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High School Psychology Elective. Bulletin No. 272. Montgomery County Public Schools, Rockville, Md. Curriculum Es

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High School Psychology Elective. Bulletin No. 272. Montgomery County Public Schools, Rockville, Md. Curriculum Es DOCUMENT RESUME ED 113 238 SO 008 621 TITLE High School PsyChology Elective. Bulletin No. 272. INSTITUTION Montgomery County Public Schools, Rockville, Md. REPORT NO Bull-272 PUB DATE 74 NOTE 199p. EDRS PRICE M17-$0.76 BC-$9.51 Plus Postage DESCRIPTORS Curriculum es; *Elective-Subjects; Humanistic Education; H n Relations; Individual Development; Learning A _ties; Motivation; Perception; Personali y; *Psychology; *Schedule Modules; Secondary Education; Social Influences; *Social Sciences; Teaching Techniques ABSTRACT The main focus of this secondary-level psychology' course is that of enhancing student interest in and understanding of psychological concepts, principles, and'hypOtheses through exploration of their relationship to current and arresting topics and problems, including problems of individual development and interpersonal relations. The curriculum guide begins with a prerequisite introductory unit. Specific units following the introduction indlAde (1)perception, (2) motivation,(3) learning, .(4) thinkingy(5) developmental aspects, 46) personality, and (7) social influences. Within each of the major unit'tcpics are several subtopics. The course revolves around a module system of instruction covering one or several lessons. Each module contains the central principle, key terms, instructional objectives, activities, - normal-abnormal continuum, evaluation exercises, and references. A bibliography concludes the guide .which lists the books referred to in the lessons and activities. (Author/JR) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not avairable from other sources. ERIC makes every effort * * to obtain the best copy Available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * via theERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original documerit. Reproductions * * supplied by EDRS are the best-that can be made from the original. *********************************************************************** u 5 DEARTMENT OF NELTN ED.UCATNON WELERE NATiONAL 5NSTiTUTE EDUCATION DEEN QEPRO Electivc :ED Ext.". s 5 NECE vED PROM EPEQ:(=%"..Q CQGA% %A 0% OE D,N - S5 E 4+, Ok Ok,,,ONS 't.'Ef. %Er ES,Ak ,Y REPRE C CNA, NS", 'E OP 0,; ',C.N :fa POL, Ne.Doer* /c1 Z 1/y.rri - A..D ZA. AC,PEEvE..'S %A,CAA, tN s"/TE CA PJ.'HEP ,JC '.E E.' SY`,IM kE , Ny. BULLETIg NO. 272 00002 HIGH SCHOOL PSYCHOLOGY ELECTIVE 3ulletin No.' 272 Montgomery County Public Schools Rockville, Maryland / Homer 0. Elseroad IV Superintendent of Schools 00003 Copyright 1974 by the Board of Education of Montgomery County Rodkville, Maryland I 00004 FOREWORD With the number of electives otfexed in high schools rapidly increasing, the devel- opment of a course of study for yet another elective presents many problems, viz., prqblems of scope, continuity and integration, questions about the purpose of the course, of electives in curriculum, and of education itself. When that elective is the discipline of psychology, the problems are compounded by the nature of the field itself, particularly its identification with self-study in ways that are more direct or more profound than are likely to occur in other fields of study. Workshop members have tried to keep these problems in mind while struggling with creating a course framework solid enough to give the teacher support yet flexible enough to permit varying course purposes and instructional approaches. Any course of study should invite amplification, particularly with regard to its suggested activities and evaluation exercises, and continuing revision. In addition, this course of study points to possibilities for the development of additional modules along the lines indicated by the framework for the course. These possibilities include both modules indicated by the framework but not yet developed and alternate modules for those already developed within the framework. This course of study was developed, mainly during the summers of 1971, 1972, and 1973, by: Miss Terry Amdur Teacher Winston Churchill High School (summer 1972) Mr. Eugene Beach, Jr. Student John Fitzgerald Kennedy High School (summer 1971) Mrs. Jane Bennett Teacher Charles. W. Woodward High School (summer 1971) Mr. Paul4Bernstein Teacher Walt Whitman High School 4f (summer. 1971) Mrs. Barbara B. Crary Psychology Division of Psychological Services Intern (summer 1972 part-time) Mr. Scott Crary Psychology Division of Psychological Services Ii vern (summer 1972 part-time) Mr. Joel Crausman Psychologist Lynnbrook Office of Pupil Services (summer 1971 part-time) Mrs. Judy Plows Teacher Robert E. Peary High School (summer 1973) Dr. Mollie J. Robbins Psychologist Division of Psychological Services (summer 1971, 1972, and 1973) Mr. Andrew Roberts Teacher Robert E. Peary High School (summer .1972) Dr. Donald Schaeffer Psychologist Division of Psychological Services (summer 1972 part-time) Dr. Daniel Solomon Psychologist Division of Psychological Services (summer 1972 part-time.) Dr. Geouge Usdansky Coordinator Department of Curriculum and Instruc- Div. of New tion (summer 1971, 1972, and 1973) Programs Mr. Daniel Wasserman Student Wheaton High School-University of \\, Maryland (summer 1972 and 1973) iii 00005 4 TABLE OF CONTENTS Page Foreword iii Introduction vii Units Prerequisite Unit - I troduction to Psychology P-1 Unit I Percepti I-1 Unit II - Mot II-1 Unit III III-1 Unit IV-1 lopmental Aspects V-1 'Unit VI personality VI-1 UnitVII Social Influences VII-1 Glossary G-1 Bibliography B-1 16. (12 v 00006 INTRODUCTION PURPOSES AND. LIMITATIONS OF THE PSYCHOLOGY ELECTIVE Among statements justifying the introduction of a course in psychology at the high school level, three general purposes stand out: 1. To teach important ideas and principles of psychology, often through textbook coverage, at/the same time familiarizing the student with the academic and vocational choices in and allied with the field of psychology 2. To teach about the investigative approach to behavior: observation, formulation of hypotheses, setting up experimental situations, gathering and analyzing data 3. To teach psychological information and applications in a self-improvement context, most often applications intended to enhance interpersonal rela- tions in the areas of p4er relations, dating, marriage, career choice, parenthood ecf These general purposes are not mutually exclusive, but the time limitation of a semester coury makes it impossible to pursue all three in any depth. The teacher should consid6t which purpose or combination of these purposes best lends itself to the needs and expectations of the students taking the course and to his own training and interest in psychology. The first purpose listed includes the many courses aimed at acquainting the stud4nt with the field of psychology as a discipline and/or as a possible profession for the student. Of the three, it is probably the one tied most often to an academic instructional approach. Although this need not be the approach chosen, the implied purpose of "covering" the field may help tie it to this approach. A teacher who emphasizes this purpose in this course should consider the need for selectivity with regard to the many fields and professions within psychology (clinical, experi- mental, educational, industrial, etc.) and with regard to the traditional areas of study within psychology (learning, motivation, personality, perception; etc.). The second purpose has its own difficulties. It is more limited in its appeal than the others (the student who chooses a course in psychology may not anticipate this emphasis at all). It requires some work with statistics; and it immediately raises the issue of the proper context for an emphasis on method: should it be within psychology, within the behavioral sciences, within science as a whole, or integrated even more broadly within the curriculum? The issues in emphasizing the third purpose may not be more complex than those in the others, but they are more salient and sensitive because this purpose is most likely to encompass current efforts to emphasize the affective domain in instruc- tion, to "personalize" the course, to make it relevant. These efforts range from traditional means of making the course interesting (individual projects, group discussion, applications to current events) to the elicitation of strong emotional responses calculated to substantially alter behavior patterns. Among the means for achieving the latter are group interactions of the kind referred to in a memorandum vii. 00007 from D ;. Tarallo, associate superintendent for administration-titleat time of memo was assistant superinteneent) to all principals, dated February 16, 1971, and herein quoted in full:_. MEMORANDUM To: All Principals From: Joseph...J. Tarallo, Assistant Superintendent for Administration Subject:.Sensitivity Training and Other Group Psychotherapy Techniques It is acknowledged that a variety of professional viewpoints exist concerning sensitivity training activities and their usefulness in an educational setting. In the absence of consensus of professional and/or substantial research evidence to support their use in a public school setting, it hasbeen decided that sensitivity training will be prohibited inany MCPS setting for staff members of students unless approved in writing by this office forunusual and imperative reasons.
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