Provides standard introduction to psychology course content with a specific emphasis on social aspects of psychology. This includes expanded content related to social cognition, aggression, attraction and similar topics.

Course Description:

A study of the psychological and sociological factors relating to the problems of addiction. Special attention will be given to the effects which alcohol and other drugs have upon fetuses, children, adults, families, and communities.

Learning Outcomes:

Examine the dominant beliefs and attitudes in our society with regard to chemical use, abuse, and addiction. (LO1)
Define characteristics of the major classes of drugs. (LO2)
Identify and summarize the addiction process and the characteristics thereof. (LO3)
Explain the effects of addiction on individual, family, and community. (LO4)
Outline and critique current intervention and treatment modalities used in the field. (LO5)

Short Description:
A collection of readings, teaching materials, videos, and critical thinking questions that could be used in a Psychology of Culture course.

Word Count: 8468

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We will examine current research and theory regarding the validity and utility of commonly accepted gender differences in many realms. Topics include: gender differences in cognitive abilities; the social construction of gender; developmental, family, educational and medical influences; and political and economic forces.

This textbook contains 10 chapters to fit the format of the Oregon quarter system, with each term consisting of 10 weeks of instruction and a final exam week. While the chapter order is designed to flow from learning about the self to learning about how to interact with others, the chapters can be taught in a different order from how they are organized. The first two chapters, Self- Concept and Cultural Diversity, provide a solid foundation of concepts related to knowing the self and understanding differences. I would recommend that these two chapters are taught first as all other chapters tie back to these in different ways. Chapters 3-6 focus on learning about the self through behavioral change, personality, emotions, and perception. Chapters 7-10 focus on learning about interacting with others through interpersonal communication, stress, conflict resolution, and workplace success. Accompanying activities are included for each chapter in the appendix. All activities have been developed by me and hold a CC BY-NC-SA 4.0 license.

Word Count: 139697

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Psychology of Human Relations Canvas Course

PSY 101
COURSE DESCRIPTION
The purpose of this course is to enhance students’ understanding of the variety and complexity of human interactions. The focus is on the practical application of psychology in everyday situations; topics include self-concept, perception, personality development, cultural diversity, conflict resolution, emotions, stress, interpersonal communication, workplace success, and behavioral change.

COURSE LEARNING OUTCOMES
CLOs describe in observable and measurable terms what a student is able to do as a result of completing this class.
CLO1. Identify key concepts, principles and the multiple perspectives of psychology including:
Psychodynamic, Behavioral, Humanistic, Cognitive, Biological, Sociocultural and Evolutionary.
CLO2. Explain behavior using a biopsychosocial approach.
CLO3. Apply course content using real world examples and situations.

Word Count: 82064

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This course involves the study of victims and witnesses of crime. An emphasis will be placed on the psychological and emotional detriments associated with being victimized and the classification of the types of victims. Students will learn how to apply criminological theory to address why offenders choose their victims. Additionally, students will examine a victim’s reaction to crime.

This course investigates the psychosocial aspects of vision loss. Coping techniques and issues of self-esteem are explored, along with principles of self-determination. Other topics include the psychosocial aspects of personal life management such as orientation and mobility, use of volunteers, sexuality, and the Americans with Disabilities Act. Psychosocial issues specific to people from diverse cultures are also addressed.

Short Description:
As students in an undergraduate psychology course learned about cognitive development, they applied the course material to the context of social justice. When children are raised to appreciate diversity and understand difference, we get one step closer to living in a truly just society.

Long Description:
As students in an undergraduate psychology course learned about cognitive development, they applied the course material to the context of social justice. When children are raised to appreciate diversity and understand difference, we get one step closer to living in a truly just society.

Word Count: 60442

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To center a variable in regression means to set its value at zero and interpret all other values in relation to this reference point. Regarding race and gender, researchers often center male and White at zero. Further, it is typical that research vignettes in statistics textbooks are similarly seated in a White, Western (frequently U.S.), heteronormative, framework. ReCentering Psych Stats seeks provide statistics training for psychology students (undergraduate, graduate, and post-doctoral) in a socially and culturally responsive way. All lessons use the open-source statistics program, R (and its associated packages). Each lesson includes a chapter and screencasted lesson, features a workflow for statistical decision-making, and includes all R code necessary to conduct the statistic. Research vignettes are drawn from the published psychology literature. When possible, these articles are authored by individuals who hold identities that have, been marginalized in the scientific literature; correctly use the statistic that is being taught in the lesson; and focus on issues of justice, equity, inclusion, or and diversity. When possible, lessons include interviews with researchers from the featured vignettes. Each chapter includes suggestions for practice that are graded in complexity, such that learners can choose the degree of challenge. ReCentering Psych Stats is perpetually-in-progress; suggestions for corrections or chapters are welcomed: ReCenteringPsychStats@spu.edu

Short Description:
This particular work is one part of the author’s undergraduate senior capstone project and is one of 11 in the series titled “Controlling the Narrative for Peace of Mind.” Seniors enrolled in Professor Erica Kleinknecht’s capstone seminar in the Spring of 2021 all used a core set of literature as a starting point and then they personalized the content to an area of their choosing. The work here reflects an integration and application of literatures in cognitive, applied cognitive, psycholinguistic fields of study, plus additional topic-specific content.

Word Count: 7400

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A Research-Backed, Educator's Guide to Fostering Student Reflection

Word Count: 10534

ISBN: 978-1-7775905-0-5

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The course is an introduction to the approach of Reflective Practice developed by Donald Schön. It is an approach that enables professionals to understand how they use their knowledge in practical situations and how they can combine practice and learning in a more effective way. Through greater awareness of how they deploy their knowledge in practical situations, professionals can increase their capacities of learning in a more timely way. Understanding how they frame situations and ideas helps professionals to achieve greater flexibility and increase their capacity of conceptual innovation.
The objective of the course is to introduce students to the approach and methods of reflective practice by raising their awareness about their own cognitive resources and how they use them in their practice. The course will introduce theories of learning, knowledge generation, framing and reframing, theories of action, reflection-in-practice, and conceptual innovation, and provide students with opportunities to experiment with these theories in real life through practical exercises in which they reflect on real situations that they have faced in their past professional experience. Through these practical exercises, students will have the opportunity to reflect on their thinking capacities in the context of their practice.

3rd Canadian Edition

Short Description:
A comprehensive textbook for research methods classes. A peer-reviewed inter-institutional project.

Long Description:
This adaptation constitutes the third Canadian edition of this textbook, and builds upon the fourth American edition by Rajiv S. Jhangiani (Kwantlen Polytechnic University), I-Chant A. Chiang (Quest University Canada), Carrie Cutler (Washington State University, and Dana C. Leighton (Texas A&M University-Texarkana, second Canadian edition by Rajiv S. Jhangiani (Kwantlen Polytechnic University) and I-Chant A. Chiang (Quest University Canada), the second American edition by Dana C. Leighton (Texas A&M University-Texarkana), and the third American edition by Carrie Cuttler (Washington State University) and feedback from several peer reviewers coordinated by the Rebus Community. This edition is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Word Count: 128358

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3rd American Edition

Short Description:
This third American edition is a comprehensive textbook for research methods classes. It is an adaptation of the second American edition.

Long Description:
This textbook is an adaptation of one written by Paul C. Price (California State University, Fresno) and adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee. The original text is available here: http://www.saylor.org/site/textbooks/

The first Canadian edition (published in 2013) was authored by Rajiv S. Jhangiani (Kwantlen Polytechnic University) and was licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License. Revisions included the addition of a table of contents, changes to Chapter 3 (Research Ethics) to include a contemporary example of an ethical breach and to reflect Canadian ethical guidelines and privacy laws, additional information regarding online data collection in Chapter 9 (Survey Research), corrections of errors in the text and formulae, spelling changes from US to Canadian conventions, the addition of a cover page, and other necessary formatting adjustments.

The second adaptation incorporated the second Canadian edition (published in 2013) by Rajiv S. Jhangiani (Kwantlen Polytechnic University) and I-Chant A. Chiang (Quest University Canada), licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Major revisions included numerous new examples and links to outside resources throughout the book, references to replicability and open science (Chapters 1 and 13), and additions to discussions of validity (Chapters 5 & 6), the addition of a glossary of key terms, and numerous illustrations, descriptions, and exercises throughout.

The second American edition constituted a major revision for the first Canadian edition was the substitution of the original ethics chapter (Chapter 3) from the first American edition, and the reversion of Canadian spelling conventions to American spelling conventions.

Cover photo: “Great Wave off Kanagawa” after Katsushika Hokusai (葛飾北斎) is public domain.

The third U.S. edition was authored by Carrie Cuttler (Washington State University) in 2017 and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Revisions in the current edition include general reorganization, language revision, spelling, formatting, additional video links, and examples throughout. More specifically, the overall model section was moved from Chapter 1 to Chapter 2, new sections were added to Chapter 1 on methods of knowing and goals of science, and a link on the replication crisis in psychology was added to Chapter 1. Chapter 2 was also reorganized by moving the section on reviewing the research literature to earlier in the chapter and taking sections from Chapter 4 (on theories and hypotheses), moving them to Chapter 2, and cutting the remainder of Chapter 4. Sections of Chapter 2 on correlation were also moved to Chapter 6. New sections on characteristics of good research questions, an overview of experimental vs. non-experimental research, a description of field vs. lab studies, and making conclusions were also added to Chapter 2. Chapter 3 was expanded by adding a definition of anonymity, elaborating on the Belmont Report (the principles of respect for persons and beneficence were added), and adding a link to a clip dispelling the myth that vaccines cause autism. Sections from Chapter 4 (on defining theories and hypotheses) were moved to Chapter 2 and the remainder of the previous Chapter 4 (on phenomenon, theories, and hypotheses) was cut. Chapter 5 was reorganized by moving the sections on four types of validity, manipulation checks, and placebo effects to later in the chapter. Descriptions of single factor two-level designs, single factor multi-level designs, matched-groups designs, order effects, and random counterbalancing were added to Chapter 5 and the concept of statistical validity was expanded upon. Chapter 6 was also reorganized by moving sections describing correlation coefficients from Chapters 2 and 12 to Chapter 6. The section of the book on complex correlation was also moved to Chapter 6 and the section on quasi-experiments was moved from Chapter 6 to its own chapter (Chapter 8). The categories of non-experimental research described in Chapter 6 were change to cross-sectional, correlational, and observational research. Chapter 6 was further expanded to describe cross-sectional studies, partial correlation, simple regression, the use of regression to make predictions, case studies, participant observation, disguised and undisguised observation, and structured observation. The terms independent variable and dependent variable as used in the context of regression were changed to predictor variable and outcome/criterion variable respectively. A distinction between proportionate stratified sampling and disproportionate stratified sampling was added to Chapter 7. The section on quasi-experimental designs was moved to its own chapter (Chapter 8) and was elaborated upon to include instrumentation and testing as threats to internal validity of one-group pretest-posttest designs, and to include sections describing the one-group posttest only design, pretest-posttest nonequivalent groups design, interrupted time-series with nonequivalent groups design, pretest-posttest design with switching replication, and switching replication with treatment removal designs. The section of Chapter 9 on factorial designs was split into two sections and the remainder of the chapter was moved or cut. Further, examples of everyday interactions were added and a description of simple effects was added to Chapter 9. The section on case studies that appeared in Chapter 10 was edited and moved to Chapter 6. Further, labels were added to multiple-baseline across behaviors, settings, and participants designs, and a concluding paragraph on converging evidence was added to Chapter 10. Only minor edits were made to the remaining chapters (Chapters 11, 12, and 13).

Year of Publication: 2017

Word Count: 119055

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Research Methods in Psychology is intended to provide a fundamental understanding of the basics of experimental research in the psychological sciences.

Research Methods in Psychology adapted by Michael G. Dudley is licensed under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 license.
Research Methods in Psychology is adapted from a work produced and distributed under a Creative Commons license (CC BY-NC-SA) in 2010 by a publisher who has requested that they and the original author not receive attribution. This adapted edition is based on an adaptation produced by the University of Minnesota Libraries Publishing through the eLearning Support Initiative. This adapted edition was created by Michael G. Dudley with support from the Palomar College Foundation.
This adaptation has significantly altered the original 2010 text and removed images. This work is made available under the terms of a Creative Commons Attribution-NonCommercial-ShareAlike license.

Research Methods in Psychology is intended to provide a fundamental understanding of the basics of experimental research in the psychological sciences.

Research Methods in Psychology adapted by Michael G. Dudley is licensed under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 license.
Research Methods in Psychology is adapted from a work produced and distributed under a Creative Commons license (CC BY-NC-SA) in 2010 by a publisher who has requested that they and the original author not receive attribution. This adapted edition is based on an adaptation produced by the University of Minnesota Libraries Publishing through the eLearning Support Initiative. This adapted edition was created by Michael G. Dudley with support from the Palomar College Foundation.
This adaptation has significantly altered the original 2010 text and removed images. This work is made available under the terms of a Creative Commons Attribution-NonCommercial-ShareAlike license.

4th edition

Short Description:
A comprehensive textbook for research methods classes. A peer-reviewed inter-institutional project.

Long Description:
This adaptation constitutes the fourth edition of this textbook, and builds upon the second Canadian edition by Rajiv S. Jhangiani (Kwantlen Polytechnic University) and I-Chant A. Chiang (Quest University Canada), the second American edition by Dana C. Leighton (Texas A&M University-Texarkana), and the third American edition by Carrie Cuttler (Washington State University) and feedback from several peer reviewers coordinated by the Rebus Community. This edition is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Word Count: 127360

ISBN: 978-1-9991981-0-7

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)