Week 8 - Dimensional Approach & Stress and Health

Session 18 - Dimensional Approach to Classification

Recap the main concepts / ideas from last session and continue to move through the relevant PowerPoint. The main points that will be covered this session include:

• The Dimensional Approach to Classification
• The Strengths and Weaknesses of the Approach

All students are to read 573 - 578 of the textbook and complete the following Learning Activities:

• 11.16
• 11.17
• Chapter 11 Test - Multiple Choice and Short Answer Sections.

Session 19 - Stress and Health

Open with recap of the Chapter 11 Test with the students - go through both sections of the test => tease out responses.

Move onto new topic - Stress and Health. Begin with the relevant PowerPoint which covers the following concepts:

• Stressors and Stress
• Fight or Flight Response
• Eustress and Distress
• Psychological Responses to Stress
• Lazarus and Folkman's Transactional Model of Stress and Coping

Students are to read from 582 - 601 of the textbook and complete the following Learning Activities:

• 12.1 (Q's1,2, 4 &5)
• 12.8

Session 20 - 

Week 7 - Mental Health & Mental Illness

Session 16 - Mental Health & Mental Illness

Provide the students with feedback regarding the recent SAC - go over specific points, ideas and concepts with the class.

Move onto the next area of study - Mental Health & Mental Illness and begin the relevant PowerPoint. This presentation includes the following key ideas and concepts:

• 6 Approaches to Normality
• The Statistical Approach to Normality
• Mental Health V Mental Illness
• The Biopsychosocial Framework

All students are to read 541 - 557 of the textbook and complete the following Learning Activities:

• 11.2 (1,3&4)
• 11.8(1,2&5)

Session 17 - Systems of Classification and Diagnosis

Recap the main ideas from last session and continue to move through the relevant PowerPoint. This presentation includes the following key ideas and concepts:

• The Categorial Approach to Classification
• DSM & ICD
• The Strengths and Weaknesses of this System

All students are to read 558 - 572 of the textbook and complete the following Learning Activities:

• 11.12
• 11.14(1,2)

Week 6 - Theories of Learning SAC & Revision

Session 13, 14 & 15 - Preparation for SAC and Revision

These sessions are specifically related to preparing the annotated portfolio for the upcoming Theories of Learning written SAC. One session was also allowed for students to complete any incomplete Learning Activities.

Week 5 - Operant Conditioning & Observational Learning

Session 11 - Operant Conditioning

Open the session with the introduction and explanation of the 'Token Economy' annotated portfolio activity...

Revisit the concepts delivered and discussed last session and move back onto the OP PowerPoint - this session it covers the concepts such as:

• Schedules of reinforcement
• Factors effecting reinforcement
• Shaping
• Token economies
• Comparisons between CC and OC

Students are to read from 479 to 505 of the textbook and complete the following Learning Activities:

• 10.20
• 10.21
• 10.22

Session 12 - Observational Learning

Complete the write up for the Token Economy Activity and run through the concepts from last session.

Move onto the next learning theory - Observational Learning / Social Learning Theory. Begin the 'Observational Learning' PowerPoint - this presentation covers the following concepts:

• Definition of observational learning
• Vicarious Reinforcement and Punishment
• Social Learning Theory - Bandura's Bobo Doll Studies
• Elements of Observational Learning - Attention, Retention, Reproduction, Motivation - Reinforcement

Students are to complete the Obs Learning Activity and finish the write up.

Students are to read from 509 to 522 of the textbook and complete the following Learning Activities:

• 10.30
• 10.34

Also - the Chapter 10 Test must be complete - Multiple Choice (not Q's 13, 21, 22 & 28)  and the Short Answer (not Q 7)

Week 4 - Theories of Learning - CC, T&E and OC

Session 8 - Classical Conditioning Applications, Ethics and Trial & Error Learning

Open up the session with writing up the relevant annotated portfolio activities - shouldn't take long at all...

Move back to the 'Classical Conditioning PowerPoint with the class - this covers the key concepts such as:

• Watson's Baby Albert Experiment - Ethics
• Graduated Exposure
• Flooding
• Aversion Therapy
• Trail and Error Learning
• Annotated Portfolio Activities 3 & 4

All students are to read 465 - 478 of the textbook and complete the following Learning Activities in their workbook; 10.7, 10.8 & 10.9 (only Q's 1-4)

Session 9 - Operant Conditioning

This session will involve an introduction to the learning theory of 'Operant Conditioning'.

All students are to complete the following:

• Read page 479 to 482 of the textbook;
• Place the heading 'Operant Conditioning' in workbook;
• Develop their own definition of 'operant conditioning';
• Copy the 'definition' row from Table 10.2 (page 479) into their workbook - however, develop two of their own examples and outline / state the stimulus (S), the operant response (R) and the consequence (C) and the effect on future behaviour;
• Complete Learning Activity 10.12 in their workbook.

All students must be up to date with the outlined Learning Activities before Friday's session - this is important.

Session 9 - Operant Conditioning (con't)

This session will begin with one of the 'Trial and Error' Learning Annotated Portfolio Activities - Sudoko or The Maze Game. Students will have time to write up their observations and link to the relevant theory.

Move back to the relevant 'Operant Conditioning' PowerPoint that covers the following concepts:

• Definition of Operant Conditioning
• The Three - Phase Model of OC
• The Skinner Box
• Reinforcement
• Punishment
• Schedules of Reinforcement
• Factors Effecting Reinforcement

All students are to read pages 483 - 493 of the textbook and complete the following Learning Activities:

• 10.13 (Q's 1-6)
• 10.17
• 10.19

Week 3 - Theories of Learning - Classical Conditioning

Session 6 - Classical Conditioning

Hand out course outline and discuss main events and dates and then move onto the Chapter 9 review questions - very quickly.

Begin the 'Classical Conditioning' PowerPoint with the class - this covers the key concepts such as:

• The definition of classical conditioning
• Ivan Pavlov and his dogs discovery
• The main elements of classical conditioning - NS, UCS, UCR, CS, CR

All students are to read 452 - 464 of the textbook and complete the following Learning Activities Activities 10.2 (Q’s 1- 5) and 10.3 in your workbook.

Session 7 - The Elements of Classical Conditioning

To open the students will revisit the ideas and concepts from last session.

Continue with the 'Classical Conditioning' PowerPoint with the class - this covers the key concepts such as:

• Acquisition
• Extinction
• Spontaneous Recovery
• Stimulus Generalisation
• Stimulus Discrimination

Introduce the Annotated Portfolio SAC - complete the 'Eye Blink' Activity. Write up both Activity 1 & 2 with the class.

All students are to read 460 - 466 of the textbook and complete the following Learning Activities 10.4 and 10.5 in your workbook.

Week 2 - Research Methods

Session 3,4 & 5 - Research Methods => 'Project Nim

Students will view the film, 'Project Nim' and complete the relevant viewing sheet.

HOLIDAY HOMEWORK OUTLINE

·       Ensure that ALL Chapter Tests and relevant Learning Activities from the textbook are completed => this is material from Chapter 1 through to Chapter 9.

·       Complete Chapter Summaries => include the key terms / concepts within the chapter. The process of reading and distilling the information is extremely beneficial.

·       I have emailed through 3 'old' mid-year exams (in ‘Revision Materials’ folder) for you to complete over the break. These exams include PLENTY of multiple-choice questions and a variety of short answer / extended answer questions. While you are completing the exams, be sure to reference the study design changes document as some of the questions in the exams will not be in the new / modified study design.

·       Use the 2013 - 2016 Psychology Study Design (in ‘Revision Materials’ folder) as a reference point for some 'traffic lighting'. It's a great technique to give you a real idea / assessment on what areas you need to revisit and revise. Basically go through each dot point and dash underneath the dot point, on the study design and using a green (good / no problems), orange (ok - further look required) or red (must revisit) marker, highlight where you are currently at. 

For example: 

the effects of total and partial sleep deprivation:

– loss of REM and NREM sleep

– sleep recovery patterns including amount of sleep required, REM rebound and microsleeps

– sleep-wake cycle shifts during adolescence compared with child and adult sleep including

delayed onset of sleep and need for sleep

Please be sure to send through an email if you require help or would like me to mark some of your work - this is important.