The Bases of Prejudice, Reducing Prejudice, Discrimination & The 'Ism's'

Session 7 - The Bases of Prejudice & Reducing Prejudice


Run through the activities and observations from last session - 'D,D&R' and definitions of the Bases of Prejudice.

Watch the Australian Protectionist Party section of 'D,D&R' (20:20) - this time students are to highlight an example from the section whereby one / all of the bases of prejudice are evident. Run through thoughts and discuss...


Move onto Reducing Prejudice.


Students are to read through pages 180 -182 of the textbook and provide their own definitions and examples for the following terms:

• Inter-group Contact
• Sustained Contact
• Superordinate Goals
• Mutual Interdependence
• Equality

Run through definitions and examples...

Introduce the film / idea '12 Angry Men' and discuss the main ideas within the film (specifically Superordinate Goals, Mutual Interdependence & Equality:

http://en.wikipedia.org/wiki/Twelve_Angry_Men

The film is just outstanding - I have a copy for those interested...

Move onto completing 'Check Your Understanding 6.2' the activity from the Student Activity Handbook.

Session 8 - Cognitive Interventions & Discrimination

Students are to place the following in their workbooks under the heading Cognitive Interventions:


Some individuals may use cognitive interventions to guard against prejudice views and attitudes. Cognitive interventions are learned skills and behaviours that are intended to combat prejudice. Thoughts (cognition) about what skills can be adopted to minimise prejudice are kept in an individual's conscious with the intention of these skills becoming apart of everyday behaviour (interventions).


Read through pages 182 -184 of the textbook and discuss the main ideas.


Move onto Discrimination - students are to place the following in their workbooks:

An individual’s or groups prejudices (attitudes) may lead to discrimination (behaviour) or the unequal treatment of people who should have the same rights as others. Discrimination frequently prevents people from doing things they should have the opportunity to do, such as getting a job, attending a particular school or playing a type of sport.

Introduce 'A Class Divided - Blue Eyes / Brown Eyes Experiment' - students must fill out relevant handout while watching the documentary.


Here's an interesting internet site that looks at the idea of Implicit Association - take one of the test...


https://implicit.harvard.edu/implicit/australia/takeatest.html

Session 9 - Prejudice - Nature V Nurture


Open with discussion concerning last session - 'A Class Divided - Blue Eyes / Brown Eyes Experiment' and the Implicit Association Test...


Move onto the nature v nurture debate surrounding prejudice:
http://www.sciencedaily.com/releases/2005/05/050525105357.htm

Watch the first 15 or so minutes of the Insight program - 'I'm not a racist but...' discuss the main ideas.


As a follow up to Blue / Brown Eyes - watch 'The Anatomy of Prejudice' - students are to fill out viewing sheet while watching. Discuss the main ideas and concepts.

*** IMPORTANT INFORMATION ****

SAC NOTIFICATION

UNIT 2 - OUTCOME 1:  On completion of this unit students should be able to explain how attitudes are formed and changed and discuss the factors that effect the behaviour of individuals and groups.


TASK:  Media Response

DURATION OF TASK:   Friday 3rd August (Viewing Film / Taking Notes) to Wednesday (Applying Knowledge Questions) - 70 minutes (5 minutes reading time)


Please note: Attendance at examinations and/or submission of SAC work on due dates is compulsory. If you are unable to attend or submit your work on this date you MUST bring documentary evidence of illness (medical certificates in year twelve) or an ‘N’ grade will be given.

Unit 2 - Interpersonal & Group Behaviour

Welcome Back!!!


Session 5 - Attitudes: Attitude Formation and Change


Open with a brief outline of what will be covered in the coming unit of work...


Move onto Attitudes PowerPoint - students will need to actively take notes in their work book throughout the presentation.


Complete the relevant activities outlined throughout the document - ABC's and Songs Activity.


Complete the following:

• Read through pages 175 - 178 of the textbook and 'Check Your Understanding 6.1' in their workbook.

Session 6 - Prejudice & Stereotypes


Review the concepts of last session concerning Attitudes and Song Analysis. Students are to write the notes of Cognitive Dissonance Theory in their workbooks - explain main ideas.

"If I can invite whom I want into my home, then I should have the right to say who comes into my country"
                                         Pauline Hanson (Maiden Speech HOR - 1996)


Thoughts about the quote above???


Brainstorm the following in terms:


Prejudice


Stereotypes


Collate ideas up on the W/B and then students are to develop their own definition of both terms - run through defintion

Question:

How tolerant is Australia?


Hungry Beast Clip
http://www.youtube.com/watch?v=UQ5Cs3tM0j8


Discuss the implications of this clip - what does it actually mean?
http://www.abc.net.au/news/2011-02-23/nearly-half-of-australians-are-anti-muslim-study/1954194

Move onto 'Dumb, Drunk & Racist' - Ep. 2 and students are to complete the viewing sheet while watching. Discuss the main points with the class.


Students are to provide definitions for the 'Bases of Prejudice' outlined on pages 185 & 186 in their workbooks.

Mental Illness: 'A Beautiful Mind', Treatment, The Facts, Diagnosis & Treatment

Session 1 & 2: 'A Beautiful Mind' 


Students are to watch the film 'A Beautiful Mind' and fill out the relevant viewing sheet.


Discuss the the main points and issues that are presented in the film...


Session 3: Mental Illness - The Facts, Diagnosis and Treatment


Students are to place the following notes in their workbooks:

A mental illness or disorder is a diagnosable illness that significantly interferes with an individual's cognitive, emotional or social abilities. There are many different types of disorders, which occur to varying degrees of severity. 
About 20% of adult Australians, or one in five people, will experience a mental illness at some stage in their lives. Many will live with more than one mental illness at a time, such as anxiety and depression, which commonly occur together.
There are positive and negative aspects to labeling mental disorders. Psychologists and psychiatrists all over the world use the classification system found in the 'Diagnostic and Statistical Manual of Mental Health Disorders, known as the DSM IV.


Once you have copied the above down in your workbooks, you'll need to follow the outline below and complete all of the activities:


THE FACTS:

• Click on the 'Unit 1 Psychology Materials' link just below the 'Class Resources' heading. Scroll down and open the 'Mental Health Fact Poster' document. Read through the poster and in your work book, highlight 3 aspects (statistics / statements) of mental health that you believe are the most important / interesting - provide your own thoughts on why you have chosen these aspects.

DIAGNOSIS:

• Click on the link below:

http://allpsych.com/disorders/dsm.html

• Read through the overview regarding the DSM IV - ensuring that you understand the reason why it exists and how professionals use this reference in everyday diagnosis.

• Once you have read through how the manual works and what it is used for, click on this link: http://allpsych.com/disorders/disorders_alpha.html and have a browse through some of the disorders - do YOU have any of these disorders???

• Click on the 'Unit 1 Psychology Materials' link just below the 'Class Resources' heading. Scroll down and open the 'Excerpt from The Psychopath Test' document. Read from half way down on page 266 and answer the following questions in your workbook:

1. Outline some of the positives of psychologists and psychiatrists using the DSM IV to diagnose clients in their professional practice.
2. Outline some of the negatives of psychologists and psychiatrists using the DSM IV to diagnose clients in their professional practice.
3. From your perspective, do you think that the existence of such a manual is important / needed within the mental health field?

TREATMENT:

• Watch and listen to the following links (the first link is a brief history of the treatment of mental health and contains some graphic footage)

http://www.youtube.com/watch?v=1Izmyru5T_w&feature=fvwrel

http://www.sane.org/information/factsheets-podcasts/200-antidepressant-medication

http://www.youtube.com/watch?v=Rcy2jF1EXjk&feature=related

http://www.youtube.com/watch?v=Wv49RFo1ckQ

• Click on the 'Unit 1 Psychology Materials' link just below the 'Class Resources' heading. Scroll down and open the 'Mental Health Article' document. Read and answer the following questions in your workbook:

1. What does the article reveal about the role of medication, specifically big pharmaceutical companies (Big Pharma) in treating mental illness?
2. What does this excerpt from the article mean, 'The social matrix becomes more crucial when one considers that anxiety is the underlying thread of most mental illness."?
3. What link is made between wealthy countries and the levels of depression? Why do you think this is the case?
4. What is the overall message concerning the treatment of mental illness presented in the article?

Session 4: DAX Centre Reflection & Holiday Homework

Please answer the following reflection questions in your workbook:

David's Story

1. Initial thoughts about David? How did you perceive him? What preconceptions did you have?
2. Describe some of the triggers that David believed contributed to his illness? (think about his childhood / adolescence)
3. How did he use drugs and alcohol and why did he believe he used these vices?
4. What were David's experiences in relation to the care that he received when he had an episode?
5. What things did you 'take away' from David's story?

DAX Gallery

1. What were overall impressions of the gallery?
2. Do you agree that paintings from confidential therapy sessions should be on show for the public to see?
3. What picture from the gallery most interested you and why?

Holiday Homework - this is due the first Wednesday back in Term 3

You need to collect 2 newspaper, magazines, online articles that look specifically at the concepts of prejudice, discrimination, stereotypes and racism. This really shouldn't be a hard task - articles of this type are easily accessible.

PS - Both Miranda and I were super impressed with the way in which you conducted yourself on the excursion. The comments from the DAX staff about your input and intelligence were overwhelming - thank you. 

Lifespan Development & Theories Presentations & Revision Sessions

The next 2 weeks will be dedicated to students presenting their lifespan development and theories presentations and revising for the upcoming mid year exam.


The revision sheet outline will be emailed out to all students.

The mid year Psychology exam will be on Wednesday 13th June, Session 3 at FHS.

Theory of Moral Development - Lawrence Kohlberg's 6 Stage Theory & Commencement of Lifespan Development & Theories SAC

Session 31 - Theory of Moral Development - Lawrence Kohlberg's 6 Stage Theory


Recap last session - Erikson's Psychosocial Theory...


Move onto the Moral Dilemma Scenarios - students to draw and fill out a table in their workbooks, the headings include:


Dilemma  /  Decision  /  Explanation (Why have you chosen this outcome?)


Run through each of the scenarios and discuss students thoughts...

Place the following up on the whiteboard for all students to place in their workbooks: Theory of Moral Development – Lawrence Kohlberg’s Six-Stage Theory

Psychologist Lawrence Kohlberg believed and was able to demonstrate through studies, that people progressed in their moral reasoning (i.e., in their bases for ethical behaviour) through a series of stages. He believed that there were six identifiable stages that could be more generally classified into three levels.


Students are to read through 158 - 160 of the textbook. After finishing the reading the selected text - all students must paste table 5.3 (ensure to add a heading above that includes the 3 levels - pre-conventional, conventional and post-conventional).


Revisit the 'Heinz' moral dilemma in the textbook (page 158) read through and watch clip for good distinction between the levels and stage of Kohlberg's theory.
http://www.youtube.com/watch?v=zY4etXWYS84&feature=fvsr


Discuss the main points with the class...


Move onto the 60 Minutes Claire Murray Dilemma - watch with the class.


After viewing the story students need to answer the following questions in their workbooks:

1. What is your opinion about Claire Murray's situation? Did she deserve another liver transplant? (Provide at least 2 supportive points in your response).
2. Considering the above, where does your response fit into Kohlberg's theory?

Discuss the student observations with class...

Read through this article with class:

http://www.perthnow.com.au/news/western-australia/liver-mum-claire-murrays-life-support-turned-off/story-e6frg13u-1225848518444

H/W Complete Check Your Understanding 5.5 in your workbook - due to be completed next session.




Session 32 - Lifespan Development and Theories SAC


Open up with the homework from last session concerning the Claire Murray situation... Discuss students observations.


Move onto handing out and discussing the next SAC with the class - Lifespan Development and Theories.


Explain the oral component of the task and the time restrictions that will be in place.


Students are then to work in groups (each group will be assigned a lifespan stage) to develop as many questions as possible. In order to produce questions students will use their workbook, textbook and the digital resources. All questions will be placed on this shared space:


http://piratepad.net/j0p9OhY5od


Students will then have time to develop and produce their own original questionnaire for the investigation.


Session 33 - Lifespan Development SAC Prep


Students are to begin working on and developing the following:

• Gather and format interview / survey questions
• Formulate interview questions
• Develop a template for the interview

Need to complete before next session:

• Interview with your subject

Working on next session:

• PowerPoint presentation
• Oral presentation

Theories of Cognitive Development - Jean Piaget & Theories of Psychosocial Development - Erik Erikson's 8 Stages

Session 29 - Theories of Cognitive Development - Jean Piaget

Run through the key terms and concepts from last session and ensure that all students have completed Check Your Understanding 5.1 & 5.2 in their workbooks.

Move on to: Theories of Cognitive Development - Jean Piaget

Students are to copy the following down in their workbooks:

According to Piaget there is a pattern to the growth of intellect in children. After collecting masses of data, Piaget stated that children experience a series of development stages from infancy through to adolescence. Piaget labeled these stages as the sensorimotor stage, the preoperational stage, the concrete stage and the formal operations stage. Piaget was convinced that intellect grows through processes he called assimilation and accommodation. Assimilation Assimilation is the use of existing mental patterns for new situations. Accommodation Accommodation refers to using existing ideas that are modified to fit new requirements.      Go through the relevant slides of the PowerPoint below: http://www.slideshare.net/newkirker/Piagets-Cognitive-Development-Theory Ask the students to place down the heading of each stage and the dot points from each stage and watch the associated YouTube clips. Important question for the preoperational stage: When did you stop believing in Santa?     Once the PP is finished ask students to read through pages 149 – 154 and complete ‘Check Your Understanding 5.3’ on page 154 – homework. Session 30 - Theories of Psychosocial Development - Erikson's 8 Stages Firstly recap the theories that have been covered over that last few sessions with the class... Move onto Erik Erikson's 8 Stage Theory of Psychosocial Development PowerPoint - ensure that all students have the accompanying note taking table to record notes throughout the presentation. Run through the PowerPoint with the class - discuss main points and highlight relevant examples - (personal if possible). Once the PowerPoint is finished, students should through read through 155 -1157 of the textbook and complete the note taking in their observation table.

IMPORTANT !!! PLEASE READ

Hi Everyone,


I have just learnt how to link up any PowerPoints, activity sheets and any other documents that maybe used in class to this blog. Here's the instructions:

1. You'll need a gmail account - if you don't have one get one.
2. On the right hand side of the blog, at the top of the page there is a heading 'Class Resources'.
3. Underneath the 'Classroom Resources' heading is a link called 'Unit 1 Psychology Materials' - click this link.
4. It will take you to a googledoc folder (remember you need a gmail account) that will have a list of resources and materials used throughout our classes.
5. Simply click on the resource / material you need and 'BAM', the document will be right before you eyes.

So there you go - you now have access to all of the documents that will used throughout our Psychology classes.

P.S. Jamie's class - the 'Attachment' PowerPoint is in this folder and it has the activities that you need to complete before our next Psychology class.