If you have a disability (learning, mental, physical) that affects your ability to participate effectively and have access to any program or service at Amarillo College please contact Disability Services at (806) 345-5639 . Our offices are located in the Enrollment Center, Suite 700. More information may be found at www.actx.edu/disability.
Disability Services facilitates access to all programs and services according to the ADA, Americans with Disabilities Act and Section 504 of the Rehabilitation Act, as well as other federal and state laws.
Amarillo College is committed to providing equal access to all programs and services, including all working, learning, and service environments that affect equal access for persons with disabilities. This commitment to provide equal access and opportunity for persons with disabilities is in compliance with federal and state law. Amarillo College also strives to provide Electronic and Information Resources (EIR) that are accessible to all authorized users.
If you find you are unable to access material in an accessible format please contact the Disability Services Office at (806) 345-5639 . This office will work in conjunction with other campus resources to address and accommodate your issue in a timely manner.
As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student's ability to participate in daily activities. Amarillo College offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, you can learn more about the broad range of confidential mental health services available on campus by calling the AC Counseling Center at 806-371-5900. The AC Counseling Center website is https://www.actx.edu/counseling/ . Also, if you are in need of social services (affordable housing, utilities, transportation, food, clothing, childcare, medical/dental/vision, legal), please call the AC Advocacy & Resource Center at 806-371-5439. The AC Advocacy & Resource Center website is https://www.actx.edu/arc
Tutoring for Success applies to any student whose overall performance in the course falls below 75%. The instructor will create the task in the Student Engagement Portal (Watermark) to direct the student to the appropriate tutoring service, which may be faculty- or SI-led, discipline-specific, and/or general. The tutoring service assigned, the due date for when the tutoring must be completed, and the amount of tutoring required are at the discretion of the instructor. Additionally, the task will alert the student’s success team. Students who do not fulfill the assigned tutoring task may be subject to program- and course-specific penalties that could result in a grade reduction and/or in not being allowed to progress in the course until the tutoring requirement has been satisfied.
Students who do not attend class on or prior to the census date will be administratively dropped. Effective Fall, 2016
Students who wish to withdraw from a course must complete all steps indicated on the Academic Withdrawal Request form by the course withdrawal deadline.
NOTE: Students who are attending Texas institutions of higher education, for the first time fall 2007 and later, may not withdraw from more than six courses during their academic career. This withdrawal limitation does not include dual credit or developmental classes (Senate Bill 1231 Rule 4.10.) For more information on Drop and Withdrawal Policies, please visit the Registrar's Office Web site.
The Amarillo College Privacy Policy is found at https://www.actx.edu/-amarillo-college-privacy-notice , and applies to all Amarillo College students. If you have questions about this privacy statement or you believe that your personal information has been released without your consent, send email to humanresources@actx.edu .
PSYC-2315-001 Psychology of Adjustment
Study of the processes involved in adjustment of individuals to their personal and social environments.
Student ResourcesStudent Resources Website
Notice to Students enrolled in an educational program for preparation of issuance of certain occupational licenses:
Students enrolled in an educational program in preparation for obtaining certain occupational licenses are potentially ineligible for such license if the student has been convicted of an offense. For further information, please contact:
Melodie Graves
Justice Involved Advocate
Student Service Center 117
mgraves24@actx.edu
806-371-5995
Make appointment at https://melodiegraves.youcanbook.me
You can also contact the Legal Clinic, or the faculty member in charge of the educational program that you seek to enroll in. The further information you will receive will include notification to you of your right to request a criminal history evaluation letter from the licensing authority in order to clarify your particular situation.
(3 sem hrs; 3 lec)
Online Course
Dr. Alan Kee
Professor of Psychology
Amarillo College
Syllabus
Psychology of Adjustment (Online)
Summer (8 Week), 2023
6/5/2023 - 7/28/2023
Welcome to Psychology of Adjustment Online!
If you have any concerns about any aspect of this course over the course of the semester, please talk to me directly. I will do my best to work out the issue. You can email me or call me on my cell at 806-336-2143.
I want you to use the more user friendly version of the Syllabus and the Schedule / Assignments document in this course by going to the Home Page for the course and then going to the Lessons tab. Here you will find the two most important documents in the course: the Syllabus and the Course Schedule / Assignments document.
Please read and review carefully all of the policies in the Syllabus. Then, read and review carefully all the information in this Course Schedule / Assignments document. These two documents are your roadmap to the entire course! Also, do not hesitate to call or email me if you have any questions regarding the policies in this course.
I also recommend that you thoroughly take notes (outline) on the lectures as well the assigned reading. These notes (outlines) are for your own study purposes – you do not turn them in to me.
In addition, I strongly recommend that you write the due date for all of the assignments into your daily planner / calendar. This way you can see the big picture of how much time you have to complete all of the assignments.
Critical Information on How To Use Email in This Course!
In order to receive email from the instructor you must use your AC Connect Google Email account. If you do not activate and use your AC Connect Google Email account, you will be lost in this course because you will not be able to receive email from your instructor. Thus, students are responsible to check their AC Connect Google Email account on a daily basis.
In order to set up your AC Connect Google Email account, you go to the AC Home Page and click on AC Connect. Then scroll down and click on “Amarillo College Email (managed by Google). Then you will enter your AC Gmail account (all emails from Google end with @amarillocollege.com; for example, hlvoran@amarillocollege.com). Click next and enter your AC Password and click next.
To send email to your instructor, do the following:
• Click Send Email in the course menu.
• Click All Instructor Users.
• Type a Subject, just like you would in an email.
• Type your message, then click Submit again.
• When your instructor responds to your email, it will go to your AC Student Gmail account in AC Connect.
Furthermore, you can SEND email from Blackboard, but you will never RECEIVE email there. You will only receive email at your AC Connect Gmail account.
You will need to learn how to use email in this course by viewing two tutorial video on how to access email as a student in the portal and on how to send email from Blackboard.
Introduce Yourself
If you are attending this class, your Introduction Assignment is to complete an introduction on yourself in order to be counted as attending. This Introduction Assignment also allows me and your classmates to get to know you. Please briefly tell the class your name, major, and your career plan. You will post your response by clicking on Discussions / PBL Assignments. Then click on “First Assignment: Your Introduction.” Next, click on “Create Thread,” and give your post a title (Subject). Then, copy and paste your brief introduction in the “Message” window. Click “Submit.”
You must make this post by Sunday June 11. The reason for this assignment is that the college needs proof that you are participating in the class before your first written assignment. **If you do not complete this assignment, you will be considered NOT attending and you WILL BE DROPPED from the course. And, your financial aid can be terminated. **
Why Take a Course in the Psychology of Adjustment?
This course is about helping you create a Self-Care plan that you can practice over the course of your life. If you can learn effective strategies for dealing with the stress in your life, you will experience greater well-being over the course of your life. You will suffer less. And you will also have more meaningful and loving relationships. However, let’s look at the research on stress to see what we are all facing.
Is stress really a problem? It’s no surprise that college can be a stressful time in a person’s life. What may be surprising is the degree and extent to which college students are affected by stress. The September 2015 edition of the Chronicle of Higher Education did a special report entitled Today's Anguished Students. Let me just give you a few highlights:
As you can see from these data, a student’s susceptibility to stress becomes a major concern. Stress arises when the combination of internal and external pressures exceeds the individual’s resources to cope with their situation. Students are very likely to experience some or many stressors which may test their ability to cope: adapting to a new environment, balancing a heavy work load, making new friends, becoming more independent, caring for children and families while trying to succeed as a student, financial problems and dealing with a myriad of other issues.
Stress can have a profound impact on college students’ well-being. It is critical to be able to identify the signs and symptoms of too much stress.
Physical symptoms:
Emotional / Behavioral symptoms:
Such feelings can be dangerous as students may turn to unhealthy choices to cope including alcohol or drug abuse, or worse. If the stress is not effectively managed, it could cause long-term health problems, including heart problems, high blood pressure, chronic pain, skin problems and long-term mental health problems such as depression, anxiety, and anorexia.
Stress is also related to learning. It takes a lot to be successful in college, and students have to be ready to learn. How prepared students are for learning determines how much and how well they learn, and influences persistence, retention, and graduation. And, a person’s overall health affects the ability of his or her brain to create or modify connections and networks among neurons, which is the critical first step in learning.
Mental health issues (such as stress, anxiety, and depression) and harmful health behaviors such as substance abuse can impair the quality and quantity of learning. For example, students with depression show flattened interest, affect, appetite, attention, and motivation, along with difficulty sleeping or concentrating. Researchers have also documented both functional and structural effects of depression in the brain, including suppressed activity in areas that are responsible for the formation of new memories.
Depression makes the brain less efficient, which in turn creates difficulties for learning. Students with depression can be expected to learn less, not to learn as well, and to learn more slowly than their peers. Moreover, depressed students have lower grade point averages (GPAs) and blunted levels of academic persistence and achievement compared with their peers who are not depressed.
The stress and suffering in our lives is not effectively managed by any single intervention. To manage stress effectively, you must create an entire lifestyle of self-care over time. This course is designed to help you make this a reality. It will take time, persistence, and practice. I hope you enjoy our journey!
COURSE NAME: Psychology of Adjustment (Online)
COURSE NUMBER: Psychology 2315
HOURS: 3 Credit Hours
FACULTY: Dr. Alan Kee, Ph.D.
OFFICE: Dutton Hall 202N
PHONE: 806-371-5183 is my office number. The best way to reach me is through email using your AC Connect Google Email account. If you need to contact me by phone, you are more likely to reach me by my cell #: 806-336-2143.
E-MAIL: I prefer that you email me using the instructions I provided at the beginning of this syllabus. In those instructions, I indicate that you must use your AC Connect Google Email account. This way I will know which course you are in and I can keep track of our messages. If for some reason you cannot get your AC Connect Google Email account to work you may email me at jakee@actx.edu until you get your AC Connect Google Email account to work.
OFFICE HOURS: I have online office hours Mon. – Thu. 9:00 am – 10:00 am; I prefer to meet by phone or zoom due to Covid. Please call me on my cell at 806-336-2143 to set an appointment by phone or zoom.
COURSE DESCRIPTION:
Study of the processes involved in adjustment of individuals to their personal and social environments. Psychological researchers explore many different aspects of human behavior, from our inner subjective experiences to interpersonal relationships and cultural differences. While many mysteries remain, psychologists continue to identify principals and techniques which individuals can use to better their lives. This course examines psychological principals and techniques which are relevant to human adjustment. Its goal is to give students the opportunity to learn how psychology can help them understand and cope with the challenges of their everyday life, and gain exposure to a variety of topics related to the psychology of adjustment. Topics covered will include personal learning & growth, reviewing your childhood & adolescence, autonomy and interdependence in adulthood, wellness, managing stress, love, relationships, communication, gender issues, sexuality, work & recreation, loneliness & solitude, death & loss, and meaning & values. While upon completion of this class students will be expected to demonstrate understanding important concepts in all these areas, this class is also meant to be practical. Students will learn about themselves, their own adjustment, and ways they can live happier and more productive lives.
LEARNING OUTCOMES:
Upon successful completion of this course, students will:
1. Students will be able to define key concepts and vocabulary important to the psychology of adjustment.
2. Students will be introduced to an understanding of a variety of topics important to the psychology of adjustment, and demonstrate their familiarity and understanding of these topics through exam responses and written response to assigned discussion essays.
3. Students will learn how psychological knowledge is relevant in their personal growth and development, including their understanding of their own patterns of feeling, thinking, and behavior (e.g., in areas such as interpersonal relationships, health, and work).
4. Students will learn strategies for changing their own behavior so that they can more successfully cope with the challenges of everyday life.
TEXTS:
There are two books required for this course: I Never Knew I Had A Choice: Explorations in Personal Growth and Be Your Best.
Here is the information on each book:
Corey, G., Corey, M.S., and Muratori, M. (2017). I Never Knew I Had A Choice: Explorations in Personal Growth (11th ed.). Cengage Learning. ISBN: 978-1-305-94572-2 (paper). (You may buy the 10th ed. of this book instead of the 11th ed. if you wish. However, the 11th ed. is preferred.) This book is required. You should be able to get this book at the AC bookstore.
Adams, L. (1989). Be Your Best. (Required) You have three options to order this book:
1) Independently published (November 3, 2021). ISBN: 979-8459011876 (paperback; this option is recommended.) You should be able to get this book at the AC bookstore.
2) Perigee Trade (October 9, 1989). ISBN: 0399515631 (used paperback) or ISBN: 0-399-52626-9 (used paperback)
3) RedShelf (EISBN13: 9780399526268) (e-book / electronic)
DISABILITY STATEMENT:
Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements should contact disAbility Services (Location: Student Service Center, Room 119, Phone 371-5436) as soon as possible.
MENTAL HEALTH AND SOCIAL SERVICES AT AC
As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student’s ability to participate in daily activities. Amarillo College offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, you can learn more about the broad range of confidential mental health services available on campus by calling the AC Counseling Center at 806-371-5900. The AC Counseling Center website is https://www.actx.edu/counseling/. Also, if you are in need of social services (affordable housing, utilities, transportation, food, clothing, childcare, medical/dental/vision, legal), please call the AC Advocacy & Resource Center at 806-371-5439. The AC Advocacy & Resource Center website is www.actx.edu/arc
ATTENDANCE POLICY:
Regular attendance is necessary for satisfactory achievement. It is the responsibility of the student to attend class.
Administrative Drop Policy
Students who do not attend class on or prior to the census date will be administratively dropped.
Tutoring Policy:
If a student scores below 70% on an exam or writing assignment, he or she will be required to attend tutoring per the instructor’s directions before being allowed to complete the next assigned work.
MAKEUP POLICY:
No exams will be given after the deadlines posted in your course schedule with the exception of a true emergency such as death in the family or illness. In such a case you must provide documentation from a physician or psychologist indicating that you were not able to complete the exam.
HOW DO I PREPARE FOR THE EXAMS?
1. This is a three-hour course. An estimate of study time outside of class is 3 hours for every 1 hour in class. Therefore, you need to plan on spending at least 9 hours per week in studying for this class outside of class.
2. Studying in college is a complex task in that it involves many factors such as time management skills, reading ability, nutrition, exercise, study skills, motivation, sleep, and stress among others. The guidelines offered in this section may help to some degree. However, I recommend that you take the course on Student Success at AC and/or read books on study skills, motivation, time management, and stress management.
3. Achieving success in this course will require a time commitment. I recommend that you prepare for your exams and for class by ACTIVELY reading and outlining (taking detailed notes) the assignments. Then, I suggest you take practice exam questions.
4. I recommend that you use a word processor to create your own outline of the reading material. After you complete this process, you have a way to test your knowledge level and you will have covered the material in a systematic and comprehensive manner. This process will allow you to “chunk” the material into smaller pieces, which is more effective than trying to “digest” it all at once by cramming or just “reading over” or skimming over the reading.
5. If you are having difficulty with the material, you may want to receive tutoring or study skills training free of charge from the Access Center (Library; 3rd floor). There are also many web sites on study skills and strategies.
6. Study "How To Prepare For Exams" and “How to Study by Summarizing and Marking the Text.” This information will help you to develop effective study skills. These documents can be found under the Lessons Tab.
7. Students report that it is helpful to make a flash card for each paragraph of reading material. They ask a question on one side of the card and answer it in their own words on the other side of the card. Then, they have a way of testing their understanding of the content.
EXAMS:
1. How many exams are there in this course?
There will be four multiple choice EXAMS. The four exams include Exam 1, Exam 2, Exam 3 and a Comprehensive Final Exam. The four exams will be taken online. Each exam is scored on a 100-point scale.
2. Do I have to take the Final Exam if I am satisfied with my scores on Exam 1, Exam 2, and Exam 3?
You do not have to take the Final exam if you are satisfied with your scores on Exam 1, Exam 2, and Exam 3.
The lowest exam score out of the four is automatically dropped. Therefore, if you are satisfied with your scores on Exam 1, Exam 2, and Exam 3, then you have the option to not take the Comprehensive Final Exam.
Because the lowest exam score is dropped, there will be no make-up exams. If you miss a scheduled exam for any reason, that exam will be the exam score that will be dropped. The purpose for the drop grade is so that you can miss an exam for any reason, such as death in the family, illness, vacation, having a baby, not able to get your books on time, not having access to a computer, having to work, forgetting to take an exam, etc.
3. How many questions are on the exams? How much time do we have to take each exam?
Each online exam will have 50 questions that will be randomly selected from a test generator. Each online exam will have a time limit of 75 minutes (approximately 1.5 minutes per test item), so you will not have much time to look up the answers. In other words, you will need to know the information well before you take the online exams.
4. What time do the exams open and close?
The exams start at 12:00 am on the scheduled start date, and they will turn off at 11:55 pm on the last day scheduled for the exam. Therefore, you will need to be sure to allow plenty of time to take the exam. You need to allow an hour and a half to take an exam, even though most students will finish in about 50 minutes.
5. What are the basic instructions for taking the exams online?
In order to locate the lockdown browser practice exam, go to lessons and then click on “lockdown browser practice exam.” Once you click on the exam it will open and you can quickly answer the five questions.
Please carefully read the instructions here in the syllabus regarding the lockdown browser before you attempt to take this exam so you understand how to proceed.
WHAT IS RESPONDUS LOCKDOWN BROWSER? (Camera Instructions)
All exams will be taken online. A web camera is required in order to take an exam. We will use Respondus LockDown Browser to ensure test security.
LockDown Browser is a locked browser for use with exams in Blackboard. It prevents you from printing, copying, going to another URL, or accessing other applications during an assessment. If a Blackboard exam requires that LockDown Browser be used, you will not be able to take the exam with a standard web browser.
LockDown browser records the student as they take their exams in order to ensure test integrity. If a different person from whom started the exam is spotted in the video, the incident is flagged. It will also alert the instructor to the use of unauthorized materials during the exam. No other person apart from the student should be involved in the test.
WHAT ARE THE STEPS I NEED TO TAKE IN ORDER TO USE MY CAMARA DURING AN EXAM?
1. Make sure you have a broadband Internet connection. Call your Internet provider if you are uncertain about which type of Internet connection you have.
2. A web camera is required for all exams. If your computer system does not have one, you will need to purchase one.
3. A computer microphone is required for all online exams. An embedded microphone is acceptable. Go to your computer settings or control panel to check your microphone settings.
4. Before you begin an online exam, make sure that LockDown Browser is the only open program on your computer.
5. LockDown Browser is required for all online exams. It is not required for the Reading Quizzes. To install the software, go to this link and follow the directions:
https://www.actx.edu/ctl/respondus-lockdown-browser-download-instructions
6. If you are having trouble with these procedures, you can call Student and Faculty Help Center (806.371.5429) for assistance. Visit the Underground website for hours of operation.
7. On a Mac, the LockDown Browser program will be located in the Applications folder. On a Windows PC, you can find the program in the Start menu. On a Chromebook, LockDown Browser is an extension of the Chrome browser and will be automatically activated when needed if installed properly.
8. If you try to log in to an exam through your regular browser, you’ll get an error message and a request for a password. If that happens, close your browser and run LockDown Browser.
9. The next task is to take the practice exam. This will allow you to become familiar with how taking an exam with LockDown Browser works and troubleshoot problems that arise. The practice exam is worth 5% of your final grade. The exam will not require any preparation other than installing LockDown Browser.
10. At the beginning of the exam, LockDown Browser will ask you to take a picture of yourself and then it will ask you to show your identification. You need to use either your driver’s license or your Amarillo college ID. You must show a valid photo ID to the web camera. If you fail to show a valid photo ID, you will receive no credit for the exam.
13. After you show your valid ID to the web camera, then you need to do a complete environment scan. Turn your web camera in a 360-degree pan to look at the room. Lift your webcam or laptop and slowly turn it around to give a 360-degree view of your exam environment. It is required for you to show each corner of the room and your desktop area. Do not move the camera too fast or it won't provide a clear video.
14. A student who has any music or audio recordings playing during exams, or who talks with anyone for any reason during the exam, will receive no credit for the exam. No one besides the student is allowed to be in the room during an exam or quiz. The student should alert family/friends of your need for privacy.
15. The only resource you are allowed to use during the exam is your notes. You may not use your textbook or any electronic devices other than the computer you are taking the exam on. If you are recorded with unauthorized material, you will receive no credit for the exam and potentially face additional disciplinary action.
GENERAL EXAM INSTRUCTIONS
1. You will be able to see only one question at a time, and you will have one attempt for each question. You are not penalized for guessing. You will not be able to go back and review or answer questions. Do not skip any questions. If you do, the question will be counted as incorrect. There is no penalty for guessing. Remember to click the “submit” button at the end of your exam.
2. The computer will allow you to stop the exam at any given time during the time allowed. You can then go back into the exam and resume taking the exam. However, no matter how many times you stop and resume the exam, the timer NEVER STOPS. For example, let's say that you have an exam set for 75 minutes. You start taking the exam at 3:00 pm. Again, no matter how many times you stop and resume the exam, the timer NEVER STOPS. (If you stop an exam, the timer will continue to run.) Therefore, your access to the exam will be over at 4:15 (75 minutes) no matter how many times you start and stop the exam.
3. Please review the test dates in this course schedule. If your schedule cannot accommodate these dates and times, you will need to drop this course and find a course that will work with your schedule. No exams will be given after the deadlines posted in your course schedule with the exception of a true emergency such as death in the family or serious illness. In such a case you must provide documentation from a physician or psychologist indicating that you were not able to complete the final exam.
6. What is the penalty for cheating on an exam or paper?
Honesty and ethical behaviors are imperatives in any career. Therefore, cheating will not be tolerated. Amarillo College’s “Student Code of Conduct” will apply to all work in this course. Cheating on an Exam includes, but is not limited to, all of the following:
7. Do you release the tests or allow additional time to go back and review the exams?
For test security purposes I do not release the tests or allow additional time to go back and review the exams. I offset this policy with open notes exams, discussion / participation grade, and grade adjustments for each exam based on the number of questions missed by the class.
8. Do you offer extra credit?
There is not an “extra credit” option. I want you to learn how to do college level work and do well in your class as opposed to passing a class based on extra credit. I want you to learn the study skills necessary to be successful as you continue taking courses in college. I recommend that you take the First Year Seminar course at AC on how to be a successful student - you would need to talk to your advisor about this class. That course teaches you how to study and take exams so you can be successful in your future college courses.
9. Do you round up grades that are “borderline?”
Yes, I round up grades that are “borderline”, for example, 79.5 would be rounded up to a “B” and a 79.4 would round to a “C.”
10. Where do I go to check my grades?
In order to check your grades, you can go to “My Grades” on the Home Page for the course.
11. How do I calculate my grade in the course?
Here is an example of how to calculate your grade. The Exams are worth 65%, the LockDown Browser Practice Test is worth 5%, the Discussions / (PBL) Problem Based Learning Assignments are worth 20%, and the Service Learning Project is worth 10%.
Let us say, for example, that you made the following grades in the course:
Exam 1 = 82; Exam 2 = 85; Exam 3 = 93; Final Exam = 0 (drop grade)
LockDown Browser Practice Test = 100
Discussions / (PBL) Assignments: 100, 100, 100
Service Learning Project = 100
Here is how you would do the math:
Average the Exam grades: 82 + 85 + 93 = 260. 260/3 = 86.70
LockDown Browser Practice Test = 100.00
Average the Discussions / (PBL) Assignments: 100 + 100 + 100 = 300/3 = 100.0
Service Learning Project = 100
100 X .05 = 5.00 (LockDown Browser Practice Test)
100 X .20 = 20.00 (Discussions / (PBL) Assignments)
100 X .10 = 10.00 (Service Learning Project)
Now, add the numbers for each category: 56.40 + 5.00 + 20.00 + 10.00 = 91.40 = A (Course Grade)
** As you can see from this example, you do not have to make As on all of the exams in order to make an A in the course, if you put the work in on the Discussions and the Service Learning Project!
12. What is the Grading Schema for the Final Grades?
89.5 to 100 = A
79.5 to 89.4 = B
69.5 to 79.4 = C
59.5 to 69.4 = D
0 to 59.4 = F
13. What are the weight of the assignments?
The Exams and the Discussions / (PBL) Problem Based Learning Assignments are each worth 100 points. The Exams are worth 65% of the course grade, the LockDown Browser Practice Test is worth 5% of the course grade, and the Discussions / (PBL) Problem Based Learning Assignments are worth 20% of the course grade, and the Service Learning Project is worth 10%.
*The LockDown Browser Practice Test, Discussions, and the Service Learning Project all take some time but each of you should acquire close to full credit for these areas; they are worth 45% of your grade! They are very doable if you dedicate the time to complete them!
14. Explain how Blackboard grades the exams. Blackboard is the software that runs the exams in your course.
Blackboard will drop your lowest exam grade as you take the exams. For example, let’s assume that you made a 52 on exam 1, a 95 on exam 2, and a 95 on exam 3. Your “Exams AVG” (Exams Average) will automatically drop the lowest exam of 52. Your “Exams AVG” (Exams Average) will indicate you have a 95. Do not make the mistake of thinking you have an “A” average on the exams and decide not to take the Final Exam. Blackboard drops the lowest exam grade as you take the exams. It is not considering that you will have a zero for the Final Exam, which will actually be your drop grade. In other words, after your zero on the Final Exam manually entered into the computer, it becomes your drop grade. Your “Exams AVG” (Exams Average) will show an 84.25 (52+95+95 = 242/3 = 80.70).
Please be aware that the Course Average grade that you see will NOT BE ACCURATE UNTIL all of the Exams, LockDown Browser Practice Test, Discussions / (PBL) Problem Based Learning Assignments, and Service Learning Project have been completed for the class.
Assuming that you completed Exam 1, Exam 2, and Exam 3, you will then need to calculate your grade by hand to help determine your decision whether or not to take the Final Exam. If you choose to make your Final Exam your drop grade, you could determine your Course Grade by entering a zero for the Final Exam grade. Then proceed to do the calculation as indicated above in this syllabus.
GENERAL QUESTIONS AND ANSWERS:
When you go to Lessons Tab and then to Discussion Forums, you will see General Questions and Answers. Here, you can ask a question or provide comments that the entire class (including your instructor) can see.
If you have general questions (and answers) that other students may benefit from, please direct them to the instructor (or class) by posting them in General Questions and Answers. When I answer the question (or when you answer a question) in "General Questions and Answers", all students will be able to see my (and your) responses. If I fail to respond to your question that you post in the “General Questions and Answers,” please send me a direct email and remind me of your post. Students infrequently post questions in the “General Questions and Answers” discussion board so I do not check it daily.
DISCUSSIONS / PARTICIPATION:
How do we participate in this online class?
Students participate in this course by doing the Discussions / (PBL) Problem Based Learning Assignments. Your Course Schedule / Assignments (found in the Lessons Tab) will give you the instructions for each Assignment as you proceed through the course. By participating in class, the class will become more interesting and rewarding as more students actively share their ideas.
Furthermore, the group discussion will be a safe place to share ideas. The rules of the group do not allow group members to put another person down for their idea. I will respect you, and I expect you to respect me and the other group members. I also expect you to have carefully read the assigned chapter before you post your response.
The reason for assigning the discussions (participation homework) is because it will help you become more actively involved in the reading. This activity improves learning. By participating in class, the class will become more interesting and rewarding as more students actively share their ideas.
Where do we go to post our Assignments in the class?
The Course Schedule / Assignments will give you specific directions as to how to post each Assignment. Do not post your paper as an attachment. After the paper is posted, it is the student’s responsibility to check to make sure that their Assignment in fact was posted.
Where do we find the homework assignments?
All homework assignments are found in your Course Schedule / Assignments (found under the Lessons Tab).
What types of homework assignments will we have?
Homework assignments consist of reading and outlining the assigned reading material, watching video lectures, taking the exams, completing Discussions / PBL Assignments, and completing a Service Learning Project. I recommend you outline (take notes) on the reading assignments, but you do not turn in the outlines to your instructor.
Are we required to respond to other students posts?
Yes, depending on the assignment. The Course Schedule / Assignments will give you the instructions for each Assignment. Please refer to your Course Schedule for the minimum word count for each written assignment. No credit is given for a peer response that does not meet the minimum word requirement for the written assignment. Your word processor should give you a word count for your discussion papers.
Do we need to save a copy of our responses?
You should save an electronic copy of your paper in your files. If there is a problem with the online course, then you will have a backup copy. You also need to run spell check, grammar check, and then post it into the course. Do NOT post your paper as an attachment.
How will the Discussions / (PBL) Problem Based Learning Assignments and Service Learning Project be graded?
The details / instructions for the Discussions / (PBL) Problem Based Learning Assignments and Service Learning Project and the rubric for each of the Unit Assignments are found in the
Course Schedule / Assignments. A rubric is a document that articulates the expectations for an assignment by listing the criteria, or what counts, and describing levels of quality from excellent to poor.
Is there a penalty if my Discussions / (PBL) Problem Based Learning Assignments and Service Learning Project does not meet the required length or if it is late?
I will not accept a paper that does not meet the minimum word requirement. If you turn in a paper below the minimum required word count, you may redo the paper and incur a 20-point penalty. You should use a word processor to write your papers. Your word processor should give you a word count.
If you turn in any of these assignments late, you can still get partial credit and incur a 20-point penalty. I will not take any late work past July 24.
What are the ground rules for group discussion?
The objective of establishing ground rules is to honor free speech and the dignity, respect, and worth of everyone in the classroom.
• In order to create a climate for open and honest discussion and to encourage the broadest range of viewpoints, it is important for class participants to treat each other with respect. Name calling, accusations, verbal attacks, sarcasm, and other negative exchanges are counterproductive to successful teaching and learning about topics.
• The purpose of class discussions is to generate greater understanding about different topics. The expression of the broadest range of ideas, including dissenting views, accomplishes this goal. However, in expressing viewpoints, students should try to raise questions and comments in a way that will promote learning, rather than defensiveness and conflict in other students. Thus, questions and comments should be asked or stated in such a way that will promote greater insight into and awareness of topics as opposed to anger and conflict.
Example of a question that may put students on the defensive: Why do you insist on calling yourself Hispanic? That's wrong. It seems to me that Latino is the correct term? Can you explain to me why you insist on using the term Hispanic?
Example of a non-defensive question: I don't understand. What is the difference between the terms Hispanic and Latino?
• Learning is both about sharing different views and actively listening to those with different views. Students in this class are expected to do both. Learning is maximized when many different viewpoints are expressed in the classroom.
• Keep the discussion and comments on the topic, not on the individual. Don't personalize the dialogue. Rather than personalizing the dialogue, please direct challenging comments or questions to the instructor or the entire class.
• Remember that it is OK to disagree with each other. Let's agree to disagree. The purpose of dialogue and discussion is not to reach a consensus, nor to convince each other of different viewpoints. Rather, the purpose of dialogue in the classroom is to reach higher levels of learning by examining different viewpoints and opinions.
TECHNICAL PROBLEMS:
If you experience a technical problem with some online aspect of the course, you will need to contact the Helpdesk at 371-5992.
DROPPING/AUDITING THE CLASS:
If you are struggling with this course, please call me well before you drop the class! In many cases we are able to make some adjustments and get the student back on track. Please do not feel embarrassed to call me. In many cases we can find ways to keep you in the class. Withdrawing from a class should be a last resort only when all other options and interventions have been exhausted.
The last day to withdraw is 7/19/23. You must first visit with your instructor in order to officially drop a class. Then, your instructor will set the process in motion with the Registrar's office. If you simply stop attending, a grade of F will appear on your transcript. An F will have a strong negative effect on your GPA.
In order to receive your AC Connect Email, you must log in through AC Connect at https://acconnect.actx.edu .
If you are an active staff or faculty member according to Human Resources, use "Exchange". All other students, use "AC Connect (Google) Email".
Dr. Alan Kee
Professor of Psychology
Amarillo College
Psychology of Adjustment (Online)
Course Schedule / Assignments
Summer (8 Week), 2023
Welcome to Psychology of Adjustment Online!
I want you to use the more user friendly version of the Syllabus and the Schedule / Assignments document in this course by going to the Home Page for the course and then going to the Lessons tab. Here you will find the two most important documents in the course: the Syllabus and the Course Schedule / Assignments document.
Please read and review carefully all of the policies in the Syllabus. Then, read and review carefully all the information in this Course Schedule / Assignments document. These two documents are your roadmap to the entire course! Also, do not hesitate to call or email me if you have any questions regarding the policies in this course.
This document, the Course Schedule / Assignments document, may appear intimidating when you first read it. However, in reality it is not all that complicated. It is lengthy because I’m going to great length to anticipate most of your questions. Please read this document carefully several times so that you will understand how this course works. If you do not carefully read this document, you will be lost in the course.
Also, please do not make the written assignments and the service learning project more complicated than they actually are. The service learning project instructions will appear complicated. However, when you break it down, you’re just simply answering a few questions. Again, do not make it more complicated than it actually is! Do not hesitate to ask me questions if you feel like you don’t understand some aspect of the assignments.
I also recommend that you thoroughly take notes (outline) on the lectures as well the assigned reading. These notes (outlines) are for your own study purposes – you do not turn them in to me.
In addition, I strongly recommend that you write the due date for all of the assignments into your daily planner / calendar. This way you can see the big picture of how much time you have to complete all of the assignments.
Critical Information on How To Use Email in This Course!
In order to receive email from the instructor you must use your AC Connect Google Email account. If you do not activate and use your AC Connect Google Email account, you will be lost in this course because you will not be able to receive email from your instructor. Thus, students are responsible to check their AC Connect Google Email account on a daily basis.
In order to set up your AC Connect Google Email account, you go to the AC Home Page and click on AC Connect. Then scroll down and click on “Amarillo College Email (managed by Google). Then you will enter your AC Gmail account (all emails from Google end with @amarillocollege.com; for example, hlvoran@amarillocollege.com). Click next and enter your AC Password and click next.
To send email to your instructor, do the following:
• Click Send Email in the course menu.
• Click All Instructor Users.
• Type a Subject, just like you would in an email.
• Type your message, then click Submit again.
• When your instructor responds to your email, it will go to your AC Student Gmail account in AC Connect.
Furthermore, you can SEND email from Blackboard, but you will never RECEIVE email there. You will only receive email at your AC Connect Gmail account.
You will need to learn how to use email in this course by viewing two tutorial video on how to access email as a student in the portal and on how to send email from Blackboard.
Introduce Yourself
If you are attending this class, your Introduction Assignment is to complete an introduction on yourself in order to be counted as attending. This Introduction Assignment also allows me and your classmates to get to know you. Please briefly tell the class your name, major, and your career plan. You will post your response by clicking on Discussions / PBL Assignments. Then click on “First Assignment: Your Introduction.” Next, click on “Create Thread,” and give your post a title (Subject). Then, copy and paste your brief introduction in the “Message” window. Click “Submit.”
You must make this post by Sunday June 11. The reason for this assignment is that the college needs proof that you are participating in the class before your first written assignment. **If you do not complete this assignment, you will be considered NOT attending and you WILL BE DROPPED from the course. And, your financial aid can be terminated. **
*Service-Learning Project
*I also want to alert you early in the semester that the Service Learning Project is due July 17. You should go ahead and get started on this project now so you will not be rushed to complete it at the end of the semester. You can find the details on this assignment by skipping down to the end of this document. This project requires you to write four paragraphs and then answer some graph questions. I suggest you do one paragraph (question) per week. This approach will prevent you from the stress of doing all at the last minute! If you do not complete this project, it can reduce your grade by a letter grade (for example from a “B” to a “C.”)
In order to locate the instructions on how to complete the Service Learning Project, go into your Blackboard class and click on “Service Learning Project” in the upper left-hand corner. Start by reading the “Service Learning Project Instructions.” These instructions will guide you through the process.
Review Study Skills Materials:
The best way to prepare for the exams is to take the time to carefully read the assignments and take detailed notes as you go along. You are allowed to use your notes on the exams.
Go to Lessons and then click on the following to find helpful information on how to study:
How to Study by Summarizing and Marking the Text
How to Prepare for Exams
Study Skills Video Youtube Links
Summary / Overview of Course Assignments:
This summary provides an overview of all the assignments and due dates. Please take the time to look at all of these assignments ahead of time and plan your time so that you can complete them on time.
After you read this Summary / Overview of Course Assignments, please continue to read the Detailed Description of Assignments below. This part of the Course Schedule provides detailed instructions for each assignment in an attempt to minimize confusion. This document should answer most of the questions that would typically come up. Do not be overwhelmed by the detail of the assignments; I provide a lot of detail in an attempt to answer most of the questions you may have. The papers that you write are NOT as difficult as all of the instructions appear at first glance.
Overview of Assignments:
|
Unit 1 (June 5 – June 26) |
Unit 2 (June 27 – July 12) |
Unit 3 (July 13 – July 26) |
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Introduce Yourself
Assignment One I Never Knew I Had A Choice Chapter 1
Assignment Two I Never Knew I Had A Choice Chapter 2 Chapter 3
Assignment Three Article: Emotional Disturbance & its Treatment in a Nutshell
Article: Toward an Egoless State of Being
Article: Overcoming "Self-Esteem"
Lecture 1: REBT and Mentalization In Stressful Life Situations (Part 1)
Lecture 2: REBT and Mentalization In Stressful Life Situations (Part 2) Video Lecture: Help for Stressful Life Situations: an REBT Approach to Coping with COVID-19 Video: “REBT Overcoming Depression.”
Assignment Four REBT Discussion / (PBL) Problem Based Learning Assignment |
Assignment Five I Never Knew I Had A Choice Chapter 4: Your Body and Wellness Chapter 5: Managing Stress
Assignment Six Handouts from Full Catastrophe Living by Kabat-Zinn: Chapter 1: You Have Only Moments to Live Chapter 2: The Foundation of Mindfulness Chapter 4: Sitting Meditation: Nourishing the Domain of Being Chapter 26: Time and Time Stress
Video: “Stress Reduction with Jon Kabat-Zinn.”
Assignment Seven I Never Knew I Had A Choice Chapter 6: Love Chapter 7: Relationships
Assignment Eight View Video “Dealing with Conflict in Relationships / Making Marriage Work.”
Lecture: Making Relationships Work
|
Assignment Nine I Never Knew I Had A Choice Chapter 8: Becoming the Woman or Man You Want to Be Chapter 9: Sexuality
Assignment Ten Service Learning Project
Assignment Eleven Be Your Best Chapters 1 – 14
Be Your Best Discussion / (PBL) Problem Based Learning Assignment
Assignment Twelve I Never Knew I Had A Choice by Chapter 12: Death and Loss Chapter 13: Meaning and Values
Video: “On Death and Dying / Morrie Schwartz.”
Assignment Thirteen Integrative Summary Discussion / (PBL) Problem Based Learning Assignment |
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Exam 1
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Exam 2
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Exam 3
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Do not stop reading here! You will not understand the instructions and due dates on each assignment unless you read the detailed description of the assignments below! Keep reading!!
Unit One
Unit One consists of Assignments 1 through 4 and Exam 1. These Assignments are to be completed between the dates of June 6 and June 26. You will need to budget your time so that you can complete these assignments during the time allowed.
Lockdown browser practice exam:
I opened the lockdown browser practice exam. You need to take this exam in the next two or three days. The sooner the better. The reason for this exam is to make sure you’re able to maneuver through the lockdown browser that is used on Exams. This practice exam has five simple questions that you all will definitely answer correctly. Also remember this practice exam will count as 5% of your grade.
In order to locate the lockdown browser practice exam, go to lessons and then click on “lockdown browser practice exam.” Once you click on the exam it will open and you can quickly answer the five questions.
Please carefully read the instructions in the syllabus regarding the lockdown browser before you attempt to take this exam so you understand how to proceed.
Assignment One
I Never Knew I Had A Choice by Corey and Corey
Chapter 1: Invitation to Personal Learning and Growth
Your assignment here is to read, outline / take notes on Chapter 1. The goal here is for you to prepare for Exam 1. You do not turn in your outline / notes to your instructor. I have provided a detailed outline of Chapter 1 in I Never Knew I Had A Choice by Corey and Corey for you to use as a model for taking notes on the textbook. Go to “Lessons” and then to “Model Outline Chapter 1” to see the model. As you are reading chapter 1 you should go in and modify the model notes I provide so they become your notes. In other words, make sure you understand all of the material in the model outline of chapter 1 by adding notes from the text to the notes.
Assignment Two
I Never Knew I Had A Choice by Corey and Corey
Chapter 2: Reviewing Your Childhood and Adolescence
Chapter 3: Adulthood and Autonomy
Your assignment here is to read, outline / take notes on Chapter 2 and Chapter 3. The goal here is for you to prepare for Exam 1. You do not turn in your outline / notes to your instructor.
Discussion Questions for Exam Review:
After you read and outline chapter 2 and chapter 3, use your notes to reflect on these questions to help you make connections with the material and to help you prepare for your exam. You are not required to answer these questions, and you do not turn in answers to these questions for grade. They are another tool for study and reflection purposes.
Discussion Questions for Exam Review can be found by going to “Lessons” and then to “Discussion Questions for Exam Review.”
Assignment Three
In this assignment, I want to go deeper into one specific form of psychotherapy called Rational Emotive Behavior Therapy (REBT). The material in this assignment will help you learn how to cope more effectively with the stress in your life by teaching you to evaluate and change your thinking about events that lead to emotional and behavioral upset.
1. Emotional Disturbance & its Treatment in a Nutshell (REBT Article)
2. Toward an Egoless State of Being (REBT Article)
3. Overcoming "Self-Esteem" (REBT Article)
The REBT Articles can be found under "Supplemental Readings" in the Lessons tab. Click on “Supplemental Readings” and then click on “REBT Articles” and then finally click on the article.
Your assignment here is to read, outline / take notes on the three REBT articles. The goal here is for you to prepare for Exam 1. You do not turn in your outline / notes to your instructor.
Read: “REBT Healthy Negative Emotions VS Unhealthy Negative Emotions”
* To view this handout, go to “Lessons,” then to “Supplemental Reading,” and then to “REBT Articles,” and then to “REBT Healthy Negative Emotions VS Unhealthy Negative Emotions.” This handout summarizes in one handout all of the emotions covered in the Lectures. In order to save time, you can skip over the part of Healthy Negative Emotions VS Unhealthy Negative Emotions in each lecture.
4. View Video: What Is Mentalizing? & Why Do It? Jon Allen, Ph.D.
*In order to view this video, click on “Lessons” and then click on “Videos.” Then click on the video “What Is Mentalizing? & Why Do It? Jon Allen, Ph.D.”
5. View Video Lecture 1: REBT and Mentalization In Stressful Life Situations (Part 1)
6. View Video Lecture 2: REBT and Mentalization In Stressful Life Situations (Part 2)
7. View Video Lecture: Help for Stressful Life Situations: an REBT Approach to Coping with COVID-19
*In order to view the video lectures, go to “Lessons” and then go to “REBT Video Lectures” and you will see the titles of these lectures. There is a lot of overlap with the REBT and Mentalization In Stressful Life Situations and the Help for Stressful Life Situations: an REBT Approach to Coping with COVID-19.
*You can also find the Power Point Slides to the REBT lectures by going to “Lessons” and then go to “REBT Lectures Power Point Slides.”
*Take notes on the online lectures; there will be several foundational questions submitted to the test generator. Also reflect on how this lecture applies to stressful situations in your life.
8. View Video: “REBT Overcoming Depression.”
After you read the REBT Articles and view the REBT Lectures, you will then be able to understand the basics of this video “REBT Overcoming Depression.” This film will demonstrate an actual psychotherapy session using Rational Emotive Behavior Therapy to treat a patient with depression.
In order to view the video, go to “Lessons” and then go to “Videos” and then click on “REBT Overcoming Depression.”
Additional REBT Resources for your learning. You are not required to buy or use these additional REBT Resources. I provide them for your practice to better learn this model of coping with stress. It is through continual learning and practice of REBT that you gain the rewards and benefits to help you reduce your stress.
*In order to learn more about REBT (which will help you cope more effectively with your stress!), I recommend you study the book entitled How to Stubbornly Refuse to Make Yourself Miserable About Anything--Yes, Anything By Albert Ellis. To be clear, you are not required to buy this book. It is just a recommendation.
*I also recommend Dr. Matweychuk’s website that offers many outstanding free audio and video recordings to help you continue your study of REBT. He also offers a free REBT conversation hour to help you learn REBT every Saturday morning at 8:00 am. You can volunteer for a free session! See his website for details. http://rebtdoctor.com/index.html
Assignment Four
REBT Discussion / (PBL) Problem Based Learning Assignment
Part 1: REBT Analysis of a Stressful Situation
In this Discussion Response, the objective is to apply what you have learned in the REBT lectures. Be sure that you answer the questions in the Template below in paragraph form and with complete sentences and proper grammar. Please use a spellchecker and grammar checker on your answers. I recommend you look at the REBT Self-Help Form to help you complete this exercise. You will find this REBT Self-Help Form by going to lessons, and then click on supplemental reading, and then click on are the REBT articles, and then click on REBT Self-Help Form.
Also, study the example that I completed on a problem I had in the past for a model of how to compete this assignment before you attempt this assignment! You will not understand how to complete this project unless you study this model! To find this model, go to Lessons, and then scroll down and click on Dr. Kee’s Model of the REBT Discussion. When you turn in your assignment, please follow the model and make sure your font color is similar to the colors used in the model. This assignment is not as difficult as it appears once you see the pattern in Dr. Kee’s Model of the REBT Discussion.
For Part 1, you will use the Template (Steps 1 – 6) to complete this assignment. Copy and paste this Template (Steps 1 – 6) into your own file. After reviewing Step 1 and Step 2, you are to answer the questions in Step 3, Step 4, Step 5, and Step 6. Be sure you include the template and your answers to each question when you turn in your final project. The minimum word count (not including the template) should be 800 words with a 12-point type size. Your word processor should indicate how many words you document contains. Be sure to check and make sure your word count is at least 800 words (not including the template). I will not take an assignment that has fewer than 800 words. This assignment (Part 1) is due on June 20.
To post Part 1, go to “Discussions / (PBL) Problem Based Learning Assignments” and then click on “REBT Discussion / PBL Assignment.” Then click on “Create Thread.” Next, give your discussion a subject (title). Then, copy and paste your discussion into the “Message” window. Then click on “Submit.”
Here is the Template (Steps 1 – 6) to use to complete this assignment. Follow these steps to complete this assignment:
Briefly review the factors based on the REBT Lectures that define an unhealthy negative emotion and a healthy negative emotion:
|
An unhealthy negative emotion |
A healthy negative emotion |
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1. Stems from an irrational belief |
1. Stems from a rational belief |
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2. Leads to unconstructive behavior |
2. Leads to constructive behavior |
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3. Interferes with constructive attempts to change the negative situation if it can be changed |
3. Promotes constructive attempts to change the negative situation if it can be changed |
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4. Leads to distorted thinking |
4. Leads to realistic thinking |
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5. Interferes with problem solving |
5. Promotes problem solving |
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6. Interferes with goal achievement |
6. Aids goal achievement |
Step 2:
Look over your notes regarding the Unhealthy Negative Emotions and the Healthy Negative Emotions.
|
Unhealthy Negative Emotions |
Healthy Negative Emotion |
|
Anxiety |
Concern |
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Depression |
Sadness |
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Guilt |
Remorse |
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Shame |
Disappointment |
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Hurt |
Sorrow |
|
Unhealthy anger |
Healthy anger |
|
Unhealthy jealousy |
Healthy jealousy |
|
Unhealthy envy |
Healthy envy |
Step 3:
Describe a stressful situation (Activating Event) in your life (in the present or in the past) where you experienced an unhealthy negative emotion(s).
Label the unhealthy negative emotions (e.g., anxiety, depression, unhealthy anger, etc.) that you were experiencing related to your stressful activating event.
Step 4:
Explain the cost to you for holding on to the unhealthy negative emotions. In other words, in what ways was your behavior unhealthy or self-defeating? In what way was your unhealthy negative emotions interfering with constructive attempts to change the negative situation if it could be changed? In what way was your unhealthy negative emotion interfering with problem solving and goal achievement?
Step 5:
Go back to the stressful situation (Activating Event) that you were describing. Recall the unhealthy negative emotion and the unhealthy behaviors that you experienced related to that stressful situation. Now that you have had an introduction to the Irrational (Unhealthy) Beliefs vs. Rational (Healthy) Beliefs, describe one irrational (unhealthy) belief for each category of Irrational Beliefs (Demandingness beliefs, Awfulizing beliefs, Low Frustration Tolerance beliefs, and Depreciation beliefs) that are true for your situation. The irrational (unhealthy beliefs) that you write out are the thoughts you were thinking that were creating your unhealthy negative emotions and your unhealthy behaviors. (Hint: look for the “musts” and that “shoulds” in your thinking; these thoughts will help you identify your unhealthy/irrational beliefs that are hurting you.)
|
Irrational Beliefs |
Rational Beliefs (Healthy Alternatives) |
|
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Step 6
Now, copy and paste each of your irrational (unhealthy) belief for each category of Irrational Beliefs that you completed in Step 5 into Step 6. Write out an alternative rational (healthy) belief to counter each of your unhealthy irrational beliefs. If you practice these rational (healthy) beliefs you’ll notice that your stress will go down. For example, if I practice and integrate the rational (healthy) beliefs, I will more likely feel sad instead of depressed, frustrated instead of angry, concerned instead of depressed, angry, and anxious about failing the chemistry exam; also, my behaviors will also be more self-helping. For example, I will find a way to get better sleep, exercise, and eat more nutritiously if I’m operating out of the healthy ways of thinking and behaving. I will also be better able to problem solve the situation if I am not disturbing myself.
Part 2 is your Peer Response. There are two parts to your peer response.
The first part involves you connecting at least one or more ideas (concepts) from the
REBT lectures and/or the REBT articles in Assignment Three to your peer’s discussion response. Here is the list of articles and lectures (references) you have already studied in Assignment Three:
Emotional Disturbance and Its Treatment in a Nutshell
(Albert Ellis, 2000. Reproduced from The REBT resource book for practitioners Robert Ellis Institute, New York, N.Y. Michael V. Bernard and Janet L. Wolfe, editors.)
Toward an Egoless State of Being
(Arnold Lazarus, 2000. Reproduced from The REBT resource book for practitioners Robert Ellis Institute, New York, N.Y. Michael V. Bernard and Janet L. Wolfe, editors.)
Overcoming Self-Esteem
(David Mills, 2000. Reproduced from The REBT resource book for practitioners Robert Ellis Institute, New York, N.Y. Michael V. Bernard and Janet L. Wolfe, editors.)
Lecture 1: REBT and Mentalization In Stressful Life Situations (Part 1)
(Kee, 2000. REBT and Mentalization In Stressful Life Situations Part 1)
Lecture 2: REBT and Mentalization In Stressful Life Situations (Part 2)
(Kee, 2000. REBT and Mentalization In Stressful Life Situations Part 2)
Lecture 3: Help for Stressful Situations: An REBT Approach to Coping with Covid-19 (Kee, 2020. Help for Stressful Situations: An REBT Approach to Coping with Covid-19)
In the second part of your peer response, the goal is for you to relate (connect) to your classmate’s discussion response by connecting your personal experience and/or observations to their response. Here you are just reflecting on the REBT Analysis of a Stressful Situation that your peer completed. There is no right or wrong answer to this second part. You may want to reflect on one or more of the following: 1) How does your peer’s Discussion relate to your life, experiences, feelings and ideas?, 2) How does your peer’s Discussion increase your understanding of a particular issue? Did it change your perspective in any way?, 3) Is there any advice you would recommend from your own life experience to possibly help your peer? The minimum length for this paragraph is 150 words.
To post your Peer Response, go to Discussions / PBL Assignments, then click on REBT Discussion / PBL Assignment. Now you will see a list of the Discussions submitted by your peers in the class. You need to read through your peers Discussions in order to find one that resonates with you; in other words, you need to choose one that you would like to respond to. When you find the student you want to respond to, you will click on the “Reply” button. Then, you will copy and paste your peer response into the “Message” window and click “Submit.”
Your peer response is due June 23.
Rubric used to grade Assignment Four Discussion Assignment and Peer Response:
|
Criteria |
Exceeds Expectation |
Needs Improvement |
Does not meet expectations |
|
Knowledge |
50 Points Contains a clear and thorough responses to the assignment. Provides evidence that the student has diligently applied concepts from the assigned reading. |
40 Points Does not address all of the sub-questions in the assignment. It provides minimal evidence of the student’s reflective thought. There is only minimal indication that the student applied concepts from the assigned reading. |
20 Points Minimally addresses the items in the assignment. It does not provide evidence of the student’s reflective thought. There is no indication that the student applied concepts from the assigned reading. |
|
Organization |
10 Points Information is clearly organized. |
7 Points Information is loosely organized. |
5 Points Information is present, but very difficult to understand due to poor organization. |
|
Mechanics |
10 Points Proper grammar and spelling used throughout written and oral work. |
7 Points Proper grammar and spelling used throughout written and oral work with major errors. |
5 Points Very poor grammar and spelling used through written and oral work. |
|
Peer Response |
30 Points Peer response meets the minimum 300 word requirement. Demonstrates that the student gave their peer’s discussion some real thought. The student relates ideas from another source to his or her peer’s response. The student provides the references used in the body (text) of their peer response. After the student relates ideas from some source to the peer response, he or she also adds their personal experience (observations) to their peer’s response. |
16 Points Peer response meets the minimum 300 word requirement. The peer response does not relate ideas from another source to his or her peer’s response. Instead, it only provides opinions about the peer’s response. Or, the peer response relate ideas from another source but fails to provide the reference in the body (text) of the peer response.
|
0 Points Does not meet the minimum 300 word requirement. |
Exam One: The testing date is June 25 – June 26. The exam will open at midnight on June 25 and close at 11:59 pm on June 26. To get into an exam, click on Lessons and then click on Exams. Exam 1 covers Unit One, consisting of Assignments 1, 2, and 3. This exam is taken online. Please carefully read the instructions in the syllabus regarding the lockdown browser before you attempt to take this exam so you understand how to proceed.
Unit Two
Unit Two consists of Assignments 5 through 8 and Exam 2. These Assignments are to be completed between the dates of June 27 and July 12. You will need to budget your time so that you can complete these assignments during the time allowed.
Assignment Five
I Never Knew I Had A Choice by Corey and Corey
Chapter 4: Your Body and Wellness
Chapter 5: Managing Stress
Your assignment here is to read, outline / take notes on Chapter 4 and Chapter 5. The goal here is for you to prepare for Exam 2. You do not turn in your outline / notes to your instructor.
Discussion Questions for Exam Review:
After you read and outline chapter 4 and chapter 5, use your notes to reflect on these questions to help you make connections with the material and to help you prepare for your exam. You are not required to answer these questions, and you do not turn in answers to these questions for grade. They are another tool for study and reflection purposes.
Discussion Questions for Exam Review can be found by going to “Lessons” and then to “Discussion Questions for Exam Review.”
Assignment Six
This assignment will introduce you to Mindfulness-based stress reduction (MBSR). Mindfulness-based stress reduction (MBSR) is an eight-week evidence-based program that offers secular, intensive mindfulness training to assist people with stress, anxiety, depression and pain. The developer of MBSR is Jon Kabat-Zinn, PhD. He is internationally known for his work as a scientist, writer, and mindfulness meditation teacher. Dr. Kabat-Zinn’s dedication has brought mindfulness-based stress reduction (MBSR), into the mainstream of medicine and society.
Full Catastrophe Living by Jon Kabat-Zinn: (These handouts from Full Catastrophe Living can be found by going to “Lessons” and then click on "Supplemental Readings.”)
Chapter 1: You Have Only Moments to Live
Chapter 2: The Foundation of Mindfulness Practice: Attitudes and Commitment
Chapter 4: Sitting Meditation: Nourishing the Domain of Being
Chapter 26: Time and Time Stress
Your assignment here is to read, outline / take notes on the supplemental readings from Full Catastrophe Living. The goal here is for you to prepare for Exam 2. You do not turn in your outline / notes to your instructor.
View Video: “Stress Reduction with Jon Kabat-Zinn.”
Take notes on the film; there will be several foundational questions submitted to the test generator. Also reflect on how this film applies to your life. This film will help reinforce and improve your understanding of MBSR. You do not turn in your notes and / or reflections to your instructor.
In order to view the film, go to “Lessons” and then go to “Videos” and then click on “Stress Reduction with Jon Kabat-Zinn.”
*Practice this guided Body Scan Meditation. This is an excellent practice recording you can use. https://www.youtube.com/watch?v=u4gZgnCy5ew
*This guided meditation is about 10 minutes long; you may want to use this one as well for daily practice. https://www.youtube.com/watch?v=SkAMaCZtXUI
*You may purchase Dr. Jon Kabat-Zinn's meditation practice CDs as a guide to help you build a meditation practice. These can be found at www.minfulnesscds.com. You can also find free guided mindfulness meditation for practice by Dr. Jon Kabat-Zinn on youtube. He also has an app for your phone.
* If you wish to study MBSR in more depth on your own, you can use the free Online Mindfulness-Based Stress Reduction (MBSR) at http://palousemindfulness.com/selfguidedMBSR.html
Assignment Seven
I Never Knew I Had A Choice by Corey and Corey
Chapter 6: Love
Chapter 7: Relationships
Your assignment here is to read, outline / take notes on Chapter 6 and Chapter 7. The goal here is for you to prepare for Exam 2. You do not turn in your outline / notes to your instructor.
Discussion Questions for Exam Review:
After you read and outline chapter 6 and chapter 7, use your notes to reflect on these questions to help you make connections with the material and to help you prepare for your exam. You are not required to answer these questions, and you do not turn in answers to these questions for grade. They are another tool for study and reflection purposes.
Discussion Questions for Exam Review can be found by going to “Lessons” and then to “Discussion Questions for Exam Review.”
Assignment Eight
This assignment will expand our work on love and relationships by looking more closely at the work of Dr. John Gottman. Dr. Gottman is world-renowned for his work on marital stability and divorce prediction. He has conducted 40 years of breakthrough research with thousands of couples.
View Video “Dealing with Conflict in Relationships / Making Marriage Work.”
Take notes on the video; there will be several foundational questions submitted to the test generator. Also reflect on how this video applies to your life. This film will help reinforce and improve your understanding of how to cope with conflict in relationships. You do not turn in your notes and / or reflections to your instructor.
In order to view the film, go to “Lessons” and then go to “Videos” and then click on “Dealing with Conflict in Relationships / Making Marriage Work.”
*Go to the Lessons tab and click on “Lecture on Making Relationships Work.” Read this lecture as you watch the videos by Dr. John Gottman on Making Relationships Work. It will help you to better understand the primary concepts in the video.
Exam Two: The testing date is July 11 – July 12. The exam will open at midnight on July 11 and close at 11:59 pm on July 12. To get into an exam, click on Lessons and then click on Exams. Exam Two covers Assignments 5, 6, 7 and 8. This exam is online. Please carefully read the instructions in the syllabus regarding the lockdown browser before you attempt to take this exam so you understand how to proceed.
Unit Three
Unit Three consists of Assignments 9 through 12, Exam 3, and the Final Exam. These assignments are to be completed between the dates of July 13 and July 26.
Assignment Nine
I Never Knew I Had A Choice by Corey and Corey
Chapter 8: Becoming the Woman or Man You Want to Be
Chapter 9: Sexuality
Your assignment here is to read, outline / take notes on Chapter 8 and Chapter 9. The goal here is for you to prepare for Exam 3. You do not turn in your outline / notes to your instructor.
Discussion Questions for Exam Review:
After you read and outline chapter 8 and chapter 9, use your notes to reflect on these questions to help you make connections with the material and to help you prepare for your exam. You are not required to answer these questions, and you do not turn in answers to these questions for grade. They are another tool for study and reflection purposes.
Discussion Questions for Exam Review can be found by going to “Lessons” and then to “Discussion Questions for Exam Review.”
Assignment Ten
Service Learning Project
The Service Learning Project is due July 17. In order to locate the instructions on how to complete the Service Learning Project, go into your Blackboard class and click on “Service Learning Project” in the upper left-hand corner. Start by reading the “Service Learning Project Instructions.” These instructions will guide you through the process.
Assignment Eleven
This assignment will expand on the themes of Love and Relationships we covered earlier in the course. The book, Be Your Best, is a workshop that teaches you how to become more effective and take responsibility in both your personal and professional life. In addition to the communication skills and conflict resolution methods taught, this book offers training in assertive skills, how to handle anxiety, and how to set goals for becoming more fulfilled.
After completing your study of Be Your Best, you will learn how to:
Step 1:
Read and outline Chapters 1-14 of Be Your Best (Adams)
*I’m asking you to read and take notes on Chapters 1- 14 of Be Your Best as a way to help you learn the material and prepare for Exam 3. You do not turn in the outlines / notes for a grade.
* There is a study guide for Be Your Best. To open this study guide, go to “Lessons” and then to “Be Your Best Study Guide.”
*View the following videos:
These videos are found under “Lessons.” Go to “Be Your Best Videos.” The videos illustrate major concepts in the Be Your Best textbook.
Step Two:
This Discussion Assignment has two parts.
Part 1:
Part 1 is based on Chapters 1-14 of Be Your Best text. Your task is to choose one to three major themes from Chapters 1-14 of Be Your Best that you want to write about.
I want you to reflect how your own feelings, thoughts, and experiences relate SPECIFICALLY to these major concepts or themes from Chapters 1-14 of Be Your Best of the text. Your response is not a summary of the reading. No credit is provided for a summary of the reading. I am not asking you to pick one to three themes for each chapter. I am asking you to pick one to three themes from any aspects of Chapters 1-14 of Be Your Best of the text.
You may want to ask yourself the following questions as a way to help you create a connection / reaction response:
1) How does this major concept or theme (a concept from the reading that you choose) help to enrich your life or relate to your life?
2) How does this major concept or theme (a concept from the reading that you choose) relate to problems in our present-day world?
3) How does this major concept or theme (a concept from the reading that you choose) relate to your life, experiences, feelings and ideas?
4) Did the reading assignment increase your understanding of a particular issue? Did it change your perspective in any way?
Part 2:
Part 2 is your Peer Response. The objective here is to respond to one peer in your class. There are two parts to your peer response.
The first part involves you connecting at least one or more ideas (concepts) from any part of the Be Your Best text. In order to get credit, you must indicate in the body of your peer response the chapter and concept you are referring to in the text. For example, if you are discussing the importance of using a Confrontive I-Message in relation to your peer’s response, you would indicate the following in the body of your paragraph (Ch. VII / Confrontive I-Message). The minimum length for this paragraph is 150 words.
In the second part of your peer response, the goal is for you to relate (connect) to your classmate’s discussion response by connecting your personal experience and/or observations to their response. There is no right or wrong answer to this second part. You may want to reflect on one or more of the following: 1) How does your peer’s Discussion relate to your life, experiences, feelings and ideas?, 2) How does your peer’s Discussion increase your understanding of a particular issue? Did it change your perspective in any way?, 3) Is there any advice you would recommend from your own life experience to possibly help your peer? The minimum length for this paragraph is 150 words.
Be sure to check and make sure your word count is at least 150 words for each part of the Peer Response. The Peer Response should be a total of 300 words and divided into two separate paragraphs.
In order to post your Peer Response, go to “Discussions” and click on Be Your Best Discussion / PBL Assignment. Then click on “Create Thread.” Next, give your discussion a subject (title). Then, copy and paste your discussion into the “Message” window. Then click on “Submit.” Your discussion response needs to be 400 – 600 words in 12-point type size. Your peer response needs to be a minimum of 300 words in 12-point type size. I will not take a paper that does not meet this minimum word requirement. (Your word processor should give you a word count.) I will accept a late Discussion with a 20-point penalty.
Your Assignment Ten Be Your Best Discussion (Part 1) is due July 18. Your peer response (Part 2) is due July 21.
Rubric used to grade Assignment Ten Discussion and Peer Response:
|
Criteria |
Exceeds Expectation |
Needs Improvement |
Does not meet expectations |
|
Knowledge |
50 Points Contains a clear and thorough responses to the assignment. Provides evidence that the student has diligently applied concepts from the assigned reading. |
40 Points Does not address all of the sub-questions in the assignment. It provides minimal evidence of the student’s reflective thought. There is only minimal indication that the student applied concepts from the assigned reading. |
20 Points Minimally addresses the items in the assignment. It does not provide evidence of the student’s reflective thought. There is no indication that the student applied concepts from the assigned reading. |
|
Organization |
10 Points Information is clearly organized. |
7 Points Information is loosely organized. |
5 Points Information is present, but very difficult to understand due to poor organization. |
|
Mechanics |
10 Points Proper grammar and spelling used throughout written and oral work. |
7 Points Proper grammar and spelling used throughout written and oral work with major errors. |
5 Points Very poor grammar and spelling used through written and oral work. |
|
Peer Response |
30 Points Peer response meets the minimum 300 word requirement. Part One: Demonstrates that the student gave their peer’s discussion some real thought. The student relates at least one or more ideas (concepts) from the text to your peer’s discussion response. In order to get credit, you must indicate in the body of your peer response the chapter and concept you are referring to in the text. For example, if you are discussing the importance of using a Confrontive I-Message in relation to your peer’s response, you would indicate the following in the body of your paper (Ch. VII / Confrontive I-Message).
Part Two: Demonstrates that the student relates (connects) to their classmate’s discussion response by connecting your personal experience and/or observations to their response. You are free to talk about your feelings and thoughts as they relate to your classmate’s discussion response. |
16 Points Peer response meets the minimum 300 word requirement. The peer response does not provide both Part One and Part Two.
|
0 Points Does not meet the minimum 300 word requirement. Or The response is off-track and does not relate to the classmate’s discussion response. |
Assignment Twelve
I Never Knew I Had A Choice by Corey and Corey
Chapter 12: Death and Loss
Chapter 13: Meaning and Values
Your assignment here is to read, outline / take notes on Chapter 12 and Chapter 13. The goal here is for you to prepare for Exam 3. You do not turn in your outline / notes to your instructor.
Discussion Questions for Exam Review:
After you read and outline chapter 12 and chapter 13, use your notes to reflect on these questions to help you make connections with the material and to help you prepare for your exam. You are not required to answer these questions, and you do not turn in answers to these questions for grade. They are another tool for study and reflection purposes.
Discussion Questions for Exam Review can be found by going to “Lessons” and then to “Discussion Questions for Exam Review.”
View Film “On Death and Dying / Morrie Schwartz.”
Renowned journalist Ted Koppel conducted a series of interviews with former Sociology professor Morrie Schwartz during the last year of his life after being diagnosed with ALS (Lou Gehrig’s Disease). This series is among the most requested and widely discussed Nightline series of the last 25 years. Watching the night they aired was Schwartz’s former student and sportswriter Mitch Albom who was then inspired to reconnect with his former professor and write the best-selling book Tuesdays With Morrie.
Take notes on the film; there will be several foundational questions submitted to the test generator. Also reflect on how this film applies to your life. This film will help reinforce and improve your understanding of issues related to death and dying. You do not turn in your notes and / or reflections to your instructor.
In order to view the film, go to “Lessons” and then go to “Videos” and then click on “On Death and Dying / Morrie Schwartz.”
Assignment Thirteen
Integrative Summary Discussion / (PBL) Problem Based Learning Assignment
Part 1:
The primary objective of this course has been to provide many tools for you to learn in the area of self-care. The hope is that these tools will help you to lead a more meaningful life with less stress. For this final discussion, I would like you to take one final look over the entire course and describe what you have gotten out of the course. In other words, what themes or aspects of the course have found most meaningful and helpful in your life? The minimum length for this paragraph is 200 words.
Part 2:
For the second part of the Integrative Summary, I would like you to describe one or two specific goals you are interested in committing to (i.e., to continue to develop) in your future with regard to your personal growth. In order to maximize your motivation to follow through with your goal, I want you to write out one or more SMART goals. Go to “Lessons” and click on “Supplemental Reading,” and then click on “What is a SMART Goal?” Read this very brief article on how to construct a SMART goal. The minimum length for this paragraph is 200 words.
In order to post your response, go to “Discussions / PBL Assignments” and click on the appropriate “Integrative Summary Discussion / PBL Assignment.” Then click on “Create Thread.” Next, give your discussion a subject (title). Then, copy and paste your discussion into the “Message” window. Then click on “Submit.” Your discussion response needs to be a minimum of 400 words in 12 point type size. (I will not take a paper that does not meet the 400 word requirement. Your word processor should give you a word count.) I will accept a late Discussion with a 20 point penalty.
There is not a peer response for Assignment Twelve. This Integrative Summary is due July 24.
Rubric used to grade the Integrative Summary:
|
Criteria |
Exceeds Expectation |
Needs Improvement |
Does not meet expectations |
|
Knowledge |
80 Points It provides clear evidence of the student’s reflective thought. It provides evidence that the student has diligently applied concepts from the assigned reading and/or lectures to their life experience. |
60 Points It provides minimal evidence of the student’s reflective thought. There is only minimal indication that the student applied concepts from the assigned reading and/or lectures to their life experience. |
30 Points Minimally addresses the items in the assignment. It does not provide evidence of the student’s reflective thought. There is no indication that the student applied concepts from the assigned reading and/or lectures to their life experience. |
|
Organization |
10 Points Information is clearly organized. |
5 Points Information is loosely organized. |
2 Points Information is present, but very difficult to understand due to poor organization. |
|
Mechanics |
10 Points Proper grammar and spelling used throughout essay. |
5 Points Proper grammar and spelling used throughout essay with major errors. |
2 Points Very poor grammar and spelling used through essay. |
Exam Three: The testing date is July 25 – July 26. The exam will open at midnight on July 25 and close at 11:59 pm on July 26. To get into an exam, click on Lessons and then click on Exams. Exam 3 covers Unit Three, consisting of Assignments 9, 11 and 12. This exam is online. Please carefully read the instructions in the syllabus regarding the lockdown browser before you attempt to take this exam so you understand how to proceed.
Dr. Alan Kee
Professor of Psychology
Amarillo College
General Psychology / PSYC 2301 (WEB)
Course Schedule and Assignments
6/5/2023 - 7/28/2023
Welcome to General Psychology Online!
If you have any concerns about any aspect of this course over the course of the semester, please talk to me directly. I will do my best to work out the issue. You can email me or call me on my cell at 806-336-2143.
Please read and review carefully all of the policies in the Syllabus. Then, read and review carefully all the information in this Course Schedule / Assignments document. These two documents are your roadmap to the entire course! Also, do not hesitate to call or email me if you have any questions regarding the policies in this course.
This document, the Course Schedule / Assignments document, may appear intimidating when you first read it. However, in reality it is not all that complicated. It is lengthy because I’m going to great length to anticipate most of your questions. Please read this document carefully several times so that you will understand how this course works. If you do not carefully read this document, you will be lost in the course.
Please do not make the written assignments more complicated than they actually are. Do not hesitate to ask me questions if you feel like you don’t understand some aspect of the assignments.
I also recommend that you thoroughly take notes (outline) on the lectures as well the assigned reading. These notes (outlines) are for your own study purposes – you do not turn them in to me. You can use these notes on the exams.
In addition, I strongly recommend that you write the due date for all of the assignments into your daily planner / calendar. This way you can see the big picture of how much time you have to complete all of the assignments. Please take the time to look at all of the assignments ahead of time and plan your time so that you can complete them on time.
This Course Schedule / Assignments document is detailed in an attempt to minimize confusion. This document should answer most of the questions that would typically come up. Do not be overwhelmed by the detail of the assignments; I provide a lot of detail in an attempt to answer most of the questions you may have. The papers that you write are NOT as difficult as all of the instructions appear at first glance. If you have questions please do not hesitate to ask me!
If you see an error in the Course Schedule, please text me as soon as possible so I can correct it!
Critical Information on How To Use Email in This Course!
In order to receive email from the instructor you must use your AC Connect Google Email account. If you do not activate and use your AC Connect Google Email account, you will be lost in this course because you will not be able to receive email from your instructor. Thus, students are responsible to check their AC Connect Google Email account on a daily basis.
In order to set up your AC Connect Google Email account, you go to the AC Home Page and click on AC Connect. Then scroll down and click on “Amarillo College Email (managed by Google). Then you will enter your AC Gmail account (all emails from Google end with @amarillocollege.com; for example, hlvoran@amarillocollege.com). Click next and enter your AC Password and click next.
To send email to your instructor, do the following:
• Click Send Email in the course menu.
• Click All Instructor Users.
• Type a Subject, just like you would in an email.
• Type your message, then click Submit again.
• When your instructor responds to your email, it will go to your AC Student Gmail account in AC Connect.
Furthermore, you can SEND email from Blackboard, but you will never RECEIVE email there. You will only receive email at your AC Connect Gmail account.
You will need to learn how to use email in this course by viewing two tutorial video on how to access email as a student in the portal and on how to send email from Blackboard.
If you are attending this class, your Introduction Assignment is to complete an introduction on yourself in order to be counted as attending. This Introduction Assignment also allows me and your classmates to get to know you. Please briefly tell the class your name, major, and your career plan. You will post your response by clicking on Discussions / PBL Assignments. Then click on “First Assignment: Your Introduction.” Next, click on “Create Thread,” and give your post a title (Subject). Then, copy and paste your brief introduction in the “Message” window. Click “Submit.”
You must make this post by Sunday June 11. The reason for this assignment is that the college needs proof that you are participating in the class before your first written assignment. **If you do not complete this assignment, you will be considered NOT attending and you WILL BE DROPPED from the course. And, your financial aid can be terminated. **
*Service-Learning Project
*I also want to alert you early in the semester that the Service Learning Project is due July 17. You should go ahead and get started on this project now so you will not be rushed to complete it at the end of the semester. You can find the details on this assignment by skipping down to the end of this document. This project requires you to write four paragraphs and then answer some graph questions. I suggest you do one paragraph per week. This approach will prevent you from the stress of doing all at the last minute! If you do not complete this project, it can reduce your grade by a letter grade (for example from a “B” to a “C.”)
In order to locate the instructions on how to complete the Service Learning Project, go into your Blackboard class and click on “Service Learning Project” in the upper left-hand corner. Start by reading the “Service Learning Project Instructions.” These instructions will guide you through the process.
Do not stop reading here! You will not understand the instructions and due dates on each assignment unless you read the detailed description of the assignments below! Keep reading!
You need to put all the due dates for all of the Discussions, Peer Responses, Reading Quizzes, and Exams for each unit into your personal calendar so you can plan accordingly!
Unit One
Unit One consists of assignments 1 through 5, the Unit One Discussion, and Exam 1. These Assignments are to be completed between the dates of June 5 and June 25. You will need to budget your time so that you can complete these assignments during the time allowed.
Lockdown browser practice exam:
I opened the lockdown browser practice exam. You need to take this exam in the next two or three days. The sooner the better. The reason for this exam is to make sure you’re able to maneuver through the lockdown browser that is used on Exams. This practice exam has five simple questions that you all will definitely answer correctly. Also remember this practice exam will count as 5% of your grade.
In order to locate the lockdown browser practice exam, go to lessons and then click on “lockdown browser practice exam.” Once you click on the exam it will open and you can quickly answer the five questions.
Please carefully read the instructions in the syllabus regarding the lockdown browser before you attempt to take this exam so you understand how to proceed.
How to Prepare for Exams:
Read: How to Study by Summarizing and Marking the Text
Read: How Do I Prepare for the Exams?
Read: Study Skills Videos Youtube Links
*You will find these articles by clicking on “Lessons” (top left of home page). Then scroll down until you see “Study Skills (Handouts and Videos).” You are not tested over these articles on how to study. However, they will help to improve your study skills.
Assignment One (6/5 – 6/8)
Here are the steps to take in order to complete Assignment One. Please follow these same steps for all of the Assignments in this course.
Step 1: Go to the “Lessons,” scroll down to “Guided Notes.” Click on “Guided Notes,” and then click on “Guided Notes Ch 1 Thinking Critically with Psychological Science.”
Step 2: Save this document onto your computer. Have this document open as you view the video lectures. As you view the video lectures, add your additional notes to the “Guided Notes Ch 1 Thinking Critically with Psychological Science” document.
Step 3: As you work your way through the lecture, I encourage you to read chapter 1 as well. You can add additional notes based on the reading as well. After you complete these notes, print them. You may use these notes on the exams.
The recorded lectures will help reinforce your learning in the assigned readings. You do not turn in these notes to your professor. Taking detailed notes is critical to your success in learning the material and preparing you for the exams.
I have recorded the lectures with a PowerPoint show to help explain and reinforce the assigned reading. Some of the lectures are not a reinforcement of the material in the textbook; these lectures are indicated as additional information.
View: Lecture 1: What Is Psychology?
View: Lecture 2: Why Do Psychology?
View: Lecture 3: The Scientific Method
*You can access the lectures by going to “Lessons” on the Home Page and then click on “Video Lectures.”
Read: Chapter 1 - Thinking Critically with Psychological Science – (This is your textbook: Exploring Psychology by Myers and DeWall)
Step 4: Reading Quiz One. This reading quiz is over the assigned reading and lectures in Assignment One. All Reading Quizzes in the course are due by 11:59 pm on 7/24. (* Note: LockDown Browser is not required for Reading Quizzes.)
Note regarding all Reading Quizzes: After you listen to the lectures and read the assigned reading, you are ready to take the Reading Quiz. All of the Reading Quizzes you take in this course are “open book, open notes” quizzes. The reading quizzes are not timed, meaning that they stay open until the day that they are due. You may take the reading quiz as many times as you need during the allotted time. The reading quiz can be thought of as a study guide, helping you to better understand the information and providing you with simulated practice exam questions. The test questions on the exams will be similar to the reading quiz questions.
Assignment Two (6/9 - 6/12)
Please follow these same steps that you completed for Assignment One for this assignment.
View: Lecture 1: Neural Communication
View: Lecture 2: The Nervous System
View: Lecture 3: The Endocrine System
View: Lecture 4: The Brain
Read: Chapter 2 - The Biology of Behavior (11ed or 12ed: read only pages 37-68) – Myers and DeWall
Read: Chapter 9 - Thinking, Language, and Intelligence (11ed: read only pages 316-317, The Brain and Language) or (12ed: read only pages 302 – 303, The Brain and Language) – Myers and DeWall
Reading Quiz Two. This reading quiz is over the assigned reading and lectures in Assignment Two.
Assignment Three (6/13 - 6/16)
View: Lecture 1: The Brain and Consciousness
View: Lecture 2: Sleep and Dreams
View: Lecture 3: Consciousness and Hypnotherapy
View: Lecture 4: Drugs and Consciousness
Read: Chapter 3 - Consciousness and the Two-Track Mind - Myers and DeWall
Read: Chapter 6 – Sensation and Perception (11ed: read only page 224, hypnosis) or (12ed: read only pages 215 – 216, hypnosis) – Myers and DeWall
Reading Quiz Three. This reading quiz is over the assigned reading and lectures in Assignment Three.
Assignment Four (6/17 - 6/20)
View Lecture 1: Thinking
View Lecture 2: Intelligence
Read: Chapter 9 – Thinking, Language and Intelligence (11ed: read only pages 297 – 310 and 323 - 346) or (12ed: read only pages 287 – 298 and 308 – 318) – Myers and DeWall (note: we are covering Thinking and Intelligence only; we are not covering Language)
Reading Quiz Four. This reading quiz is over the assigned reading and lectures in Assignment Four.
Assignment Five (6/21 - 6/24)
View: Lecture 1: Classical Conditioning
View: Lecture 2: Operant Conditioning and Observational Learning
View: Lecture on Self-Control - note: this lecture is not a reinforcement of material in the text; this is additional information.
Read: Chapter 7 - Learning – Myers and DeWall
Reading Quiz Five. This reading quiz is over the assigned reading and lectures in Assignment Five.
Unit One Discussion / (PBL) Problem Based Learning Assignment:
Your Unit One Discussion / (PBL) Assignment is due June 24. Your assignment is to complete the discussion question below on Self-Control.
To post your discussion response, go to “Discussions / PBL (Problem Based Learning) Assignments” and then click on “Unit One Discussion / PBL Assignment.” Next, click on “Create Thread.” Name your paper “Unit 1 Discussion” in the “Subject” line and then copy and paste your paper into the “Message” window and click “Submit.” Remember, your discussion response to the question needs to be a minimum of 500 words in 12- point type size. I will not grade a paper that does not meet the 500-word requirement. You may turn in your paper late with a 20-point penalty.
This Unit One assignment on Self-Control is based on the lecture on Self-Control (see Assignment Five). You will need to have completed the lecture on Self-Control in order to do this assignment. A well-defined plan is critical in order to change a problem behavior. You need a well-structured plan and strong motivation. Your objective here is to identify one behavior you want to change. Examples of behavioral deficits include: poor study habits, lack of assertiveness, poor time management, poor eating habits, lack of exercise, lack of public speaking skills, lack of appropriate social skills, and the inability to relax. Examples of behavioral excesses include: being overweight, smoking cigarettes, substance abuse (for example alcohol abuse), use of bad language, overuse of caffeine, procrastination, and poor budget management.
After you identify one behavior you want change, your goal is to write out your behavior change plan. Remember to get specific and write out your plan for each step. Your assignment is to copy and paste each of the 6 steps below into your paper. Be sure you answer each of the 6 steps below in your paper. Break your paper into at least 6 paragraphs to address each item below; do not make it one long paragraph! (I will ask you to redo your paper if you do not break it into separate paragraphs.)
1. Set a target behavior (goal) that is realistic and measurable. For example, if you want to increase exercise, you need to specify what that means e.g., “I will walk for 30 minutes five days per week.” Other examples of specific / measurable goals: “My goal is to lose 10 pounds.” “My goal is to drink 1 cup of coffee per day.” Your plan is less likely to work if your goal is vague. It needs to be specific and measurable.
2. Identify the potential benefits of reaching your target. Also identify the costs of not reaching the target!
3. Set up and describe a daily schedule that utilizes your favorite activities as rewards.
4. Enlist social support from family and friends who - describe how, when, where?
5. Identify the specific obstacles you're likely to encounter in reaching your target and construct strategies for overcoming them. Remember that the hardest part is minimizing the influence of immediate rewards and maximizing the impact of your rewards.
6. Use tracking (self-monitoring system) to keep you focused; describe what will your tracking system look like? What can you do to make sure you stay on track with your goal? For example, when my goal is to outline a chapter in psychology, I have a file in my word processor where I state the date, the realistic goals for the day, and the rewards at the end of the day after I complete the goals. I also track time on task, meaning I set a timer for 30 minutes. I stay on task for 30 minutes and then take a 5 minute break. At the end of the day I add up my time spent (in 30 minute intervals) on task. If you slip, keep trying; remember that behavioral change takes time. 4 out of 5 people experience backsliding. It is worth the effort!
Please use this rubric (assessment tool) below to help you to formulate (develop) your answer to the question for this essay.
Rubric used to grade Unit One Discussion Assignment:
|
Criteria |
Exceeds Expectation |
Needs Improvement |
Does not meet expectations |
|
Knowledge |
60 Points Contains clear, thorough responses to each of the 6 items identified in the assignment. It provides evidence that the student has diligently applied concepts from the assigned reading. |
40 Points Does not address all of the 6 items in the assignment. It provides minimal evidence of the student’s reflective thought. There is only minimal indication that the student applied concepts from the assigned reading. |
30 Points Minimally addresses the items in the assignment. It does not provide evidence of the student’s reflective thought. There is no indication that the student applied concepts from the assigned reading. |
|
Organization |
20 Points Information is clearly organized. |
15 Points Information is loosely organized. |
10 Points Information is present, but very difficult to understand due to poor organization. |
|
Mechanics |
20 Points Proper grammar and spelling used throughout written work. |
15 Points Proper grammar and spelling used throughout written work with major errors. |
10 Points Very poor grammar and spelling used through written work. |
*Reminder: If you do not complete a Unit Discussion on time please note that you can still turn it in late with a 20-point late penalty. If you have any questions about the Unit Discussions please let me know. These papers do take some time but they are not that difficult to complete. I hope you get something meaningful out of the assignments. They are designed to help you reflect and find meaning in the reading and not to be “busy work.”
Exam One: Exam 1 opens 12:00 am (midnight) on June 24 and closes at 11:59 pm on June 25. To get into an exam, click on Lessons and then click on Exams. Exam 1 covers Unit One, consisting of Assignments 1, 2, 3, 4 and 5. Please carefully read the instructions in the syllabus regarding the lockdown browser before you attempt to take this exam so you understand how to proceed. You are allowed to use your notes (typed or hand-written) on the exam but not your textbook or any other electronic device.
Unit Two
Unit Two consists of assignments 6 through 9, the Unit Two Discussion, and Exam 2. These Assignments are to be completed between the dates of June 26 and July 12. You will need to budget your time so that you can complete these assignments during the time allowed.
Assignment Six (6/26 - 6/29)
View: Lecture 1: Perspectives on Psychological Disorders
View: Lecture 2: Anxiety Disorders
View: Lecture 3: Other Psychological Disorders
Read: Chapter 14 - Psychological Disorders – Myers and DeWall
Reading Quiz Six. This reading quiz is over the assigned reading and lectures in Assignment Six.
Assignment Seven (7/30 - 7/3)
View: Lecture 1: Psychological Therapies (Psychoanalytic and Humanistic)
View: Lecture 2: Psychological Therapies (Behavioral, Cognitive, Group, and Family)
View: Lecture 3: Evaluating Psychotherapies
View: Lecture 4: The Biomedical Therapies and Prevention
View: Lecture on Hope - note: this lecture is not a reinforcement of material in the text; this is additional information.
Read: Chapter 15 - Therapy – Myers
Reading Quiz Seven. This reading quiz is over the assigned reading and lectures in Assignment Seven.
Assignment Eight (7/4 - 7/7)
In this assignment, I want to go deeper into one specific form of psychotherapy called Rational Emotive Behavior Therapy (REBT). The material in this assignment will help you learn how to cope more effectively with the stress in your life by teaching you to evaluate and change your thinking about events that lead to emotional and behavioral upset.
Read: REBT - Emotional Disturbance and Its Treatment in a Nutshell
Read: REBT - Toward an Egoless State of Being
Read: REBT - Overcoming Self-Esteem
*The REBT articles can be found by going to “Lessons” and then click on “Supplemental Reading – REBT.”
View: Lecture 1: REBT and Mentalization In Stressful Life Situations (Part 1)
View: Lecture 2: REBT and Mentalization In Stressful Life Situations (Part 2)
View Video Lecture: Help for Stressful Life Situations: an REBT Approach to Coping with COVID-19
*You can access the lectures by going to “Lessons” on the Home Page and then click on “Video Lectures.” Scroll down until you find the videos.
There is a lot of overlap in these videos. The video lecture on REBT/Covid will reinforce many of the ideas in the “REBT and Mentalization In Stressful Life Situations” lecture; it will also show how we can apply REBT to the stress of a pandemic.
Read: REBT Healthy VS Unhealthy Emotion
* To view this handout, go to “Lessons,” then to “Supplemental Reading – REBT,” and then to “REBT Healthy Negative Emotions VS Unhealthy Negative Emotions.” This handout summarizes in one handout all of the emotions covered in the REBT lectures.
View Video: “REBT Overcoming Depression.”
After you read the REBT Articles and view the REBT Lectures, you will then be able to understand the basics of this video “REBT Overcoming Depression.” This film will demonstrate an actual psychotherapy session using Rational Emotive Behavior Therapy to treat a patient with depression.
In order to view the video, go to “Lessons” and then go to “Video REBT Overcoming Depression.” and then click on “REBT Overcoming Depression.”
Additional REBT Resources for your learning. You are not required to buy or use these additional REBT Resources. I provide them for your practice to better learn this model of coping with stress. It is through continual learning and practice of REBT that you gain the rewards and benefits to help you reduce your stress.
*In order to learn more about REBT (which will help you cope more effectively with your stress!), I recommend you study the book entitled How to Stubbornly Refuse to Make Yourself Miserable About Anything--Yes, Anything By Albert Ellis. To be clear, you are not required to buy this book. It is just a recommendation.
*I also recommend Dr. Matweychuk’s website that offers many outstanding free audio and video recordings to help you continue your study of REBT. He also offers a free REBT conversation hour to help you learn REBT every Saturday morning at 8:00 am. You can volunteer for a free session! See his website for details. http://rebtdoctor.com/index.html
Reading Quiz Eight. This reading quiz is over the assigned reading and lectures in Assignment Eight.
Unit Two Discussion / (PBL) Problem Based Learning Assignment:
This assignment has two parts. In Part 1, you will follow the instructions in the Template (Steps 1 – 6) to complete the REBT Analysis of a Stressful Situation. Part 2 is your Peer Response; here you will respond to one of your peer’s discussions (his or her REBT Analysis of a Stressful Situation). Below are the detailed instructions:
Part 1: REBT Analysis of a Stressful Situation
In this Discussion Response, the objective is to apply what you have learned in the REBT lectures. Be sure that you answer the questions in the Template below in paragraph form and with complete sentences and proper grammar. Please use a spellchecker and grammar checker on your answers. I recommend you look at the REBT Self-Help Form to help you complete this exercise. You will find this REBT Self-Help Form by going to lessons, and then click on supplemental Reading-REBT.
Also, study the example that I completed on a problem I had in the past for a model of how to compete this assignment before you attempt this assignment! You will not understand how to complete this project unless you study this model! To find this model, go to Lessons, and then click on Dr. Kee’s Model of the REBT Discussion. When you turn in your assignment, please follow the model and make sure your font color is similar to the colors used in the model.
For Part 1, you will use the Template (Steps 1 – 6) to complete this assignment. Copy and paste this Template (Steps 1 – 6) into your own file. After reviewing Step 1 and Step 2, you are to answer the questions in Step 3, Step 4, Step 5, and Step 6. Be sure you include the template and your answers to each question when you turn in your final project. The minimum word count (not including the template) should be 800 words with a 12-point type size. Your word processor should indicate how many words you document contains. Be sure to check and make sure your word count is at least 800 words (not including the template). I will not take an assignment that has fewer than 800 words. This assignment (Part 1) is due on July 11.
To post Part 1, go to “Discussions / (PBL) Problem Based Learning Assignments” and then click on “Unit Two Discussion / PBL Assignment.” Then click on “Create Thread.” Next, give your discussion a subject (title). Then, copy and paste your discussion into the “Message” window. Then click on “Submit.”
Here is the Template (Steps 1 – 6) to use to complete this assignment. Follow these steps to complete this assignment:
Briefly review the factors based on the REBT Lectures that define an unhealthy negative emotion and a healthy negative emotion:
|
An unhealthy negative emotion |
A healthy negative emotion |
|
1. Stems from an irrational belief |
1. Stems from a rational belief |
|
2. Leads to unconstructive behavior |
2. Leads to constructive behavior |
|
3. Interferes with constructive attempts to change the negative situation if it can be changed |
3. Promotes constructive attempts to change the negative situation if it can be changed |
|
4. Leads to distorted thinking |
4. Leads to realistic thinking |
|
5. Interferes with problem solving |
5. Promotes problem solving |
|
6. Interferes with goal achievement |
6. Aids goal achievement |
Step 2:
Look over your notes regarding the Unhealthy Negative Emotions and the Healthy Negative Emotions.
|
Unhealthy Negative Emotions |
Healthy Negative Emotion |
|
Anxiety |
Concern |
|
Depression |
Sadness |
|
Guilt |
Remorse |
|
Shame |
Disappointment |
|
Hurt |
Sorrow |
|
Unhealthy anger |
Healthy anger |
|
Unhealthy jealousy |
Healthy jealousy |
|
Unhealthy envy |
Healthy envy |
Step 3:
Describe a stressful situation (Activating Event) in your life (in the present or in the past) that you feel comfortable sharing with the class. Describe a stressful event where you experienced an unhealthy negative emotion(s).
Label the unhealthy negative emotions (e.g., anxiety, depression, unhealthy anger, etc.) that you were experiencing related to your stressful activating event.
Step 4:
Explain the cost to you for holding on to the unhealthy negative emotions. In other words, in what ways was your behavior unhealthy or self-defeating? In what way was your unhealthy negative emotions interfering with constructive attempts to change the negative situation if it could be changed? In what way was your unhealthy negative emotion interfering with problem solving and goal achievement?
Step 5:
Go back to the stressful situation (Activating Event) that you were describing. Recall the unhealthy negative emotion and the unhealthy behaviors that you experienced related to that stressful situation. Now that you have had an introduction to the Irrational (Unhealthy) Beliefs vs. Rational (Healthy) Beliefs, describe one irrational (unhealthy) belief for each category of Irrational Beliefs (Demandingness beliefs, Awfulizing beliefs, Low Frustration Tolerance beliefs, and Depreciation beliefs) that are true for your situation. The irrational (unhealthy beliefs) that you write out are the thoughts you were thinking that were creating your unhealthy negative emotions and your unhealthy behaviors. (Hint: look for the “musts” and that “shoulds” in your thinking; these thoughts will help you identify your unhealthy/irrational beliefs that are hurting you.)
|
Irrational Beliefs |
Rational Beliefs (Healthy Alternatives) |
|
|
Step 6
Now, copy and paste each of your irrational (unhealthy) belief for each category of Irrational Beliefs that you completed in Step 5 into Step 6. Write out an alternative rational (healthy) belief to counter each of your unhealthy irrational beliefs. If you practice these rational (healthy) beliefs you’ll notice that your stress will go down. For example, if I practice and integrate the rational (healthy) beliefs, I will more likely feel sad instead of depressed, frustrated instead of angry, concerned instead of depressed, angry, and anxious about failing the chemistry exam; also, my behaviors will also be more self-helping. For example, I will find a way to get better sleep, exercise, and eat more nutritiously if I’m operating out of the healthy ways of thinking and behaving. I will also be better able to problem solve the situation if I am not disturbing myself.
Part 2: Peer Response
Part 2 is your Peer Response. There are two parts to your peer response.
The first part involves you connecting at least one or more ideas (concepts) from the
REBT lectures and/or the REBT articles in Assignment Eight to your peer’s discussion response. Here is the list of articles and lectures (references) you have already studied in Assignment Eight:
Emotional Disturbance and Its Treatment in a Nutshell
(Albert Ellis, 2000. Reproduced from The REBT resource book for practitioners Robert Ellis Institute, New York, N.Y. Michael V. Bernard and Janet L. Wolfe, editors.)
Toward an Egoless State of Being
(Arnold Lazarus, 2000. Reproduced from The REBT resource book for practitioners Robert Ellis Institute, New York, N.Y. Michael V. Bernard and Janet L. Wolfe, editors.)
Overcoming Self-Esteem
(David Mills, 2000. Reproduced from The REBT resource book for practitioners Robert Ellis Institute, New York, N.Y. Michael V. Bernard and Janet L. Wolfe, editors.)
Lecture 1: REBT and Mentalization In Stressful Life Situations (Part 1)
(Kee, 2000. REBT and Mentalization In Stressful Life Situations Part 1)
Lecture 2: REBT and Mentalization In Stressful Life Situations (Part 2)
(Kee, 2000. REBT and Mentalization In Stressful Life Situations Part 2)
Lecture 3: Help for Stressful Situations: An REBT Approach to Coping with Covid-19
(Kee, 2020. Help for Stressful Situations: An REBT Approach to Coping with Covid-19)
In the second part of your peer response, the goal is for you to relate (connect) to your classmate’s discussion response by connecting your personal experience and/or observations to their response. Here you are just reflecting on the REBT Analysis of a Stressful Situation that your peer completed. There is no right or wrong answer to this second part. You may want to reflect on one or more of the following: 1) How does your peer’s Discussion relate to your life, experiences, feelings and ideas? 2) How does your peer’s Discussion increase your understanding of a particular issue? Did it change your perspective in any way?, 3) Is there any advice you would recommend from your own life experience to possibly help your peer? The minimum length for this paragraph is 150 words.
To post your Peer Response, go to “Discussions / PBL Assignments,” then click on “Unit Two Discussion / PBL Assignment.” Now you will see a list of the Discussions submitted by your peers in the class. You need to read through your peers Discussions in order to find one that resonates with you; in other words, you need to choose one that you would like to respond to. When you find the student you want to respond to, you will click on the “Reply” button. Then, you will copy and paste your peer response into the “Message” window and click “Submit.”
Your peer response (Part 2) is due July 16.
Rubric used to grade Unit Two Discussion Assignment and Peer Response:
|
Criteria |
Exceeds Expectation |
Needs Improvement |
Does not meet expectations |
|
Knowledge |
50 Points Contains a clear and thorough responses to the assignment. Provides evidence that the student has diligently applied concepts from the assigned reading. |
40 Points Does not address all of the sub-questions in the assignment. It provides minimal evidence of the student’s reflective thought. There is only minimal indication that the student applied concepts from the assigned reading. |
20 Points Minimally addresses the items in the assignment. It does not provide evidence of the student’s reflective thought. There is no indication that the student applied concepts from the assigned reading. |
|
Organization |
10 Points Information is clearly organized. |
7 Points Information is loosely organized. |
5 Points Information is present, but very difficult to understand due to poor organization. |
|
Mechanics |
10 Points Proper grammar and spelling used throughout written and oral work. |
7 Points Proper grammar and spelling used throughout written and oral work with major errors. |
5 Points Very poor grammar and spelling used through written and oral work. |
|
Peer Response |
30 Points Peer response meets the minimum 300 word requirement. Demonstrates that the student gave their peer’s discussion some real thought. The student relates ideas from another source to his or her peer’s response. The student provides the references used in the body (text) of their peer response. After the student relates ideas from some source to the peer response, he or she also adds their personal experience (observations) to their peer’s response. |
16 Points Peer response meets the minimum 300 word requirement. The peer response does not relate ideas from another source to his or her peer’s response. Instead, it only provides opinions about the peer’s response. Or, the peer response relates ideas from another source but fails to provide the reference in the body (text) of the peer response. |
0 Points Does not meet the minimum 300 word requirement. |
Assignment Nine (7/8 - 7/11)
View: Lecture 1: Theories of Emotion
View: Lecture 2: Embodied Emotion
View: Lecture 3: Expressed Emotion
View: Lecture 4: Experienced Emotion
View: Lecture 5: Emotions (Stress and Health)
View: Lecture 6: Emotions and Promoting Health
View: Lecture on Happiness - note: this lecture is not a reinforcement of material in the text; this is additional information.
Read: Chapter 10 – Motivation and Emotion (11 ed: read only pages 367 - 382) or (12 ed: 347 – 362) – Myers and DeWall
Read: Chapter 11 – Stress, Health, and Human Flourishing – Myers and DeWall
Reading Quiz Nine. This reading quiz is over the assigned reading and lectures in Assignment Nine.
Exam Two: Exam 2 opens 12:00 am (midnight) on July 11 and closes at 11:59 pm on
July 12. To get into an exam, click on Lessons and then click on Exams. Exam 2 covers Unit Two, consisting of Assignments 6, 7, 8, and 9. This exam is online. Please carefully read the instructions in the syllabus regarding the lockdown browser before you attempt to take this exam so you understand how to proceed. You are allowed to use your notes (typed or hand-written) on the exam but not your textbook or any other electronic device.
Unit Three
Unit Three consists of assignments 10 through 12, the Unit Three Discussion, Service Learning Project, Exam 3 and the Final Exam. These Assignments are to be completed between the dates of July 13 and July 26. You will need to budget your time so that you can complete these assignments during the time allowed.
Assignment Ten (7/13 - 7/16)
View: Lecture 1: Childhood Cognitive Development
View: Lecture 2: Childhood Social Development
View: Lecture 3: Adolescence
View: Lecture 4: Adulthood
Read: Chapter 4 - Developing Through the Lifespan – Myers and DeWall
Reading Quiz Ten. This reading quiz is over the assigned reading and lectures in Assignment Ten.
Assignment Eleven (7/17 - 7/20)
View: Lecture 1: Motivation
View: Lecture 2: Sexual Motivation
Read: Chapter 10 – Motivation and Emotion (read only pages 347 - 359, Basic Motivational Concepts, Affiliation, and Achievement) – Myers and DeWall
Read: Chapter 5 – Gender and Sexuality (read only pages 172 – 188 Human Sexuality) – Myers and DeWall
Read: REBT - How to Stop Being a Love Slob
Read: REBT - Self-Interest and Assertion
*The REBT articles can be found by going to “Lessons” and then click on “Supplemental Reading – REBT.”
Reading Quiz Eleven. This reading quiz is over the assigned reading and lectures in Assignment Eleven.
Unit Three Discussion / (PBL) Problem Based Learning Assignment:
Part 1:
In this Discussion Response, I want you to reflect on the Lecture on Love and the REBT Articles in Assignment Eleven. Part 1 is due July 20.
I want you to choose one to three major themes from any aspects of the Lecture on Love and/or the REBT articles in Assignment Eleven. I am not asking you to respond to several themes for the Lecture on Love and several themes for each REBT Article! I want you to make connections to any aspects of the Lecture on Love and/or the REBT Articles that you wish. I want you to reflect how your own feelings, thoughts, and experiences relate SPECIFICALLY to any aspects of the Lecture on Love and/or the REBT Articles. Your response is not a summary of the reading. No credit is provided for a summary of the reading.
You may choose from these question to help you create your connection response:
1) How does this major concept or theme (a concept from the lectures and/or reading that you choose) help to enrich your life or relate to your life or your family?
2) How does this major concept or theme (a concept from the lectures and/or reading that you choose) relate to problems in our present-day world?
3) How does this major concept or theme (a concept from the lectures and/or reading that you choose) relate to your life, experiences, feelings and ideas?
4) Did the lectures and/or reading assignments increase your understanding of a particular issue? Did it change your perspective in any way?
You may also choose from these question to help you create your connection response:
With regard to the How to Stop Being a Love Slob article:
With regard to the Self-Interest and Assertion article:
With regard to the Love Lecture:
Part 2:
Part 2 is your Peer Response. There are two parts to your peer response.
The first part involves you connecting at least one or more ideas (concepts) from the
Lecture on Love and/or the REBT articles in Assignment Eleven to your peer’s discussion response. Part 2 is due July 24.
Here is the list of the articles and the lecture you have already studied in Assignment Eleven:
Lecture on Love
(Kee, 2000. Lecture on Love)
How to Stop Being a Love Slob
(Michael Bernard, 2000. Reproduced from The REBT resource book for practitioners Robert Ellis Institute, New York, N.Y. Michael V. Bernard and Janet L. Wolfe, editors.)
Self-Interest and Assertion
(Ruth Wessler, 2000. Reproduced from The REBT resource book for practitioners Robert Ellis Institute, New York, N.Y. Michael V. Bernard and Janet L. Wolfe, editors.)
In order to get credit, you must indicate in the body (text) of your peer response which article or lecture you are referring to. Copy and paste the references you choose to use above into the body of your paper. The minimum length for this paragraph is 150 words.
In the second part of your peer response, the goal is for you to relate (connect) to your classmate’s discussion response by connecting your personal experience and/or observations to their response. There is no right or wrong answer to this second part. You may want to reflect on one or more of the following: 1) How does your peer’s Discussion relate to your life, experiences, feelings and ideas?, 2) How does your peer’s Discussion increase your understanding of a particular issue? Did it change your perspective in any way?, 3) Is there any advice you would recommend from your own life experience to possibly help your peer? The minimum length for this paragraph is 150 words.
To post your Unit Three Assignment, go to “Discussions / (PBL) Problem Based Learning Assignments” and then click on Unit Two Discussion / PBL Assignment. Then click on “Create Thread.” Next, give your discussion a subject (title). Then, copy and paste your discussion into the “Message” window. Then click on “Submit.”
Remember, your discussion response to the question needs to be a minimum of 500 words in 12 point type size, and your peer response need to be a minimum of 300 words (part 1 must be 150 words and part 2 must be 150 words). I will not grade a paper that does not meet these minimal requirements. Please divide your 500-word discussion paper into paragraphs!
Rubric used to grade Unit Two Discussion Assignment and Peer Response:
|
Criteria |
Exceeds Expectation |
Needs Improvement |
Does not meet expectations |
|
Knowledge |
50 Points Contains a clear and thorough responses to the assignment. Provides evidence that the student has diligently applied concepts from the assigned reading. |
40 Points Does not address all of the sub-questions in the assignment. It provides minimal evidence of the student’s reflective thought. There is only minimal indication that the student applied concepts from the assigned reading. |
20 Points Minimally addresses the items in the assignment. It does not provide evidence of the student’s reflective thought. There is no indication that the student applied concepts from the assigned reading. |
|
Organization |
10 Points Information is clearly organized. |
7 Points Information is loosely organized. |
5 Points Information is present, but very difficult to understand due to poor organization. |
|
Mechanics |
10 Points Proper grammar and spelling used throughout written and oral work. |
7 Points Proper grammar and spelling used throughout written and oral work with major errors. |
5 Points Very poor grammar and spelling used through written and oral work. |
|
Peer Response |
30 Points Peer response meets the minimum 300 word requirement. Demonstrates that the student gave their peer’s discussion some real thought. The student relates ideas from another source to his or her peer’s response. The student provides the references used in the body (text) of their peer response. After the student relates ideas from some source to the peer response, he or she also adds their personal experience (observations) to their peer’s response. |
16 Points Peer response meets the minimum 300 word requirement. The peer response does not relate ideas from another source to his or her peer’s response. Instead, it only provides opinions about the peer’s response. Or, the peer response relate ideas from another source but fails to provide the reference in the body (text) of the peer response.
|
0 Points Does not meet the minimum 300 word requirement. |
Assignment Twelve (7/21 - 7/24)
View Lecture 1: Social Thinking
View Lecture 2: Social Influence (Conformity and Obedience)
View Lecture 3: Social Influence (Group Influence)
View Lecture 4: Social Relations (Prejudice)
View Lecture 5: Social Relations (Aggression)
View Lecture 6: Social Relations (Attraction, Altruism, and Conflict)
Read: Chapter 12 - Social Psychology - Myers and DeWall
Reading Quiz Twelve. This reading quiz is over the assigned reading and lectures in Assignment Twelve.
Service Learning Project
The Service Learning Project is due July 17. In order to locate the instructions on how to complete the Service Learning Project, go into your Blackboard class and click on “Service Learning Project” in the upper left-hand corner. Start by reading the “Service Learning Project Instructions.” These instructions will guide you through the process.
Exam Three: Exam 3 opens 12:00 am (midnight) on July 24 and closes at 11:59 pm on July 26. To get into an exam, click on Lessons and then click on Exams. Exam 3 covers Unit Three, consisting of Assignments 10, 11, and 12. This exam is online. Please carefully read the instructions in the syllabus regarding the lockdown browser before you attempt to take this exam so you understand how to proceed. You are allowed to use your notes (typed or hand-written) on the exam but not your textbook or any other electronic device.
* The last day to turn in late work with a penalty is July 17.
05/12/23 2:05 PM
05/12/23 2:06 PM