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Syllabus for 1406PSYC3387380

Faculty Contact InformationDr. Darrin Campen - Adjunct Associate Professor, University of Maryland - University College

I’m here to help you succeed, so please contact me if you have questions about the course, my expectations, or assignments. It is probably best if you try to reach me through the "Private Messages" feature in WebTycho. However, you can reach me by e-mail at [email protected] too. I will check my messages regularly and you can expect a response within 48 hours. If you need to contact the psychology department, the phone number is (240) 684-2850.

Textbook

The textbook for this course is Psychology of Gender, 4th. by Vicki Helgeson (Pearson Education, Inc., 2012). It is available through UMUC, as noted below, or at other sites on the internet. http://www.amazon.com/Psychology-Gender-4th-Vicki-Helgeson/dp/0205050182

Course MaterialsClick here to view the required and recommended materials to be purchased and to access ordering information.

Course DescriptionPrerequisite: PSYC 100. A survey of the biological, lifespan development, socialization, personality attributes, mental health factors, and special considerations associated with gender. The aim is to apply knowledge of cultural and historical influences relating to gender. Topics include conceptions of gender, gender roles, and gender similarities and differences.

Course Goals/ObjectivesAfter completing this course, you should be able to

apply knowledge of cultural and historical influences, theoretical perspectives, and empirical findings on conceptions of gender, gender roles, and gender similarities and differences to make informed decisions regarding human behavior

effectively communicate information about gender, gender roles, and gender similarities and differences to individuals, communities, and organizations

value diversity and different perspectives on gender, gender roles, and gender similarities and differences; tolerate ambiguity; and act ethically to interact appropriately with various sociocultural and international populations

Course IntroductionWhen you're first introduced to someone, what do you notice? Her age? The color of his eyes? How she shakes your hand? Whether his clothes are shabby or stylish? Most likely you'll observe all of these as well as many other attributes, but one of the principal ways we think of people is in terms of gender. If, after the above introduction, you told a friend, "Today I met a brown-eyed 25-year-old with a warm handshake and bland clothes," you'd most likely be asked, "A man or a woman?" We categorize people according to gender, and we tend to have different expectations of boys versus girls and women versus men. Gender and the associations that go with it are an important part of our social world.

So what does it mean to be a man or woman? Are we limited by our biological sex to certain roles or careers? How are our attitudes about girls' and boys' typical behaviors shaped, or are these attitudes simply reflections of real gender differences?

This course will discuss various theoretical perspectives on gender development, examine research on differences and similarities between men and women, and explore how gender influences our experiences and perceptions of the world. You will learn about how your own personal views are shaped by the historical and cultural context. The scientific study of gender development, differences, similarities, and stereotypes is a rich and complex area, requiring an analytic and critical approach to what are often deeply held attitudes and beliefs.

This course will also include four modules addressing important aspects of the psychology of gender.

Module 1: Historical and Cultural Perspectives on GenderModule 2: Science and the Study of Gender

Module 3: Gender Stereotypes and the Real WorldModule 4: Gender and Mental Health Considerations

Grading Information and CriteriaThis course consists of the following graded items:

Conferences 32%Two Quizzes (10% per Quiz) 20%Argument Paper 24%Project: Design a Training Program 24%Total 100%

Grading ScaleThe grading scale, based on 100 points, is as follows:

A = 90-100B = 80-89C = 70-79D = 60-69F = 0-59FN = Non-

Participation

Conference Participation

You are expected to participate in all class discussions. Class participation is an essential component of this course. Class discussions will focus on the application of the materials assigned in the course schedule. Participation in these discussions is worth 32% of your overall grade.

Participation within the conferences is extremely important. First, it gives me an indication of your appreciation, understanding, and ability to apply concepts presented in either lecture format or in the textbook. Second, it allows each of you to interact with your classmates. Our conference areas are part of our classroom time.

Participation points for each conference are earned as follows:

Participation Action Points

(see below discussion on how participation points are earned)Response to conference topic 6 pointsNumber of asides to classmate(s) postings 1-2 2 pointsNumber of asides to classmate(s) postings 3 or more 4 pointsTotal points available 10 points

Participation points for responses (answers to all questions posed by the professor within the conference) and asides (student responses/replies/comments to other student or professor postings, besides the initial question(s) within the topic) are earned for postings that accomplish the following tasks:

Answer all questions within the conference topic posted by the professor. The response(s) must conform to standard grammatical and writing conventions.

Replies/comments (asides) are made to classmates to engage in a discussion of the material(s).

Posted comments (responses and asides) go beyond meaningless and superfluous compliments and comments (e.g., "nice job," "I agree," "good luck," etc.). Quality postings involve engaging in meaningful dialogue about the material with the professor and fellow students.

* Under the USM policy, all instructors are required to report suspected child abuse and neglect to both the institution and local law enforcement or social services. This policy applies to past or current abuse or neglect, and applies even when the victim is now an adult and when the abuser is now deceased. As a result, you are discouraged for sharing anything in the conferences or assignments related to abuse or neglect unless you want it to be reported.

Quizzes

There will be two quizzes comprising of multiple-choice questions. The questions will pertain to relevant information presented in the textbook and class presentations for the period indicated by the schedule. The two quizzes together are worth 20 percent of your overall grade.

Additional Information

Project DescriptionsArgument Paper (80 points on rubric)

The argument paper should begin with a one- to three-sentence statement of the main thesis. A thesis is a position or an argument concerning an issue. It clearly states the author's position. Your position paper should primarily present your beliefs or conclusions related to the topic. It should include references from at least the text and an outside reading assigned by your instructor, or both. The paper may also include material from other sources. The paper should comply with APA Style when appropriate, and should be 5-7 pages in length, including title page, body, and reference page. The argument paper will account for 24% of your total grade, so it is important to do well on it.

A Crash Course on Argument Papers

Select an issue or dilemma of interest.

Review the pertinent literature.

Decide on your position; take a stance.

Articulate your position in a thesis statement.

Summarize the issues; demonstrate an understanding of the controversy.

Defend/argue in favor of your position, using all resources available.

Finish with a strong summary statement that reinforces your thesis.

Proofread your work; use grammar/spellcheck functions.

Revise; submit final draft.

Argument Paper Grading Rubric --

Grade Range 60-80 Measurement Criteria

80 Position paper demonstrates all components of critical thinking and analysis consistently. The thesis is explicit, clear, and succinctly stated. Thesis is supported by at least five key points. Paper contains more than seven reference citations, appropriate tables, charts and graphs. The paper is well organized, easy to read, and free of grammatical and syntax errors. Paper has title page, page numbers, table of contents, and subheadings within text. Paper is publication-worthy.

70 Position paper illustrates at least five components of critical thinking and analysis. Paper meets minimum page requirements. The paper's thesis is explicit and somewhat clearly and succinctly stated. Paper contains at least three reference citations. The paper is organized, easy to read, and

free of grammatical and syntax errors.

60 Position paper demonstrates three components of critical thinking and analysis. Paper meets minimum page requirements. The paper's thesis is evident in the arguments provided. Paper contains a reference citation. The paper is organized, somewhat easy to read, and contains no more than one or two grammatical and syntax errors.

50 Position paper illustrates less than three components of critical thinking and analysis. Paper may not meet minimum page requirements. The paper's thesis is unclear. Paper may not contain a reference citation. The paper is somewhat unorganized, and contains grammatical and syntax errors.

Below 50 Paper is devoid of critical thinking and analysis components, and does not meet minimum page requirements.

* Position papers that demonstrate critical thinking and analysis include components such as

1. Identification of assumptions

2. Assessment of available data or evidence

3. Presentation of positions and perspectives

4. Draw conclusions

5. Discuss potential or actual implications

6. List consequences

7. Pose relevant solutions

______________________________________________________________________________

Project: Design a Training Program

Purpose: This activity assesses student comprehension of material in the four course objectives below.

Culture and history: Describe cultural and historical influences on conceptions of gender and other forms of diversity.

Gender differences: Discuss research findings on gender differences and similarities in aggression, achievement, and communication.

Relationships: Identify gender issues in friendships and romantic relationships. Gender expectations: Explain the impact of gender, gender role expectations, and

gender stereotypes on work roles and physical and mental health.

Guidelines for Student: You have been hired to consult at a large corporation on these two projects:

1. Design a training course to help employees deal with gender issues at work. 2. Write a report reflecting how your course will improve understanding and ways of

relating among employees.

Your task must be constructed as follows.

Problem Areas: Men and women at the corporation have gathered to explain their observations, experiences, and concerns regarding gender relations at work. The participants in your training course represent management at all levels, as well as diversity among administrative, technical, and novice corporate interns.

During your opening session, you asked participants to introduce themselves and to state the problems they have noticed at work. Your participants may state a general problem such as pay and power differences, and may also state their experiences of gender identification.

Twelve Participants: Imagine 12 diverse individuals who have elected to attend your training. Give each individual a name and identify each one in your report, with details including age, gender, ethnicity, and position (power level) at the corporation. Each participant's identity descriptor should include a statement of the problems he or she has perceived at work. State the problems as if you are quoting the participant. Because this is an imaginary training group, you must place yourself in the shoes of each of your 12 participants and explain the problem from each unique perspective.

Training Course: In response to the problems the participants presented, create an eight-part course. Your course sessions are designed to help participants better understand gender issues.

Components for your course:

For each of the eight sessions, state one course objective (from our course), one Web site, and one article that you will use for that session. Refer to at least one of the participants' problems that will be addressed in your session. For each session:

Give the session title (focus of the session). State the session's objective or objectives (see examples on the syllabus for our course). State the participant problem(s) you will address for this specific session. Name one or more peer review journal articles and/or module resources relevant to the

issues brought up by training participants (select at least two of the 12 concerns). Include resources in the course modules and a relevant Web site.

Describe the activity for the session. We learn from each other when we listen and reflect on the experience of others. Create and describe an activity that would promote a discussion among your participants.

Final Training Report: Your goal for the completion of the training course is for participants to gain the knowledge and skills to return to work and effectively contribute to an environment that promotes respect, gender awareness, and efforts to balance power among men and women.

Describe four to six specific changes you would recommend to the corporate leaders that address the concerns presented by your training participants.

Grading: This project is worth 24% of your final grade, but is the scoring rubric allows for a maximum of 20 points. Your grade will be based on clarity and details specific to gender issues.

Twelve Participants: State problems relevant to gender concerns at the corporation from the viewpoint of 12 participants who are taking your training (6 points).

Training Course with Eight Sessions: Describe each session (6 points).Final Training Report: Include four to six recommendations for the corporation (6

points).Journal Articles and Web Sites to Support the Gender Issues: List journal article(s),

module resource(s), and Web site(s) relevant to the project. Include citations formatted to conform to APA guidelines (2 points)

See grading rubric in the course content area for more details.----------------------------------------------------------------------------------------------------------------

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* Late work will not be accepted in the conferences without a legitimate and documented excuse. Late quizzes, papers, or projects that are submitted without a legitimate and documented excuse will be accepted, but will be penalized 10%.

Academic PoliciesAcademic Integrity

UMUC is an academic community that honors integrity and respect for others, and it is expected that, as a member of this community, you will maintain a high level of personal integrity in your academic work at all times.

Academic dishonesty is the failure to maintain academic integrity, and it includes the intentional or unintentional presentation of another person's ideas or products as your own (plagiarism); the use or the attempt to make use of unauthorized materials, information, or study aids in an academic exercise; and the performance of work for another student (cheating). All academic work you submit during your time at UMUC must be original and must not be reused in other courses.

Turnitin.com

The university has a license agreement with Turnitin, an educational tool that helps identify and prevent plagiarism from Internet resources. Your instructor may use the service in class by

requiring you to submit assignments electronically to Turnitin, by submitting assignments on your behalf, or by providing the option for you to check your own work via Turnitin for originality. The Turnitin Originality Report will indicate the amount of original text in your work and whether all the material that you quoted, paraphrased, summarized, or used from other sources is appropriately referenced.

If you or your instructor submits all or part of your assignment to the Turnitin service, Turnitin will by default store that assignment in its database. The service will check for any matches between your work and the other materials stored in Turnitin's database. If you object to the long-term storage of your work in the Turnitin database, you must let your instructor know no later than two weeks after the start of class.

You have three options regarding the storage of your assignment in the Turnitin database: 1) You can do nothing; your assignment will then be stored in the Turnitin database for the duration of UMUC's contract with Turnitin; 2) You can ask your instructor to have Turnitin store your assignment only for the duration of the semester or term, then have your assignment deleted from the Turnitin database once the class is over; or 3) You can ask your instructor to change the Turnitin settings so that your assignment is not stored in the Turnitin database at all.

Please note: Your instructor may use other services in addition to or in place of Turnitin to check your work for plagiarism.

Course Expectations

For an eight-week course, you should expect to spend about six hours per week participating in class discussions and activities (online or onsite) and two to three times that number of hours in study, assigned reading, and preparation of assignments outside of class. Courses offered in shorter formats will require more time per week. You are expected to meet the same learning outcomes and perform the same amount of work in an online course as in an onsite course. Active participation is required in all online courses, and you should expect to log in to your online course several times a week.

The following links to academic policies and other information are provided to help you as you complete your coursework at UMUC.

Policies and Procedures

UMUC's policy and procedures on affirmative action, equal opportunity, and sexual harassment (nondiscrimination) : It is the policy of UMUC that no student or employee of the university or contractor/vendor conducting business with the university may discriminate on the basis of race, religion, color, creed, sex (including sexual harassment), marital status, age, national origin, political affiliation, mental or physical disability, or sexual orientation. Individuals who believe they have been discriminated against because of any factor protected under this policy may file a complaint of discrimination.

UMUC's support services for disabled students: Any student who feels that he or she needs accommodations based on the functional impact of a documented disability should contact the technical director for veteran and disability services to discuss specific needs. Please contact the director at 240-684-2287 or [email protected] to coordinate reasonable accommodations.

University System of Maryland Board of Regents' policy on academic integrity

UMUC's policy on academic dishonesty and plagiarism

UMUC's policy on the grade of incomplete and grade pending

UMUC's course withdrawal policy

UMUC's policy on the code of student conduct

UMUC's policy and procedures for the review of alleged arbitrary and capricious grading

For more on student services and more general information, visit UMUC's website at http://www.umuc.edu.

Course Schedule

Date Assignments Due Date

Week 1

Read/Lecture:

Chapter 1 Chapter 2

Due:

Conference # 1

June 22

Week 2 Read/Lecture:

Chapter 3 Chapter 4

Due:

June 29

Conference # 2

Week 3

Read/Lecture:

Chapter 5

Due:

Conference # 3

July 6

Week 4

Read/Lecture:

Chapter 6

Due:

Argument Paper

Conference # 4

July 13

Week 5

Read/Lecture:

Chapter 7 Chapter 8

Due:

Quiz # 1 (Chapters 1-6)

Conference # 5

July 20

Week 6

Read/Lecture:

Chapter 9 Chapter 10

Due:

Conference # 6

July 27

Week 7 Read/Lecture:

Chapter 11

August 3

Chapter 12

Due:

Conference # 7

Week 8

Read/Lecture:

Chapter 13

Due:

Project: Design a Training Program

Quiz # 2 (Chapters 7-13)

Conference # 8

August 10


Faculty Contact InformationContacting the InstructorInstructor: Diane L. Finley, Ph.D., Adjunct Professor of Psychology

There are many ways to contact me.

1) Students can post general course questions within the "Questions” conference area within the classroom. This is the BEST method of getting a question answered quickly. ALL general course-related questions go here.

2) Click on "Private Messages" in the bottom left corner of the WebTycho classroom, click new message and pick my name from the list on the left. Type your message and press Send. Please note that PM is the BEST and preferred method of contact for personal issues. I read and respond to PMs daily except Sundays. PMs should not be used for general class questions.

3) Students can e-mail me at [email protected]. Please put the course information in the “Subject” line (e.g., PSYC 495), otherwise your message may go into my Spam folder. Also, please include your name in the introductory sentence. Email should only be used for emergencies if you cannot get onto WT for some reason.

4) Students can call the general department telephone number: (240) 684-2850. Please note that they can give me a message in case of emergency. However, I cannot return calls. The Departmental address is Psychology Department 1616 McCormick Drive, Largo MD 20774

Note: I will respond to all means of communications within 48 hours. I am not online from Saturday morning through Sunday night. If you send an message during that time, I will respond on Monday.


Course Description(Intended as a final, capstone course to be taken in a student's last 15 credits.) Prerequisites: Completion of all requirements for the psychology major except supplemental coursework. A study of psychology that integrates knowledge gained through previous coursework and experience. The aim is to build on that conceptual foundation through case study, reflective essays, and portfolio development.

Course Goals/ObjectivesAfter completing this course, you should be able to:

apply major concepts, theoretical perspectives, empirical findings, and historical trends in psychology to prepare for graduate studies or careers in which psychological training is relevant

apply basic knowledge of research methodology, statistics, measurement, guidelines, ethical standards, laws, and regulations to design, participate in, and evaluate research in a variety of contexts

apply knowledge of human behavior to inform personal growth, communicate effectively, solve problems, make decisions, and interact with individuals, communities, and organizations

use critical and creative thinking, skeptical inquiry, and where possible appropriate technology, and the scientific approach to solve problems related to current and emerging trends within the domains of psychology

Course IntroductionThe capstone course is designed to bring together the various pieces and parts associated with coursework within the psychology program. Students take a variety of psychology courses within the program that focus on the specific components within the field of psychology. However, taking courses within the field can result in a student knowing “about” those specific components without an appreciation of how they coalesce into an understanding of psychology.

Students will integrate the knowledge they have gained from the core, social, biological, and professional clusters. Within each of the courses in the clusters, students will complete projects that indicate mastery of the topic. These projects will then be brought forward into the capstone and assembled into a portfolio that will allow the students to present how these clusters integrate into an encompassing understanding of psychology.

The portfolio will give students a tangible outcome that they can use in seeking employment and potentially assisting them in communicating their learning experiences to graduate programs.

Grading Information and CriteriaAll activities and conferences are designed to help students meet the course goals.

Grading Information and Criteria

Points Late Work Policy

Conferences (6 activity conferences @ 20 each)(10 pts for original posting; 5 pts each for responses to classmates)

120 One original posting may be submitted late for partial credit. Responses to classmates not accepted late

Reflection and Career Papers Signoff Conference (5 @)

10 Late work not accepted

Cluster and RM quizzes (30 pts @)

120 10 pts. per day for late submission;no makeups

Reflective Paper 100 Late work not acceptedApplied Paper 100 20 pts per day for late submissionTotal 450

Note that late work penalties for most items in this course are large. That is due to the fact that this is the capstone course. Students must have completed their major requirements and are expected to demonstrate professional behavior in this course. Note that late means even one minute after the deadline. Make sure you

submit your work before 11:59 p.m. Eastern time in case you have some technical issue. You are responsible for making sure that your computer settings work with Webtycho and that you have figured out how your time zone correlates to Eastern time. You are also responsible for making sure you have a working computer and internet access. Not having one or the other does not mean late work will be accepted. Submitting work on-time is the mark of a professional. I expect professional behavior in this course. It does factor into my decision about writing graduate school recommendations. Please do not think that this is an easy class or one that requires very little work.

A = 450-405 Outstanding, performance well above expected requirementsB = 404-360 Superior, performance above expected requirementsC = 359-315 Good, performance meets expected requirementsD = 314-270 Substandard, performance is below expected requirementsF = Below 270 Failure, performance does not meet minimum requirements; FN = Failure to participate

No Extra Credit is offered.

APA FormatAll work - in conferences and papers - must be submitted in precise APA format. As a senior psychology major, you are expected to know and use APA format. As a psychology major, you are expected to own and use a Manual. Points will be deducted from all work for failure to use precise APA format.

Conference ParticipationBy registering for a Web-based course, you have made a commitment to participate in your course conferences as well as other online activities. Please plan to participate regularly. Participation for this course is defined as proactive discussion in weekly conferences. This requires you to actively reflect on readings and to develop original ideas in your responses. You are expected to demonstrate critical thinking and your understanding of the content in the assigned readings as they relate to the issues identified in the conference discussion. You may need to use additional authoritative sources. You are expected to make your own contribution in a main topic as well as respond with value-added comments to at least two of your classmates.

You are expected to adhere to the general rules of online etiquette. To prepare to use the online conferences, you should read the notes on WebTycho Participation and Online Etiquette. Keep those notes handy; you may need to refer to them during the semester.

Participation in the conferences is extremely important. First, it gives the instructor an indication of your appreciation of, understanding of, and ability to apply the concepts you have learned during your program. Second, it enables each of you to interact with your classmates. Our conference areas are our classroom time—imagine yourself in a face-to-face (F2F) classroom responding to a question posed by the instructor. Also imagine yourself listening as one of your classmates responds to a question. The conferences give you your time—as you would have in a F2F classroom—to comment and respond to comments made.

Conference Grading Rubric PSY 495

Each conference discussion/activity is worth 20 points (10 for the original response and 5 each for the two required responses to a classmate). While I view these as participation activities, there are grading standards that I use to evaluate them. One way to evaluate writing assignments is through the use of a rubric. I use rubrics to grade almost all assignments, including essays answers on quizzes and the exam. Below is the rubric for grading conference participation. Some of it comes from Dr. Heather Gitlin. You are expected to cite your sources for the conference answers (they are NOT just your opinion). You should use APA format for the citation. For all activity conferences (6 conferences) your original posting is due by Saturday night. Responses to classmates are due by Sunday. If you post your original after 11:50 p.m. on Saturday, it will be considered late and count in the late ones allowed.

Points -Original Posting(max=10)

Requirements - ANY plagiarism from any source will result in a 0 for the assignment and for potentially other academic consequences. No citation means a loss of at least 2 points as does incorrect APA format.

10Above and beyond what was specified in the assignments. Is extraordinarily thorough and well-written. Include specific references and is thoughtful. Writing is clear and precise and has few grammatical/spelling errors. Minimum of 250 words

9-8Thorough, correct and well written; answers the question posed but does not go beyond the basics. Writing is not quite as clear.

7-6Basically correct and covers the major components of the question asked. Includes some content and sources. Writing is adequate.

5-4Adequate. Addresses some of the question asked but does not go into much detail. May not address all elements in the assignment. Writing contains a number of errors.

3-1Some elements in the assignment are addressed but in a minimal fashion. Is not in-depth and does not reflect much thought. Writing is not reflective of an upper-level major.

0 Not done.

Responses (2 required) Note that these are NOT automatic points.

5 Addresses the posting to which you are responding. Is extraordinarily thorough and well-written. Include specific references and is thoughtful. Writing is clear and precise - it is clear you have read the posting and thought about it. Is at least 150 words

4-3 Is somewhat on topic but is not very thorough and does not indicate deep reading of original posting. Writing is average level

2-1 Includes some reference to original posting. Writing is okay but not high level.

0 Mere affirmation or not done

While there is still some apparent subjectivity in scoring the responses, it is not capricious. I have a good sense of when a student understands what he or she is discussing and when an assignment has been done thoughtfully. I am a former high school English teacher and I know when the writing is poor. In addition, I understand what is expected of psychology students in terms of analytical, critical thinking and writing skills.

Sample of Good Conference posting and response:

Assignment:

This chapter examines various approaches to therapy. Regardless of the theoretical orientation, one trend we have seen is the increase in online therapy. Your task is to read about online therapy at the following sites: http://www.apa.org/monitor/mar01/pp.html; http://psychcentral.com/best/best2.htm; http://www.nbcc.org/AssetManagerFiles/ethics/internetCounseling.pdf

Next read the APA Ethics code at

http://www.apa.org/ethics/code2202.html#general; http://www.apa.org/ethics/code2202.html#10 and http://www.apa.org/ethics/code2202.html#4

What do you see as the strengths and weaknesses of this delivery mode? What ethical issues must be considered

Model Answer: (Both answers used with permission).

There are so many issues that I see with online therapy with the first issue being not face to face. Face to face is quite important in not only establishing an initial but an ongoing connection between a therapist and patient. When I decided to leave NYC last year I unfortunately lost my therapist. I had asked her if I could do phone sessions with her and the answer was yes but only if I could commit to coming to NYC once a month to see her face to face. She told me that she could only get a true sense of how I was doing by evaluating my verbal and nonverbal communication, i.e. body language.

The second issue that I see is the patient’s expectation of response time by a therapist. The National Board for Certified Counselors, Inc. and Center for Credentialing and Education Inc. states, “As part of the counseling orientation process, the Internet counselor explains to clients the procedures for contacting the Internet counselor when he or she is off-line and, in the case of asynchronous counseling, how often email message will be checked by the Internet counselor.” (National Board of Certified Counselors, 2008) In today’s world we seem to be ever tied to our cell phones, emails, and etc. 24 hours a day, is this really going to happen? If a patient is emailing repeatedly the temptation is going to be to respond and once a response happens during an off-line time, how do you back?

The last issue that I see is simply ethical issues of privacy and confidentiality, especially with regards to email. Who is to say who is emailing on either end of the supposed patient and therapist? Or as John Grohol states, “A client or therapist may accidentally send a confidential e-mail to an unintended recipient.” (Grohol, 1999) I certainly have sent my fair share of emails to unintended recipients! However, with all the cons stated above, a pro would be the fact of allowing individuals that may be physically challenged or geographically hindered an opportunity for therapy. (National Board of Certified Counselors, 2008) As a big proponent of therapy, I would never want to have a person not have the ability to acquire therapy due to physical or geographical limitations.

Grohol, J.M. (1999). Best Practices in eTherapy Confidentiality and Privacy. Retrieved June 21, 2009 from http://psychcentral.com/best/best2.htm

National Board of Certified Counselors. (2008). The Practice of Internet Counseling. Retrieved June 21, 2009 from http://www.nbcc.org/AssetManagerFiles/ethics/internetCounseling.pdf

Model Response to a Classmate:

You bring up some good pros of online therapy that I failed to consider, such as being able to establish connections between people who do not live in the same geographic area and the patient may feel more comfortable not going in a doctor’s office. The cons that you listed were well thought out and I agreed with much of what you stated. It is important to have that nonverbal communication. Also the internet is not always secure so confidentiality cannot be guaranteed. I enjoyed reading your views on the pros and cons of online the

My Role in the Discussions: I do not answer every post but I do monitor the discussions and post questions or comments to further engage you with the material.

Additional InformationUMUC Policy on Academic Dishonesty and Plagiarism (150.25):Faculty may determine if the resubmission of coursework from previous classes (whether or not taken at UMUC), partially or in its entirety, is acceptable or unacceptable when assigning a grade on that piece of coursework. Faculty must provide this information in their written syllabi including a sanction if the resubmission of coursework is deemed

to be unacceptable. If the resubmission of coursework is deemed to be unacceptable, a charge may not be brought under this Policy and will be handled as indicated in the written syllabi. No former papers or conference postings may be used.

Reporting of child abuse:Please be aware that according to law in Maryland (Maryland Code 5-704), educators are required to report ongoing or past child abuse and neglect even when the former victim is now an adult and even when the former alleged abuser is deceased. If you disclose past or ongoing abuse/neglect in conferences, in papers, or to your professor personally in any mode of communication, he or she is required by law to report it. Consult your professor if you want more information about this law.

Participation--World Wide Web ProtocolsBy registering for a Web-based course, you have made a commitment to participate in your course conferences as well as other online activities. You can communicate with me and your classmates in a virtual classroom 24 hours a day, 7 days a week. Please plan to participate regularly.

Academic RigorThis course will adhere to UMUC's standard of "academic rigor." UMUC defines academic rigor as the degree to which students demonstrate content mastery, application of critical thinking skills and adherence to UMUC’s code of academic integrity.

This definition implies three components to academic rigor: 1)Content mastery to include the subject matter of the course as well as mastery of those core curriculum goals established for the course. 2) Application of critical thinking skills to include the degree to which the student can present and defend original thinking on the subject matter, including synthesis and analysis of key concepts. 3)Academic integrity to include the degree to which student demonstrates academic honesty defined in UMUC’s code of academic integrity.

UMUC Policy for Students with Disabilities:If you are a student with a disability who needs accommodations in this course, you must register with Veteran and Disabled Student Affairs. You will need to provide documentation of a disability and its impact on the course in order to receive accommodations. Please contact Veteran and Disabled Student Affairs at 301-985-7930 or 800-888-UMUC, extension 7930 or by email at [email protected].

Academic Dishonesty and PlagiarismIn this course, you are required to read UMUC's How to Avoid Plagiarism tutorial (or cut and paste this link: http://www.umuc.edu/ugp/ewp_writing center/modules/plagiarism/guidelines.html) After you have completed this tutorial, please read UMUC's policy for noncompliance (the link is: http://www.umuc.edu/policy/aa15025.shtml) Submit a note to me in the classroom in the plagiarism sign-off conference indicating that you have read and understand this policy and that you have completed this tutorial. Without this sign-off, no work will be scored.

Please note that there are significant consequences for committing plagiarism at UMUC which may include: no credit on the plagiarized assignment, failure in the course, or dismissal from the university. Additionally the Dean is notified of the transgression and a permanent note may be placed in your records. Also note that papers can be submitted to online services, such as Turnitin.com to check for authenticity.

Incomplete gradesGrades of incomplete or "I" are rarely given. They will be considered in special cases due to illness or other circumstances. Students must ask the instructor for an incomplete before the end of the term, have completed at least 60 percent of the coursework with a C or better, and sign a contract with the instructor detailing when the completed work can be expected. The student is then responsible for completing the working within the assigned deadline. Please see the official policy below for additional details. It is the instructor's decision about whether or not to grant an I.

Academic IntegrityUMUC is an academic community that honors integrity and respect for others, and it is expected that, as a member of this community, you will maintain a high level of personal integrity in your academic work at all times.

Academic dishonesty is the failure to maintain academic integrity, and includes the intentional or unintentional presentation of another person's ideas or products as your own (plagiarism); the use or the attempt to make use of unauthorized materials, information, or study aids in any academic exercise; and the performance of work for another student (cheating). All academic work you submit during your time at UMUC must be original and must not be reused in other courses.

Turnitin.comThe university has a license agreement with Turnitin, an educational tool that helps identify and prevent plagiarism from Internet resources. Your instructor may use the service in class, either by requiring you to submit assignments electronically to Turnitin, by submitting assignments on your behalf, or by providing the option for you to check your own work for originality. The Turnitin Originality Report will indicate the amount of original text in your work and whether all the material that you quoted, paraphrased, summarized, or used from another source is appropriately referenced.

Most students are honest and turn in original work. I expect that you will do so. Sometimes, though, students copy material from a source without properly acknowledging it. Sometimes this is unintentional, sometimes it is not. Sometimes students hand in work that has been done by someone else or otherwise act academically dishonest. If you read all of the material on plagiarism and follow the APA Manual, you are less likely to have a problem.

But just in case, I use the service of Turnitin.com to check on papers. This service requires you to electronically submit your paper to it. I then get a report on the sources you used in your paper. It is important that you keep a copy of all of your drafts and copies of all articles used in your papers in case I need to look at them. You can find out more about this service when you log in.

Since you know about this issue now, if I find that you have plagiarized, on purpose or not, you will receive a lowered grade, including a possible zero on the assignment. In addition, if the report shows that the paper was substantially plagiarized, you may be reported for academic dishonesty, e.g. cheating. Plagiarism is considered a serious offense in the College and elsewhere. (See UMUC's Policy 150.25 -Academic Dishonesty and Plagiarism.) If you do it twice, you can be expelled and information may appear on your transcript. If you are not sure about your use of sources, consult the Writing Center or ask me. If you object to having your paper submitted through Turnitin.com, you must contact me by the end of the first week of class.

If you or your instructor submit all or part of your assignment to the Turnitin service, Turnitin will by default store that assignment in its database. The assignment will be checked for any matches between your work and other material stored in Turnitin's database. If you object to the long-term storage of your work in the Turnitin database, you must let your instructor know no later than two weeks after the start of this class.

You have three options regarding the storage of your assignment in the Turnitin database: 1) You can do nothing; your assignment will then be stored in the Turnitin database for the duration of UMUC's contract with Turnitin; 2) You can ask your instructor to have Turnitin store your assignment only for the duration of the semester or term, then have your assignment deleted from the Turnitin database once the class is over; or 3) You can ask your instructor to change the Turnitin settings so that your assignment is not stored in the Turnitin database at all. If you have this request, it must be made by the end of Week 1.

Please note: Your instructor may use other services in addition to or in place of Turnitin to check your work for plagiarism.

Register as a new Turnitin.com user by going to http://www.turnitin.com and clicking on create a user profile.Where they are asked are you a student or instructor? use the drop down menu to select student and click Next.Students join the PSY 495 class with the Class ID (8078343) and class enrollment password (capstone).

Students load papers by following these steps:1)Click the Submit button next to the desired assignment.2)Enter a title for the paper you are submitting3)Upload a file by clicking on the Browse button, finding the paper on your disk, and clicking Submit.At the next screen you will see the paper. Make sure it is the one you want to submit. If so, click yes, submit. If not, click no, go back and submit the correct file.

4)The next screen will confirm that the paper has been received. You will see the paper title, the paper id, and the name of the paper author.5)You can now submit additional papers.6) When the student clicks Submit, a copy is sent to my Turnitin inbox and the student's inbox as well.

You will submit the Reflective Paper and the Applied Career paper to Turnitin. Papers must be submitted by the due date. Neither paper will be scored if not submitted to Turnitin.

Course ExpectationsFor an eight-week course, you should expect to spend about six hours per week participating in class discussions and activities (online or onsite) and two to three times that number of hours outside class in study, assigned reading, and preparation of assignments. That means 18-20 hours per week. Courses offered in shorter formats will require more time per week. You are expected to meet the same learning outcomes and perform the same amount of work in an online course as in an onsite course. Active participation is required in all online courses, and you should expect to log in to your online course several times a week.

The following links to important academic policies and other information are provided to help you as you complete your coursework at UMUC.

Policy and Procedures on Affirmative Action, Equal Opportunity, and Sexual Harassment—Nondiscrimination: It is the policy of UMUC that no student or employee of the university or contractor/vendor conducting business with the university may discriminate on the basis of race, religion, color, creed, sex (including sexual harassment), marital status, age, national origin, political affiliation, mental or physical disability, or sexual orientation. Individuals who believe they have been discriminated against because of any factor protected under this policy may file a complaint of discrimination.

Information on Support for Disabled StudentsUniversity System of Maryland Board of Regents' Policy on Academic IntegrityUMUC's Policy on Academic Dishonesty and PlagiarismUMUC's Policy on the Grade of Incomplete, Grade Pending, and WithdrawalUMUC's Policy on the Code of Student Conduct UMUC's Policy and Procedures for Review of Alleged Arbitrary and Capricious Grading

For more information about student services and more general information, visit UMUC's website at http://www.umuc.edu.

Project DescriptionsProject Descriptions

Research Methods (RM) QuizRM is the foundation of the discipline. All areas of psychology require a familiarity with and a command of RM. You will complete a quiz on research methods/stats.

Cluster QuizzesEach quiz is designed to test your basic knowledge of the three core cluster areas: biological, social and professional. It is recommended that you carefully review each course in the related modules, especially if you have not completed all of the courses in that cluster. You may need to consult some journals or textbooks (found in the library) in order to answer the quiz questions. These are the sorts of questions that will appear on standardized tests used for admission to graduate school. Note that you are expected to know this information even if you did not complete the course or if you sold your text.

Applied Career Review Paper (adapted from Dr. Drew Appleby at UIPUI, used with permission)You will write an APA-style review paper (similar to a review of research literature) whose topic is the particular area of specialization in psychology that is of most relevance to the occupation you would like to eventually enter (e.g., industrial/organizational psychology if you want to become a human resources director, counseling if you wish to become a school counselor, and developmental psychology if you would like to own and operate a daycare center). The body of this paper—not including the title page, abstract, and reference section—will be at least ten pages long (2500 words), and will be organized into the following sections:

a. A title page that includes a running head, the title of your paper, your name, and your institutional affiliation b. An abstract that briefly identifies the following six sections of your paper in a clear and succinct manner c. The history of this area including its relationship to other areas of psychology and/or other academic

disciplines d. Two of this area’s psychological theories that are relevant to the work. e. Two of the research methods that researchers in this area commonly use to gather data and test

hypotheses. Correlational and experimental do not count as research designs. You should specify adesign such as cross-sectional.

f. A description of two (2) empirical (i.e. not literature reviews or abstracts) studies from the professional literature of this area and an explanation how the results of each of these studies can or have been used to promote human welfare. The studies must come from a peer-reviewed journal.

g. A specific occupation in this area that you plan to eventually enter; an accurate description of this occupation, the tasks a person in this occupation is required to perform; and a list of the specific types of knowledge, skills, and characteristics (i.e., work styles) a person needs in order to be successful in this occupation. The information for this section must be gathered from O*NET (http://online.onetcenter.org/) or a similarly credible source that has been approved by the instructor.

h. An explanation of how you have used specific curricular (e.g., classes) and extracurricular (e.g., internships) opportunities during your undergraduate education to accomplish the knowledge, skills, and characteristics you identified in the previous section. The focus should be on psychology courses.

i. A reference section containing at least ten (10) scholarly references (Do not use generic dictionaries/encyclopedias and use only Web sites ending in edu, org, or gov. When in doubt about the scholarliness of a reference, check with the instructor, using the References conference.) You must use at least four (4) peer-reviewed journal articles. Textbooks should not be used as part of the 10 (ten) required sources.


Faculty Contact InformationUniversity of Maryland University CollegePSYC 341 7980 – Introduction to Memory and CognitionFall 2013. October 21 – December 15Name of faculty: John W. GustafsonEmail address: [email protected] the department atUniversity of Maryland University CollegePsychology Department 1616 McCormick Dr. Largo, MD 20774

Phone: (240) 684-2850 FAX: (240) 684-2994


Course DescriptionPrerequisite: PSYC 100. Recommended: PSYC 300. An introduction to basic models; methods of research; and findings in the fields of memory, problem solving, and language. The objective is to apply knowledge of cognitive processes to a variety of situations including organizational and educational settings. Both applications and theory are explored.


apply concepts of learning, memory, and thinking in a variety of situations, including organizational and educational settings

apply knowledge of cognitive processes and pathologies across the lifespan to inform quality of life in oneself and others

apply knowledge of research, the scientific method, and advances in neuroscience technology to an understanding of the relationship between the brain and cognitive processes to inform ethical decision making and problem solving

Course IntroductionHuman beings are capable of perceiving the most intricate features of the world around us. We can recall an astounding number of facts and learn innumerable skills. We can remember the smallest details of important events in our lives that occurred decades earlier. Furthermore, we can explore and examine the nuances of all the information we are capable of gathering to

interpret the world around us and to act upon that world. And we have learned to communicate these thoughts and actions to those around us in intricate and infinitely variable fashion.

Our abilities to perceive, direct attention, understand, remember, and communicate is what is meant by the term cognition. The scientific study of cognition attempts to understand the many mechanisms underlying this phenomenal mental capacity, from basic neural processes to the influence of social interaction. Cognitive scientists come from a number of disciplines, including psychology, anthropology, computer sciences, and the neurosciences. For psychologists, the exploration of memory and cognition represents two of the most important aspects of the study of behavior: how an organism thinks, and how an organism remembers experience.

In this course, you will gain an understanding of the many ways in which psychologists have come to define and categorize memory and other cognitive processes. Following an introduction to the basic concepts underlying cognition and the scientific methods used to study it, the modules move from the simplest cognitive processes (sensation and perception of information by the nervous system and attention) to the most complex (memory, communicating, and problem solving). In each module, you will come to understand the many aspects of each of these processes and the complexity of factors that influence them.


Grading CriteriaOnline participation 30% 60 pointsQuizzes 30% 60 pointsApplied final project 40% 80 pointsTOTAL 100% 200 points

The grading scale, based on 200 points, is as follows:

90 – 100 % 180 - 200 points A, outstanding80 – 89% 160 - 179 points B, superior70 – 79% 140 - 159 points C, good60 – 69% 120 - 139 points D, substandard0 – 59% 0 – 119 points F, failure due to poor

performanceFN Not based on points Failure due to lack of

participation

Extra Credit: No extra credit is offered.

Participation

You should plan to participate in class discussions by contributing responses frequently. Each conference contains a number of discussion topics to which you may post responses, and you are welcome to respond also to the contributions of other class members. If you respond thoughtfully once to each discussion topic, on the average, you will earn the maximum participation score of 60 points. That means that you may skip one topic and contribute twice to the next topic to compensate, if you wish. However, scores for participation in each participation period will be final.

You will receive a score for participation in weeks 1-2 (four topics) in week 3; for participation in weeks 3-4 (four topics), in week 5; and so on, every two weeks. The maximum total for participation at the end of the semester is 60 points. Scores for each response will be based on the following rubric:0 points: social greetings or off-topic response

2 points (½ credit): for an exploratory or partially relevant response such as the following:Rehearse textbook on (apply it to) important issues Perform demonstrations, cite helpful URLsAsk a relevant question that hasn’t been asked before

4 points: for an original, relevant, complete response such as the following:Answer discussion questions directlyAnalyze demonstrations after performing themPose new problems and predict their outcomeMay include any of the two-point responses in addition!Each thoughtful response to a discussion topic will earn four points. There are 15 discussion topics in all. Please respond as frequently as you wish. There is no penalty for posting beyond the 60-point maximum for participation! (There is no extra credit for extra participation beyond the maximum, however.) Your participation score will be based on your contributions to conferences entitled "Weeks 1-2", "Weeks 3-4", "Weeks 5-6", and "Weeks 7-8". That is, the Introduction, Weekly Bulletin Board, and Lounge do not affect your participation score. The due dates for assignments should be interpreted as 11:59 p.m. on the stated date, Eastern time (daylight or standard, as appropriate). Additional information about the exams may be found in the Weekly Bulletin Board conference.The quizzes will be based on assigned reading in the textbook, supplemented by discussions in class conferences. Although exam questions will not be based on topics outside the textbook, participating in the full range of discussion is anticipated to improve your preparation for examinations. You are welcome to use material from any scholarly source in answering essay questions if you identify the source.

Quizzes

Two graded quizzes provide you with a continuous assessment of your learning progress in the course. Quiz 1 will cover reading assignments for weeks 1-3 and Quiz 2 will cover reading for weeks 4-6. These quizzes will be made available in the Quizzes and Final Exam conference a week before they are due. Questions about the quizzes may be posted in the Weekly Bulletin Board conference in the topic "I'm Having a Problem!". Answers must be posted to your

assignment folder. Each of these quizzes will consist of multiple-choice and/or short-answer essay questions based on the texts, online modules, or other assigned readings (i.e., an "open-book" quiz). Each quiz is worth 30 points, or fifteen percent of your course grade.

Do not discuss your answers with other students before submitting your responses, or before they have submitted theirs. Each quiz will be posted one week before it is due in your assignment folder. Scores for quizzes and the applied final project will be posted within a week after the due date, but early submission will not guarantee early scoring.

Lateness Policy

Quizzes and projects that are turned in late without prior approval (because of a documentable hospitalization, etc.) will be penalized ten percent of that assignment's score. Unexcused late work will not be accepted after Monday, December 9, 2013.

Applied Final Project

In lieu of a final examination, an applied final project has been assigned. It is described in the section of this Syllabus labeled "Project Descriptions". It should be submitted via your Assignments folder. You do not have to register for it. It is worth 40% of your course grade.

The applied final project will not be returned to you. However, your score will be available in your Portfolio after the applied final projects have been scored at the end of the term.

Additional InformationPlease use the Private Messages link for confidential communication. Barring circumstances beyond my control, I will respond to messages posted there within 48 hours except on weekends. For questions that may be of interest to the class, such as a request to clarify an assignment, please post in the Weekly Bulletin Board conference. I will respond to conference postings in the manner of face-to-face classroom discussions. That is, although I will not respond to every comment, I will address what I consider relevant issues when they are raised for the first time. Scores on assignments and exams that were submitted on time will be returned within one week.

University policies, including those regarding plagiarism, academic integrity, and the grade of Incomplete, will be adhered to. You may find them online at http://www.umuc.edu/policy/stud_home.shtml or by using the link to "Academic Policies" at left, under the Syllabus heading.

A Special Note about Plagiarism and Academic Dishonesty: Students earn grades by doing their own work. Proper citation and referencing for work of others is mandatory. Anything less (e.g., failure to use quotation marks, failure to cite page the numbers, presenting another's work as if it

were your own, even copying from a paper that you previously wrote without appropriate referencing) constitutes a form of cheating known as plagiarism. Papers can be, and are, submitted to online services to check for authenticity. There are significant consequences for committing plagiarism in any UMUC course which may include one of three possible forms of academic discipline: no credit on the affected assignment, failure in the specific course, or dismissal from the university. Additionally, the Dean is notified of the transgression and a permanent note may be placed in your records and/or transcript. We take plagiarism very seriously.Incomplete grades. A grade of Incomplete may be given in response to your request only in compliance with UMUC policy 170.71 (http://www.umuc.edu/policy/aa17071.shtml). We will adhere to the following policy released from the Dean's Office in 2005. "Students are expected to take all exams when scheduled. In the event of illness or extraordinary circumstances, the student must contact the faculty member and provide documentation to request an exception and approval to take a makeup exam. If the request is not approved, the exam grade will be recorded as a zero. Failure to register for a proctored exam is not an approved reason to request a makeup exam." If you are a student with a disability who needs accommodations in this course, you must register with Disabled Student Affairs. You will need to provide documentation of a disability and its impact on your work in this course in order to receive accommodations. Please contact Veteran and Disabled Student Affairs at (301) 985-7930 or (800) 888-UMUC, extension 2287 or by e-mail at [email protected].

If you should need to alter the date of submission of a quiz or your class project, please get in touch with me by Private Message, preferably before the deadline for submission. Coursework is expected to be given a high priority, but consideration will be given for circumstances beyond your control, such as hospitalization.

Applied final projects will not be returned. Exam scores will be posted in your Portfolio after the exam.When you submit work to your assignment folder, be sure you see that it was "submitted" and not merely "saved". Be sure to save a copy of all the work that you submit to TYCHO.

Academic Rigor

This course will adhere to UMUC's standard of "academic rigor.” UMUC defines academic rigor as the degree to which students demonstrate content mastery, application of critical thinking skills and adherence to UMUC’s code of academic integrity.

This definition implies three components to academic rigor:

Content mastery—the subject matter of the course as well as mastery of those core curriculum goals established for the course.

Application of critical thinking skills—the degree to which the student can present and defend original thinking on the subject matter, including synthesis and analysis of key concepts.

Academic integrity—the degree to which student demonstrates academic honesty defined in UMUC’s code of academic integrity.

You should always consult this syllabus for information about class projects and policies pertinent to this class. Consult your course schedule for the assignments and due dates.

Announcements will be posted at the beginning of each week to inform you of the reading and activities for that week. Although this information is available in your course schedule, additional information may be posted to clarify concepts in the readings, help you with your assignments, or alert you to university deadlines.

You should check into the classroom at least three times a week to read the announcements and to participate in conference activities. Some weeks, you may need to come in more.

Reporting of child abuse:Please be aware that according to law in Maryland (Maryland Code 5-704), educators are required to report ongoing or past child abuse and neglect even when the former victim is now an adult and even when the former alleged abuser is deceased. If you disclose past or ongoing abuse/neglect in conferences, in papers, or to your professor personally in any mode of communication, he or she is required by law to report it. Consult your professor if you want more information about this law.

Project Descriptions

Applied Final ProjectPlease note: The class project will be used to fulfill a requirement within the Senior Seminar in Psychology (PSYC 495) capstone course, not only for students who have matriculated under the 2011-2012 catalog who are required to take this course but for others for whom it is an elective. Please retain an electronic version of the graded project that you can submit when required during the capstone coursework.

The project is an integrative assignment. You will develop a "scrapbook" for the course. The grading rubric used follows this description. You must assemble the scrapbook as follows:

1. Provide a cover sheet with course and personal information. 2. Provide a table of contents of your scrapbook. 3. Choose five (5) chapters that appeal to you the most, and provide the following items for each chapter:

a. One picture (graphic format is not important) that you believe best captures the concepts presented in the chapter.

b. Two Web sites with two to three sentences that describe the Web site for each chapter.

c. One article summary (the article must be at least two pages in length)from a peer-reviewed journal for each chapter you choose. You must include a means of gaining access to a copy of the article (e.g., the appropriate doi or an active hyperlink) in the references section.

d. Three to five paragraphs describing why you chose the pictures, Web sites, and articles. 4. A five- to seven-page (double-spaced) personal reflection paper. You must include at least two references (citations within the paper). The reflection paper is your chance to describe how you interpret and understand the material. Include any thoughts about how you perceive you can use the information learned from the course. This section will be graded on the following areas:

a. Content b. Organization c. Writing mechanics and style

Create the project in the word processing software with which you are most familiar. Then you can convert the entire file into a PDF (portable document file), which will allow the document to be read more easily. All of your unique formatting features will be retained by converting to PDF. You can convert using one of two options:

1. You can do it online at: http://www.freepdfconvert.com/

2. You can go to the online resource above and download a copy of the software for free (PDFConverter Desktop).Later versions of Microsoft Word allow you to save documents in PD

Scoring Rubric

Cover sheet 5 points Table of contents 5 points One picture for each chapter that you

believe best represents the concepts of the chapter @ 1 point each) 5 points total

Two Web sites for each chapter with two to three sentences describing each Web site @ 1 point for each pair of Web

sites 5 points total One article summary for each chapter

(the article must be at least two pages in length) @ 3 points each 15 points total

Three to five paragraphs for each chapter describing why you chose the pictures, Web sites, and articles @ 4 points each 20 points total

Five- to seven-page (double-spaced) personal reflection. You must use at least two references (citations within text) 25 points

Scoring Rubric for Reflections Part of the Applied Final Project

Relative weight: 5 4 3 2 1 0CONTENTAll topics were discussed in clear detailAssertions were supported correctlyIdeas were interrelated coherently and logicallyAuthor creatively enhanced the topicORGANIZATIONAn introduction previews main points of reflectionBody of paper develops and elaborates main ideasA conclusion summarizes main pointsWRITING MECHANICS and STYLEPaper free of mechanical errors (e.g., misspellings, typos, etc.)Paper grammatically sound (proper sentence structure)Citations and references in proper APA style


Faculty Contact Information

Professor: Gabriele D. Jones, PhD

Collegiate Professor of Psychology, University of Maryland University College

Click on "Faculty Member (Bios)" in the upper left corner of the WebTycho classroom if you want to know a little bit about me.

Location: Pinehurst, North Carolina

Contact Methods:

Students can post generic course questions within the "Questions" conference area within the classroom.

Students can e-mail me at [email protected]. Please put the course information in the "subject" line (e.g. PSYC 436), or else your message may be overlooked as

spam. Also, please include your name in the introductory sentence.

Students can use the Private Message feature within the classroom, but I prefer you to e-mail me directly at [email protected] as I respond to this more quickly.

Students can call the general department telephone number: (240) 684-2850 but understand that the telephone is answered by an Administrative Executive. In emergency situations, you may call my office in North Carolina Monday through Friday 8:30 EST to 5:00 EST, (910) 255-1000.

Note: I check in to the classroom at least every other day. I will respond to all e-mails within 24 hours.


Course DescriptionPrerequisite: PSYC 100. Recommended: PSYC 300 and 353. A survey of diagnostic and therapeutic strategies employed by clinical psychologists. The objective is to evaluate current trends in content and methodology. Topics include the identification, diagnosis, and treatment of mental health disorders. Emphasis is on the scientist-practitioner model and the critical analysis of theories and empirical research.


evaluate diagnostic techniques in order to identify effective interventions and treatment protocols

differentiate clinical psychology from other mental health disciplines to make informed decisions

compare and contrast effective psychotherapies used in treating mental health disorders explain the importance of ethics and the role of research in the study of clinical

psychology and relevant emerging issues

Course IntroductionClinical psychology is an applied field, and is known as a health service provider profession within psychology. This means that clinical psychologists take information from research and theory and apply it to real life. Most of the applications are related to understanding, treating, and preventing mental health problems in individuals and groups. Clinical psychologists use psychological tests, interviews, and observations of behavior to help identify and diagnose maladaptive behavior. Proper diagnosis leads to various forms of treatment and intervention (e.g., psychotherapy, pharmacotherapy) by psychologists, psychiatrists, and other mental health providers.

As part of a current trend in the field, psychologists are emphasizing positive emotions and the prevention of mental health problems. Many clinical psychologists are broadening their perspective, not focusing solely on psychopathology or mental illness, but also exploring ways to help individuals and groups maximize their potential and their development.


Grading Criteria

The final grade for this course will be based on scores for the following weighted requirements: Weekly Conferences & 30%

ParticipationJournal Article Review 15%Midterm Quiz 25%Final Project 30%Total 100%

Grading Scale A = 90-100B = 80-89C = 70-79D = 60-69F = 0-59

F(a) = below 60%F(n) = Failure due to absence/lack of participation from more than 50% of course sessions

Requirements Descriptions:

1. Conference Participation: Students are expected to participate fully in discussions and other scheduled assignments throughout the course.

You are expected to participate in all class discussions. Class participation is an essential component of this course. Class discussions will focus on the application of the materials assigned in the course schedule. Participation in these discussions is worth 30 percent of your overall grade.

Participation within the conferences is extremely important. First, it gives me an indication of your appreciation, understanding, and ability to apply concepts presented in either lecture format or in the textbook. Second, it allows each of you to interact with your classmates. Our conference areas are our classroom time – imagine yourself within a face-to-face classroom, and you have responded to a question posed by the

professor. Also, imagine yourself sitting there, and one of your classmates responded to the question. Now is your time – as you would have within a face-to-face classroom – to comment and reply/respond to comments made.

Participation points for responses (answers to all questions posed by the professor within the conference) and asides (student responses/replies/comments to other student or professor postings, besides the initial question(s) within the topic) are earned for postings that accomplish the following tasks:

Answer all questions within the conference topic posted by the professor. The response(s) must conform to standard grammatical and writing conventions. All assertions must cite supporting material(s).

Replies/comments (asides) are made to classmates to engage in a discussion of the material(s).

Posted comments (responses and asides) go beyond meaningless and superfluous compliments and comments (e.g., "nice job," "I agree," "good luck," etc.). Quality postings involve engaging in meaningful dialogue about the material with the professor and fellow students.

Conference responses will be graded according to the rubric below (ANY plagiarism from any source will result in a 0 for the assignment and for potentially other academic consequences.):

Score

Equivalent to grade

Points

Requirements

Check Plus

A+ 5+ Above and beyond what was

specified in the assignment. Is extraordinarily thorough and well-written. Include specific references and is thoughtful. Writing is clear and precise and what would be expected of an upper level major.

Check A/B 4/5

Thorough, correct and well written; answers the question posed but does not go beyond the basics. Writing is not quite as clear.

Check Minus

C 2/3 Some elements in the assignment are addressed but in a minimal fashion. Is

not in-depth and does not reflect much thought. Writing is not reflective of an upper-level major.

Zero F 0

Not done or minimal work. Only part of the question answered. May be off-topic. Writing is poor

2. Journal Article Review Paper: See Project Descriptions

3. Midterm Quiz: This will be open book and open notes covering the first half of the course. The exam will consist of multiple choice questions and short essay questions.

4. Final Project: This will take place of a proctored final exam. See Project Descriptions for details.

You can prepare best for the Midterm Quiz by reviewing your scheduled assignment work (or conference work if you are in an online class) and required readings. Course Evaluation

Grading and points for conferences or papers are not automatic. You have to demonstrate good writing, clear thinking, objective discussion, good references, and accurate interpretation of course material as well as some insight into the issues. Grading of projects will consider the following components: well written, researched and referenced; accurate following of directions; originality and creativity; insightfulness; integration of course material from texts, articles, Web sites, and module discussions; meaningful responses to class colleagues; and application of good critical thinking.

Additional InformationMeeting Dates: January 13 to March 9, 2014 Project due date: Final projects must be posted in your Assignment Folder by 11:59 p.m. (Eastern time zone) on March 9, 2014 (Sunday). Late postings (the date/time stamp is generated once you post your materials within the Assignment Folder) will be accepted; however, five (5) percentage points will be deducted for each 24 hour period it is late up to 11:59 p.m. March 12, 2014. There will be no exceptions given.As this is a senior-level course, writing and critical thinking skills are assumed. The APA Publication Manual is the only accepted style within this course. If you need additional assistance in properly preparing your conference postings and project, I strongly encourage you to contact the Effective Writing Center (http://www.umuc.edu/ewc).Within the Course Content area you will see a new addition to all psychology courses. We have created Learning Tools for those areas that are of interest to students and topics that periodically require refreshing. Additionally there is an APA Learning Tool that can help you in preparing your papers.


Faculty Contact InformationDr. Dawn K. Lewis Contact Information:

E-mail Address: [email protected] (I check e-mail daily)Departmental Phone Number: (240) 684-2850 Mailing Address for the Department: Psychology Department 1616 McCormick Drive

Largo, Maryland 20774 Office Hours: Make an appointment Private Messaging: You may also send me a message via the private messaging area in our WebTycho class (this is the best place to reach me) University of Maryland University College (UMUC)PSYC 353 Section: 6380 (8 weeks) (Monday, January 13 - Sunday, March 9, 2014)


Course DescriptionPrerequisite: PSYC 100. Recommended: PSYC 300. An examination of mental disorders across the lifespan. The goal is to evaluate emerging issues in abnormal psychology. Topics include the identification and diagnosis of specific disorders and the evolution of treatment protocols. Students may receive credit for only one of the following courses: PSYC 331, PSYC 353, or PSYC 431.


evaluate current psychopathological diagnostic models and processes within the context of socio-cultural factors

analyze the etiology of psychopathology using biological, cognitive, and social models evaluate emerging issues in abnormal psychology and determine their practical

application in diagnosis differentiate methodologies and evaluate ethical considerations used in maladaptive

behavioral research

Course IntroductionAbnormal psychology involves the study of mental disorders across the lifespan. The exploration of etiology and the influence of nature/nurture interactions, the changing nomenclature of disorders and diagnostic methods, and the evolution of treatments contribute to a complex discipline in which emerging issues continually redefine the domain of maladjustment.

The identification of psychopathology requires a comprehensive understanding of etiology in the development of actions, thoughts, feelings, and the ways in which these correspond with mental health and behavior in a socio-cultural context. Although a clinical psychologist may look at the objective effects of symptoms on a person's occupational and/or interpersonal functioning, the severity of the impairment and the subjective distress experienced by the individual are also critical to the process of diagnosis.

Controversy still exists as to what distinguishes normal behavior from abnormal behavior. Diagnosticians attempt to identify abnormal behavior by assessing a person's behavior as it relates to the intensity or severity of four functions:

1. deviance 2. distress 3. dysfunction 4. danger

To accurately label specific abnormal behaviors, clinical psychologists follow a complex and comprehensive process called clinical assessment and diagnosis. A number of models are available to the psychologist for understanding, explaining, labeling, and treating abnormal behaviors. Although each practicing psychologist has a favorite model, many practitioners use a combination of models and techniques to treat their clients. You will explore your favorite model or combination of models during this course.

We will study the following topics:

introduction to psychopathology, research methods, and ethical considerations anxiety disorders mood disorders and forensics dissociative disorders and eating disorders identity disorders and personality disorders socio-cultural ethical aspects (practice) current and future practice and applications: emerging issues


You are responsible for the following:

Discussions/conference participation (eight conferences at 5 points each)

40%

Critical article review paper 10%Famous person diagnostic paper 10%Debate (emerging issues) 10%Applied Final Project 30%Total 100%

The grading scale, based on 100 points, is as follows:

A = 90–100B = 80–89C = 70–79D = 60–69F = 0–59FN = Non-

Participation

Participation

In registering for a Web-based course, you have made a commitment to participate in your course conferences as well as other in online activities. Please plan to participate regularly. Participation for this course is defined as proactive discussion in weekly conferences and engagement in discussion questions. You will need to actively reflect on the weekly module and textbook readings to develop original ideas in your responses.

In order to secure credit in the conferences, it must be obvious that you have read the assigned materials, thought about them, and responded in a reflective manner. It must be apparent that critical thinking went into your response. Discussion questions will always be posted on Tuesdays, and all Main Topic posts need to be in by the following Monday. Assignments are due by 11:59 p.m. EST on the due date. Remember that the earlier you post in the week, the more likely your post is to be read by everyone and to generate interesting discussion. Thus, your goal should be to have your Main Topic post submitted as early as possible.

Furthermore, you are expected to demonstrate critical thinking and an understanding of the assigned readings as they relate to the issues identified in each conference discussion. You are expected to make your own contribution to a main topic as well as to respond with value-added comments to the postings of at least two of your classmates. You are encouraged to respond to other students as well, and to your instructor. Note in the grading policy that your online conference participation counts significantly toward your final grade.

When you write in the conferences, I expect your posts and responses to be well-written. This means that they should be grammatically correct, devoid of spelling errors, and well-organized. In other words, do not write in the conferences as you would write in an e-mail to your friends.

You are expected to adhere to the general rules of online etiquette. To prepare to use the online conferences, you should read the notes on WebTycho Participation and Online Etiquette. Keep those notes handy; you may need to refer to them during the semester. Participation within the conferences is extremely important. First, it gives me an indication of your appreciation, understanding, and ability to apply the concepts presented in either lecture format or the textbook. Second, it enables each of you to interact with your classmates. Our conference areas are our classroom time—imagine yourself in a face-to-face (F2F) classroom responding to a question posed by the instructor. Also imagine yourself listening as one of your classmates responds to a question. The conferences give you your time—as you would have in a F2F classroom—to comment and respond to comments made.

Participation in the conferences is extremely important. First, it gives me an indication of your appreciation of, understanding of, and ability to apply the concepts presented in both lecture format and the textbook. Second, it enables each of you to interact with your classmates. Our conference areas are our classroom time—imagine yourself in a face-to-face (F2F) classroom responding to a question posed by the instructor. Also imagine yourself listening as one of your classmates responds to a question. The conferences give you your time—as you would have in a F2F classroom—to comment and respond to comments made.

Finally, we all need to be respectful of other people's opinion and thoughts. When responding to another student's post, please make sure you do so with the utmost goodwill and respect. You can disagree, but do so in an inoffensive manner, using information from the text or other reliable source to support your contention. I will be reading the discussion posts daily, and my own thoughts and comments as frequently as I believe they would be relevant. I will not respond to each student's post--this is a classroom discussion; not just comments directed at me. Thus, I expect a high level of interaction between classmates.

Participation points for each conference are earned as follows:

Participation Action Pointssee below on how participation points are earnedResponse* to conference topic 4 pts.Number of asides** to classmates' postings 1-2 2 pts.

3-5 4 pts.6-8 6 pts.

Total points possible 10 pts.

*Response(s) = answers to all questions posed by the instructor in the conference

**Asides = are your responses/replies/comments to other student or instructor postings, other than the initial question(s) in the topic

Response and aside participation points are earned for postings that accomplish the following tasks:

1. Answer all questions within the conference topic posted by the instructor. Your response(s) must conform to standard grammatical and writing conventions, and all of your assertions must cite supporting material(s) in proper APA style.

2. Your replies/comments (asides) are made to classmates to engage in a discussion of the material.

3. All of your posted comments (responses and asides) go beyond meaningless and superfluous compliments and comments (e.g., nice job, I agree, good luck, etc.). Quality postings involve engaging in meaningful dialogue about the material with the instructor and fellow students.

Additional Information

Reporting of child abuse:

Please be aware that according to law in Maryland (Maryland Code 5-704), educators are required to report ongoing or past child abuse and neglect even when the former victim is now an adult and even when the former alleged abuser is deceased. If you disclose past or ongoing abuse/neglect in conferences, in papers, or to your professor personally in any mode of communication, he or she is required by law to report it. Consult your professor if you want more information about this law.

WebTycho Classroom:

Please read the announcements section on a weekly basis. Also, please check for your grades in WebTycho.

*WebTycho Orientation: Any questions about WebTycho can be answered 24 hours/7 days a week via 1-800-807-4862.

It is also recommended that all students take the TOUR 101 online in WebTycho. Periodically, check for any class announcements on the WebTycho.

The UMUC Online Writing Center: Use the Online Guide to Writing and Research to assist you with the writing assignments.

You may also purchase the print version of The Guide to Writing and Research at UMUC Book Distribution Centers.

Time Commitment for Course Assignments:

For an eight-week course, students should expect to spend about six hours per week in class discussion and activities (online and on-site) and two to three times that number of hours outside the class in study, assigned reading, and preparation of assignments. Courses offered in shorter sessions require more time per week.

All Written Assignments:

Written assignments are designed to enhance your learning of course materials. ALL projects must be typed or done on a word processor. You must double-space and use a 12-font size for your work. Your paper should have the appropriate APA cover and reference pages. All work should be saved to a computer file or photocopied before submission.

Missed Assignments and Quizzes:

You are responsible for submitting all assignments on time. Assignments are to be submitted only online in the assignments folder or otherwise indicated and not via email or the private messaging feature. Assignments are due by 11:59 EST on the due date. Late assignments will not be accepted, unless you have a medically documented excuse attached to your late assignment. If I approve of the medical excuse, 5 points will be deducted. Thus, it is imperative to begin your assignments EARLY rather than at the last minute. Students are expected to take the online quizzes on the scheduled dates. Refer to the make-up policy on examinations in the academic and policy section.

Project Descriptions

Critical Article Review Paper You will write a critical review of an assigned article from an APA peer-reviewed journal. You will evaluate the literature and demonstrate that you can discern empirical research from pseudo-

science (course learning outcome 1) Please take a logical approach based on an awareness of empirical thought, which includes an awareness of the bi-directional aspects of research. The Critical Article Review Paper consists of 3-5 pages in length, excluding the cover and reference pages.

Grading Rubric for Critical Article Review Paper

Below

Average

Above Average

The student showed a basic understanding of the research questions and the research findings.

1.0 1.5 2.0

The student displayed an ability to critically examine aspects of the study, such as demand characteristics, external validity, and the selection of subject population.

1.0 1.5 2.0

The student identified at least one critical dilemma in the study (ethical/socio-cultural)

1.0 1.5 2.0

The student used APA citations and references when referring to the assigned article

1.0 1.5 2.0

The student explained the benefits of such research and future trends.

1.0 1.5 2.0

Total: 10 points

Famous Person Diagnostic Paper

This project will be a 6–8 page paper in APA format. You will select a famous person (by reading a biography or viewing a movie)(e.g., Sylvia Plath, Antwone Fisher) to complete a case study and a diagnosis. The person cannot be fictitious, such as Forest Gump or Mary Poppins, although the person could be an actor (course learning outcome 4).

This assignment in no way suggests that you have the education or training to complete such a task in the real world. Moreover, it does not imply that your chosen person truly has the diagnosis and/or has consented to treatment. You must include a disclaimer at the beginning of your paper to demonstrate an awareness of ethical practice. You must include citations from your course text and materials in addition to professional resources from the UMUC library.

Please provide the following in your paper:

Cover sheet:Provide the ethical disclaimer here. Background information: Give the background information of your subject (age,

culture, gender, history, etc.) Discuss relevant socio-cultural aspects of his or her life—for example, possible historical influences (e.g., World War II). Discuss these with a focus on etiology.

Diagnostic information: Provide a possible diagnosis out of all the diagnoses in the text (using books and journals for reference). Discuss bias, assumptions, confounds, and so forth.

Compare and contrast of at least two theoretical orientations: Find at least two empirical supports for your diagnosis and evaluate them against each other (find these in professional journals from the UMUC library).

Summary and conclusions: Here, provide a synthesis of data and your conclusions based on a close analysis of the case.

Here is the rubric for this assignment:

Rubric for Famous Person Diagnostic Paper Below Average AboveThe student provided the content listed above, met the criteria for correct information, and included an ethical disclaimer.

1.0 1.5 2.0

The student used vocabulary from the text chapters. 1.0 1.5 2.0The student contributed to the paper in a substantial way by using resources that suggested that the student was selective and critical (empirical resources from the UMUC library).

1.0 1.5 2.0

The student justified ideas and responses by using appropriate examples and references from texts and appropriate Web sites (not commercial Web sites or personal experience).

1.0 1.5 2.0

The student followed APA standards by including citations in the body of the text and a reference list in APA format.

1.0 1.5 2.0

Total: 10 points

Debate (Emerging Issues)

Your instructor will select an emerging issue in abnormal psychology and assign you to either the "pro" or the "con" side of the debate (course learning outcome 2). For example, you may debate the use of video and/or telephone therapy in the assessment and diagnosis of those seeking services. The length of paper: 3-5 pages excluding the cover and reference pages.

Here is the rubric for this assignment:

Rubric for Debate Below Average AboveThe student showed a basic understanding of the emerging issue and of the research findings.

1.0 1.5 2.0

The student displayed an ability to criticize aspects of the emerging issue and to present a side of the debate in a rational manner (for example, in justifying the use of a method with a selected population).

1.0 1.5 2.0

The student identified at least two critical dilemmas and/or points related to the issue (for example, ethical/socio-

1.0 1.5 2.0

cultural concerns).The student used APA citations and references when referring to findings supporting his or her side of the debate.

1.0 1.5 2.0

The student defended his or her position with compelling arguments and predicted future trends.

1.0 1.5 2.0

Total: 10 points

Applied Final Project

Fictional Character Analysis

This project can be used to create your e-portfolio in PSCY 495 capstone course.

Purpose

In this activity, you will demonstrate your understanding of the basic theories and techniques of abnormal psychology (course learning outcome 3). The paper should be 6-8 pages long, double-spaced, 12-font size, and written in APA format.

Pick a character from a favorite book (fiction) or from a favorite movie. Choose a character that you believe has a psychological disorder. Describe the character and his or her problems, using this discussion as a foundation for diagnosing the individual and planning a treatment program. Make your diagnosis using the DSM-V diagnosis classification.

Carefully take the reader through the steps you followed to decide on a diagnosis and a type of treatment (e.g., therapy, possible medication, referrals to other professionals). Describe any other recommendations you have, including assessments you would want completed to help accurately diagnose your character. Make sure you have plenty of information to support your diagnosis (i.e., clarify why the character meets the criteria according to the DSM-V).

If you feel you can make no diagnosis, discuss your rationale and state it clearly.

Grading criteria for this assignment:

Step I: Discuss your diagnosis and provide justification using the DSM-V and at least one additional relevant source. (20 points)

Step II: Discuss your diagnosis and how it would be done using the DSM-V and at least one additional relevant source. (20 points)

Step III: Discuss your prognosis and provide justification using the DSM-V and at least one additional relevant source. (20 points)

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