psy 482 - seminar in psychological theory spring...
TRANSCRIPT
PSY 482 - Seminar in Psychological Theory Spring 2018
Key Information
Time: TuTh 10:00-11:50
Location: AI 442
Instructor: Todd Haskell
Office: AI 486
Office hours: M 12-1, W 10-11, Th 1-2
Phone: 650-2720
E-mail: [email protected]
Class web page: http://wwu.instructure.com (Canvas)
Readings
There is no textbook for this class. Instead, we will be reading several journal articles, book chapters, or other
sources related to each topic. Most of the readings are available electronically through the Western Libraries
web page. These readings are indicated by the symbol in the class schedule below. Some of the readings are
posted on Canvas instead. These readings are indicated by the symbol in the class schedule below.
Class Schedule
Note: Unless otherwise indicated, all assignments should be submitted on Canvas, and are due by the beginning
of class time on the date shown below.
Week 1 Tu 4/3 Overview of the Course
Th 4/5 Johnson, A. (2001). Privilege, power, difference, and us. In A. Johnson,
Privilege, Power, and Difference (pp. 83-95). San Francisco:
McGraw-Hill.
DISCUSS SKILL 1
PREFERENCES FOR PRESENTING A READING DUE
Week 2 Tu 4/10 Hayes, J., Schimel, J., & Williams, T. J. (2008). Fighting death with
death: The buffering effects of learning that worldview violators
have died. Psychological Science, 19, 501-507. doi:10.1111/j.1467-
9280.2008.02115.x
TOPIC 1: WHAT IS PSYCHOLOGY, AND IS IT A SCIENCE?
Th 4/12 Lilienfeld, S. O. (2012). Public skepticism of psychology: Why many
people perceive the study of human behavior as unscientific.
American Psychologist, 67, 111-129. doi:10.1037/a0023963
Bauer, H. H. (1992). The so-called scientific method. In Scientific
Literacy and the Myth of the Scientific Method (pp. 19-41).
Chicago: University of Illinois Press.
Holmes, J. D., & Beins, B. C. (2009). Psychology is a science: At least
some students think so. Teaching of Psychology, 36, 5-11.
doi:10.1080/00986280802529350
Gergen, K. J. (2001). Psychological science in a postmodern context.
American Psychologist, 56, 803-813. doi:10.1037/0003-
066X.56.10.803
REACTION PAPER 1 DUE
Week 3 Tu 4/17 DISCUSS SKILL 2
REFLECTION PART 1 DUE
Th 4/19 DISCUSS SKILL 3
TOPIC 2: PSYCHOLOGY AND RELIGION
Week 4 Tu 4/24 Derry, G. N. (1999). Ultimate questions: Science and religion. In What
Science Is And How It Works (pp. 125-132). Princeton, NJ:
Princeton University Press.
Jones, S. L. (1994). A constructive relationship for religion with the
science and profession of psychology: Perhaps the boldest model
yet. American Psychologist, 49, 184-199. doi:10.1037/0003-
066X.49.3.184
Cheong, R. K., & DiBlasio, F. A. (2007). Christ-like love and
forgiveness: A biblical foundation for counseling practice. Journal
of Psychology and Christianity, 26, 14-25.
Monteiro, L. M., Musten, R. F., & Compson, J. (2015). Traditional and
contemporary mindfulness: Finding the middle path in the tangle of
concerns. Mindfulness, 6, 1–13. doi:10.1007/s12671-014-0301-7
REACTION PAPER 2 DUE
Th 4/26 PROJECT PROPOSAL DUE
Week 5 Tu 5/1
TOPIC 3: PSYCHOLOGY AND CULTURE
Th 5/3 Fish, J. M. (2000). What anthropology can do for psychology: Facing
physics envy, ethnocentrism, and a belief in “race.” American
Anthropologist, 102, 552-563. doi:10.1525/aa.2000.102.3.552
Fowers, B. J., & Richardson, F. C. (1996). Why is multiculturalism
good? American Psychologist, 51, 609-621. doi:10.1037/0003-
066X.51.6.609
Henrich, J., Heine, S. J., & Norenzayan, A. (2010). The weirdest people
in the world? Behavioral and Brain Sciences, 33, 61-135.
doi:10.1017/S0140525X0999152X NOTE: You only need to read
the target article (up through page 83); reading the commentaries &
response is optional.
Cheung, F. M. (2012). Mainstreaming culture in psychology. American
Psychologist, 67, 721-730. doi:10.1037/a0029876
REACTION PAPER 3 DUE
Week 6 Tu 5/8 DISCUSS SKILL 4
Th 5/10 PROJECT OUTLINE DUE
TOPIC 4: PSYCHOLOGY, IDEOLOGY, AND IDENTITY
Week 7 Tu 5/15 Avishai, O., Gerber, L., & Randles, J. (2013). The feminist
ethnographer’s dilemma: Reconciling progressive research agendas
with fieldwork realities. Journal of Contemporary Ethnography,
42(4), 394-426. doi:10.1177/0891241612458955
Mutegi, J. W. (2011). The inadequacies of ‘‘Science for All’’ and the
necessity and nature of a socially transformative curriculum
approach for African American science education. Journal of
Research in Science Teaching, 248(3), 301–316.
doi:10.1002/tea.20410
Duarte, J. L., Crawford, J. T., Stern, C., Haidt, J., Jussim, L., & Tetlock,
P. E. (2015). Political diversity will improve social psychological
science. Behavioral and Brain Sciences, 38, e130.
doi:10.1017/S0140525X14000430 NOTE: You only need to read
the target article (up through page 13); reading the commentaries &
response is optional.
Lilienfeld, S. O. (2017). Microaggressions: Strong claims, inadequate
evidence. Perspectives on Psychological Science, 12(1), 138-169.
doi:10.1177/1745691616659391
REACTION PAPER 4 DUE
Th 5/17 DISCUSS SKILL 5
Week 8 Tu 5/22
Th 5/24 PROJECT DRAFT DUE
TOPIC 5: PSYCHOLOGY IN POLICY AND PRACTICE
Week 9 Tu 5/29 Moore, K. A. (2006). How can basic research on children and families
be useful for the policy process? Merrill-Palmer Quarterly, 52,
365-375. doi:10.1353/mpq.2006.0015
Lilienfeld, S. O. (2002). When worlds collide: Social science, politics,
and the Rind et al. (1998) child sexual abuse meta-analysis.
American Psychologist, 57, 176-188. doi:10.1037/0003-
066X.57.3.176
Baker, T. B., McFall, R. M., & Shoham, V. (2008). Current status and
future prospects of clinical psychology: Toward a scientifically
principled approach to mental and behavioral health care.
Psychological Science in the Public Interest, 9, 67-103.
doi:10.1111/j.1539-6053.2009.01036.x
Epstein, R. (2006). Giving psychology away: A personal journey.
Perspectives on Psychological Science, 1(4), 389-400.
doi:10.1111/j.1745-6916.2006.00023.x
REACTION PAPER 5 DUE
Th 5/31
Week 10 Tu 6/5
Th 6/7 REFLECTION PART 2 DUE
Finals
Week
Tu 6/12 PROJECT FINAL PAPER DUE AT 5PM
PSY 482 - Seminar in Psychological Theory
communicate effectively
P s y c h o l o g y M a j o r L e a r n i n g O b j e c t i v e s
design and implement theoretically based and methodologically sound
research projects
recognize that you are a product of and participant in a dynamic sociocultural
system that includes similarities and
differences with others
demonstrate knowledge of psychological theory across a broad range of
content areas
demonstrate critical thinking
evaluate data and draw appropriate conclusions
recognize applicability of psychological theories and
principles in real world settings
view their education in psychology as relevant to
their lives post-graduation
1. Understand and evaluate information
from a variety of sources
2. Ask questions and critically examine
arguments
4. Recognize different worldviews and
approach an issue from multiple perspectives
C o u r s e G o a l s
3. Communicate effectively in written
and oral forms
A s s e s s m e n t M e t h o d s
• Reaction papers
• Final project
• Participation
• Reaction papers
• Presenting a reading
• Final project
• Participation
• Reaction papers
• Final project
• Participation
• Reflection papers
• Reaction papers
• Final project
Calculation of Course Grade
For purposes of calculating a course grade,
assessments will be weighted as follows:
Reflections 6%
Reaction papers 35%
Presenting a reading 6%
Participation in activities and
discussion
20%
Final project 33%
Points will be translated into letter grades as follows:
Points Letter
93.0-100.0 A
90.0-92.9 A-
86.0-89.9 B+
83.0-85.9 B
80.0-82.9 B-
76.0-79.9 C+
73.0-75.9 C
70.0-72.9 C-
66.0-69.9 D+
63.0-65.9 D
60.0-62.9 D-
<60.0 F
PSY 482 - Seminar in Psychological Theory
Policy on Missed Class Meetings
1) An absence from class is considered an excused absence if either of the following applies:
a) You know you are going to miss a class meeting and notify the instructor in advance
b) You miss a class due to an unforeseeable emergency, and you are able to document this emergency
and explain why you couldn’t contact the instructor in advance.
2) You do not automatically receive participation credit for an excused absence. However, you may do a
make-up assignment to earn that credit. The make-up assignment consists of finding a source other than
the assigned readings that is relevant to the topic currently being discussed in class, and preparing a
write-up on that source with the following information:
a) APA-style citation
b) Brief summary of the source (3-4 sentences)
c) 2-3 new things you learned from that source
This write-up must be submitted within one week from when you return to class after the absence.
3) You may not make up participation points for unexcused absences
Policy on Late Assignments
1) Unless otherwise specified, all assignments are due by the beginning of class on the date indicated on
the syllabus.
2) Assignments submitted late will receive a late penalty of 10% as soon as the assignment is late, with an
additional 10% penalty for every 24 hour period that passes until it is submitted.
3) A late assignment is considered excused if either of the following applies:
a) You know you will be unable to submit an assignment on time and notify the instructor in
advance
b) You are unable to submit an assignment on time due to an unforeseeable emergency, and you
are able to document this emergency and explain why you couldn’t contact the instructor in
advance
For an excused late assignment, you will typically receive an extension. Provided you are able to submit
the work by the end of that extension, no late penalty will be applied. However, the instructor reserves
the right to determine the appropriate duration of the extension, based on the nature of the assignment
and the circumstances. Extensions can be as short as an hour and as long as several days. If an in-class
activity depends on having an assignment completed by class time, the instructor may decide not to
grant an extension.
Academic Integrity
Academic integrity is about what kind of people we are – our character and our respect for both others and
ourselves. And in this class, it is also about respect for the process of science. Cheating on an exam is like
making up data, and plagiarism is like claiming someone else’s discovery as your own.
Because science relies on a free exchange of ideas, students are encouraged to discuss material and assignments
with anyone they wish. However, unless otherwise indicated, the actual assignments must be the student's own
work. Furthermore, student work should clearly distinguish between the student's own words and/or ideas, and
words and/or ideas taken from someone else, using quotation marks and citations as appropriate. When in
doubt, consult the instructor. More information about academic integrity can be found at
http://www.wwu.edu/integrity/.
Students with Disabilities
Students requesting academic accommodations in this class based on a disability should make a request through
disAbility Resources for Students (DRS) no later than the first week of classes. DRS can be contacted via e-
mail at [email protected] or by phone at (360) 650-3083 and is on the web at http://www.wwu.edu/drs/.
Dealing with Serious Illnesses, Emergencies, and other Crises
From time to time students experience a serious illness, emergency, or other crisis during the quarter. Western
provides several resources to support students during difficult times, and you are encouraged to seek out support
and assistance as early as possible.
• In the case of a medical concern or question, please contact the Health Center: 650-3400 or
http://www.wwu.edu/chw/student_health
• In the case of an emotional or psychological concern or question, please contact the Counseling Center: 650-
3164 or http://www.wwu.edu/counseling/
• In the case of a non-emergency health and safety concern, please contact the University Police: 650-3555 or
http://www.wwu.edu/ps/police/
• In the case of a family or personal crisis or emergency, please contact the Office of Student Life:
650-3706 or https://wp.wwu.edu/officeofstudentlife/student-assistance-2/
• To seek confidential support related to sexual violence, please contact CASAS (650-3700 or
https://pws.wwu.edu/consultation-and-sexual-assault-support-casas), the Student Health Center, and/or the
Counseling Center. To report sexual violence, please contact University Police, Bellingham Police, and/or the
Title IX Coordinator in Western’s Equal Opportunity Office (650-3307 or http://www.wwu.edu/eoo/). Faculty
are responsible employees who are required to report sex discrimination, including sexual violence that they
learn about, to the Title IX Coordinator.
Contact information checked and updated 3/27/18