John A. Ferguson Sr. High School
Ms. Vigoa-Suarez – mvigoa@dadeschools.net; 305-408-2700
IB Psychology Syllabus
Course Overview
Psychology is most appropriately defined as the systematic study of human behavior and
experience. Its historical development, however has witnessed several difficulties at
arriving at a precise clarification of its subject matter and methodological focus. Seen
through four major perspectives, psychology offers the International Baccalaureate
candidate a field of study that brings together several academic disciplines. Psychology’s
reliance upon construction and testing of theories through rigorous empirical
investigations has enabled it to develop as a social science quite distinct from
neighboring disciplines. The extensive breadth of research interests often presents
psychologist with complex theoretical challenges. Through elaborate research designs
and rigorous control of experimental variables psychologists attempt to unravel these
complexities. In recent years greater attention is being given to cultural variables as well,
in order to comprehend more fully the diversity of human behavior.
Course Objectives and Assignments
1. Students will identify psychology as a science, which utilizes systematic and
scientific approaches to study human behavior and mental processes.
2. Students will describe an overview of the approaches to the study of psychology.
3. Students will define the vocabulary of the discipline, differentiate among
approaches to research, and the ethics and methods involved.
4. Students will delineate psychological facts, phenomena, and principles associated
with the subfields of psychology.
5. Students will assess different approaches in the field of psychology for
understanding human behavior, including biological, psychodynamic, cognitive,
behavioral, socio-cultural and humanistic.
6. Students will demonstrate critical thinking skills, including the critical evaluation
of information and procedures.
7. Students will identify major researchers in the field and describe their work.
8. Students will develop scientific writing skills, and familiarity with elements of
A.P.A. manuscript style.
9. Students will develop appropriate study and note-taking skills.
10. As a direct result of mastering the above objectives, students will be prepared for
the IB exam.
Course Outline and Procedures
Each level of analysis will conclude with one review session followed by an essay exam.
Emphasis on units is consistent with that given to the materials on the IB exam.
Although the course is lecture based, to the extent time permits, supplementary materials
and readings, and demonstrations are an integral part of the course.
Assignments and Grading Procedures
Structure of exams is similar to the IB exam, and consists of written examinations. All
essays are graded using the established IB marking rubric. Additional grades may be
given for analysis of selected media materials, vocabulary/study cards and class
participation.
IB Marking Rubric
0 The answer does not reach a standard described by the descriptors below.
1 to 3 There is an attempt to answer the question, but knowledge and
understanding is limited, often inaccurate, or of marginal relevance to the
question.
4 to 6 The question is partially answered. Knowledge and understanding is
accurate but limited. Either the command term is not effectively
addressed or the response is not sufficiently explicit in answering the
question.
7 to 8 The question is answered in a focused and effective manner and meets
the demands of the command term. The response is supported by
appropriate and accurate knowledge and understanding of research.
Grading Scale and Criteria
The grading scale used is the Miami-Dade County Public School System’s scale, which is
as follows:
A
100-90
B
89-80
C
79-70
D
69-60
F
59-0
Course Sequence
The following is a basic outline of the course. The following time frame for each
topic/assignment is an estimate and is subject to change. Students will access individual
topic outlines, objectives and ancillary readings. It is the student’s responsibility to
access materials from the FIU library as they are needed.
Course Introduction
Introduction to the International Baccalaureate Syllabus:
The Levels of Analysis (35%)
The Optional Areas (25%)
Assessment (20%)
Paper 1
The biological level of analysis (Paper 1)
August 2015 – October, 2015
Genetics and behavior
The evolution of social intelligence and language
Hormones and behavior
Neuroplasticity
Neurotransmitters and behavior
Bilinguals and trilinguals
Cultural differences in education – the brain and culture
The use of technology to investigate the brain and behavior
The cognitive level of analysis (Paper 1)
November, 2015 – January 2016
Schemas, mental illness, language
Language theories of Lev Vygotsky and Jerome Bruner
Sleep and your education
Culture and education, neighborhoods and cognitive skills
Eyewitness testimony
Using technology to see what happens in the brain when we use language
Emotions, culture and cognition
Flashbulb memories
The sociocultural level of analysis (Paper 1)
January 2016 – March, 2016
Traditional Chinese Medicine
Stereotyping
Social Identity Theory
Social Learning Theory
Compliance Techniques – such as those used in advertising
Conformity
Culture and cultural norms
Etics and emics – how do researchers study other cultures?
The dimensions of culture
Situations versus dispositions
Attribution errors
Paper 2
Health Psychology (Paper 2 - Optional area #1)
August 2016 – November 2016
Stress-psychological and physiological aspects of stress
Coping with stress
Addictive behavior-substance abuse, patterns of disordered eating
Theories of health related behavior
Culture and health behavior
Gender and health behavior
Focus of research – links between physical and mental health
Placebos
Prevention programs and raising resilience to health problems
Dysfunctional Behavior (Abnormal Psychology) (Paper 2 - Optional Area #2)
November 2016 – January 2017
The concepts of normal and abnormal
Classificatory systems to diagnose mental illness
Cultural and mental illness
Gender differences in mental illness
Diathesis-Stress Model – Elaine Walder’s bidirectional model
Theories of dysfunctional behavior
Mood Disorders: Major Depression – theories and treatment
Eating Disorders: Anorexia and Bulimia – theories and treatments
Qualitative methods of research (Paper 3) (20%)
January 2017 – March 2017
Interviews
Observations
Case Studies
Internal Assessment
April, 2016 – May, 2016
The simple experimental study forms an important part of psychological training. It
enables students to demonstrate the application of their skills and knowledge of
psychology. The purpose of the internal assessment is for students to experience the
research process by practicing sound research methodology.
Timeline for the Internal Assessment
First week of May, 2016 – Introduction Due
Second week of May, 2016 – Methods Due
Third week of May, 2016 – Results Due
Fourth week of May, 2016 – Discussion Due
Guidelines for IB Success
Take complete class notes (Cornell format) and date them. It is very important to
review your class notes each day while they are still fresh in your mind. Expand them,
clarify them, and add examples so that they will make sense when you go back to study
them later on.
Learn to read effectively. Read actively; do not just look at the words.
*Preview a chapter quickly before you begin, and review the material frequently.
*Do not try to read an entire chapter all at once. Limit your reading to one or two
sections within the chapter per sitting.
*Do not ignore pictures, diagrams, tables, graphs, or sidebars in your textbook. These
features serve to make the text more interesting, and usually help students to understand
the material in context.
*Pay special attention to the summary at the end of each chapter and take the practice test
provided after the summary. Take notes as you read.
Form a study group. Some students find it useful to learn/review with a group of their
peers. The more knowledge each group member possesses, the better the overall
experience of each individual in the group will be.
Academic Honesty
Students in this course will be expected to adhere to the highest standards of honesty and
integrity regarding their academic output. Any act of academic dishonesty, such as
plagiarism or cheating on an examination, will not be tolerated. If such actions occur, an
administrative referral and corresponding parent conference will be executed by the
instructor. Furthermore, every student is responsible for knowing and understanding the
school and district policies regarding academic honesty and will be responsible for
personally upholding this honor code by reporting any such
misconduct to the instructor. Anyone who aids another person in pursuing a path of
academic dishonesty will also be regarded as guilty of academic dishonesty.
Textbook and Resources
Primary Text
Jamison, Jennie Brooks. Levels of Analysis in Psychology, Worth Publisher, 2010
Jamison, Jennie Brooks. Health Psychology: Where East Meets West in Perfect Balance,
Worth Publisher, 2012
Crane & Hannibal, Psychology Course Companion, Oxford, 2009
Supplementary Text
Gray, Peter. Psychology, 5th ed., Worth Publisher, 2007
Myers, David. Psychology, 8th ed, Worth Publisher, 2007.
Weiten, W. Psychology: Themes and Variations, 6th ed., Belmont,
Ca.:Wadsworth/Thomson, 2004.
Myers – Psychology, 7th ed., Worth, New York, NY, 2004.
Resources
Weiten, W. Psychology: Themes and Variations, Instructor’s resource manual, study
guide, and test bank.
The 2013 & 2014 IB released exam in Psychology.
Required Readings & Material
Supplemental Reading
Several short articles and readings drawn from books, newspapers, magazines, and
journals are assigned.
A three-ring binder is required. Students will use it to keep all handouts, class notes,
notes from the text, study guides, and assignments. They are responsible for keeping it
neat and well organized. Success in the course, and ultimately on the IB exam, depends
partly on this type of organization and discipline.