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Readings and Case Studies in Psychology to the Teacher GLENCOE UNDERSTANDING Psychology Readings and Case Studies in Psychology To the Teacher Readings and Case Studies serve as a supplement to material in the textbook and provide an in-depth look at important issues, experiments, and concepts in psy- chology. They also encourage students to develop their critical thinking abilities. Customize Your Resources No matter how you organize your teaching resources, Glencoe has what you need. The Teacher’s Classroom Resources for Understanding Psychology provides you with a wide variety of supplemental materials to enhance the classroom experience. The booklets are designed to open flat so that pages can be easily photocopied with- out removing them from their booklet. However, if you choose to create separate files, the pages are perforated for easy removal. The individual booklets supplied in Teacher’s Classroom Resources give you the flexibility to organize these resources in a combination that best suits your teaching style. Below are several alternatives. •Organize all resources by category (all tests, all enrichment and extension activities, etc., filed separately) •Organize all resources by category and chapter (all Chapter 1 activities, all Chapter 1 tests, etc.) •Organize resources sequentially by lesson (activities, quizzes, readings, etc., for Chapter 1, Chapter 2, and so on) Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such materials be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with the Understanding Psychology program. Any other reproduction, for sale or other use, is expressly prohibited. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, Ohio 43240-4027 ISBN: 978-0-07-875367-1 MHID: 0-07-875367-8 Printed in the United States of America. 1 2 3 4 5 6 7 8 9 10 047 10 09 08 07 ii Contents Reading 1: Ethics in Psychology ....................................... 1 Case Study 1: Early Investigations into Psychological Oddities ............... 3 Reading 2: Falsifiability.............................................. 6 Case Study 2: First Impressions ....................................... 9 Reading 3: American Child Care Today................................. 11 Case Study 3: Body Image and Dieting in Children ....................... 14 Reading 4: Teenagers in Crisis........................................ 17 Case Study 4: Hormones and Depression............................... 19 Reading 5: Creativity and Aging ...................................... 21 Case Study 5: Generativity Among Refugees and Survivors ................. 23 Reading 6: Reversing Stroke and Spinal Cord Damage..................... 26 Case Study 6: Dual-Brain Psychology .................................. 28 Reading 7: Cross-Cultural Studies of Sleep .............................. 31 Case Study 7: Self-Hypnosis ......................................... 34 Reading 8: Weightlessness and Perception .............................. 36 Case Study 8: Perfect Pitch .......................................... 39 Reading 9: Different Outlooks........................................ 41 Case Study 9: Conditioning Aggression ................................ 44 Reading 10: Remembering Details .................................... 46 Case Study 10: Eyewitness Testimony.................................. 48 Reading 11: Sound Patterns ......................................... 51 Case Study 11: Peacekeeping with Words ............................... 54 Reading 12: The Excited Brain ....................................... 56 Case Study 12: Facial Expressions..................................... 59 Reading 13: Change in Japanese College Admissions Policies ............... 61 Case Study 13: Who Is Intelligent? .................................... 63 Reading 14: Type T Personalities...................................... 65 Case Study 14: Can Personality Traits Predict Adult Career Success? .......... 68 Reading 15: Stress Out of Place....................................... 71 Case Study 15: Juror Stress .......................................... 73 Reading 16: The Hunt for Mood Genes................................. 75 ight © by The McGraw-Hill Companies, Inc. Companies, The McGraw-Hill ight © by r Case Study 16: Panic Disorder ....................................... 77 py Co Reading 17: Modifying Orangutan Behavior............................. 79 Case Study 17: Family Therapist and School Counselor Work as a Team ....... 81 iii Reading 18: What Makes a Good Marriage? ............................. 84 Case Study 18: Culture and Conflict Resolution .......................... 87 Reading 19: Who’s Steering the Ship? .................................. 89 Case Study 19: Parental Involvement and Students’ Aggressive Behaviors...... 92 Reading 20: Folklore, Gossip, and the Internet ........................... 95 Case Study 20: “The Jury Will Disregard That!” ........................... 98 Reading 21: Steve Blass Disease ..................................... 100 Case Study 21: “Can I Get Some Service Here?” ......................... 102 Answer Key ..................................................... 105 Co py ri ght © by The McGraw-Hill Companies, Inc. Companies, The McGraw-Hill ght © by iv Name __________________________________ Date ______________ Class _______________ READING Ethics in 1 Psychology Directions: Read the following selection, then answer the questions that follow. Psychology, like most professions, has a code of professional conduct that governs the actions of members of the profession. Would the ethical conduct of a psychologist be an important factor in your decision to seek advice from him or her? It should be. Psychologists who operate unethically may do you more harm than good. What does it mean to be ethical? People who are ethical use a set of moral values to guide their decision making. Ethical psychologists use the Ethical Principles of Psychologists and Code of Conduct developed by the American Psychological Association (APA) as a basis for their professional conduct. Although this document does not address every possible ethical and unethical action, it does provide a framework in which psychologists can make decisions about their conduct. According to Gerald Koocher and Patricia Keith-Spiegel, the main principles that should guide a psychologist’s ethical behavior include the following: 1. Doing no harm (nonmaleficence). Through standards necessary in fiduciary [based on commission or omission, psychologists strive trust] relationships. When psychologists are to benefit those with whom they work, at the straightforward, sincere, candid, and without same time taking care to ensure that the intent to mislead or deceive anyone, ethical potential for damage is eliminated or mini- action is more likely. mized to the greatest extent possible. 6. According dignity. Psychologists view others 2. Respecting autonomy. The rights of individu- as worthy of respect. This enhances the prob- als to decide how to live their lives as long as ability that decisions will be ethical. their actions do not interfere with the welfare 7. Treating others with caring and compassion. of others is accepted by psychologists as an Psychologists should be considerate and kind ultimate goal of clients, students, research to those with whom they work, yet maintain participants, and others with whom psycholo- professional boundaries. gists work. Members of our profession are 8. Pursuit of excellence. Maintaining compe- often in the business of moving those with tence, doing one’s best, and taking pride in whom we work toward greater independence one’s work are important in ensuring high- and self-reliance. quality professional services, as well as pro- 3. Benefiting others. All decisions that psycholo- viding hedges against unprofessional and gists make should have the potential for a unethical actions. positive effect on others. Often, this principle 9. Accepting accountability. Psychologists who must be balanced against doing no harm, act with a consideration of possible conse- respect for autonomy, available resources, quences, who accept responsibility for and utility. actions and inactions, and who avoid shifting 4. Being just. Actions should be fair and equi- blame or making excuses are acting with table. Others should be treated as psycholo- integrity. Putting principles over expediency is gists would want to be treated under similar sometimes the longer and more arduous [diffi- circumstances. cult] route, but in the long run it is the one 5. Being faithful. Issues of fidelity, loyalty, truth- that ensures self-respect. fulness, and respect for those with whom psy- Source: Koocher, G., & Keith-Spiegel, P. (1998). Ethics in Psychology. chologists work converge to form the delicate London: Oxford University Press, 4–5. ight © by The McGraw-Hill Companies, Inc. Companies, The McGraw-Hill ight © by r py Co (continued) 1 Name __________________________________ Date ______________ Class _______________ Understanding the Reading Directions: Answer the following questions in the space provided. 1. What do psychologists use to identify ethical and unethical behavior? 2. What is ethical behavior? 3. In what two ways do the principles say psychologists could do harm? Thinking Critically Directions: Answer the following questions in the space provided. 4. Which of the items on the list could be viewed as general ethical principles that
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