All Chapter Projects


Psychology and You: Conflict Resolution

Purpose

We encounter conflict in our lives every day. From minor disagreements to disruptive altercations, our lives are filled with opportunities to resolve conflict and find harmony with those around us. The purpose of this assignment it to better understand and apply principles of conflict resolution in your own life.

Instructional Content

For this assignment, your instructor will place you in a small group of approximately four people. There are two parts to this assignment, which are to be completed as a group. By the time you are assigned to your group, you should have already read this article on conflict resolution (hawkes.biz/conflict).

Directions

Part 1 – Why You Should Resolve Conflict

As a group, discuss each of the following scenarios. Then, in 250+ words each (i.e., 3 × 250+ words), illustrate at least one of the reasons given in the article as to why they should resolve the conflict. Feel free to take liberties with the scenarios, adding specific information that might be important to note in considering why this conflict should be resolved.

*Note: Your groups may "divide and conquer" the actual writing of these three responses, but you may only do that after 5–10 minutes of group discussion on each scenario regarding what direction the writer(s) should go. The writer(s) should take notes and ask clarifying questions during the discussion.

Scenarios:

  1. Dominic and Jackson are college freshmen who were randomly paired together as roommates. They have very different expectations when it comes to dorm room cleanliness.

  2. Harriot and Olga are college students who are working as camp counselors for the summer, and they do not agree about how to correct bad behaviors in their 10-year-old campers. While Harriot tends to be more patient and hands-off, making suggestions about how the children can change bad behavior, Olga is quick to raise her voice and stop the behavior immediately before it gets out of hand.

  3. Boris, Sandra, Jose, and Starr are taking a business course on entrepreneurship. They have been placed together for a final project that is worth 50% of their individual final grades. Their task is to put together a business plan for a brand-new business. They have the option to create a new product (e.g., a soft drink, a smartphone, etc.) OR a new service (e.g., a nail salon, a painting company, etc.). While Boris and Starr both come from families who have started service-based businesses and would prefer to go that direction, Jose and Sandra had already privately discussed a number of new product ideas. The pairs are now at a standoff, and the stakes are high (Remember, this is worth 50% of final grade!).

Part 2 – Successfully Resolving a Conflict

As a group, choose any one of these scenarios to extend into a seven-step plan for conflict resolution (based on the article). Each section of the plan should be 150+ words.

*Note: Your group should spend 10–15 minutes discussing which direction to go and what steps to take before starting this writing assignment.

Part 3 – Reflection

As your group discussed Parts 1 and 2 of this assignment, you were collectively forced to make a number of decisions. It is likely that there was not agreement at every juncture. Your task now is to reflect, individually, on any conflict or disagreement (experienced, perceived, or privately felt) that came up in your group discussions. In 500+ words, apply what you learned in the article to what you experienced in your group negotiation. Provide specific examples, and display mastery of your understanding of the article by integrating at least five ideas from it. Be sure to cite your source each time!

Finally, in 250+ words, discuss how this article, assignment, and reflection (all three) might benefit your academics, relationships, OR work. Choose one; be specific.

Checklist

Part 1 – Why You Should Resolve Conflict

Part 2 – Successfully Resolving a Conflict

Part 3 – Reflection


Psychology and You: Group Dynamics

Purpose

We all find ourselves playing different roles in different groups throughout our lives. The dynamics of these groups, and how we perceive and react to them, can have a significant impact on the success of these groups and the individuals in them. The purpose of this project is to help you better understand group dynamics, particularly as they pertain to groups that a college student may be involved in.

Instructional Content

For this assignment, your instructor will place you in a small group of approximately five people. There are two parts to this assignment, which are to be completed as a group. By the time you are assigned to your group, you should have already read this article on group dynamics (hawkes.biz/groupdynamics).

Directions

Part 1 – Role Play

  1. Determine what the relationship of the group is. For example, are they in a class together, in a club, on a team, coworkers at a coffee shop, etc.? Be specific.

  2. Determine what sort of decision the group is trying to make. For example, problem solve the cafeteria food, get more funding for the Ping-Pong Club, sort out summer holidays on the work schedule, etc. Be creative but realistic.

  3. Browse the assigned reading on group dynamics to specifically choose roles that are inspired by what we know about how groups work.

  4. Based on the reading, create the five characters' roles for the role play.

    • On five note cards, write the card number, the character's role, and the corresponding group dynamic concept, theory, or principle associated with that role.

    For example:

    • Card 1

    • Concept: Social Loafing

    • Role: You are there to let everyone else do the work.

Once all five cards are completed, find five classmates (or another group) to role play this scenario. Don't forget to tell the entire class the nature of the relationship of the group and what sort of decision they are trying to make in their 5-minute conversation. Do not tell the class what the roles are.

Part 2 – Identify Group Dynamics

After completing the role-playing scenarios, return to the online reading about group dynamics. As a group, identify and reflect upon 10 different concepts or principles from the reading that may have been at work in your own group's dynamics. Then write a reflection for each of the 10 different concepts. Each reflection should be a minimum of 100 words and should contain specific references to your group's behaviors, interactions, or activities. You may "divide and conquer" the work in groups, but no work should be done individually. All 10 reflections should be discussed as a group before the final product is submitted and should be formatted in the following way:

Write a paragraph of reflection on each of the 10 group dynamic concepts.

Checklist

Part 1 – Role Play

Part 2 – Identify Group Dynamics


Chapter 1 Project

Purpose

you've been introduced to experiments and correlations. The purpose of this project is to help you to understand experiments and correlations, and to learn the difference between them. Doing this project in pairs would be great! It will probably make you less likely to fall into experiment-correlation confusion.

You will need to have an understanding of experiments and correlations, as well as descriptive research methods, variables, and the other basics of psychological research methods. Lessons 1.3–1.5 will help you there. Feel free to go to outside, web-based resources if you want some more clarification on any of these things.

Directions

You will design two studies: one experimental and one correlational. You will not actually do the studies. You will just develop them, which will take some creativity (which good researchers are full of). There are a couple of things to note as we begin:

  • Each study will use the same variables (whichever you choose).

  • Each study will intend to ask a question that could be somehow helpful to the average student’s life (e.g., in areas of school, work, relationships, health, etc.).

For each of the studies:

  1. Identify your hypothesis.

  2. Identify your participants and explain what you are doing with your participants.

  3. Identify your operationally defined variables (two for each study).

  4. Write a paragraph or two to describe all aspects of each study, right up to the point where you would actually do the study.

  5. Imagine you did the studies and that your hypotheses were supported. Include a simple statement of what conclusion can be drawn from each study.

  6. Include a final statement about how such psychological findings could be helpful to students.

  7. Finally, write a single paragraph to explain the differences between the findings of your two studies (i.e., how correlation and experiments are different).

Materials

None required. Trifold poster board as optional follow-up.

Going a step further? Create a visually stimulating trifold poster with your experimental design depicted on the left, your correlational design depicted on the right, and the center of the folder with connecting information (e.g., differences and similarities of the methods, how these research questions help students, etc.). Be ready to present your poster to your peers.

Checklist

Experimental study

Correlational study

Comparison


Chapter 2 Project

Purpose

Test anxiety is real. Millions of students all over the country experience this vague sense of unease when it comes to testing.

Psychology gives us insight into what is going on with our bodies in response to something like test anxiety. In fact, when a person understands their body's response to anxiety, it can be helpful in dealing with it. The purpose of this project is to better understand how the body's structures (i.e., parts), functions (i.e., what those parts do), and systems operate when a student experiences test anxiety.

Directions

On a piece of very large paper or poster board, label and explain the role and/or process of biological structures, functions, and systems that are activated when a student is experiencing test anxiety. You should thoroughly address the role of each the following:

  • brain structures

  • brain functions

  • neurotransmitters

  • neural transmission

  • the nervous system

  • the endocrine system

Begin with an outline of the body and brain. You should also display visually an understanding of neural transmission. You should specifically address test anxiety on your poster.

Materials

Large piece of paper or poster board (20+ inches width) required. Pencil crayons or colored markers encouraged.

Checklist

Biopsychological components of test anxiety

For each component:


Chapter 3 Project

Purpose

As within many areas of psychology, the average person holds both accurate and inaccurate beliefs about consciousness. Of course, as psychological scientists, we determine what we know about any topic through empiricism. The purpose of this project is for you to explain how a variety of areas of consciousness could have a positive effect in a student's life.

Directions

This project has three parts:

Part 1: Identify three interesting things you did not previously understand about consciousness but learned in this chapter. For each concept/theory discuss: i) how this previous knowledge may have hindered you as a college student, and ii) how accurate knowledge could be beneficial. Be specific and be sure to give in-depth examples.

Part 2: Identify three other interesting things from this chapter. For each concept/theory, discuss how it could be beneficial to you as a college student. Be specific and be sure to give in-depth examples.

Part 3: Using the six concepts/theories you discussed above, write a letter to an incoming college freshman (e.g., Dear Diego, . . .) providing advice about college success. Your letter will consist of a brief introduction and six paragraphs, one related to each topic you explored in Part 2. Since this incoming freshman has never taken a psychology course, you will need to find a way to explain this content in an accessible and helpful way, all while conveying the importance of science "as a way of knowing" to display mastery.

Materials

None required.

Checklist

Part 1

Part 2

Part 3


Chapter 4 Project

Purpose

In this chapter, you have learned about sensation and perception, our connection with the outside world. The purpose of this project is to investigate 1) how sensation and perception contribute to success in multiple areas of your daily life; 2) how the lack of functioning senses would be detrimental to people's lives; and 3) how the nervous system is involved in sensation and perception.

Directions

Answer the following questions, which build upon one another. Your answers should be robust, including examples or illustrations, and should be thoroughly explained in your own words.

Part 1 - Choose any one of the five senses: sight, smell, touch, taste, or hearing. Describe three ways that this sense helps you in particular tasks that are related to being successful in three different areas of your life (e.g., relationship, work, school, etc.: one per area). The three tasks should be specific (e.g., typing on a computer, communicating with my partner, knowing when something is burning as a cook at a restaurant, etc.), and you should explain how it is related to success. List them as bullet points 1, 2, and 3.

Part 2 - Now, choose any one of the three tasks and write a paragraph that describes both the electrical and chemical process of sensory communication associated with the task. (You may need to revisit Chapter 2 or outside sources.) Also, explain the role transduction plays in moving this information from the outside world, through to sensation and perception.

Part 3 - If this sense did not work correctly, characterize three negative outcomes that could happen in your (present) life as a result. Be specific and thorough.

Part 4 - Use a search engine to find a case where someone did not have this functioning sense. (Use critical thinking to determine if it is a reputable source. Include a reference with a link.) Describe this person's situation as if you were writing to a friend to explain it. Provide specific examples of its impact in this person's life. Use Chapter 2 and online sources to assess and describe which parts of the brain are involved in processing this sense. If you can further determine which neurotransmitters are involved, please list them and their general function in the brain. If you cannot determine this for certain, make a statement about which neurotransmitters you think might be involved and why.

Materials

None required.

Checklist

Part 1 - Senses in Everyday Life

Part 2 - Sensory Communication (1 paragraph)

Part 3 - Problems with Chosen Sense

Part 4 - Explain a Real-Life Example


Chapter 5 Project

Purpose

Learning theories help to explain many things in the life of a student, from dating behaviors, to studying behaviors, to test anxiety, to confidence in sports and activities, to learning better study habits just by watching other peers.

The purpose of this project is to master learning theories by applying them to the student experience.

This will be done in two ways:

  1. Application – Many students can understand textbook or online examples of different types of learning but have difficulty applying that knowledge to multiple contexts. An ability to apply displays better learning.

  2. Integration – The three learning theories are often not mutually exclusive in real-world experiences. An ability to integrate them displays better learning.

Directions

On your own or with a partner, you will design four integrated, applied learning scenarios that are collegestudent- specific, and which explain a variety of behaviors and thought processes. Here are the step-by-step directions. For each of the four scenarios, you will:

  1. Provide a brief narrative of the integrated learning scenario (as it relates to the life of a typical college student). For example, "Valentina went to class . . ." or "Samuel is having a problem with his friend . . ." This single narrative should include classical conditioning, one specific type of operant conditioning, and observational learning.

  2. Explain how this narrative scenario includes classical conditioning by identifying the following:

    • unconditioned stimulus

    • unconditioned response

    • conditioned stimulus

    • conditioned response

  3. Explain how this narrative scenario includes operant conditioning by identifying the following:

    • the target behavior

    • the consequence

    • whether it is positive reinforcement, negative reinforcement, positive punishment, or negative punishment

Please note: Each of your four examples should use a different type of operant conditioning so that you can display a clear understanding of each one.

  1. Explain how this narrative scenario includes observational learning by identifying the following:

    • the model

    • what was learned

    • the motivation (see Bandura's "Steps in the Modeling Process" in Lesson 5.4)

Finally, based on what was has been learned through this assignment, each group member should submit a 300-word reflection that addresses the following:

  1. The role that these three theories of learning have played in your current experiences as a college student. These should be related specifically to success or failure in college.

  2. Two learning-based changes which, if implemented, could increase your success as a college student.

Please note: Individual reflections should illustrate knowledge of classical conditioning, operant conditioning, and observational learning.

Materials

None required.

Checklist

Scenario 1

Scenario 2

Scenario 3

Scenario 4

Individual Reflection (min. 300 words)


Chapter 6 Project

Purpose

In this project, you will work with a peer to develop case studies for two individuals, both college students. Your task is to use the content in this chapter to create these two case studies. And, because creativity is a concept covered in this chapter, you are invited to be creative as you "build your characters." The purpose of this project is to provide you an opportunity for empathy-building and perspective-taking, as you consider the genetic and environmental influences on the development of thinking, language, and intelligence.

Directions

For each written case study, use at least two concepts or ideas from each of the lessons in this chapter (i.e., 6.1 through 6.6), for a total of 12 concepts per case study. Place these chosen concepts in a table like the following. Your case studies may have no more than six of the 12 concepts in common, so that you can consider diversity in college students.

Chapter 6 College student case study 1 College student case study 2
6.1 - Concept 1 (Example) Schemata Prototype
6.1 - Concept 1 (blank) (blank)
6.1 - Concept 2 (blank) (blank)
6.2 - Concept 1 (blank) (blank)
6.2 - Concept 2 (blank) (blank)
6.3 - Concept 1 (blank) (blank)
6.3 - Concept 2 (blank) (blank)
6.4 - Concept 1 (blank) (blank)
6.4 - Concept 2 (blank) (blank)
6.5 - Concept 1 (blank) (blank)
6.5 - Concept 2 (blank) (blank)
6.6 - Concept 1 (blank) (blank)
6.6 - Concept 2 (blank) (blank)

Each written case study should begin by providing some background on the individual (e.g., name, gender, ethnicity, family background, etc.). Following this background, you should display a clear understanding of each concept in your table by showing how it is at work or how it has been experienced in this person's life. Since you will use narrative (i.e., story) to illustrate your understanding of these concepts, you should expect each case study to be at least 750 words. All concepts should be applied within the case study and should be typed in boldface when used, either directly within the narrative if it is suitable, or in parentheses after an illustration is given.

Finally, you are encouraged to think in divergent ways (see Lesson 6.4). For the greatest impact of this assignment, try to make at least one of your characters very different from you in terms of gender, ethnicity, socioeconomic status, educational background and opportunity, etc. Your case study should also "flow." That is, it should read like a real college student's life (or case), integrating stories and using chronological history.

Materials

None required.

Checklist

Case Study


Chapter 7 Project

Purpose

The way we go about remembering something is very complex. Only through further exploration can we truly appreciate the impact that memory has on our daily lives. The purpose of this project is to further reflect on memory and apply it to your everyday life. You are going examine your own memories over a week and apply the information that you learned to those memories.

Directions

For a period of a week, you will spend at least 5 days of your choice reflecting on a particular memory you encoded, stored, or retrieved. Decide on the days and times that you want to assess your memory. Do your best to vary the time of day (i.e., day 1: morning shortly after you wake up; day 2: during lunch; day 3: evening; day 4: when you are out with friends, etc.). The goal is to have you tap into as many memories as possible.

Then, get a small notebook (small enough you can keep on you) or use your phone to jot down the memory that you experience and the time of day. Once you have at least 5 days' worth of memories, you are going to classify each one based on the terminology in this chapter in the following order:

  1. Describe your memory in at least 50 words.

  2. Decide if you're encoding, storing, or retrieving information.

    1. If encoding . . .

      1. Did you use automatic processing or effortful processing?

      2. Was it semantic?

      3. Was it visual or acoustic?

    2. If storing . . .

      1. Was it sensory, short-term, or long-term memory?

      2. If in long-term memory . . .

        1. Was it explicit or implicit?

          1. If explicit . . . was it episodic or semantic?

          2. If implicit . . . was it procedural or emotional conditioning?

    3. If retrieving . . .

      1. Was it recall, recognition, or relearning?

  3. Decide what part of the brain you think was used in that memory and provide an explanation as to why you think that part was used.

Materials

A small notebook or phone to take notes on

Checklist


Chapter 8 Project

Purpose

A good way to understand how an individual changes over the lifespan is to observe them. However, that takes a long time. An alternative research method that is often used in developmental psychology is a cross-sectional design, where different individuals, at various stages of the lifespan, are studied all at once. The purpose of this assignment is to help you identify and understand the theories and concepts of lifespan psychology using the cross-sectional research method with three individuals at various stages of the lifespan. You will interview each individual and collect raw data (i.e., interview notes) and provide that raw data as well as a summary report that focuses on how this individual exemplifies an aspect of developmental psychology.

Directions

You will be assigned a partner for this project. The two of you will then choose three people to interview from different developmental stages. For each of those people, you will be focused on one domain of lifespan psychology (i.e., physical, cognitive, or social). Since you will be conducting interviews, you can choose any individual who can carry on a conversation. (Yes, young children can carry on a conversation.) For each individual, after you ask a set of common preliminary interview questions (see the following list), you will also ask five domain-specific questions that you develop.

Common Preliminary Interview Questions (should be asked to everyone):

  1. What is your name?

  2. How old are you?

  3. How do you spend most of your time?

  4. Please tell me about something that is important to you.

  5. Please tell me about an accomplishment you are proud of.

  6. Please tell me about something you are looking forward to.

  7. Please share with me a very important event in your life. Why was it important?

Your final submitted paper will have three sections:

Part 1: Introduction

Part 2: Developmental Reports (3)

Part 3: Interview Notes from each report (3)

Part 1: Introduction

Please begin your final report with the following information:

Student 1:

Student 2:

Interviewee name and relationship Developmental stage Developmental domain Specific theory or content
Individual 1 (blank) (blank) (blank) (blank)
Individual 2 (blank) (blank) (blank) (blank)
Individual 3 (blank) (blank) (blank) (blank)

Part 2: Developmental Reports

Begin by listing the five (or more) questions that you came up with to better understand some specific lifespan psychology content (i.e., theory or principle). Then write a 500- to 1,000-word report that illustrates your insights and knowledge about the developmental domain. Review the following example.

Developmental Report 1

Individual: Jane Doe, grandmother

Developmental Stage: Late adulthood

Developmental Domain: Social Specific Theory or Content: Erikson’s Integrity vs. Despair

Questions:
  1. Example: Looking back, how do you feel about the course of your life to now?

  2. (blank)

  3. (blank)

  4. (blank)

  5. (blank)

Erikson’s integrity vs. despair in Jane Doe (500 to 1,000 words)

Part 3: Interview Notes

These should be typed notes from your interview sessions. They need not be of essay-quality. Bullet points are acceptable.

*Hint: It is highly recommended that you have one student take notes while the other student fully engages in the interview. You must both be present for all three interviews.

Materials

None required.

Checklist

Case Study


Chapter 9 Project

Purpose

College is challenging and requires quite a lot of adjustment. For example, a student may be faced with the challenge of balancing social life with academic responsibility or with dealing with the feelings of new roles and more complex relationships. In fact, college students may never be as aware of their own motivations and emotions until they are faced with some of these new situations. The purpose of this project is to help you reflect on your own experiences as a college student, in light of psychological theories of motivation and emotion.

Directions

There are three parts to this project:

Part 1 – The Reflection

Part 2 – The Application

Part 3 – The Plan

Part 1 – The Reflection

Reflect on the changes that you have experienced in coming to college, in the following four areas:

  • relationships

  • responsibilities

  • independence

  • identity

There is not a "right" way to reflect upon these categories; simply write at least 150 words for each one as you consider how these things changed for you when you became a college student. Note: Read about the requirements in Part 2 before doing this.

Part 2 – The Application

For each of these reflections, choose one concept or theory from Chapter 9 that might help you better understand your student experience. You may choose any concepts or theories you like, though each one should apply to one of your four areas of reflection. When choosing your specific concepts or theories, you should be sure to cover each of the following categories:

9.1 Intrinsic Motivation AND Extrinsic Motivation (required)

9.1 Motivation (any, other than intrinsic and extrinsic motivation)

9.2 Hunger and Eating (any)

9.3 Emotion (any)

In 150+ words, apply one of each of the chosen concepts to one of your reflections. Your application should display deep understanding of that concept or theory. In total you will have four sets of 300+ word reflections and applications.

Part 3 – The Plan

To complete this project, you will first need to read and understand Chapter 9. Then, to begin, and to help you organize your writing, fill in this table to match your chosen concepts/theories to your reflections:

Theme of your reflection (150+ words) Category (9.1 E/I Motivation, 9.1, 9.2, and 9.3) Chosen concept or theory to apply to reflection (150+ words)
relationships (blank) (blank) (blank)
responsibilities (blank) (blank) (blank)
independence (blank) (blank) (blank)
identity (blank) (blank) (blank)

*Please submit this table along with your four reflections and applications.

Materials

None required.

Checklist


Chapter 10 Project

Purpose

Gender and gender norms are socially constructed concepts that are often taken for granted. This project will involve examining those gender norms, creating a list, and presenting it in front of the class. The purpose of this project is to help you develop critical thinking skills in regards to gender norms and further explore how they are socially constructed.

Directions

Find articles from various magazines, newspapers, and advertisements to make a collage that shows gender norms and traits that people often stereotypically think of as masculine, feminine, or androgynous.

For each article or advertisement, you should be able to identify what gender stereotypes it portrays (or magnifies). Feel free to use images from multiple sources, but make sure you can discuss them and critically analyze what they subtly teach us about gender. For instance, what does this article convey about the person's identity, presentation of self, behavior, and expected interactions with others? What symbols do the creators or authors use to convey gender? How do these images perpetuate a gender binary? How do these articles create norms that impact our lives? You should include at least seven to 10 different sources. Compare the two different lists you've created, which one had sources more easily accessible or located more easily? Why do you think that is?

Materials

Paper, pen or pencil, access to online sources other than social media

Checklist


Chapter 11 Project

Purpose

Personality refers to the long-standing traits and patterns that propel individuals to consistently think, feel, and behave in specific ways; it is what makes each individual unique. Psychologists study the factors that contribute to personality development. These factors are varied and include biological and social influences. The purpose of this project is to better understand what personality is and how it is influenced.

Directions

For this project, you will be studying one person. You may choose to study yourself or someone you know well, such as a parent or close friend. If you choose to study someone else, share the scope of this project with them and obtain permission to use them as your subject before beginning.

After identifying your subject, consider and/or discuss who your subject is as a person and the factors that have helped to shape their traits, characteristics, and coping mechanisms. It may help to create a list of interview questions based on information from the chapter in order to fully investigate this question. Take notes as you explore the question "Who Am I?" with your subject.

After completing your exploration of personality with your subject, answer the following questions. Your answers should reflect an understanding of your subject's personality as well as an understanding of the key concepts from psychology pertaining to personality and personality development. Use specific information from the chapter to build and support the points you make about who your subject is and the factors that helped to shape them.

  1. Briefly describe your subject and their personality. In your discussion, specifically describe how your subject sees their real and ideal self. Is there congruence?

  2. Identity your subject's key cardinal, central, and secondary personality traits. Record them in the following table.

    Cardinal traits Central traits Secondary traits
    (blank) (blank) (blank)
    (blank) (blank) (blank)
    (blank) (blank) (blank)
    (blank) (blank) (blank)
  3. Describe your subject's social context. How has it influenced their personality and the behaviors they engage in?

  4. Identify which archetypes have influenced your subject's personality. Discuss the impact these archetypes have had.

  5. Which, if any, traits does your subject identify as inherited? In other words, how has heritability influenced your subject's temperament?

Materials

None required.

Checklist


Chapter 12 Project

Purpose

The failure to recognize the power of a situation or social context on other's individual behavior and instead attributing the behavior to the person's traits or personality is referred to as the fundamental attribution error. The fundamental attribution error is most commonly committed in individualistic cultures that promote a focus on individual achievements versus communal relationships.

Social psychologists argue that people's behaviors, thoughts, and attitudes are strongly influenced by their social settings, situations, and interactions with others. Thus, understanding the role of the social world on behavior is critical and is the central tenant of social psychology. The purpose of this project is to broaden your understanding of the social forces that influence individual behavior and examine the impacts of social settings, groups, and scripts on everyday life.

Directions

This project includes two parts:

Part 1 – The Response

Part 2 – The Reflection

Part 1 – The Response

Provide two examples for each of the following questions. Create a table like the following.

Question Example 1 Example 2
Identify two social settings you regularly participate in, such as school or church. Briefly describe each. (blank) (blank)
Describe your social role in each setting. (blank) (blank)
Describe the social norms for each setting. (blank) (blank)
Describe the social scripts you follow in each setting. (blank) (blank)
Describe the role, if any, of conformity, compliance, and/or obedience in each setting. (blank) (blank)
Describe the social groups you interact with and/ or participate in in each setting. (blank) (blank)
What, if any, initiation did you complete to become part of these groups? (blank) (blank)
What stereotypes or prejudices, if any, do you experience through participation in these social groups? (blank) (blank)
What benefits or exchanges do you receive from participating in these social interactions? (blank) (blank)

Part 2 – The Reflection

Go back through your responses and write a 150+ word paragraph on what you learned, what surprised you, and what questions you now have.

Then, write a second paragraph considering if what you discovered connects with the concept of social impact.

Materials

None required.

Checklist


Chapter 13 Project

Purpose

Industrial and organizational (I-O) psychology is a branch of psychology that studies how human behavior and psychology affect work and how they are affected by work. Organizational psychology specifically focuses on how the relationships between workers impacts business and how organizational culture impacts individual behavior and employee satisfaction. The purpose of this project is to better understand what organizational psychology is and how it is effectively employed in a professional setting to maximize success.

Directions

Imagine you are starting your own small business and want to employ the best practices of organizational psychology to maximize your success. Your business can be anything as long as you have multiple employees and a fixed, physical setting in which they interact, such as an office, store, factory, etc.

Write a mission statement that outlines what your business aims to accomplish and how you plan to go about achieving the optimal work environment to do so. Your mission statement should describe your goals as an organization (beyond making your product/providing your service) and the type of work environment you need to achieve to meet those goals. The mission statement should also describe what the organizational culture is like and what your organizational values are. Imagine this mission statement as a way for people to learn about your company and an important tool for recruiting your new employees.

In developing your mission statement, feel free to be creative! Consider how design elements such as colors, fonts, images, layout, etc. may4 be employed to "say" something about your company or organizational values. Final submissions should be approximately one page of textual information and should be typed, but otherwise may vary in format.

As you think about what should be included in your mission statement, consider the following themes/questions from organizational psychology. It is not required that you address all of these questions; however, they should serve as guiding principles for what is included in your mission statement.

  • What types of employees do you need to be successful, and how will you recruit them?

  • What traits should your employees possess?

  • What types of training will you provide for your employees (and will they be suited to it)?

  • How will employees be evaluated?

  • What will the organizational culture of the company be like?

  • What is the role of teamwork?

  • What are the benefits of working for your organization? What is the role of employee satisfaction in your company?

  • How will human factors impact the workplace design/environment?

Materials

None required.

Checklist


Chapter 14 Project

Purpose

The physical and emotional impacts of stress are real and meaningful. Both good and bad sources of stress contribute to physiological, emotional, and behavioral outcomes in individuals. The purpose of this project is to help you better understand how and what environmental events trigger stress reactions, what those reactions look like and why, and how stress impacts health and well-being.

Directions

Think about a time you have experienced stress. What triggered the stress reaction? What factors contributed to your appraisal of the situation, and what were the consequences of experiencing this stressor? How did you respond and cope? As you think about this stressor, it may be helpful to take notes about the experience, your reactions, and the outcomes.

After identifying your specific stressor and stress situation, think about what psychology says regarding stress reactions and the outcomes of stress. What would psychologists explore to better understand your stress situation? What would they make of your reactions and coping mechanisms?

Use the following guide to analyze your stress situation and reaction.

  1. Briefly describe your stressor. What environmental event, hassle, or life challenge caused your stress?

  2. Was your stressor chronic or acute? Briefly explain why or why not.

  3. What was your initial appraisal of the stressor? In other words, did you appraise the stressor as a challenge and/or a threat? Briefly explain why or why not.

  4. Briefly describe your reaction to the stressor as related to each of these categories:

    Description Did you experience distress? (yes or no)
    physiological (blank) (blank)
    cognitive (blank) (blank)
    behavioral (blank) (blank)
  5. What, if any, individual factors or personal characteristics might have contributed to your initial reaction?

  6. What was your secondary appraisal of the stressor? What, if anything, changed?

  7. What, if any, type of social support did you receive when coping with this stress?

  8. What, if any, additional social supports would have been helpful?

  9. What coping mechanisms emerged for handling your stress? Complete the following chart to explore two of the coping mechanisms that emerged to deal with your stress.

    Coping mechanism (briefly describe) Is this mechanism problem-focused or emotional-focused? (briefly explain) Did this coping mechanism address physiological, cognitive, and/or behavioral reactions to the stressor? (briefly explain)
    (blank) (blank) (blank)
    (blank) (blank) (blank)
  10. What impacts, if any, did this stressor have on your health and/or lifestyle?

  11. What would be the long-term physical and/or mental health consequences of this stressor if it were left unaddressed?

Materials

None required.

Checklist


Chapter 15 Project

Purpose

In this chapter, you have learned about a variety of psychological disorders. Many of the disorders share similar features or symptoms, while others are significantly different. The purpose of this project is to explore the complexities of the human condition through application of the knowledge you have gained in this chapter. You are going to be creating your own version of the DSM-5-TR to organize the various mental health conditions you have been exposed to in this chapter.

Directions

For this project, imagine that you are the author of the DSM-5-TR and have been approached by a psychiatrist's office to create a simplified version of the manual. You will use a word processor, like Microsoft Word, and create a "book." Each page will contain a major disorder category noted in this chapter (i.e., anxiety, mood, etc.) and applicable information pertaining to that category of disorders.

Please use the following template for each class or category:

  1. class or category

    1. five or more pieces of pertinent information pertaining to the class or category of disorders (i.e., concepts and or ideas)

    2. symptoms common to all disorders within the category

    3. therapy common to all disorders within the category

    4. specific conditions under the class or category of mental health disorders

      1. For each condition, list unique symptoms, treatments, and at least one notable figure who has suffered from the condition.

For example:

  1. anxiety disorders

    1. fact 1

    2. fact 2

    3. fact 3

    4. fact 4

    5. fact 5

    6. shared symptoms

      1. symptom 1

      2. symptom 2

      3. symptom 3

    7. shared therapy

      1. therapy 1

      2. therapy 2

      3. therapy 3

    8. types of anxiety disorders

      1. specific phobia

        1. symptoms

        2. treatments

        3. notable example

      2. social anxiety disorder

        1. symptoms

        2. treatments

        3. notable example

Materials

Word processing application, like Microsoft Word

Checklist


Chapter 16 Project

Purpose

A 2013 survey by the Association for University and College Counseling Center Directors (AUCCCD) stated that around half of college students reported having "overwhelming anxiety," and nearly one third of students reported depression so severe that it made it difficult to function. The good news is that most college campuses offer mental health services to students and often for free. The purpose of this project is to help you to determine where college students can get mental health support and what mental health treatment might be like for them.

Directions

This project has two parts:

Part 1 - College Counseling Services

Part 2 - Therapeutic Perspectives

Part 1 - College Counseling Services

Investigate types of counseling services offered on your campus* and where they are. If your counseling center has a website, that is a great place to start. However, you should also visit the counseling center in person if possible. Observe the space, read through the available materials, chat with someone who is at the front desk, etc. Then, in two to three paragraphs, write a letter to your friend who is experiencing anxiety about their college performance, their relationships, and their future. Your letter should answer the question, "What would it be like to go to counseling?" Be sure to write in a way that your friend can understand, meaning avoid jargon.

*If your college does not have a counseling center, find a counseling center near your college campus or in your area.

Part 2 - Therapeutic Perspectives

Imagine that a friend of yours, Michelle, is struggling with depression that makes it difficult for her to get to class, keep up with schoolwork, or spend time with friends. She has very little energy, is often sad and tearful, and feels guilty for not doing what she is supposed to be doing in school.

She has recently begun to see a psychologist for her depression. For each of the following therapeutic perspectives, describe how a psychologist might a) explain the origins of this depression and b) treat the depression that Michelle is experiencing. It is okay to speculate within these answers, though they should communicate a clear understanding of each particular therapeutic perspective, and they should be specific to Michelle.

  • psychodynamic

  • cognitive

  • behavioral

  • humanistic

  • biomedical

Finally, include a paragraph that describes when and why you think Michelle should conclude therapy for her depression, regardless of therapeutic perspective. That is, when will she and her psychologist know she is finished? Discuss her original symptoms, what has taken place in therapy, and her current experiences. Once again, it is okay to speculate.

Materials

None required.

Checklist