Ntropsy Appendices

8/8/2019 Ntropsy Appendices

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Appendix 1.1

Johns Story

John is second year math major from De La Salle University. He was

fortunate to be blessed with exceptional intelligence that is why he was granted a starscholarship. Without the scholarship, he would not be able to afford a private

university because his family has limited financial resources.

Obviously, math is his favorite subject but he also excels in all of hissubjects. Aside from math, he also likes philosophy, psychology and religion because

these subjects taught him how to become a good individual and a good Christian. He

is a member of the math club and COSCA, a school organization that provides

community service to less fortunate people. John likes being involved in volunteerwork and helping other people.

He is a responsible student and a good friend. He has a good relationship

with his family except with father, who was also a scholar during his college years.

His father has high expectations from him and gets disappointed whenever he onlywins second place and not the top prize in a math competition. His father would

always tell him that he should always aim for the top because when he was a studenthe always does his best because this will make his family proud. Besides, the cash

prize he gets help the family a lot. Because of this, John is somewhat distant to his

father and he said to himself that when he becomes a parent, he would never pressure

his child like what his father is doing to him. He was closer to his mother who died ofleukemia when he was in third year high school.

Finally, John won first place in an interschool math competition where he

won P5,000. After the contest, he celebrated with his 3 close friends2 girls and aguy. John has a big crush on one of the girls but no one knows about it. He treated his

friends in a pizza restaurant and after that they bought some alcoholic beverages froma store and consumed them in one of his friends house. Though they did not drink alot, the amount was enough to make them a little disinhibited but not enough to make

them totally unaware of what they are doing. On their way home, they went inside a

24-hour drug store because one of his friends needs to buy a medicine for his asthma.John noticed a donation box beside the cashier with a note attached to it saying, Help

save Anna. She has leukemia and she needs financial assistance John slowly got

the envelope containing the cash prize from his bag then placed all the money inside

the donation box. His friends saw what he did but never asked why he did it.The next morning, his father asked for the results of the competition. John

said, Sorry dad, I did not even win the third place.


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Appendix 1.2

DISCIPLINES IN PSYCHOLOGY

TYPE OF

PSYCHOLOGIST

LOCATION TASK SOURCE OF

INFORMATION


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Appendix 1.3

Observation Sheet

Laboratory Instruments Room Description Types of Research

Physics/Engineering

Chemistry

Psychology

How is the psychology laboratory different from the engineering/physics and chemistry

laboratory?


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Appendix 1.4

RUBRIC FOR MINI RESEARCH PAPER

NAME DATE

Use this rubric as a guide to help you evaluate your work. Look at the rating system found on the right

columns. Your work should score at least in the Acceptable Achievement column as described by the itemsin the left column. If your work does not score in the Acceptable column, revise your work until it reflects

the criteria. If you want a higher mark, have your work reflect the criteria in the High Achievement column.

HIGH

ACHIEVEMENT

ACCEPTABLE

ACHIEVEMENT

DEVELOPING RATING

CHOICE OF TOPIC Topic clearlypsychological and has

significance. The

research question isresearchable

Topic ispsychological and

researchable

The role ofpsychology in the

topic is not that

evident

APPROPRIATENESS

OF RESEARCHMETHOD

The best method for

the topic was usedand rationale for its

use/choice was

explained

The method that was

used was appropriateenough to answer the

problem

The method was

appropriate butother methods

could have

yielded morevalid results

EXECUTION OF

RESEARCH

METHOD

The method was wellexecuted and

procedures were well

implemented

Most of the stepswere correctly

followed

Most of the stepswere not correctly

followed

RESULTS Results clearly

answer the research

problem

Results partially

answers the research

problem

Results do not

answer the

research problemWRITTEN REPORT Report was clear,

organized,grammatically correct

and aided with tables,

charts and graphs.

Report is

understandable andsatisfactory.

Report lacks

organization andquite hard to

understand.

TOTAL RATING


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Appendix 2.1

INQUIRY WORKSHEET

1 2 3 4 5

Descriptionsof behaviors/

actions of the

boy

Descriptions ofbehaviors /

actions of the

tree

Questions weneed to ask to

find explanations

to the behaviors

of boy and tree?

Where do wefind the

answers to the

questions

Answers toquestions


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Appendix 2.2

RUBRIC FOR GROUP COLLAGE

NAME D

Use this rubric as a guide to help you plan and evaluate your collage. Look at the rating system found on the rightcolumns. Your work should score at least in the Acceptable Achievement column as described by the items in the

left column. If your work does not score in the Acceptable column, revise your work until it reflects the criteria. If

you want a higher mark, have your work reflect the criteria in the High Achievement column.

HIGH

ACHIEVEMENT

ACCEPTABLE

ACHIEVEMENT

DEVELOPING RATING

PHYSICAL

DEVELOPMENT

Adequate and relevant

components of physical

development and

changes are elaborated.

In addition, specific

details about the

differences betweenmale and female

development are

incorporated in the

output.

The basic and

essential components

in the physical

development are

represented.

Not much physical

components are

illustrated that show

the significant

differences between

adolescent

development and theother stages.

COGNITIVE

DEVELOPMENT


components of thecognitive development

and changes are

elaborated.

The basic and

essential componentsin the cognitive

development are

represented.

Not much cognitive

components areillustrated that show

the uniqueness of the

adolescent stage.

SOCIO-EMOTIONAL

DEVELOPMENT


components of the

socio-emotional

development are

elaborated.

The basic and


in the socio-

emotional

development are

represented.

Not much socio-

emotional

components are



adolescent stage.

MORAL

DEVELOPMENT


components of the

moral development are

elaborated.

The basic and


in the moral

development are

represented.

Not much moral

components are



adolescent stage.

RECOMMENDATION Adequate and clearly

explained

recommendations are

given to help

adolescents develop a

positive identity in

terms of the physical,

cognitive, and socio-emotional aspects of

development

Some relevant

recommendations are

given to develop a

positive identity

Vague and generic

recommendations are

given.

TOTAL RATING


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Appendix 2.3

RUBRIC FOR ESSAY

NAME

Use this rubric as a guide to write an essay about any 2 family members who were included in your family

tree. Look at the rating system found on the right columns. Your work should score at least in theAcceptable Achievement column as described by the items in the left column. If your work does not score

in the Acceptable column, revise your work until it reflects the criteria. If you want a higher mark, have

your work reflect the criteria in the High Achievement column.

HIGH

ACHIEVEMENT

ACCEPTABLE

ACHIEVEMENT

DEVELOPING RATING

DESCRIPTION OF

BEHAVIORS

Adequate behaviors

in each facet of the

development(physical,

cognitive, socio-

emotional, moral)are described and

explained fully

through specific

examples

Adequate number

of behaviors in

various areas offunctioning are

described

Very minimal

(one or two) and

or vaguedescription of the

behaviors

DESCRIPTION OF

CURRENT

DEVELOPMENTAL

STAGE

Thorough and clear

description of thedevelopmental

stage (looking into

the needs, issues,and unique

features)

Some unique

features of thedevelopmental

stage (physically,

cognitively, socio-emotionally) are

described.

Minimal and

vague descriptionof the

developmental

stage

THEORIES /

PARADIGMS on

HUMAN

DEVELOPMENT

Thorough and cleardescription of the

theories/paradigms

used and explainedin an interesting,

complex, and

detailed way.

A theory/paradigmis used to describe

the family

members behavior.

No clearparadigm or

theory (or

conflictingparadigm) was

used to describe

the behaviors.

RECOMMENDATION Adequate and

clearly explainedrecommendations

are given tounderstand or

appreciate thefamily member

Some relevant

recommendationsare given as to how

to appreciate thefamily member

better

Vague and

genericrecommendations

are given.Recommendation

s are not relatedto the theories or

paradigms on

humandevelopment.

TOTAL RATING


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Appendix 3.1

LEARNING INQUIRY WORKSHEET

1 2 3 4 5

Rating ofpotential

effectiveness

of the

learning

program

Aspects of thelearning

program that

will ensure

learning

What questionswe need to ask

to know how

learning

occurs?

Answers wefound to our

questions

What welearned about

learning


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Appendix 3.2

AUTOBIOGRAPHICAL MEMORY EXERCISE

Instructions: After writing down a vivid memory, answer the questions that pertain to this

memory.

Questions:

1. Is your memory a personal memory or a memory that affected many other people (i.e.,

a historical event)? Describe.

2. What kind of experience was your memory all about?

3. Are there strong emotions (positive or negative) associated with the memory?Describe.

4. Is this a memory that you recall frequently? Do you remember replaying the events in

this memory over and over in your mind? Explain.

5. How did you elaborate on this memory when the event occurred (e.g., did you discussthe event with others, did you write it down on a diary, were you concerned about how

others would see you, did you have nightmares following the event, etc.)? Describe.

6. Even though this memory is vivid, are parts of this memory missing? Are there pieces

that seem less vivid? What do you do with those missing or less vivid parts of thismemory? Explain.

7. Many vivid memories are memories of special personal importance or meaning. What

meaning does this memory hold for you?


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Appendix 3.3

THREE CASES ON MEMORY

The Case of W.

W., a 31-year-old married woman with two young children, worked as an interiordesigner in a prestigious design firm. At work, she was recognized to be a creativeand hardworking designer; she could visualize designs very well, and couldremember her designs that she worked on in the past. She was also known forleaving her bag or wallet in restaurants, or her presentation materials in her car.She likewise forgot to attend company meetings a few times. Nonetheless, hertalent was valued in the company such that she was recently promoted to theposition of assistant creative director. Her boss made sure that she had an efficientsecretary to remind her of her activities and tasks.

In the personal domain, W. forgot birthdays and anniversaries, even her housekeys. She even forgot to pick up her children from her parents house. She triedwriting reminders and to-do lists in a planner, but she would forget to look at it whenshe was very busy. Her husband got her a PDA that could remind her of herappointments and tasks; he simply hoped that she wouldnt inadvertently leave thePDA at home, or worse, in a restaurant. However, when it came to facts andinformation, she could recall these at the drop of a hat (e.g., the name of the actorwho played a certain character in a certain movie, the capital of Peru, etc.). Shecould also vividly recall her past experiences, making her good at storytelling.


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The Case of S. (Luria, 1968)

S. had a unique visual imagination that allowed him to remember anextraordinary amount of detail. When he was asked to recall a series of words ornumbers, not only could he remember as many as 70 numbers, he could also recallthem accurately in reverse order. He also could report the sequence flawlessly withno warning or practice even as long as 15 years after his initial exposure to thesequence. Moreover, after the 15-year interval, he could describe what theresearcher had been wearing and where he had been sitting when S. learned thelist. He could also accurately reproduce passages from languages he did not knowafter hearing the passage only once.

S. had from a condition known as synaesthesia where the boundaries of thesenses are blurred so that stimulation of one sense prompts a reaction in another.For example, when told to remember a word, S. would not only hear the word, hewould also experience a unique taste, see a unique color and perhaps feel asensation on his skin. All of these sensations provided triggers by which to recallthe word. He experienced daily life through every one of his senses, thus, making it

totally memorable to him. When he was memorizing, he was able to experience theinformation presented to him. For example, when presented with a tone at aparticular frequency and sound level, he would describe it as:A brown strip againsta dark background that had red tongue-like edges. The sense of taste is like that ofsweet and sour borscht.

S. moved from job to job, often feeling overwhelmed by the amount of detail heautomatically included in his everyday work tasks. His propensity to create visualimages interfered with his normal processing of information. He had troublecomprehending whole passages of a text because he became bogged down in thedetails. In social conversations, he talked too much, often reporting the images thatfilled his mind. Ironically, S. had a very poor memory for faces, finding them tooflexible and changeable to recall. He experienced himself as being two people. Hedescribed himself as I when he felt in control of his memory and as he when hisimagery ran away with him.

The Case of D.


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D., a 28-year-old woman who had minor brain injury due to a vehicular accident,works as a part-time social worker. She could only work part-time because shecannot cope with remembering a lot of information. She had to write down

everything in her diary (e.g., things to do, appointments, clients information, aftershe has taken her medicine) because she forgot things easily. Sometimes, if shedidnt write things down, she even forgot the harsh words or insults that peoplemight have said to her; consequently, she would not get unduly upset over it.

D. also kept a journal to write down the events of the day, her thoughts andfeelings, and her ideas so that she could refer back to these notes when hermemory became fuzzy. However, she usually did not have to re-read her journalentries because the act of writing about her experiences seemed to make herremember them with clarity; she could even recall the exact words that were utteredby others in conversations. She also had a vivid memory of her past experiencesprior to the accident, enabling her to recall these things easily. She used to play the

violin well before the accident. After the injury, when she would be asked if shecould still play specific violin music, she did not know for sure. But when she pickedup the violin, she automatically played them.


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Appendix 3.4

MEMORY INQUIRY WORKSHEET

1 2 3 4 5

Similaritiesin memory

across three

cases

Differences inmemory of the

three cases

Questions weneed to ask to

understand

what memory is

and how it

works

Answers wefound to our

questions

What welearned about

memory


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Appendix 3.5

PROBLEM SOLVING EXERCISE

1. Think of as many uses as you can for a spoon. (Time limit: 5 minutes. Write youranswer on the back page. When checking the answers, let the class decide if the

answers are acceptable or not)

2. Solve this algebra problem: (3x-2y) (3x+2y)

Answer: 9x2 -4y2

3. If all cows are blue-blooded and Bessie is not a cow. Which of the following necessary

follows? (Place a check mark on the correct answer.)

a) Bessie is not blue-blooded.

b) Bessie is an animal.c) Bessie is either blue-blooded or not blue-blooded.

d) Bessie is most likely not blue-blooded.

Answer: c

4. A woman who lived in a small town married 20 different men in that same town. All of

them are still living, and she never divorced any of them. Yet she broke no laws.How could she do this?(Write your answer on the space below)

Answer: She is the judge/minister

5. The triangle shown below points to upwards. Show how you can move three dots toget the triangle to point downwards

Answer: Lift the left most and right most dots up to second row then drop the top most

dot to the bottom row.

6. Imagine that you are the person standing in the middle of a room, in which two stringsare hanging down from the ceiling. Your goal is to tie together the two strings, but

neither is long enough so that you can reach out and grab the other string while

holding either of the two strings. You have available a few clean paintbrushes, a can of

paint, and a heavy canvas tarpaulin.How will you tie together the two strings?

Answer: Tie paint brush to one string and swing. Get the other string then catch the

swinging paintbrush then tie both sting. No need to use other materials.

7. Arrange the numbers 1 to 9 in a 3x3 matrix in such a way that all directions

(horizontal, vertical and diagonal) will have a sum of 15

Answer: 6 1 8 6 7 2

7 5 3 or 1 5 9

2 9 4 8 3 4


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Appendix 3.6

PROBLEM SOLVING, INTELLIGENCE, AND

CREATIVITY INQUIRY WORKSHEET

1 2 3 4 5Characteris-

tics of

difficult

problems

How did we

know if our

solutions were

right

Questions we

need to ask to

do effective

problem solving

Questions we

need to ask

about the

nature of

intelligence

and creativity

How do we

apply in daily

life what we

know now

about

problem

solving,

intelligence,

and creativity


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Appendix 3.7

RUBRIC FOR LEARNING PROGRAM

NAMES:

Use this rubric as a guide to help you evaluate your work. Look at the rating system found on the rightcolumns. Your work should score at least in the Acceptable Achievement column as described by the

items in the left column. If your work does not score in the Acceptable column, revise your work until it

reflects the criteria. If you want a higher mark, have your work reflect the criteria in the High

Achievement column.

HIGH

ACHIEVEMENT

ACCEPTABLE

ACHIEVEMENT

DEVELOPING RATING

LEARNING

DESIGN:

Objectives,

Sample, Measures,Data analysis

Appropriate,

adequate, and clearly

described objectives

of the learningprogram, sample,

pretest and posttestmeasures, and data

analysis.

Clearly described

objectives of the

learning program,

sample, pretest andposttest measures, and

data analysis.

Vaguely described

and/or

inappropriate

objectives of thelearning program,

sample, pretestand posttest

measures, and data

analysis.

LEARNING

DESIGN:

Procedure for

learning acquisition

Adequate, clear, and

detailed procedures

for learningacquisition.

Adequate procedures

for learning

acquisition.

Very minimal

and/or vague

description ofprocedures for

learning

acquisition.

RESULTS OFLEARNING

PROGRAM

Adequateimplementation,

appropriate analysis,and clear

presentation of

results.

Adequateimplementation of the

learning procedure,and presentation of

results.

Inadequateimplementation of

the learningprocedure, with

inadequate

analysis of results.

DISCUSSION OF

RESULTS

Adequate and clearly

explained results that

are adequately

connected back to the

objectives of the

learning program.

Some relevant

explanation of results

is presented, without

making a clear

connection to the

objectives of the

learning program.

Vague explanation

of results, without

relating to

objectives of the

learning program.

TOTAL

RATING


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Appendix 4.1

PERSONALITY QUESTIONNAIRE

Instructions:

Prepare 3x3 board cards on which to put your answers. Also have one plain whiteletter envelope ready to put all the cards in. Answer each item by drawing an image or

symbol (or paste a cut-out image) on one side of the card; then write a brief description or

explanation of the image on the back of the same card. Put the item number on each card.Your answers must not contain your name or any self-reference that can be easily traced

back to you. After your finish answering this questionnaire, place all the cards inside the

envelope, on which you should write a Code Name that will not be recognized by anyone

in class.

1. If I were an animal, I would be _____.

2. The color that best describes me is ______.

3. I prefer this type of friends: ______.4. This is what I usually do when things dont go my way: ______.

5. This is how I see myself in relation to others: ______.6. I usually worry about this: ______.

7. This is what symbolizes my very core: ______.

8. For me, the future is _________.


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Appendix 4.2

PERSONALITY INQUIRY WORKSHEET

1 2 3 4Explanation for

Morries (or the

main

characters)

distinctive

behavior

Assumptions about

Human Nature

Kind of Knowledge

about Personality

needed to

systematically

analyze a persons

personality

What we learned

about the study of

personality


19/24

Appendix 4.3

RUBRIC FOR PERSONALITY ANALYSIS

NAME:

Use this rubric as a guide to help you evaluate your work. Look at the rating system found on the rightcolumns. Your work should score at least in the Acceptable Achievement column as described by the items

in the left column. If your work does not score in the Acceptable column, revise your work until it reflects

the criteria. If you want a higher mark, have your work reflect the criteria in the High Achievement column.

HIGH

ACHIEVEMENT

ACCEPTABLE

ACHIEVEMENT

DEVELOPING RATING

DESCRIPTION OF

PERSONALITY

Adequate description

(with specific

examples) of

characteristics and

behaviors, the

development, and the

motivation of thepersonality.

Adequate description

of characteristics and

behaviors but

personality

development and

motivation not clearly

delineated.

Very limited (one

or two) and or

vague description

of the

characteristics and

behaviors.

Personalitydevelopment and

motivation not

described.

PERSPECTIVES Thorough and clear

explanation of the

personality was

made using all the

perspectives in a

complex, and

detailed manner.

A number of

perspectives (two or

three) are used to

adequately explain the

personality.

No clear

perspective is used

to explain the

personality and/or

the perspectives

incorrectly explain

the personality.

EVALUATION OF

PERSONALITY

Clear, appropriate,

and adequateevaluation is made,

and supported by

concrete personal

examples. All the

perspectives are

correctly applied.

Appropriate and

adequate evaluation ofpersonality, as

supported by personal

examples, and using

one perspective only.

A vague,

generalizedevaluation of the

personality is

made, with little

support from

personal

examples, and noclear relation to

the perspectives.

TOTAL

RATING


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Appendix 5.1

The Case of Marvin

Marvin, a 38 year-old-married man, is a successful advertising executive, able to generate

creative ideas and sell it to clients through his persuasive communication skills. He can work onproposals and projects for a number of days with little sleep, eat less food, and yet still have a lot

of energy left over. However, he tends to become a little irritable, argumentative, and

unreasonable during this time. Outside work, he is charming, sociable, and the life of the party,

making him attractive to women. This makes his wife feel jealous. People around him benefit

from his generosity because he gives gifts and material things freely. After a period of high

energy, his energy shifts and becomes low. He does not work overtime; he simply puts in the

regular working hours. He turns down invitations of people to go out; instead, he prefers to stay at

home, which pleases his wife and children because they can spend more family time. He sleeps

longer hours, and eats more.

INQUIRY WORKSHEET

1 2 3 4 5

Is Marvinnormal or

abnormal?

Behaviors tojustify our

answer

What questionsdo we need to

ask to verify our

answer?

Where do wefind the

answers to our

questions?

What wefound out

about our

answer in

column 1

and 2?


21/24

Appendix 5.2

RUBRIC FOR CASE FORMULATION/ANALYSIS

NAME


columns. Your work should score at least in the Acceptable Achievement column as described by theitems in the left column. If your work does not score in the Acceptable column, revise your work until it

reflects the criteria. If you want a higher mark, have your work reflect the criteria in the High

Achievement column.

HIGH

ACHIEVEMENT

ACCEPTABLE

ACHIEVEMENT

DEVELOPING RATING

BACKGROUND

INFORMATION

Adequate and

relevant

information aregiven in

understanding what

predisposes theindividual to

behave in such a

manner. In addition,

specific detailsabout the behaviors

are mentioned and

given properimportance.

Adequate

information

regarding thepossible

predisposing factor

of the mental healthof the person is

given.

Not much

background

information isgiven to help

understand the

possible cause ofpredisposing

factor

DESCRIPTION OF

BEHAVIORS

Adequate behaviorsare described and

explained fullythrough specific

examples

Adequate numberof behaviors in

various areas offunctioning are

described

Very minimal(one or two) and

or vaguedescription of

the behaviors

PERSPECTIVE/

PARADIGM

Thorough and clear

description of theparadigm used and

explained in an

interesting,complex, and

detailed way

A paradigm is used

to describe the caseand explains the

subjects behavior.

No clear

paradigm orperspective (or

conflicting

paradigm) wasused to describe

the case

RECOMMENDATIONS Adequate and

clearly explainedrecommendations

are given to helpthe person address

or deal with his or

her situation

Some relevant

recommendationsare given about the

presented behaviors

Vague and

genericrecommendation

s are given.Recommendatio

ns are not related

to the paradigms.

TOTAL

RATING


22/24

Appendix 6.1

Pretend that you are a group of people in a radio station who give advice to

young people who have problems regarding love relationships. Today, you

received a letter from a college student. The letter goes like this:

Dear Love Counselor,

First of all, thank you for reading my letter. Im deeply in love with my

best friend since first year but I never revealed to her my true feelings. Im

already in my third year. We know each other very well because we always dothings together. I never thought of confessing my love for her because it might

ruin our friendship. Unfortunately, she fell for someone else. It is only now that I

realize how stupid I am for not taking the risk and how painful it is deal with the

situation. Im sure my story sounds familiar and as you read this letter on air Iknow a lot of the listeners can relate to my situation. There are a lot of Vincents

out there who are too afraid to take the risk. Right now, I am decided to pursueher even if she is in a relationship. I cannot afford to lose her. Now, I am willingto take the risk and I will face whatever consequences my action will bring. Do

you think Im doing the right thing?

Sincerely,

Vincent


23/24

Appendix 6.2

RUBRIC FOR ASSESSING THE WHEEL OF INFLUENCE

NAME DATE


columns. Your work should score at least in the Acceptable Achievement column as described by theitems in the left column. If your work does not score in the Acceptable column, revise your work until

it reflects the criteria. If you want a higher mark, have your work reflect the criteria in the High

Achievement column.

HIGH

ACHIEVEMENT

ACCEPTABLE

ACHIEVEMENT

DEVELOPING RATING

CONTENT Adequate and

relevant concepts

were applied andclearly explained. It

is evident that the

students haveunderstood well the

concepts.

Several concepts

were applied and

explained.

The write-up

contains few

concepts that arenot clearly

explained.

EXPLANATION

The write-up containsvery clear and logical

explanation on how

the pictures arerelated to the

concepts. There is a

good attempt to relateconcepts with each

other. The guidequestions were all

answered.

The write-up containsclearer and more

logical explanation

on how the picturesare related to the

concepts. The guide

questions wereadequately answered.

The write-upcontains little

explanation on

how the picturesare related to the

concepts.

CREATIVITY Pictures are well

organized. Can beunderstood even

without the write-up.

It is evident that thestudent dedicated

adequate time to

prepare the output.

The presentation is

good. Pictures usedare relevant and

appropriate in

applying theconcepts.

Pictures are not

quite relevant.The presentation

needs to be

improved.

TOTALRATING


24/24

Appendix 6.3

WHEEL OF INFLUENCE

People who influenced me

People I influenced

CULTURE

GROUPS

SIGNIFICANT OTHERS

SELF

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