Major Content Categories Sample Clauses

Major Content Categories. 6 Credits Students shall attain Developing-level competencies in at least two of the four Major Content Categories as defined by APA. While the specific content may vary from one category to another, the following competencies have been identified as essential for Developing-level competency in a general content domain: • Apply and analyze concepts, theories, and research in the general content domains; • Describe the general experimental and/or non-experimental paradigms used to investigate behavior in the general content domain; • Analyze how psychological research reflects scientific principles; • Identify antecedents and consequences of behavior and mental processes; • Predict likely patterns of behavior from context; • Compare and contrast historical perspectives; • Compare and contrast the assumptions, methods, and other elements of the major contemporary perspectives (Behavioral, Biological, Cognitive, Evolutionary, Humanistic, Psychodynamic, Sociocultural) in the specific subfield of study; • Apply the overarching themes of Psychology to explain specific behaviors; o Interaction of heredity and environment o Variability and continuity of behavioral and mental processes within and across species o Free-will vs. determinism o Subjectivism vs. objectivism o Interaction of mind and body o Applicability of theories and measures across societal and cultural groups • Debate the merits of each side of the overarching themes of Psychology; • Apply relevant ethical principles, as addressed by the APA code of ethics; • Detect and reject claims arising from myths, stereotypes, common fallacies, and poorly supported assertions regarding behavior; and, • Apply a psychological principle to facilitate positive change in a personal, social or organizational behavior. The four Major Content Categories are defined as follows:
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Major Content Categories. 9-12 credits Students should demonstrate an understanding of the foundational theories and principles associated with the study of human communication and/or develop skills associated with specific media related professions.
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Major Content Categories. While do not have a learning and cognition class or a biological psychology class, we do easily meet the State requirement for courses in two of four major categories. The department is also designing a new Learning and Cognition course for the education curriculum. That course could be added to the psychology program. It would be a good additional elective choice for the curriculum. Xxxx Xxxxxx, Faculty, Community College of Allegheny County, 9/27/2010 This is an excellent start. My only problem is with the research methods. At CCAC, that content is in a statistics course taught by the Math Department and PSY290 Research Methods and Applications taught by the Psychology Department. I believe that adding the statistics to an already full course in research methods will reduce the amount of time for the research methods component. Xxxxx Xxxxx, Faculty, Bucks County Community College, 9/28/2010 Re the APA model, we would like to comment on the "Research Design and Analysis" (6-9 credits) section: 1) non-parametric w/ordinal data is discussed briefly in our PSYC 215: Psychological Statistics course but students do NOT calculate any statistics in that category; 2) In our PSYC 270: Experimental Psychology course, our College does NOT have an IRB; thereby, our students limit data collection to the students in the course. The instructor approves their research design to make sure they are doing the most innocuous research possible and then students get experience running live participants by using the class as participants. As a result, our students do NOT meet the "knowledge of and experience with writing research proposals." Without an IRB, there is no necessity of writing a formal research proposal. The instructor for the course is a full-time faculty member who has been discussing with our Institutional Research department about the IRB so, possibly, in the near future our students will be able to conduct data on "live" participants. With the exception of these two concerns, we believe our Liberal Arts: Psychology Pre-Professional Emphasis meets the competencies listed. Our second psychology major, Liberal Arts: Interpersonal Emphasis, does NOT require our students to take PSYC 215 nor PSYC 270. Xxxxx Xxxxxx, Faculty, Lock Haven University, 9/28/2010 The minimum grade requirement of a C fits the requirements of our BA in psychology degree, but is lower than the minimum grade requirement in some courses in our BS psychology degree. Will we be meeting the requi...
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