Page 307 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

C. PSYCHOLOGY OVERALL EXPECTATIONS
By the end of this course, students will:
C1. Theories, Perspectives, and Methodologies: demonstrate an understanding of major theories, perspectives, and research methods in psychology;
C2. Explaining Human Mental Processes and Behaviour: use a psychological perspective to explain how diverse factors influence and shape human mental processes and behaviour;
C3. Socialization: use a psychological perspective to analyse patterns of socialization.
SPECIFIC EXPECTATIONS
By the end of this course, students will:
C1.1 explain the significance of contributions
of influential psychologists (e.g., Erik Erikson, Sigmund Freud, Carl Jung, Abraham Maslow, Ivan Pavlov, Carl Rogers, B. F. Skinner, Thomas Bouchard, Mary Ainsworth, Leta Stetter Hollingworth,
Carol Gilligan)
C1.2 summarize the key ideas of major psycho­ logical theories (e.g., psychodynamic theory, behaviourism, cognitive theory, humanistic theory, feminist psychology theory), and explain how they can be used to understand human behaviour
Teacher prompts: “How would a humanist therapist and a behaviourist therapist treat depression? What ideas influence their different approaches?” “If you were a school principal, how might Skinner’s theory of operant condi­ tioning help you devise a strategy to decrease the number of students skipping class? How would this strategy differ from one based on Maslow’s theory?”
C1.3 explain the contribution to understanding human behaviour of various psychological approaches (e.g., clinical, experimental, personality, abnormal, and developmental psychology)
Teacher prompts: “What are the similarities and differences between clinical and experimental psychology? How do the fields of clinical and experimental psychology inform one another?”
“What is developmental psychology? Why would it be important for a clinical psychologist to have a good understanding of developmental psychology?”
C1.4 compare the major research methods used for conducting psychological research (e.g., experiments, surveys, observations), and assess critiques of the various methods
Teacher prompts: “If the double-blind experi­ ment is considered by many to be the gold standard in research, why do psychologists also use surveys, observations, and question­ naires?” “Why has psychology been criticized for maintaining the status quo? In what ways have psychological research methods been especially implicated in such critiques?”
By the end of this course, students will:
C2.1 explain, from a psychological perspective, how various influences (e.g., heredity, environ­ ment, personality, identity, developmental stage, attachment) contribute to an individual’s psychological development
Teacher prompts: “According to psychology, how might nature and nurture influence a person’s addictive behaviours?” “In what ways is the teenage brain not fully developed? How might this affect an adolescent’s ability to make wise decisions?”
C2.2 explain, from a psychological perspective, ways in which context and the influence of other individuals can affect people’s emotional and
PSYCHOLOGY
C1. Theories, Perspectives, and Methodologies
C2. Explaining Human Mental Processes and Behaviour
305
Psychology, and Sociology
Introduction to Anthropology,
Research and Inquiry Skills
H HI F S 1 P 0 3 / U2 0