Psychology Curriculum Guide The Unconscious

The Unconscious.
Psychology Curriculum Guide for Secondary grade levels 10-12



Objective: Introduce the idea and uses of awareness of the unconscious mind.


Ann (3 min.) Introduction Remarks: Conscious/Unconscious and the
difference between the two
Kristen (5-7min) Memory Game - With the "Tray of objects"
Ann (20 min) "You Tube" videos - Regarding the "Power of the Unconscious"
Julie (2-3min) Explanation of what your body does unconsciously in regards to
Lying vs. Telling the Truth (this goes with the video)
Lolyn (3 min) Bubble Activity and guided relaxation demonstration

Activity four and closure: Objective: to send a message of relaxation and model NLP

Metaphors as a type of use of the subconscious.

Home work for lesson 2: look up Johari Window on internet (Google is OK) and write a paragraph about what you understand and how to explain that to another student. This will be of use through the next 5 lessonsOur presentation will be approximately 35 minutes.


Lesson #2
Review of handouts: review of history of psychology

Objective: Students demonstrate an understanding of the history of study of the unconscious and develop strategies for guiding the unconscious into the conscious for self improvement

1st Strategy for Lesson 1: Demonstrate the understanding of the history by making a time line of the study of the unconscious.

Procedures: Students will have completed to read the assigned article: NLP history and uses, by L. Fetzer. After a brief discussion on the topic, reviewing their previous articles students will make a time line of the history of the study of the unconscious in four groups.

Modeling:

Begin the lesson by having prepared an empty time line, and demonstrate by writing on the early end that Sophocles and Shakespeare analyzed the unconscious in their writing.

Guided:

Use articles from past assignments and those emailed to them to create the time line.

Independent:

Divide students up into small to discuss and complete time line.
Assess:

To assess your students the time line drawn by groups will be synthesized into one.

2nd Strategy for lesson 1: Students will demonstrate ability to self hypnotize by levitating their arm above their head.

Procedures: modeling, guided, independent, assess

Modeling:

Using NLP hypnosis, students will follow the teacher through a NLP metaphor describing the guided imagery and imbedded commands.
Guided:

Have the students practice by guiding them through the process.
Independent:

Have each student assess another student through voice, pitch, speed, and use of words of different senses. Practice modeling those attributes.

Assess: class discussion on effect of exercise


















References

http://nlpcopywriting.com/ericksonian-stories-rapport-change-and-copy/

Also see references which were sent with handouts for these lessons.

.
Movie critique on a Clear Day contains many references to You Tube clips regarding NLP hypnosis for change, relaxation, learning, fun. It also contains the history time line to be used in this lesson. Stories with NLP metaphors will be sent out tonight.

Lesson three:
Explanation of the Conscious/Unconscious


According to Freud, the mind can be divided into two main parts:
The conscious mind includes everything that we are aware of. This is the aspect of our mental processing that we can think and talk about rationally. A part of this includes our memory, which is not always part of consciousness but can be retrieved easily at any time and brought into our awareness. Freud called this ordinary memory the preconscious.

The unconscious mind is a reservoir of feelings, thoughts, urges, and memories that outside of our conscious awareness. Most of the contents of the unconscious are unacceptable or unpleasant, such as feelings of pain, anxiety, or conflict. According to Freud, the unconscious continues to influence our behavior and experience, even though we are unaware of these underlying influences.

***Differences between Conscious and Unconscious (Be aware of the power of the unconscious)
The conscious mind is only aware of 7 + or – bits of information at a time.
The unconscious mind is aware of everything else.

The conscious mind is sequential. It likes logical order.
The unconscious mind processes simultaneously. It multitasks.

The conscious mind is logical. It likes things to make sense – have a reason.
The unconscious mind is intuitive and can make associations of information easily.

The conscious mind seeks answers to “why”?
The unconscious mind knows why.

The conscious mind does your intellectual thinking. Is responsible for your self-talk.
Your unconscious mind does your perceiving and feeling.

Your conscious mind is associated with the waking, thinking state.
The unconscious mind is associated with the dreaming (including day dreaming), reflecting, meditating and sleeping state.

The conscious can voluntarily move parts of your body.
The unconscious can involuntarily move parts of your body.

Your conscious mind is only aware of the now.
Your unconscious mind is unlimited in time and space. It holds all your memories and future constructs.

The conscious mind seeks understanding of problems and reasons that if it understands them, it can make them go away.
Your unconscious mind decides what it will do about it. It can forget (amnesia), distort (make false associations) or break connections (get over it).

The conscious mind is deliberate.
The unconscious mind is automatic.

The conscious mind is verbal (including self-talk).
The unconscious mind is nonverbal (feeling).

The conscious mind is analytical.
The unconscious mind is literal.
References
http://www.ayrmetes.com/articles/conscious_and_unconscious.htm http://psychology.about.com/od/theoriesofpersonality/a/consciousuncon.htm
The conscious mind is the place of cognitive learning’s and understandings.
The unconscious mind is the place of experiential learning’s.

Your conscious mind uses the intellect to come up with logical solutions for problems.
Your unconscious mind can access internal resources from memories of experiences, linking them all together - creating a resourceful state.

Your conscious mind will tell you when you’re right because the facts line up.
Your unconscious mind will tell you when you are right because it will feel right.

Your conscious mind has limited focus.
Your unconscious mind has unlimited focus.




Lesson 4 Unconscious Body Language
Conscious vs. Unconscious Curriculum for High School

Objective: Objective: Students will be able to recognize signs of truth and untruthfulness through observation of body language.

Strategy for Lesson 1: Gain knowledge of unconscious movements

Procedures: Modeling, Guided, Independent, Assess

Modeling:

Give your class a copy of the body language worksheet. Begin your lesson by telling your class a familiar bedtime story. When you are recalling the information point out what your body is doing, being creative or recalling. Walk through each movement on the paper asking questions to the class displaying the actions depending on if student is being truthful or untruthful.

Guided:

Hold up mixed flashed cards that have body positions on them. Have the students write down whether that movement indicates truth, untruthful, recalling or creating. Walk around the room as you are doing this to check answers and provide help.

Independent:

Divide your students up into small groups and have them play a body language game. They will have to guess whether the other team member is lying about their story or being truthful.

Assess:

To assess your students have them take home a worksheet to fill out while talking to five different people and writing down the signs that were shown to them during the conversations. Remind them of the example you gave them at the beginning of the class using a bedtime story.

References

Body Language, Neurolinguistic Eye Movement (n.d.). Retrieved on February 17, 2009 from http://forums.securityinfowatch.com/showthread.php?t=6916&page=2

Lesson four: body language from the unconscious mind

Lesson five: Unconscious stereotyping

Exposing Gender Stereotypes
And the effect on our Conscious and Unconscious Thinking.
OverviewThe objective of this lesson is to encourage students to develop their own critical intelligence with notice to their conscious and unconscious thinking, taking into account culturally inherited stereotypes, and to the images presented in the media - film and television, rock music, newspapers and magazines. In this lesson students take a look at their own assumptions about what it means to be a man, and what it means to be a woman. The brainstorming and discussion sessions are meant to encourage them to ask gender-specific questions as a step in the self-reflective process. Students will begin to see how believing in stereotypes can lead to violence towards oneself and others.
Learning Outcomes Students will:
discuss characteristics of male and female stereotypes in our society;
identify ways in which their own lives have been affected by these stereotypes; and
identify the aspects of these stereotypes that are related to violence.
Preparation and Materials
Flip-chart paper and markers
Procedure
Introduction: Failing to accept ourselves for who we are can cause enormous problems. Wanting to be muscle-bound like Joey or slim like Susie could get us into trouble if our body type doesn't conform to these images. But stereotypes are more subtle than muscles and body weight. Masculine and feminine images that are portrayed in media also project their own psychological mystiques. As we grow up, our culture influences us through these images - usually without us realizing it.Today we're going to examine what acting like a man and being ladylike means in our society. What are the gender stereotypes, and how do these stereotypes affect our relationships with others? Ask your students:
How would you define "stereotype"?
What are some typical examples? ("A group of teens in a store must be shoplifting," "Dumb Blondes," "Men don't cry," etc.)
These beliefs are so ingrained in our consciousness that many of us think that gender roles are natural, so we don't question them. Even if we don't consciously subscribe to them as part of our own belief system, our culture bombards us with messages about what it means to be men and women today. In these next classes, we will begin to take a good look at these influences, to step back and see how they affect our sense of self-worth and in many cases, our behavior and our choices. The most important thing to keep in mind as we reflect on this, is:
WE DO NOT HAVE TO ACCEPT THE LIMITS OF STEREOTYPES. WE HAVE THE POWER TO DECIDE WHAT MAKES SENSE FOR US.
Activity 1.1
The "Act Like a Man" Box
Using image above as an example, write "Act like a Man" at the top of the flip chart paper and record student responses. (This will be referred to again in several upcoming activities and sessions.
Ask your students: What does it mean to act like a man? What words or expectations come to mind? (Begin by directing the question to the boys. The girls can then be encouraged to respond. Attempt to record students' own choice of words. If their responses are too wordy, ask them to simplify for display purposes. If the offers are slow to come, ask them to discuss the topic in pairs, then share with the class, or make specific prompts by asking what does it mean to "Act Like a Man" in sports, business, on a date, etc.)
Draw a box around the entire list (see example).
We're going to call this the "Act Like a Man" stereotype. Inside the box is a list of attitudes and behaviors that boys are expected to adopt in the process of becoming men in our society. Men and boys are not born this way; these roles are learned.
The "Be Ladylike" Box
Write "Be Ladylike" at the top of a sheet of flip chart paper (to be used again in future discussions) and record student responses.
Ask your students: What does it mean to be ladylike? What words or expectations do you think of? (Begin by directing questions to the girls. Then encourage the boys to respond. Attempt to write the students' own choice of words on the flip chart. To prompt discussion, ask about being "ladylike" in sports, business, on a date, etc.)
Draw a box around this list.
This is the "Be Ladylike" Box. It's a stereotype just like in the "Act Like a Man Box." Its' walls of conformity are just as restrictive. Women also learn to conform to very specific role expectations as they grow up being female in our society.
Learning Gender Roles Ask students:
Where do we learn these gender roles?
What people teach us these stereotypes? Entertainment? Sports? Media? (When the students respond "TV" or "movies," ask for specific examples to list.)
Where do women learn these messages? (You may put "moms" on the paper and ask for discussion)
What other people influence our learning of gender roles?
Where else in society do we find these messages? (Ask for specific examples if general comments are made like "TV" or "magazines.")
On your flip-charts, write these responses on one side of the box. You may draw arrows to illustrate how these influences reinforce the wall of the stereotype box.
How Stereotypes Are Reinforced
What names or put-downs are boys called when they don't fit the box?
What names are women called if they step out of the stereotype box? (Allow students to be blunt with their slang in this educational context.)
Write the names along the bottom of the appropriate box. (You may draw arrows to illustrate how they reinforce the wall of the stereotype box.)
Ask your students:
How do these labels and names reinforce the stereotype box?
How does it feel when we are called these names?
What do you think the person who is using these put-downs is feeling?
These names are used in order to hurt people emotionally, and we react by retreating to the "safety" of the stereotype box.
Evaluating the Gender Stereotypes Ask your students: how many of these things happen consciously meaning you made the choice and how many happened unconsciously meaning automatically?
How many boys in the class have never cried hands up? ("Don't cry" has been chosen from the brainstormed list of stereotypical male traits. If it was not offered during the brainstorming, select another reference.)
Does this mean that those of you who didn't put up your hands are wimps or nerds?
What about the girls? How many want to be passive and delicate?
In fact, we're all real people and we can experience the full range of emotions, including happiness and sadness, love and anger. The bottom line is that stereotypes are destructive because they limit our potential! Yet how many guys do we know who try hard to act like the stereotype, without even a second thought? What damage do we do to ourselves and others? Boys are not born to be violent, or have unhealthy attitudes towards girls. We learn these attitudes and behaviors through the stereotypes of what society thinks it means to "Act Like a Man," and we can free ourselves from the restrictions of these boxes once we see them as unattainable ideals. Then we can start the process of change. This is not to say that it's wrong for guys to like sports or fix cars or for girls to enjoy cooking (cite other examples from the student-generated list). Note: It is important to make this point in order to be sensitive to boys or girls who may feel defensive.The problem is that we are told that we must perform these roles in order to fit in. It is important for all of us to make our own decisions about what we do. A stereotype rigidly confirms the belief that if you are a woman or a man, you must perform these specific roles, and do them well. This belief takes away our personal choices in determining our own interests and skills. It also discourages men from participating in "women's work" (such as flower arranging) and restricts women from choosing roles that are traditionally "male" (such as engineering and football).
Activity 1.2: Dating Violence Now that we've looked at the gender role stereotypes, what is it about them that lead to violence in relationships? Sample scenario for discussion: "Biff" and "Bambi" go out on a date to the big dance at school. After the dance, they go parking. (You may ask where teens go parking and use that place name). They start necking and Biff wants to go "all the way." Bambi doesn't feel comfortable going any further. Ask your students:
If these two teens really believe in the stereotypes, what's going to happen next in this situation? (While asking this question, call attention to some expectations that are listed on the flip charts for men, such as "in control," or "don't take no for an answer," and for women, such as "passive" or "sexy.")
Affirm students' responses to all possible outcomes.
What's the worst thing that could happen in this scenario? (Date rape)
Can you think of other situations in which trying to live up to the stereotypes would be unhealthy?
Review the key concepts. Ask students what they learned about gender stereotypes, how they affect us and how believing in them can lead to violence.
Biff and Bambi Role Play Background: This ten-minute role play scenario helps students to see the power imbalance created when two young people try to act out the stereotypical behavior of "Acting Like A Man" or "Being Ladylike." The participants act a role that is not true to their real selves; they are compelled to conform to the gender stereotypes. In the second scene, they do their best to model conflict resolution techniques in an atmosphere of mutual respect and concern for the other person's feelings and choices. The point of this role play is not to accomplish a perfect conflict resolution, but to highlight for the class the negative effects of gender stereotyping and to suggest the skills and attitudes that are needed in a healthy relationship. The role plays and class participation work best in a fun and supportive atmosphere. The humor that naturally arises in this context will likely highlight the absurdity of gender stereotypical behavior. Be sure to honor the role players' participation; a round of applause and a thank you at the end of their "performance" will strengthen the group's commitment to work towards gender equality. Facilitator's Introduction: We have created a clear picture for ourselves of these gender stereotypes. (Review the meaning of this term and the gender stereotype "boxes," if necessary.) Let's have a look at what can happen if people actually try to live these impossible stereotypes. Imagine two young people - we'll call them Biff and Bambi. They've been dating for a few weeks and they're kind of keen on each other. They aren't very skillful at creating a fair and supportive relationship because they both have "bought into" the stereotype boxes. He acts controlling. She behaves passively, always putting his wishes first. Biff decides that the two of them will go to see a movie Friday night. Bambi has already made plans with her friends to go out for pizza. Select an actor and actress. Make sure they understand the idea of the role play, and let them know that this is both fun and instructive. Suggest that Biff start by telling Bambi which movie they are going to see. Give them their cue: Biff and Bambi meet in the hall at school. Now, let's see what happens... End the role play when the action has developed the theme as far as it appears it will go. Don't leave the students stranded in an awkward moment if the role play blocks. Ask the actors to remain where they are. Ask your students:
What is Bambi experiencing? What is Biff experiencing?
To each actor: How does it feel to be in this position?
What stereotypical attitudes are they each acting out? (Refer to flip-chart list if necessary.)
What does each character really need from this encounter? (Biff's behavior is unaware and non-relational while Bambi is self-denying and conflicted (her inner feelings and needs are at odds with her outer behavior).
What suggestions can you offer for them to relate better?
Scene two: Let's see Biff and Bambi try again; only this time they will make an effort to go beyond gender stereotypes. They want to get to know each other and have a relationship that is safe, supportive and fair, and based on respect and caring. This time, the goal of their encounter in the hall is to find a solution to their conflict in a way that allows both of them to feel that they have been heard and respected. They may need to compromise. End the role play after it has fully unfolded, unless a blockage occurs, and asks other students for suggestions. (Don't be concerned if the students didn't come up with a fantastic solution to the conflict; in fact, the role play may demonstrate how difficult it is to find creative solutions to conflict. This is a point that could be discussed with the class.)
Ask the students playing Biff and Bambi:
How did you feel in this scene?
Compare how it felt to "be in character" for each of the two scenes in the role play.
Involve the class by asking:
How did Biff and Bambi work towards a compromise that answered both of their needs?
What difficulties did they encounter?
Did they pay attention to the each other's feelings? If so, how were the other person's feelings acknowledged?
Which relationship, scene one or scene two, has the best chance of growing in a healthy way? Why?
Closure: We all have a choice: we can unknowingly behave like the stereotypes in the boxes, which can lead to unhappiness, loneliness, and possibly violence. Or, we can show the courage to be ourselves and find people who accept us for who we really are. That may seem harder to do but, as today's role play has shown, it can be done. As we've seen, it makes a big difference when we listen to, and respect, the other person's needs and wants. That's a key element in healthy relationships.
This lesson was taken, with permission, from the award-winning Violence-Prevention Curriculum Healthy Relationships, produced by the Halifax, Nova Scotia advocacy group Men For Change. For more information on this curriculum, contact Roger Davies.

Retrieved from: http://www.media-awareness.ca/english/resources/educational/lessons/secondary/gender_portrayal/exposing_gender.cfm
On February16, 2009 Kristen Loveland
© Men For Change





© 2009 Media Awareness Network