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
Wednesday, May 13, 2009
Monday, May 4, 2009
Why Use a Counselor
© 2008 Utah Mental Health Counselors Association. Site by third sun productions.
Mental health counselors are uniquely qualified to provide high quality care that’s more affordable than other practitioners.
FACTS:
According to the report, "Mental Health, United States, 2002" published by the U.S. Department of Health and Human Services (HHS) Substance Abuse and Mental Health Services Administration (SAMHSA), more than 100,000 professional counselors are licensed or certified for independent practice in the United States.
The majority of national behavioral health managed care companies reimburse mental health counselors for services they provide.
The median cost per session for mental health counselors is $85, compared to a median cost of $100 and $145 for psychologists and psychiatrists respectively, according to the October 2000 issue of Psychotherapy Finances.
Forty-eight states and the District of Columbia license or certify mental health counselors for private practice.
Mental health counselors adhere to a rigorous code of ethics.
Mental health counseling is a distinct profession with national standards for education, training and clinical practice. The American Mental Health Counselors Association (AMHCA) is the professional membership organization that represents the mental health counseling profession. Clinical membership in AMHCA requires a master's degree in counseling or a closely related mental health field and adherence to AMHCA's National Standards for Clinical Practice.
Graduate education and clinical training prepare mental health counselors to provide a full range of services for individuals, couples, families, adolescents and children. The core areas of mental health programs approved by the Council for Accreditation of Counseling and Related Educational Programs include:
Diagnosis and psychopathology
Psychotherapy
Psychological testing and assessment
Professional orientation
Research and program evaluation
Group counseling
Human growth and development
Counseling theory
Social and cultural foundations
Lifestyle and career development
Supervised practicum and internship
Licensure requirements for mental health counselors are equivalent to those for clinical social workers and marriage and family therapists - two other disciplines that require a master's degree for independent status.
A licensed mental health counselor has met or exceeded the following professional qualifications:
Earned a master's degree in counseling or a closely related mental health discipline;
Completed a minimum of two years post master's clinical work under the supervision of a licensed or certified mental health professional; and
Passed a state-developed or national licensure or certification examination.
Mental health counselors practice in a variety of settings, including independent practice, community agencies, managed behavioral health care organizations, integrated delivery systems, hospitals, employee assistance programs and substance abuse treatment centers. Mental health counselors are highly skilled professionals who provide a full range of services including:
Assessment and diagnosis
Psychotherapy
Treatment planning and utilization review
Brief and solution-focused therapy
Alcoholism and substance abuse treatment
Psychoeducational and prevention programs
Crisis management
In today's managed care environment, mental health counselors are uniquely qualified to meet the challenges of providing high quality care in a cost-effective manner. Mental health counselors provide flexible, consumer-oriented therapy. They combine traditional psychotherapy with a practical problem solving approach that creates a dynamic and efficient path for change and problem resolution.
Links
NBCC
AMHCA
State of Utah Licensing Board
AMHCA Code of Ethics
© 2008 Utah Mental Health Counselors Association. Site by third sun productions.
Mental health counselors are uniquely qualified to provide high quality care that’s more affordable than other practitioners.
FACTS:
According to the report, "Mental Health, United States, 2002" published by the U.S. Department of Health and Human Services (HHS) Substance Abuse and Mental Health Services Administration (SAMHSA), more than 100,000 professional counselors are licensed or certified for independent practice in the United States.
The majority of national behavioral health managed care companies reimburse mental health counselors for services they provide.
The median cost per session for mental health counselors is $85, compared to a median cost of $100 and $145 for psychologists and psychiatrists respectively, according to the October 2000 issue of Psychotherapy Finances.
Forty-eight states and the District of Columbia license or certify mental health counselors for private practice.
Mental health counselors adhere to a rigorous code of ethics.
Mental health counseling is a distinct profession with national standards for education, training and clinical practice. The American Mental Health Counselors Association (AMHCA) is the professional membership organization that represents the mental health counseling profession. Clinical membership in AMHCA requires a master's degree in counseling or a closely related mental health field and adherence to AMHCA's National Standards for Clinical Practice.
Graduate education and clinical training prepare mental health counselors to provide a full range of services for individuals, couples, families, adolescents and children. The core areas of mental health programs approved by the Council for Accreditation of Counseling and Related Educational Programs include:
Diagnosis and psychopathology
Psychotherapy
Psychological testing and assessment
Professional orientation
Research and program evaluation
Group counseling
Human growth and development
Counseling theory
Social and cultural foundations
Lifestyle and career development
Supervised practicum and internship
Licensure requirements for mental health counselors are equivalent to those for clinical social workers and marriage and family therapists - two other disciplines that require a master's degree for independent status.
A licensed mental health counselor has met or exceeded the following professional qualifications:
Earned a master's degree in counseling or a closely related mental health discipline;
Completed a minimum of two years post master's clinical work under the supervision of a licensed or certified mental health professional; and
Passed a state-developed or national licensure or certification examination.
Mental health counselors practice in a variety of settings, including independent practice, community agencies, managed behavioral health care organizations, integrated delivery systems, hospitals, employee assistance programs and substance abuse treatment centers. Mental health counselors are highly skilled professionals who provide a full range of services including:
Assessment and diagnosis
Psychotherapy
Treatment planning and utilization review
Brief and solution-focused therapy
Alcoholism and substance abuse treatment
Psychoeducational and prevention programs
Crisis management
In today's managed care environment, mental health counselors are uniquely qualified to meet the challenges of providing high quality care in a cost-effective manner. Mental health counselors provide flexible, consumer-oriented therapy. They combine traditional psychotherapy with a practical problem solving approach that creates a dynamic and efficient path for change and problem resolution.
Links
NBCC
AMHCA
State of Utah Licensing Board
AMHCA Code of Ethics
© 2008 Utah Mental Health Counselors Association. Site by third sun productions.
historical development of physiological psychology
Argosy University
COURSE SYLLABUS
PSY101
History and Systems
Faculty Information
Faculty Name: Julie Lindner, Scott Lovelace, June Hernandez, Chris Tucker
Campus: Salt Lake City
Course description: This is a survey course in the history and application of physiological psychology, a requisite assignment for PP 7000. Students will become thoroughly acquainted with the historical development of physiological psychology, key contributors and how physical science is used in contemporary clinical practice.
Course Pre-requisites: None
Required Textbook:
All course materials will be provided by the instructors.
Course length: 7.5 Weeks
Contact Hours: 45 Hours
Credit Value: 3.0
Program Outcomes:
Program Outcome One: Professional Practice
Competency 1 Assessment and Skills
Formulate assessments of psychological functioning and apply therapeutic intervention strategies when working with individuals, couples, families, and groups, toward the development of optimal mental health.
Competency 2 Theory
Synthesize and apply psychological and developmental theories to therapeutic intervention strategies.
Competency 3 Writing
Employ appropriate media and technology when presenting information orally and in writing, so that the presentation is concise, organized, well supported, professional, and appropriate to the audience.
Program Outcome Two: Research
Competency 1 Analyze research, translate research findings, and conduct research for improvement of counseling psychology services using statistics and evaluation methods.
Program Outcome Three: Interpersonal Effectiveness and Professional Development
Competency 1: Students will develop positive relationship skills that promote personal and professional development via effective communication, encouragement, empathy, respect for others, self-awareness, and other-awareness.
a. Apply active listening communication skills in interpersonal scenarios to establish empathetic relationships.
b. Analyze the importance of effective nonverbal communication skills in interpersonal relationships.
c. Solicit and utilize feedback to build and maintain interpersonal relationships.
Competency 2: Participate in professional development activities in the discipline of counseling psychology to reflect lifelong learning.
Program Outcome Four: Ethics
Competency 1. Using the American Counseling Association’s Standards of Practice /or the American Psychological Association’s Ethical Code, as well as, and local state law as it applies to the behavior of mental health professionals, identify ethical dilemmas, interpret the standards of practice to apply ethical decision-making strategies while engaging in professional activities.
Program Outcome Five: Diversity
Competency 1 Multicultural Skills
Develop assessment, counseling, and consultation services by applying counseling and multicultural theories and research to diverse populations, and modifying counseling interventions as needed to work effectively with diverse clients.
Competency 2 Multicultural Awareness
Reflect and integrate personal values, beliefs and biases in working with clients as well as in interpersonal relationships with others.
Competency 3 Multicultural Knowledge
Synthesize the complexity and multidimensionality of cultural/diversity issues in the field of counseling psychology while working with clients as well as interpersonal relationships with others.
Course Objectives:
Suggested teaching time 7 hours Topic Free Will and Determinism
Topic outline Suggested teaching and homework activities Suggested resources Points to note
Hard Determinism , Soft determinism and libertarianism Ask students to define ‘free will’. What does it mean? Are people free to act? What stops people from being free? Can they be both free and constrained?
Define hard and soft determinism and libertarianism. Students will need to be able to explain each concept and give examples. Robertson.
www.dialogue.org.uk
The views of Darrow, Honderich, Hume, Kant, Leibniz and Locke. Give students a thinker each to research. Each student needs to provide a handout and a presentation on the ideas of the thinker.
Handouts need to include pictures to explain and illustrate the concepts which help to consolidate knowledge. Philosophers online.
ICT opportunity
Theological determinism (predestination) and religious ideas of free will. Ask students if God controls their actions and/ or destiny? Why/ why not? Explain the concept of theological determinism. Evaluate the theory. List the strengths and weaknesses for each idea. Bowie.
Robertson. Kant could be used here but remember he is a Christian who is a philosopher not a Christian philosopher.
= Innovative teaching idea
= Stretch and challenge opportunity idea
= ICT opportunity. The influences of genetics, psychology, environment or social conditioning on moral choices. Divide class into four groups each group to write a different essay. ‘To what extent are people conditioned by … (Genetics, psychology, environment or social conditioning)’ (30) Peer mark the essays.
Ask students to use the essays from other groups to produce a summary of each influence and evaluate the strengths and weaknesses of each. Some A level Psychology text have this information.
The implications of these views for moral responsibility. Ask students to explain what they think the term ‘moral responsibility’ means. Group students so that there is at least one from each group from the last lesson activity. Ask students to use their knowledge from the last lesson to decide what implications each of the influences might have on moral responsibility. Getting the students to discuss their ideas in groups helps to develop their ability to explain but they must write up their ideas at the end of the lesson.
The link between free will, determinism and moral responsibility. A good introduction to this is the idea of punishment for a crime. Should a person be punished for a crime if there are not morally responsible? (Recap Darrow) Ask students to evaluate how free a person needs to be before they have moral responsibility. Minority Report
The strengths and weaknesses of each approach. Evaluate the strengths and weaknesses of free will, hard and soft determinism. (30)
If we are not free to act can we still be morally responsible for our actions. (30)
Divide students into two groups, each groups writes one of the essays as a group. Then swap essays with the other group and peer mark. Write a list of strengths and weaknesses of each others essays.
Grading Criteria
Participation/Attendance 40%
Class Assignments 40%
Homework 20%
Total 100%
Grading Scale Grading requirements
A 100 -93
A- 92 – 90
B+ 89 – 88
B 87 – 83
B- 82 – 80
C+ 79 – 78
C 77 – 73
C 72 – 70
D+ 69 – 68
D 67 – 63
D- 62 – 60
F 59 and below
Library
All resources in Argosy University’s online collection are available through the Internet. The campus librarian will provide students with links, user IDs, and passwords.
Library Resources: Argosy University’s core online collection features nearly 21,000 full-text journals and 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. Many titles are directly accessible through the Online Public Access Catalog at http://library.argosy.edu. Detailed descriptions of online resources are located at http://library.argosy.edu/libweb/resources/
In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Online Public Access Catalog. Catalog searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.
Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach students fundamental and transferable research skills. The tutorial consists of five modules where students learn to select sources appropriate for academic-level research, search periodical indexes and search engines, and evaluate and cite information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosy.edu/infolit/
Academic Policies
Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.
Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.
Americans with Disabilities Act Policy
It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request.
Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.
The Argosy University Statement Regarding Diversity
Argosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds.
COURSE SYLLABUS
PSY101
History and Systems
Faculty Information
Faculty Name: Julie Lindner, Scott Lovelace, June Hernandez, Chris Tucker
Campus: Salt Lake City
Course description: This is a survey course in the history and application of physiological psychology, a requisite assignment for PP 7000. Students will become thoroughly acquainted with the historical development of physiological psychology, key contributors and how physical science is used in contemporary clinical practice.
Course Pre-requisites: None
Required Textbook:
All course materials will be provided by the instructors.
Course length: 7.5 Weeks
Contact Hours: 45 Hours
Credit Value: 3.0
Program Outcomes:
Program Outcome One: Professional Practice
Competency 1 Assessment and Skills
Formulate assessments of psychological functioning and apply therapeutic intervention strategies when working with individuals, couples, families, and groups, toward the development of optimal mental health.
Competency 2 Theory
Synthesize and apply psychological and developmental theories to therapeutic intervention strategies.
Competency 3 Writing
Employ appropriate media and technology when presenting information orally and in writing, so that the presentation is concise, organized, well supported, professional, and appropriate to the audience.
Program Outcome Two: Research
Competency 1 Analyze research, translate research findings, and conduct research for improvement of counseling psychology services using statistics and evaluation methods.
Program Outcome Three: Interpersonal Effectiveness and Professional Development
Competency 1: Students will develop positive relationship skills that promote personal and professional development via effective communication, encouragement, empathy, respect for others, self-awareness, and other-awareness.
a. Apply active listening communication skills in interpersonal scenarios to establish empathetic relationships.
b. Analyze the importance of effective nonverbal communication skills in interpersonal relationships.
c. Solicit and utilize feedback to build and maintain interpersonal relationships.
Competency 2: Participate in professional development activities in the discipline of counseling psychology to reflect lifelong learning.
Program Outcome Four: Ethics
Competency 1. Using the American Counseling Association’s Standards of Practice /or the American Psychological Association’s Ethical Code, as well as, and local state law as it applies to the behavior of mental health professionals, identify ethical dilemmas, interpret the standards of practice to apply ethical decision-making strategies while engaging in professional activities.
Program Outcome Five: Diversity
Competency 1 Multicultural Skills
Develop assessment, counseling, and consultation services by applying counseling and multicultural theories and research to diverse populations, and modifying counseling interventions as needed to work effectively with diverse clients.
Competency 2 Multicultural Awareness
Reflect and integrate personal values, beliefs and biases in working with clients as well as in interpersonal relationships with others.
Competency 3 Multicultural Knowledge
Synthesize the complexity and multidimensionality of cultural/diversity issues in the field of counseling psychology while working with clients as well as interpersonal relationships with others.
Course Objectives:
Suggested teaching time 7 hours Topic Free Will and Determinism
Topic outline Suggested teaching and homework activities Suggested resources Points to note
Hard Determinism , Soft determinism and libertarianism Ask students to define ‘free will’. What does it mean? Are people free to act? What stops people from being free? Can they be both free and constrained?
Define hard and soft determinism and libertarianism. Students will need to be able to explain each concept and give examples. Robertson.
www.dialogue.org.uk
The views of Darrow, Honderich, Hume, Kant, Leibniz and Locke. Give students a thinker each to research. Each student needs to provide a handout and a presentation on the ideas of the thinker.
Handouts need to include pictures to explain and illustrate the concepts which help to consolidate knowledge. Philosophers online.
ICT opportunity
Theological determinism (predestination) and religious ideas of free will. Ask students if God controls their actions and/ or destiny? Why/ why not? Explain the concept of theological determinism. Evaluate the theory. List the strengths and weaknesses for each idea. Bowie.
Robertson. Kant could be used here but remember he is a Christian who is a philosopher not a Christian philosopher.
= Innovative teaching idea
= Stretch and challenge opportunity idea
= ICT opportunity. The influences of genetics, psychology, environment or social conditioning on moral choices. Divide class into four groups each group to write a different essay. ‘To what extent are people conditioned by … (Genetics, psychology, environment or social conditioning)’ (30) Peer mark the essays.
Ask students to use the essays from other groups to produce a summary of each influence and evaluate the strengths and weaknesses of each. Some A level Psychology text have this information.
The implications of these views for moral responsibility. Ask students to explain what they think the term ‘moral responsibility’ means. Group students so that there is at least one from each group from the last lesson activity. Ask students to use their knowledge from the last lesson to decide what implications each of the influences might have on moral responsibility. Getting the students to discuss their ideas in groups helps to develop their ability to explain but they must write up their ideas at the end of the lesson.
The link between free will, determinism and moral responsibility. A good introduction to this is the idea of punishment for a crime. Should a person be punished for a crime if there are not morally responsible? (Recap Darrow) Ask students to evaluate how free a person needs to be before they have moral responsibility. Minority Report
The strengths and weaknesses of each approach. Evaluate the strengths and weaknesses of free will, hard and soft determinism. (30)
If we are not free to act can we still be morally responsible for our actions. (30)
Divide students into two groups, each groups writes one of the essays as a group. Then swap essays with the other group and peer mark. Write a list of strengths and weaknesses of each others essays.
Grading Criteria
Participation/Attendance 40%
Class Assignments 40%
Homework 20%
Total 100%
Grading Scale Grading requirements
A 100 -93
A- 92 – 90
B+ 89 – 88
B 87 – 83
B- 82 – 80
C+ 79 – 78
C 77 – 73
C 72 – 70
D+ 69 – 68
D 67 – 63
D- 62 – 60
F 59 and below
Library
All resources in Argosy University’s online collection are available through the Internet. The campus librarian will provide students with links, user IDs, and passwords.
Library Resources: Argosy University’s core online collection features nearly 21,000 full-text journals and 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. Many titles are directly accessible through the Online Public Access Catalog at http://library.argosy.edu. Detailed descriptions of online resources are located at http://library.argosy.edu/libweb/resources/
In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Online Public Access Catalog. Catalog searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.
Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach students fundamental and transferable research skills. The tutorial consists of five modules where students learn to select sources appropriate for academic-level research, search periodical indexes and search engines, and evaluate and cite information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosy.edu/infolit/
Academic Policies
Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.
Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.
Americans with Disabilities Act Policy
It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request.
Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.
The Argosy University Statement Regarding Diversity
Argosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds.
History of Psychology Curriculum Guide
The Unconscious.
Psychology Curriculum Guide for Secondary grade levels 10-12
Lesson 1:Introduction and lead in activities to topic of UnconsciousObjective: 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 lessons
Our 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:
1. 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:
1. Use articles from past assignments and those emailed to them to create the time line.
Independent:
1. Divide students up into small to discuss and complete time line.
Assess:
1. 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:
1. Using NLP hypnosis, students will follow the teacher through a NLP metaphor describing the guided imagery and imbedded commands.
Guided:
1. Have the students practice by guiding them through the process.
Independent:
1. 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:
1. 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.
2. 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:
2. 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:
2. 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:
2. 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:
2. 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.
Overview
The 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
For Change
© Men For Change
Psychology Curriculum Guide for Secondary grade levels 10-12
Lesson 1:Introduction and lead in activities to topic of UnconsciousObjective: 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 lessons
Our 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:
1. 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:
1. Use articles from past assignments and those emailed to them to create the time line.
Independent:
1. Divide students up into small to discuss and complete time line.
Assess:
1. 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:
1. Using NLP hypnosis, students will follow the teacher through a NLP metaphor describing the guided imagery and imbedded commands.
Guided:
1. Have the students practice by guiding them through the process.
Independent:
1. 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:
1. 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.
2. 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:
2. 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:
2. 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:
2. 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:
2. 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.
Overview
The 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
For Change
© Men For Change
The Metaphor of the Onion
Dear Growing Together:
I am attempting to land safely, orbiting closer to earth each day.
My blog has grown exponentially and my yard is magnificant.
My body is actually healing in miraculous ways I never expected as more
and more painful epiphony's break through my defenses and leave me less surpressed.
THe medications are getting me 6 to 7 hours of sleep and rest;
hot showers or tubs relieve the muscle pain I earn from digging, mowing, bending, stretching
-- real physical pain that can be relieved by real physical measures.
My eye lid surgery and associated black eye is healing.
The dermititis and exima on my finger tips flared up in response to some memories
and the doctor gave me a couple of RX to deal with that as well and reliving the memories in my now state has helped with the psychosis.
The old expression that therapy is like pealing an onion is back wards.
The actual metaphor should be I am the center core of the onion,
that is my only world, and as insights come, progress is made
the onion layers are pealed back from the inside layers
making the central core area larger and larger.
Each layer that is removed, from the center out, allows more translucent light to shine through,
more space to move, create and think clearly, and growth to take place.
Even at my age, and even at my mother's age of 92
the onion continues to peal or rot from the inside.
If it is not pealed that way, then new green shoots sprout out in an attempt at new life,
creating new personalitiies and disassociation and fugue.
See "clipart onions" for illustrations
I am attempting to land safely, orbiting closer to earth each day.
My blog has grown exponentially and my yard is magnificant.
My body is actually healing in miraculous ways I never expected as more
and more painful epiphony's break through my defenses and leave me less surpressed.
THe medications are getting me 6 to 7 hours of sleep and rest;
hot showers or tubs relieve the muscle pain I earn from digging, mowing, bending, stretching
-- real physical pain that can be relieved by real physical measures.
My eye lid surgery and associated black eye is healing.
The dermititis and exima on my finger tips flared up in response to some memories
and the doctor gave me a couple of RX to deal with that as well and reliving the memories in my now state has helped with the psychosis.
The old expression that therapy is like pealing an onion is back wards.
The actual metaphor should be I am the center core of the onion,
that is my only world, and as insights come, progress is made
the onion layers are pealed back from the inside layers
making the central core area larger and larger.
Each layer that is removed, from the center out, allows more translucent light to shine through,
more space to move, create and think clearly, and growth to take place.
Even at my age, and even at my mother's age of 92
the onion continues to peal or rot from the inside.
If it is not pealed that way, then new green shoots sprout out in an attempt at new life,
creating new personalitiies and disassociation and fugue.
See "clipart onions" for illustrations
Assertiveness or aggrssion?
Assertiveness or aggrssion?
From time to time I get so fed up with being bullied and pushed
around by people with power or who think they have power that
just for my own mental health I have to push back.
Since $290 is not really the issue, and would not be worth my
time and effort to pursue I am not going to file any charges in
small claims court. But I want you to be very clear about this,
It is not because of your threat. It is that kind of threat that would usually push me to go ahead and file against you just on principle.
I know and you know you suffered no damages. I know and you
know that I know that you were dishonest. My not believing y you
has nothing to do with whether I trust Arizona Retirement. That
logic and reasoning is non sequetor.
If you compare your letters there are so many inconsistencies
that you would never stand up even in a mini court. The letters
also show the disorganization of your own office in that you
didn't even have a contract, there was no paper work which would
have had a phone number or contact number, and the whole thing
about the dates of your bill. As you well know, I sent the check
by return mail when I received the billing from you, which was
what we had agreed to on the phone because I needed an exact
amount to fill in my check.
It is this sort of thing in general that is the impetus for all
the lawyer jokes. It's not the big cases, the ambulance chasing
or getting criminals off, nearly as much as the continual
harassment and taking advantage of the smaller clients, knowing
that the amount in dispute is less than most people are willing
to squabble about. When attorneys’ push it to the limits of ethics
they are following our president’s example, with "Clintonese
style reasoning and wording.
I just want you to know I don't appreciate your misguided
efforts to bully me. It would have been so much better had you
used that skill in your initial letter to Arizona, which came out
rather careless and bland.
Posted by LoLyn at 3:42 AM
0 comments:
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▼ 2009 (37)
▼ April (34)
early onset bipolar disorder
Reframing lost love
DSMIV Website
James Phelps. M.D. psycheducation.org
Onion Metaphor
Myths and misnomers
Pure hypocrisy I have been ill, physically ...
Just Back Off, will you.
Doin the fugue
Family traits are the same all over the World
Victimzation trauma
This is a public apology to all the principals, st...
onions and healing
The Elephant has left the building
My mother's psycopathology
The medical practioner must be updated and in the ...
Subject: Re: as I turn back into a lab rat Dea...
Conceptualization of a psychotic manic episode
Bi polar information website a must
Bi Polar LIfe Time Poem by LoLyn 1990
Flowers For Algernon
Why use a counselor?
post surgical education dream
subatomic healing visualization
All about Bi Polar and more than you ever knew
Insights of a single woman in her 40's
Assertiveness or aggrssion?
Insights of a female with Bi Polar Disorder
Insights of a female client on self defeating beha...
Insights of a female with Manic Boarderline
Reframing lost love
My perception of mother
Arecept withdrawal
Bipolar III
► March (3)
BiPolar Disorder early onset in children
physiological psychology, History of psych curricu...
The Unconscious. Curriculum Guide, History of Psy...
About Me
LoLyn
You'll learn more than you want to know about me as you read my blogs. I am turning 60 this April, and have lived 60 years of experiences and adventures, not the same year 60 times, as so many have.
View my complete profile
From time to time I get so fed up with being bullied and pushed
around by people with power or who think they have power that
just for my own mental health I have to push back.
Since $290 is not really the issue, and would not be worth my
time and effort to pursue I am not going to file any charges in
small claims court. But I want you to be very clear about this,
It is not because of your threat. It is that kind of threat that would usually push me to go ahead and file against you just on principle.
I know and you know you suffered no damages. I know and you
know that I know that you were dishonest. My not believing y you
has nothing to do with whether I trust Arizona Retirement. That
logic and reasoning is non sequetor.
If you compare your letters there are so many inconsistencies
that you would never stand up even in a mini court. The letters
also show the disorganization of your own office in that you
didn't even have a contract, there was no paper work which would
have had a phone number or contact number, and the whole thing
about the dates of your bill. As you well know, I sent the check
by return mail when I received the billing from you, which was
what we had agreed to on the phone because I needed an exact
amount to fill in my check.
It is this sort of thing in general that is the impetus for all
the lawyer jokes. It's not the big cases, the ambulance chasing
or getting criminals off, nearly as much as the continual
harassment and taking advantage of the smaller clients, knowing
that the amount in dispute is less than most people are willing
to squabble about. When attorneys’ push it to the limits of ethics
they are following our president’s example, with "Clintonese
style reasoning and wording.
I just want you to know I don't appreciate your misguided
efforts to bully me. It would have been so much better had you
used that skill in your initial letter to Arizona, which came out
rather careless and bland.
Posted by LoLyn at 3:42 AM
0 comments:
Post a Comment
Newer Post Older Post Home
Subscribe to: Post Comments (Atom) Followers
Blog Archive
▼ 2009 (37)
▼ April (34)
early onset bipolar disorder
Reframing lost love
DSMIV Website
James Phelps. M.D. psycheducation.org
Onion Metaphor
Myths and misnomers
Pure hypocrisy I have been ill, physically ...
Just Back Off, will you.
Doin the fugue
Family traits are the same all over the World
Victimzation trauma
This is a public apology to all the principals, st...
onions and healing
The Elephant has left the building
My mother's psycopathology
The medical practioner must be updated and in the ...
Subject: Re: as I turn back into a lab rat Dea...
Conceptualization of a psychotic manic episode
Bi polar information website a must
Bi Polar LIfe Time Poem by LoLyn 1990
Flowers For Algernon
Why use a counselor?
post surgical education dream
subatomic healing visualization
All about Bi Polar and more than you ever knew
Insights of a single woman in her 40's
Assertiveness or aggrssion?
Insights of a female with Bi Polar Disorder
Insights of a female client on self defeating beha...
Insights of a female with Manic Boarderline
Reframing lost love
My perception of mother
Arecept withdrawal
Bipolar III
► March (3)
BiPolar Disorder early onset in children
physiological psychology, History of psych curricu...
The Unconscious. Curriculum Guide, History of Psy...
About Me
LoLyn
You'll learn more than you want to know about me as you read my blogs. I am turning 60 this April, and have lived 60 years of experiences and adventures, not the same year 60 times, as so many have.
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Self Destructive Behaviors SDBs
Self destructive behavior/ death wish/ "I am my pain"
Behavior in school setting repeated over and over by script in every job I've had has once more gotten me under fire. I knew it when I was doing it, I knew it when I got the call from the principal and I know how it will end. I don't want that to happen again in this life.'
when things get going really well, like the letter I wrote, or I get feeling really good and healthy I feel a panic feeling, and the basis of it seems to be, "What are you without your pain, emotional or physical" Not worth much.
Now , of course intellectually I don't want to get fired, or get sick or be back in the hospital, but the script is definitely playing and I feel helpless and out of control to do anything but go along.
Or rather, I guess, I refuse to do anything other than go along because sub consciously these are the things I want. This is not just copying out of a book, I recognize the thought pattern, I hear the inner voice pleading to get me sick enough to end up hospitalized.
If I am really sick, I don't have to take responsibility for my behavior. But when I am well, I behave nicely and feel good why do I still want to self destruct
Behavior in school setting repeated over and over by script in every job I've had has once more gotten me under fire. I knew it when I was doing it, I knew it when I got the call from the principal and I know how it will end. I don't want that to happen again in this life.'
when things get going really well, like the letter I wrote, or I get feeling really good and healthy I feel a panic feeling, and the basis of it seems to be, "What are you without your pain, emotional or physical" Not worth much.
Now , of course intellectually I don't want to get fired, or get sick or be back in the hospital, but the script is definitely playing and I feel helpless and out of control to do anything but go along.
Or rather, I guess, I refuse to do anything other than go along because sub consciously these are the things I want. This is not just copying out of a book, I recognize the thought pattern, I hear the inner voice pleading to get me sick enough to end up hospitalized.
If I am really sick, I don't have to take responsibility for my behavior. But when I am well, I behave nicely and feel good why do I still want to self destruct
Domestic violence in front of children/on children
Dear sis:
I don't know if I sent you this one;
I found it in my draft file.
After I wrote it I called mother and asked her about it.
She called me back a couple of days later and said she did remember
that one because of the broken window.
It happened so often she could not remember details on all of them.
But she said the boys were fighting and Daddy was
trying to stop them, but gave up and let them fight it out on the lawn
after they went through the window.
She said another time they let them fight it out was
the last time; they ended up nearly killing each other,
then hugging and didn't fight again.
I have another memory that fits in that time period;
I never associated the two before just now when I was talking about it to Steven.
I was in my little blue school dress with the peter pan collar,
standing in the door way, hiding behind the frame watching in horror,
as Daddy kicked and pummeled and stomped on my two brothers,
swearing and screaming at them.
They all three ended up going through the large glass window wall
onto the porch and continued scrambling and kicking and hitting and swearing.
I stood frozen. I've always thought it was my fear he would turn on me.
But I think it was my fear Duane would repay me.
I wonder if I told on the boys and Daddy went whacko,
and I blamed myself as my brother had done?
Oh, my God; what if he had killed one of them and gone to jail too.
I would not have had that kind of resiliency.
I would have been schizo for life.
I called mother and she said that happened a lot.
She never knew what triggered Daddy's manic abuse rampages,
but he never hit her or us.
When I was in fourth grade D had my teacher for early morning seminary
and hated him.
I liked the teacher, of course he talked to my brother and
after school my brother cursed me and I thought he was going to hit me.
In high school my brother was home from the Navy and I told a vampire joke
that I still think is funny, but he took it sexually and screamed at me
to go to my room. It took me years to understand how he understood it,
but even so it was way over board reaction.
It is all coalescing now as I sober up.
I'm so glad I wrote to you as I was having the "insights" to make a Gestalt.
-------Original Message-------
Reply: Dear sis,
I vividly remember the fighting and shoving someone through the window.
I remember them "fighting it out", very scary.
Other than that, I don't remember any specific incidences.
Daddy did hit me once. He slapped me in the face for something I said.
It wasn't brutal or anything, just one slap.
After that I would easily flinch when he talked to me, esp. if I was getting scolded.
Interesting; These are 50 year old memories never spoken of in our family.
Yet vividly remembered because of the significant emotional impact on our lives.
What extensive trauma there must have been on our two brothers.
No wonder D often thought he was a adopted, and felt rejected and unloved.
No wonder he hated and continues to teach his children to hate me,
the little princess who never got hit,
who Daddy loved and protected, who told on him when he molested me.
I feel nothing but sorry for my brothers now, the guilt and shame is gone,
I did nothing to create their hatred,
and I have never deserved their scorn no matter how disassociated they were
in offering it.
I don't know if I sent you this one;
I found it in my draft file.
After I wrote it I called mother and asked her about it.
She called me back a couple of days later and said she did remember
that one because of the broken window.
It happened so often she could not remember details on all of them.
But she said the boys were fighting and Daddy was
trying to stop them, but gave up and let them fight it out on the lawn
after they went through the window.
She said another time they let them fight it out was
the last time; they ended up nearly killing each other,
then hugging and didn't fight again.
I have another memory that fits in that time period;
I never associated the two before just now when I was talking about it to Steven.
I was in my little blue school dress with the peter pan collar,
standing in the door way, hiding behind the frame watching in horror,
as Daddy kicked and pummeled and stomped on my two brothers,
swearing and screaming at them.
They all three ended up going through the large glass window wall
onto the porch and continued scrambling and kicking and hitting and swearing.
I stood frozen. I've always thought it was my fear he would turn on me.
But I think it was my fear Duane would repay me.
I wonder if I told on the boys and Daddy went whacko,
and I blamed myself as my brother had done?
Oh, my God; what if he had killed one of them and gone to jail too.
I would not have had that kind of resiliency.
I would have been schizo for life.
I called mother and she said that happened a lot.
She never knew what triggered Daddy's manic abuse rampages,
but he never hit her or us.
When I was in fourth grade D had my teacher for early morning seminary
and hated him.
I liked the teacher, of course he talked to my brother and
after school my brother cursed me and I thought he was going to hit me.
In high school my brother was home from the Navy and I told a vampire joke
that I still think is funny, but he took it sexually and screamed at me
to go to my room. It took me years to understand how he understood it,
but even so it was way over board reaction.
It is all coalescing now as I sober up.
I'm so glad I wrote to you as I was having the "insights" to make a Gestalt.
-------Original Message-------
Reply: Dear sis,
I vividly remember the fighting and shoving someone through the window.
I remember them "fighting it out", very scary.
Other than that, I don't remember any specific incidences.
Daddy did hit me once. He slapped me in the face for something I said.
It wasn't brutal or anything, just one slap.
After that I would easily flinch when he talked to me, esp. if I was getting scolded.
Interesting; These are 50 year old memories never spoken of in our family.
Yet vividly remembered because of the significant emotional impact on our lives.
What extensive trauma there must have been on our two brothers.
No wonder D often thought he was a adopted, and felt rejected and unloved.
No wonder he hated and continues to teach his children to hate me,
the little princess who never got hit,
who Daddy loved and protected, who told on him when he molested me.
I feel nothing but sorry for my brothers now, the guilt and shame is gone,
I did nothing to create their hatred,
and I have never deserved their scorn no matter how disassociated they were
in offering it.
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