HOLY ANGEL UNIVERSITY SCHOOL OF ARTS AND SCIENCES …€¦ · holy angel university school of arts and sciences angeles city laus deo semper 1 department of psychology course syllabus

HOLY ANGEL UNIVERSITY

SCHOOL OF ARTS AND SCIENCES

Angeles City

Laus Deo Semper

1

DEPARTMENT OF PSYCHOLOGY COURSE SYLLABUS IN CURRENT ISSUES IN PSYCHOLOGY

MISSION AND VISION OF HOLY ANGEL UNIVERSITY

We, the academic community of Holy Angel University, declare ourselves to be a Catholic University. We dedicate ourselves to our core purpose, which is to provide accessible quality education that transforms students into persons of conscience, competence, and compassion. We commit ourselves to our vision of the University as a role-model catalyst for countryside development and one of the most influential, best-managed Catholic universities in the Asia-Pacific region. We will be guided by our core values of Christ-centeredness, integrity, excellence, community, and societal responsibility. All these we shall do for the greater glory of God. LAUS DEO SEMPER!

SCHOOL OF ARTS AND SCIENCES Vision

A premiere college that serves as an avenue for developing students’ learning competencies within and across the many disciplines of human inquiry, particularly in mass media and psychology, attaining excellence in instruction, research and community development.

Mission

To produce professionally competent, morally upright, socially responsive and spiritually mature persons through holistic and transformative liberal education Goals

“Conscience, Competence and Compassion” 2

The School of Arts and Sciences will be known for its graduates who are critical thinkers, effective communicators, innovators, industry leaders, witnesses of Catholic faith, instruments for social transformation and stewards of Kapampangan heritage. Objectives The School of Arts and Sciences aims to provide a solid foundation where it seeks to:

1. Train students to think critically and communicate effectively 2. Inculcate in the students the desire to live the values of the Catholic faith 3. Develop both excellence and leadership in psychology and media professions 4. Deepen the students’ application of theoretical and professional knowledge as effective tools in promoting and

life-long learning and one’s sense of social responsibility and love of country 5. Promote and preserve Kapampangan heritage

Core Values

1. Christ Centeredness 2. Integrity 3. Excellence 4. Community 5. Societal Responsibility 6. Professional Leadership 7. Service-oriented


PROGRAM OUTCOMES – PSYCHOLOGY PROGRAM (CHED MEMO 38, S2010)

PROGRAM OUTCOMES

Academic Quality and

Organizational Excellence

Authentic Instrument

for Countryside Development

Great University to Work

For

Faithful Catholic

Education

1. Demonstrate theoretical knowledge in psychology, specifically a) Demonstrate an understanding of theories,

principles, concepts, and skills in psychology, b) Develop and sustain arguments about

established principles in psychology, c) Critically evaluate the established principles in

psychology, d) Comprehend and evaluate new information

related to psychology (e.g., theory, concepts, data) that may be presented in various forms and from various sources.

√ √ √ √

2. Demonstrate knowledge of the methods of psychological inquiry, specifically, e) Understand and explain the main methods of

inquiry in psychology, f) Critically evaluate the appropriateness of different

approaches to problem solving in the field, and g) Apply this knowledge to make judgments and

create approaches to solving problems in an applied or an employment context.

√ √ √

3. Apply psychological theories and methods; specifically h) Correctly apply the theories, principles, concepts

and skills in psychology in an employment

√ √


context, i) Undertake research using the knowledge and

skills in psychology, and communicate the results of such research to both specialist and non-specialist audiences.

4. Demonstrate understanding of the ethical dimensions of the use of psychological theories and methods.

√

5. Undertake further training for developing existing skills and acquiring higher level competencies either through formal graduate education or in an employment context.

√

6. Apply critical thinking, decision making, and clinical reasoning skills in providing psychological intervention to individuals, families, groups, and communities.

√ √ √

7. Integrate theories and concepts from the liberal arts and scientific inquiry into professional practice for the local community.

√ √

8. Adapt bio-psycho-social model and research findings to provide evidence based practice in designing psychological assessment, clinical reports, and psychological intervention.

√

9. Apply a process of lifelong learning in the professional development of one's practice.

√

10. Integrate Angelite professional values into one's professional practice.

√ √ √ √


PROGRAM OUTCOMES

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1. Demonstrate theoretical knowledge in psychology, specifically a) Demonstrate an understanding of

theories, principles, concepts, and skills in psychology,

b) Develop and sustain arguments about established principles in psychology,

c) Critically evaluate the established principles in psychology,

d) Comprehend and evaluate new information related to psychology (e.g., theory, concepts, data) that may be presented in various forms and from various sources.

√ √ √ √

√ √ √ √

√ √ √ √

√ √ √ √

√ √ √ √

√ √ √ √

2. Demonstrate knowledge of the methods of psychological inquiry, specifically, e) Understand and explain the main

methods of inquiry in psychology, f) Critically evaluate the

appropriateness of different approaches to problem solving in the field, and

g) Apply this knowledge to make judgments and create approaches to

√ √ √

√ √ √

√ √ √

√ √ √

√ √ √

√ √ √

√ √ √

√ √ √

√ √ √

√ √ √


solving problems in an applied or an employment context.

3. Apply psychological theories and methods; specifically h) Correctly apply the theories,

principles, concepts and skills in psychology in an employment context,

i) Undertake research using the knowledge and skills in psychology, and communicate the results of such research to both specialist and non-specialist audiences.

√

√

√

√

√

√

√

√

√

√

4. Demonstrate understanding of the ethical dimensions of the use of psychological theories and methods.

√

√

√

√

√

5. Undertake further training for developing existing skills and acquiring higher level competencies either through formal graduate education or in an employment context.

√ √ √ √ √ √ √ √ √ √ √

6. Apply critical thinking, decision making, and clinical reasoning skills in providing psychological intervention to individuals, families, groups, and communities.

√ √ √ √ √ √ √ √ √ √

7. Integrate theories and concepts from the liberal arts and scientific inquiry into professional practice for the local community.

√ √ √ √ √ √ √ √ √ √ √

8. Adapt bio-psycho-social model and research findings to provide evidence based practice in designing psychological assessment, clinical

√ √ √ √ √ √ √ √ √ √ √


reports, and psychological intervention.

9. Apply a process of lifelong learning in the professional development of one's practice.

√ √ √ √ √ √ √ √ √ √ √

10. Integrate Angelite professional values into one's professional practice.

√ √ √ √ √ √ √ √ √ √ √

A. COURSE & FACULTY INFORMATION:

Course Code and Title: 4PSYISSUES Current Issues in Psychology

Name of Faculty:

Credit Units: 3 Consultation Days/Time:

Prerequisite(s): General Psychology Consultation Venue: SJH SAS Consultation Room

Contact Hours Per Week: 3 Email Address/Contact Info:

Course Description: This course aims to develop awareness in students of the trends and issues that are shaping the field of Psychology both locally and internationally. It encourages students to critically analyze and issues and events and foster an attitude of involvement, volunteerism, and advocacy for relevant and timely issues.


B. COURSE LEARNING OBJECTIVES:

Psychology Program Outcomes

At the end of the course, the student should be able to:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

1. Cognizant of trends and issues that are taking place in the field of psychology.

√ √

2. Critically analyze issues from the combined perspective of biological, cognitive, intrapersonal, and socio-cultural dimensions.

√ √ √ √ √ √

3. Gather data to validate opinions of the nature of issues and events.

√ √ √ √ √

4. Respond to relevant and timely issues in society in a scientific and ethical manner.

√ √ √ √ √

5. Take positive action to make the field of psychology an instrument to effect societal change.

√ √ √ √

C. COURSE CONTENT:

Time Table

Desired Learning Outcomes

Course

Learning

Objectives

Course Content/

Subject Matter

Teaching and Learning Activities

(Methodology)

Assessment Task/

Student Output

Evaluation Tool

Resource Materials

Week 1

Understand and comply with

Course

policies,

Interactive discussion of

Course outline

90% of students

Student Handbook


classroom rules and school policies.

Adhere to the Mission- Vision and Core Values of the school

exams, grading system, references, academic calendar, reading materials, projects and group tasks

classroom rules and expectations

furnished and received by student

participate in recitation and class activities

To develop and

apply effective study habits.

Studying strategies, time management, and test anxiety.

Course Syllabus

Week 2

Week 3

Week 4

Discuss the importance of studying issues and trends in Psychology.

Explain the influence of change in relation to the study of the current issues in Psychology

Understand the impact of RA 10029 in relation to the practice of Psychology.

CLO 1

CLO 2

CLO 5

I. Overview and Introduction of the Course Issues in Psychology

Psychology of Change

Discussion of the RA 10029 and its IRR

Interactive discussion of the relevance of the course Film Viewing

Class participation Reflection Paper Quiz

90% of students participate in recitation and class activities Rubric Students obtain 60% of items in the quiz correctly

Copy of RA 10029


Week

5-6

Adhere to the PAP code of ethics.

Discussion of the PAP Code of Ethics

Group case presentation

Rubric

Copy of PAP Code of Ethics

Case Analysis

Week

7

Week 8

Week 9

Week

Differentiate between the different sexual preferences and orientations.

Develop a deeper gender sensitivity

Be updated on the latest issues in the study of gender psychology.

To identify the causes of direct conflicts.

To understand the impact of structural and cultural violence in relation to peace.

To understand the

CLO 1-5

CLO 1-5

CLO 1-

II. Societal Issues

Gender Issues

Peace Psychology

Children in

Interactive lecture/Discussion Group Discussion Interactive lecture/Discussion Group Discussion Song analysis Interactive

Quiz Group Analysis Reflection paper Oral and

Students obtain 60% of items in the quiz correctly. 90% of students participate in recitation and class activities Rubrics 90% of students participate in recitation and class activities 90% of

Answers to Your Questions.. (2002). Hollander, Renfrow, & Howard (2011). Lawler, (1995) Children of war, children of hope (1989) Carandang (1987)


10

Week 11

Week 12

plight of the CEDC

To identify the rights of the child

To discriminate between the different circumstances of CEDC.

To come up with ways on how to best help CEDC .

To understand the relationship between spirituality and psychology.

To determine the influence of spirituality in the person’s mental health.

To define the psychological meanings of poverty.

5

CLO 1-5

difficult circumstance and the Filipino family

Psychospirituality

Psychology of poverty

Discussion Guided technical presentation Interactive discussion Guided technical presentation Interactive discussion Guided technical

written report Journal critique Oral and written report Journal critique Debate Oral and written report

students participate in recitation and class activities Rubrics 90% of students participate in recitation and class activities Rubrics 90% of students participate in recitation and class

Carandang (2002) Carandang (2008) Evangelista (2007) Lines (2006) Lovinger (1990) Religion, personality, and social behavior (2014) Beyond poverty… Collantes (1980) Jamig (1999)


To identify the various factors that influence attribution for poverty.

presentation

Journal critique

activities Rubrics

Midterm Examination

Week 13 Week 14 Week 15

To obtain understanding on evidence based practice in research psychology.

To identify the different issues and challenges in the study of indigenous Filipino psychology.

Discuss issues and concerns in the practice of test development in the Philippines.

CLO 1-

5

CLO 1-5

CLO 1-5

III. Professional and Methodological Issues

Research in Psychology

Sikolohiyang Filipino

Psychological Testing

Interactive discussion Guided technical presentation Interactive discussion Guided technical presentation Interactive discussion Guided technical presentation

Journal presentation Journal critique Journal presentation Journal critique Group presentation Journal critique

90% of students participate in recitation and class activities Rubrics 90% of students participate in recitation and class activities Rubrics 90% of students participate in recitation and class activities

Saville, (2008) Enriquez, (1982) Urbina (2014)


Week

16

Week 16

Week 17

To identify the different subfields of forensic psychology.

To have an understanding of the legal psychological concepts.

To identify key areas of concern in the educational system.

Determine areas and ways where psychology can help address problems and issues in education.

To gain knowledge on evidence based practice on the study of clinical psychology.

CLO 1-5

CLO 1-5

CLO 1-5

Forensic Psychology

Educational Psychology

Clinical Psychology

Interactive discussion Guided technical presentation Interactive discussion Guided technical presentation Interactive discussion Guided technical presentation

Group presentation Journal critique Group presentation Journal critique Group presentation Journal critique

Rubrics 90% of students participate in recitation and class activities Rubrics 90% of students participate in recitation and class activities Rubrics 90% of students participate in recitation and class activities

Chichester (2012) Gavin (2014) Krause (2010) Handbook of evidence-based practice in clinical psychology


Week

18

To gain knowledge on the different approaches in the practice of psychology in industrial organization

CLO 1-5

Industrial/Organizational psychology

Interactive discussion Guided technical presentation

Group presentation Journal critique

Rubrics 90% of students participate in recitation and class activities Rubrics

Page (2006) Aamodt (2013)

Final Examination

D. COURSE OUTPUTS/LEARNING EVIDENCES:

1. Group Reports/presentations 2. Active participation in class activities 3. Critique of Research Literature 4. Assignments 5. Major Examinations

E. REQUIRED READING REFERENCES

American Psychological Association Code of Ethics Psychological Association of the Philippines Code of Ethics


OTHER REFERENCES:

Aamodt, M.G. (2013). Applying psychology to work (7th ed.). Canada. Wadsworth, Cengage Learning Arellano, Carandang, M. L. (2002). Children in pain : Studies on children who are abused and are living in poverty,

prison and prostitutions. QC: Psychological Association of the Philippines. Beyond poverty: A facilitator's community building educational manual. Carandang. M.L. (2008). The Filipino family surviving the world : Psychological essays n the Filipino. Manila: Anvil. Carandang, M.L. (1989). Children of war, children of hope. Manila: Ibon Foundation. Chichester, L. (2012). Forensic psychology : crime, justice, law, interventions. NJ: John Wiley Collantes, A. (1980). Religion, personality, and social behavior. Manila: Alay Kapwa, S.l Enriquez, V. G.(1982). Decolonizing the Filipino psyche : Philippine psychology in the seventies. Quezon City:

Philippine Psychology Research Evangelista, L.L.(2007). Developmental psychology: Growth and development with parenting by Filipino values.

Manila: Booklore. Gavin, H, (2014). Criminology and forensic psychology. London: Sage. Hollander, J.A, Renfrow, D.G., & Howard, J.A. (2011). Gendered situations: gendered selves: A gender lens on

social psychology (2nd.) Lanlam, MD: Rowman & Littlefield. Jamig, C.L. (1999). Case studies on the implementation of the CIDSS/minimum basic needs approach: Combating

poverty through the Comprehensive and Integrated Delivery of Social Services (CIDSS). QC: National College of Public Administration and Governance.

Krause, K-L. (2010). Educational psychology for learning & teaching. Australia: Cengage Learning


Lawler, P. (1995). A question of values : Johan Galtung's peace research. Boulder, CO: Lynne Reinner Publishers. Lines, D. (2006). Spirituality in counselling and psychotherapy. London: Sage Publications. Lovinger, R.J. (1990). Religion and counseling : The psychological impact of religious belief. Continuum, New York Page, A.C. (2006). Clinical psychology for trainees: Foundations of science-informed practice. MA: University

Press. Saville, B.K. (2008). A guide to teaching research methods in psychology. Malden, MA: Blackwell Publishing. Urbina, S. (2014). Essentials of psychological testing, NJ: John Wiley. _____ (2000). Building peace: Essays on psychology and the culture of peace. Manila: Dela Salle University Press. _____ (2002). Answers to your questions about transgender people, gender identity, and gender expression. _____ (2012). Handbook of evidence-based practice in clinical psychology. NJ: John Wiley. _____ (2014). Religion, personality, and social behavior. NY: Psychology Press.

F. CLASSROOM POLICIES AND REMINDERS:

1. The deadline for dropping the course is two weeks after the midterm exam. 2. Students who arrive more than 15 minutes after the start of class will still be accepted in class, however, the

attendance sheet would reflect that they are ‘technically absent’. 3. The school’s policy on absences and tardiness will be followed (Please refer to the Student’s Handbook for the

details.) 4. All assignments should cite references using the APA format (whenever applicable). 5. Late assignments will not be accepted.


Classroom Policies: 1. Attendance and Punctuality. Regular attendance is expected of all students. The student must attend every class meeting on time and prepared. 2. Active class participation. The student must participate actively in class recitations, discussions, and other activities as the case may be. He/She must be responsible for his/her own learning and performance in class. Please refer also to Expectations from Students below. 3. Group work requirements. The student is expected harmoniously collaborate other students and/or groupmates through group presentations, study groups or peer discussions and contribute significantly to the preparation of their group work. 4. Peer group evaluation. Members of the team would evaluate/assess the work of each team member by providing honest feedback. Expectations from students: It is the student’s responsibility to attend every class meeting prepared and on time. The student should participate actively in discussions, recitations, small-group work and presentations. He/She is expected to complete and submit assignments and take all examinations at a designated time. It is his/her responsibility to ask the faculty concerned for an exam he/she failed to take. A student who fails to take a major written exam should present a valid excuse slip (noted by the Department Chairperson) prepared by the student’s parent/ guardian. ACADEMIC INTEGRITY: All students are expected to be academically honest and persons of integrity. They should embody the scholastic attitude adhering to the holistic development of their character through the following: 1. To be truthful at all times in all academic dealings and transactions with teachers and co-learners; 2. To observe proper decorum in learning engagement inside and outside the classroom and the university; 3. To be respectful and sensitive to the needs of others at all times; 4. To be considerate in the use of common resources;


5. To practice punctuality in coming to class and in submitting requirements; 6. To be judicious in their preparations for major examinations and all academic requirements; 7. To create outputs of original contents in respect to ethical standards. Acts contrary to academic integrity will be subjected to sanctions in accordance with existing rules and policies stipulated in the College Student Handbook. POLICY on ABSENCES: The maximum numbers of absences allowed for students, based on the College Student Handbook is as follows: for subjects held once a week is 3; subjects held twice a week is 7; for subjects held 3x a week is 10; subjects held 4x a week is 14; and for subjects held 5x a week is 18. Request for excused absences or waiver of absences must be presented upon reporting back to class. Special examinations will be allowed only in special cases, such as prolonged illness. It is the responsibility of the student to monitor his/her own tardy incidents and absences that might be accumulated leading to a grade of “FA.” It is also his/her responsibility to consult with the teacher, chair or dean should the case be of special nature. GRADING SYSTEM: Computerized Grading System ( College Level) of the University. The computation is as follows: Midterms = CSx2 +ME Finals = CSx2+FE MG+FG = FCG 2 2 2

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HOLY ANGEL UNIVERSITY SCHOOL OF ARTS AND SCIENCES …€¦ · holy angel university school of arts and sciences angeles city laus deo semper 1 department of psychology course syllabus