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.