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Teresa Tempelmeyer

Email Addresses
teresa.tempelmeyer@mwsu.edu
My Websites

Psychology
Assistant Professor

Office Location
O'Donohoe Hall 116
Phone
Voice: (940) 397-4027
  Semester Course # Section Course Name Location Days / Times
Details Fall 2016 6013 101 Special Topics: Forensic Psychology Prothro-Yeager Hall 102

PSYC 6013 101: Special Topics:  Forensic Psychology

Fall 2016

 

 

Instructor: Dr. Teresa (Terri) Tempelmeyer                    Email: teresa.tempelmeyer@mwsu.edu

Mobile phone: 940-220-8097                                             Class Meeting Times:          12:00-1:20 TR

Location: PY102

 

Texts

 

Huss, M. T.  (2014). Forensic Psychology: Research, Clinical Practice, and Applications (2nd Edition). Wiley. ISBN 978-1-118-55413-5.

 

American Psychological Association.  Specialty Guidelines for Forensic Psychology. http://www.apa.org/practice/guidelines/forensic-psychology.aspx

 

 

We will have readings from the following sources - don't worry, I will provide you with copies of the assigned readings:

 

            Bartol, C.R. & Bartol, A.M. (1994).  Psychology and Law:  Research and Applications, 2nd Ed., Brooks/Cole Publishing Company, Pacific Grove, CA - Chapter 9

 

            Melton, G.B., Petrila, J., Poythress, N.G., & Slobogin, C. (2007).  Other Competencies in the Criminal Process, 3rd Ed., The Guilford Press, NY, NY. - Chapter 7

 

            Shipley S. & Arrigo, B. (2012). Introduction to Forensic Psychology: Court, Law Enforcement, and Correctional Practices, 3rd Ed., Academic Press, Waltham, MA - Chapter 9

 

            Vronsky, P. (2004).  Serial Killers: The Method and Madness of Monsters. The Berkley Publishing Group, NY, NY. - Chapter 9

 

            Wrightsman, L.S., Nietzel, M.T., & Fortune, W.H. (1994).  Psychology and the Legal System, 3rd Ed., Brooks/Cole Publishing, Pacific Grove, CA - Chapter 1

 

 

Course Objectives

 

This course is designed to accomplish the following objectives:

 

  1. To familiarize students with the standards of practice and ethical principles and codes of conduct which have a direct bearing on the practice, ethical and legal issues in forensic psychology;

2.    To critically evaluate these principles/codes and apply them to “real” situations and potential ethical and legal dilemmas;

  1. To examine the reasoning behind various applications of the principles/code and research;

4.    To provide students with skills and resources for ethical decision-making and to explore the moral values/assumptions that underlie these decisions;

  1. To critically examine emerging professional issues in forensic psychology; and
  2. To increase student awareness and knowledge of diverse perspectives and the role of their personal value systems in understanding and applying the forensic principles/codes, and legal issues of practice.

 

 

 

Preparation for Course

 

As another adjunct to the class, I will be using Desire2Learn for posting grades and other course materials.  You can log in to D2L through the MSU portal. Please make sure your email address is updated in the system and that you set up D2L to forward email to your preferred address.

 

 

Assignments and Grading

 

Examinations:  

 

There will be four exams.  Each exam will be composed of objective multiple choice and true/false items, as well as a few short essay questions requiring you to respond to a given scenario.  Each test is worth 20 points for a total of 80 in calculating your grade.

 

 

Behavioral Analysis Paper:

 

At the beginning of class, I will provide you with a list (or you can choose someone not on the list with approval from your Professor) from which you may pick an individual who has been found to be a serial or spree killer. You should provide information in your paper that explains why the individual you have picked falls into a specific category. From the information you learn in class, you will be asked to construct a behavioral analysis that theoretically might be written if we did not yet know the identity of the perpetrator.  Don't worry - I will help. 

 

The paper should be a minimum of 10 pages (this includes references), double spaced, written in APA Publication Manual format.  There are no restrictions if your paper should run longer. You should use a minimum of two additional resources, in addition to the information you obtain in class.  This is the reason I have encouraged you to pick an individual that is well known - there should be plenty of additional information available regarding these individuals. 

 

Begin drafting papers as early as possible and take advantage of the MSU Writing Center, located off the 2nd floor atrium of Prothro-Yeager! Tutoring is available Monday through Thursday from 9am to 4pm; you can also find a tutor at the satellite location in Moffett Library Honors Lounge, Sunday and Thursday from 6pm to 9pm.  Writing tutors will not edit your papers for you, but they will provide support and feedback at every stage of the writing process, from brainstorming to drafting, revising to proofreading.

Participation:

 

To learn the most from this course, you must read the readings prior to the class for which they are assigned and be prepared to discuss the material.  The class meetings will focus on discussion and activities designed to promote integration and deeper understanding of the material.  To encourage preparation and participation, you will be graded on this aspect of your performance.

 

Participation will be noted daily, using the criteria below. The criteria focus on what you demonstrate and do not presume to guess at what you know but do not demonstrate. I expect the average level of participation to satisfy the criteria for a "15".  I will use these daily grades to calculate a final grade for participation at the end of the semester.  Participation grades can be lowered by poor listening, disrespectful, rude or insensitive comments, or attempting to dominate class discussions.

 

 

 

Grade

Criteria

C (10)

  Present, not disruptive.

  Tries to respond when called on but does not offer much.

  Demonstrates very infrequent involvement in discussion.

B (15)

  Demonstrates adequate preparation: knows basic reading facts, but does not show evidence of trying to interpret or analyze them.

  Offers straightforward information (e.g., straight from the reading), without elaboration or very infrequently (perhaps once a class).

  Does not offer to contribute to discussion, but contributes to a moderate degree when called on.

  Demonstrates sporadic involvement.

A -/B+ (20)

  Demonstrates good preparation: knows reading facts well, has thought through implications of them.

  Offers interpretations and analysis of material (more than just facts) to class.

  Contributes well to discussion in an ongoing way: responds to other students' points, thinks through own points, questions others in a constructive way, offers and supports suggestions that may be counter to the majority opinion.

  Demonstrates consistent ongoing involvement.

A+(25)

  Demonstrates excellent preparation: has analyzed material exceptionally well, relating it to readings and other material (e.g., readings, course material, discussions, experiences, etc.).

  Offers analysis, synthesis, and evaluation of the material, e.g., puts together pieces of the discussion to develop new approaches that take the class further.

  Contributes in a very significant way to ongoing discussion: keeps analysis focused, responds very thoughtfully to other students' comments, contributes to the cooperative argument-building, suggests alternative ways of approaching material and helps class analyze which approaches are appropriate, etc.

  Demonstrates ongoing very active involvement, but does not try to dominate class discussions.

 

 

 

 

 

Final Grades

 

Assignment

Available Points

% of total grade

3 Exams

75

75%

Behavioral Analysis Paper

25

25%

Total Points

100

100%

 

 

Once points are calculated, grades will be assigned as follows:

 

A

90% = 90+

B

80% =  80-90

C

70% =  70-80

 

 

Schedule of Readings and Assignments

 

Date

 

Topic

Readings

Assignments/Activities

Aug 30

1

Introduction

 

 

Huss (2014) Chapter 1

 

Specialty Guidelines for Forensic Psychology - http://www.apa.org/practice/guidelines/forensic-psychology.aspx - Introduction Section

 

Sept 1

2

Psychology and the Law: Impossible Choices

Wrightsman, L.S., Nietzel, M.T.,& Fortune, W.H. (1994).  Psychology and the Legal System, 3rd Ed., Brooks/Cole Publishing, Pacific Grove, CA - Chapter 1

 

Specialty Guidelines for Forensic Psychology - http://www.apa.org/practice/guidelines/forensic-psychology.aspx - Relationship Section

 

Sept 6

3

Assessment, Treatment, and Consultation

Huss (2014) Chapter 2

 

Specialty Guidelines for Forensic Psychology - http://www.apa.org/practice/guidelines/forensic-psychology.aspx - Assessment Section

 

Sept 8

4

Expert Testimony and the Role of an Expert

Huss (2014) Chapter 3

 

 

Sept 13

5

The Psychology of Evidence: Eyewitness Testimony

Bartol, C.R. & Bartol, A.M. (1994).  Psychology and Law:  Research and Applications, 2nd Ed., Brooks/Cole Publishing Company, Pacific Grove, CA - Chapter 9

 

Specialty Guidelines for Forensic Psychology - http://www.apa.org/practice/guidelines/forensic-psychology.aspx - Diligence Section

 

Sept 15

6

"

"

 

Sept 20

7

Psychopathy

Huss (2014)

 

Sept 22

8

 

 

Exam 1

Sept 27

9

Serial Killers

https://www.youtube.com/watch?v=Fx5WHZoqGEI - Profiling A Serial Killer By Prof Glenn D Wilson (We will watch this video and have a discussion regarding it during class time)

 

 

Sept 29

10

"

Lecture/Discussion (At this point, be prepared to discuss some of the information regarding the individual you have chosen for your paper)

 

Specialty Guidelines for Forensic Psychology - http://www.apa.org/practice/guidelines/forensic-psychology.aspx - Responsibilities Section

 

Oct 4

11

Spree Killers

https://www.youtube.com/watch?v=oRt-cdaqnr0 - Virginia Tech Massacre - Mass School Shooting

 

Oct 6

12

Violence Risk Assessment

Huss (2014) Chapter 5

 

Specialty Guidelines for Forensic Psychology - http://www.apa.org/practice/guidelines/forensic-psychology.aspx - Assessment Section (We have already reviewed this section, but now, be prepared to discuss how these guidelines relate to this section)

 

Oct 11

13

"

"

 

Oct 13

14

Sexual Offenders

Huss (2014) Chapter 6

 

Specialty Guidelines for Forensic Psychology - http://www.apa.org/practice/guidelines/forensic-psychology.aspx - Informed Consent, Notification, and Assent

 

Oct 18

15

 

 

Exam 2

Oct 20

16

Civil Commitment

Huss (2014) Chapter 7

 

Oct 25

17

The Art and Science of Criminal Profiling

Vronsky, P. (2004).  Serial Killers: The Method and Madness of Monsters. The Berkley Publishing Group, NY, NY. - Chapter 9

 

Specialty Guidelines for Forensic Psychology - http://www.apa.org/practice/guidelines/forensic-psychology.aspx - Methods and Procedures

 

Oct 27

18

Criminal and Civil Competence

Huss (2014) Chapter 8

 

Specialty Guidelines for Forensic Psychology - http://www.apa.org/practice/guidelines/forensic-psychology.aspx - Privacy, Confidentiality, and Privilege

 

Nov 1

19

Other Competencies in the Criminal Process

Melton, G.B., Petrila, J., Poythress, N.G., & Slobogin, C. (2007).  Other Competencies in the Criminal Process, 3rd Ed., The Guilford Press, NY, NY. - Chapter 7

 

Nov 3

20

Insanity, Criminal Responsibility, and Diminished Capacity

Huss (2014) Chapter 9

 

Nov 8

21

"

"

 

Nov 10

22

 

 

Exam 3

Nov 15

23

Domestic Violence and Stalking

Huss (2014) Chapter 10

 

Nov 17

24

"

https://www.youtube.com/watch?v=8folC2GfKw0

 

Nov 22

25

Maternal Filicide

Shipley S. & Arrigo, B. (2012). Introduction to Forensic Psychology: Court, Law Enforcement, and Correctional Practices, 3rd Ed., Academic Press, Waltham, MA - Chapter 9

 

Nov 24

26

"

https://www.youtube.com/watch?v=Mp-zuabUeXU&list=PLaDR3FpywKfPbUicEwIKK4K2pKfkDSt0z

 

Nov 29

27

Juvenile Delinquency and Juvenile Justice

Huss (2014) Chapter 11

 

Dec 1

28

Child Custody

Huss (2014) Chapter 12

 

Dec 6

29

Personal Injury and Discrimination in Civil Law

Huss (2014) Chapter 13

 

Dec 8

30

 

 

Exam 4

          

31

 

 

Students with Disabilities:

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil protections for persons with disabilities. Among other things, this legislation requires all students with disabilities be guaranteed a learning environment which provides for reasonable accommodation of their disabilities. In accordance with state and federal law, MSU provides academic accommodations to students with documented disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Support Services (DSS) in Room 168 of the Clark Student Center (phone 940-397-4140). The instructor is under no obligation to offer accommodations for students with disabilities who are not registered with DSS.

 

Cell Phones and Pagers: Please turn all cell phones and pagers off (no sound) during class. DO NOT text message during class. DO NOT answer your cell phone in class. Exceptions include emergency calls (e.g., birth of child, family member in hospital). Students who are unable to comply will not be allowed to attend class.

 

Cheating Policy: Any evidence of cheating on exams or quizzes will result in dismissal from this class with a grade of “F”. To avoid questions of cheating, mark Scantrons clearly, use a No. 2 pencil, and erase completely. Errors due to a poorly marked Scantron will not result in a grade change.

 

Travel Plans: Please do not make travel plans during finals week. The final will be given when the university has scheduled it as per the schedule of classes. Early finals will only be offered to graduating seniors with honors.

 

 

Details Fall 2016 5143 101 Ethics and Professional Issues Prothro-Yeager Hall 102

PSYC 5143: ETHICS AND PROFESSIONAL ISSUES

Fall 2016

 

Instructor: Dr. Teresa (Terri) Tempelmeyer              Email:  teresa.tempelmeyer@mwsu.com

Mobile phone: 940-220-8097                                      Class Meeting Times: 12:00-1:20 M/W

Location: OD 102

 

Texts

 

Koocher & Keith-Spiegel (2016) Ethics in Psychology and the Mental Health Professions: Professional Standards and Cases (4th Edition). Oxford University Press.

 

Seay, Hayes, & Edwards (2012)  Texas Law and the Practice of Psychology.  Houston, TX. Texas Psychological Association. Available at http://www.texaspsyc.org/displaycommon.cfm?an=1&subarticlenbr=381

 

 

Links

 

Licensing Boards

Licensed Psychological Associate     http://www.tsbep.state.tx.us/index.html

Professional Counselors     http://www.dshs.state.tx.us/counselor/default.shtm

Marriage and Family Therapists         http://www.dshs.state.tx.us/mft/default.shtm

 

 

 

Course Objectives

 

This course is designed to accomplish the following objectives:

 

  1. To familiarize students with the standards of practice and ethical principles and codes of conduct which have a direct bearing on ethical and legal issues in clinical psychology;

2.    To critically evaluate these principles/codes and apply them to “real” and potential ethical dilemmas;

  1. To examine the reasoning behind various applications of the principles/codes;

4.    To provide students with skills and resources for ethical decision-making and to explore the moral values/assumptions that underlie these decisions;

  1. To critically examine emerging professional issues in clinical psychology; and
  2. To increase student awareness and knowledge of diverse perspectives and the role of their personal value systems in understanding and applying the ethics principles/codes.

 

 

 

Preparation for Course

 

As another adjunct to the class, I will be using Desire2Learn for posting grades and other course materials.  You can log in to D2L through the MSU portal. Please make sure your email address is updated in the system and that you set up D2L to forward email to your preferred address.

 

 

Assignments and Grading

 

Examinations:   There will be three exams.  Each exam will be composed of objective multiple choice and true/false items, as well as a few short essay questions requiring you to respond to a given scenario.  Each test is worth 20 points for a total of 60% in calculating your grade.  The 3rd exam will be given during the final exam period and will include material only from that unit.

 

Mini-Assignments: Three assignments will be given over the course of the semester.  There will be two options for the 3rd assignment. They will each be worth 10 points each for total of 30 points. 

1)    Chapter 2 Mini-Assignment – Ethical Decision Making:   Read and consider the case examples in Chapters 1 and 2 and outline your thoughts regarding one of the cases provided, following the ethical decision making strategy outlined in the chapters.  For each step, explain what factors you would consider and how you would implement that step.  You are limited to three pages for this assignment.

2)    Chapter 5 Mini-Assignment – Informed Consent/Therapy Contract: Develop an informed consent/therapy contract and explain why you chose to include or exclude the various possible elements (see K & KS pp. 63). You are limited to three pages so part of the challenge is to decide what elements you will include and to write the contract in concise language that would be understandable to a typical client.

3)    Choose one of the following (you are limited to three pages for each assignment so be concise):

A.    Chapter 9 Mini-Assignment - Do It Yourself Testing: Find a test that measures some kind of psychological phenomenon on the Internet, take it, and report on what you think of its reliability, validity, and potential for good or harm to those who take it seriously.

B.    Chapter 15 Mini-Assignment – Self-help Books: Go to a bookstore or library and look in the “psychology” or “self help” sections.  Pick out a book, not written as far as one can tell by a licensed mental health professional, that purports to offer great benefit to those suffering from some problem.  (Unfortunately this criterion is hampered by the fact that many authors list diploma mill degrees, giving the appearance of credibility.)  Answer the following questions:

(a)  Is there evidence of a factual or research base? 

(b)  Does the author make up words and symptoms? 

(c)   Is the advice common sense? 

(d)  Does any of the advice cause concern?

(e)  Would there be any harm done if an individual who self-diagnosed him or herself as having the relevant problem?

(f)    Would that individual be disadvantaged if this book was the only assistance sought?

 

Begin drafting papers as early as possible and take advantage of the MSU Writing Center, located off the 2nd floor atrium of Prothro-Yeager! Tutoring is available Monday through Thursday from 9am to 4pm; you can also find a tutor at the satellite location in Moffett Library Honors Lounge, Sunday and Thursday from 6pm to 9pm.  Writing tutors will not edit your papers for you, but they will provide support and feedback at every stage of the writing process, from brainstorming to drafting, revising to proofreading.

 

 

 

Participation:

 

To learn the most from this course, you must read the readings prior to the class for which they are assigned and be prepared to discuss the material.  The class meetings will focus on discussion and activities designed to promote integration and deeper understanding of the material.  To encourage preparation and participation, you will be graded on this aspect of your performance.

 

Participation will be graded daily, using the criteria below. The criteria focus on what you demonstrate and do not presume to guess at what you know but do not demonstrate. I will use these daily grades to calculate a final grade for participation at the end of the semester.  Participation grades can be lowered by poor listening, disrespectful, rude or insensitive comments, working on the computer on areas not relevant to the class, or attempting to dominate class discussions.

 

 

Grade

Criteria

C (2)

  Present, not disruptive.

  Tries to respond when called on but does not offer much.

  Demonstrates very infrequent involvement in discussion.

B (5)

  Demonstrates adequate preparation: knows basic reading facts, but does not show evidence of trying to interpret or analyze them.

  Offers straightforward information (e.g., straight from the reading), without elaboration or very infrequently (perhaps once a class).

  Does not offer to contribute to discussion, but contributes to a moderate degree when called on.

  Demonstrates sporadic involvement.

A -/B+ (7)

  Demonstrates good preparation: knows reading facts well, has thought through implications of them.

  Offers interpretations and analysis of material (more than just facts) to class.

  Contributes well to discussion in an ongoing way: responds to other students' points, thinks through own points, questions others in a constructive way, offers and supports suggestions that may be counter to the majority opinion.

  Demonstrates consistent ongoing involvement.

A+(10)

  Demonstrates excellent preparation: has analyzed material exceptionally well, relating it to readings and other material (e.g., readings, course material, discussions, experiences, etc.).

  Offers analysis, synthesis, and evaluation of the material, e.g., puts together pieces of the discussion to develop new approaches that take the class further.

  Contributes in a very significant way to ongoing discussion: keeps analysis focused, responds very thoughtfully to other students' comments, contributes to the cooperative argument-building, suggests alternative ways of approaching material and helps class analyze which approaches are appropriate, etc.

  Demonstrates ongoing very active involvement, but does not try to dominate class discussions.

 

 

 

 

 

 

Final Grades

 

Assignment

Available Points

% of total grade

3 Exams

60

60%

Mini-Assignments

30

30%

Participation

10

10%

Total Points

100

100%

 

Once points are calculated, grades will be assigned as follows:

 

A

90% = 90+

B

80% =  80-90

C

70% =  70-80

 

 

Schedule of Readings and Assignments

 

Date

 

Topic

Readings

Assignments/Activities

Aug 29

1

On Being Ethical

K & KS Ch 1

 

Aug 31

2

Competence, Personal Fitness, Qualifications, and Training Issues

K & KS Ch 2

 

Sept 5

3

Labor Day - No Classes!

 

 

Sept 7

4

 

K & KS Ch 2

Chapter 1 Mini Assignment Due

Sept 12

5

Psychotherapy I:  Ethical Obligations of Psychotherapists

K & KS Ch 3

 

Sept 14

6

 

K & KS Ch 3

Ch. 2 Mini Assignment Due

Sept 19

7

Psychotherapy II:  Ethical Issues in Psychotherapeutic Techniques and Related Controversies

K & KS Ch 4

 

Sept 21

8

 

 

 

Sept 26

9

Ethical Challenges in Working With Human Diversity

K & KS Ch 5

 

Sept 28

10

Confidentiality, Privacy, and Record Keeping

K & KS Ch 6

Ch. 5 Mini Assignment Due

Oct 3

11

Psychological Assessment:  Testing Tribulations

K & KS Ch 7

 

Oct 5

12

 

 

 

Oct 10

13

Exam 1 – K & KS 1-7

 

 

Oct 12

14

Nonsexual Multiple-Role Relationships

K & KS Ch 8

 

Oct 17

15

Attraction, Romance, and Sexual Intimacies with Clients

K & KS Ch 9

 

Oct 19

16

Relationships with Colleagues, Supervisees, Students, and Employees

K & KS Ch 10

 

Oct 24

17

Self-Promotion in the Age of Electronic Media

K & KS Ch 11

 

Oct 26

18

The Mental Health Business:  Money and Managed Care

K & KS Ch 12

 

Oct 31

19

Happy Halloween!

Mental Health Practitioners in the Legal System:  Tort and Retort

K & KS Ch. 13

 

Nov 2

20

 

K & KS Ch. 13

 

Nov 7

21

Exam 2 – K & KS 8-13

 

 

Nov 9

22

Mental Health Professionals in Academia

K & KS Ch 14

 

Nov 14

23

Challenging Work Settings: Juggling Porcupines

K & KS Ch 15

 

Nov 16

24

"

 

Ch. 15 Mini Assignment Due

Nov 21

25

Scholarly Publications and the Responsible Conduct of Research

K & KS Ch 16

 

Nov 23

26

Happy Thanksgiving!  No classes

 

 

Nov 28

27

Making Ethical Decisions and the Responsible

K & KS  Ch 17

 

Nov 30

28

Ethics Codes, Regulations, and Enforcement

K & KS Ch 18

 

Dec 5

29

APA Ethics Code

https://www.apa.org/ethics/code/principles.pdf

Bring a copy to class by hard copy or computer so that we may discuss sections of the Code

Dec 7

30

Texas Law and the Practice of Psychology, O. Seay, J.R. Hays, C, Edward

Texas Law and the Practice of Psychology, O. Seay, J.R. Hays, C, Edward; Texas Psychological Association

 

Final

31

Exam 3 – K & KS, 14, 15, 16, 17, 18, APA Ethics Code, Texas Law and the Practice of Psychology, O. Seay, J.R. Hays, C, Edward;

 

 

 

Students with Disabilities:

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil protections for persons with disabilities. Among other things, this legislation requires all students with disabilities be guaranteed a learning environment which provides for reasonable accommodation of their disabilities. In accordance with state and federal law, MSU provides academic accommodations to students with documented disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Support Services (DSS) in Room 168 of the Clark Student Center (phone 940-397-4140). The instructor is under no obligation to offer accommodations for students with disabilities who are not registered with DSS.

 

Cell Phones and Pagers: Please turn all cell phones and pagers off (no sound) during class. DO NOT text message during class. DO NOT answer your cell phone in class. Exceptions include emergency calls (e.g., birth of child, family member in hospital). Students who are unable to comply will not be allowed to attend class.

 

Cheating Policy: Any evidence of cheating on exams or quizzes will result in dismissal from this class with a grade of “F”. To avoid questions of cheating, mark Scantrons clearly, use a No. 2 pencil, and erase completely. Errors due to a poorly marked Scantron will not result in a grade change.

 

Travel Plans: Please do not make travel plans during finals week. The final will be given when the university has scheduled it as per the schedule of classes. Early finals will only be offered to graduating seniors with honors.

 

 

Details Fall 2016 1103 101 General Psychology Prothro-Yeager Hall 102

PSYC 1103-101: GENERAL PSYCHOLOGY

Fall 2016

 

Instructor: Dr. Teresa Tempelmeyer

Email: teresa.tempelmeyer@mwsu.edu

Cell: (940)-220-8097 (please feel free to use - I respond especially well to texts. If you text, please identify yourself and the course section you are in so that I may be sure to give you the right answer.)

 

Class meeting times:  8 – 8:50 a.m. M/W/F

 

Text:

 

King, L.A. (2014) The Science of Psychology, 3rd edition

 

 

Course Objectives

 

1)    Recognize how your experience and that of the information you gain in this class is different from what you expected.

2)    Increase your self-awareness and sensitivity to "real Psychology".

3)    Learning to challenge the concepts you have gained from "pop Psychology"  and recognize everyday instances of the science underlying current mainstream Psychology.

4)    Developing skills that allow you to think critically about information you are exposed to in current media reports or statements made by "experts"

5)    Learn the difference between opinion and fact

 

Assignments and Grading

 

Attendance:

 

Attendance is required for the course. Three unexcused absences and/or significant tardiness will drop your final grade by one letter grade. Each additional absence will result in a 5% reduction of the student's final grade.  Students arriving following the taking of attendance without prior approval, will be considered absent.  Students will be responsible for the information presented during the class periods for which they are absent.  This information includes but is not limited to course content, syllabus changes, and information regarding the research requirement. 

 

Participation:

 

 To learn the most from this course, you must read the reading assignments and/or activities prior to the class for which they are assigned and be prepared to discuss the material, particularly the reflection and discussion questions in the textbook. The class meetings will focus on discussion and activities designed to promote integration and deeper understanding of the material. I strongly encourage preparation and participation.

 

Participation will be graded using the criteria below. Your participation in class will be worth 10% of your grade. The criteria focus on what you demonstrate and do not presume to guess at what you know but do not demonstrate. Participation grades can be lowered by poor listening, disrespectful, rude or insensitive comments, working on your computer or other electronic devices during class on other issues than what we are discussing in class, or attempting to dominate class discussions.

 

Grade

Criteria

 

C

o   Present, not disruptive.

o   Tries to respond when called on but does not offer much.

o   Demonstrates very infrequent involvement in discussion.

 

 

B

o   Demonstrates adequate preparation: knows basic reading facts, but does not show evidence of trying to interpret or analyze them.

o   Offers straightforward information (e.g., straight from the reading), without elaboration or very infrequently (perhaps once a class).

o   Does not offer to contribute to discussion, but contributes to a moderate degree when called on.

o   Demonstrates sporadic involvement.

 

 

 

A-/B+

o   Demonstrates good preparation: knows reading facts well, has thought through implications of them.

o   Offers interpretations and analysis of material (more than just facts) to class.

o   Contributes well to discussion in an ongoing way: responds to other students' points, thinks through own points, questions others in a constructive way, offers and supports suggestions that may be counter to the majority opinion.

o   Demonstrates consistent ongoing involvement.

 

 

 

 

A+

o   Demonstrates excellent preparation: has analyzed material exceptionally well, relating it to readings and other material (e.g., readings, course material, discussions, experiences, etc.).

o   Offers analysis, synthesis, and evaluation of the material, e.g., puts together pieces of the discussion to develop new approaches that take the class further.

o   Contributes in a very significant way to ongoing discussion: keeps analysis focused, responds very thoughtfully to other students' comments, contributes to the cooperative argument-building, suggests alternative ways of approaching material and helps class analyze which approaches are appropriate, etc.

o   Demonstrates ongoing very active involvement, but does not try to dominate class discussions.

 

 

 

 

Learn to discuss the following questions in class as I will be asking them of you in class discussions :

 

•      How did I come to this understanding?

•      How do I know that this is true?

•      Are there alternative explanations that may be equally valid?

•      How is my view influenced by my background/what I've learned before?

•      Might there be some information that lends validity to the view with which I disagree? Again, learn to distinguish opinion from fact - I will be asking you in class what evidence you have for your position.

•      Help student to gain a overview of the fundamental principles of Psychology.

•      Increase student ability to glean and retain important information vis-a-vis independent study.

•      Gain a perspective of the relevance of Psychological research in today's world.

 

Exams:

 

There will be three exams over the lecture material covered in class, and in the textbook. In other words, all lecture material, videos shown in class, as well as all material in the text is apt to appear on the exams.  Each exam is worth 30 points. The questions will be in multiple choice and T/F formats. Exams may not be taken early.

 

Late policy on exams:

 

If you have a situation where you need to take the exams at another time, please make arrangements with me beforehand. If you have not done so, an automatic 10% will be deducted from your grade, regardless of the reason the exam was missed.

 

Research Requirement:

 

Given the importance of research and research ethics in the field of Psychology, all students are required to participate in one of the two following research related exercises:

 

o   Participate in two separate research projects.  Available projects will be posted on the Psychology homepage throughout the semester. Projects typically require up to an hour of participation.

o   Extra credit will be offered to students who complete three projects.

o   No credit will be given for participation, but students must complete at least two projects.  Failure to do so will result in a letter grade reduction  for the course.

o   The research requirement must be completed by November 30th.

 

Grades: Grades will be determined as a percentage of the available points earned. These come from the following sources: As stated above, there will be three exams during the course.  The Final Exam will be comprehensive. 

 

Assignment

Available Points

% of Total Grade

Discussion and participation (10)

10

10%

Exams

90

90%

Total Points

100

100%

 

Once points are calculated, grades will be assigned as follows:

 

A

90% of possible points

90-100

B

80 – 89%

80-90

C

70 – 79%

70-79

D

60 - 69%

60-69

F

Below 60%

59 and Below

 

Students with Disabilities:

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil protections for persons with disabilities. Among other things, this legislation requires all students with disabilities be guaranteed a learning environment which provides for reasonable accommodation of their disabilities. In accordance with state and federal law, MSU provides academic accommodations to students with documented disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Support Services (DSS) in Room 168 of the Clark Student Center (phone 940-397-4140). The instructor is under no obligation to offer accommodations for students with disabilities who are not registered with DSS.

 

Cell Phones and Pagers: Please turn all cell phones and pagers off (no sound) during class. DO NOT text message during class. DO NOT answer your cell phone in class. Exceptions include emergency calls (e.g., birth of child, family member in hospital). Students who are unable to comply will not be allowed to attend class.

 

Cheating Policy: Any evidence of cheating on exams or quizzes will result in dismissal from this class with a grade of “F”. To avoid questions of cheating, mark Scantrons clearly, use a No. 2 pencil, and erase completely. Errors due to a poorly marked Scantron will not result in a grade change.

 

Travel Plans: Please do not make travel plans during finals week. The final will be given when the university has scheduled it as per the schedule of classes. Early finals will only be offered to graduating seniors with honors.

 

Readings and Exam Schedule (2016):

08/29 - Monday

King (2014) Chapter 1 - What is Psychology?

08/31 - Wednesday

King (2014) Chapter 1 - What is Psychology?

09/02 - Friday

King (2014) Chapter 1 - What is Psychology?

09/05 - Monday

Labor Day!  No class

09/07 - Wednesday

King (2014) Chapter 1 - What is Psychology?

09/09 - Friday

King (2014) Chapter 2 - Psychology's Scientific Method

09/12 - Monday

King (2014) Chapter 2 - Psychology's Scientific Method

09/14 - Wednesday

King (2014) Chapter 2 - Psychology's Scientific Method

09/16 - Friday

King (2014) Chapter 2 - Psychology's Scientific Method

09/19 - Monday

King (2014) Chapter 5 - States of Consciousness

09/21 - Wednesday

King (2014) Chapter 5 - States of Consciousness

09/23 - Friday

King (2014) Chapter 5 - States of Consciousness

09/26 - Monday

King (2014) Chapter 5 - States of Consciousness

09/28 - Wednesday

Exam 1

09/30 - Friday

King (2014) Chapter 6 - Learning

10/03 - Monday

King (2014) Chapter 6 - Learning

10/05 - Wednesday

King (2014) Chapter 6 - Learning

10/07 - Friday

King (2014) Chapter 6 - Learning

10/10 - Monday

King (2014) Chapter 9 - Human Development

10/12 - Wednesday

King (2014) Chapter 9 - Human Development

10/14 - Friday

King (2014) Chapter 9 - Human Development

10/17 - Monday

King (2014) Chapter 9 - Human Development

10/19 - Wednesday

King (2014) Chapter 11 - Gender, Sex, and Sexuality

10/21 - Friday

King (2014) Chapter 11 - Gender, Sex, and Sexuality

10/24 - Monday

King (2014) Chapter 11 - Gender, Sex, and Sexuality

10/26 - Wednesday

King (2014) Chapter 12 - Personality

10/28 - Friday

King (2014) Chapter 12 - Personality

10/31 - Monday

King (2014) Chapter 12 - Personality

11/02 - Wednesday

King (2014) Chapter 12 - Personality

11/04 - Friday

Exam 2

11/07 - Monday

King (2014) Chapter 15 - Psychological Disorders

11/09 - Wednesday

King (2014) Chapter 15 - Psychological Disorders

11/11 - Friday

King (2014) Chapter 15 - Psychological Disorders

11/14 - Monday

King (2014) Chapter 15 - Psychological Disorders

11/16 - Wednesday

King (2014) Chapter 16 - Therapies

11/18 - Friday

King (2014) Chapter 16 - Therapies

11/21 - Monday

King (2014) Chapter 16 - Therapies

11/23 - Wednesday

Thanksgiving Holidays!  No class

11/25 - Friday

Thanksgiving Holidays!  No class

11/28 - Monday

King (2014) Chapter 16 - Therapies

11/30 - Wednesday

King (2014) Chapter 17 - Health Psychology

12/02 - Friday

King (2014) Chapter 17 - Health Psychology

12/05 - Monday

King (2014) Chapter 17 - Health Psychology

12/07 - Wednesday

King (2014) Chapter 17 - Health Psychology

12/09 - Friday

Exam 3

 

Final Examination

 

 

Details Fall 2016 1103 103 General Psychology Prothro-Yeager Hall 101

PSYC 1103-103: GENERAL PSYCHOLOGY

Fall 2016

 

Instructor: Dr. Teresa Tempelmeyer

Email: teresa.tempelmeyer@mwsu.edu

Cell: (940)-220-8097 (please feel free to use - I respond especially well to texts. If you text, please identify yourself and the course section you are in so that I may be sure to give you the right answer.)

 

Class meeting times:  10:00 – 10:50 a.m. M/W/F

 

Text:

 

King, L.A. (2014) The Science of Psychology, 3rd edition

 

 

Course Objectives

 

1)    Recognize how your experience and that of the information you gain in this class is different from what you expected.

2)    Increase your self-awareness and sensitivity to "real Psychology".

3)    Learning to challenge the concepts you have gained from "pop Psychology"  and recognize everyday instances of the science underlying current mainstream Psychology.

4)    Developing skills that allow you to think critically about information you are exposed to in current media reports or statements made by "experts"

5)    Learn the difference between opinion and fact

 

Assignments and Grading

 

Attendance:

 

Attendance is required for the course. Three unexcused absences and/or significant tardiness will drop your final grade by one letter grade. Each additional absence will result in a 5% reduction of the student's final grade.  Students arriving following the taking of attendance without prior approval, will be considered absent.  Students will be responsible for the information presented during the class periods for which they are absent.  This information includes but is not limited to course content, syllabus changes, and information regarding the research requirement. 

 

Participation:

 

 To learn the most from this course, you must read the reading assignments and/or activities prior to the class for which they are assigned and be prepared to discuss the material, particularly the reflection and discussion questions in the textbook. The class meetings will focus on discussion and activities designed to promote integration and deeper understanding of the material. I strongly encourage preparation and participation.

 

Participation will be graded using the criteria below. Your participation in class will be worth 10% of your grade. The criteria focus on what you demonstrate and do not presume to guess at what you know but do not demonstrate. Participation grades can be lowered by poor listening, disrespectful, rude or insensitive comments, working on your computer or other electronic devices during class on other issues than what we are discussing in class, or attempting to dominate class discussions.

 

Grade

Criteria

 

C

o   Present, not disruptive.

o   Tries to respond when called on but does not offer much.

o   Demonstrates very infrequent involvement in discussion.

 

 

B

o   Demonstrates adequate preparation: knows basic reading facts, but does not show evidence of trying to interpret or analyze them.

o   Offers straightforward information (e.g., straight from the reading), without elaboration or very infrequently (perhaps once a class).

o   Does not offer to contribute to discussion, but contributes to a moderate degree when called on.

o   Demonstrates sporadic involvement.

 

 

 

A-/B+

o   Demonstrates good preparation: knows reading facts well, has thought through implications of them.

o   Offers interpretations and analysis of material (more than just facts) to class.

o   Contributes well to discussion in an ongoing way: responds to other students' points, thinks through own points, questions others in a constructive way, offers and supports suggestions that may be counter to the majority opinion.

o   Demonstrates consistent ongoing involvement.

 

 

 

 

A+

o   Demonstrates excellent preparation: has analyzed material exceptionally well, relating it to readings and other material (e.g., readings, course material, discussions, experiences, etc.).

o   Offers analysis, synthesis, and evaluation of the material, e.g., puts together pieces of the discussion to develop new approaches that take the class further.

o   Contributes in a very significant way to ongoing discussion: keeps analysis focused, responds very thoughtfully to other students' comments, contributes to the cooperative argument-building, suggests alternative ways of approaching material and helps class analyze which approaches are appropriate, etc.

o   Demonstrates ongoing very active involvement, but does not try to dominate class discussions.

 

 

 

 

Learn to discuss the following questions in class as I will be asking them of you in class discussions :

 

•      How did I come to this understanding?

•      How do I know that this is true?

•      Are there alternative explanations that may be equally valid?

•      How is my view influenced by my background/what I've learned before?

•      Might there be some information that lends validity to the view with which I disagree? Again, learn to distinguish opinion from fact - I will be asking you in class what evidence you have for your position.

•      Help student to gain a overview of the fundamental principles of Psychology.

•      Increase student ability to glean and retain important information vis-a-vis independent study.

•      Gain a perspective of the relevance of Psychological research in today's world.

 

Exams:

 

There will be three exams over the lecture material covered in class, and in the textbook. In other words, all lecture material, videos shown in class, as well as all material in the text is apt to appear on the exams.  Each exam is worth 30 points. The questions will be in multiple choice and T/F formats. Exams may not be taken early.

 

Late policy on exams:

 

If you have a situation where you need to take the exams at another time, please make arrangements with me beforehand. If you have not done so, an automatic 10% will be deducted from your grade, regardless of the reason the exam was missed.

 

Research Requirement:

 

Given the importance of research and research ethics in the field of Psychology, all students are required to participate in one of the two following research related exercises:

 

o   Participate in two separate research projects.  Available projects will be posted on the Psychology homepage throughout the semester. Projects typically require up to an hour of participation.

o   Extra credit will be offered to students who complete three projects.

o   No credit will be given for participation, but students must complete at least two projects.  Failure to do so will result in a letter grade reduction  for the course.

o   The research requirement must be completed by November 30th.

 

Grades: Grades will be determined as a percentage of the available points earned. These come from the following sources: As stated above, there will be three exams during the course.  The Final Exam will be comprehensive. 

 

Assignment

Available Points

% of Total Grade

Discussion and participation (10)

10

10%

Exams

90

90%

Total Points

100

100%

 

Once points are calculated, grades will be assigned as follows:

 

A

90% of possible points

90-100

B

80 – 89%

80-90

C

70 – 79%

70-79

D

60 - 69%

60-69

F

Below 60%

59 and Below

 

Students with Disabilities:

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil protections for persons with disabilities. Among other things, this legislation requires all students with disabilities be guaranteed a learning environment which provides for reasonable accommodation of their disabilities. In accordance with state and federal law, MSU provides academic accommodations to students with documented disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Support Services (DSS) in Room 168 of the Clark Student Center (phone 940-397-4140). The instructor is under no obligation to offer accommodations for students with disabilities who are not registered with DSS.

 

Cell Phones and Pagers: Please turn all cell phones and pagers off (no sound) during class. DO NOT text message during class. DO NOT answer your cell phone in class. Exceptions include emergency calls (e.g., birth of child, family member in hospital). Students who are unable to comply will not be allowed to attend class.

 

Cheating Policy: Any evidence of cheating on exams or quizzes will result in dismissal from this class with a grade of “F”. To avoid questions of cheating, mark Scantrons clearly, use a No. 2 pencil, and erase completely. Errors due to a poorly marked Scantron will not result in a grade change.

 

Travel Plans: Please do not make travel plans during finals week. The final will be given when the university has scheduled it as per the schedule of classes. Early finals will only be offered to graduating seniors with honors.

 

 

 

Readings and Exam Schedule (2016):

08/29 - Monday

King (2014) Chapter 1 - What is Psychology?

08/31 - Wednesday

King (2014) Chapter 1 - What is Psychology?

09/02 - Friday

King (2014) Chapter 1 - What is Psychology?

09/05 - Monday

Labor Day!  No class

09/07 - Wednesday

King (2014) Chapter 1 - What is Psychology?

09/09 - Friday

King (2014) Chapter 2 - Psychology's Scientific Method

09/12 - Monday

King (2014) Chapter 2 - Psychology's Scientific Method

09/14 - Wednesday

King (2014) Chapter 2 - Psychology's Scientific Method

09/16 - Friday

King (2014) Chapter 2 - Psychology's Scientific Method

09/19 - Monday

King (2014) Chapter 5 - States of Consciousness

09/21 - Wednesday

King (2014) Chapter 5 - States of Consciousness

09/23 - Friday

King (2014) Chapter 5 - States of Consciousness

09/26 - Monday

King (2014) Chapter 5 - States of Consciousness

09/28 - Wednesday

Exam 1

09/30 - Friday

King (2014) Chapter 6 - Learning

10/03 - Monday

King (2014) Chapter 6 - Learning

10/05 - Wednesday

King (2014) Chapter 6 - Learning

10/07 - Friday

King (2014) Chapter 6 - Learning

10/10 - Monday

King (2014) Chapter 9 - Human Development

10/12 - Wednesday

King (2014) Chapter 9 - Human Development

10/14 - Friday

King (2014) Chapter 9 - Human Development

10/17 - Monday

King (2014) Chapter 9 - Human Development

10/19 - Wednesday

King (2014) Chapter 11 - Gender, Sex, and Sexuality

10/21 - Friday

King (2014) Chapter 11 - Gender, Sex, and Sexuality

10/24 - Monday

King (2014) Chapter 11 - Gender, Sex, and Sexuality

10/26 - Wednesday

King (2014) Chapter 12 - Personality

10/28 - Friday

King (2014) Chapter 12 - Personality

10/31 - Monday

King (2014) Chapter 12 - Personality

11/02 - Wednesday

King (2014) Chapter 12 - Personality

11/04 - Friday

Exam 2

11/07 - Monday

King (2014) Chapter 15 - Psychological Disorders

11/09 - Wednesday

King (2014) Chapter 15 - Psychological Disorders

11/11 - Friday

King (2014) Chapter 15 - Psychological Disorders

11/14 - Monday

King (2014) Chapter 15 - Psychological Disorders

11/16 - Wednesday

King (2014) Chapter 16 - Therapies

11/18 - Friday

King (2014) Chapter 16 - Therapies

11/21 - Monday

King (2014) Chapter 16 - Therapies

11/23 - Wednesday

Thanksgiving Holidays!  No class

11/25 - Friday

Thanksgiving Holidays!  No class

11/28 - Monday

King (2014) Chapter 16 - Therapies

11/30 - Wednesday

King (2014) Chapter 17 - Health Psychology

12/02 - Friday

King (2014) Chapter 17 - Health Psychology

12/05 - Monday

King (2014) Chapter 17 - Health Psychology

12/07 - Wednesday

King (2014) Chapter 17 - Health Psychology

12/09 - Friday

Exam 3

 

Final Examination

 

 

 

Institution Degree Graduation Date
University of Houston Ph.D.
Institution Position Start Date End Date