Psychology

This class investigates the primary issues and problems in educational psychology, including those related to development, cognition, behavior, emotion, and culture. The course explores the major theories in these realms and how we can apply them to become better teachers and learners.

Upon successful completion of the learning experience, students will be able to explain and distinguish among the major theoretical approaches utilized in psychology; demonstrate an understanding of the history of psychology as it relates to the natural sciences, social sciences, and applied disciplines; understand the history of psychology as it relates to the evolution of methods of research and inquiry as well as theoretical conflicts; and explore the nature of scientific progress, as discussed by philosophers, historians, and sociologists of science.

This course will introduce the fundamental principles of psychology and major subjects of psychological inquiry. It has been designed to not only provide the tools necessary for the study of psychology, but to present a sampling of the major areas of psychology research. The course begins with a short overview of how psychology developed as an academic discipline and an introduction to a number of the principal methodologies most commonly deployed in its study.

This course provides students with an introduction to the theories, concepts, research methods, and findings relevant to the study of human development throughout the lifespan. Major developmental theories and issues are presented. Emphasis is placed on the integration of lifespan principles and concepts into individual social contexts. The effects of heredity and environment and ethical issues surrounding development are also explored.

Upon successful completion of the learning experience, students will be able to describe and discuss the methods used in most psychological research including experimental, correlational, and naturalistic approaches; locate research literature in the field of psychology; identify the appropriate statistical analysis for different research designs; evaluate the strengths and weaknesses of the methods employed in selected studies in terms of internal and external validity; describe the logic of experimentation; and describe the main themes of the American Psychological Association (APA) guidelines on ethics.

Upon successful completion of the learning experience, students will be able to describe the salient features of mentoring relationships; demonstrate an understanding of a range of mentoring practices that correspond to adult learning theories, including problems, or behavioral specific needs of the mentee; identify variances in mentoring behaviors that may be recommended in different gender and/or racial mentor-mentee relationships; develop a model mentoring plan for management of a school or district mentoring program that improves teacher performance using EDUCATEAlabama; recommend a method to measure the effects of a mentoring relationship related to the mentor, mentee, and organization; and organize and develop a research-based field experience mentoring design related to mentoring in the educational setting that focuses on providing high-quality learning experiences, coaching, and feedback.

Upon successful completion of the learning experience, students will be able to articulate the nature and development of family therapy theory; evaluate the benefits and limitations of psychotherapeutic theory as it applies to producing change in human systems; describe the interaction of class, race, gender, and cultural experience on theory development and intervention procedures; articulate a broad understanding of family assessment, including interview, genogram, and formal tools of evaluation; demonstrate an understanding of the basic processes of counseling from intake to termination of therapy; write an intake assessment and plan a course of treatment for a family; apply systemic categories to conceptualize family organization, family subsystems, and transgenerational processes in a therapeutic context; and demonstrate an understanding of narrative and brief solution-focused therapy in class discussions and case demonstrations.

Upon successful completion of the learning experience, students will be able to define and discuss the concept of career development from several theoretical perspectives; articulate how career counseling can enhance career development; be able to work with small groups of students for the purpose of career development; support the role of the school counselor in assisting individuals achieve some understanding of how career development can enrich a person’s life; advocate for the role of the school in helping students receive career counseling and career information; understand changes in society and stress the importance of a comprehensive career development plan; discuss and justify the need for career education in our nation’s schools and curriculum advising students on careers from grades K-12; describe challenges minority students may face in trying to secure a career path and recommend several strategies for successfully meeting these challenges; and discuss the role of technologies, personality factors, values, and attitudes that may influence career development and assessment.

Upon successful completion of the learning experience, students will be able to articulate the nature and development of family therapy theory; evaluate the benefits and limitations of psychotherapeutic theory as it applies to producing change in human systems; describe the interaction of class, race, gender, and cultural experience on theory development and intervention procedures; articulate a broad understanding of family assessment, including interview, genogram, and formal tools of evaluation; demonstrate an understanding of the basic processes of counseling from intake to termination of therapy; write an intake assessment and plan a course of treatment for a family; apply systemic categories to conceptualize family organization, family subsystems, and transgenerational processes in a therapeutic context; and demonstrate an understanding of narrative and brief solution-focused therapy in class discussions and case demonstrations.

Upon successful completion of the learning experience, students will be able to understand the nature of abnormal behavior and mental illness; understand the process of assessing such behavior and the most commonly used classifying system; understand psychological disorders; be familiar with and able to discuss several different theoretical perspectives on psychological disorders; be familiar with the research methods used and research findings on various psychological disorders; understand the causes and be able to identify the symptoms of various psychological disorders; be familiar with effective treatment approaches to different psychological disorders; and understand various legal issues relevant to mental illness and abnormal behavior.