Curated Video Collection for OpenStax Psychology 2e · 2020. 7. 2. · Curated Video Collection for...

Curated Video Collection for OpenStax Psychology 2e

This resource includes 3-5 videos per chapter of OpenStax Psychology 2e, curated by Professor Xin Zhao of Salt Lake Community College. Each listing provides the name of the video, the source, a summary, and some ideas for activities, questions, or discussions.

Our goal was to provide flexibility for faculty on how to deploy the videos. The videos could be incorporated into an online lecture to illustrate a concept or stimulate student discussion. Instructors may want to assign the videos and questions to be viewed before meeting online or they may assign the videos to be viewed and ask students to respond to the assigned questions. Or they could be listed within the content of an online learning environment as preparation, instructional content, or post-lecture viewing.

Note that since they are hosted on YouTube, some of the videos contain advertisements. Also, these should be considered enrichment items, and the material aligns with but does not exactly match the textbook content. Finally, as you may know, the textbook itself does contain links to other videos via the Link to Learning.

CompiledbyXinZhao,Ph.D.forOpenStaxPsychology2ndEditionFormorefree,peer-reviewed,openlylicensedresourcesvisitOpenStax.org.

1IntroductiontoPsychologyIntroduction

1.1 WhatIsPsychology?1.2 HistoryofPsychology

IntrotoPsychologyCrashCoursehttps://youtu.be/vo4pMVb0R6MSummary:CrashCourseexplainsthedefinitionandhistoryofthefieldofpsychologyActivity

a. Beforethevideo,askstudentswhattheyknowaboutpsychology.Haveeachstudentwritedownonenameoridearelatedtopsychologyontheboard,thenwatchthevideoandaddanyotherimportantconceptsontheboardduringthevideo.Overviewalltheconceptsontheboardwiththeclassafterthevideo.

b. Askstudentstopreparetotakenotesduringthevideo,jotdownanythingmentionedinthevideotheyhaveheardbefore.Attheendofthevideo,takeapollofthedifferentideasthathavebeenmentioned.Elaborateandexplainwhatwillbecoveredinthiscourseandanymisconceptionspublicmighthaveregardinganyspecifictopic.



HowtogetintoaClinicalPsychologyPh.D.program.Dr.RheedaWalkerhttps://youtu.be/-b3RGW9VFb4Summary:AcollegepsychologyprofessordiscussesthenecessarypreparationtogetintoaPh.D.programinclinicalpsychologyActivity

a. DiscusswhyaPh.D.programinpsychologyissocompetitivetogetintotoday,e.g.,beinginherentlyinteresting,largeundergraduatepopulation,limitedresearchfunding,limitedemploymentopportunities,etc.

b. Discusstheimportanceofresearchpreparationandwaystoobtainresearchexperienceswithfaculty.

1.4CareersinPsychology

TenthingstoknowbeforebecomingapsychologistThePsychShowhttps://youtu.be/neeh0Acc3j0Apsychologistwhopracticedfor15yearsdiscussthingshewishheknewbeforeenteringintotheprofession.

1. Activitya. Whatwasthemostsurprisingfactaboutbeingapsychologist?b. Discussthenecessarytrainingandeducationtostartacareerinpsychology,

e.g.,Bachelordegrees,researchexperience,Master/Ph.D.,practicumtraining,pre-docinternship,post-doctraining,etc.

1.3 Contemporary Psychology


2PsychologicalResearchIntroduction

2.1WhyIsResearchImportant?

WhyresearchisimportantinpsychologyPSYCHademiahttps://youtu.be/5Stkq9QNQFgPeopledon’toftenthinkofpsychologyasarealscience.Despiteskepticism,psychologyconductrigorousresearchthathasimportantimplications.

1. Activitya. Basedonthevideo,discussthedifferencesbetweenwhatpeoplethink

psychologyisversuswhatresearch-basedpsychologyactuallyis.b. Dividestudentsintosmallergroupsandcomeupwithexamplesthat

demonstratemythversusrealityinpsychology.

2.2ApproachestoResearch

CorrelationalvsExperimentalstudy,Howicecreamkills!DecisionSkillshttps://youtu.be/VMUQSMFGBDoTomakebetterdecisionsandimproveyourproblem-solvingskillsitisimportanttounderstandthedifferencebetweencorrelationandcausation.

1. Activitya. Explaininyourownwordswhyicecreamdoesnotcausecrimeincreaseor

forestfire.b. Breakclassintosmallgroups.Askhalfofthegroupstodesigncorrelational

studiesandtheotherhalfofthegroupstodesignexperimentalstudies.Discussandhelpstudentsimprovetheirstudydesigns.Discussthecriteriathatmaketheirstudyeithercorrelationalorexperimental.

2.4 EthicsPlaceboeffectTedEdhttps://youtu.be/z03FQGlGgo0


Theplaceboeffectisanunexplainedphenomenonwhereindrugs,treatments,andtherapiesthataren’tsupposedtohaveaneffect,yettheycanmiraculouslymakepeoplefeelbetter.Thisvideodiscussesthebenefitandutilityofplaceboeffect.

1. Activitya. Insmallgroups,designaresearchstudythatincorporatesaplacebo

component.b. Isitethicaltouseplacebototreatpatients?Whyorwhynot?

3Biopsychology

HowSSRIworksNeuroscientificallyChallengedhttps://youtu.be/uiXcAbrO8kUSummary:Thisisa2-minutevideothatdiscusseshowSelectiveSerotoninReuptakeInhibitors(SSRI)supposetoworkinthebrain,specificallyintreatingdepression.Activity

a. Asdiscussedinthevideo,SSRIsdon’tseemtofullyexplainhowitactuallyworksfordepression.Whatotherfactorsdoyouthinkhelppatientsimprove?

b. BasedonyourunderstandingofhowSSRIswork,whatotherbenefitsdoyouthinktheymighthavebesidestreatingdepression?Howmightitwork?

3.3PartsoftheNervousSystem

DivisionofthenervoussystemNeuroscientificallyChallengedhttps://youtu.be/q3OITaAZLNcSummary:Thenervoussystemhastwomajordivisions:centralandperipheral.Buttheperipheralnervoussystemisfurthersubdividedintothesomaticandautonomicnervoussystem,andtheautonomicnervoussystemisalsodividedintosympatheticandparasympatheticfibers.

1. Activity


a. Createafewscenariosthatstudentsmightencounterfromtimetotime,e.g.,beingstuckintraffic,gettingintoanargumentwithparents,witnessingacaraccident,etc.Quizstudentsaboutwhensympatheticandparasympatheticsystemmightbeatworkatdifferentpoints.

b. Discussreallifeexamples.Thinkaboutthedifferencesbetweensympatheticandparasympatheticnervoussystem.Whataresomeindicatorsthatoneofthetwosystemsisactivated?

3.5TheEndocrineSystem

HowhormonesworkEmmaBryce,TED-Edhttps://youtu.be/-SPRPkLoKp8

Summary:Overourlifetimes,ourbodiesundergoaseriesofextraordinarymetamorphoses:wegrow,experiencepuberty,andmanyofusreproduce.Behindthescenes,theendocrinesystemworksconstantlytoorchestratethesechanges.EmmaBryceexplainshowthissystemregulateseverythingfromyoursleeptotherhythmofyourbeatingheart,exertingitsinfluenceovereachandeveryoneofyourcells.Activity

a. Identifydifferentpartsoftheendocrinesystem,discusswithclasswhatwouldhappentotheindividualifaspecificendocrinepartwerenotfunctioningproperly.

b. Divideclassintosmallgroups.AssigneachgrouponepartoftheEndocrinesystem.Askeachgrouptoprepareandpresenttoclasstheanatomy,visualdisplayandfunctionoftheirpart.


4StatesofConsciousness4.1WhatIsConsciousness?

WhatisconsciousnessMichaelS.A.Graziano,TED-Edhttps://youtu.be/MASBIB7zPo4Summary:PatientP.S.sufferedastrokethatdamagedtherightsideofherbrain,leavingherunawareofeverythingonherleftside.Ifsomeonethrewaballatherleftside,shemightduck.Butshewouldn’thaveawarenessoftheballorknowwhysheducked.Wheredoesconsciousnesscomefrom?MichaelGrazianoexploresthequestionthathasvexedscientistsandphilosophersforcenturies.Activity

a. Askstudentstocomeupwithsomepossiblestatesofconsciousness(e.g.,beingawakeinclass,playingvideogameswhiledoinghomework,momentbeforefallingasleep,beinginacoma,etc.).Discusswithclasswheretheythinkthelineisdrawntodeterminewhetherapersonhasconsciousness.

b. Randomlydividetheclassintotwogroups,onesidearguesthatP.S.hasconsciousnessandtheothersidearguesthatP.S.doesn’t.

4.2SleepandWhyWeSleep

Whyit’simportanttosleepTechInsiderhttps://youtu.be/Y-8b99rGpkMSummary:SleepexpertMatthewWalkerbreaksdownthemanyeffectsofsleepdeprivationonyourbrainandbody.*TranscriptavailableintheYouTubevideocommentsectionActivitya. Beforeshowingthevideo,askstudentstogeneratealistofpotentialharmful

effectsofsleepdeprivation.Watchthevideo.Thendiscusswhattranspiredinthevideo.

b. Discusswaystoreducescreentimebeforebed.

4.4SleepProblemsandDisorders

SixstrangesleepdisordersDr.RajDasgupta


https://youtu.be/OfcP2vuje-QSleepphysicianDr.RajDasguptafromUSCdiscusssixmoststrangesleepdisordersandassociatedsymptoms.Activity

a. Basedonwhatyouhavelearnedinclass,whatkindoftreatmentdoyouthinkpatientssufferingfromthesedisordersneedtogethelp?

b. Dividetheclassintosixsmallgroups,andaskeachgrouptotakeononeofthesixdisordersmentioned.Reviewthetextbookandnotes,andcomeupwithalistofideastohelpafriendwhohasthatspecificsleepdisorder.

4.5SubstanceUseandAbuse

HowFentanylaffectsthebrainAsapSCIENCEhttps://youtu.be/C0tW8FWBm1gSummary:Fentanylhasseenasignificantincreaseusageinthegeneralpublic.ThisvideodiscusshowFentanylworksonthebrain,itspotency,andhowthiscrisiswascreated.Activity

a. Basedontheinformationinthevideo,discusswhatthecurrentremediestoreduceFentanylusageareinthegeneralpublic,andhoweffectivethesemethodsare.

b. Assignstudentstoresearch“Naloxone”beforeclass,orusetheircellphoneduringclass.DiscusshowNaloxonecanhelpto“revive”someonewhooverdosed.Talkaboutsafeusageandapplicablelegalguidelines.Alsoexplorewhereanindividualcanobtainafreekitinthestate(oftenavailablefreeofcostatpublichealthinstitutions).

4.6OtherStatesofConsciousness

HowtoengageinmeditationHappifyhttps://youtu.be/o-kMJBWk9E0Summary:AhowtoguideonmeditationActivity

a. Whatotherwaysdostudentsengageinmeditation?


b. Instructorleadstudentsinameditationactivity,e.g.,ProgressiveMeditationbyWebMd:https://www.webmd.com/sleep-disorders/muscle-relaxation-for-stress-insomnia

5SensationandPerception5.1SensationversusPerception

Sensation&Perception:Top-Down&Bottom-UpprocessingByPassPublishinghttps://youtu.be/TLHlfPTRekASummary:Thisvideocomparesandcontraststwodifferentmodelsofsensationandperception,andexplainshowbothmodelsmightbeutilizedbyus.Activity

a. Askstudentstodiscusswhichmodeltheyfeelismorevalidandwhy.b. Divideclassintotwogroups,presentdifferentdailyscenariosforstudentsto

evaluatewhethertheyarebottom-uportop-downprocessing.

5.3Vision

InattentiveblindnessKiaraNelsonhttps://youtu.be/z-Dg-06nrncSummary:Usingaballpassingactivityvideotodemonstrateinattentiveblindness.Activity

a. Discusswhyinattentiveblindnesshappens?b. Whathappensifwedon’thaveinattentiveness?Doesthatmeanwe

recognizeeverythingwesee?

5.4Hearing

ManipulationofsoundwavestogeneratetwodifferentsoundsGuardianNewshttps://youtu.be/7X_WvGAhMlQSummary:Acomputer-generatedvoiceiscapableofgeneratingtwodifferentwordsatthesametime.Dependsontheindividual,youmighthearoneoranother.Activity

a. Fromwhatyoulearnedinthischapter,howmightyouexplainwhathappensbasedonsoundwaves?

b. Whatcouldbeapracticalimplicationofthistechnologicaladvancement?



Thedangerofnotbeingabletofeelpain60MinutesAustraliahttps://youtu.be/0qDLZx1WJ8oSummary:Imaginenotbeingabletofeelanypain.That'sthecasefortwoamazingyounggirlscalledAshlynandGabby.Whentheyhittheirhead,theydon'tfeelathing,bangtheirarmanditdoesn'tevenregister-theycanevencutthemselvesandfeelnothingatall.Theideaofbeingpainfreesoundsextraordinarybutwhenyouheartheirstoriesyoumightchangeyourmind.And,ironically,theirconditionjustmayleadtoabreakthroughforthosewhosufferchronicpain.(Long)Activity

a. Beforeshowingthevideo,discusstheutilityofpainreceptors.Askclasstodivideintosmallgroupsandimaginehowtheirliveswouldbebetterwithoutfeelingpain.Showthevideoandthendiscussreactions.Now,dopainreceptorsseemuseful?

b. Discussthedifferencesforpeoplewhohavecongenitalconditionsthatcan’tfeelpainversuspeoplewholosetheirsenseofpainlaterinlife.Howmighttheycarrytheirlivesdifferently?

5.6GestaltPrinciplesofPerception

BasicsoftheGestaltPrinciplesTipTuthttps://youtu.be/FryaH599ec0Summary:TheGestaltPrinciplesareaseriesofhypothesisdefinedbyGermanPsychologistsinthe1920s.Theystatethat'thewholeissomethingelsethanthesumofit'sparts'andbreakdownhowrelationshipsbetweendesignelementsareformedandinterpretedbythehumanmind.(Long)Activity

a. Dividetheclassintosixgroupsandassigneachgrouponeprinciple.Askeachgrouptocreateanexamplethathasn’tbeendiscussedinthevideotodemonstratetheirprinciple.

b. Asaclass,createadesignthatencompasseseveryprincipleofGestaltpsychology,andoffertoincludetheexampleinfuturelectureslides.

5.5 The Other Senses


6LearningIntroduction

6.2ClassicalConditioning

ConditioningmindwithnoiseTheOfficehttps://youtu.be/11zRl9bWY_ASummary:ForfansofTheOffice,Jim(JohnKrasinski)pranksDwight(RainnWilson)byapplyingclassicalconditioningonhim.Inthisepisode,Jimdescribedwhathewasdoing,anddemonstratedthepowerofbehaviorallearning.Activitya. IdentifywhatthekeycomponentsareinJim’s“experiment”:Unconditional

Stimulus,UnconditionedResponse,ConditionedStimulus,ConditionedResponse.

b. Whataresomeofthethingsyourinstructordoesinclasstoconditionyouthroughclassicalconditioning?

c. IfyouwereDwight,howwouldyouapplyClassicalConditioningtogetbackatJim?

6.3OperantConditioning

HabitformationfromaphysiologicalpointofviewIt’sOkayToBeSmarthttps://youtu.be/vN1aRN5bQQ0Summary:Gotabadhabityoujustcan’tseemtobreak?That’sbecauseit’sliterallywiredintoyourbrain.Everysinglethought,action,andfeelingchangesyourbrain.Whenrepeatedenoughtimes,ahabitisformed.Thevideousingtheexampleofbrushingteethtoillustratehowtocreateagoodhabitandbreakabadhabit.Activity

a. Whatisagoodhabityouhave?Basedonwhatyoulearnedfromthevideo,whatdidyoudothatmaintainedthehabit?

b. Whatisabadhabityouwanttobreak?Getintosmallgroupsandrecruityourclassmatestothinkaboutwaystohelpyoubreakthehabitfromalearningperspectivebasedonwhatyoulearnedinclass.

6.4ObservationalLearning(Modeling)


Dovideogamescausegunviolence?TheGameTheorists

1. https://youtu.be/xkVIqB8tw2A?t=326Summary:TheGameTheoristspresentedtheirresearchdiscussingwhethervideogamesarerelatedtorealworldviolence.Note:LongVideo(22minutes)Activity

a. Beforeshowingthevideo,askstudentstodiscusswhethertheybelieveviolentvideogamesarerelatedtomoreviolenceinsociety/life.Showthevideo.Thendiscussthefindingsafterwards.Arethereanyalternativeexplanationsthatthevideomissed?

b. Whatotherformsof“learning”seemstoencouragepeopleplayingvideogames?


7ThinkingandIntelligence7.2Language

MultilingualismLATimeshttps://youtu.be/pOVbCoWTuOESummary:Amother'sstoryofastrangertellingherto"speakEnglish"toherdaughtertoavoidconfusingher.Activity

a. Discusswhyachildwillnotbeconfusedbyasecondlanguage?b. Whatbenefitsdoesmultilingualismprovideforthebrainthat

monolingualismdoesn’t?

7.3ProblemSolving

TheethicsofthetrolleyproblemBBCRadio4https://youtu.be/bOpf6KcWYywSummary:Thisvideopresentstheclassictrolleyproblem,whereitisaskingifIssacrificingonelifetosavethelivesofmanyothersthebestpossibleoutcome?Activity

a. (Beforeshowingthevideo,instructorshouldviewthevideotounderstandtheclassictrolleyproblem)Presentscenario1tothestudentsandaskstudentstotakeavoteanddiscusswhyeachsidemadetheirchoices.Then,presentscenario2andtakeavote,discusswhyeachsidemadetheirchoices.Nowshowthevideo,andsummarizetheconversation.ThentiethecontenttoKolberg’sdevelopmentofmoralreasoning.

b. Discusshowpeoplemakedecisions?Dotheirpriorexperienceinfluencethem?Whatotherfactorscaninfluencetheirchoices?

7.4WhatAreIntelligenceandCreativity?

ControversyofIntelligenceCrashCoursehttps://youtu.be/9xTz3QjcloISummary:Whatdefinesintelligence?Thisvideodiscussesthecomplexityofdeterminingwhatisactuallyintelligence.(Long)


Activitya. Elicitwhatuniqueskillsthateachstudenthas.Thendiscusswhatkindof

intelligencesmightbenecessarytodemonstratesuchskills.b. Divideclassintosmallgroups.Askgroupstobrainstormwhatotherformsof

intelligencemightalsoexistthathavenotbeendiscussedsofar.Listexamples.

7.5MeasuresofIntelligence

DoesIQtestmeasureintelligence?Seekerhttps://youtu.be/lXKWkwBWpXwSummary:DoesIQtestactuallycaptureintelligence?ThisvideodiscusstheimplicationofIQtestsandpossibleconfoundingvariablesthatimpactintelligence.Activity

a. DiscusswiththeclassregardingwhattheyknowaboutIQtestingandschoolplacement.Discussanyknownissues.

b. Asktheclasstobreakintosmallgroups.AskeachgrouptopretendtobeeducationalexpertsandaskthemtodeviseanalternativetoIQtestingforclassplacementofpupils.


8MemoryIntroduction

8.1HowMemoryFunctions

InformationprocessingmodelofmemoryKhanacademymedicinehttps://youtu.be/pMMRE4Q2FGkSummary:Informationprocessingmodelisthemostcommonlyknownmemorymodel.Anoverviewofhowinformationprocessingmodelbreaksdownsensorymemory,workingmemory,andlongtermmemory(Long)Activity

a. Thisvideoisbestusedasareviewforthissub-section.Afterdiscussingthe7unitscapacityoftheshorttermmemory,askstudentstothinkaboutthe“coincidence”of7unitsofphonenumber.Howissuchadesignimportantinthepast,eventhoughitisnolongerrelevanttodaysincepeopledon’tneedtomemorizephonenumbersanymore.Discusswaystoremembermorenumbers(chunking).

b. Discusswhathappenstoexplicitandimplicitmemoriesafterinjuries.Couldindividualsretainthosememories?Whyorwhynot?

8.3ProblemswithMemory

7SinsofMemoryStufftoBlowYourMind-HowStuffWorkshttps://youtu.be/xYNXBn-OqHwSummary:Memoryisflawed.Infact,therearesevenkeywaysourbrainsscrewupwhenformingnewmemories.Activity

a. Divideclassinto7groupsandassign1“sin”pergroup.Askeachgrouptocomeupwithanexamplerelatedtoacademicsandprovidearemedyforthe“sin.”

b. InWillSmith’s2015movie“Focus,”heusedConfidenceGame(Cons)totrick“Whales”ingivinghimmoney.Discusshowheusedthesevensinsofmemorytoaidhimintheprocess.Ifstudentshaven’tseenthemovie,findclipsonYouTubeoraskstudentswhohaveseenittodescribescenesforthewholeclasstobreakdown.


8.4WaystoEnhanceMemory

HowtoimprovememoryMemorywizardsCasperH.https://youtu.be/6vsYCSmBcM0Summary:Itfeelslikesomepeoplehavephotographicmemory.Thisvideobreaksdownthemythandexplainshoweveryonecanbeamazingatmemorization.Likeeverythingelse,memoryismoreapracticeskillthannaturaltalent.(long)Activity

a. Askstudentstosharetheirownstrategiesstudyingformemory-basedexams.Helpstudentsmaponhowtheirstrategiesenhancedassociationofinformation.

b. Divideclassintosmallgroups.Basedonwhatstudentslearnedtoday,whatstrategiescanbeusedtoforgetthings?

9LifespanDevelopment9.1WhatIsLifespanDevelopment?

AshortenedversionofprenataldevelopmentSchoolWorkKMWhttps://youtu.be/Ho8p_JYcR0sSummary:AStop-MotionPrenatalDevelopmentin60secondsdemonstratingtheGerminal,EmbryonicandFetalStages.

Activitya. Dividetheclassintosmallgroups,andhaveeachgroupgeneratetheirown

artistic(writingordrawing)oftheprenatalstages.b. Dividetheclassintothreegroups,assignonestagetoeachgroup.Askeach

grouptoexpandonwhatotherdetailshappeninthatstagethatmightbeomittedinthevideo.

9.2LifespanTheories

9.3 StagesofDevelopment


EightstagesofsocialdevelopmentbyErikEriksonSproutshttps://youtu.be/aYCBdZLCDBQSummary:Erikson'stheoryofpsychosocialdevelopmentidentifieseightstagesinwhichahealthyindividualshouldpassthroughfrombirthtodeath.Ateachstagesweencounterdifferentneeds,asknewquestionsandmeetpeoplewhoinfluenceourbehaviorandlearning.(Seemoreinfounderthevideo)Activity

a. Askstudentstothinkaboutwhichstageis/wasthehardestandwhy?Howcouldanindividualovercometheconflictatthatstage?

b. Dividetheclassintoeightgroups,eachgroupwillbeassignedastage.Askeachgrouptothinkofreal-lifeexamplesthatrepresenttheconflictpresentedinthevideo.Sharewiththeentireclass.

9.4DeathandDying

Kubler-Ross5stagesofgriefDr.RedShoehttps://youtu.be/mTHchH9VRh0Summary:AfunnyvideodepictionofKubler-Ross’s5stagesofgriefmodelwithresponsetochangebyananimatedgiraffeActivity

a. Askstudentstothinkaboutwhichstagetendtobethemostdifficult.Whyisthatso?

b. Doesthegriefprocessreallyfollowthislinearprocess?Whyorwhynot?


10EmotionandMotivation10.1Motivation

HowtousemotivationtochangebehaviorsTEDxTalkshttps://youtu.be/xp0O2vi8DX4Summary:Whatdoesmakeuschangeouractions?TaliSharotrevealsthreeingredientstodoingwhat'sgoodforyourself.

(Moredescriptionunderthevideo;Long)Activity

a. Divideclassinto3groupsandassignonetopicpergroup:SocialIncentive,ImmediateReward,andProgressMonitoring.Elicitabehaviorsomeonelikestochangeaboutthemselvesorothers.Askeachgrouptothinkofaninterventionfocusedontheirgrouptopic.Afterdiscussion,asktheclasstorefinetheinterventiontoincludeallthreecomponents.

b. Divideclassintosmallgroupsof2-4people.Askeachgrouptodesignahypotheticalbehavioralinterventiononanundesirablebehavioreitherprovidedbytheinstructororstudents,basedonwhatwaslearnedinthisvideo.Aftereachgroupsharing,discusstheimportanceofbehavioralprinciplesinmotivation.

10.2HungerandEating

Alessknowneatingdisorder:Prader-WilliSyndromeFoundationForPrader-WilliResearchhttps://youtu.be/1FRSSQco_pkSummary:Prader-WilliSyndrome(PWS)isararegeneticdisorderthatoccursinabout1:15,000births.Thevideobrieflyexplainswhatitis,howitoccurs,somechallengesduringparenting,andpromisingresearchintotreatment.Activity

a. Basedonwhatyouhavelearnedinthetextbook,howdoesPWSdifferfromFeedingandEatingDisorders?

b. DiscusstherelationshipbetweenPWSandfoodconsumption.Howdoesphysiologyplayapart?

10.3SexualBehavior


SexualmotivationCourseHerohttps://youtu.be/dwbJYuiWdPcSummary:AuniversityinstructordiscussKinsey’sresearchonsex,andwhatweknowaboutsextoday.Activity

a. Sexresearchisfastevolving.Discusswhatweknowaboutsextodaythatisnotcoveredinthevideo.

b. Printoraskstudentstopullupontheirsmartphones:https://kinseyinstitute.org/research/publications/kinsey-scale.phpReadabouttheoriginalKinseyScale.Dividetheclassintosmallgroupsanddiscussprosandconsofthescale.Howmightoneimproveittoday?Whatquestionswouldyouask?

10.4Emotion

EmotionsfromInsideOutNerdwriter1https://youtu.be/xXYhua4IwoESummary:ThisvideocomparesandcontrastthemovieInsideOutwithEmotionsresearchbehindit.(Long)Activity

a. Talkabouttheutilityofemotionsineverydaylife.Especiallywhysurpriseandcontemptmightalsobeuseful.

b. Arbitrarilydividetheclassintotwogroups:onegrouprepresentsemotions,andonegrouprepresentsreasoning.Facilitateadebatebetweenthetwogroupsaboutwhyoneisbetterthantheother.Attheenddiscusstheimportanceofbothemotionsandreasoning.


11Personality

11.1WhatIsPersonality?

WhatispersonalityPracticalPsychologyhttps://youtu.be/dcsc_EsJmsASummary:Thisvideoorientindividualstounderstandwhatispersonality.(Long)

Activitya. Personalityishighlyhereditary.Encouragestudentstoreflectandsharehow

theyaresimilartoandalsodifferentthantheirsiblings.Explorehowenvironmentmightplayaroleintheirdifferences,e.g.,birthorder,opportunities,friendcircles,etc.

b. Arbitrarilydividetheclassintotwogroups:naturevsnurture.Facilitateadebateonwhypersonalityisshapedmorebyoneforcethantheother.Attheend,discussthecontributionofbothnatureandnurtureonone’spersonality.

11.2FreudandthePsychodynamicPerspective

SevenoriginaldefensemechanismdevisedbyFreudProfArmstronghttps://youtu.be/JqvbWPRYgdUSummary:DiscussionofoneofthemostimportantcontributionsbySigmundFreudtothefieldofpsychology,DefenseMechanisms,withdefinitionandanexampleofeach.Activity

a. Dividetheclassinto7groups,andeachgrouptakeoneDefenseMechanism.Giveanexampleofeachthatisdifferentfromtheonesprovidedinthevideo.

b. Dividetheclassinto7groups,andeachgrouptakeoneDefenseMechanism,designaskitaccordingtothegivenDefenseMechanismwithgroupmembers,thenpresentthemtotheclass.

11.3Neo-Freudians:Adler,Erikson,Jung,andHorney

CarlJung’sintrovertsvsextroverts


Sproutshttps://youtu.be/acg6HivAu5ESummary:IntroversionandextraversionaretermsfirstcoinedbypsychiatristCarlGustavJunginSwitzerlandofthe1920s.AccordingtoJung,anextravertseeksintensivecontactwiththeoutsideworld.Anintrovertinsteadturnsthepsychic

Activity

a. Askstudentstoself-reflectasextrovertsorintroverts.Whattraitsseemtohelpthemindaytodayactivities?

b. Arbitrarilydividetheclassintotwogroups:extrovertsandintroverts.Facilitateadebateonwhyeachsideisbetterinlife.Discussthebenefitsofbothsidesattheend.Alsohighlightthatmostpeoplearenotoneextremeoranother.

11.7TraitTheorists

Big5traitsofpersonalitySeekerhttps://youtu.be/oWpRKJPCI7MSummary:Abriefdiscussionofcharacteristicsofthebig5ofpersonality.Activity

a. Plotthebig5onthewhiteboard.Giveafewpopularprofessionsandaskstudentstopredictwhattheirbig5mightlooklike.Discusswhystudentsmadesuchchoices.

b. Breaktheclassinto5groupsandassignonetraittoeachgroup.Askeachgrouptodiscusshowtheirassignedtraitmightchangeoverthelifespan.Askeachgrouptosharewiththeclass,andfacilitateadiscussion.

11.8CulturalUnderstandingsofPersonality

HowculturesaffectpersonalityPracticalPsychologyhttps://youtu.be/Jx-1EthJeIgSummary:Thisvideobreaksdowntheinfluenceofcultureonpersonality.Alsocomparesandcontrastsindividualisticvscollectivisticculture.Activity


a. Discusstheprosandconsofindividualisticvscollectivisticmindsetsbasedonstudents’experiences.

b. Askstudentstowriteareflectionoffamilyhistory,withattentiononhowtheiruniquefamilycultureshapedtheirpersonality,andhowthat’ssimilarordifferentwiththeirfriends’family.

11.9PersonalityAssessment

AccuracyofpersonalitytestsMedSchoolInsidershttps://youtu.be/1ycNtfy1f34?t=56Summary:Therearedozensofpersonalityteststhatclaimtoprovidemeaningfulinsightsintoyourownstrengths,weaknesses,andquirks.Thisvideoexplainshowpersonalitytestsaredevised,andhowmuchscientificcontentactuallyexistsintheseassessments.(Long)Activity

a. Elicitexamplesofstudentsorfamilymembersofstudentswhohavetakenpersonalitytestsforworkpurposes.Dissectthepossiblevalidityofsuchapplication.Discusshowstudentsshouldviewworkplacepersonalitytestsinthefuture.

b. Divideclassintosmallgroups.Askeachgrouptocreateapersonalitytestbasedonwhattheylearnedinthevideo.Aftersharingwiththeclass,discusswhatadditionalstepsarenecessaryifstudentswanttoimplementtheirtestintoarealassessment.


12SocialPsychologyIntroduction

12.1WhatIsSocialPsychology?

WhatissocialpsychologySocietyforPersonalityandSocialPsychologyhttps://youtu.be/CEw23EFu4rcSummary:Asocialpsychologyprofessordiscusseswhatissocialpsychologyfromascientificview.Activity

a. Beforeshowingthevideo,askstudentstopreparetotakenotesonthekeypointsofthevideo.Afterthevideo,assiststudentstoconstructexamplestodemonstratekeypoints.

b. Socialpsychologyiscommonlymanifestedinbehavioraleconomicstoday.Recalltheresearchmethodschapterandtherefresherinthevideo.Facilitateadiscussiononhowsocialpsychologyprinciplesareusedinsalesandsocialmedia(e.g.socialconformity).

12.2Self-presentation

Self-presentationPsych2Gohttps://youtu.be/OHlJNWDLWSYSummary:Whydowebehavedifferentlywhenwearebyourselvesvswhenwearewithotherpeople?Ithasalottodowithdifferentcomfortzonesandourself-presentation.Activity

a. Elicitexamplesofhowpeoplebehaveduringinterviews.Towhatextentarethosepresentationsreflectiveoftrueself?Discussasaclasswhataresomestrategiestoimproveself-presentationduringinterviews?

b. Breakclassintosmallgroups.Presentdifferentscenariostodifferentgroups,suchas:withfriends,withfamily,withco-workers,etc.Askgroupstodiscusshowindividualsmightbehavedifferentlyineachscenario,anddiscusswhatthemotivationsbehindthosechangesare.

12.3AttitudesandPersuasion


1. ThesectionoftextbookwithwhichthevideoscorrespondCognitivedissonanceAndyLuttrell,SocialPsychOnlinehttps://youtu.be/9Y17YaZRRvYSummary:Cognitivedissonancetheoryisapowerfultooltomotivateattitudechange.Thisvideoexplainswhatcognitivedissonancetheoryis,andgiveexamplesofhowitisappliedinreallife.Activity

a. Askstudentstoreflectlasttimetheywereinthegrocerystores.Whatweresomeofthemotivatingfactorsthatcontributedtothembuyingthingstheydidn’tneed(e.g.lighting,promotions,etc.)?

b. Breakclassintosmallgroups.Askeachgrouptothinkofonenegativebehaviorpracticedbyafriendorfamilymemberthattheyarewillingtosharewiththegroup.Asagroup,comeupwithapossiblestrategyofinterventionfocusedontargetingcognitivedissonance.Inotherwords,whataresomeoftheinconsistenciesbeingexhibit,andhowtousethoseinconsistenciestomotivatechange?

12.4Conformity,Compliance,andObedience

Asch’sconformitystudyHeroicImaginationTVhttps://youtu.be/NyDDyT1lDhASummary:PhillipZimbardonarratedtheclassicAschconformitystudy.Thevideodemonstratedthatindividualismorelikelytoconformtothepopularopinionwhenuncertain.Activity

a. Discusswhatispossiblygoingthroughtheparticipant’sheadwhenhepurposelychosethewronganswer?

b. Discusssituationswherestudentsmighthaveengagedingroupconformityinthepast.

12.5PrejudiceandDiscrimination

ThePygmalioneffectakaTheRosenthaleffect“amarie”https://youtu.be/vJymYT_AkIc


Summary:AusermadevideodescribingtheRosenthaleffectandhowitwastestedineducationalsettings.Activity

a. Discusswhyhigherexpectationmightleadtohigherperformance?b. Whereisthisprincipleappliedinschoolsettingsandworksettings?

12.7ProsocialBehavior

ProsocialbehaviorSavannahStadtlanderhttps://youtu.be/LGVghXuH2o4Summary:AshortvideoexplainingsomedefinitionsofprosocialbehaviorActivity

a. UsingtheexampleofJenny’scarbreakingdowninthevideo,discussifstudentshavewitnessedsomethingsimilarontheroad.Discusswhataresomeofthefactorsthatpreventedotherdriversfromstopping?Inotherwords,whydidn’tpeoplestopandhelp?

b. Breaktheclassintosmallgroups.ReferringtotheexampleofJenny’scarbreakingdowninthevideo.DiscusswithgroupmemberswhataresomethingsJennycoulddotoincreasechanceofbeinghelped?


13Industrial-OrganizationalPsychology13.1WhatIsIndustrialandOrganizationalPsychology?

IOPsychologycareerpreviewSIOPofficialhttps://youtu.be/DLR6eCrLih0Summary:MeetseveralIOpsychologistsandlearnaboutwhattheydointhisbriefintroductiontoaninterestingandmeaningfulcareerfield.Activity

a. FacilitatestudentstodiscussanythingsurprisingaboutI-Opsychologylearnedfromthevideo.

b. Breaktheclassintosmallgroups.BasedonwhattheyseeinthevideoandwhattheyknowaboutIOpsychology,askthemtojotdownalistofactivitiesIOpsychologistsmightbeengagedinatworkplace.Discusstheseanswerswiththeclass.

13.2IndustrialPsychology:SelectingandEvaluatingEmployees

TheemployeeselectionprocessKathrynPepinhttps://youtu.be/6PnFt-PboxASummary:AcollectionofmovieclipsdemonstratingtheselectionprocessofemploymentActivity

a. Discussasaclass,howindustrialpsychologyprincipleslearnedinthetextbookarebeingapplied/ornotappliedinthevideoclips.Whatcouldbeimprovedbasedonindustrialpsychologyknowledge?

b. Divideclassintosmallgroupsandassignonevideoclippergroup.Discusshoweachsituationcouldbeimprovedfortheemployer,andhavethegroupre-enactthescenes.

13.4HumanFactorsPsychologyandWorkplaceDesign

TheargumentagainstopenconceptofficePBSNewsHourhttps://youtu.be/jL5XwZJ0410


Summary:Thebasiclogicbehindtheopenofficesisthattearingdownphysicalbarriersinspirescommunicationandcollectivecreativity.Butthereislittleevidencetosupportthesewidespreadclaims-andsomesurveysshowtheopposite:declinesinemployeesatisfactionandproductivity.Activity

a. Elicitsomemore“intuitive”examplesofapplicationsusedinofficesettings,whichmightactuallybecounterproductiveforwork.

b. Beforeshowingthevideo,breakclassintosmallgroupsbasedonstudents’preferenceofworkspacedesigns:privateoffice,cubicles,openconcept,workingfromhome,etc.Allowsometimeforeachgrouptodiscussthebenefitoftheirdesign.Afterwatchingthevideo,askeachgrouptothinkaboutwaystoimprovetheirexistingworkspacepreferences.


14Stress,Lifestyle,andHealth14.1WhatIsStress?

HowstresscanbegoodScientificAmericanhttps://youtu.be/ZlAI_FN3r0kSummary:Whilewemostlythinkofstressasnegative,stressisanimportantandusefulpartofaperson’slifeexperiences.Activity

a. Divideclassintosmallgroups.Askeachgrouptoimaginewhattheirliveswouldbelikeifstressdoesnotexist.Thendiscussasaclass.(Ifnobodyisstressedaboutclass,wouldanyonecaretoshowup?)

b. Thinkaboutatimewhenyouwerelittle.Howdidyouexperienceandexpressstressdifferently.Inwhatwayshaveyouimproved(ornot)indealingwithstressovertime?

14.2Stressors

Ahumorouslistofstressors“taraisastar”https://youtu.be/1FZQ4_9-iLMSummary:AfunnyCareerBuilderSuperbowlcommercialillustratinghowjobscanbeasourceofstressActivity

a. Whydojobscausestress?b. Discusswhatothercommonsourcesofstressarebesideswork.

14.3StressandIllness

HowstressaffectsyourbodyTED-Edhttps://youtu.be/v-t1Z5-oPtUSummary:Ourhard-wiredstressresponseisdesignedtogivesusthequickburstofheightenedalertnessandenergyneededtoperformourbest.Butstressisn’tallgood.Whenactivatedtoolongortoooften,stresscandamagevirtuallyeverypartofourbody.SharonHoreshBergquistgivesusalookatwhatgoesoninsideourbodywhenwearechronicallystressed.


Activitya. Whataresome“physical”symptomsstudentshaveexperiencedwithstress?

Discussthepossibilityofsomatoformdisordersduetostress.b. Dividetheclassintosmallgroups.Whileitishardforcollegestudentsto

eliminatetremendousamountofstressexperiencedinthesocietytoday,whataresomewaystoreducesucheffectsostressdon’tbecomechronic?

14.4RegulationofStress

Mentalhealthbenefitsofindoorplants9News,Denver,Colorado,NBChttps://youtu.be/u099d5RLPlkSummary:Thisnewsreportdiscussesbenefitsofconnectingtonature,evenifyouarenotabletogotooutdoorseasily.Thereportsuggestedthathavingindoorplantsisbeneficiallyforanindividualpsychologicallyaswellasphysiologically.Someofthebenefits: Reducesstress Increasecreativity MoreenergyActivities

a. Whataresomeofthesuggestedbenefitsofindoorplantsaccordingtothevideo,andhowdoyoumakesenseofit?

b. Connectingtothecontentinthebook,isitpossibletoincorporatemindfulnessactivitieswithindoorplants?

14.5ThePursuitofHappiness

HowtomakestressyourfriendTEDhttps://youtu.be/RcGyVTAoXEUSummary:Stress.Itmakesyourheartpound,yourbreathingquickenandyourforeheadsweat.Butwhilestresshasbeenmadeintoapublichealthenemy,newresearchsuggeststhatstressmayonlybebadforyouifyoubelievethattobethecase.PsychologistKellyMcGonigalurgesustoseestressasapositive,andintroducesustoanunsungmechanismforstressreduction:reachingouttoothers(long).


Activitya. Beforeshowingthevideo,discusssomeofthestrategiesstudentshaveused

toreducestress.Discussagainafterthevideotoseeiftheylearnedanythingnewfromthevideo.

b. Dividetheclassintosmallgroups.Discusswaystheycandecreaseacademicstressbasedonwhattheyhavelearned.Encourageafewgroupstoshare.

15PsychologicalDisorders15.1WhatArePsychologicalDisorders?

PsychologicalDisordersCrashCoursehttps://youtu.be/wuhJ-GkRRQcSummary:CrashCoursediscussedabriefhistoryofhowpsychologicaldisordersevolvedovertime.Thevideospecificallychallengedtheutilityof“labeling.”Activity

a. Askstudentstocalloutdifferentpsychologicaldisordersrandomlyandwritethemallontheboard.ThenorganizethembasedoncategoriesasdefinedbylatestDSM.

b. Discusstheutilityof“labeling”andhowdiagnosiscanevolveovertime.

15.4AnxietyDisorders

AnxietydisordersPsychHubEducationhttps://youtu.be/vtUdHOx494ESummary:Abriefoverviewofdifferentanxietydisordersanddiscussionofsomecommonsymptoms.Activity

a. Askstudentstocalloutdifferentkindsofanxietydisordersthattheyhaveheardabout.ThenorganizethembasedonthelatestDSMclassifications.


b. Facilitateadiscussiononhowsocialphobiadiffersfromgeneralizedanxietydisorder(oranotheranxietydisorder).

15.6PosttraumaticStressDisorder

2. ThesectionoftextbookwithwhichthevideoscorrespondDefinitionandsymptomsofPTSDOsmosishttps://youtu.be/hzSx4rMyVjISummary:ThisinformationalvideosketchesanddiscusseswhatisPosttraumaticStressDisorder(PTSD),associateddiagnosticcriteria,associatedbiologicalfactors,andsymptoms.Activity

a. WhatarepossiblecausesforPTSD?b. Basedonthevideoandtextbook,whatsymptomsareoftenassociatedwith

PTSD?15.7MoodDisorders

BipolardisorderBetterHelphttps://youtu.be/yC15kc7eOYwSummary:AlicensedtherapistdiscusseswhatisBipolarDisorder,includingthepresentationofdefiningfeaturesofDepressiveEpisodeandManicEpisode.Thevideoalsodiscussedpossibletreatmentoptions.Activity

a. Basedontextbookreadingandwatchingthisvideo,howisBipolarDisorderdifferentfromMajorDepressiveDisorder(MDD,aka“Depression”)?

b. WhydoyouthinkindividualswithBipolarDisorderareoftenmisdiagnosedwithMDD?

15.8Schizophrenia

SchizophreniawithParanoidfeaturesDerivativesandDemonshttps://youtu.be/M3a1txtSDn0


Summary:Asimulationofindividualwhowouldbesufferingfrompsychoticepisodeofschizophrenia,withparanoidfeatures.Activity

a. WhataresomeoftheexamplesinthevideothatdemonstrateParanoia?b. NotallSchizophreniawillexperienceParanoia.Whataresomeotherfeatures

ofSchizophreniayouhavelearnedfromclass?

15.10PersonalityDisorders

BorderlinePersonalityDisorder–PeteDavidsonSNL/NBChttps://youtu.be/0UKPjauMKkASummary:Stand-upcomedianPeteDavidsondiscussedimplicationsofhisBorderlinePersonalityDisorder(BPD)diagnosis,andreceivedafacetiousinterviewonSNL.Obviouslythishascomedianelementsinit.However,Davidsonalsodidagoodjobtoincreasementalhealthawarenessandtoreducestigmaaboutmentalhealthdisorders.Activitiesa. Whatmisconceptionsarebeingaddressedinhisinterview?b. WhataresomeofthethingsDavidsondoestosupporthismentalhealth?


16TherapyandTreatment16.1MentalHealthTreatment:PastandPresent

Mentaldisordertreatmentin1949USNationalLibraryofMedicinehttps://youtu.be/iZ05kkEfkOsSummary:Thisfilmshowspracticesinapsychiatrichospital,includinginterviews,

physicalexaminationonadmission,forcedfeedings,"wet-pack,""continuoustub,"hydrotherapy,heattherapy,useofsedatives,narcotics,insulin,metrazol,fevertherapy,occupationaltherapy,andrecreationalactivities.(Silentmovie;Long)

Activitya. Basedonwhatyouhavelearnedinclassandsociety,discusshowmental

disordertreatmenthaschangedovertime.Alsoconsidertheethicalimplicationsofsomeofthepracticesinthevideo.

b. Divideclassintosmallgroups.Askeachgrouptoimaginetheyaretravelingbackintimetotheseasylumsasexpertpsychologists.Whatwouldtheytelltheasylumstodotoimprovetheirtreatmenttechniques?

16.2TypesofTreatment

DifferencesbetweenacounselorandapsychologistPsychCentralhttps://youtu.be/yLxzPs4JKmsSummary:Thisvideoexplainsthemaindifferencesbetweenapsychologistandotherformsofcounselors.Activity

a. Beforeshowingthevideo,explorewiththeclassonwhattheyknowaboutthedifferencesbetweenapsychologistversusacounselor.

b. Discusswithstudentsonhowtheymightgoaboutfindingaqualifiedpsychologistorcounseloroncampusorintheareaiftheyknowsomeoneneedshelp.

16.3TreatmentModalities(2videos)

AngerManagementmovieclipGrouptherapyMovieclips,TheUniversityofTulsa


https://youtu.be/lAgPsmTxBfchttps://youtu.be/xB-OgD6W4OcSummary:● Video1isamovieclipfromgrouptherapyinthemovie“Anger

Management”● Video2isUniversityofTulsacounselingcenterexplainingwhatgroup

therapytrulyis.Activity

a. ShowfirstvideoanddiscusshowthisisthecommonperceptionofgrouptherapyportrayedbyHollywoodmovies.Askstudentstobrainstormwheredramatizationhappensinthemovie?

b. Watchthesecondvideoanddiscusswhygrouptherapycanbemorebeneficialthanindividualtherapy.(3keypoints:socialnorming,emotionalsupport,safespaceforpractice).

16.4 Substance-RelatedandAddictiveDisorders:ASpecialCaseLinkbetweenAlcoholuseandgeneticsMayoClinichttps://youtu.be/40nsYCuc3YsSummary:ThreeoutoftenAmericanscanbediagnosedwithsomeformofalcoholusedisorder.Geneticscanbeanimportantfactorindeterminingchronicalcoholuse.Researchershavediscoveredcertaingeneticmarkerscanalsobehelpfultopinpointwhichdrugsmightbemoreeffectivetotreatalcoholism.Activity

c. Basedonwhatyouhavelearnedinclasssofar,howdoesgeneticsplayapartinthedevelopmentofdisorders?

d. Forpeoplewhodon’trespondwelltomedicationtreatment,whatareotheravailableoptions?

16.5TheSocioculturalModelandTherapyUtilization

1 Introduction to Psychology2 Psychological Research3 Biopsychology4 States of Consciousness5 Sensation and Perception6 Learning7 Thinking and Intelligence8 Memory9 Lifespan Development10 Emotion and Motivation11 Personality12 Social Psychology13 Industrial-Organizational Psychology14 Stress, Lifestyle, and Health15 Psychological Disorders16 Therapy and Treatment

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