HS_Psychology

The revisions below may also be found in the working document created by Hope Myers and Fay Leong (2010) @http://docs.google.com/Doc?docid=0ATLSovmANWnpZGZjNWc5Z2dfMzlkbTYzdzRkNw&hl=en

=REVISIONS TO THE GENERAL PSYCHOLOGY STANDARDS AND BENCHMARKS=


 * Standard I: Recognize how changes in time, continuity, and environment can affect perspectives and relationships **


 * 1) Compare and contrast the basic assumptions that define the three approaches to psychological phenomena: biological, cognitive, and social/cultural
 * 2) Describe and evaluate theories and empirical studies of the approaches
 * 3) Explain how cultural, ethical, gender and methodological considerations may affect the interpretation of behavior


 * Standard II: Examines cultural practices and human interactions **


 * 1) Develop an understanding of the biological, social and cultural influences on human behavior
 * 2) Develop an understanding of different theoretical processes that are used to interpret behavior, and to be aware of how these processes lead to the construction and evaluation of psychological theories
 * 3) Develop an awareness of how applications of psychology in everyday life are derived from psychological theories
 * 4) Assess the extent to which social psychology findings and studies allow predictions to be made about individual and group behavior


 * Standard III: Introduction to Research Methodology **


 * 1) Understand the importance of triangulation using qualitative and quantitative methods.
 * 2) Recognise the strengths and limitations of different methods
 * 3) Justify the use of certain methods in the context of the situation
 * 4) Demonstrates an awareness and sensitivity to ethical considerations in research
 * 5) Be able to use basic inferential statistics to determine the reliability of the null hypothesis.
 * 6) Demonstrates the ability to show the results of psychological research in written format.


 * An SAS graduate exiting a Psychology course should: **


 * 1) have a natural curiosity about human behavior.
 * 2) be familiar with the language of academic psychology.
 * 3) have a basic understanding of psychological theories as they apply to human behavior.
 * 4) be able to appreciate and evaluate research methodology.
 * 5) understand the interaction between culture and behavior.

__Aims Of a General Psychology course__

 * develop an understanding of the diversity of applications, language, methods and major ideas of psychology;
 * understand the importance of ethics in academic research and in subsequent theory creation.
 * understand the ways that biological, cognitive and social perspectives are used to organise and extend knowledge in psychology;
 * develop skills in the conduct of empirical research including data collection, analysis and critical evaluation of conclusions;
 * interpret results in terms of models and theories;
 * identify and assess the reliability and validity of research methods and their related ethical considerations;
 * understand current issues and theories in psychology;
 * communicate effectively the results of their research.

__ Skills __

 * Analytical **


 * Analyze and interpret information from sources including, but not limited to, graphical representations of data in psychological research, quantitative and qualitative data, journal studies
 * Identify the main factors influencing behavior
 * Identify the key questions and issues within each level of analysis
 * Critically evaluate the strengths and limitations of theories, models and studies
 * Compare and contrast theories, models and arguments


 * Decision-making **


 * develop problem-solving strategies
 * formulate clear, valid and sound arguments, make balanced judgments on the application of theories and models, and draw conclusions
 * make well-substantiated decisions


 * Investigative **


 * Investigate null and experimental hypotheses
 * Collect both quantitative and qualitative data
 * Plan, carry out and present individual and group investigations


 * Organization and Presentation **


 * Organize information in a logically sequenced manner, appropriate to the format used (graphical representations of data, oral presentations/debate, visual displays, critiques of academic research, psychological report)
 * Present and express information and ideas in a clear and concise manner, using appropriate language, style and/or visual representation
 * Document sources of information through referencing and a bibliography, using APA format

__ Assessments __
These could include, but are not limited to:
 * critical review of current research (research paper)
 * visual displays
 * multimedia presentation;
 * empirical research activity;
 * test – multiple choice, short answer and extended response;
 * summary of research findings in at least two related studies.




 * APA Standards for High School**
 * [|http://www.apa.org/education/k12/national-standards.aspx]**


 * I. Methods Domain**
 * A. Introduction and Research Methods**
 * II. Biopsychological Domain**
 * A. Biological Bases of Behavior**
 * B. Sensation and Perception**
 * C. Motivation and Emotion**
 * D. Stress, Coping and Health**
 * III. Developmental Domain**
 * A. Lifespan Development**
 * B. Personality and Assessment**
 * IV. Cognitive Domain**
 * A. Learning**
 * B. Memory**
 * C. Thinking and Language**
 * D. States of Consciousness**
 * E. Individual Differences**
 * V. Variations in Individual and Group Behavior Domain**
 * A. Psychological Disorders**
 * B. Treatment of Psychological Disorders**
 * C. Social and Cultural Dimensions of Behavior**

//**Content Standards**// Content standards are more explicit and are grouped within each standard area. For example, the Standard Area Biological Bases of Behavior contains the following content standards: Therefore, a curriculum designed to meet the Biological Bases of Behavior standard area would include instruction in the aforementioned seven content standards.
 * IIA-1. Structure and function of the neuron**
 * IIA-2. Organization of the nervous system**
 * IIA-3. Hierarchical organization of the structure and function of the brain**
 * IIA-4. Technologies and clinical methods for studying the brain**
 * IIA-5. Structure and function of the endocrine system**
 * IIA-6. How heredity interacts with the environment to influence behavior**
 * IIA-7. How psychological mechanisms are influenced by evolution**

//**Performance Standards**//

Within each of the content standards, students should receive instruction that would enable them to meet specific performance standards. For example, three performance standards are included in Content Standard IIA-1: Structure and function of the neuron:
 * IIA-1.1 Identify the neuron as the basis for neural communication**
 * IIA-1.2 Describe how information is transmitted and integrated in the nervous system**
 * IIA-1.3 Analyze how the process of neurotransmission can be modified by heredity and environment.**

//**Performance Indicators**//

Finally, assessment of student learning can entail a variety of techniques and specific content. Hence, each performance standard includes examples of potential ways that a student can demonstrate mastery of the material—labeled performance indicators. Performance indicators throughout this document function merely as examples and are not meant to be all inclusive.