Standard |
PSY 101 - Basic Psychology
Presents the basic principles of human behavior and their application to everyday life and work. Topics include: introduction to psychology; social environments; communications and group processes; personality; emotions and motives; conflicts, stress, and anxiety; perception and learning; and life span development.
|
Competency
Areas |
Hours |
| |
|
Introduction to Psychology |
Class |
5 | |
|
Social Environments |
D. Lab |
0 | |
|
Communications and Group Processes |
P. Lab/O.B.I. |
0 | |
|
Personality |
Credit |
5 | |
|
Emotions and Motives |
|
| |
|
Conflicts, Stress, and Anxiety |
|
| |
|
Perception and Learning |
|
| |
|
Life Span Development |
|
| |
|
|
|
| |
|
Prerequisite: |
Provisional admission | ||
|
Corequisite: |
| ||
Course Guide |
|
Competency |
After completing this
section, the student will: |
Hours | ||
|
Class |
D.Lab |
P.Lab/
O.B.I. | ||
|
INTRODUCTION TO
PSYCHOLOGY |
2 |
0 |
0 | |
|
Definitions |
Define psychology. |
|
|
|
|
Careers in psychology |
Identify career options in psychology. |
|
|
|
|
4 |
0 |
0 | ||
|
Primary relationships |
Identify influences of primary relationships. |
|
|
|
|
Secondary relationships |
Identify influences of secondary relationships. |
|
|
|
|
Rules |
Explain/demonstrate rules for human interaction. |
|
|
|
|
Roles |
Identify/explain societal roles and expectations. |
|
|
|
|
Affiliation |
Explain/demonstrate principles of group inclusion. |
|
|
|
COMMUNICATIONS AND GROUP PROCESSES |
10 |
0 |
0 | |
|
Communications process |
Identify/demonstrate the communication process. |
|
|
|
|
Communication components |
Identify communication components. |
|
|
|
|
Nonverbal agenda |
Identify/demonstrate nonverbal cues. |
|
|
|
|
Communication barriers |
Develop strategies to overcome communication barriers. |
|
|
|
|
Listening |
Demonstrate active listening skills. |
|
|
|
|
Member roles in groups |
Determine/perform member roles in groups. |
|
|
|
|
Leader roles in groups |
Determine/perform leader roles in groups. |
|
|
|
PERSONALITY |
6 |
0 |
0 | |
|
Personality theories |
Describe/evaluate personality theories and disorders. |
|
|
|
|
Types and temperaments |
Identify personality types and temperaments. |
|
|
|
|
|
Assess own personality type and temperament. |
|
|
|
EMOTIONS AND MOTIVES |
5 |
0 |
0 | |
|
Theories of emotions |
Identify/evaluate theories of emotions. |
|
|
|
|
Classification for emotions |
Illustrate/identify emotions by facial expression, vocal tone, nonverbal cues, etc. |
|
|
|
|
Physiological motives |
Explain physiological motives. |
|
|
|
|
Psychological motives |
Explain psychological motives. |
|
|
|
CONFLICTS, STRESS, AND ANXIETY |
7 |
0 |
| |
|
Conflict potential |
Assess conflict potential in personal/professional relationships. |
|
|
|
|
Conflict management |
Demonstrate strategies to handle conflict effectively. |
|
|
|
|
Stress causing factors |
Cite stress causing factors. |
|
|
|
|
Stress tolerance/coping |
Diagnose personal tolerance. |
|
|
|
|
|
Plan stress coping techniques. |
|
|
|
|
State/trait anxiety |
Identify/explain different anxiety dimensions. |
|
|
|
PERCEPTION AND LEARNING |
8 |
0 |
0 | |
|
Role of the nervous system |
Differentiate between sensation and perception. |
|
|
|
|
|
Describe the role of the nervous system in relaying and processing information. |
|
|
|
|
Perception process |
Identify/explain perception process. |
|
|
|
|
Perception and reality |
Demonstrate perception-reality principles. |
|
|
|
|
Cognitive view of learning |
Identify cognitive view of learning. |
|
|
|
|
Information processing |
Explain information processing. |
|
|
|
|
Learning and reinforcement |
Explain positive and negative reinforcement. |
|
|
|
LIFE SPAN DEVELOPMENT |
8 |
0 |
0 | |
|
Childhood development |
Describe the effects of childhood development on personality development. |
|
|
|
|
|
Identify major influences in the early childhood span. |
|
|
|
|
Adolescent development |
Identify factors in the adolescent stage of development that affect behavior and influence choices |
|
|
|
|
Young and middle age development |
Contrast the role of an independent young or middle age person with that of a dependent young or middle age person. |
|
|
|
|
|
Analyze the major decision of this age group. |
|
|
|
|
Older adults |
Relate the earlier stages of development to the success or failure of this age. |
|
|
|
|
|
Describe the life style of older adults. |
|
|
|
|
|
List characteristics of this group. |
|
|
|
|
|
Analyze the factors that influence older adults. |
|
|
|
Suggested Resources |
|
Baltus, R. K. (1992). Personal psychology for life and
work (2nd ed.). New York: McGraw-Hill. Beck, R. C. (1996). Applying psychology: Understanding
people (2nd ed.). Englewood Cliffs, NJ: Prentice
Hall.
Bernstein, D.
A., et al.
(1998). Psychology. Boston: Houghton Mifflin. Corey, G. (1995). I never knew I had a choice (3rd
ed.). Pacific Grove, CA: Brooks-Cole.
Dworetzky, J. P.
(1991). Psychology (4th ed.). St. Paul:
West. Houston, J. P., & Bee, H. (1995).
Essentials of psychology (2nd
ed.). San Diego: Harcourt Brace
Jovanovich. Kagan, J. (Ed.). (1998). Psychology: An introduction (6th
ed.). San Diego: Harcourt Brace
Jovanovich.
Parham, A. C.
(1998). Psychology: Studying the
behavior of people (2nd ed.). Cincinnati: South-Western. |