psychology curriculum pdf

The Integrative Themes are designed to be the enduring lessons students can take away about the discipline of psychology from the introductory course. Principles of Economics. The Advisory Panel was made up of 10 experts, two for each of the five domains of the National Standards (APA, 2005) (i.e., Methods, Biopsychological, Cognitive, Developmental, and Variations in Individual and Group Behavior). Students in sensation and perception will explore the value of each sense in the perceptual world and will be encouraged to consider what life would be like without each sense. http://www.ncte.org/standards, National Council of Teachers of Mathematics. GEED 10023 Understanding the Self 3 3 0. This class will cover the fundamentals of the sensory world, such as taste, touch, vision, hearing and extrasensory phenomenon. This course has been exempted from the requirements of the Writing Across the Curriculum policy. Psychology explains general principles that govern behavior while recognizing individual differences; C. Psychological, biological, social, and cultural factors influence behavior and mental processes; D. Psychology values diversity, promotes equity, and fosters inclusion in pursuit of a more just society; E. Our perceptions and biases filter our experiences of the world through an imperfect personal lens; F. Applying psychological principles can change our lives, organizations, and communities in positive ways; G. Ethical principles guide psychology research and practice. The National Standards for High School Psychology Curricula attempts to outline introductory content in the field of psychology in developmentally appropriate ways. Teachers are encouraged to plan daily lessons that address these Integrative Themes. Behavioral and social sciences in STEM education: A workshop summary. GEED 10043 The Contemporary World 3 3 0. See curriculum sheet for specific course grade requirements. Case studies supplement and illustrate theory and research. PSYCHOLOGY . For example, four learning targets are included in the Content Standard: The nature of psychological science. use tab and shift-tab to navigate once expanded, Covid-19 is an ongoing concern in our region, including on campus. Daniel Reisberg, PhD, Reed College, Portland, Oregon https://www.nap.edu/read/13165/chapter/1, National Science Teachers Association. Prerequisite: PSYC 1020 or 1020H. Required Instructional Materials Psychology and You, Third Edition, McMahon and Romano, 2000, including supplementary materials Completion/Revision Date Approved by Curriculum Council on November 23, 2004 Adopted by the Board of 2.2. You will learn both descriptive and inferential statistics during the semester. The department and our program encourage collaboration with other programs within the department. https://www.nap.edu/catalog/4962/national-science-education-standards. Deciding what to teach and when to teach it is the first decision teachers face in any course, and psychology is no exception. Teachers can achieve this learning outcome by balancing the opportunities for their students to discover new knowledge with opportunities to learn about established research findings and theories about human and non-human animal behavior in their lectures. Many other resources can help build the standards into an effective course. PSYC 4840- Advanced Practicum in Psychology (3 credits). Clinical, Abnormal, and/or Personality (3 credits). Fundamental assumptions and principles of scientific observation and research design are discussed. However, the Working Group drafted the National Standards document to demonstrate the scientific nature, content, and foundation of psychology, with the hope that the National Standards could help the transition toward a broad acceptance that high school psychology courses should be recognized as science courses. Safety measures are in place, and campus community members and guests are additionally advised to take personal precautions. https://www.apa.org/ed/precollege/undergrad/introductory-psychology-initiative/course-design.pdf. Scientific Thinking: Solve problems using psychological methods. Mat Clodfelter APA Division 30 (Society of Psychological Hypnosis) The first step for each district is to determine whether present teachers of psychology meet the certification requirements for its state board of education. In February 2011, the National Standards Working Group provided the revised National Standards to the Office of the General Counsel for a final legal review. TOPSS provides high-quality curricular materials, as well as a professional connection with other high school psychology teachers and a variety of student-oriented benefits, among other things. Expectations with respect to learning goals should be clear. By presenting these types of findings to students, teachers can reinforce the idea that researchers should be careful about generalizing research findings beyond the populations studied. Curriculum Advisement Worksheet Bachelor of Science in Psychology Curriculum 2017-2020 FRESHMAN YEAR FIRST SEMESTER SECOND SEMESTER Course No. Ideally, the teacher can relate every class activity to these standards. The National Standards suggests four levels of understanding for psychology content. International Psychology (APA Division 52) and the Society for the Teaching of Psychologys (APA Division 2) International Committee are resources for teachers; both websites and additional resources on international research are provided through Appendix C. Many individuals and groups contributed to the initial development of these standards. Emphasis will be placed on the ability to observe and describe child behavior and to understand the principles and processes that govern growth and development in the early childhood years. This structure will allow the student to more completely grasp life-span issues. 2. Psychological science relies on empirical evidence and adapts as new data develop; B. by. Yadira Snchez, PsyD, Duquesne University, Pittsburgh, Pennsylvana Psychological science relies on empirical evidence and adapts as new data develop; B. Exploration of the historical roots of psychology, and the bases and growth of psychology as a science. The standards are organized hierarchically to reflect increasing levels of specificity (i.e., pillars, standard areas, content standards, and learning targets). The National Standards Working Group then sought broad feedback to update the content standards, performance standards, and performance indicators. The 5 courses you select do NOT have to be from a single Emphasis list. Washington, DC: The National Academies Press. The working group focused on the National Standards at the 2017 APA Summit on High School Psychology Education used the following resources to inform their recommended framework for the high school psychology standards: National Standards for High School Psychology Curricula (APA, 2011), Strengthening the Common Core of the Introductory Psychology Course (APA, 2014), Report of the APA 2009 Presidential Task Force on the Future of Psychology as a STEM Discipline (APA Task Force on Psychology as a Core STEM Discipline, 2010), AP Biology Course and Exam Description (College Board, 2014), AP Chemistry Course and Exam Description (College Board, 2014), AP Physics 1: Algebra-based Course and Exam Description (College Board, 2014), AP Physics 2: Algebra-based Course and Exam Description (College Board, 2014), AP Psychology Course and Exam Description (College Board, 2014), Education and Training in the Social and Behavioral Sciences: A Plan to Action. 0000010551 00000 n The first revision of these psychology standards was published in 2005, and a second revision was published in 2011. Program Requirements Students who have earned a MA or MS Degree Financial Support Application Instuctions Apply to the Brain, Behavior & Quantitative Science Program (pdf) Apply to the Clinical Psychology Program (pdf) Apply to the Social Psychology Program (pdf) Health Psychology Certificate The purpose of this document is not to supersede previous state board of education mandates. Created By: File Size: 220 KB Download file type: WinRar (PDF) To use this PDF file you need Adobe Download Psychology Curriculum Vitae ExampleTemplate | FREE Printable Format Download "Psychology Curriculum Vitae" Psychology-Curriculum-Vitae.pdf - Downloaded 30 times - 422 KB Newsletter After you have taken this course, you should be better able to understand and interpret the results sections of articles in scientific journals. APA Committee on Sexual Orientation and Gender Diversity Majors take at least three 300-level courses from at least two of the six areas listed below. Psychology explains general principles that govern behavior while recognizing individual differences; C. Psychological, biological, social, and cultural factors influence behavior and mental processes; D. Psychology values diversity, promotes equity, and fosters inclusion in pursuit of a more just society; E. Our perceptions and biases filter our experiences of the world through an imperfect personal lens; F. Applying psychological principles can change our lives, organizations, and communities in positive ways; G. Ethical principles guide psychology research and practice. (2019) report that students taking high school psychology courses should be able to earn science credit upon completion of the course. 3. Halpern, D. F. Clinical Psychology program, where an individual, face-to-face interview (in-person or via TEAMS or Zoom) will be scheduled with Psy.D. For psychology to be adequately taught as a scientific discipline at the secondary level, learning targets are essential. 1835 Neil Avenue. Ruth M. Anderson, Clovis West High School, Clovis, California 0000008955 00000 n PSYCHOLOGY CURRICULUM VITAE Choose a readable font (e.g., Times, Arial, Calibri) and reasonable size (11 . Otherwise . This course covers the methodological tools used in psychological research studies, with specific emphasis on observational, correlational, experimental, and quasi-experimental designs. In reality, psychology content is interwoven and overlapping. This course is designed to introduce students to the field of psychophysiology, with a focus on human psychophysiology and physiological measures of emotion and cognition. Examine how psychological science can be used to counter unsubstantiated statements, opinions, or beliefs. Prerequisite: PSYC 1020 or PSYC 1020H. Characteristics and origins of abnormal behavior VA-2. course content, students enrolled in Psychology cannot enroll in AP Psychology as part of their graduation requirements. This way, teachers and students can be more confident of what students have learned throughout the course. ), Transforming introductory psychology: Expert advice on teacher training, course design, and student success (pp. Students will read relevant research literature in professional psychological journals, develop a testable hypothesis, design and run an empirical research study, analyze data from the study, and write a full APA-format research paper. Psychological science relies on empirical evidence and adapts as new data develop; B. Principles and standards for school mathematics. This course is presented as a capstone experience, therefore students with advanced standing in the psychology major will benefit the most from the seminar. Students will learn how to conduct and report experiments in various core areas of psychology. Appendix C provides additional information about TOPSS. Different cultural worldviews will be explored as they pertain to locus of control, conception of mental illness, and attitude toward seeking psychological help. Prerequisite: PSYC 1020 or 1020H. The National Standards Working Group met in November 2007 to review all feedback submitted in response to the document. From the inception of the project to revise the National Standards, the authors set the goal that this document should shepherd the teaching of psychology in high schools through the transition to being recognized and taught as a science. The IB Diploma Programme psychology course is the systematic study of behaviour and mental processes. The psychology curriculum at UF provides a strong background to pursue careers in psychology or to prepare students for entry into advanced professional schools such as law or medicine. Anatomy & Physiology I 3 - 3 . S. Morton McPhail, PhD, Valtera Corporation, Houston, Texas Psychology explains general principles that govern behavior while recognizing individual differences; C. Psychological, biological, social, and cultural factors influence behavior and mental processes; D. Psychology values diversity, promotes equity, and fosters inclusion in pursuit of a more just society; E. Our perceptions and biases filter our experiences of the world through an imperfect personal lens; F. Applying psychological principles can change our lives, organizations, and communities in positive ways; G. Ethical principles guide psychology research and practice. Introduction. https://www.apa.org/education-career/k12/national-standards. Wed like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services. As part of the course, students can volunteer to participate as subjects in faculty research. https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-chemistry-course-and-exam-description.pdf, College Board. Psychological science relies on empirical evidence and adapts as new data develop; B. 0000001890 00000 n https://www.nsf.gov/pubs/2004/nsf0442/nsf0442.pdf, National Center for History in the Schools. Prerequisite: PSYC 1020 or PSYC 1020H. This working group developed such a framework and declared an intention for the National Standards to communicate psychologys status more clearly as a science. The National Standards Working Group and the National Standards Advisory Panel met jointly in September 2008. The policy document that follows represents a vision of what students should know and be able to do after completing the high school psychology course. Fundamental assumptions and principles of scientific observation and research design are discussed. (2014). PSYC 4810- Practicum in Community Psychology (3 credits). This course examines theories about, as well as the psychological and social factors related to, gendered identities, roles, and behaviors. This course offers laboratory experience in various areas of experimental psychology. (2014). PSYC 3030- Experimental Psychology (3 credits). 3. This course provides an introduction to the scientific study of how people's thoughts, feelings, and behaviors are influenced by the real or imagined presence of other people. 27563 gradschool@nova.edu, Clinics (954) 262-5730 (954) NSU-CARE (678-2273). By infusing such content into the introductory psychology course, teachers present psychological science through a lens that is comprehensive and representative of todays diverse student population. Upon the recommendation of BEA, the National Standards Working Group invited APA governance groups to review the draft of the National Standards in the fall of 2010. Topics include graphical and numerical descriptive measures, probability, common random variables and their distributions including the binomial and normal distributions, the Central Limit Theorem, sampling procedures, confidence intervals, and hypothesis testing. The Scientific Inquiry & Research Methods standard area helps students connect with the following integrative themes: A. Within each of the Content Standards, students should receive instruction that would enable them to meet specific learning targets. Emily Leary Chesnes, Education Directorate PSYC 3760- Multicultural Issues in Psychology (3 credits). The following lists are of particular interest to psychology teachers: Joseph A. Allen, PhD, University of Utah, Salt Lake City, Utah This appendix contains a Lesson Planning Sheet to help connect teachers present teaching strategies and materials to the psychology curricula standards and to help teachers develop new lessons designed specifically to meet one or more learning target(s). Prerequisite: PSYC 1020 or PSYC 1020H. (Ed.) The Working Group reviewed received feedback and revised the document accordingly. Download a copy of the curriculum sheet in PDF format here. This Article Contains: PDF Introduction to Positive Psychology & Martin Seligman Goals of Positive Psychology Resources Access the Next Generation Science Standards by topic. Yadira Snchez, PsyD, Duquesne University, Pittsburgh, Pennsylvania While both degrees provide the student with . F. Applying psychological principles can change our lives, organizations, and communities in positive ways. 0000006031 00000 n POS 207 OR. Students will have the opportunity to integrate information from a variety of specialties in psychology. Finally, within each content standard, students should receive instruction that would enable them to meet specific Learning Targets, or objectives for each content standard. Stand-alone content is outlined in these standards, and teachers should reference relevant content and research findings to highlight how diversity, equity, and inclusion relate to and impact each standard. Cheryl A. Luis, PhD, Roskamp Institute Memory Clinic, Tampa, Florida Amy Lynn Young, PsyD, HSP, Spalding University, Louisville, Kentucky, Amy C. Fineburg, PhD, Chair, Oak Mountain High School, Birmingham, Alabama The National Standards Working Group integrated changes into a revised draft of the standards in November 2003. Perceptual illusions will be employed in order to encourage students to delve into the neural underpinnings of sensory perception. Thus, in 1994 the American Psychological Association commissioned the Task Force for the Development of National High School Psychology Standards to develop standards that identify what students in an introductory high school psychology course should learn. Download Psychology Notes, PDF, Books, Syllabus for BA 2021. Teachers can find resources developed at the summit on science, skills, assessment, credentialing, professional development, diversity and access, and technology and online learning on the TOPSS website. As detailed by Foley (2018), psychology instruction engages students in the scientific practices and meets crosscutting principles by asking students to identify natural phenomena, ask questions, and investigate and explain what they are studying. https://www.apa.org/about/policy/introductory-psychology-initiative-student-outcomes.pdf, American Psychological Association. Topics include biological bases of behavior, perception, learning and memory, psychological development, personality, social psychology, and the identification and treatment of mental illness. American Psychologist, 69(6), 612619. The Working Group shares the goal stated in the Alston et al. In 2009, the National Standards Working Group provided a revised draft of the document to APA boards; committees; divisions; and state, provincial, and territorial psychological associations for feedback. Teachers should not limit themselves to drawing upon resources developed in the United States. The Major in Psychology requires 39 credit hours of coursework in the major, plus completion of a minor or second major, and other requirements as listed below. PSYC 3710- History and Theories of Psychology (3 credits). Perhaps the most helpful of these materials is the instructors manual, which generally contains background information for the concepts covered in the text, lecture ideas, and suggestions for activities, demonstrations, and assignments. Selection File type icon File name Description Size Revision Time User; : Antwone Fisher film guide.doc View Sep 1, 2015, 8:00 AM: chad.cooper@bvsd.org: 0000011981 00000 n Students in sensation and perception will explore the value of each sense in the perceptual world and will be encouraged to consider what life would be like without each sense. Alternatively, the choice may be made to time content areas to correspond with related current events (e.g., aligning the Life Span Development lessons to occur shortly before graduation). The National Standards Working Group met again in December 2019 to continue the revision process. YEAR 1 General Psychology. 0000000876 00000 n These Integrative Themes were developed by APAs Introductory Psychology Initiative as one of three Student Learning Outcomes for the undergraduate introduction to psychology course. James E. Freeman, PhD, University of Virginia, Charlottesville, Virginia PSYC 3520- Principles of Learning (3 credits). For permission, contact APA, Rights and Permissions, 750 First Street, NE, Washington, DC 200024242. Credentialing high school psychology teachers. Not all general education courses are listed or noted.) One of our primary goals is to educate students to intelligently evaluate psychological information that they are encountered with in the real world. As described in the Preamble to the National Standards, this document also features seven Integrative Themes that connect and unite psychological science. Prerequisite: PSYC 3000. Use of the termstandardsin this document is consistent with national practices in K-12 education when disciplinary societies, teacher organizations, or other non-regulatory groups develop benchmark learning objectives for curriculum development and assessment of student learning in particular subjects of study. (2013). Psychology teachers have many options for determining the scope and sequence of their courses based on the standards contained in this document. Draw logical and objective conclusions about behavior and mental processes from empirical evidence. Jonathan Tullis, PhD, University of Arizona, Tucson, Arizona A broad range of resources designed to support and enhance the teaching of high school psychology are available through the American Psychological Association. After concluding this unit, students understand: Content Standard 1: The nature of psychological science, 1.5 Identify ways individuals can use psychological science in any career, Content Standard 2: Research methods and measurements used to study behavior and mental processes, 2.1 Describe research methods psychological scientists use, 2.2 Compare and contrast quantitative and qualitative research methods used by psychological scientists, 2.3 Describe the importance of representative samples in psychological research and the need for replication, 2.4 Explain how and why psychologists use non-human animals in research, 2.5 Explain the meaning of validity and reliability of observations and measurements, Content Standard 3: Ethical issues in research with human and non-human animals, 3.1 Identify ethical requirements for research with human participants and non-human animals, 3.2 Explain why researchers need to adhere to an ethics review process, Content Standard 4: Basic concepts of data analysis, 4.1 Define descriptive statistics and explain how they are used by psychological scientists, 4.2 Draw appropriate conclusions from correlational and experimental designs, 4.3 Interpret visual representations of data, Content Standard 1: Structure and function of the nervous system and endocrine system in human and non-human animals, 1.1 Identify the major divisions and subdivisions of the human nervous system and their functions, 1.2 Identify the parts of the neuron and describe the basic process of neural transmission, 1.3 Describe the structures and functions of the various parts of the central nervous system, 1.4 Explain the importance of plasticity of the nervous system, 1.5 Describe the function of the endocrine glands and their interaction with the nervous system, 1.6 Identify methods and tools used to study the nervous system, Content Standard 2: The interaction between biological factors and experiences, 2.1 Describe concepts in behavioral genetics and epigenetics, 2.2 Describe the interactive effects of heredity and environment, 2.3 Explain general principles of evolutionary psychology, Content Standard 1: The functions of sensory systems, 1.1 Explain the process of sensory transduction, 1.2 Explain the basic concepts of psychophysics such as threshold and adaptation, Content Standard 2: The capabilities and limitations of sensory processes, 2.1 Identify different stimuli for which humans have sensory receptors and explain what this means for their sensory abilities, 2.4 Describe chemical and tactile sensory systems, Content Standard 1: The different states and levels of consciousness, 1.2 Distinguish between processing that is conscious (i.e., explicit) and other processing that happens without conscious awareness (i.e., implicit), 1.3 Identify the effects of meditation, mindfulness, and relaxation, 1.4 Describe characteristics of and current conceptions about hypnosis, Content Standard 2: Characteristics and functions of sleep and theories that explain why we sleep and dream, 2.1 Describe the circadian rhythm and its relation to sleep, 2.3 Compare theories about the functions of sleep and of dreaming, Content Standard 3: Categories of psychoactive drugs and their effects, 3.1 Characterize the major categories of psychoactive drugs and their effects, 3.2 Describe how psychoactive drugs work in the brain, 3.3 Describe the physiological and psychological effects of psychoactive drugs, Content Standard 1: Fundamental processes of thinking and problem solving, 1.1 Describe cognitive processes related to concept formation, 1.2 Explain processes involved in problem solving and decision making, Content Standard 2: Effective thinking processes, 2.1 Describe obstacles to effective information processing and decision making, 2.2 Describe convergent and divergent thinking in problem solving and decision making, 1.1 Explain the processes of encoding, storage, and retrieval, 1.2 Describe systems of memory (i.e., sensory, working, and long-term memory), 1.3 Differentiate types of memory (i.e., implicit and explicit), Content Standard 2: Factors influencing memory, 2.1 Explain strategies for improving the encoding, storage, and retrieval of memories, 2.2 Describe memory as a reconstructive process, 2.3 Explain kinds of forgetting or memory failures, 2.4 Identify disorders that impact the function of memory, Content Standard 1: The process of perception, 1.2 Explain the concepts of bottom-up and top-down processing, Content Standard 2: The interaction between the person and the environment in determining perception, 2.1 Explain Gestalt principles of perception, 2.2 Describe binocular and monocular depth cues, 2.5 Explain how diverse experiences and expectations influence perception, Content Standard 1: Perspectives on intelligence, 1.2 Describe various conceptualizations of intelligence, 1.3 Describe the effects of differences in intelligence on everyday functioning, Content Standard 2: Assessment of intelligence, 2.1 Analyze the history of intelligence testing, including historical use and misuse in the context of fairness, 2.2 Identify current methods of assessing human cognitive abilities, 2.3 Describe measures of and data on reliability and validity for intelligence test scores, Content Standard 3: Issues in intelligence, 3.1 Explain the complexities of interpreting scores on intelligence tests, 3.2 Describe the influences of biological, cultural, and environmental factors on intelligence, Content Standard 1: Methods and issues in life span development, 1.1 Explain the interaction of environmental and biological factors in development, including the role of the brain in all aspects of development, 1.2 Explain issues of continuity/discontinuity and stability/change, 1.3 Distinguish methods used to study development, 1.4 Describe the role of sensitive and critical periods in development, Content Standard 2: Physical, cognitive, and social development across the life span (prenatal, infancy, childhood, adolescence, emerging adulthood, adulthood, and older adulthood), 2.1 Identify key features of physical development from prenatal through older adulthood, 2.2 Identify key features of cognitive development from prenatal through older adulthood, 2.3 Identify key features of social development from prenatal through older adulthood, Content Standard 1: Classical Conditioning, 1.1 Describe the processes of classical conditioning, 1.2 Describe clinical and experimental examples of classical conditioning, 2.1 Describe the processes of operant conditioning, 2.2 Describe clinical and experimental examples of operant conditioning, Content Standard 3: Observational learning, social learning theory, and mental processes in learning, 3.1 Describe observational learning and social learning theory, 3.2 Describe the role of mental processes in learning, Content Standard 1: Structural features and development of language, 1.1 Describe the structure of language from the level of speech sounds to communication of meaning, 1.2 Describe the relationship between language and cognition, 1.3 Explain the language acquisition process and theories, Content Standard 2: Language and the brain, 2.1 Identify the brain structures associated with language, 2.2 Explain how damage to the brain may affect language, 1.1 Describe attributional explanations of behavior, 1.2 Explain how experiences shape attitudes and beliefs, 1.3 Explain how attitudes, biases, and beliefs affect behavior and relationships with others, 2.1 Explain how the presence of other people can affect behavior, 2.2 Describe how intergroup dynamics influence behavior, 2.3 Explain how persuasive methods affect behavior and beliefs, 2.4 Identify factors influencing attraction and relationships, 2.5 Identify factors influencing aggression and conflict, 2.6 Identify factors influencing altruism and helping behaviors, Content Standard 1: Empirical approaches to studying and understanding personality, 1.1 Explain how biological and environmental factors interact to influence personality, 1.2 Explain social-cognitive approaches to understanding personality, 1.3 Explain trait-based approaches to understanding personality, 1.4 Describe methods used to study personality scientifically, Content Standard 2: Assessment of personality, 2.1 Differentiate personality assessment techniques, 2.2 Describe the reliability and validity of personality assessment techniques, 2.3 Analyze how personality researchers address issues of stability and change, Content Standard 1: Psychological constructs of culture, 1.1 Define culture and describe its role in individual and group characteristics, 1.2 Describe the relationship between culture and conceptions of self and identity development, 1.3 Explain how inequality of power and resources relate to privilege, stereotypes, prejudice, and discrimination, 1.4 Describe psychological effects of privilege, stereotypes, prejudice, and discrimination based on cultural identity, Content Standard 2: Psychological constructs of gender and sexual orientation, 2.1 Compare and contrast sex, gender identity, and sexual orientation, 2.2 Describe diversity of gender identity and sexual orientation, 2.3 Describe psychological effects of privilege, stereotypes, prejudice, and discrimination based on gender and sexual orientation, Content Standard 1: Influences of motivation, 1.1 Explain biological, cognitive, and social factors that influence motivation, 1.2 Explain the role of culture in human motivation, Content Standard 2: Domains of motivated behavior in humans, 2.1 Identify factors in motivation that influence eating and sexual behaviors, 2.2 Identify motivational factors that influence achievement and affiliation, Content Standard 3: Perspectives on emotion, 3.1 Explain the biological and cognitive components of emotion, 3.2 Describe the psychological research on basic human emotions, 3.3 Differentiate among theories of emotion, Content Standard 4: Emotional interpretation and expression (interpersonal and intrapersonal), 4.1 Explain how biological factors influence emotional interpretation and expression, 4.2 Explain how culture and gender influence emotional interpretation and expression, 4.3 Explain how other environmental factors influence emotional interpretation and expression, Content Standard 5: Domains of emotional behavior, 5.1 Identify biological and environmental influences on the expression and experience ofnegative emotions, 5.2 Identify biological and environmental influences on the expression and experience ofpositive emotions, Content Standard 1: Perspectives of abnormal behavior, 1.2 Describe cross-cultural views of abnormality, 1.3 Describe major medical and biopsychosocial models of abnormality, 1.4 Explain how stigma relates to abnormal behavior, 1.5 Explain the impact of psychological disorders on the individual, family, and society, Content Standard 2: Categories of psychological disorders, 2.1 Describe the classification of psychological disorders, 2.2 Describe the challenges associated with diagnosing psychological disorders, 2.3 Describe symptoms of psychological disorders, 1.1 Define stress as a psychophysiological response to the environment, 1.2 Explain sources of stress across the life span, 1.3 Explain physiological and psychological consequences of stress for health and wellness, 1.4 Explain physiological, cognitive, and behavioral strategies to deal with stress, Content Standard 2: Psychological science promotes mental and physical health and wellness, 2.1 Describe factors that promote resilience and flourishing, 2.2 Identify evidence-based strategies that promote health and wellness, 1.1 Describe different types of biomedical and psychological treatments, 1.2 Explain why psychologists use a variety of psychological treatments, 1.3 Describe appropriate treatments for different populations, including historical use and misuse of treatment, Content Standard 2: Legal, ethical, and professional issues in the treatment of psychological disorders, 2.1 Identify differences among licensed mental health providers, 2.2 Identify legal and ethical requirements for licensed mental health providers, 2.3 Identify resources available to support individuals with psychological disorders and their families.