PSY 207 - Applied Psychology

1. Articulate the philosophical basis for the major approaches to psychological inquiry (e.g., behavioral, cognitive, physiological).
   
   
2. Label and explain the steps of the scientific method, including control conditions, quantifiable dependent measures, identification of independent variables with operational definitions, sampling techniques, subject selection and assignment, and basic procedures. Apply these steps to the main varieties of empirical methodology.
   
   
3. Understand the basic processes by which external stimuli become internal and so contribute to cognition, information processing and intelligibility of the surrounding world. This includes demonstration of a working knowledge of the sensory systems, and their influence on the production of behavior, with consideration of such interpretive operations as top-down and bottom-up processing. Identify potential disrupters of perceptual systems, such as chemicals or trauma.
   
   
4. Describe the major approaches to understanding behavioral processes involved in learning and memory, including the historical bases and empirical techniques of each, as well as the philosophical similarities and differences. Apply each of these approaches to the modification of undesirable behavior patterns, either in groups or interpersonal settings.
   
   
5. Discuss the historical and contemporary bases for determining intelligence (i.e., testing and evaluation). Incorporate notions of validity, reliability and significance. Evaluate the impact of the various methods and approaches to understanding the concept of intelligence and discuss the potential individual, educational, societal and political impacts. Elaborate on the various proposed types of intelligence. Also, discuss the appropriateness and significance of using these testing tools in the workplace.
   
   
6. Present the major theories regarding cognitive processes related to problem solving. Apply these techniques to real-life problems.
   
   
7. Identify the various stages encountered during a normal course of development for a human being. Discuss the major theories regarding cognitive and physical development and their interactions. Also, present the evidence for events that will interrupt normal developmental outcomes (e.g., teratogens).
   
   
8. Present the evidence for the evolution of emotions in humans and non-humans. Include cross-cultural evidence for primary and secondary emotions and their uses as communication, both in organizations and interpersonal situations.
   
   
9. Evaluate the various models for determining the motivational state of an individual, with attention to the various types of motivation. Include a thorough presentation of the importance of understanding individual motivations for personal and societal purposes (e.g., relationships with co-workers, justice system).
   
   
10. Identify the different sources of stressors and analyze the potential effects of adjustment strategies for physical and psychological health. Discuss these issues in terms of impact on behavior as well.
    
    
11. Identify the major psychological disorders, their symptoms and hypothesized causes. Critically evaluate the various therapeutic approaches proposed for each, with consideration of which treatment is currently considered optimal.
    
    
12. Discuss the key components of verbal and non-verbal communication systems. Incorporate strategies for improving listening as well as message delivery to avoid miscommunication.
    
    
13. Summarize the research regarding the influence of group dynamics on the behavior of individuals. Evaluate methods for maximizing efficiency of working within groups for positive results and avoiding behaviors that result in disharmony and dissatisfaction within the group.

Measurements for PSY 207: Applied Psychology

Students will demonstrate their knowledge in these areas through:

1.  formal examinations, which include objective questions and short answers;
   
   
2. analysis of case studies and applied situations requiring problem solving, both on a group and individual level;
   
   
3. articulation of ideas and concepts through verbal class participation; and
   
   
4. exposure to assessment tools through active participation (e.g., completing personality inventories).