|This is an archive of the Common Course Outlines prior to fall 2011. The current Common Course Outlines can be found at http://www.gpc.edu/programs/Common-Course-Outlines.|
|Course Title||Introduction To Psychology Of Adjustment|
|Prerequisite(s)||PSYC 1101 or PSYC 1101H. |
An introductory examination of the applied psychological theory and research concerning mental health and well being. Subjects including, but not limited to stress and coping, identity, personal growth, communication, interpersonal relationships, and career issues are studied.
|Expected Educational Results|
As a result of completing this course the student will be able to:
1. Compare and contrast human growth with adjustment.
2. Compare and contrast major personality theories including psychoanalysis, behaviorism, cognitive approaches, and humanism. Be able to apply these theories to their own growth and adjustment.
3. Describe the major features of self-concept and self-esteem, including the importance and determinants of self-esteem. Identify the characteristics of individuals with low and high self-esteem.
4. Compare and contrast the free will versus deterministic positions on human growth and adjustment.
5. Describe the cognitive, emotional, social, and cultural influences on adjustment and growth in theory and in their own lives.
6. Identify different sources for and types of intimate relationships and some reasons for failure at intimacy.
7. Demonstrate effective basic communication skills and describe ways to deal constructively with conflict.
8. Clarify and articulate his or her own work values and describe the career selection process. Identify their own progress in the career selection process and the steps they need to take to proceed.
9. Describe current theories of stress, discuss the emotional and physical effects of stress, and identify sources of stress in their lives.
11. Describe and demonstrate stress management techniques, including those listed below, and differentiate effective and ineffective coping strategies.
stress management techniques
12. Identify indicators of problems in adjustment including: depression, substance abuse, and anxiety disorders, as well as other relevant disorders.
|General Education Outcomes|
I. This course addresses the general education outcome relating to communications as follows:
A. Students develop their reading comprehension skills by reading the textbook, handouts, and assigned journal articles.
B. Students develop their listening skills by listening to lectures, videotapes, and other students (during group discussions and problem-solving exercises).
C. Students develop their writing skills through written homework assignments, papers, and/or writing essays as part of exams.
D. Students develop their speaking skills by asking questions, through class discussions, and/or through oral reports to the class.
II. This course addresses the general educational outcome of demonstration of effective problem-solving and critical thinking skills by requiring students to apply knowledge gained from the course to analyzing and solving the types of problems that are often encountered in real life.
III. This course addresses the general education outcome of identification and application of basic concepts of wellness through its focus on stress, stress-management, and problems of adjustment.
1. Defining and understanding adjustment.
2. Personality theories
3. Intimate relationships
4. Interpersonal communication
5. Career development
6. Stress and stress management
7. Problems of adjustment
|Assessment of Outcome Objectives|
I. COURSE GRADE
Grades from some combination of the following will be used to determine each student’s final course grade: class participation, homework assignments, papers, projects, oral presentations, and exams. Exams may be multiple choice, some combination of multiple choice and short answer or essay, or purely essay and/or short answer. Individual instructors may determine the relative weightings of each component in determining the grade for the course, and must state the weightings to be used in determining student grades in the course syllabus.
II. DEPARTMENT ASSESSMENT
A. This course will be assessed in the fall semester on a three-year assessment cycle. Objective questions assessing student mastery of outcomes for this course will be included in either the final exam or unit tests for this course. Each instructor must include these questions in the appropriate exam. Each instructor is responsible for reviewing and tabulating the results of these outcome assessment questions and transmitting them to the course or curriculum committee responsible for this course. Individual instructors should use feedback from assessment in their classes to review and evaluate their own teaching practices.
B. The construction of the outcome assessment questions will be the responsibility of the college-wide Psychology Curriculum Committee.
III. USE OF ASSESSMENT FINDINGS
The Psychology Curriculum Committee will meet in the spring term after the fall assessment to review the course and to evaluate the results. The review of the course outcome assessment findings will provide information on success in achieving the desired outcomes for this course on a college-wide basis. If fewer than 70% of the students perform successfully on questions measuring any particular educational outcome, the committee will examine teaching practices related to that outcome, the assessment instrument, and the desired learning outcomes to determine which, if any, of these need modifying. The committee will share its findings and recommendations with all faculty teaching this course, and may make changes to the desired educational outcomes, teaching practices, or assessment instrument as appropriate.
Updated: April 17, 2002
Minor Revisions: June 24, 2005
Last Revised: Aug. 11, 2011