PY 201 - General Psychology

1. Define and explain basic psychological concepts.
2. Apply social and behavioral theory to explore their individual rights and responsibilities as part of a civil society. (GELO5) 
3. Comprehend how changing social conditions affect the behavior of individuals, the operation of societal institutions, and/or the perception of social phenomena.
4. Use scientific evidence to describe how the interplay of genes and sociocultural context shapes the development of thoughts, emotions, and behaviors within individuals.
5. Identify questions and hypotheses important to understanding social phenomena, individual behavior, and/ or the operation of societal institutions.
6. Create a written summary of the main ideas extracted from information gathered.
7. Identify quality sources for data and information pertinent to a problem or issue being examined.
8. Define and describe the science of psychology.
9. Describe the scientific method and identify the research methods for examining behavior and mental processes.
10. Describe the advantages and limitations of research strategies.
11. Interpret research findings related to psychological concepts.
12. Apply psychological principles to personal growth and other aspects of everyday life.
13. Draw logical and objective conclusions about behavior and mental processes from empirical evidence.
14. Examine how psychological science can be used to counter unsubstantiated statements, opinions, or beliefs. (GELO3) 
15. Provide examples on the ways in which biological processes affect an individual’s neurology, sensation, consciousness, and motivation.
16. Describe human cognition, memory, and perception.
17. Provide examples of human learning, lifespan development, and language.
18. Describe the interaction between social environment, personality, intelligence, emotion, and cultural differences.
19. Define stress and stressors. Describe the three stages of general adaptation syndrome. Describe the relationship between stress and illness. Identify techniques for regulating stress.
20. Describe patterns of behavior that are considered deviant or distressful in our culture, and how psychologists diagnose and treat these patterns.

1. METHODS
   1. Introduction - Define the science of psychology, describe its history, review scientific careers available in the discipline, and identify educational requirements for a career in psychology
   2. Research - Describe the scientific method and identify the methods for examining behavior and mental processes
2. BIOPSYCHOLOGICAL
   1. Biological Bases of Behavior - Address how the brain processes information and how the body adapts to the demands of its environment
   2. Motivation and Emotion - Examine the drives and needs that direct behavior, including sex, thirst, hunger, and social needs, as well as the range of human emotions.  
   3. Stress, Coping, and Health - Identifies how stress reactions hinder our effectiveness and proposes alternatives that lead to a healthier existence.
3. COGNITIVE
   1. Learning-Demonstrate how we make changes in our behavior through experience with the environment, usually focusing on classical conditioning, operate conditioning, and cognitive learning.
   2. Thinking and Language-Examine the role of language, problem solving skills, creativity, multilingualism, and intelligence testing as primary interests of researchers in this area.
4. DEVELOPMENTAL
   1. Lifespan Development-Examine how nature and nurture influence our development from conception until death. Explore major theories and milestones across the lifespan.
5. PERSONALITY AND SOCIAL
   1. Personality and Assessment-Demonstrate scientific explanations of personality development along with the methods psychologists use to measure personality concepts.
   2. Social and Cultural Dimensions of Behavior-Explore how we perceive the social world and how we behave in relation to other people.  This unit also explores how social and cultural contexts influence behavior.
6. MENTAL AND PHYSICAL HEALTH
   1. Psychological Disorders - Investigate patterns of behavior that are considered deviant or distressful in our culture and includes how psychologists diagnose these patterns.
   2. Treatment of Psychological Disorders - Discuss the various intervention methods, including psychotherapy and medical interventions that mental health practitioners use in treating abnormal conditions.

Learning study strategies

Technology based learning

Comprehensive Final Assessment

1. Self-Awareness:
   1. Students must exhibit knowledge and openness to learning how one’s values, attitudes, beliefs, emotions and past experiences affect thinking, behavior and relationships.  
   2. Willingness to examine and change their behavior when appropriate and work effectively with others in subordinate positions as well as with those in authority.  
2. Essential physical/neurological functions to include: ability to use the senses of seeing, hearing, touch, and smell to make correct judgments when learning or working with others. Students must also meet physical expectations to perform required interventions for the purpose of demonstrating competence to safely engage in the practice of these disciplines.  

Behaviors that demonstrate essential neurological and physical functions include, but are not limited to observation, listening, understanding relationships, writing, and psychomotor abilities consistent with course and program expectations. Specifically this includes:

1. Observation:
   1. Students must be able to accurately observe clients or those with whom they interact to effectively assess their situations.   
   2. Have the sensory and motor abilities to carry out effectively the necessary assessment activities.
2. Sensory and Motor Functions:
   1. Students must have sufficient sensory and motor abilities to attend class and complete the required number of hours of Academic Service Learning, or a field practicum, as required by a specific course or discipline.  
   2. To attend and perform safely and satisfactorily in the classroom and in the field.

1. Essential communication skills to include: ability to communicate effectively with fellow students, faculty, clients, and all members of the disciplines. Skills include verbal, written, and nonverbal abilities as well as information technology skills consistent with effective communication. Specifically, students must be able to:
   1. Communicate effectively with other students, faculty, staff, clients and other professionals, and exemplify a willingness and ability to listen to others.  
   2. Demonstrate effective communication in presentations, written assignments, small group settings, and through electronic means.
   3. Perceive and interpret nonverbal communication.  
   4. Use spoken and written English to understand the content presented in the program.  
   5. Comprehend reading assignments and search and evaluate the literature.
   6. Demonstrate competency in writing skills. 

1. Essential emotional coping skills: ability to manage potential stressors that accompany tasks necessary to safely engage in the practice of Psychology, Social Work, or Gerontology as determined by professional standards of practice. This includes:
   1. Ability to deal with current life stressors through the use of appropriate coping mechanisms effectively by using appropriate self-care and developing supportive relationships with colleagues, peers, and others.   
   2. Effectively use help for medical or emotional problems that interfere with academic or clinical performance. 

1. Essential intellectual/conceptual skills to include: ability to measure, calculate, analyze, synthesize, and evaluate to engage competently in the safe practice of the disciplines. This includes:
   1. Think critically, analyze and interpret objective and subjective data, and apply effective problem solving skills. These skills allow students to make proper assessments, use sound judgment, appropriately prioritize therapeutic interventions, and measure and report client outcomes when necessary for a specific discipline or course.

1. Demonstrate cognitive ability to effectively use and apply program’s knowledge/skills. 

1. Other essential behavioral attributes: ability to engage in activities safely without demonstrated behaviors of addiction to, abuse of, or dependence on alcohol or other drugs that may impair behavior or judgment. The student must demonstrate responsibility and accountability for actions as a student in the Psychology department and as a developing professional in the discipline fields consistent with accepted standards of practice. This also includes adhering to professional performance standards:
   1. Adherence to the Code of Ethics for the specific discipline (Psychology, Social Work, or Gerontology).
   2. Respect the dignity and worth of every individual and his/her right to a just share of society’s resources (social justice).  
   3. Behaviors that are in compliance with program policies, institutional policies, professional ethical standards, and societal laws in classroom, field, and community.   
   4. Responsible and accountable behavior by knowing and practicing within the scope of the disciplines, respecting others, being punctual and dependable, prioritizing responsibilities, attending class regularly, observing deadlines, completing assignments on time, keeping appointments or making appropriate arrangements, and accepting supervision and criticism in a positive manner.    
   5. A commitment to serve in an appropriate manner all persons in need of assistance, regardless of the person’s age, class, race, religious affiliation (or lack of), gender, disability, sexual orientation and/or value system. 

Grand Rapids Community College strives to be more than ADA compliant. We strive to be accessible and welcoming to all students of all abilities. After reviewing the Essential Abilities/Technical Standards for this program; your responsibilities as a student entail determining if you can complete all associated coursework either:

1. With Accommodation. I am otherwise qualified to meet the same academic standards as any other student entering the program. However, based on a medically documented condition or diagnosis, I would qualify for reasonable accommodation under the Americans with Disabilities Act (1990). I will meet with Disability Support Services on campus to arrange those accommodations in an interactive process with the Psychology Department.
2. Without Accommodation. I am able to complete the program without need for reasonable accommodation or modification. In the event my medical documentation reveals otherwise or a condition manifests that would necessitate an accommodation; it is my responsibility to inform a responsible authority figure within the Psychology Department and work with Disability Support Services to see if a reasonable accommodation or modification can be made.