Curated Video Collection for OpenStax Psychology 2e
This resource includes 3-5 videos per chapter of OpenStax Psychology 2e, curated by Professor Xin Zhao of Salt Lake Community College. Each listing provides the name of the video, the source, a summary, and some ideas for activities, questions, or discussions.
Our goal was to provide flexibility for faculty on how to deploy the videos. The videos could be incorporated into an online lecture to illustrate a concept or stimulate student discussion. Instructors may want to assign the videos and questions to be viewed before meeting online or they may assign the videos to be viewed and ask students to respond to the assigned questions. Or they could be listed within the content of an online learning environment as preparation, instructional content, or post-lecture viewing.
Note that since they are hosted on YouTube, some of the videos contain advertisements. Also, these should be considered enrichment items, and the material aligns with but does not exactly match the textbook content. Finally, as you may know, the textbook itself does contain links to other videos via the Link to Learning.
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
1IntroductiontoPsychologyIntroduction
1.1 WhatIsPsychology?1.2 HistoryofPsychology
IntrotoPsychologyCrashCoursehttps://youtu.be/vo4pMVb0R6MSummary:CrashCourseexplainsthedefinitionandhistoryofthefieldofpsychologyActivity
a. Beforethevideo,askstudentswhattheyknowaboutpsychology.Haveeachstudentwritedownonenameoridearelatedtopsychologyontheboard,thenwatchthevideoandaddanyotherimportantconceptsontheboardduringthevideo.Overviewalltheconceptsontheboardwiththeclassafterthevideo.
b. Askstudentstopreparetotakenotesduringthevideo,jotdownanythingmentionedinthevideotheyhaveheardbefore.Attheendofthevideo,takeapollofthedifferentideasthathavebeenmentioned.Elaborateandexplainwhatwillbecoveredinthiscourseandanymisconceptionspublicmighthaveregardinganyspecifictopic.
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
HowtogetintoaClinicalPsychologyPh.D.program.Dr.RheedaWalkerhttps://youtu.be/-b3RGW9VFb4Summary:AcollegepsychologyprofessordiscussesthenecessarypreparationtogetintoaPh.D.programinclinicalpsychologyActivity
a. DiscusswhyaPh.D.programinpsychologyissocompetitivetogetintotoday,e.g.,beinginherentlyinteresting,largeundergraduatepopulation,limitedresearchfunding,limitedemploymentopportunities,etc.
b. Discusstheimportanceofresearchpreparationandwaystoobtainresearchexperienceswithfaculty.
1.4CareersinPsychology
TenthingstoknowbeforebecomingapsychologistThePsychShowhttps://youtu.be/neeh0Acc3j0Apsychologistwhopracticedfor15yearsdiscussthingshewishheknewbeforeenteringintotheprofession.
1. Activitya. Whatwasthemostsurprisingfactaboutbeingapsychologist?b. Discussthenecessarytrainingandeducationtostartacareerinpsychology,
e.g.,Bachelordegrees,researchexperience,Master/Ph.D.,practicumtraining,pre-docinternship,post-doctraining,etc.
1.3 Contemporary Psychology
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
2PsychologicalResearchIntroduction
2.1WhyIsResearchImportant?
WhyresearchisimportantinpsychologyPSYCHademiahttps://youtu.be/5Stkq9QNQFgPeopledon’toftenthinkofpsychologyasarealscience.Despiteskepticism,psychologyconductrigorousresearchthathasimportantimplications.
1. Activitya. Basedonthevideo,discussthedifferencesbetweenwhatpeoplethink
psychologyisversuswhatresearch-basedpsychologyactuallyis.b. Dividestudentsintosmallergroupsandcomeupwithexamplesthat
demonstratemythversusrealityinpsychology.
2.2ApproachestoResearch
CorrelationalvsExperimentalstudy,Howicecreamkills!DecisionSkillshttps://youtu.be/VMUQSMFGBDoTomakebetterdecisionsandimproveyourproblem-solvingskillsitisimportanttounderstandthedifferencebetweencorrelationandcausation.
1. Activitya. Explaininyourownwordswhyicecreamdoesnotcausecrimeincreaseor
forestfire.b. Breakclassintosmallgroups.Askhalfofthegroupstodesigncorrelational
studiesandtheotherhalfofthegroupstodesignexperimentalstudies.Discussandhelpstudentsimprovetheirstudydesigns.Discussthecriteriathatmaketheirstudyeithercorrelationalorexperimental.
2.4 EthicsPlaceboeffectTedEdhttps://youtu.be/z03FQGlGgo0
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
Theplaceboeffectisanunexplainedphenomenonwhereindrugs,treatments,andtherapiesthataren’tsupposedtohaveaneffect,yettheycanmiraculouslymakepeoplefeelbetter.Thisvideodiscussesthebenefitandutilityofplaceboeffect.
1. Activitya. Insmallgroups,designaresearchstudythatincorporatesaplacebo
component.b. Isitethicaltouseplacebototreatpatients?Whyorwhynot?
3Biopsychology
HowSSRIworksNeuroscientificallyChallengedhttps://youtu.be/uiXcAbrO8kUSummary:Thisisa2-minutevideothatdiscusseshowSelectiveSerotoninReuptakeInhibitors(SSRI)supposetoworkinthebrain,specificallyintreatingdepression.Activity
a. Asdiscussedinthevideo,SSRIsdon’tseemtofullyexplainhowitactuallyworksfordepression.Whatotherfactorsdoyouthinkhelppatientsimprove?
b. BasedonyourunderstandingofhowSSRIswork,whatotherbenefitsdoyouthinktheymighthavebesidestreatingdepression?Howmightitwork?
3.3PartsoftheNervousSystem
DivisionofthenervoussystemNeuroscientificallyChallengedhttps://youtu.be/q3OITaAZLNcSummary:Thenervoussystemhastwomajordivisions:centralandperipheral.Buttheperipheralnervoussystemisfurthersubdividedintothesomaticandautonomicnervoussystem,andtheautonomicnervoussystemisalsodividedintosympatheticandparasympatheticfibers.
1. Activity
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
a. Createafewscenariosthatstudentsmightencounterfromtimetotime,e.g.,beingstuckintraffic,gettingintoanargumentwithparents,witnessingacaraccident,etc.Quizstudentsaboutwhensympatheticandparasympatheticsystemmightbeatworkatdifferentpoints.
b. Discussreallifeexamples.Thinkaboutthedifferencesbetweensympatheticandparasympatheticnervoussystem.Whataresomeindicatorsthatoneofthetwosystemsisactivated?
3.5TheEndocrineSystem
HowhormonesworkEmmaBryce,TED-Edhttps://youtu.be/-SPRPkLoKp8
Summary:Overourlifetimes,ourbodiesundergoaseriesofextraordinarymetamorphoses:wegrow,experiencepuberty,andmanyofusreproduce.Behindthescenes,theendocrinesystemworksconstantlytoorchestratethesechanges.EmmaBryceexplainshowthissystemregulateseverythingfromyoursleeptotherhythmofyourbeatingheart,exertingitsinfluenceovereachandeveryoneofyourcells.Activity
a. Identifydifferentpartsoftheendocrinesystem,discusswithclasswhatwouldhappentotheindividualifaspecificendocrinepartwerenotfunctioningproperly.
b. Divideclassintosmallgroups.AssigneachgrouponepartoftheEndocrinesystem.Askeachgrouptoprepareandpresenttoclasstheanatomy,visualdisplayandfunctionoftheirpart.
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
4StatesofConsciousness4.1WhatIsConsciousness?
WhatisconsciousnessMichaelS.A.Graziano,TED-Edhttps://youtu.be/MASBIB7zPo4Summary:PatientP.S.sufferedastrokethatdamagedtherightsideofherbrain,leavingherunawareofeverythingonherleftside.Ifsomeonethrewaballatherleftside,shemightduck.Butshewouldn’thaveawarenessoftheballorknowwhysheducked.Wheredoesconsciousnesscomefrom?MichaelGrazianoexploresthequestionthathasvexedscientistsandphilosophersforcenturies.Activity
a. Askstudentstocomeupwithsomepossiblestatesofconsciousness(e.g.,beingawakeinclass,playingvideogameswhiledoinghomework,momentbeforefallingasleep,beinginacoma,etc.).Discusswithclasswheretheythinkthelineisdrawntodeterminewhetherapersonhasconsciousness.
b. Randomlydividetheclassintotwogroups,onesidearguesthatP.S.hasconsciousnessandtheothersidearguesthatP.S.doesn’t.
4.2SleepandWhyWeSleep
Whyit’simportanttosleepTechInsiderhttps://youtu.be/Y-8b99rGpkMSummary:SleepexpertMatthewWalkerbreaksdownthemanyeffectsofsleepdeprivationonyourbrainandbody.*TranscriptavailableintheYouTubevideocommentsectionActivitya. Beforeshowingthevideo,askstudentstogeneratealistofpotentialharmful
effectsofsleepdeprivation.Watchthevideo.Thendiscusswhattranspiredinthevideo.
b. Discusswaystoreducescreentimebeforebed.
4.4SleepProblemsandDisorders
SixstrangesleepdisordersDr.RajDasgupta
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
https://youtu.be/OfcP2vuje-QSleepphysicianDr.RajDasguptafromUSCdiscusssixmoststrangesleepdisordersandassociatedsymptoms.Activity
a. Basedonwhatyouhavelearnedinclass,whatkindoftreatmentdoyouthinkpatientssufferingfromthesedisordersneedtogethelp?
b. Dividetheclassintosixsmallgroups,andaskeachgrouptotakeononeofthesixdisordersmentioned.Reviewthetextbookandnotes,andcomeupwithalistofideastohelpafriendwhohasthatspecificsleepdisorder.
4.5SubstanceUseandAbuse
HowFentanylaffectsthebrainAsapSCIENCEhttps://youtu.be/C0tW8FWBm1gSummary:Fentanylhasseenasignificantincreaseusageinthegeneralpublic.ThisvideodiscusshowFentanylworksonthebrain,itspotency,andhowthiscrisiswascreated.Activity
a. Basedontheinformationinthevideo,discusswhatthecurrentremediestoreduceFentanylusageareinthegeneralpublic,andhoweffectivethesemethodsare.
b. Assignstudentstoresearch“Naloxone”beforeclass,orusetheircellphoneduringclass.DiscusshowNaloxonecanhelpto“revive”someonewhooverdosed.Talkaboutsafeusageandapplicablelegalguidelines.Alsoexplorewhereanindividualcanobtainafreekitinthestate(oftenavailablefreeofcostatpublichealthinstitutions).
4.6OtherStatesofConsciousness
HowtoengageinmeditationHappifyhttps://youtu.be/o-kMJBWk9E0Summary:AhowtoguideonmeditationActivity
a. Whatotherwaysdostudentsengageinmeditation?
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
b. Instructorleadstudentsinameditationactivity,e.g.,ProgressiveMeditationbyWebMd:https://www.webmd.com/sleep-disorders/muscle-relaxation-for-stress-insomnia
5SensationandPerception5.1SensationversusPerception
Sensation&Perception:Top-Down&Bottom-UpprocessingByPassPublishinghttps://youtu.be/TLHlfPTRekASummary:Thisvideocomparesandcontraststwodifferentmodelsofsensationandperception,andexplainshowbothmodelsmightbeutilizedbyus.Activity
a. Askstudentstodiscusswhichmodeltheyfeelismorevalidandwhy.b. Divideclassintotwogroups,presentdifferentdailyscenariosforstudentsto
evaluatewhethertheyarebottom-uportop-downprocessing.
5.3Vision
InattentiveblindnessKiaraNelsonhttps://youtu.be/z-Dg-06nrncSummary:Usingaballpassingactivityvideotodemonstrateinattentiveblindness.Activity
a. Discusswhyinattentiveblindnesshappens?b. Whathappensifwedon’thaveinattentiveness?Doesthatmeanwe
recognizeeverythingwesee?
5.4Hearing
ManipulationofsoundwavestogeneratetwodifferentsoundsGuardianNewshttps://youtu.be/7X_WvGAhMlQSummary:Acomputer-generatedvoiceiscapableofgeneratingtwodifferentwordsatthesametime.Dependsontheindividual,youmighthearoneoranother.Activity
a. Fromwhatyoulearnedinthischapter,howmightyouexplainwhathappensbasedonsoundwaves?
b. Whatcouldbeapracticalimplicationofthistechnologicaladvancement?
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
Thedangerofnotbeingabletofeelpain60MinutesAustraliahttps://youtu.be/0qDLZx1WJ8oSummary:Imaginenotbeingabletofeelanypain.That'sthecasefortwoamazingyounggirlscalledAshlynandGabby.Whentheyhittheirhead,theydon'tfeelathing,bangtheirarmanditdoesn'tevenregister-theycanevencutthemselvesandfeelnothingatall.Theideaofbeingpainfreesoundsextraordinarybutwhenyouheartheirstoriesyoumightchangeyourmind.And,ironically,theirconditionjustmayleadtoabreakthroughforthosewhosufferchronicpain.(Long)Activity
a. Beforeshowingthevideo,discusstheutilityofpainreceptors.Askclasstodivideintosmallgroupsandimaginehowtheirliveswouldbebetterwithoutfeelingpain.Showthevideoandthendiscussreactions.Now,dopainreceptorsseemuseful?
b. Discussthedifferencesforpeoplewhohavecongenitalconditionsthatcan’tfeelpainversuspeoplewholosetheirsenseofpainlaterinlife.Howmighttheycarrytheirlivesdifferently?
5.6GestaltPrinciplesofPerception
BasicsoftheGestaltPrinciplesTipTuthttps://youtu.be/FryaH599ec0Summary:TheGestaltPrinciplesareaseriesofhypothesisdefinedbyGermanPsychologistsinthe1920s.Theystatethat'thewholeissomethingelsethanthesumofit'sparts'andbreakdownhowrelationshipsbetweendesignelementsareformedandinterpretedbythehumanmind.(Long)Activity
a. Dividetheclassintosixgroupsandassigneachgrouponeprinciple.Askeachgrouptocreateanexamplethathasn’tbeendiscussedinthevideotodemonstratetheirprinciple.
b. Asaclass,createadesignthatencompasseseveryprincipleofGestaltpsychology,andoffertoincludetheexampleinfuturelectureslides.
5.5 The Other Senses
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
6LearningIntroduction
6.2ClassicalConditioning
ConditioningmindwithnoiseTheOfficehttps://youtu.be/11zRl9bWY_ASummary:ForfansofTheOffice,Jim(JohnKrasinski)pranksDwight(RainnWilson)byapplyingclassicalconditioningonhim.Inthisepisode,Jimdescribedwhathewasdoing,anddemonstratedthepowerofbehaviorallearning.Activitya. IdentifywhatthekeycomponentsareinJim’s“experiment”:Unconditional
Stimulus,UnconditionedResponse,ConditionedStimulus,ConditionedResponse.
b. Whataresomeofthethingsyourinstructordoesinclasstoconditionyouthroughclassicalconditioning?
c. IfyouwereDwight,howwouldyouapplyClassicalConditioningtogetbackatJim?
6.3OperantConditioning
HabitformationfromaphysiologicalpointofviewIt’sOkayToBeSmarthttps://youtu.be/vN1aRN5bQQ0Summary:Gotabadhabityoujustcan’tseemtobreak?That’sbecauseit’sliterallywiredintoyourbrain.Everysinglethought,action,andfeelingchangesyourbrain.Whenrepeatedenoughtimes,ahabitisformed.Thevideousingtheexampleofbrushingteethtoillustratehowtocreateagoodhabitandbreakabadhabit.Activity
a. Whatisagoodhabityouhave?Basedonwhatyoulearnedfromthevideo,whatdidyoudothatmaintainedthehabit?
b. Whatisabadhabityouwanttobreak?Getintosmallgroupsandrecruityourclassmatestothinkaboutwaystohelpyoubreakthehabitfromalearningperspectivebasedonwhatyoulearnedinclass.
6.4ObservationalLearning(Modeling)
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
Dovideogamescausegunviolence?TheGameTheorists
1. https://youtu.be/xkVIqB8tw2A?t=326Summary:TheGameTheoristspresentedtheirresearchdiscussingwhethervideogamesarerelatedtorealworldviolence.Note:LongVideo(22minutes)Activity
a. Beforeshowingthevideo,askstudentstodiscusswhethertheybelieveviolentvideogamesarerelatedtomoreviolenceinsociety/life.Showthevideo.Thendiscussthefindingsafterwards.Arethereanyalternativeexplanationsthatthevideomissed?
b. Whatotherformsof“learning”seemstoencouragepeopleplayingvideogames?
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
7ThinkingandIntelligence7.2Language
MultilingualismLATimeshttps://youtu.be/pOVbCoWTuOESummary:Amother'sstoryofastrangertellingherto"speakEnglish"toherdaughtertoavoidconfusingher.Activity
a. Discusswhyachildwillnotbeconfusedbyasecondlanguage?b. Whatbenefitsdoesmultilingualismprovideforthebrainthat
monolingualismdoesn’t?
7.3ProblemSolving
TheethicsofthetrolleyproblemBBCRadio4https://youtu.be/bOpf6KcWYywSummary:Thisvideopresentstheclassictrolleyproblem,whereitisaskingifIssacrificingonelifetosavethelivesofmanyothersthebestpossibleoutcome?Activity
a. (Beforeshowingthevideo,instructorshouldviewthevideotounderstandtheclassictrolleyproblem)Presentscenario1tothestudentsandaskstudentstotakeavoteanddiscusswhyeachsidemadetheirchoices.Then,presentscenario2andtakeavote,discusswhyeachsidemadetheirchoices.Nowshowthevideo,andsummarizetheconversation.ThentiethecontenttoKolberg’sdevelopmentofmoralreasoning.
b. Discusshowpeoplemakedecisions?Dotheirpriorexperienceinfluencethem?Whatotherfactorscaninfluencetheirchoices?
7.4WhatAreIntelligenceandCreativity?
ControversyofIntelligenceCrashCoursehttps://youtu.be/9xTz3QjcloISummary:Whatdefinesintelligence?Thisvideodiscussesthecomplexityofdeterminingwhatisactuallyintelligence.(Long)
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
Activitya. Elicitwhatuniqueskillsthateachstudenthas.Thendiscusswhatkindof
intelligencesmightbenecessarytodemonstratesuchskills.b. Divideclassintosmallgroups.Askgroupstobrainstormwhatotherformsof
intelligencemightalsoexistthathavenotbeendiscussedsofar.Listexamples.
7.5MeasuresofIntelligence
DoesIQtestmeasureintelligence?Seekerhttps://youtu.be/lXKWkwBWpXwSummary:DoesIQtestactuallycaptureintelligence?ThisvideodiscusstheimplicationofIQtestsandpossibleconfoundingvariablesthatimpactintelligence.Activity
a. DiscusswiththeclassregardingwhattheyknowaboutIQtestingandschoolplacement.Discussanyknownissues.
b. Asktheclasstobreakintosmallgroups.AskeachgrouptopretendtobeeducationalexpertsandaskthemtodeviseanalternativetoIQtestingforclassplacementofpupils.
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
8MemoryIntroduction
8.1HowMemoryFunctions
InformationprocessingmodelofmemoryKhanacademymedicinehttps://youtu.be/pMMRE4Q2FGkSummary:Informationprocessingmodelisthemostcommonlyknownmemorymodel.Anoverviewofhowinformationprocessingmodelbreaksdownsensorymemory,workingmemory,andlongtermmemory(Long)Activity
a. Thisvideoisbestusedasareviewforthissub-section.Afterdiscussingthe7unitscapacityoftheshorttermmemory,askstudentstothinkaboutthe“coincidence”of7unitsofphonenumber.Howissuchadesignimportantinthepast,eventhoughitisnolongerrelevanttodaysincepeopledon’tneedtomemorizephonenumbersanymore.Discusswaystoremembermorenumbers(chunking).
b. Discusswhathappenstoexplicitandimplicitmemoriesafterinjuries.Couldindividualsretainthosememories?Whyorwhynot?
8.3ProblemswithMemory
7SinsofMemoryStufftoBlowYourMind-HowStuffWorkshttps://youtu.be/xYNXBn-OqHwSummary:Memoryisflawed.Infact,therearesevenkeywaysourbrainsscrewupwhenformingnewmemories.Activity
a. Divideclassinto7groupsandassign1“sin”pergroup.Askeachgrouptocomeupwithanexamplerelatedtoacademicsandprovidearemedyforthe“sin.”
b. InWillSmith’s2015movie“Focus,”heusedConfidenceGame(Cons)totrick“Whales”ingivinghimmoney.Discusshowheusedthesevensinsofmemorytoaidhimintheprocess.Ifstudentshaven’tseenthemovie,findclipsonYouTubeoraskstudentswhohaveseenittodescribescenesforthewholeclasstobreakdown.
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
8.4WaystoEnhanceMemory
HowtoimprovememoryMemorywizardsCasperH.https://youtu.be/6vsYCSmBcM0Summary:Itfeelslikesomepeoplehavephotographicmemory.Thisvideobreaksdownthemythandexplainshoweveryonecanbeamazingatmemorization.Likeeverythingelse,memoryismoreapracticeskillthannaturaltalent.(long)Activity
a. Askstudentstosharetheirownstrategiesstudyingformemory-basedexams.Helpstudentsmaponhowtheirstrategiesenhancedassociationofinformation.
b. Divideclassintosmallgroups.Basedonwhatstudentslearnedtoday,whatstrategiescanbeusedtoforgetthings?
9LifespanDevelopment9.1WhatIsLifespanDevelopment?
AshortenedversionofprenataldevelopmentSchoolWorkKMWhttps://youtu.be/Ho8p_JYcR0sSummary:AStop-MotionPrenatalDevelopmentin60secondsdemonstratingtheGerminal,EmbryonicandFetalStages.
Activitya. Dividetheclassintosmallgroups,andhaveeachgroupgeneratetheirown
artistic(writingordrawing)oftheprenatalstages.b. Dividetheclassintothreegroups,assignonestagetoeachgroup.Askeach
grouptoexpandonwhatotherdetailshappeninthatstagethatmightbeomittedinthevideo.
9.2LifespanTheories
9.3 StagesofDevelopment
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
EightstagesofsocialdevelopmentbyErikEriksonSproutshttps://youtu.be/aYCBdZLCDBQSummary:Erikson'stheoryofpsychosocialdevelopmentidentifieseightstagesinwhichahealthyindividualshouldpassthroughfrombirthtodeath.Ateachstagesweencounterdifferentneeds,asknewquestionsandmeetpeoplewhoinfluenceourbehaviorandlearning.(Seemoreinfounderthevideo)Activity
a. Askstudentstothinkaboutwhichstageis/wasthehardestandwhy?Howcouldanindividualovercometheconflictatthatstage?
b. Dividetheclassintoeightgroups,eachgroupwillbeassignedastage.Askeachgrouptothinkofreal-lifeexamplesthatrepresenttheconflictpresentedinthevideo.Sharewiththeentireclass.
9.4DeathandDying
Kubler-Ross5stagesofgriefDr.RedShoehttps://youtu.be/mTHchH9VRh0Summary:AfunnyvideodepictionofKubler-Ross’s5stagesofgriefmodelwithresponsetochangebyananimatedgiraffeActivity
a. Askstudentstothinkaboutwhichstagetendtobethemostdifficult.Whyisthatso?
b. Doesthegriefprocessreallyfollowthislinearprocess?Whyorwhynot?
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
10EmotionandMotivation10.1Motivation
HowtousemotivationtochangebehaviorsTEDxTalkshttps://youtu.be/xp0O2vi8DX4Summary:Whatdoesmakeuschangeouractions?TaliSharotrevealsthreeingredientstodoingwhat'sgoodforyourself.
(Moredescriptionunderthevideo;Long)Activity
a. Divideclassinto3groupsandassignonetopicpergroup:SocialIncentive,ImmediateReward,andProgressMonitoring.Elicitabehaviorsomeonelikestochangeaboutthemselvesorothers.Askeachgrouptothinkofaninterventionfocusedontheirgrouptopic.Afterdiscussion,asktheclasstorefinetheinterventiontoincludeallthreecomponents.
b. Divideclassintosmallgroupsof2-4people.Askeachgrouptodesignahypotheticalbehavioralinterventiononanundesirablebehavioreitherprovidedbytheinstructororstudents,basedonwhatwaslearnedinthisvideo.Aftereachgroupsharing,discusstheimportanceofbehavioralprinciplesinmotivation.
10.2HungerandEating
Alessknowneatingdisorder:Prader-WilliSyndromeFoundationForPrader-WilliResearchhttps://youtu.be/1FRSSQco_pkSummary:Prader-WilliSyndrome(PWS)isararegeneticdisorderthatoccursinabout1:15,000births.Thevideobrieflyexplainswhatitis,howitoccurs,somechallengesduringparenting,andpromisingresearchintotreatment.Activity
a. Basedonwhatyouhavelearnedinthetextbook,howdoesPWSdifferfromFeedingandEatingDisorders?
b. DiscusstherelationshipbetweenPWSandfoodconsumption.Howdoesphysiologyplayapart?
10.3SexualBehavior
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
SexualmotivationCourseHerohttps://youtu.be/dwbJYuiWdPcSummary:AuniversityinstructordiscussKinsey’sresearchonsex,andwhatweknowaboutsextoday.Activity
a. Sexresearchisfastevolving.Discusswhatweknowaboutsextodaythatisnotcoveredinthevideo.
b. Printoraskstudentstopullupontheirsmartphones:https://kinseyinstitute.org/research/publications/kinsey-scale.phpReadabouttheoriginalKinseyScale.Dividetheclassintosmallgroupsanddiscussprosandconsofthescale.Howmightoneimproveittoday?Whatquestionswouldyouask?
10.4Emotion
EmotionsfromInsideOutNerdwriter1https://youtu.be/xXYhua4IwoESummary:ThisvideocomparesandcontrastthemovieInsideOutwithEmotionsresearchbehindit.(Long)Activity
a. Talkabouttheutilityofemotionsineverydaylife.Especiallywhysurpriseandcontemptmightalsobeuseful.
b. Arbitrarilydividetheclassintotwogroups:onegrouprepresentsemotions,andonegrouprepresentsreasoning.Facilitateadebatebetweenthetwogroupsaboutwhyoneisbetterthantheother.Attheenddiscusstheimportanceofbothemotionsandreasoning.
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
11Personality
11.1WhatIsPersonality?
WhatispersonalityPracticalPsychologyhttps://youtu.be/dcsc_EsJmsASummary:Thisvideoorientindividualstounderstandwhatispersonality.(Long)
Activitya. Personalityishighlyhereditary.Encouragestudentstoreflectandsharehow
theyaresimilartoandalsodifferentthantheirsiblings.Explorehowenvironmentmightplayaroleintheirdifferences,e.g.,birthorder,opportunities,friendcircles,etc.
b. Arbitrarilydividetheclassintotwogroups:naturevsnurture.Facilitateadebateonwhypersonalityisshapedmorebyoneforcethantheother.Attheend,discussthecontributionofbothnatureandnurtureonone’spersonality.
11.2FreudandthePsychodynamicPerspective
SevenoriginaldefensemechanismdevisedbyFreudProfArmstronghttps://youtu.be/JqvbWPRYgdUSummary:DiscussionofoneofthemostimportantcontributionsbySigmundFreudtothefieldofpsychology,DefenseMechanisms,withdefinitionandanexampleofeach.Activity
a. Dividetheclassinto7groups,andeachgrouptakeoneDefenseMechanism.Giveanexampleofeachthatisdifferentfromtheonesprovidedinthevideo.
b. Dividetheclassinto7groups,andeachgrouptakeoneDefenseMechanism,designaskitaccordingtothegivenDefenseMechanismwithgroupmembers,thenpresentthemtotheclass.
11.3Neo-Freudians:Adler,Erikson,Jung,andHorney
CarlJung’sintrovertsvsextroverts
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
Sproutshttps://youtu.be/acg6HivAu5ESummary:IntroversionandextraversionaretermsfirstcoinedbypsychiatristCarlGustavJunginSwitzerlandofthe1920s.AccordingtoJung,anextravertseeksintensivecontactwiththeoutsideworld.Anintrovertinsteadturnsthepsychic
Activity
a. Askstudentstoself-reflectasextrovertsorintroverts.Whattraitsseemtohelpthemindaytodayactivities?
b. Arbitrarilydividetheclassintotwogroups:extrovertsandintroverts.Facilitateadebateonwhyeachsideisbetterinlife.Discussthebenefitsofbothsidesattheend.Alsohighlightthatmostpeoplearenotoneextremeoranother.
11.7TraitTheorists
Big5traitsofpersonalitySeekerhttps://youtu.be/oWpRKJPCI7MSummary:Abriefdiscussionofcharacteristicsofthebig5ofpersonality.Activity
a. Plotthebig5onthewhiteboard.Giveafewpopularprofessionsandaskstudentstopredictwhattheirbig5mightlooklike.Discusswhystudentsmadesuchchoices.
b. Breaktheclassinto5groupsandassignonetraittoeachgroup.Askeachgrouptodiscusshowtheirassignedtraitmightchangeoverthelifespan.Askeachgrouptosharewiththeclass,andfacilitateadiscussion.
11.8CulturalUnderstandingsofPersonality
HowculturesaffectpersonalityPracticalPsychologyhttps://youtu.be/Jx-1EthJeIgSummary:Thisvideobreaksdowntheinfluenceofcultureonpersonality.Alsocomparesandcontrastsindividualisticvscollectivisticculture.Activity
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
a. Discusstheprosandconsofindividualisticvscollectivisticmindsetsbasedonstudents’experiences.
b. Askstudentstowriteareflectionoffamilyhistory,withattentiononhowtheiruniquefamilycultureshapedtheirpersonality,andhowthat’ssimilarordifferentwiththeirfriends’family.
11.9PersonalityAssessment
AccuracyofpersonalitytestsMedSchoolInsidershttps://youtu.be/1ycNtfy1f34?t=56Summary:Therearedozensofpersonalityteststhatclaimtoprovidemeaningfulinsightsintoyourownstrengths,weaknesses,andquirks.Thisvideoexplainshowpersonalitytestsaredevised,andhowmuchscientificcontentactuallyexistsintheseassessments.(Long)Activity
a. Elicitexamplesofstudentsorfamilymembersofstudentswhohavetakenpersonalitytestsforworkpurposes.Dissectthepossiblevalidityofsuchapplication.Discusshowstudentsshouldviewworkplacepersonalitytestsinthefuture.
b. Divideclassintosmallgroups.Askeachgrouptocreateapersonalitytestbasedonwhattheylearnedinthevideo.Aftersharingwiththeclass,discusswhatadditionalstepsarenecessaryifstudentswanttoimplementtheirtestintoarealassessment.
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
12SocialPsychologyIntroduction
12.1WhatIsSocialPsychology?
WhatissocialpsychologySocietyforPersonalityandSocialPsychologyhttps://youtu.be/CEw23EFu4rcSummary:Asocialpsychologyprofessordiscusseswhatissocialpsychologyfromascientificview.Activity
a. Beforeshowingthevideo,askstudentstopreparetotakenotesonthekeypointsofthevideo.Afterthevideo,assiststudentstoconstructexamplestodemonstratekeypoints.
b. Socialpsychologyiscommonlymanifestedinbehavioraleconomicstoday.Recalltheresearchmethodschapterandtherefresherinthevideo.Facilitateadiscussiononhowsocialpsychologyprinciplesareusedinsalesandsocialmedia(e.g.socialconformity).
12.2Self-presentation
Self-presentationPsych2Gohttps://youtu.be/OHlJNWDLWSYSummary:Whydowebehavedifferentlywhenwearebyourselvesvswhenwearewithotherpeople?Ithasalottodowithdifferentcomfortzonesandourself-presentation.Activity
a. Elicitexamplesofhowpeoplebehaveduringinterviews.Towhatextentarethosepresentationsreflectiveoftrueself?Discussasaclasswhataresomestrategiestoimproveself-presentationduringinterviews?
b. Breakclassintosmallgroups.Presentdifferentscenariostodifferentgroups,suchas:withfriends,withfamily,withco-workers,etc.Askgroupstodiscusshowindividualsmightbehavedifferentlyineachscenario,anddiscusswhatthemotivationsbehindthosechangesare.
12.3AttitudesandPersuasion
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
1. ThesectionoftextbookwithwhichthevideoscorrespondCognitivedissonanceAndyLuttrell,SocialPsychOnlinehttps://youtu.be/9Y17YaZRRvYSummary:Cognitivedissonancetheoryisapowerfultooltomotivateattitudechange.Thisvideoexplainswhatcognitivedissonancetheoryis,andgiveexamplesofhowitisappliedinreallife.Activity
a. Askstudentstoreflectlasttimetheywereinthegrocerystores.Whatweresomeofthemotivatingfactorsthatcontributedtothembuyingthingstheydidn’tneed(e.g.lighting,promotions,etc.)?
b. Breakclassintosmallgroups.Askeachgrouptothinkofonenegativebehaviorpracticedbyafriendorfamilymemberthattheyarewillingtosharewiththegroup.Asagroup,comeupwithapossiblestrategyofinterventionfocusedontargetingcognitivedissonance.Inotherwords,whataresomeoftheinconsistenciesbeingexhibit,andhowtousethoseinconsistenciestomotivatechange?
12.4Conformity,Compliance,andObedience
Asch’sconformitystudyHeroicImaginationTVhttps://youtu.be/NyDDyT1lDhASummary:PhillipZimbardonarratedtheclassicAschconformitystudy.Thevideodemonstratedthatindividualismorelikelytoconformtothepopularopinionwhenuncertain.Activity
a. Discusswhatispossiblygoingthroughtheparticipant’sheadwhenhepurposelychosethewronganswer?
b. Discusssituationswherestudentsmighthaveengagedingroupconformityinthepast.
12.5PrejudiceandDiscrimination
ThePygmalioneffectakaTheRosenthaleffect“amarie”https://youtu.be/vJymYT_AkIc
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
Summary:AusermadevideodescribingtheRosenthaleffectandhowitwastestedineducationalsettings.Activity
a. Discusswhyhigherexpectationmightleadtohigherperformance?b. Whereisthisprincipleappliedinschoolsettingsandworksettings?
12.7ProsocialBehavior
ProsocialbehaviorSavannahStadtlanderhttps://youtu.be/LGVghXuH2o4Summary:AshortvideoexplainingsomedefinitionsofprosocialbehaviorActivity
a. UsingtheexampleofJenny’scarbreakingdowninthevideo,discussifstudentshavewitnessedsomethingsimilarontheroad.Discusswhataresomeofthefactorsthatpreventedotherdriversfromstopping?Inotherwords,whydidn’tpeoplestopandhelp?
b. Breaktheclassintosmallgroups.ReferringtotheexampleofJenny’scarbreakingdowninthevideo.DiscusswithgroupmemberswhataresomethingsJennycoulddotoincreasechanceofbeinghelped?
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
13Industrial-OrganizationalPsychology13.1WhatIsIndustrialandOrganizationalPsychology?
IOPsychologycareerpreviewSIOPofficialhttps://youtu.be/DLR6eCrLih0Summary:MeetseveralIOpsychologistsandlearnaboutwhattheydointhisbriefintroductiontoaninterestingandmeaningfulcareerfield.Activity
a. FacilitatestudentstodiscussanythingsurprisingaboutI-Opsychologylearnedfromthevideo.
b. Breaktheclassintosmallgroups.BasedonwhattheyseeinthevideoandwhattheyknowaboutIOpsychology,askthemtojotdownalistofactivitiesIOpsychologistsmightbeengagedinatworkplace.Discusstheseanswerswiththeclass.
13.2IndustrialPsychology:SelectingandEvaluatingEmployees
TheemployeeselectionprocessKathrynPepinhttps://youtu.be/6PnFt-PboxASummary:AcollectionofmovieclipsdemonstratingtheselectionprocessofemploymentActivity
a. Discussasaclass,howindustrialpsychologyprincipleslearnedinthetextbookarebeingapplied/ornotappliedinthevideoclips.Whatcouldbeimprovedbasedonindustrialpsychologyknowledge?
b. Divideclassintosmallgroupsandassignonevideoclippergroup.Discusshoweachsituationcouldbeimprovedfortheemployer,andhavethegroupre-enactthescenes.
13.4HumanFactorsPsychologyandWorkplaceDesign
TheargumentagainstopenconceptofficePBSNewsHourhttps://youtu.be/jL5XwZJ0410
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
Summary:Thebasiclogicbehindtheopenofficesisthattearingdownphysicalbarriersinspirescommunicationandcollectivecreativity.Butthereislittleevidencetosupportthesewidespreadclaims-andsomesurveysshowtheopposite:declinesinemployeesatisfactionandproductivity.Activity
a. Elicitsomemore“intuitive”examplesofapplicationsusedinofficesettings,whichmightactuallybecounterproductiveforwork.
b. Beforeshowingthevideo,breakclassintosmallgroupsbasedonstudents’preferenceofworkspacedesigns:privateoffice,cubicles,openconcept,workingfromhome,etc.Allowsometimeforeachgrouptodiscussthebenefitoftheirdesign.Afterwatchingthevideo,askeachgrouptothinkaboutwaystoimprovetheirexistingworkspacepreferences.
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
14Stress,Lifestyle,andHealth14.1WhatIsStress?
HowstresscanbegoodScientificAmericanhttps://youtu.be/ZlAI_FN3r0kSummary:Whilewemostlythinkofstressasnegative,stressisanimportantandusefulpartofaperson’slifeexperiences.Activity
a. Divideclassintosmallgroups.Askeachgrouptoimaginewhattheirliveswouldbelikeifstressdoesnotexist.Thendiscussasaclass.(Ifnobodyisstressedaboutclass,wouldanyonecaretoshowup?)
b. Thinkaboutatimewhenyouwerelittle.Howdidyouexperienceandexpressstressdifferently.Inwhatwayshaveyouimproved(ornot)indealingwithstressovertime?
14.2Stressors
Ahumorouslistofstressors“taraisastar”https://youtu.be/1FZQ4_9-iLMSummary:AfunnyCareerBuilderSuperbowlcommercialillustratinghowjobscanbeasourceofstressActivity
a. Whydojobscausestress?b. Discusswhatothercommonsourcesofstressarebesideswork.
14.3StressandIllness
HowstressaffectsyourbodyTED-Edhttps://youtu.be/v-t1Z5-oPtUSummary:Ourhard-wiredstressresponseisdesignedtogivesusthequickburstofheightenedalertnessandenergyneededtoperformourbest.Butstressisn’tallgood.Whenactivatedtoolongortoooften,stresscandamagevirtuallyeverypartofourbody.SharonHoreshBergquistgivesusalookatwhatgoesoninsideourbodywhenwearechronicallystressed.
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
Activitya. Whataresome“physical”symptomsstudentshaveexperiencedwithstress?
Discussthepossibilityofsomatoformdisordersduetostress.b. Dividetheclassintosmallgroups.Whileitishardforcollegestudentsto
eliminatetremendousamountofstressexperiencedinthesocietytoday,whataresomewaystoreducesucheffectsostressdon’tbecomechronic?
14.4RegulationofStress
Mentalhealthbenefitsofindoorplants9News,Denver,Colorado,NBChttps://youtu.be/u099d5RLPlkSummary:Thisnewsreportdiscussesbenefitsofconnectingtonature,evenifyouarenotabletogotooutdoorseasily.Thereportsuggestedthathavingindoorplantsisbeneficiallyforanindividualpsychologicallyaswellasphysiologically.Someofthebenefits: Reducesstress Increasecreativity MoreenergyActivities
a. Whataresomeofthesuggestedbenefitsofindoorplantsaccordingtothevideo,andhowdoyoumakesenseofit?
b. Connectingtothecontentinthebook,isitpossibletoincorporatemindfulnessactivitieswithindoorplants?
14.5ThePursuitofHappiness
HowtomakestressyourfriendTEDhttps://youtu.be/RcGyVTAoXEUSummary:Stress.Itmakesyourheartpound,yourbreathingquickenandyourforeheadsweat.Butwhilestresshasbeenmadeintoapublichealthenemy,newresearchsuggeststhatstressmayonlybebadforyouifyoubelievethattobethecase.PsychologistKellyMcGonigalurgesustoseestressasapositive,andintroducesustoanunsungmechanismforstressreduction:reachingouttoothers(long).
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
Activitya. Beforeshowingthevideo,discusssomeofthestrategiesstudentshaveused
toreducestress.Discussagainafterthevideotoseeiftheylearnedanythingnewfromthevideo.
b. Dividetheclassintosmallgroups.Discusswaystheycandecreaseacademicstressbasedonwhattheyhavelearned.Encourageafewgroupstoshare.
15PsychologicalDisorders15.1WhatArePsychologicalDisorders?
PsychologicalDisordersCrashCoursehttps://youtu.be/wuhJ-GkRRQcSummary:CrashCoursediscussedabriefhistoryofhowpsychologicaldisordersevolvedovertime.Thevideospecificallychallengedtheutilityof“labeling.”Activity
a. Askstudentstocalloutdifferentpsychologicaldisordersrandomlyandwritethemallontheboard.ThenorganizethembasedoncategoriesasdefinedbylatestDSM.
b. Discusstheutilityof“labeling”andhowdiagnosiscanevolveovertime.
15.4AnxietyDisorders
AnxietydisordersPsychHubEducationhttps://youtu.be/vtUdHOx494ESummary:Abriefoverviewofdifferentanxietydisordersanddiscussionofsomecommonsymptoms.Activity
a. Askstudentstocalloutdifferentkindsofanxietydisordersthattheyhaveheardabout.ThenorganizethembasedonthelatestDSMclassifications.
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
b. Facilitateadiscussiononhowsocialphobiadiffersfromgeneralizedanxietydisorder(oranotheranxietydisorder).
15.6PosttraumaticStressDisorder
2. ThesectionoftextbookwithwhichthevideoscorrespondDefinitionandsymptomsofPTSDOsmosishttps://youtu.be/hzSx4rMyVjISummary:ThisinformationalvideosketchesanddiscusseswhatisPosttraumaticStressDisorder(PTSD),associateddiagnosticcriteria,associatedbiologicalfactors,andsymptoms.Activity
a. WhatarepossiblecausesforPTSD?b. Basedonthevideoandtextbook,whatsymptomsareoftenassociatedwith
PTSD?15.7MoodDisorders
BipolardisorderBetterHelphttps://youtu.be/yC15kc7eOYwSummary:AlicensedtherapistdiscusseswhatisBipolarDisorder,includingthepresentationofdefiningfeaturesofDepressiveEpisodeandManicEpisode.Thevideoalsodiscussedpossibletreatmentoptions.Activity
a. Basedontextbookreadingandwatchingthisvideo,howisBipolarDisorderdifferentfromMajorDepressiveDisorder(MDD,aka“Depression”)?
b. WhydoyouthinkindividualswithBipolarDisorderareoftenmisdiagnosedwithMDD?
15.8Schizophrenia
SchizophreniawithParanoidfeaturesDerivativesandDemonshttps://youtu.be/M3a1txtSDn0
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
Summary:Asimulationofindividualwhowouldbesufferingfrompsychoticepisodeofschizophrenia,withparanoidfeatures.Activity
a. WhataresomeoftheexamplesinthevideothatdemonstrateParanoia?b. NotallSchizophreniawillexperienceParanoia.Whataresomeotherfeatures
ofSchizophreniayouhavelearnedfromclass?
15.10PersonalityDisorders
BorderlinePersonalityDisorder–PeteDavidsonSNL/NBChttps://youtu.be/0UKPjauMKkASummary:Stand-upcomedianPeteDavidsondiscussedimplicationsofhisBorderlinePersonalityDisorder(BPD)diagnosis,andreceivedafacetiousinterviewonSNL.Obviouslythishascomedianelementsinit.However,Davidsonalsodidagoodjobtoincreasementalhealthawarenessandtoreducestigmaaboutmentalhealthdisorders.Activitiesa. Whatmisconceptionsarebeingaddressedinhisinterview?b. WhataresomeofthethingsDavidsondoestosupporthismentalhealth?
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
16TherapyandTreatment16.1MentalHealthTreatment:PastandPresent
Mentaldisordertreatmentin1949USNationalLibraryofMedicinehttps://youtu.be/iZ05kkEfkOsSummary:Thisfilmshowspracticesinapsychiatrichospital,includinginterviews,
physicalexaminationonadmission,forcedfeedings,"wet-pack,""continuoustub,"hydrotherapy,heattherapy,useofsedatives,narcotics,insulin,metrazol,fevertherapy,occupationaltherapy,andrecreationalactivities.(Silentmovie;Long)
Activitya. Basedonwhatyouhavelearnedinclassandsociety,discusshowmental
disordertreatmenthaschangedovertime.Alsoconsidertheethicalimplicationsofsomeofthepracticesinthevideo.
b. Divideclassintosmallgroups.Askeachgrouptoimaginetheyaretravelingbackintimetotheseasylumsasexpertpsychologists.Whatwouldtheytelltheasylumstodotoimprovetheirtreatmenttechniques?
16.2TypesofTreatment
DifferencesbetweenacounselorandapsychologistPsychCentralhttps://youtu.be/yLxzPs4JKmsSummary:Thisvideoexplainsthemaindifferencesbetweenapsychologistandotherformsofcounselors.Activity
a. Beforeshowingthevideo,explorewiththeclassonwhattheyknowaboutthedifferencesbetweenapsychologistversusacounselor.
b. Discusswithstudentsonhowtheymightgoaboutfindingaqualifiedpsychologistorcounseloroncampusorintheareaiftheyknowsomeoneneedshelp.
16.3TreatmentModalities(2videos)
AngerManagementmovieclipGrouptherapyMovieclips,TheUniversityofTulsa
CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.
https://youtu.be/lAgPsmTxBfchttps://youtu.be/xB-OgD6W4OcSummary:● Video1isamovieclipfromgrouptherapyinthemovie“Anger
Management”● Video2isUniversityofTulsacounselingcenterexplainingwhatgroup
therapytrulyis.Activity
a. ShowfirstvideoanddiscusshowthisisthecommonperceptionofgrouptherapyportrayedbyHollywoodmovies.Askstudentstobrainstormwheredramatizationhappensinthemovie?
b. Watchthesecondvideoanddiscusswhygrouptherapycanbemorebeneficialthanindividualtherapy.(3keypoints:socialnorming,emotionalsupport,safespaceforpractice).
16.4 Substance-RelatedandAddictiveDisorders:ASpecialCaseLinkbetweenAlcoholuseandgeneticsMayoClinichttps://youtu.be/40nsYCuc3YsSummary:ThreeoutoftenAmericanscanbediagnosedwithsomeformofalcoholusedisorder.Geneticscanbeanimportantfactorindeterminingchronicalcoholuse.Researchershavediscoveredcertaingeneticmarkerscanalsobehelpfultopinpointwhichdrugsmightbemoreeffectivetotreatalcoholism.Activity
c. Basedonwhatyouhavelearnedinclasssofar,howdoesgeneticsplayapartinthedevelopmentofdisorders?
d. Forpeoplewhodon’trespondwelltomedicationtreatment,whatareotheravailableoptions?
16.5TheSocioculturalModelandTherapyUtilization
1 Introduction to Psychology2 Psychological Research3 Biopsychology4 States of Consciousness5 Sensation and Perception6 Learning7 Thinking and Intelligence8 Memory9 Lifespan Development10 Emotion and Motivation11 Personality12 Social Psychology13 Industrial-Organizational Psychology14 Stress, Lifestyle, and Health15 Psychological Disorders16 Therapy and Treatment