COURSE MANUAL - JGU Course Detailsacademics.jgu.edu.in/spring2020/pdf/307.pdf · a PPT report,...
Transcript of COURSE MANUAL - JGU Course Detailsacademics.jgu.edu.in/spring2020/pdf/307.pdf · a PPT report,...
COURSE MANUAL
Name of the Elective Course LE-A-1035
Leveraging psychology for better understanding the Society and the Self
Course Instructor:
Tamara Hovorun
Semester A 2020
Elective
This document is prepared by the course instructor and is the basic information relevant to the execution
of the course. It is the official record for all intends and purposes as far the elective course, Hovorun
Tamara_____, is concerned.
It is the official record for all intends and purposes as far the lecture and seminar course on applied
psychology
This course manual is can be used as a general guide to the subject. However, the instructor can modify,
extend or supplement the course (without tampering its basic framework and objectives) for the effective
and efficient effectuation of the course. However, the instructor will provide the students with reasons for
such changes.
Part I
Course Title: Leveraging Psychology for Better Understanding of the Society and the Self
Course Code:
Course Duration: One Semester (15 Weeks)
No. of Credit Units: 4 credits
Level:
Medium of Instruction: English
Pre-requisites: No
Pre-cursors:
Equivalent Courses: Introduction to Psychology; Social Applied Psychology
Exclusive Courses:
Part II
1. Course Description
This course focuses on how human behavior is influenced by culture and society. Concepts
covered in class include collective/individualistic and feminine/masculine cultures, concept of
self, self-discrepancy and self-presentation, group and gender identity, parental attachment style,
typology of love, personality traits (Big Five), and social influence/persuasion. Additionally, we
will be studying in detail the causes of at-risk and deviant behavior, factors such as poverty,
illiteracy, and family dysfunction. The psychological concepts covered in class are important for
students in the legal field because they help uncover motives underlying human behavior,
including socially deviant actions. After taking this course, students are expected to know how
to construct a psychobiography of a person to better understand his or her actions. The course
will also provide students with better understanding of their own motivations and help them
become more effective in achieving their personal and professional goals.
2. Course Objectives
Objectives of the course are to help students develop the following abilities:
Ability to examine interaction between nature (personality factors) and nurture (social
environment) to understand the causes of individual and group behavior.
Ability to understand and articulate cultural elements shaping behavior and to do an in-
depth analysis of one’s own culture and its influences.
Ability to reflect on one’s own behavior and identify sources of tension as well as drivers
of personal and professional growth.
Ability to leverage psychological principles to construct persuasive and motivating
messages.
Acquire basic knowledge of research methods to understand outcomes of psychological
studies.
3. Teaching methodology:
Lectures
Articles
Class discussion
Case studies Multi-media
Small research project that includes individual presentation
4. Intended Learning Outcomes
Course Intended Learning Outcomes Teaching and Learning
Activities
Assessment
Tasks/Activities
Students can accurately identify
and explain psychological
concepts covered in class
Students can apply the concepts
covered in class to identify the
Selected chapters of
textbook and relevant
research articles:
Students will
acquire
End of
semester exam
40%
root causes of pro-social and
deviant behavior
Students can apply the concepts
covered in class to understand
the dynamics of the Indian
society and their local
community
Students can apply the concepts
covered in class to better
understand their motivations and
become more effective in
achieving personal and
professional growth
psychological
knowledge through
reading academic
literature assigned
in class
Students will learn
about application of
psychological
concepts through
finding relevant
examples in mass
media
Lectures:
Students will
receive detailed
explanation of
psychological
concepts as well as
examples and case
studies
Students will
actively engage in
classroom
discussion
Students will
complete validated
psychological
surveys to better
understand their
profiles
Research Project:
Students will
complete a short
research project in
which they will
apply the concepts
covered in class to
understand an issue
in the contemporary
Indian society.
Students will be
required to give an
individual
presentation as part
of the assignment.
Individual
project 40%
Knowledge
tests 20%
5. Grading of Student Achievement
Of the total score required to pass this course, a minimum of 50% shall be obtained by the student in the
course work (i.e., combined score of internal assessments and the end semester examination).
Grade Sheet
Percentage
of Marks
Grade Grade
Value
Grade Description
80 and above O 8 Outstanding – Exceptional knowledge of the subject matter,
thorough understanding of issues; ability to synthesize ideas,
rules and principles and extraordinary critical and analytical
ability
75 – 79 A+ 7.5 Excellent - Sound knowledge of the subject matter, thorough
understanding of issues; ability to synthesize ideas, rules and
principles and critical and analytical ability
70 – 74 A 7 Very Good - Sound knowledge of the subject matter, excellent
organizational capacity, ability to synthesize ideas, rules and
principles, critically analyse existing materials and originality
in thinking and presentation
65 – 69 A- 6 Good - Good understanding of the subject matter, ability to
identify issues and provide balanced solutions to problems and
good critical and analytical skills
60 – 64 B+ 5 Fair – Average understanding of the subject matter, limited
ability to identify issues and provide solutions to problems and
reasonable critical and analytical skills
55 – 59 B 4 Acceptable- Adequate knowledge of the subject matter to go to
the next level of study and reasonable critical and analytical
skills.
50 – 54 B- 3 Marginal- Limited knowledge of the subject matter and
irrelevant use of materials and, poor critical and analytical
skills
Below 50 F 0 Fail - Poor comprehension of the subject matter; poor critical
and analytical skills and marginal use of the relevant materials.
Will require repeating the course
6. Criteria for Student Assessments
Internal assessment of the participants will be based on the following criteria. In case any of the
participant miss the IA tests, alternative internal assessments will be conducted (Please specify the
alternative assessment)
Assessment Weightage Remarks
Attendance & Class
Participation
30 Marks Knowledge tests
Individual Projects 20 Marks Preparing analysis of relevant issue, collecting evidence, preparing
a PPT report, giving presentation in class, and answering questions
End Semester
Examination
50 Marks Multiple-choice and open-ended comprehensive exam based on the
material covered in class
Part IV
Course/Class Policies
Academic Integrity and Honesty
Learning and knowledge production of any kind is always a collaborative process. As such, collaboration
demands an ethical responsibility to acknowledge who we have learnt what from, and how reading and
learning from others have helped us shape our own ideas. Even originality requires an acknowledgement
of the sources and the processes that helped you achieve it. Thus, any idea, sentence or paragraph you
refer to or are inspired by must be cited in the piece of writing or any presentation being made. Any
source from the internet, articles, books, journals, magazines, case law, statute, photographs, films,
paintings, etc. must be credited with the original source. If the source or inspiration for your idea is a
friend, a casual chat, something that you overheard, or heard being discussed at a conference or in class,
even these must be credited. If you paraphrase or directly quote from a web source in the exam,
presentation or essays, the source must be explicitly mentioned. The university has strict rules with
consequences for students involved in plagiarism. This is an issue of academic integrity on which no
compromise will be made, especially as students have already been trained in the perils of lifting
sentences or paragraphs from others and claiming authorship of them
Disability Support and Accommodation Requirements
JGU endeavors to make all its courses accessible to students. All students with a known disability
needing academic accommodations are required to register with the Disability Support Committee
[email protected]. The Committee has so far identified the following conditions that could possibly hinder
student’s overall well-being. These include: physical and mobility related difficulties; visual impairment;
hearing impairment; medical conditions; specific learning difficulties e.g. dyslexia; mental health.
The Disability Support Committee maintains strict confidentiality in its discussions. The students should
preferably register with the Committee in the month of June/January as disability accommodation
requires early planning. DSC will approve and coordinate all the disability related services such as
appointment of academic mentors, specialized interventions and course related requirements such as
accessible classrooms for lectures, tutorials and examinations.
All faculty members are required to refer students with any of the above-mentioned conditions to the
Disability Support Committee for addressing disability-related accommodation requirements.
Safe Space Pledge
This course may discuss a range of issues and events that might result in distress for some students.
Discussions in the course might also provoke strong emotional responses. To make sure that all students
collectively benefit from the course, and do not feel troubled due to either the contents of the course, or
the conduct of the discussions, it is incumbent upon all within the classroom to pledge to maintain respect
towards our peers. This does not mean that you need to feel restrained about what you feel and what you
want to say. Conversely, this is about creating a safe space where everyone can speak and learn without
inhibition and fear. This responsibility lies not only on students, but also the instructor.
Plagiarism
Students are encouraged to read, think, assimilate and thereafter attempt assignment. Wherever possible,
it will be useful to present ideas in your own simple words demonstrating your own understanding of the
issues involved and of the analysis thereof. Original thinking and writing as well as adeptness in the use
of various concepts of political science will be rewarded. A careful reading of various materials
prescribed for the course will give the student an idea of the style and academic rigor adopted by political
scientists. Student should always consult the instructor about the veracity and authenticity of the
particular website and its suitability of researching topics covered in this syllabus. If any student is relying
on the authority of another scholar or any website, please acknowledge source by way of footnotes and
place such material within quotes.
Plagiarism means “To take the words or an idea of someone else and pass it off as one’s own”.
Plagiarism is a serious matter and will be penalized.
Any idea, sentence or paragraph you cull from a web source must be credited with the original source. If
you paraphrase or directly quote from a web source in the exam, presentation or essays, the source must
be explicitly mentioned. You should not feel free to plagiarize content, be it from scholarly sources (i.e.
books and journal articles) or from the internet. The university has strict rules with consequences for
students involved in plagiarism. This is an issue of academic integrity on which no compromise will be
made, especially as students have already been trained in the perils of lifting sentences or paragraphs from
others and claiming authorship for them.
Cell Phones
Are not allowed during exam.
Laptops and Similar Gadgets
Laptops are allowed to be used in order to read materials for the course in the electronic form.
Part V
Reading Materials:
Mahendra Pal Singh, Swati Deva. Law and (In)equalities: Contemporary Perspectives.
Eastern Book Company, 2010, 368p.
Mark Leary. Self-presentation: Impression Management and Interpersonal Behavior.
Brown & Benchumark Publishers, 1996, 246 p.
Durganand Sinha, Girishwar Misra, Ajit K Dalal. Psychology for India. SAGE
Publications India, 2015, 221p.
Fiske, Susan T. Social Beings: Core Motives in Social Psychology. Wiley, 2004, 646 p.
Handbook of Psychology in India. Edited by Girishwar Misra, Oxford University Press,
New Delhi, 2011, 373 p.
Introduction to Psychology, Edited by Clifford Morgan, Richard King, John Weisz, John
Schopler. 7th Edition. New Delhi, New York, Tata McGraw Hill, 1993, 723p.
At Risk Youth: A Comprehensive Response for Counselors, Teachers, Psychologists, and
Human Service Professionals 4th edition by J. Jeffries McWhirter. Brooks / Cole
Publishing Co. 2007. 378 p.
Kahneman, D.Objective Happiness//D. Kahneman, E. Diener & N. Schwarz (Eds.), Well-being: Foundations of hedonic psychology, New York: Russell Sage Foundation Press, 1999, p. 3-25.
Kahneman, D.Objective Happiness//D. Kahneman, E. Diener & N. Schwarz (Eds.), Well-being: Foundations of hedonic psychology, New York: Russell Sage Foundation Press, 1999, p. 3-25.
Wayne Weiten, Margaret A..Lloyd, Psychology Applied to Modern life .Adjustment to
the 21-st Century Eight edition ,Thomson: Wadsworth, First Indian reprint,2007.-
650p.
Kahneman, D.Objective Happiness//D. Kahneman, E. Diener & N. Schwarz (Eds.), Well-being: Foundations of hedonic psychology, New York: Russell Sage Foundation Press, 1999, p. 3-25.
Keywords for the Syllabus: socialization process, the concept of the self, self-identity
development, self-esteem, self-presentation, personality/Big Five, androgynous
personality qualities, self-discrepancy, theories of love, gender stereotypes, Gender
equality index, collective/individualistic cultures, masculine /feminine cultures,
pathological features/MMPI, psychological disorders, gender and sexual behavior,
family dysfunction, parenting styles, children and youth group at risk, prosocial and
anti-social behavior, vocational abilities and career development, stress and coping
strategies
Course Design and Overview (Weekly Plan)
Week Topic and Description Reading Materials
1. The Concept of Self
Developmental aspects: nature or
nurture
Self in structure of Personality: Self-
concept, self-esteem, self-presentation
Self-esteem discrepancies
Fiske, Susan T. Social Beings: Core Motives in Social
Psychology. Wiley, 2004, 646 p.
Leary R. Mark Self-Presentation Impression management
and interpersonal behavior, Madison, Wisconsin:
Westview Press, Inc,1996.-246 p.
2. Interaction of societal and
psychological factors in the process of
socialization
Bronfenbrenner ecological model
Parental style and the Self
Rule setting
Fiske, Susan T. Social Beings: Core Motives in Social Psychology. Wiley, 2004, p. 169-213. Bronfenbrenner, U.C Ecological systems theory//. Analysis of Child Development,1989, # 6. p. 187-249.
Building self-awareness and the
concept of the self
3. Social influence, basic social needs,
difference in schema of the Self in the
process of different social cultures
The character of individualistic and
collectivistic culture
Feminine and masculine culture
influence on the concept pf the Self
Comparative studies
Geert Hofstede in: "Femininity and masculinity: Prohibited dimensions in national cultures." SAGE Publications 1998.- 388 p.
4. Gender as democratic law indicator- comprehensiveness for lawyers Bipolar gender psychology Androgyny as universal model of gender behavior Index of gender equality Gender gap index Equal rights and equal possibilities in all life spheres Gender Law analysis
Janet Shipley Hyde Half the Human Experience The
psychology of Women, 4-th edition, Lexington: DC Heath
and Company,1991,455p.
Law and (In)Equalities Contemporary Perspectives Essays
of honor of professor Mahindra P. Singh Ed. Swati Deva
,Toronto: Eastern Book Company,2010,468p.
5. The children and Youth Group of Risk
The main factors of the of antisocial disorders risk development in children and adolescents Parents dysfunctional family –abnormal psychology Viscous circle of poverty
Durganand Sinha Psychology for India with an
Introduction by G.Misra and A.Dalal, SAGE Publications
India ,2015.-221p.
At Risk Youth: A Comprehensive Response
for Counsellors, Teachers, Psychologists, and Human
Service Professionals 4th edition by J. Jeffries Mc
Whirter. Brooks / Cole Publishing Co. 2007. 378 p.
6. Careers and work activity in life span
Jab characteristics and personality
qualities
Intrinsic and extrinsic job
satisfaction
Holland’s Hexagonal Model of Interests and some associated occupations
Misra Girishwar Oxford Handbook of Psychology in
India ,Oxford, University Press ,2012,373p.
7. Mental Health
Pathological features according to
MMPI
Factor of Mental disorders and
Mental Health
Neurological and Psychotic disorders
in a professional lawyer work
Introduction to Psychology, Edited by Clifford
Morgan, Richard King, John Weisz, John
Schopler. 7th Edition. New Delhi, New York, Tata
McGraw Hill, 1993, p 612-665
Commented [T1]:
8. Stress and coping
Different types of stress perception
(A; B)
The nature of stress response
Theory of stress tolerance influence
Activating coping strategies
Introduction to Psychology, Edited by Clifford
Morgan, Richard King, John Weisz, John Schopler.
7th Edition. New Delhi, New York, Tata McGraw
Hill, 1993, p 307-337.
Wayne Weiten ,Margaret A..Lloyd, Psychology
Applied to Modern life .Adjustment to the 21-st
Century Eight edition ,Thomson: Wadsworth, First
Indian reprint,2007,p72-103. 9. Abnormality in everyday life: symptoms
and syndromes
Classifying psychological
disorders in DSM-V
Depressive disorder and suicides
Personality disorders and the
law:
Cluster A (Odd, bizarre, eccentric0
Cluster B (Dramatic, erratic):
Cluster C (Anxious, fearful):
Introduction to Psychology, Edited by Clifford
Morgan, Richard King, John Weisz, John Schopler.
7th Edition. New Delhi, New York, Tata McGraw
Hill, 1993, p 655-662;
Wayne Weiten ,Margaret A..Lloyd, Psychology
Applied to Modern life .Adjustment to the 21-st
Century Eight edition ,Thomson: Wadsworth, First
Indian reprint,2007p.508-509
10 INTERPERSONAL , attraction ,intimate RELATIONSHIPS and prosocial behavior
Liking, emotional attachment and proximity
Robert Sternberg triangular theory of love
Love in gender dimension
Empathy, aggressiveness and kinds of prosocial behavior
Happiness from helping behavior
Fiske, Susan T. Social Beings: Core Motives in Social
Psychology. Wiley, 2004, p.14-216.
Wayne Weiten ,Margaret A..Lloyd, Psychology
Applied to Modern life .Adjustment to the 21-st
Century Eight edition ,Thomson: Wadsworth, First
Indian reprint,2007.- p. 236-267
11 Human sexuality and sexual culture
Sexual and gender behavior
Scientific research in sexuality
Sexual behavior and the process
if socialization (Harlow experiments)
Restrictive and liberal sexual
cultures, victimization of women
Sexual education and reproductive
health
Janet Shipley Hyde Half the Human Experience The
psychology of Women, 4-th edition, Lexington: DC Heath
and Company,1991,p.261-285; 335-363; 364-394/
Wayne Weiten ,Margaret A..Lloyd, Psychology
Applied to Modern life .Adjustment to the 21-st
Century Eight edition ,Thomson: Wadsworth, First
Indian reprint,2007p. 408-441.
12 Predators of aggressive behavior in
childhood and adulthood
Victimization studies on criminal activity The major culprits producing combinations of environmental, and personality factors Psychological and physiological bases of neuroticism stability and personality resocialization-
Halpern, D.F. Psychology at the intersection of work and family: Recommendations for employers, working families, and policymakers. American Psychologist, 2005, 60 (5), p.397-409.
Jackson, M.S., Bass, L., Sharpe, E. Working with
youth street gangs and their families: Utilizing a
nurturing model for social work practice. Journal of
Crag research, 2005,12. p. 1-18.
At Risk Youth: A Comprehensive Response for
Counsellors, Teachers, Psychologists, and Human
Service Professionals 4th edition by J. Jeffries Mc
Whirter. Brooks / Cole Publishing Co. 2007. 378 p.
13 Happiness as a study to be happy Subjective wellbeing and
“cultural construal of happiness” Individual predictors of happiness
Personal or Interpersonal
Construal of Happiness
Lyubomirsky M.Pursuing happiness :The architecture of sustainable change//Review of General Psychology,2005,9(2),p.111-131. Catallino et.al Prioritizing positivity: an effective approach to pursuing happiness //Emotion, 2014,14(6), p.1155-1161.
Kahneman, D.Objective Happiness//D. Kahneman, E. Diener & N. Schwarz (Eds.), Well-being: Foundations of hedonic psychology, New York: Russell Sage Foundation Press, 1999, p. 3-25.
14 Theory of Personality development
Psychodynamic approach
(psychological defense mechanism in court
practice)
Theory of education as
classical conditioning, operant and
Cognitive changing
Humanistic and sociocultural theories
.Assessing your personality qualities
Wayne Weiten ,Margaret A..Lloyd, Psychology
Applied to Modern life .Adjustment to the 21-st
Century Eight edition ,Thomson: Wadsworth, First
Indian reprint,2007.- p 34-71.
15 Review and Revision
This course was orientated on
evaluates the main phenomena in the self,
successful aging in predicting well-being.
What was the design and method of the
course? What should be done for better
understanding the self and the society?
What is the most interesting from the position of applied
psychology text-book, book or article on the problem of
the Self??
Part V Relevant Readings
1.Bagozzi, R. P., Wong, N., & Yi, Y. (1999). The role of culture and gender in the relationship
between positive and negative affect. Cognition and Emotion, 13, 641–672.
http://dx.doi.org/10.1080/026999399379023
2.Bolger, N., & Amarel, D. (2007). Effects of social support visibility on adjustment to stress:
Experimental evidence. Journal of Personality and Social Psychology, 92, 458–475.
http://dx.doi.org/10.1037/0022- 3514.92.3.458
3.Diener, E., & Diener, M. (1995). Cross-cultural correlates of life satisfaction and self-esteem.
Journal of Personality and Social Psychology, 68, 653–663. http://dx.doi.org/10.1037/0022-
3514.68.4.653
4.Markus, H. R., & Kitayama, S. (2010). Cultures and selves: A cycle of mutual constitution.
Perspectives on Psychological Science, 5, 420–430. http://dx.doi.org/10.1177/1745691610375557
5.Myers, D. G., & Diener, E. (1995). Who is happy? Psychological Science, 6,
10–19. http://dx.doi.org/10.1111/j.1467-9280.1995.tb00298.
6.Taylor, S. E., & Brown, J. D. (1988). Illusion and well-being: A social psychological perspective on
mental health. Psychological Bulletin, 103, 193–210. http://dx.doi.org/10.1037/0033-2909.103.2.193
7. Uchida, Y., & Kitayama, S. (2009). Happiness and unhappiness in east and west: Themes and
variations Emotion, 9, 441–456. http://dx.doi.org/10.1037/a0015634