
324
Board Endorsed December 2010 – Amended May 2015
Learning and Memory
Value 0.5
Prerequisites
Nil
Specific Unit Goals
A Course
T Course
This unit should enable students to:
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how
they apply to real life situations
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Develop communication skills and an
awareness of the conventions of the
discipline
Develop effective communication skills
relevant to the conventions of the discipline
Investigate theoretical approaches to
learning and memory
Critically analyse and evaluate theoretical
approaches to learning and memory
Content
*Denotes optional aspects of the topic
Theories of Learning




*
Classical conditioning (e.g. Pavlov; Watson)
Operant conditioning (e.g. Thorndike; Skinner)
Social learning theories (e.g. Bandura)
Behaviour modification using learning theories
Modern theories of learning and education (e.g. deBono; Vygotsky)
Memory










Processes
Interaction of sensory, short term and long term memory
Unusual memories
Flashbulb memories
Tips for improving memory
Eyewitness testimonies
Forgetting and retention; repressed memories
Different studying strategies
Mnemonic devices
Issues (e.g.. hypnosis, polygraph, false memories)
325
Board Endorsed December 2010 – Amended May 2015
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Skouteris, H. et al. 2004, Heinemann Psychology One. Second edition. Reed, Melbourne.
Audio-visual materials
A Clockwork Orange 1962 (DVD) Warner Bros. Pictures.
Born on the Fourth of July 1989 (DVD) Ixtlan.
Bowling For Columbine 2002 (DVD) Alliance Atlantis Communications
Dead Again 1991 (DVD) Paramount Pictures
Dolores Claiborne 1995 (DVD) Castle Rock Entertainment.
Discovering Psychology 2006 (DVD) Marcom Projects.
50 first Dates 2004 (DVD) Columbia Pictures Corporation.
Free Willy 1993 (DVD) Warner Bros. Pictures.
Liar Liar 1997 (DVD) Universal Pictures.
Memento 2000 (DVD) Newmarket Capital Group.
Memory 1993 (DVD) ABC.
Prince of Tides 1991 (DVD) Columbia Pictures Corporation.
The Human Body 1998 (DVD) ABC.
The Majestic 2001 (DVD) Castle Rock Entertainment.
The Miracle Worker 1962 (DVD) Playfilm Productions.
Total Recall 1990 (DVD) TriStar Pictures.
What about Bob? 1991 (DVD) Touchstone Pictures.
326
Board Endorsed December 2010 – Amended May 2015
Web sites
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
These were accurate at time of publication.
327
Board Endorsed December 2010 – Amended May 2015
Motivation and Emotion
Value 0.5
Significant duplication of content means this unit may not be studied in addition to The Self, 0.5
Prerequisites
Nil
Specific Unit Goals
A Course
T Course
This unit should enable students to:
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Critically evaluate the assumptions,
applications and limitations of psychological
research and literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how
they apply to real life situations
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
Develop communication skills and an
awareness of the conventions of the
discipline
Develop effective communication skills
relevant to the conventions of the discipline
Investigate the concepts and underlying
factors concerning motivation and emotion
Critically analyse and evaluate the concepts
and underlying factors concerning
motivation and emotion
Content
*Denotes optional aspects of the topic
The Nature of Motivation


*

*

*
Definition of motive, need, drive and instinct
Biological vs. social motives
Unconscious motives
Motivation and achievement
Levels of motivation (e.g.. the Yerkes Dodson Law)
Intrinsic and extrinsic motivation
Demotivation
328
Board Endorsed December 2010 – Amended May 2015
Theoretical Approaches

*



*
*
Instinct theory
Drive reduction theory
Incentive theory
Cognitive theory
Maslow’s hierarchy
Psychodynamic approach
AJ Martin’s theory
Biological Motives


Hunger
Sex
Learned Motives


*
Affiliation
Achievement
Power
The Nature of Emotions


*
Primary and secondary emotions
Brain and emotion
Theories of love (e.g. Sternberg)
Communicating emotions


*
Non-verbal communication (e.g. facial expressions; tone of voice; body language)
Gender/cultural differences
Faking emotion (e.g. lying and deception)
Theoretical Approaches



James-Lange; Cannon-Bard
Schachter’s Cognitive theory
Facial Feedback Hypothesis
Emotional Intelligence

*
Changing values emphasis on EQ versus IQ
Emotional resilience and youth
329
Board Endorsed December 2010 – Amended May 2015
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Eysenck, M., Flanagan, C. 2001, Psychology for A2 Level. Psychology Press, East Sussex.
Eysenck, M., Flanagan, C. 2000, Psychology for AS Level. Psychology Press, East Sussex.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Skouteris, H. et al. 2004, Heinemann Psychology One. Second edition. Reed, Melbourne.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Audiovisual Material
Catalyst -The Extreme Sports Brain (TV Series) 6 March 2008, ABC. Available online:
<http://www.abc.net.au/catalyst/stories/2008/03/06/2179019.htm>
Discovering Psychology (TV Series) 1989:
Exposed (TV Series), 2005, BBC.
Sense and Sensibility (DVD) 1995, Columbia Pictures.
The Human Body (TV series), 1998, BBC.
The Human Face (TV series), 2001, BBC.
The Miracle Worker (DVD), 1962, Playfilm Productions.
Websites
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
Pearson Prentice Hall (on line), 2010
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/mind/articles/psychology/psychology_7.shtml >
Social Psychology (on line), 2010
< http://www.psychlotron.org.uk/newResources/coreSocial.html >
These were accurate at time of publication.
330
Board Endorsed December 2010 – Amended May 2015
Methods of Psychology (T only)
Value 0.5
Prerequisite
It is highly recommended that students wishing to undertake this unit have successfully completed at least
one 0.5 unit in Psychology.
Specific Unit Goals
This unit should enable students to:
 Interpret human behaviour as an outcome of influences and interactions
 Critically evaluate the assumptions, applications and limitations of psychological research and
literature
 Develop and apply investigative skills, knowledge and insights into psychological concepts and
research methodology, with reference to real life situations
 Develop effective communication skills relevant to the conventions of the discipline
 Understand and apply theoretical perspectives and knowledge of research methodology
 Understand the difference between experimental and non-experimental methods, qualitative and
quantitative data, and the different levels of measurement
 Evaluate the benefits and drawbacks of different research methods, including experiments,
surveys, interviews, psychometric tests and observational studies
 Understand the various ethical issues related to psychological research and experimentation
Content
*Denotes optional aspects of the topic
Principles of Research Design



The goals of psychological research: to describe, explain, predict, and control behaviour
The principles that guide psychological research: objectivity, empiricism, reliability, validity and
standardisation
The scientific method: observation, devising a theory, formulating a hypothesis, collecting and
collating the data, evaluating and revising the hypothesis
Ethical issues






A thorough investigation of problems concerned with psychological research: stress and
discomfort, informed consent, deception, debriefing, confidentiality.
Compare the benefits of research to the possibility of harm to participants.
Examine specific scenarios and alternative methods.
Types of experiments: laboratory experiments, field experiments, natural experiments, quasiexperiments
Experimental designs: repeated measures, independent samples, matched-pairs, single
participant
Non-experimental designs: Surveys, interviews, psychometric tests, case-studies, observational
studies, longitudinal studies, cross-sectional studies
331
Board Endorsed December 2010 – Amended May 2015
Research Design



Sampling procedures: representative samples, random sampling, stratified sampling, quota
sampling, cluster sampling, control group and placebo group
Hypothesis testing: the concept of statistical significance, significance tests for different types of
data, null and alternate hypotheses, directional and non-directional hypotheses, type I and II
errors
Report writing: abstract, introduction, methods, participants, materials, results, discussion,
conclusions
Analysing Data






Types of data: quantitative and qualitative. Levels of measurement: nominal, ordinal, interval and
ratio
Measures of central tendency: mean, mode, median
Measures of dispersion: variance, standard deviation
Graphical representations: tables, bar charts, histograms, line charts, frequency polygons
The normal distribution: probability, characteristics, use in hypothesis testing, the sampling
distribution, significance levels, critical values
Parametric vs. non-parametric
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Argyrous, G. 2005, Statistics for Research: With a Guide to SPSS, (2nd ed), Sage, London.
Clarke, V & Gillet, S. 2001, VCE Psychology for Units 3 and 4, Nelson, Melbourne.
Coolican, H. 2006, Introduction to Research Methods in Psychology (3rd ed). Hodder Arnold, London.
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Crane, J., and Hannibal, J. 2009, Psychology: Course Companion. Oxford University Press: New York.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Harari, P., Legge, K. 2001, Psychology And Health, Heinemann themes in psychology, Heinemann
Educational Publishers, Portsmouth, NH.
Iersel, H. 2005, Nelson Psychology: VCE units 3 & 4. Thomson Learning, Southbank, Vic.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Mook, D. 2004, Classic Experiments In Psychology. Greenwood Press, Westport, Connecticut.
332
Board Endorsed December 2010 – Amended May 2015
Neuman, W. L. & Kreuger, L, W. 2003, Social Work Research Methods: Qualitative and Quantitative
Approaches. Allyn and Bacon, Boston.
Slater, L. 2004, Openin Skinner’s Box: Great Psychological Experiments Of The Twentieth Century.
Bloomsbury, London.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Websites
A2Z Psychology Resources (on line), 2010
< http://www.a2zpsychology.com/ >
American Psychological Association (on line), 2010
< http://www.apa.org/ >
BBC Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/tv/humansenses/ >
Current Topics in Psychology – Dr Michael Fenichel (Highly recommended) (on line), 2010
< http://www.fenichel.com/Current.shtml >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Discovering Psychology (on line), 2010
< http://www.learner.org/resources/series138.html >
Discovering Psychology Video on demand (on line), 2010
< http://www.learner.org >
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
These were accurate at time of publication.
333
Board Endorsed December 2010 – Amended May 2015
Independent Study (T only)
Value 0.5
Prerequisites
At least three standard units in Psychology must be successfully completed before commencing this unit.
This unit (on its own or combined with the Methods of Psychology unit) must be undertaken as the final
unit of a major.
Specific Unit Goals
This unit should enable students to:
 understand and apply theoretical perspectives and knowledge of research methodology.
 acquire extensive knowledge and understanding in a particular area of Psychology.
 establish their own research problem and set guidelines through which to pursue their chosen
topic.
 communicate an understanding of the specified area and report on the results in an appropriate
manner.
Content
The content of this unit will be negotiated with the teacher responsible. The subject matter may be an
extension of content previously studied by the student or may be entirely new to the student. The
emphasis will be on areas of special interest and value to the student.
Assessment items and weighting will also be negotiated. Examples include
 a research assignment
 an experimental report
 an attitude survey
 an oral presentation
In the process of completing these summative assessment pieces, students could also complete a series
of formative assessment pieces along the way. These could include:
 a journal
 a literature review
 regular discussion groups
Teaching and Learning Strategies
Refer to page 19.
334
Board Endorsed December 2010 – Amended May 2015
Assessment Task Types
A balance of oral and written should be part of a minor course of study.
Test/Exam
Open Response
Task Type
Research Assignment




Examples
such as:
Weightings
in A/T 0.5
Units

Multiple choice
Short answer
responses
In Class essay
Interpretations
of unseen stimuli
Document study
25 – 50%
 Experimental
survey/ report
 Literature
review/essay
 Research
presented by:
o Report
o Essay
o Seminar
o Poster
o Pamphlet
o Multimedia
o Portfolio







Case studies
Film review
Debate
Public campaign
Role play
Diary journal/entry
Creative response:
o Newspaper or other
articles response
o Journal articles
response
o Diagram/ sociogram
o Artwork
25-50%
When considering word length for written responses, the following guidelines are suggested:
T
In class task/essay
500-800 words
Research task/essay
800-1500 words
As students progress through the two years of college it is envisaged that expected word lengths of
assessment items increase.
Specific Unit Resources
Books
Argyrous, G. 2005, Statistics for Research: With a Guide to SPSS, (2nd ed), Sage, London.
Clarke, V & Gillet, S. 2001, VCE Psychology for Units 3 and 4, Nelson, Melbourne.
Coakes, S. J. & Steed, L. G. 2001, SPSS: Analysis without anguish, (Version 10.0 for Windows). Jacaranda
Wiley, Milton.
Coolican, H. 2006, Introduction to Research Methods in Psychology (3rd ed). Hodder Arnold, London.
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Crane, J., and Hannibal, J. 2009, Psychology: Course Companion. Oxford University Press: New York.
Gravetter, F. J. & Wallnau, L. B. 2004, Statistics for the behavioural sciences, (6th ed.)
Wadsworth/Thomson, Belmont, CA.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Harari, P., Legge, K. 2001, Psychology And Health, Heinemann themes in psychology, Heinemann
Educational Publishers, Portsmouth, NH.
335
Board Endorsed December 2010 – Amended May 2015
Iersel, H. 2005, Nelson Psychology: VCE units 3 & 4. Thomson Learning, Southbank, Vic.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Mook, D. 2004, Classic Experiments In Psychology. Greenwood Press, Westport, Connecticut.
Neuman, W. L. & Kreuger, L, W. 2003, Social Work Research Methods: Qualitative and Quantitative
Approaches. Allyn and Bacon, Boston.
Slater, L. 2004, Openin Skinner’s Box: Great Psychological Experiments Of The Twentieth Century.
Bloomsbury, London.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Findlay, B. 2003, How to write psychology laboratory reports and essays, (3rd ed.). Frenchs Forest:
Prentice Hall.
Francis, R. 1999, Ethics for psychologists: A handbook, Leicester: British Psychological Society.
Websites
A2Z Psychology Resources (on line), 2010
< http://www.a2zpsychology.com/ >
All About Psychology (on line), 2010
<http://www.all-about-psychology.com/>
American Psychological Association (on line), 2010
< http://www.apa.org/ >
BBC Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/tv/humansenses/ >
Current Topics in Psychology – Dr Michael Fenichel (Highly recommended) (on line), 2010
< http://www.fenichel.com/Current.shtml >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Discovering Psychology (on line), 2010
< http://www.learner.org/resources/series138.html >
Discovering Psychology Video on demand (on line), 2010
< http://www.learner.org >
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
These were accurate at time of publication.
336
Board Endorsed December 2010 – Amended May 2015
The Self (A only)
Value 0.5
Significant duplication of content means this unit may not be studied in addition to Personality, 0.5, and/or
Motivation and Emotion, 0.5.
Prerequisites
Nil
Specific Unit Goals
This unit should enable students to:

Develop self-awareness and mindfulness and empathy for self and others

Identify a wide range of emotions in oneself and others and the factors that can trigger the
expression of these emotions.

Understand roles of emotions and techniques for their regulation

Understand individual strengths, weaknesses, values and interests.
Content
*Denotes optional aspects of the topic

The concept of self Rogers (e.g. self schema, self concept, self esteem, self definition, self
confidence, self monitoring)

Maslow’s Hierarchy of needs and their relevance

Awareness of self – strengths, weaknesses

What is personality? (e.g. individual differences, nature/nurture)
It is suggested that at least 3 of the following be covered in this unit:
*
*
*
*
*
Trait theories
*
*
*
*
*
*
*
Theory of Mind
Multiple intelligences
Identifying values and interests
Accepting others’ values, interests.
Emotions – fear, anger, sadness, happiness

Their functions

Identification of emotions

‘Emotional Intelligence’ (EQ)
Emotional regulation
Empathy for self and others – active listening
Learned optimism, self-efficacy and resilience
Locus of control
Stress and coping mechanisms
Goal Setting
337
Board Endorsed December 2010 – Amended May 2015
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
A balance of oral and written should be part of a minor course of study.
Test/Exam
Open Response
Task Type
Research Assignment




Examples
such as:
Weightings
in A/T 0.5
Units

Multiple choice
Short answer
responses
In Class essay
Interpretations
of unseen stimuli
Document study
25 – 50%
 Experimental
survey/ report
 Literature
review/essay
 Research
presented by:
o Report
o Essay
o Seminar
o Poster
o Pamphlet
o Multimedia
o Portfolio







Case studies
Film review
Debate
Public campaign
Role play
Diary journal/entry
Creative response:
o Newspaper or other
articles response
o Journal articles
response
o Diagram/ sociogram
o Artwork
25-50%
When considering word length for written responses, the following guidelines are suggested:
A
In class task/essay
300-500 words
Research task/essay
500-800 words
As students progress through the two years of college it is envisaged that expected word lengths of
assessment items increase.
Specific Unit Resources
Books
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Myers , D. G. 2001, Psychology: Myers in modules. (6th ed). Worth, New York.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Van Iersel et al. 2004, Nelson Psychology VCE Units 3&4. Cengage Learning, Australia.
338
Board Endorsed December 2010 – Amended May 2015
Audio Visual Material
In the Heat of the Moment (TV Series), 2000, BBC Brain Story episode 2, BBC TV.
What’s Eating Gilbert Grape (DVD), 1993, J & M Entertainment USA.
A New Life (DVD), 2002, Video Education Australasia, Bendigo.
Baby It’s You (Series), 1983, Channel 4.
Barriers of the Mind (Series), 2005, ABC Television.
Memory: The Past Imperfect (DVD), 1994, Video Education Australasia, Bendigo.
Too Much Mental Health Issues in Adolescence (DVD), 2001, Video Education Australasia: Bendigo.
Problem Solving (DVD), 2001, Video Education Australasia, Bendigo.
The Psychology of Sleep (DVD), 2005, Video Education Australasia, Bendigo.
Worlds of Childhood (Series), Video Education Australasia: Bendigo.
Why Men Don’t Iron (Series), 1998, Video Education Australasia, Bendigo
Web sites
Learned Optimism Test (online)
http://www.stanford.edu/class/msande271/onlinetools/LearnedOpt.html
Reach Out, 2009, (online)
http://au.reachout.com/find/articles/what-is-happiness
Human Metrics, 1998-2008(on line) Jung Typology Test
http://www.humanmetrics.com/cgi-win/JTypes2.asp
Self-esteem, Understanding Yourself, 2007(on line)
http://www.peelregion.ca/health/commhlth/selfest/2emotion.htm
Emotional Intelligence test, August 2009 (on line)
http://www.queendom.com/tests/access_page/index.htm?idRegTest=1121
Multiple Intelligences (on line)
http://literacyworks.org/mi/assessment/findyourstrengths.html
These were accurate at the time of publication.
339
Board Endorsed December 2010 – Amended May 2015
The Self in Relationships (A only)
Value 0.5
Significant duplication of content means this unit may not be studied in addition to Infancy to Childhood,
0.5.
Prerequisites
Nil
Specific Unit Goals
This unit should enable students to:

Distinguish between healthy and unhealthy relationships

Understand the factors that shape the way individuals behave in the context of relationships

Identify the roles and functions of relationships for human beings

Understand the factors that encourage interpersonal attraction
Content
*Denotes optional aspects of the topic

Relationships within the family
o Parenting styles
o Family systems
o Attachment and bonding
o Sibling relationships

Peer and romantic relationships
o Need for affiliation
o Friendship
o Interpersonal attraction
o Sexuality
It is suggested that at least 3 of the following be covered in this unit:
*
*
*
*
*
*
*
*
*
*
*
*
Blended families
Extended families
Same-sex parents
Parental responsibilities
Challenges to parenting
Child abuse
Love
Mate selection
Loneliness
Nature of close relationships
Intimacy and self disclosure
Domestic violence
Teaching and Learning Strategies
Refer to page 19..
340
Board Endorsed December 2010 – Amended May 2015
Assessment Task Types
A balance of oral and written should be part of a minor course of study.
Test/Exam
Open Response
Task Type
Research Assignment




Examples
such as:

Multiple choice
Short answer
responses
In Class essay
Interpretations
of unseen stimuli
Document study
 Experimental
survey/ report
 Literature
review/essay
 Research
presented by:
o Report
o Essay
o Seminar
o Poster
o Pamphlet
o Multimedia
o Portfolio







Case studies
Film review
Debate
Public campaign
Role play
Diary journal/entry
Creative response:
o Newspaper or other
articles response
o Journal articles
response
o Diagram/ sociogram
o Artwork
Weightings
in A/T 0.5
25 – 50%
25-50%
Units
When considering word length for written responses, the following guidelines are suggested:
A
In class task/essay
300-500 words
Research task/essay
500-800 words
As students progress through the two years of college it is envisaged that expected word lengths of
assessment items increase.
Specific Unit Resources
Books
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth: USA.
Gray, John. 1992. Men are from Mars, Women are from Venus. Harper Collins.
Journal Articles
Deborah Tannen. 1990, Sex, Lies and Conversation; Why Is It So Hard for Men and Women to Talk to
Each Other?, The Washington Post
Erina MacGeorge 2004. Purdue study shows men, women share same planet, Purdue News
Web sites
Rebuttal from Uranus (on line), 1996
http://www.time.com/time/magazine/article/0,9171,986547-1,00.html
New Scientist Magazine (on line), 2010
http://www.newscientist.com/home.ns
341
Board Endorsed December 2010 – Amended May 2015
Audio Visual Material
The Family Series (video), 1971 Video Education Australasia, Bendigo
Loving Smacks (video), 1998 Video Education Australasia, Bendigo
The Miracle of Love (video), 2009 Video Education Australasia: Bendigo
What’s Eating Gilbert Grape (video), 1993 J & M Entertainment, USA
These were accurate at the time of publication.
342
Board Endorsed December 2010 – Amended May 2015
The Self in Groups (A only)
Value 0.5
Significant duplication of content means this unit may not be included in addition to Social Influence,
0.5.
Prerequisites
Nil
Specific Unit Goals
This unit should enable students to:
 Describe the ways in which group and individual behaviour is subject to social influence and
control.
 Communicate effectively and argue logically in both oral and written forms
 Identify and describe the elements of group dynamics including membership, stages, goals,
conflict and power.
 Develop an awareness of self in groups and illustrate the relationship between theory and
experience in groups.
Content
*Denotes optional aspects of the topic
 Defining a group, Types of groups in society
 How are groups created? Why do people join groups?
 Group development
 Intergroup conflict
 Communication patterns
 Group culture
 Leadership styles
 leadership qualities, skills and knowledge
It is suggested that at least 3 of the following be covered in this unit:
* Group maintenance issues
* The process of group development
* Group vs. individual goals
* Goal structures
* Evaluating and monitoring goals
* Group size
* Group stages
* Personal characteristics
* Group roles
* Group norms
* Status and power
* Subgroups
* Cohesion
* First impressions
* Body language
* Interviews
* Meetings
343
Board Endorsed December 2010 – Amended May 2015
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
A balance of oral and written should be part of a minor course of study.
Test/Exam
Open Response
Task Type
Research Assignment




Examples
such as:

Multiple choice
Short answer
responses
In Class essay
Interpretations
of unseen stimuli
Document study
 Experimental
survey/ report
 Literature
review/essay
 Research
presented by:
o Report
o Essay
o Seminar
o Poster
o Pamphlet
o Multimedia
o Portfolio







Case studies
Film review
Debate
Public campaign
Role play
Diary journal/entry
Creative response:
o Newspaper or other
articles response
o Journal articles
response
o Diagram/ sociogram
o Artwork
Weightings
in A/T 0.5
25 – 50%
25-50%
Units
When considering word length for written responses, the following guidelines are suggested:
A
In class task/essay
300-500 words
Research task/essay
500-800 words
As students progress through the two years of college it is envisaged that expected word lengths of
assessment items increase.
Specific Unit Resources
Books
Clarke, V & Gillet, S. 2001, VCE Psychology for Units 3 and 4, Nelson, Melbourne.
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth:
USA.
Crane, J., and Hannibal, J. 2009, Psychology: Course Companion. Oxford University Press: New York.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Harari, P., Legge, K. 2001, Psychology And Health, Heinemann themes in psychology, Heinemann
Educational Publishers, Portsmouth, NH.
Iersel, H. 2005, Nelson Psychology: VCE units 3 & 4. Thomson Learning, Southbank, Vic.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Mook, D. 2004, Classic Experiments In Psychology. Greenwood Press, Westport, Connecticut.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
344
Board Endorsed December 2010 – Amended May 2015
Bessant, B. J. & Watts, R. 1997. Making groups work – rethinking practice, Allen & Unwin, Sydney
Australia.
Burnard, P 1989, Teaching interpersonal skills, Chapman and Hall, London.
Corey, M. & Corey, G. 2008, Groups: process and practice 7th ed, Wadsworth, Belmont.
Crane, J., & Hannibal, J 2009, Psychology: Course Companion. Oxford University Press: New York.
Douglas, T. 2000, Basic Groupwork, 2nd ed, Routledge, London.
Garvin, C. D. 1996, Contemporary group work, Allyn and Bacon, USA.
Johnson, D. W. & Johnson, F. P. 1997, Joining together: group theory and group skills, 10th ed, Allyn
and Bacon, Mass.
Kellerman, H. (ed.) 1981, Group cohesion: theoretical and clinical perspectives, Grune and Stratton
NY.
Websites
A2Z Psychology Resources (on line), 2010
< http://www.a2zpsychology.com/ >
All About Psychology (on line), 2010
<http://www.all-about-psychology.com/>
American Psychological Association (on line), 2010
< http://www.apa.org/ >
BBC Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/tv/humansenses/ >
Current Topics in Psychology – Dr Michael Fenichel (Highly recommended) (on line), 2010
< http://www.fenichel.com/Current.shtml >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Discovering Psychology (on line), 2010
< http://www.learner.org/resources/series138.html >
Discovering Psychology Video on demand (on line), 2010
< http://www.learner.org >
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
These were accurate at the time of publication.
345
Board Endorsed December 2010 – Amended May 2015
The Self in Society (A only)
Value: 0.5
Significant duplication of content means this unit may not be studied in addition to Attitudes and
Prejudice, 0.5.
Prerequisites
Nil
Specific Unit Goals
This unit should enable students to:

Understand the psychological factors that can contribute to social conformity.

Understand the social processes by which people are influenced and manipulated

Understand psychological techniques of persuasion and obedience.
Content
*Denotes optional aspects of the topic







Socialisation
Conformity
Peer pressure
How attitudes are formed
Changing attitudes
Techniques of persuasion
Avoiding prejudice
It is suggested that at least 3 of the following be covered in this unit:
* Compliance
* Obedience
* Famous experiments: Maslow, Asch, Sherif
* Advertising
* Prejudicial attitudes
* Forms of discrimination
* Cults
Teaching and Learning Strategies
Refer to page 19.
346
Board Endorsed December 2010 – Amended May 2015
Assessment Task Types
A balance of oral and written should be part of a minor course of study.
Test/Exam
Open Response
Task Type
Research Assignment




Examples
such as:

Multiple choice
Short answer
responses
In Class essay
Interpretations
of unseen stimuli
Document study
 Experimental
survey/ report
 Literature
review/essay
 Research
presented by:
o Report
o Essay
o Seminar
o Poster
o Pamphlet
o Multimedia
o Portfolio







Case studies
Film review
Debate
Public campaign
Role play
Diary journal/entry
Creative response:
o Newspaper or other
articles response
o Journal articles
response
o Diagram/ sociogram
o Artwork
Weightings
in A/T 0.5
25 – 50%
25-50%
Units
When considering word length for written responses, the following guidelines are suggested:
A
In class task/essay
300-500 words
Research task/essay
500-800 words
As students progress through the two years of college it is envisaged that expected word lengths of
assessment items increase.
Specific Unit Resources
Books
Billig, M.1976, Social psychology and intergroup relations, Academic Press London.
Brown, R. J.2000, Group processes (2nd ed.), Oxford, Blackwell UK.
Dion, K. L.1979, Intergroup conflict and intragroup cohesiveness, W. G. Austin & S.
Worchel (eds.) 2004, The social psychology of intergroup relations, Brooks/Cole Monterey,
CA.
Bandura, A.1973, Aggression: A social learning analysis, Englewood Cliffs, NJ: Prentice Hall
Dalrymple, Theodore 2007, In Praise of Prejudice: The Necessity of Preconceived Ideas,
Encouter Books, New York
Farley, John E. Majority - Minority Relations (4th edn), Upper Saddle River, New Jersey
347
Board Endorsed December 2010 – Amended May 2015
Journal Articles
Aberson, C. L., Healy, M., & Romero, V. 2000, “Ingroup bias and self-esteem: A metaanalysis” Personality and Social Psychology, Review, 4, Worth Publishing, pp 154-173
Adorno, T. W., Frenkel-Brunswik, E., Levinson, D. J., & Sanford, R. M.
1950, “The authoritarian personality”. Journal of Social and Personal Relationships, pp 11771196
Connell, R. W. 1972, “Political socialization in the American family: The evidence reexamined Public Opinion Quarterly, 36, pp 323-333
Audio Visual Material
Mississippi Burning (video), 1988 Gerolmo, Orion Pictures
Australia Rules (video), 2002 Beyond Films.
348
Board Endorsed December 2010 – Amended May 2015
The Psychology of Happiness
Value 0.5
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Analyse human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Critically evaluate the assumptions, applications
and limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how they
apply to real life situations
Develop and apply investigative skills,
knowledge and insights into psychological
concepts and research methodology, with
reference to real life situations
To examine and discuss theoretical
perspectives on happiness and wellbeing
Demonstrate an understanding of the
biological basis of emotional behaviour and
self-awareness
To critically examine and discuss theoretical
perspectives on happiness and wellbeing
To analyse and compare the biological and
cognitive basis of emotional behaviour and selfawareness
To identify and discuss the nature of emotional
responses and the forces that shape those
responses
To critically analyse the biological and cognitive
nature of emotional responses and the forces
that shape those responses
Content
*Denotes optional aspects of the topic
The biological basis of emotions



primary emotions – anger, sadness, happiness
neuroscientific studies revealing the emotional brain
trauma and emotional absence
349
Board Endorsed December 2010 – Amended May 2015
Positive Psychology





Martin Seligman’s theory of positive psychology
Barbara Frederickson’s theory
o The Broaden-and-Build Theory of Positive Emotions
o The Broaden Hypothesis
o The Build Hypothesis
o The Undoing Hypothesis
o Positivity Ratios
Lyubomirsky’s "Construal Theory of Happiness"
Parfit’s three theories of happiness
Csikszentmihalyi’s psychology of optimal experience
Models of self and self efficacy




*
*
Self Actualisation (Maslow)
The ideal and real self (Rogers)
Positive Thinking
Self Efficacy
Measuring self efficacy
Developing and promoting strategies for self efficacy
Health and Wellbeing




*
*
*
Models of healthy selves
Neuroscience studies
Well being studies
Happiness surveys
Developing a positive attitude
The role of meditation, relaxation, leisure, gratitude
Leading a balanced lifestyle – coping with multiple demands
Stress, trauma, coping and resilience




*
*
*


Types of stress
Measuring stress: Holmes and Rahe
Coping with stress - Csikszentmihalyi
Coping with failure
Coping with trauma
Coping with grief
Coping with depression
Developing resilience
When to seek help
Developing Positive relationships with others



*


First impressions
Creating and sustaining a positive impression
Gratitude letters
Dealing with conflict
Assertive behaviours
Negotiation
350
Board Endorsed December 2010 – Amended May 2015
Emotional Intelligence
Recognising emotional cues
Gender differences in emotional responses
o Changing values emphasis on EQ versus IQ
* Emotional resilience and youth (e.g. Japan vs. Australia vs. Netherlands: a Case Study)



Critiques of pop psychology and the self help movement
Prosocial behaviour



*

*
*
basic findings: Darley & Latane
theories: instinct, empathy, etc
factors affecting altruism
promoting global citizenship and responsible behaviour
moral behaviour and studies
gratitude
virtue
Teaching and Learning Strategies
Refer to page 19.
Assessment Task Types
Refer to pages 21-22
Specific Unit Resources
Books
Argyle, M. 2002, The Psychology of Happiness, Meuthen, New York
Aspinwall, L. G., & Staudinger, U. M. (Eds.). (2003), A psychology of human strengths:
Fundamental questions and future directions for a positive psychology. Washington, DC: APA
Books
Bolt, M. 2004, Pursuing Human Strengths: A Positive Psychology Guide, Worth Publishing,
New York
Bryant, F.B. and Veroff, J. 2006, Savoring: A New Model of Positive Experience, Lawrence
Erlbaum Associates, London.
Cloninger, C.R. 2004, Feeling Good: The Science of Well Being, Oxford University Press, USA.
Csikszentmihalyi, M. 1990, Flow: the Psychology of Optimal Experience, 1st edn, Penguin
Books
Csikszentmihalyi, M. 2004, Good Business: Leadership, Flow, and the Making of Meaning,
Penguin Books
Diener, E. and Eid, M. (eds.) 2006, Handbook of Multimethod Measurement in Psychology,
American Psychological Association (APA), USA
Easterbrook, G. 2003, The Progress Paradox: How Life Gets Better While People Feel Worse,
1st edn, Random House Trade, USA
Frisch, M.B. 2005, Quality of Life Therapy: Applying a Life Satisfaction Approach to Positive
Psychology and Cognitive Therapy, Wiley
Gilbert, D. 2007, Stumbling on Happiness, HarperCollins Publishers
Haidt, J. 2007, The Happiness Hypothesis, Cornerstone
Huppert, F., Baylis, N. and Keverne, B. 2005, The Science of Well-Being, Oxford University
Press, Oxford
Joseph, S. and Linley, P.A. 2004, Positive Therapy, Routledge
351
Board Endorsed December 2010 – Amended May 2015
Keyes, C.L.M. and Haidt, J. (eds.) 2003, Flourishing: Positive Psychology and the Life WellLived, American Psychological Association (APA), USA
Layard, R. 2005, Happiness: Lessons from a New Science, Penguin Books.
Linley, P.A. and Joseph, S. (eds.) 2004, Positive Psychology in Practice. John Wiley and Sons
Inc, N. Y.
Lykken, D.T. 1999. Happiness: What Studies on Twins Show Us about Nature, Nurture, and
the Happiness Set Point
McMahon, D.M. 2006, Happiness: A History, Grove/Atlantic
Murray, C. 2003. Human Accomplishment: The Pursuit of Excellence in the Arts and Sciences,
800 B.C. to 1950.
Myers, D.G. 1990. Pursuit of Happiness,
Ong, A. & Van Dulmen, M. 2006, Oxford Handbook of Methods in Positive Psychology (Series
in Positive Psychology), Oxford University Press, Oxford.
Peterson, C. 2004, A Primer in Positive Psychology, Oxford University Press, Oxford.
Peterson, C. and Seligman, M.E.P. 2004, Character Strengths and Virtues: A Handbook and
Classification, Oxford University Press, Oxford.
Reivich, K. and Shatté, A. 2002, The Resilience Factor: 7 Essential, Broadway Books
Schwartz, B. 2005, The Paradox of Choice: Why More Is Less, Ecco
Seligman, Dr. M.E.P. 2002. Positive Psychology, Positive Prevention, and Positive Therapy.
Seligman, M.E.P. 2002. Authentic Happiness: Using the New Positive Psychology to Realize
Your Potential for Lasting Fulfillment, Simon & Schuster Ltd.
Seligman, M.E.P. 2006, Learned Optimism: How to Change Your Mind and Your Life, Vintage
Books USA
Snyder, C.R. and Lopez, S.J. 2005, Handbook of Positive Psychology, Oxford University Press,
Oxford
Vaillant, G.E. 2002, Aging Well: Surprising Guideposts to a Happier Life from the Landmark
Harvard Study of Adult Development, Little Brown and Company
Audio Visual Material
Gallup DVD How to be Happy, with Ed Diener
Primal Instinct (series), 2004, ABC Science Unit
Shallow Hal (video) 2001, Farelly Brothers
The Human Body (DVD) 1998, BBC
The Human Face (DVD) 2001, BBC
The Miracle Worker (DVD) 1962, Playfilm Productions
352
Board Endorsed December 2010 – Amended May 2015
Web sites
Interviews with Positive Psychology Scholars (on line), 2010
http://www.reflectivehappiness.com/AboutUs/Experts.aspx
Positive Psychology Scholars (on line), 2010
http://www.reflectivehappiness.com/AboutUs/Experts.aspx
Construal Theory of Happiness (on line), 2010
http://lyubomirsky.socialpsychology.org/
Self-Handicapping and Defensive Pessimism: Predictors and Consequences from a Self-Worth
Motivation Perspective (on line), 2010
http://self.uws.edu.au/Theses/Martin/Thesis.htm
The Architecture of Happiness (on line), 2010
http://www.alaindebotton.com/
Authentic Happiness: Using the New Positive Psychology (on line), 2010
http://www.authentichappiness.sas.upenn.edu/
The Secret of Happiness (on line), 2010
http://www.biopsychiatry.com/happiness/
Flow Theory (on line), 2010
http://www.brainchannels.com/thinker/mihaly.html
Centre for Confidence and Wellbeing (on line), 2010
http://www.centreforconfidence.co.uk/
Positive Psychology Centre (on line), 2010
http://www.ppc.sas.upenn.edu/
Reflective Happiness (on line), 2010
http://www.reflectivehappiness.com
http://www.reflectivehappiness.com/AboutUs/Experts.aspxmailto:acparks@psych.upenn.edu
The Value of Positive Emotions (on line), 2010
http://www.unc.edu/peplab/publications/AMSCI_2003-07Fredrickson.pdf
The role of Positive Emotions in Positive Psychology (on line), 2010
http://www.unc.edu/peplab/publications/Fredrickson_AmPsych_01.pdf
What good are positive Emotions (on line), 2010
http://www.unc.edu/peplab/publications/Fredrickson_RGP_98.pdf
These were accurate at the time of publication.
353
Board Endorsed December 2010 – Amended May 2015
The Psychology of Happiness (M)
Value 0.5
Prerequisites
Students with a mild to moderate intellectual disability.
Specific Unit Goals
A Course
This unit should enable students to:
M unit after modification
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Describe human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and
literature
Outline the applications of psychological
research and literature
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how they
apply to real life situations
Develop investigative skills and knowledge into
psychological concepts and research
methodology, with reference to real life
situations
To examine and discuss theoretical
perspectives on happiness and wellbeing
Demonstrate an understanding of the
biological basis of emotional behaviour and
self-awareness
Identify some theoretical perspectives on
happiness and wellbeing
Demonstrate a simplistic understanding of
emotional behaviour and self-awareness
To identify and discuss the nature of emotional
responses and the forces that shape those
responses
Identify and describe emotional responses
354
Board Endorsed December 2010 – Amended May 2015
Content
A Course before modification
M Course after modification
The biological basis of emotions
The biological basis of emotions




primary emotions – anger, sadness,
happiness
neuroscientific studies revealing the
emotional brain
trauma and emotional absence
Positive Psychology





Positive Psychology

Martin Seligman’s theory of positive
psychology
Barbara Frederickson’s theory
o The Broaden-and-Build Theory of
Positive Emotions
o The Broaden Hypothesis
o The Build Hypothesis
o The Undoing Hypothesis
o Positivity Ratios
Lyubomirsky’s "Construal Theory of
Happiness"
Parfit’s three theories of happiness
Csikszentmihalyi’s psychology of
optimal experience
Models of self and self efficacy
 Self Actualisation (Maslow)
 The ideal and real self (Rogers)
 Positive Thinking
 Self Efficacy
Developing and promoting strategies for self
efficacy
Health and Wellbeing
 Models of healthy selves
 Neuroscience studies
 Well being studies
 Happiness surveys
 Developing a positive attitude
 The role of meditation, relaxation,
leisure, gratitude
 Leading a balanced lifestyle – coping
with multiple demands
Stress, trauma, coping and resilience

Types of stress

Measuring stress: Holmes and Rahe
primary emotions – anger, sadness,
happiness

Martin Seligman’s theory of positive
psychology
Csikszentmihalyi’s psychology of
optimal experience
Models of self and self efficacy
 Self Actualisation (Maslow)
Health and Wellbeing
 Developing a positive attitude
 The role of meditation, relaxation,
leisure, gratitude
 Leading a balanced lifestyle –
coping with multiple demands
Stress, trauma, coping and resilience

Coping with stress - Csikszentmihalyi

Developing resilience
355
Board Endorsed December 2010 – Amended May 2015




Coping with stress - Csikszentmihalyi
Coping with failure
Developing resilience
When to seek help

When to seek help
Developing Positive relationships
Developing Positive relationships with others
with others
 Dealing with conflict

First impressions

Creating and sustaining a positive
impression

Gratitude letters
Emotional Intelligence

Dealing with conflict

Recognising emotional cues

Assertive behaviours

Negotiation

Emotional Intelligence

Recognising emotional cues

Gender differences in emotional
responses

Changing values emphasis on EQ versus
IQ

Emotional resilience and youth (e.g.
Japan vs. Australia vs. Netherlands:
a Case Study)

Critiques of pop psychology and the
self help movement
Prosocial behaviour
Prosocial behaviour

basic findings: Darley & Latane

basic findings: Darley & Latane

theories: instinct, empathy, etc

factors affecting altruism

factors affecting altruism

moral behaviour and studies
gratitude virtue
356
Board Endorsed December 2010 – Amended May 2015
Teaching and Learning Strategies
A unit before Modification
Teaching strategies that are particularly
relevant and effective in Psychology
include:
 Cooperative learning
 Scaffolding of new concepts
 Lectures/ tutorials/ seminars
 Excursions
 Guest speakers
 Use of a broad range of visual
imagery
 Use of technology, e.g. web based
activities, podcasting, wikis, blogs
 Research
 Surveys and questioning
 Opportunities to develop a wide
range of appropriate practical skills
 Debates/Discussion
 Role plays
 Interviews
 Timelines/ mind maps/
brainstorming
 Links with a range of human and
community providers/facilities.
 Case studies, journal and
newspaper articles and personality
profiles
 Experimental and observational
research activities.
M unit after Modification
Teaching strategies that are particularly
relevant and effective in Psychology
include:
 Scaffolding concepts
Planning activities-process of planning,
implementing and evaluating negotiated
activities
Breaking down learning into manageable
steps
Explicit clear and concise instructions and
examples
Clarifying, shortening and repeating
instructions
Regular reviews to consolidate learning
Formative assessment and frequent
feedback
Adapting/modifying resources and tasks
 Use of learning technologies








357
Guest speakers
Use of a broad range of visual
imagery
Research
Opportunities to develop a range of
appropriate practical skills
mind maps/ brainstorming
Links with a range of human and
community providers/facilities.
Case studies, journal and
newspaper articles
observational research activities
Board Endorsed December 2010 – Amended May 2015
Assessment Task Types
Refer to page 21.
Specific Unit Resources
Books
Argyle, M. 2002, The Psychology of Happiness, Meuthen, New York
Aspinwall, L. G., & Staudinger, U. M. (Eds.). (2003), A psychology of human strengths:
Fundamental questions and future directions for a positive psychology. Washington, DC: APA
Books
Bolt, M. 2004, Pursuing Human Strengths: A Positive Psychology Guide, Worth Publishing,
New York
Bryant, F.B. and Veroff, J. 2006, Savoring: A New Model of Positive Experience, Lawrence
Erlbaum Associates, London.
Cloninger, C.R. 2004, Feeling Good: The Science of Well Being, Oxford University Press, USA.
Csikszentmihalyi, M. 1990, Flow: the Psychology of Optimal Experience, 1st edn, Penguin
Books
Csikszentmihalyi, M. 2004, Good Business: Leadership, Flow, and the Making of Meaning,
Penguin Books
Diener, E. and Eid, M. (eds.) 2006, Handbook of Multimethod Measurement in Psychology,
American Psychological Association (APA), USA
Easterbrook, G. 2003, The Progress Paradox: How Life Gets Better While People Feel Worse,
1st edn, Random House Trade, USA
Frisch, M.B. 2005, Quality of Life Therapy: Applying a Life Satisfaction Approach to Positive
Psychology and Cognitive Therapy, Wiley
Gilbert, D. 2007, Stumbling on Happiness, HarperCollins Publishers
Haidt, J. 2007, The Happiness Hypothesis, Cornerstone
Huppert, F., Baylis, N. and Keverne, B. 2005, The Science of Well-Being, Oxford University
Press, Oxford
Joseph, S. and Linley, P.A. 2004, Positive Therapy, Routledge
Keyes, C.L.M. and Haidt, J. (eds.) 2003, Flourishing: Positive Psychology and the Life WellLived, American Psychological Association (APA), USA
Layard, R. 2005, Happiness: Lessons from a New Science, Penguin Books.
Linley, P.A. and Joseph, S. (eds.) 2004, Positive Psychology in Practice. John Wiley and Sons
Inc, N. Y.
Lykken, D.T. 1999. Happiness: What Studies on Twins Show Us about Nature, Nurture, and
the Happiness Set Point
McMahon, D.M. 2006, Happiness: A History, Grove/Atlantic
Murray, C. 2003. Human Accomplishment: The Pursuit of Excellence in the Arts and Sciences,
800 B.C. to 1950.
Myers, D.G. 1990. Pursuit of Happiness,
Ong, A. & Van Dulmen, M. 2006, Oxford Handbook of Methods in Positive Psychology (Series
in Positive Psychology), Oxford University Press, Oxford.
Peterson, C. 2004, A Primer in Positive Psychology, Oxford University Press, Oxford.
Peterson, C. and Seligman, M.E.P. 2004, Character Strengths and Virtues: A Handbook and
Classification, Oxford University Press, Oxford.
Reivich, K. and Shatté, A. 2002, The Resilience Factor: 7 Essential, Broadway Books
Schwartz, B. 2005, The Paradox of Choice: Why More Is Less, Ecco
Seligman, M.E.P. 2002. Authentic Happiness: Using the New Positive Psychology to Realize
Your Potential for Lasting Fulfillment, Simon & Schuster Ltd.
Seligman, M.E.P. 2006, Learned Optimism: How to Change Your Mind and Your Life, Vintage
358
Board Endorsed December 2010 – Amended May 2015
Books USA
Sheldon, K.M. 2007, Optimal Human Being: An Integrated Multi-Level Perspective, Lawrence
Erlbaum Associates.
Snyder, C.R. and Lopez, S.J. 2007, Positive Psychology: The Scientific and Practical
Explorations of Human Strengths, Sage Publications, CA
Snyder, C.R. and Lopez, S.J. 2005, Handbook of Positive Psychology, Oxford University Press,
Oxford
Vaillant, G.E. 2002, Aging Well: Surprising Guideposts to a Happier Life from the Landmark
Harvard Study of Adult Development, Little Brown and Company
Audio Visual Material
Gallup DVD How to be Happy, with Ed Diener
Primal Instinct (series), 2004, ABC Science Unit
Shallow Hal (video) 2001, Farelly Brothers
The Human Body (DVD) 1998, BBC
The Human Face (DVD) 2001, BBC
The Miracle Worker (DVD) 1962, Playfilm Productions
Web sites
Interviews with Positive Psychology Scholars (on line), 2010
http://www.reflectivehappiness.com/AboutUs/Experts.aspx
Positive Psychology Scholars (on line), 2010
http://www.reflectivehappiness.com/AboutUs/Experts.aspx
Construal Theory of Happiness (on line), 2010
http://lyubomirsky.socialpsychology.org/
Self-Handicapping and Defensive Pessimism: Predictors and Consequences from a Self-Worth
Motivation Perspective (on line), 2010
http://self.uws.edu.au/Theses/Martin/Thesis.htm
The Architecture of Happiness (on line), 2010
http://www.alaindebotton.com/
Authentic Happiness: Using the New Positive Psychology (on line), 2010
http://www.authentichappiness.sas.upenn.edu/
The Secret of Happiness (on line), 2010
http://www.biopsychiatry.com/happiness/
Flow Theory (on line), 2010
http://www.brainchannels.com/thinker/mihaly.html
Centre for Confidence and Wellbeing (on line), 2010
http://www.centreforconfidence.co.uk/
Positive Psychology Centre (on line), 2010
http://www.ppc.sas.upenn.edu/
Reflective Happiness (on line), 2010
http://www.reflectivehappiness.com
http://www.reflectivehappiness.com/AboutUs/Experts.aspxmailto:acparks@psych.upenn.edu
The Value of Positive Emotions (on line), 2010
http://www.unc.edu/peplab/publications/AMSCI_2003-07Fredrickson.pdf
The role of Positive Emotions in Positive Psychology (on line), 2010
http://www.unc.edu/peplab/publications/Fredrickson_AmPsych_01.pdf
What good are positive Emotions (on line), 2010
http://www.unc.edu/peplab/publications/Fredrickson_RGP_98.pdf
These were accurate at the time of publication.
359
Board Endorsed December 2010 – Amended May 2015
Mental Abilities, Learning and Memory M
Value 1.0
This unit combines Mental Abilities (0.5) with Learning and Memory (0.5) – these should be
delivered together as a semester unit. Students are expected to study the accredited semester 1.0
unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester.
Student Profile
For students with a mild to moderate intellectual disability.
Prerequisites
None
Specific Unit Goals
A unit before Modification
This unit should enable students to:
M unit after Modification
This unit should enable students to:
Describe human behaviour as an outcome of
influences and interactions
Explain human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications and
limitations of psychological research and literature
Develop investigative skills, knowledge and insights
into psychological concepts and research
methodology, and consider how they apply to real
life situations
Develop investigative skills and knowledge
into psychological concepts.
Investigate the nature of intelligence, thinking and
creativity
Develop communication skills and an awareness of
the conventions of the discipline
Investigate theoretical approaches to learning and
memory
Develop communication skills and an
awareness of the conventions of the
discipline
Outline theoretical approaches to learning
and memory
Content
A unit before Modification
M unit after Modification
Intelligence
Intelligence

Major theorists e.g. Binet, Weschler,

Major theorists
Sternberg, Terman, Gardner Eysenck,

Definitions
Spearman

Theories on the nature of intelligence

Statistical approaches to normality

Definitions

Theories on the nature of intelligence

Heredity/environment
* Interplay of cognition and emotions

Measurement of intelligence and IQ tests
o validity
o reliability
o standardisation
o cultural bias and cultural
fairness
o
360
Board Endorsed December 2010 – Amended May 2015
Multiple intelligence

Emotional intelligence e.g. Goleman

Brain studies

Specific disabilities/abilities e.g. Autism,
Savants, Asperger’s syndrome
Thinking
Thinking

Theoretical approaches to problem-solving

Factors that influence problemand decision-making
solving and decision-making

Factors that influence problem-solving and
decision-making

Creative thinking e.g. Costa – Habits of
Mind, de Bono

Cognitive styles: convergent, divergent and
lateral thinking
Theories of Learning
Theories of Learning
 Classical conditioning (e.g. Pavlov;
 Classical conditioning (e.g. Pavlov; Watson)
Watson)
 Operant conditioning (e.g. Thorndike;
 Operant conditioning (e.g. Thorndike;
Skinner)
Skinner)
 Social learning theories (e.g. Bandura)
 Social learning theories (e.g. Bandura)
 Behaviour modification using learning
 Behaviour modification using learning
theories
theories
* Modern theories of learning and education
* Modern theories of learning and
(e.g. deBono; Vygotsky)
education (e.g. deBono; Vygotsky)
Memory
Memory
 Processes
 Processes
 Interaction of sensory, short term and long
 Interaction of sensory, short term
term memory
and long term memory
 Unusual memories
 Unusual memories
 Flashbulb memories
 Flashbulb memories
 Tips for improving memory
 Tips for improving memory
 Eyewitness testimonies
 Eyewitness testimonies
 Forgetting and retention; repressed
 Forgetting and retention; repressed
memories
memories
 Different studying strategies
 Different studying strategies
 Mnemonic devices
 Mnemonic devices
 Issues (e.g.. hypnosis, polygraph, false
 Issues (e.g.. hypnosis, polygraph,
memories)
false memories)

361
Board Endorsed December 2010 – Amended May 2015
Teaching and Learning Strategies
Students with special educational needs will be provided with opportunities to engage in successful
and challenging learning experiences in all key learning areas. The outcomes for them will be
appropriate to their abilities and needs.
M unit after Modification
A or T unit before Modification













Cooperative learning

Peer tutoring and/or assistance

Cooperative group work

Scaffolding of new concepts

Relating topic to students’ personal
interests

Regular revision of concepts
Opportunities to develop a wide
range of appropriate practical skills
Surveys and questioning
Debates/Discussion
Role plays
Interviews
Timelines/ mind maps/
brainstorming

Short term goals to make activities
more achievable

Using open-ended questions and/or
tasks

Timelines/ mind maps/
brainstorming
Lectures/ tutorials/ seminars
Use of a broad range of visual
imagery

Clarifying, shortening and repeating
instructions

Use of a broad range of visual
imagery
Excursions
Guest speakers
Links with a range of human and
community providers/facilities

Excursions
Guest speakers
Scaffolding of new concepts


Links with a range of human and
community providers/facilities

Demonstrating and modelling

Lectures/ tutorials/ seminars

Scaffolded note taking

Use of technology, e.g. web based
activities, podcasting, wikis, blogs
Research
Surveys and questioning

Use of technology, e.g. web based
activities, podcasting, wikis, blogs

Working with a teacher assistant, if
possible





Case studies, journal and
newspaper articles and personality
profiles
Experimental and observational
research activities.
Planning a wide range of activities to
cater for different abilities
Amending printed material by:
 Simplifying language
 Pre-teaching vocabulary
 Making response items self correcting where possible
 Improving legibility and layout
 Highlighting critical features
 Reducing unnecessary detail
 If necessary, providing a copy of the
material on website
362
Board Endorsed December 2010 – Amended May 2015

Providing clear instructions and
diagram
Proscribing the nature of the research and
methodology
Assessment
Refer to page 21
Student Capabilities
As shown in the course unit
Evidence could be in:
Goals
Content
Teaching
Assessment
creative and critical thinkers




enterprising problem-solvers




skilled and empathetic communicators




informed and ethical decision-makers




environmentally and culturally aware citizens




confident and capable users of technologies




independent and self-managing learners




collaborative team members



Student Capabilities
Specific Unit Resources
Books
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth:
USA.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley: N.Y.
Myers David G. 2004, Exploring Psychology, Sixth Edition, in Modules, Sixth Edition, Worth Publishers,
New York.
Skouteris, H. et al. 2004, Heinemann Psychology One. Second edition. Reed, Melbourne.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Van Iersel et al. 2004, Nelson Psychology VCE Units 3&4. Cengage Learning, Australia.
AudioVisual Material
A Beautiful Mind (DVD) 2001, Universal Pictures.
As Good as It Gets (DVD) 1997, Tristar Pictures.
Cosi (DVD) 1996, Miramax Films.
Girl, Interrupted (DVD) 1999, 3 Art Entertainment, Columbia Pictures.
Good Will Hunting (DVD) 1997, Miramax Films.
Shine (DVD) 1996, Australian Film Finance Corporation
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Board Endorsed December 2010 – Amended May 2015
A Clockwork Orange 1962 (DVD) Warner Bros. Pictures.
Born on the Fourth of July 1989 (DVD) Ixtlan.
Bowling For Columbine 2002 (DVD) Alliance Atlantis Communications
Dead Again 1991 (DVD) Paramount Pictures
Dolores Claiborne 1995 (DVD) Castle Rock Entertainment.
Discovering Psychology 2006 (DVD) Marcom Projects.
50 first Dates 2004 (DVD) Columbia Pictures Corporation.
Free Willy 1993 (DVD) Warner Bros. Pictures.
Liar Liar 1997 (DVD) Universal Pictures.
Memento 2000 (DVD) Newmarket Capital Group.
Memory 1993 (DVD) ABC.
Prince of Tides 1991 (DVD) Columbia Pictures Corporation.
The Human Body 1998 (DVD) ABC.
The Majestic 2001 (DVD) Castle Rock Entertainment.
The Miracle Worker 1962 (DVD) Playfilm Productions.
Total Recall 1990 (DVD) TriStar Pictures.
What about Bob? 1991 (DVD) Touchstone Pictures.
Web sites
A Brief Review of Creativity (on line), 2010
< http://www.personalityresearch.org/papers/dickhut.html > Dickhut, J. E.
American Psychological Association (on line), 2010
< http://www.apa.org/ >
American Psychological Association Monitor – monthly review of research (on line), 2010
< http://www.apa.org/monitor/ >
Amoeba Web Online: Psychological Tests (on line), 2010
<http://www.vanguard.edu/Home/AcademicResources/Faculty/DougDegelman/PsychologyDirectory
AmoebaWeb/PsychologyResourcesOnlineTests.aspx >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
California State University 2004, What is Creativity? (on line), 2010
< http://www.csun.edu/~vcpsy00h/creativity/define.htm >
Legally Blonde Film Script (on line), 2010
< http://www.dailyscript.com/scripts/legallblonde-shooting.pdf >
Mental Health Info Source (on line), 2010
< http://www.mhsource.com/ >
Psychiatric Times Disorder Index (on line), 2010
< http://www.psychiatrictimes.com/disorder.html >
Psychology in the News (on line), 2010
< http://www.psycport.com/ >
Psychology Today Magazine (on line), 2010
< http://cms.psychologytoday.com/pto/home.php >
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Board Endorsed December 2010 – Amended May 2015
Why we should use Non Cognitive Variables with Graduate Students (on line), 2000
< http://www.inform.umd.edu/EdRes/Topic/Diversity/General/Reading/Sedlacek/501.html >
Sedlacek, William E.
Society for the Teaching of Psychology (on line), 2010
< http://teachpsych.lemoyne.edu/ >
These were accurate at the time of publication.
365
Board Endorsed December 2010 – Amended May 2015
Infancy to Adulthood M
Value 1.0
Student Profile
Student has a mild intellectual disability
Prerequisites
Nil
Specific Unit Goals
A unit before Modification
This unit should enable students to:
M unit after Modification
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Identify aspects of human behaviour
Identify the assumptions, applications and
limitations of psychological research and
literature
Offer an explanation or reasons for aspects
of behaviour from conception to the end of
life
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how
they apply to real life situations
Use handouts as reference sources to
explain behaviour at different stages
Develop communication skills and an
awareness of the conventions of the
discipline
Develop communication skills and an
awareness of the conventions for oral and
written presentations
Identify and discuss the nature, stages and
issues of development from conception to
the end of life
Recognise and explain different stages of
development
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Board Endorsed December 2010 – Amended May 2015
Content
A or T unit before Modification
M unit after Modification
Introduction to Psychology
Introduction to Development
Introduction to Psychology
Introduction to Development
Nature of Development
 Types of development (physical, social,
emotional, cognitive, moral)
 Stages of the lifespan
 Perspectives of development (stability
over time or change, gradual /
continuous development or a sequence
of separate stages)
Nature of Development
 Types of development
 Stages of the lifespan
Nature of Development
 Nature vs. Nurture
 Longitudinal vs. cross-sectional studies
 Gender issues (e.g. gender roles,
stereotypes)
Prenatal, Birth, Neonatal
 Prenatal influences (genetic and
environmental)
 Sensitive/critical periods
 Stages of birth
Prenatal, Birth, Neonatal
 Prematurity
 Neonate reflexes and senses
Infancy
 Caregiving
 Physical abilities and motor development
Nature of Development
 Nature vs. Nurture
Prenatal, Birth, Neonatal
 Prenatal influences
 Stages of birth
Prenatal, Birth, Neonatal
 Behaviours
 Neonate reflexes
Infancy
 Caregiving
 Physical abilities
Theoretical approaches (Cognitive - Piaget)
Theoretical approaches (Erikson, Freud)
 Social development and attachment
Childhood
 Attachment (con)
 Early childhood development issues
Childhood
 Middle childhood development issues
 Late childhood development issues
Adolescence
 Physical development
 Cognitive development
Adolescence
 Social development, (identity
development; roles; peer pressure;
relationships; risk-taking)
 Moral development
Adolescence
 Decision making
Infancy
 Social development and attachment
Childhood characteristics of:
 Early childhood development
Childhood characteristics of:
 Middle childhood development
 Late childhood development
Adolescence
Adolescence
 Moral development
Adolescence
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Board Endorsed December 2010 – Amended May 2015
 Sexuality
 Gender differences
Adulthood and Ageing
 Physical changes (maturation,
menopause etc)
 Cognitive changes
Adulthood and Ageing
 Social changes (changing nature of
relationships, employment, retirement
etc)
 Theories e.g. Erikson
Adulthood and Ageing
Adulthood and Ageing
Teaching and Learning Strategies
Students with special educational needs will be provided with opportunities to engage in successful
and challenging learning experiences in all key learning areas. The outcomes for them will be
appropriate to their abilities and needs.
A or T unit before Modification
M unit after Modification
Lectures by teachers
Summarise handouts, group work, peer
tutoring, cloze exercises
Video presentations
Video presentations
Student presentations
Student presentations
Visiting speakers
Visiting speakers
Use of IT in accessing current Psychology
information and resources.
Using IT
Assessment
Refer to page 21
Student Capabilities
As shown in the course unit
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Evidence could be in:
Goals
Content
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
368
Teaching
√
√
√
√
√
√
√
√
Assessment
√
√
√
√
√
√
√
Board Endorsed December 2010 – Amended May 2015
Specific Unit Resources
Books
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Audio Visual Material
Baby It’s You (TV series), ABC.
Discovering Psychology (TV Series) 1989:
Seven Up! (TV Series) 1964 (ongoing), Granada Television.
The Human Body (TV series), 1998, BBC.
Web sites
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Piaget's Theory of Cognitive Development, (on line), 2003
< http://www.edpsycinteractive.org/topics/cogsys/piaget.html > Huitt, W & Hummel, J
These were accurate at the time of publication.
369
Board Endorsed December 2010 – Amended May 2015
Attitudes, Prejudice and Social Influence M
Value1.0
Student Profile
Students with a mild to moderate intellectual disability.
Prerequisites
Nil
Specific Unit Goals
A or T unit before Modification
This unit should enable students to:
M unit after Modification
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Identify aspects of behaviour
Identify the assumptions, applications and
limitations of psychological research and
literature
Identify behaviour responses in relation to
research which has been conducted
Develop investigative skills, knowledge and
insights into psychological concepts and
research methodology, and consider how
they apply to real life situations
Investigate the processes involved in the
formation and change of attitudes and how
attitudes influence behaviour
Explore the nature of and strategies to deal
with prejudice
Examine individual behaviour and how it is
influenced in a social context particularly
with respect to conformity and obedience
Investigate the processes involved in pro
and anti-social behaviour
370
Recognise and simply explain approaches to
attitudes
Recognise and simply explain approaches to
prejudice
Recognise and simply explain approaches to
social behaviour
Identify pro-social and anti-social behaviour
Board Endorsed December 2010 – Amended May 2015
Content
A or T unit before Modification
M unit after Modification
Attitudes
 Definition of attitudes
 Components of attitudes (affective,
behavioural, cognitive)
 Functions of attitudes
Introduction to communicating attitudes
Attitude Formation
 Theories of attitude formation
 Social, economic, cultural and
behavioural/ learning
Optional
Measuring attitudes
Changing attitudes
 Cognitive dissonance
 Persuasion
Prejudice
 Definitions of Prejudice and
discrimination
 Types of prejudice
 Stereotypes and stereotyping.
 Discrimination: institutional, old
fashioned and modern
“Robber’s Cave” (Sherif)
Stimulus video
Experimental report writing
Excursion ANU 24 August 11.30-1.15pm
Attitudes
 What are attitudes
Counteracting prejudice and discrimination

Theories

Experiencing prejudice (Jane Elliot)
Counteracting prejudice and
discrimination

Brown eyes/blue eyes-Jane Elliot
Social influence

Conformity versus individuality: need
for, nature of
Compliance, identification, internalisation
Social Influence
 Obedience: Milgram, factors
affecting. Situational versus
personality factors

Behaviours, Values and Beliefs
 Role of perceptions
 Antisocial and pro-social behaviours
Social influence

Conformity versus individuality

Obedience: Milgram,
Groups and individuals
Roles within groups, e.g. Zimbardo
Groups and individuals
Roles within groups, e.g. Zimbardo
Group behaviour and decision making

In-group/out-group prejudice
Group behaviour and decision making

In-group/out-group prejudice
Introduction to communicating attitudes
Attitude Formation
 Social, economic, cultural and
behavioural/ learning
Changing attitudes
 Cognitive dissonance
 Persuasion
 What
is
prejudice
discrimination?
 Types of prejudice
 Stereotypes
and
Stimulus video
Report Writing – format and essential
content
Behaviours, Values and Beliefs
 Antisocial and pro-social
behaviours
Behaviours, Values and Beliefs
 Antisocial and pro-social
behaviours
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Groupthink (risky shift, consensus)

Crowd behaviour

Third Wave- DVD
Prosocial behaviour and altruism

Basic findings: Darley & Latane

Theories: instinct, empathy

Factors affecting behaviour
Anti-social behaviour and aggression
Theories: instinct, drive, social learning,
frustration
Communication of attitudes

interpersonal communication

components of the communication
process

non-verbal communication

proxemics (interpersonal space)

facial cues

kinesics (body movement), posture,
gestures

touching

paralanguage



Groupthink
Crowd behaviour
Prosocial behaviour and altruism

Basic findings: Darley & Latane
Anti-social behaviour and aggression
Communication of attitudes

non-verbal communication

interpersonal space

facial cues

posture, gestures

touching
Teaching and Learning Strategies
Students with special educational needs will be provided with opportunities to engage in successful
and challenging learning experiences in all key learning areas. The outcomes for them will be
appropriate to their abilities and needs.
A or T unit before Modification
M unit after Modification

Cooperative learning
Peer tutoring, assistance and/or
mediation
Cooperative group work

Scaffolding of new concepts
Relating topic to student’s personal
interests

Opportunities to develop a wide
range of appropriate practical skills
Surveys and questioning
Debates/Discussion
Role plays
Interviews
Timelines/ mind maps/
brainstorming
Short term goals to make activities more
achievable
Using open-ended questions and/or
tasks
Using a reward system
Lectures/ tutorials/ seminars
Use of a broad range of visual
imagery
Clarifying, shortening and repeating
instructions
Excursions
Guest speakers
Links with a range of human and
community providers/facilities
Demonstrating and modelling
Lectures/ tutorials/ seminars
Scaffolded note taking/cloze passages











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Board Endorsed December 2010 – Amended May 2015





Use of technology, e.g. web based
activities, podcasting, wikis, blogs
Research
Surveys and questioning
Case studies, journal and
newspaper articles and personality
profiles
Experimental and observational
research activities.
Working with a teacher assistant, if
possible
Planning a wide range of activities to
cater for different abilities
Providing assessment criteria for set
tasks and definite word limits
Amending printed material by:
 Simplifying language
 Pre-teaching vocabulary
 Making response items self
correcting where possible
 Improving legibility and layout
 Highlighting critical features
 Reducing unnecessary detail
 If necessary, providing a copy of the
material on CD or USB
 Providing clear instructions and
diagram
Proscribing the nature of the research and
methodology
Assessment
Refer to page 21.
Student Capabilities
As shown in the course unit
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Evidence could be in:
Goals
Content
















Teaching








Assessment







Specific Unit Resources
These were accurate at the time of publication.
Books
Coon, D. 2005, Introduction to psychology. West, NY.
Coon, D. 2004, Introduction to Psychology: Gateways to Mind and Behaviour (10th Ed) Wadsworth:
USA.
Crane, J., a nd Hannibal, J. 2009, Psychology: Course Companion. Oxford University Press: New York.
Eysenck, M., Flanagan, C. 2001, Psychology for A2 Level. Psychology Press, East Sussex.
373
Board Endorsed December 2010 – Amended May 2015
Eysenck, M., Flanagan, C. 2000, Psychology for AS Level. Psychology Press, East Sussex.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Gross, R. 2009, Psychology: the science of mind and behaviour. (5th Ed). Hodder Arnold, London.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behaviour and Culture. 4th ed. Wiley: N.Y.
Mook, D. 2004, Classic Experiments In Psychology. Greenwood Press, Westport, Connecticut.
Morris C. Maisto A. 2005, Psychology: an introduction. 12th ed. Prentice Hall, Upper Saddle River, N.J.
Myers , D. G. 2001, Psychology: Myers in modules. (6th ed). Worth, New York.
Myers David G. 2004, Exploring Psychology, Sixth Edition, in Modules, Sixth Edition, Worth Publishers,
New York.
Plotnik, R. 2007, Introduction to Psychology, (8th Edition). Wodsworth, USA.
Plotnik, R. 2005, Test Bank For Plotnik’s Introduction To Psychology, Seventh Edition. Wodsworth,
USA.
Plotnik, R. 2005, Instructor’s Resources Manual For Plotnik’s Introduction To Psychology, Seventh
Edition. Wodsworth, USA.
Rawlings, M.; Skouteris, H.; Whitechurch, R. 2007, Heinemann psychology. (2nd ed). Heinemann, Port
Melbourne.
Skouteris, H. et al. 2004, Heinemann Psychology One. Second edition. Reed, Melbourne.
Sternberg, R.J. 2001, In Search of the Human Mind, 3rd Edn. Harcourt College, Sydney.
Westen, D. 2002, Psychology Brain, Behaviour and Culture. 3rd edition, Wiley & Sons, Inc.: N.Y.
Whetham, P., Day, A., And Whetham, L. (Eds.) 2006, Psychology. Ibid Press: Victoria.
Journal Articles
Vaughan, G. & Hogg, M.
Prentice Hall.
2005. Introduction to Social Psychology. 5th Ed.
Web Sites
A2Z Psychology Resources (on line), 2010
< http://www.a2zpsychology.com/ >
All About Psychology (on line), 2010
<http://www.all-about-psychology.com/>
All Psych – The Virtual Psychology Classroom (on line), 2010
< http://allpsych.com/ >
All Psych Online Psychology Tests (on line), 2010
< http://allpsych.com/tests/index.html >
All the Tests (on line), 2010
< http://www.allthetests.com/ >
American Psychological Association (on line), 2010
< http://www.apa.org/ >
American Psychological Association Monitor – monthly review of research (on line), 2010
< http://www.apa.org/monitor/ >
374
Board Endorsed December 2010 – Amended May 2015
American Psychology Society Teaching Resources (on line), 2010
< http://psych.hanover.edu/aps/teaching.html >
Amoeba Web Online: Psychological Tests (on line), 2010
<http://www.vanguard.edu/Home/AcademicResources/Faculty/DougDegelman/PsychologyDirectory
AmoebaWeb/PsychologyResourcesOnlineTests.aspx >
APA Statistics Division (on line), 2010
< http://www.apa.org/divisions/div5/teachstats.html >
Athabasca University Centre for Psychology Resources (on line), 2010
< http://psych.athabascau.ca >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
BBC Science and Nature: Human Body and Mind (on line), 2010
< http://www.bbc.co.uk/science/humanbody/tv/humansenses/ >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Discovering Psychology Video on demand (on line), 2010
< http://www.learner.org >
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
Pearson Prentice Hall (on line), 2010
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Psychologist World (on line), 2010
< http://www.psychologistworld.com/
Psychology at Suite101 (on line), 2010
< http://www.suite101.com/psychology >
Psychology Central resources (on line), 2010
< http://psychcentral.com/resources/ >
Psychology Daily (on line), 2010
< http://www.planetpsych.com/ >
Psychology Exchange – a site with free downloadable materials (on line), 2010
< http://www.psychexchange.co.uk/ >
Psychology in the News (on line), 2010
< http://www.psycport.com/ >
Psychology Research Projects (on line), 2010
< http://amasci.com/scifair/psych.html >
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Board Endorsed December 2010 – Amended May 2015
Psychology Resources for Teaching Social Psychology (on line), 2010
< http://jonathan.mueller.faculty.noctrl.edu/crow/ >
Psychology Today Magazine (on line), 2010
< http://cms.psychologytoday.com/pto/home.php >
Psychwatch News – Current Research (on line), 2010
< http://www.psychwatch.com/news.htm >
Social Psychology (on line), 2010
< http://www.psychlotron.org.uk/newResources/coreSocial.html >
Society for the Teaching of Psychology (on line), 2010
< http://teachpsych.lemoyne.edu/ >
The British Medical Journal (on line), 2010
< http://www.bmj.com/ >
The British Psychological Society (on line), 2010
< http://www.bps.org.uk/ >
The Human Zoo – Brief Encounters parts 1 – 5 (on line), 2010
< http://www.youtube.com/watch?v=DRJAqKAGAB0&feature=related >
The Psychiatric Times (on line), 2010
< http://www.psychiatrictimes.com/home >
These were accurate at time of publication.
376
Board Endorsed December 2010 – Amended May 2015
Introduction to Psychology and Childhood M
Value 1.0
This standard unit (1.0) combines Introduction to Psychological Methods (0.5) and Infancy to
Childhood (0.5) – these should be delivered together as a semester unit. Students are expected to
study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a
semester.
Student Profile
For students with a mild to moderate intellectual disability.
Prerequisites
Nil.
Specific Unit Goals
A unit before Modification
This unit should enable students to:
M unit after Modification
This unit should enable students to:
Explain human behaviour as an outcome of
influences and interactions
Identify the assumptions, applications
and limitations of psychological research and
literature
Develop investigative skills, knowledge and
insights into psychological concepts and research
methodology, and consider how they apply to real
life situations
Develop communication skills and an awareness of
the conventions of the discipline
Identify and discuss the nature, stages and issues
of development from conception to the end of
childhood
Describe human behaviour as an outcome of
influences and interactions
Investigative psychological concepts
Develop communication skills
Identify, stages of development from
conception to the end of childhood
Content
A unit before Modification
M unit after Modification
*Denotes optional aspects of the topic
Nature of Psychology
*Denotes optional aspects of the topic
Nature of Psychology

Define Psychology

Major goals of Psychology

Nature/Nurture debate

Theoretical perspectives

Classic experiments
ethical issues
Covert/overt behaviour
Historical evolution
Fields of psychology and employment
Animal and human research
*
*
*
*

377
Define Psychology
Board Endorsed December 2010 – Amended May 2015
Methodology

Qualitative and Quantitative method

Strengths and limitations
Correlation /causation
 Data collection methods
 Validity and reliability
* Data collection method types
* Longitudinal studies
* Observations
* Interviews
* Objective Tests
* Projective Tests
* Case Studies
* Surveys
* Experiments
Experimental Design
 Hypothesis
 independent, dependent and extraneous
variables
 report writing conventions
 Descriptive statistics
* Placebo effect
* Sampling/sample sizes
* Control group
* Experimental group
* Opportunity and random sampling
* Repeated measures
* Independent groups design
* Matched pairs
* Laboratory/Field experiments
* Graphs
* Data collection and collation
* Measures of central tendency

Nature of Development






Experimental Design
Nature of Development

What is development?
Types of development and their
interrelationships (physical, social,
emotional, cognitive, moral)
Stages of the lifespan (prenatal,
infancy….)
Perspectives of development (e.g.
are we interested in commonalities
or differences and uniqueness, is it
characterised by stability over
time or change, gradual / continuous
development or a sequence of
separate stages)
Theoretical approaches (e.g. Piaget,
Erikson…)
Nature vs. Nurture (i.e. what is the
relative influence of inherited /
genetic factors and experience and
378
What is development?
Board Endorsed December 2010 – Amended May 2015




how do they interact)
Interaction between psychological
and physiological development of
brain
Longitudinal vs. cross-sectional
studies and their uses/limitations
Gender issues (e.g. gender roles,
stereotypes…)
Individual differences/experiences
(factors affecting socialisation)
Prenatal, Birth, Neonatal





Prenatal, Birth, Neonatal
Prenatal influences (genetic and
environmental)
Sensitive/critical periods
Stages of birth
Prematurity
Neonate reflexes and senses
Infancy





Caregiving
Emotional development and
temperament
Social development and attachment
Physical abilities and motor
development
Cognitive development and language
Childhood






Early childhood development issues
Middle childhood development
issues
Late childhood development issues
Issues of Development
Choose at least one issue to explore:












Childhood
Early childhood development issues
Middle childhood development issues
Late childhood development issues
Issues of Development
Choose at least one issue to explore:












Child abuse and maltreatment
IVF and related issues
Alternative family structures
Childcare vs. stay-at-home
Bullying
Resilience
Developing vs. developed countries:
Physical
Emotional
Social
Cognitive
Moral
379
Child abuse and maltreatment
IVF and related issues
Alternative family structures
Childcare vs. stay-at-home
Bullying
Resilience
Developing vs. developed countries:
Physical
Emotional
Social
Cognitive
Moral
Board Endorsed December 2010 – Amended May 2015
Teaching and Learning Strategies
Students with special educational needs will be provided with opportunities to engage in successful
and challenging learning experiences in all key learning areas. The outcomes for them will be
appropriate to their abilities and needs.
A unit before Modification
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Cooperative learning
M unit after Modification
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Peer tutoring and/or assistance
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Cooperative group work
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Scaffolding of new concepts
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Relating topic to students’ personal
interests
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Regular revision of concepts
Opportunities to develop a wide
range of appropriate practical skills
Surveys and questioning
Debates/Discussion
Role plays
Interviews
Timelines/ mind maps/
brainstorming
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Short term goals to make activities
more achievable
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Using open-ended questions and/or
tasks
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Timelines/ mind maps/
brainstorming
Lectures/ tutorials/ seminars
Use of a broad range of visual
imagery
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Clarifying, shortening and repeating
instructions
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Use of a broad range of visual
imagery
Excursions
Guest speakers
Links with a range of human and
community providers/facilities
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Excursions
Guest speakers
Scaffolding of new concepts
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Links with a range of human and
community providers/facilities
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Demonstrating and modelling
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Lectures/ tutorials/ seminars
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Scaffolded note taking
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Use of technology, e.g. web based
activities, podcasting, wikis, blogs
Research
Surveys and questioning
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Use of technology, e.g. web based
activities, podcasting, wikis, blogs
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Working with a teacher assistant, if
possible
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Case studies, journal and
newspaper articles and personality
profiles
Experimental and observational
research activities.
Planning a wide range of activities to
cater for different abilities
Amending printed material by:
 Simplifying language
 Pre-teaching vocabulary
 Making response items self correcting where possible
 Improving legibility and layout
 Highlighting critical features
 Reducing unnecessary detail
 If necessary, providing a copy of the
material on website
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Board Endorsed December 2010 – Amended May 2015
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Providing clear instructions and
diagram
Proscribing the nature of the research and
methodology
Assessment
Refer to page 22.
Student Capabilities
As shown in the course unit
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals
Content
Teaching
Assessment
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Specific Unit Resources
Books
Brooks C. 2001, Pacific Grove, California, USA.
Grivas, J, Carter, L. 2000, Psychology for the VCE Student 3rd ed, Jacaranda: Melbourne.
Kowalski, R. and Westen, D. 2004, Psychology: Brain, Behavior and Culture. 4th ed. Wiley, N.Y.
Meyers, D. 2004, Exploring Psychology, Worth, USA
Sternberg, R.J. 2001, In Search of the Human Mind, 3rd Edn. Harcourt College, Sydney.
Van Iersel et al. 2004, Nelson Psychology VCE Units 1&2, Cengage Learning, Australia.
Van Iersel et al. 2004, Nelson Psychology VCE Units 3&4. Cengage Learning, Australia.
Westen, D. 2002, Psychology Brain, Behavior and Culture. 3rd edition, Wiley & Sons, Inc.: N.Y.
Audio Visual Material
Baby It’s You (TV series), ABC.
Discovering Psychology (TV Series) 1989:
Seven Up! (TV Series) 1964 (ongoing), Granada Television.
The Human Body (TV series), 1998, BBC.
381
Board Endorsed December 2010 – Amended May 2015
Web sites
Amoeba Web Online: Psychological Tests (on line), 2010
<http://www.vanguard.edu/Home/AcademicResources/Faculty/DougDegelman/PsychologyDirectory
AmoebaWeb/PsychologyResourcesOnlineTests.aspx >
American Psychological Association (on line), 2010
< http://www.apa.org/ >
American Psychological Association Monitor – monthly review of research (on line), 2010
< http://www.apa.org/monitor/ >
Australian Psychological Society (on line), 2010
< http://www.psychology.org.au >
Discovering Democracy (on line), 2001
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
New Scientist Magazine (on line), 2010
< http://www.newscientist.com/home.ns >
Mental Health Info Source (on line), 2010
< http://www.mhsource.com/ >
Piaget's Theory of Cognitive Development, (on line), 2003
< http://www.edpsycinteractive.org/topics/cogsys/piaget.html > Huitt, W & Hummel, J
Psychiatric Times Disorder Index (on line), 2010
< http://www.psychiatrictimes.com/disorder.html >
Psychology in the News (on line), 2010
< http://www.psycport.com/ >
Psychology Today Magazine (on line), 2010
< http://cms.psychologytoday.com/pto/home.php >
Society for the Teaching of Psychology (on line), 2010
< http://teachpsych.lemoyne.edu/ >
The Many Faces Of Psychological Research In The 21st Century (on line), 2001
< http://teachpsych.org/resources/e-books/faces/text/index.htm >
Pearson Prentice Hall (on line), 2010
< http://www.phschool.com/advanced/lesson_plans/psych_wade_2000/week19-20.html >
Time Magazine (on line), 2010
<http://www.time.com/time/>
These were accurate at the time of publication.
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