Psychology Syllabus - 2012/2013 school year
Frank Torres
Social Studies Department
Course - Psychology
Department – Social Studies
Contacts –
Email: frantorres@paps.net
Torres.frank417@gmail.com
Room – 108
Phone: 732-376-6030 ext. 23710
Course Description:
This course will provide the students with the answer to the question, “What is psychology?”
Misconceptions created by popular media as well as the diverse careers paths of those holding
psychology degrees have contributed this confusion. Psychology is both an applied and academic
field that studies the human mind and behavior. Research in psychology seeks to understand and
explain thought, emotion and behavior. Applications of psychology include mental health
treatment, performance enhancement, self-help, ergonomics and many other areas affecting
health and daily life. Throughout this course YOU will investigate and study what psychology is
and how it applies to your life. I will be a facilitator not a lecturer! My goal is help you find the
answers. You will be working in class, online, with your classmates, with random students, other
faculty members, and out in the community. This will be a completely different experience for
you! I hope you are ready for it!
Course Requirements:
Class Participation (includes attendance)
Projects (individual and group)
Formal and Informal Assessments (tests, quizzes, papers)
Classwork and homework
20%
30%
30%
20%
Course Expectations:
All students are expected to successfully complete all required course content materials and
actively participate in class discussions.
Correct and timely completion of all assignment/assessments.
A notebook/binder is required for class and will be used daily.
Behavioral Expectations:
Be on time – you should be in your seat when the late bell sounds.
Be prepared – bring required materials and be ready to participate! We will be working everyday
– come to class with this mindset.
Be compliant – school rules will be strictly enforced (lates, cuts, food/drink, electronics, head
gear, language).
The use of electronic devices will not be tolerated.(Unless we are doing some type of technology
project, in which case I will let you know what is allowable.)
Be respectful – respect your classmates. We will be discussing many controversial topics:
everyone is entitled to their opinion. Allow others to finish speaking before you offer your
thoughts.
Be yourself – don’t try to be someone else – it’s counterproductive.
Listen - to others and participate in class discussions
Psychology Syllabus - 2012/2013 school year
Frank Torres
Social Studies Department
Respect - all property. (School property, personal property, and other's property)
Responsibility - It is the responsibility of the student to obtain notes/materials when he or she is
absent or in the event of disciplinary action such as ISS/OSS.
Participation:
You should be prepared to discuss both the course readings and current events in class daily. It
should go without saying, but you are expected to answer questions if called upon in class.
Remember that participation is worth 20% of your final grade.
Assignments/Exam:
Due dates are final, and all assignments are due before class begins. If you are absent the day a
written assignment is due, you will receive a 10% deduction in assignment grade for each day
that the assignment is not turned in. A makeup exam will only be given in the event of a
documented family or medical emergency on exam day; all others receive an automatic F. You
must complete all course requirements to pass.
Assessments:
Assessments will be given on a regular basis. Assessments include, but are not limited to,
quizzes, tests, critical thinking activities, and essays.
Projects:
Projects will include individual as well as cooperative learning activities. Some projects will be
completed in class while others require outside research. It is expected that when involved in a
cooperative learning activity, full cooperation be given. Grades will be assigned accordingly. NO
PROJECTS WILL BE ACCEPTED LATE!!! If absent, a doctor’s note or other documentation
must be presented for project to be accepted.
Extra help:
I will be available before school for any extra help. Please make arrangements ahead of time.
Parent Contact/Conferences:
Parents will be contacted should the need arise, whether the issue is academic or behavioral.
Similarly, I will be available for conferences upon request. I may be reached through your
guidance counselor or by email: (frantorres@paps.net)
Psychology Syllabus - 2012/2013 school year
Frank Torres
Social Studies Department
Course outline and structure
The American Psychological Association (APA) has developed a set of national standards for the
teaching of high school psychology. In accordance to those standards they have developed an
organizational structure for a psychology curriculum. Organization of these standards reflects
seven broad content domains: Scientific Inquiry, Biopsychology, Development and Learning,
Sociocultural Context, Cognition, Individual Variations, and Applications of Psychological
Science. Central to the discipline of psychology, the Scientific Inquiry Domain serves as the
central and unifying element of the standards. The other six domains cover broad content areas to
be included in high school psychology curricula.
The Scientific Inquiry Domain is at the center of the structure, demonstrating that the
perspectives in psychological science and the research methods, measurement, and statistics used
to study psychological phenomena are the foundation of all psychological research and study.
The Biopsychology Domain, which includes units on the biological bases of behavior, sensation
and perception, and states of consciousness, and the Development and Learning Domain,
which includes units on life span development, learning, and language development, are located
on the second level, demonstrating how biology and the environment influence behavior in
significant and fundamental ways.
The third layer of the diagram includes the domains that apply psychology to more specific areas
of behavior and mental processes, showcasing both basic and applied psychological science: the
Cognition Domain (including units on memory, thinking, and intelligence) investigates the
mental processes that drive behavior; the Individual Variations Domain (including units on
personality, motivation, emotion, and psychological disorders) highlights individual differences
that occur among human beings; and the Sociocultural Context Domain (including units on
social interactions and sociocultural diversity) delves into how social, cultural, gender, and
economic factors influence behavior and human interactions.
The final outside layer, the Applications of Psychological Science Domain, which includes
units on the treatment of psychological disorders, health, and vocational applications, showcases
applied areas of psychological science, demonstrating how psychology is used by scientists and
practitioners in the larger world. Along with these goals, I have reproduced our goals for this
course as we progress through the year. Please keep these goals on hand to keep track of our
progress.
Psychology Syllabus - 2012/2013 school year
Frank Torres
Social Studies Department
Goal 1: Knowledge Base of Psychology
Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings,
and historical trends in psychology.
1. Nature of psychology
a. Define psychology as the science that studies behavior and mental processes and
the profession that applies that science
2. Relationship of psychology to science
a. Explain how psychology meets the criteria of science
3. Role of behavior in psychology
a. Describe behavior and mental processes empirically, including operational
definitions
4. Relationship of psychology to other disciplines
a. Identify the connections between psychology and other disciplines
5. Objectives of psychology (Describing, understanding, predicting, and controlling
behavior and mental processes)
a. Identify and explain the primary objectives of psychology
6. Historical perspectives in psychology
a. Describe the key eras of the major schools of thought in the history of psychology
(including their founders, assumptions, explanatory concepts, and methods)
7. Contemporary
perspectives in psychology (Behavioral, Biological, Cognitive,
Evolutionary, Humanistic, Psychodynamic, Sociocultural)
a. Identify and describe the major contemporary perspectives of psychology
8. General content domains of psychology - Learning and cognition • Individual and
sociocultural differences • Biological bases of behavior and mental processes •
Development across the life span
a. Identify and explain basic concepts, theories, and research represented in the
general content domains
9. Role of ethics
a. Describe relevant ethical issues, as addressed by the APA code of ethics
10. Career opportunities
a. Identify broad career opportunities associated with psychology at the bachelor’s,
master’s, and doctoral levels
Goal 2: Research Methods in Psychology
Understand and apply basic research methods in psychology, including research design, data
analysis, and interpretation.
11. Scientific method
a. Describe the basic characteristics of the scientific method in psychology
12. General research methods – Descriptive, Correlational, Experimental
a. Describe various general research methods, including advantages and
disadvantages of use
b. Distinguish the nature of designs that permit causal inferences from those that do
not
Psychology Syllabus - 2012/2013 school year
Frank Torres
Social Studies Department
13. Correlation
a. Define correlation
b. Interpret the meaning of correlational findings
14. Correlation vs. causation
a. Explain the difference between correlation and causation
15. Research elements
a. Define hypotheses, variables, and operational definitions
b. Formulate hypotheses, variables, and operational definitions from research
articles and scenarios
16. Experimental design
a. Describe experimental design strategies to address research questions
b. Compare and contrast different research methods used by psychologists
17. Design basic experiments
a. Participant selection and assignment
b. Describe random sampling and assignment
c. Analyze the potential influence of participant variables
18. Reporting research findings
a. Apply basic APA standards and style in writing about research
19. Statistical skills
a. Describe the differences between descriptive and inferential statistical analysis
20. Statistical significance
a. Define statistical significance and its role in interpreting research findings
b. Distinguish between statistical and practical significance
21. Limits of scientific reasoning and evidence
a. Discuss the reasons why empirical findings and conclusions may change or
require adjustment
b. Justify the evolving nature of scientific findings
Goal 3: Critical Thinking Skills in Psychology
Respect and use critical and creative thinking, skeptical inquiry, and, when possible, the
scientific approach to solve problems related to behavior and mental processes.
22. Use of evidence in psychology
a. Discern difference between personal views and scientific evidence in
understanding behavior
b. Collect and use scientific evidence in drawing conclusions and in practice
23. Association skills
a. State connections between diverse facts and theories
b. Relate connections between diverse facts and theories
c. Apply diverse facts and theories over a wide range of contexts
d. Assess the quality of connections between diverse facts and theories
24. Argumentation skills
a. Identify arguments based largely on anecdotal evidence and personal experience
b. Develop sound, integrated arguments based on scientific reasoning and empirical
evidence
Psychology Syllabus - 2012/2013 school year
Frank Torres
Social Studies Department
25. Questioning skills
a. Explain the appropriateness and relevance of questions with direction and
guidance
b. Evaluate and modify questions to eliminate ambiguity throughout the process of
scientific inquiry
26. Problem solving
a. Define the stages of problem solving
b. Apply problem-solving strategies to develop solutions to problems in diverse
contexts
c. Appraise the quality of solutions
d. Select an optimal strategy from multiple alternatives