BAA Course: Psychology 12






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BAA Course:

Psychology 12

District Name: Cowichan Valley District Number: 79

Developed by: Sian Peterson, Sue Emblem, Leslie Jo Stubbe, and Mike Moroz

Date Developed: September, 2004

Schools Names: Chemainus Secondary School, Cowichan Secondary School, Frances Kelsey, Lake Cowichan Secondary, Cowichan Adult Learning Centre

Principal’s Name: Mr. Grant Foster, Mr. Pat Duncan, Mr. Al MacLeod/Ms. Marilyn Sandford, Mr. Jeff Baker, Ms Jo Keeping

Board/Authority Approval Date: November 3, 2004 Board/Authority Signature

Course Name: Psychology 12

Grade Level of Course: 12

Number of Course Credits: 4

Number of Hours of Instruction: 120

Prerequisite(s): None

Special Training, Facilities or Equipment Required:

A fully equipped classroom with audio visual equipment, library and computer lab

Course Synopsis: Psychology 12 provides students with a basic understanding of human behavior and social relationships. An in-depth exploration of the past present and future of the psychological field is also studied.


Rationale: Psychology education involves students in learning about the science of psychology.

The overall aim of the course is to have students seek, analyze, create, understand and discover while gaining a further appreciation of psychological science. As students explore the variety of topics in this course it is the ultimate goal that we, as educators, will help students excel as human beings as they gain a greater understanding of human behavior. The psychology course is organized to foster students’ growth, development, and understanding of cultural diversity. At the end of the course, students are expected to have an understanding of psychological concepts, theories, research findings and applications.

Organizational Structure: this course may include, but is not limited to the following units of study:

Unit/Topic Title Time

Unit 1 Personality and Individuality 30

Unit 2 Adjustment and Breakdown 30

Unit 3 Human Relations, Attitudes, and Social Changes 30

Unit 4 Psychology Present and Future 30

Total Hours 120

*Some of the learning outcomes have been adapted from the following teaching resource:

Kasschau, R. A. (1995). Understanding Psychology: Teacher’s Edition. New York: McGraw Hill.


This unit explores how psychologists try to study how individuals differ from each other yet are the same within themselves. Major schools of personality theories are explored to gain an eclectic view of this realm of study. The purpose is to create an awareness of the uniqueness of an individual and have students understand a variety of personality theories.

Curriculum Organizers: Personality Theory Psychological Testing

Learning Outcomes:

It is expected that students will:

Identify the aims of personality theory.

Explore a variety of personality theorists: Freud, Jung, Alder, Skinner, Bandura, Maslow, Rogers, Allport and Eysenck.

List four major schools of thought among personality theorists.

Describe defense mechanisms and understand their application in everyday life. List and describe a variety of tests designed to measure IQ.

Explain and differentiate among aptitude tests, achievement tests and interest tests. Understanding the following terms as they relate to psychological testing: reliability,

validity and norms.

Unit 2: Overview: Adjustment and Breakdown 30 Hours This unit focuses on one of the greatest mental health challenges of our time: stress. Students will be able to define stress, what causes it, and most importantly how to deal with it. The unit goes on to explore how one adjusts in society and what happens when an individual is not able to cope. Students will look at the current classification system (DSM IV) for “mental illness” and look at the prejudice that occurs when one is diagnosed with a mental illness. The final section of the unit will examine the who, what, when, where, and why of therapy.

Curriculum Organizers: Stress and Health Adjustment in Society Abnormal Behavior Therapy and Change


It is expected that students will:

Articulate the physical, behavioral and psychological reactions to stress. Identify various sources of stress and strategies of coping with stress. Explore relationships such as marriage, and parent-child interactions.

Describe and identify the process of adapting to and actively shaping one’s environment. Distinguish between the concepts of normality and abnormaility as it relates to the field of


Learn about the following: mood disorders, anxiety disorders, and schizophrenic disorders. Gain an understanding of the use of the DSM IV as a new way to categorize mental illness. Gain an understanding of the following: psychotherapy, psychoanalysis, behavior therapy,

cognitive therapy, and humanistic/existential therapy and group therapy. Identify local services available for mental health issues.

Unit 3: Overview: Human Relations, Attitudes, and Social Changes 30 Hours This unit deals with our thoughts, feelings and behaviours in a social context. In this unit, students consider the profound influence that the family, peers and social context has on development, relationships and one’s interaction with the environment. This unit also addresses the nature of interpersonal relationships ranging from personal friendships to long term relationships and

marriage. In addition, the actions and influences of a wide variety group behaviours such as crowds, teams, cults and political parties are investigated. The unit concludes with an examination of a wide variety of social situations and how people’s thoughts, feelings and behaviours are influenced by these situations.

Curriculum Organizers: Human Interaction

Attitudes and Social Influence Learning Outcomes:

It is expected that students will:

Explain a human’s need for interaction with others while exploring what interaction patterns influence our behaviors.

Explore how one goes about choosing friends and interacting in personal relationships. Gain a better understanding of group dynamics.

Trace the origins of attitudes and the sources of attitude change. Describe prejudice and its relationship to stereotypes and roles. Explain different types of persuasion processes.


Unit 4: Overview: Psychology Present and Future 30 Hours This unit explores the psychology from a historical perspective as well as the present and future. Students study the fact that psychology is the systematic scientific study of human behaviour, experiences and mental processes. Students go on to learn that psychologists use stringent scientific methods and standardized scientific procedures to collect information and to analyze and interpret data. This unit involves students in learning about new areas of research in psychology and its application to the workplace.

Curriculum Organizers: Psychology’s contributions Psychology: Present and Future Psychological Research

Learning Outcomes:

It is expected that students will:

Understand how psychology contributes to society.

Explore the variety of fields of psychology including the following: engineering, forensic, gerontology, industrial –organizational, and sports.

Understand psychology’s role in mental illness, the workplace and everyday living. Identify possible trends for the future of psychology.

Describe the process of psychological research including research methods, data analysis, and statistical evaluation.

Instructional Component: will include, but not limited to: • Direct instruction

• Indirect instruction • Discussions

• Independent instruction and research • Group work/ co-operative learning • Video tape analysis

• Related field trips

• Individual and group projects • Brainstorming

• Story telling • Guest speakers • Case studies

Assessment Component:

Assessment will include but not be limited to the following: Written assignments Participation

Quizzes Oral presentations

Tests Projects

Independent research projects Media scrapbook


Learning Resources: may include but are not limited to the following:

A. Videotape Material: The following videos are available at the School District Resource Centre

and listed by catalogue number:

VSPY Past, present and promise VSPY Understanding Research

VSPY The behaving brain VSPY The responsive brain VSPY Language development

VSPY Sensation and perception

VSPY Learning

VSPY Remembering and forgetting VSPY Cognitive processes VSPY Judgment and decision making VSPY Motivation and emotion

VSPY The mind awake and asleep VSPY The mind hidden and divided

VSPY The self

VSPY Testing and intelligence

VSPY Sex and gender VSPY Maturing and aging VSPY The power of the situation VSPY Constructing social reality VSPY Psychopathology

VSPY Psychotherapy

VSPY Health, mind and behavior VSPY In space, towards peace VSPY A union of opposites VSPY New directions

VSPY The torment of schizophrenia VSPY Attention deficit disorder VSPY Post-traumatic stress

VSPY Obsessive compulsive disorder VSPY Panic and agoraphobia

VSPY Pathological gambling VSPY Autism

B. Print Materials: print materials for this may include but are not limited to the following:

Text: Understanding Psychology

Understanding Psychology Teacher Resource Binder Lessons in Psychology James Eder

Walch Publisher

Understanding Psychology-Student Book

Walch Publisher Psychology Today Magazine Internet resources

The Complete Idiot’s Guide to Psychology: Joni Johnston, Psy. D. ISBN 0-02-863538-4

C. Teacher Resource Websites: (a few places to start)

The following list of sites will give a new teacher of psychology a starting point when organizing the high school psychology class-please add to your favorites on your web page!

* American Psychological Association * American Psychological Society


* Office of Teaching Resources in Psychology * Society for the Teaching of Psychology






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