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Course Introduction Page Course Syllabus
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This course makes use of the OpenStax College: Psychology textbook. You may download the textbook as a PDF here. Each section of the course using this text will also provide a link to this PDF for online reading or download.

Unit 1: The History and Methods of Psychology Page Unit 1 Learning Outcomes
1.1: Introduction to Psychology: Historical Context and Definition URL OpenStax College: Psychology: "Chapter 1: Introduction to Psychology"

Read Chapter 1. As you progress through this unit, consider the following study questions:

  • Why do you think psychology courses like this one are often requirements of so many different programs of study?
  • Why do you think many people might be skeptical about psychology being a science?
  • How did the object of study in psychology change over the history of the field since the 19th century?

Page The Noba Project: David Baker and Heather Sperry's "History of Psychology"

This article provides a broad answer to the question "What is psychology?" This field's name derives from the roots "psyche" (meaning soul) and "-ology" (meaning scientific study of). The major takeaway from this reading is defining the field of psychology -- the scientific study of mind and behavior. Students of psychology develop critical thinking skills, become familiar with the scientific method, and learn to recognize the complexity of behavior. After you complete the reading think about your own definitions of psychology and mental health. How have these evolved over the years?

Before moving on to the next subunit, you should be comfortable with each of the following topics:

  • The importance of Wundt and James in the development of psychology;
  • Freud’s influence on psychology;
  • The basic tenets of Gestalt psychology; 
  • The important role that behaviorism played in psychology’s history; 
  • The basic tenets of humanism; and 
  • The way the cognitive revolution shifted psychology’s focus back to the mind.

1.2.1: The Scientific Method and Psychological Research Methodology URL OpenStax College: Psychology: "Chapter 2: Psychological Research"

Read Chapter 2 to learn about the concepts surrounding the scientific method, which is the basis for conducting scientific research. Pay particular attention to section 2.3, "Approaches to Research," which covers important topics related to research methods in psychology. After reading this chapter, you will understand important terminology and concepts associated with psychological research (e.g., experimentation, causality, correlation, validity, reliability, hypothesis testing, etc.).

1.2.2: The Role of Statistics: Sampling and Data URL OpenStax College: Introductory Statistics: "Chapter 1: Sampling and Data"

Read Chapter 1, which introduces you to relevant concepts in statistics and stresses the relationship between science and mathematics. As you reflect on this chapter pay special attention to the key terms of this unit, as they will be foundational to your knowledge base throughout this course.

Unit 2: The Nature and Nurture of Behavior Page Unit 2 Learning Outcomes
2.1: Behavioral Genetics: The Gene-Environment Interaction URL OpenStax College: Psychology: "Chapter 3: Biopsychology"

Read Chapter 3, which introduces biopsychology. Biopsychology is a branch of psychology that analyzes how the brain and neurotransmitters influence our behaviors, thoughts and feelings. This field can be thought of as a combination of basic psychology and neuroscience.

Page The Noba Project: Eric Turkheimer's "The Nature-Nurture Question"

Read this chapter, which poses questions such as why is the concept of nature and nurture still studied today. Nature and nurture work together like complex pieces of a human puzzle. The interaction of our environment and genes makes us the individuals we are. As you review this unit think about yourself and how nature and nurture have aligned to make you the person you are today.

URL Khan Academy: "Introduction to Mental Disorders"

Watch this video, which provides an introduction to the variety of categories of mental disorders.

2.2.1: Twin and Adoption Studies Page Khan Academy: "Twin and Adoption Studies"

Watch this video regarding twin studies. Although researchers are working to expand and develop twin study designs and statistical methods, the assumptions question- twin study is that of equal environment, it remains a stumbling block for some researchers. However, many researchers agree that twin studies will continue to be an important tool, alongside emerging genome and molecular research methods, in shedding light on human behavioral genetics.

2.2.2: Genetics and Schizophrenia Page The Noba Project: Deanna M. Barch's "Risk Factors for Developing Schizophrenia"

Read this section about the risk factors for developing Schizophrenia. It is clear that there are important genetic contributions to the likelihood that someone will develop schizophrenia, with consistent evidence from family, twin, and adoption studies.

2.3.1: Intelligence URL OpenStax College: Psychology: "Chapter 7: Thinking and Intelligence"

Read Chapter 7, which will help you learn about interrelation between thinking and intelligence and their impact on the ability to acquire, process, recall and apply information.

Page Khan Academy: "Intelligence"

Watch this video to learn more about different definitions of intelligence and the nature/nurture debate in the context of intelligence.

2.3.2: Mental Disorders URL OpenStax College: Psychology: "Chapter 15: Psychological Disorders"

Read Chapter 15, which provides an overview on the nature of psychological disorders. Questions to ponder (based on previous readings) include how can new technologies offer the promise of lasting advances in our understanding of the causes of human psychological suffering?  Much current research is framed by the model of psychopathology portrayed in current versions of the Diagnostic and Statistical Manual of Mental Disorders. Although the modern DSMs have been fundamental in advancing psychopathology research, recent research also challenges some assumptions made in the DSM -- for example, the assumption that all forms of psychopathology are well conceived of as discrete categories.

Unit 3: The Biology of Psychology Page Unit 3 Learning Outcomes
3.1: Neural Communication Page The Noba Project: Sharon Furtak's "Neurons"

Read this selection about neurons. Before moving on to the next assigned reading, you should be comfortable with the following key terms:

  • action potential
  • axon
  • cell membrane
  • dendrite
  • electrostatic pressure

In addition, review the critical thinking questions at the close of the chapter to support your understanding of the materials.   

3.1.1: What Is a Neuron and Why Is It Important? Page Khan Academy: "Anatomy of a Neuron"

Watch this video on the anatomy of a neuron. You will see what a neuron looks like and how the neuron transmits signals. Think about how many signals are transmitted at any given time -- in other words, the complex programming, which makes up a human being!

3.1.2: Action Potentials and Neurotransmitter Release Page Khan Academy: "Neuron Action Potential Mechanism"

Watch this video about the action potential mechanism, which is essential for neural communication.

3.1.3: Neurotransmitters and Their Function: Acetylcholine, Dopamine, Serotonin, Norepinephrine, GABA, and Glutamate Page Khan Academy: "Types of Neurotransmitters"

Watch this video, which will expand your understanding of the types of neurotransmitters and how they excite or inhibit neurons (nerve cells). Each neurotransmitter can directly or indirectly influence neurons in a specific portion of the brain, thereby affecting behavior. There are billions of nerve cells located in the brain, which do not directly touch each other. Nerve cells communicate messages by secreting neurotransmitters. Some common neurotransmitters are acetylcholine, norepinephrine, dopamine, serotonin and gamma aminobutyric acid (GABA). Acetylcholine and norepinephrine are excitatory neurotransmitters while dopamine, serotonin, and GABA are inhibitory.

3.2: The Peripheral Nervous System Page University of California, Berkeley: John Kihlstrom's "Biological Basis of Mind and Behavior I"

Watch this video from John Kihlstrom's "General Psychology" course at the University of California, Berkeley.

URL Khan Academy: "The Nervous System"

The nervous system consists of the brain, spinal cord, sensory organs, and all of the nerves that connect these organs with the rest of the body. Watch this video to understand how together, these organs are responsible for the control of the body and communication among its parts.

3.3: The Central Nervous System: An Overview Page University of California, Berkeley: John Kihlstrom's "Biological Basis of Mind and Behavior II"

Please watch this video from John Kihlstrom's "General Psychology" course at the University of California, Berkeley.

Page University of California, Berkeley: John Kihlstrom's "Biological Basis of Mind and Behavior III"

Please watch this video from John Kihlstrom's "General Psychology" course at the University of California, Berkeley.

3.4.1: Brain Injuries Page The Noba Project: Nicole Dudukovic and Brice Kuhl's "Forgetting and Amnesia"

Read this selection to learn about forgetting and amnesia that can occur as a result of brain injuries.

Page Khan Academy: "Strokes"

Watch this video to understand the cause and effect of strokes. Pay special attention to the discussion regarding how a stroke harms a person. Because brain cells need blood to supply oxygen and nutrients and to remove waste products, when brain cells are deprived of oxygen – as happens during a stroke – they cannot function properly. In addition, as you review the physical impacts of a stroke, think about how survivors of stroke experience many changes resulting from their illness. Most people are aware of the physical changes that occur following stroke, for example paralysis or weakness on one side of the body, or difficulty with speech and language comprehension. However many people also experience some changes in their mood. For some these changes last for a short time, yet others may have ongoing problems.

3.4.2: Split-Brain Operations Page The Noba Project: Diane Beck and Evelina Tapia's "The Brain"

Read this article, and focus especially on the split-brain operation video. Afterwards, test your knowledge by describing a split-brain patient and at least two important aspects of brain function that these patients reveal.

Unit 4: Sensation, Perception, and Consciousness Page Unit 4 Learning Outcomes
4.1: Sensation versus Perception URL OpenStax College: Psychology: "Chapter 5, Section 1: Sensation versus Perception"

As you read this section, take note of the concept that sensation is what comes into our body through our sensory organs and perception is what our brain does with that information. Think about examples of how we might be tricked in the process!

4.2: Waves and Wavelengths URL OpenStax College: Psychology: "Chapter 5, Section 2: Waves and Wavelengths"

Please read this section to develop a better understanding of how the physical properties of light and sound waves affect perception.

4.3.1: The Eye URL University of Western Ontario: Tutis Vilis' "Physiology of the Senses: The Eye"

The article covers visual perception and provides information regarding the anatomy and physiology of the eye and how it relates to vision.

URL OpenStax College: Psychology: "Chapter 5, Section 3: Vision"

Please read this section, which discusses vision.

Page Khan Academy: "Visual Cues"

Watch this video to obtain an addition perspective on how our eyes perceive stimuli, and in particular, the different levels of perceptual organization, including depth, form, motion & constancy.

Page University of California, Berkeley: John Kihlstrom's "Sensation and Perception I"

Watch this lecture John Kihlstrom’s "General Psychology" course at the University of California, Berkeley.

4.3.2: The Visual Cortex URL University of Western Ontario: Tutis Vilis' "Physiology of the Senses: The Visual Cortex"

Read this article on the visual cortex, an area of the brain necessary for sensing and initial processing of visual objects.

Page Khan Academy: "Visual Field Processing"

Watch this video that describes how we process our visual field, and how information from the right and left visual field is broken down and sent to the brain.

4.3.3: The Association Cortex URL University of Western Ontario: Tutis Vilis' "Physiology of the Senses: The Association Cortex"

Read this article on the association cortex, an area of the brain necessary for advanced stages of sensory information processing.

4.4: The Other Senses URL OpenStax College: Psychology: "Chapter 5, Section 5: The Other Senses"
Read this section about the other senses such as taste and smell. As you read, consider how our biological systems permit the brain to store rough sketches between the way pleasure/displeasure are produced by smells and tastes.
4.4.1: Hearing URL University of Western Ontario: Tutis Vilis' "Physiology of the Senses: Hearing"

Read this article, which discusses the sensation and perception of hearing.

URL OpenStax College: Psychology: "Chapter 5, Section 4: Hearing"

Read this section about hearing.

4.4.2: Taste Page Khan Academy: "Gustation - Structure and Function"

Watch this video to learn more about the structures and functions involved in the sense of taste.

4.4.3: Smell Page Khan Academy: "Olfaction - Structure and Function"

Watch this video to learn more about the structures and functions involved in the sense of smell.

4.5: The Interpretation of Sensory Information URL OpenStax College: Psychology: "Chapter 5, Section 6: Gestalt Principles of Perception"

Read this section about perception.

4.6.1: States of Consciousness Page National Institute of Neurological Disorders and Stroke: "Brain Basics: Understanding Sleep"

Read this article to better understand how sleep is important in the functioning of our brain and how stages of sleep describe different levels of consciousness. This article also provides detailed information about the role of circadian rhythms in everyday functioning and explains different sleep disorders.

4.6.2: Psychoactive Drugs URL National Institute on Drug Abuse: "Commonly Abused Drugs"

Read the chart on this page that describes the acute effects and the health risks of both legal and illegal drugs.

URL National Institute on Drug Abuse: "Drugs and the Brain"

Read this article about drugs, their effects on the brain, and how psychological and physiological addictions form.

URL National Institute on Drug Abuse: "The Science of Addiction"

If you are interested in learning more about the science of drugs, the brain, and behavior, feel free to read the other sections of the website that discuss addiction prevention, health, treatment, and recovery.

Unit 5: Learning and Memory Page Unit 5 Learning Outcomes
5.1: Major Theories and Models of Learning URL OpenStax College: Psychology: "Chapter 6: Learning"

Read Chapter 6, which covers important topics related to learning in psychology. After reading this chapter, you will understand important terminology and concepts associated with different theories of learning, including classical conditioning, operant conditioning, and modeling.

Page University of California, Berkeley: John Kihlstrom's "Learning I-III"

Watch this series of three lectures about learning presented by John Kihlstrom. The third lecture is optional.

Page The Noba Project: Mark E. Bouton's "Conditioning and Learning"

Read this article.

Page Stella Brown's "Classical Conditioning"

Watch this video on classical conditioning, which is nowadays considered important as both a behavioral phenomenon and as a method to study simple associative learning.

5.2: Memory URL OpenStax College: Psychology: "Chapter 8: Memory"

Read this chapter about memory. Afterwards, think about memory in relation to the concept of thinking, define and explain the sensing process, memory, and the medium.

Page University of California, Berkeley: John Kihlstrom's "Attention and Memory I-III"

Watch this series of three lectures, which cover the main principles of memory and provides some interesting applied examples.

5.2.1: Types of Memory, Measuring Memory, Process with Memory Page The Noba Project: Kathleen B. McDermott and Henry L. Roediger's "Memory (Encoding, Storage, Retrieval)"

Read this article and think about the following questions: What do you encode? How do you get information into memory? How do you distinguish between visual encoding, acoustic encoding and semantic encoding? Why is encoding such an important step? What happens if you encode incorrectly?

5.2.2: Problems with Memory Page The Noba Project: Cara Laney and Elizabeth F. Loftus' "Eyewitness Testimony and Memory Biases"

Read this article and focus specifically on misinformation. Why do you think young adults are often susceptible to misinformation, but children and older adults tend to be more susceptible, even without an intention to deceive?

5.3: The Neuropsychological Perspective of Memory URL University of Western Ontario: Tutis Vilis' "Physiology of the Senses: Memory"

Read this chapter, which provides information regarding the role of memory in perception.

Unit 6: Development Page Unit 6 Learning Outcomes
6.1: Important Theories and Research Related to Developmental Psychology Page Khan Academy: "Overview of Theories of Development"

Watch this video for an overview of the basic theories of lifespan development. What concepts are central to all theories of development?  Contrast the four theories discussed.

URL OpenStax College: Psychology: "Chapter 9: Lifespan Development"

Read this chapter about lifespan development. Its scope is broad, touching on a wide range of topics that address how people grow and change through the course of life.

6.1.1: Harry Harlow and Rhesus Monkeys Page The Noba Project: Dan-Mikael Ellingson, Siri Leknes, and Guro E. Loseth's "Touch and Pain"

Read this article, paying extra attention to the sections on the Harlow experiments and the "Affective Aspects of Touch Are Important for Development and Relationships" section.

6.1.2: Gerontology: Successful Aging Page The Noba Project: Tara Queen and Jacqui Smith's "Aging"

Read this selection and think about what it means to “grow old”? Which psychological processes change in later life and which do not?

6.1.3: Vygotsky: Scaffolding and Zone of Proximal Development Page Khan Academy: "Vygotsky Sociocultural Development"

Compare and contrast Piaget's notion that children’s' development must necessarily precede their learning with Vygotsky’s idea that "learning is a necessary and universal aspect of the process of developing culturally organized, specifically human psychological function."

6.1.4: Freud’s Theory of Development Page The Noba Project: Robert Bornstein's "The Psychodynamic Perspective"

Read this article about Freud’s psychodynamic perspective. Focus on the core assumptions and phases of this model. In addition, consider Freud’s assumptions that the successful completion of each stage leads to a healthy personality as an adult while an unresolved conflict at any stage might result in fixation at that particular stage of development. Why do you agree or disagree? 

Page Khan Academy: "Freud's Psychosexual Development"

Think about the limitations of Freud's theory as you review this lecture on Freud and Psychosexual development.

6.2.1: Childhood Page The Noba Project: Ross Thompson's "Social and Personality Development in Childhood"

Read this article and think about the importance of attachment and trust in the development of a human being throughout their lifespan.

6.2.2: Attachment Theory Page The Noba Project: R. Chris Fraley's "Attachment through the Life Course"

Read this chapter and think about how our early attachment experiences with our primary caregiver influence the adult that we become.

These experiences forge our patterns of communication, emotional experience, intimate relationships, and way of living in the world. If our early attachments are secure, we learn to access and communicate adaptive feelings, thoughts, and behaviors. In contrast, if our early attachment experiences are insecure, we may struggle with dysregulated, maladaptive emotions and have difficulties in our intimate relationships – leading to anxiety, depression, and excessive or misdirected anger.

As you move forward with this reading, think about how cultural contexts and socialization, such as warmth and contingency, beginning in the early stages of human development impact a person over their lifetime.

Page University of California, Berkeley: Alison Gopnik's "Social and Emotional Development in Infancy"

Watch this lecture from Dr. Alison Gopnik's "Developmental Psychology" course at the University of California, Berkeley.

6.2.3: Psychological Problems of Childhood URL OpenStax College: Psychology: "Chapter 15, Section 11: Disorders in Childhood"

Read this section, in which you will review psychological disorders commonly diagnosed in childhood. While children can have similar mental health problems that adults have, like anxiety or depression, children may have difficulty with changes associated with growing up, such as beginning school. They may lag behind in comparison to how other children their age are progressing, or during stressful times, they may behave like a younger child would. Even when children do have problems that also appear in adults, the problem tends to look different in a child. Think about the differences and similarities in childhood psychological problems as those compared with adults.

Page The Noba Project: Richard Milich and Walter Roberts' "ADHD and Behavior Disorders in Children"

Read this optional article to learn more about childhood behavior disorders, especially ADHD, from the perspective of different phases of typical child development. Think about the similarities and differences between children and adults in the diagnosis and treatment of psychological disorders.

6.2.4: Piaget Stages of Cognitive Development: Sensorimotor, Preoperational, Concrete Operational, and Formal Operational Page Khan Academy: "Piaget’s Stages of Cognitive Development"
Watch this video.
6.3.1: Adolescence Page The Noba Project: Jennifer Lansford's "Adolescent Development"

Read this section regarding adolescence and think about the major biological and emotional changes that occur to a person during this stage in life. Think about the challenges faced and supports needed.

6.3.2: Psychosocial Development: Erikson’s Lifespan Approach to and Stages of Development URL OpenStax College: Psychology: "Chapter 11, Section 3: Neo-Freudians: Adler, Erikson, Jung, and Horney"

Read the subheading about Erik Erikson beneath Chapter 11, Section 3 to learn about Erikson's well-supported theory of psychosocial development.

Unit 7: Social Psychology Page Unit 7 Learning Outcomes
7.1: Social Thinking Page Yale University: Paul Bloom's "A Person in the World of People: Self and Other - Part 1"

Please watch this lecture from Dr. Paul Bloom's "Introduction to Psychology" course at Yale University.

URL OpenStax College: Psychology: "Chapter 12: Social Psychology"

Read this chapter, which provides an overview of social psychology. Many psychologists would agree that most emotional and behavioral problems are essentially social and interpersonal problems. Not only are psychological difficulties typically caused or maintained by interpersonal processes, but also problems typically manifest themselves in the course of personal relationships. Many emotional and behavioral problems are rooted in "normal" interpersonal processes – precisely the processes that social psychology describes. As you study this unit think about how people impact one another. How does this impact our homes, community, and world?

7.1.1: The Attribution Theory Page PsychWiki: "Attribution Theory"

Read this article to learn about this important theory regarding causal inferences in social psychology.

Page Khan Academy: "Attribution Theory – Attribution Error and Culture"

As you watch this video, consider the following questions: What happens when we consider our own behavioral attributes? Are we more likely to think we are victims of our own circumstance?

7.1.2: The Fundamental Attribution Error Page PsychWiki: "The Fundamental Attribution Error"

Read this article to learn about this important concept in social psychology.

7.2.1: Obedience and Stanley Milgram’s Shock Experiment Page PsychWiki: "Milgram's Study of Obedience"

Read this article to learn about Stanley Milgram’s controversial yet seminal studies on obedience. As you read this section consider Milgram’s claim that "The social psychology of this century reveals a major lesson: often it is not so much the kind of person a man is as the kind of situation in which he finds himself that determines how he will act."

Page The Noba Project: Jerry M. Burger’s "Conformity and Obedience"

Read this selection and watch the videos, which explain Milgram’s experiments.

7.2.2: Group Influences: Social Facilitation, Social Loafing, Deindividuation, Group Polarization, and Groupthink Page PsychWiki: "Group Influence"

Read this article to learn about the influence of the group on individual action (i.e., social facilitation, social loafing, deindividuation, group polarization, and groupthink).

Page The Noba Project: Donelson R. Forsyth’s "The Psychology of Groups"

Read this selection regarding the psychology of groups. A major controversy (real or alleged) from the last 25 years is the concept of “group think”. Think about examples of how the desire for harmony or conformity in a group could result in irrational or a dysfunctional decision-making outcome.

7.3.1: Stereotypes: Psychological Mechanisms and Theorized Function Page PsychWiki: "Stereotypes"

Read this article to learn about the research and theory related to stereotypes.

Page The Noba Project: Susan T. Fisk's "Prejudice, Discrimination, and Stereotyping"

Many of us like to believe that we are in control of our own actions. However, social psychologists have often found that the attitudes, actions, and even the mere presence of other individuals can influence our behavior. As you read this section on prejudice, discrimination, and stereotyping, think about how other individuals and/or social norms may affect behaviors of the individual, group, community, and world.

7.3.2: Hostile and Helping Behavior Page The Noba Project: Brad J. Bushman's "Aggression and Violence"

Read this selection about aggression and violence. Simply stated, violence, such as assault, rape or murder, is an extreme form of aggression. Violence has many causes, including frustration, exposure to violent media, violence in the home or neighborhood and a tendency to see other people's actions as hostile even when they're not. Certain situations also increase the risk of aggression, such as drinking, insults and other provocations, and environmental factors like heat and overcrowding.  Think about the impact of aggression and violence on the development of person throughout their lifespan. How can lifelong trauma impact a person’s biological and psychological development?

Page Khan Academy: "Aggression"

Watch this video on aggression and consider the following questions. As genes, cells, and DNA can cause aggression, and aggression can cause crimes, does this mean that criminals can successfully argue that it's their DNA, something they can't control, that's making them do what they do? What role does testosterone play with aggression? 

7.4: Emotion and Motivation URL OpenStax College: Psychology: "Chapter 10: Emotion and Motivation"

Read this chapter, which describes in detail prominent theories of emotion and motivation.

Unit 8: Psychopathology Page Unit 8 Learning Outcomes
8.1: Understanding What Mental Disorders Are Page Yale University: Paul Bloom's "What Happens When Things Go Wrong: Mental Illness"

Watch this two-part lecture from Dr. Paul Bloom's "Introduction to Psychology" course at Yale University.

8.1.1: Definition and Models URL OpenStax College: Psychology: "Chapter 15, Sections 1-3: What are Psychological Disorders; Diagnosing and Classifying Psychological Disorders; and Perspectives on Psychological Disorders"

Read these three sections, and pay particular attention to the care and sequence in the diagnosis and treatment of mental health needs. Takeaways for you to think about upon completion of this chapter about include:

  • What are the bio/psycho/social implications in the diagnosis and treatment?
  • How might a support system help treat a person living with a major mental illness? 
  • The fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5; American Psychiatric Association [APA], 2013a) generated great anticipation. The release of DSM-5 also presents an opportunity to address the evolution of the DSM with students and how advances in research as well as political and cultural shifts have shaped each subsequent volume. Think about the impact of culture in how we diagnosis major mental illness.

8.1.2: Treatment of Mental Disorders: Medication and Psychotherapeutic Approaches URL OpenStax College: Psychology: "Chapter 16: Therapy and Treatment"

Read this chapter, which pertains to therapy and treatment.

8.2.1: Mood Disorders URL OpenStax College: Psychology: "Chapter 15, Section 7: Mood Disorders"

Read this section pertaining to mood disorders. Mood disorders fall into the basic groups of elevated mood such as mania or hypomania, depressed mood of which the best-known and most researched is major depressive disorder (MDD) (commonly called clinical depression, unipolar depression, or major depression), and moods which cycle between mania and depression known as bipolar disorder (BD) (formerly known as manic depression). When reading this section think about the effects of mood disorders on people’s lives. Major questions to consider include what are the major mood disorders? What are the diagnostic criteria? Who is affected by mood disorders?

8.2.2: Anxiety Disorders URL OpenStax College: Psychology: "Chapter 15, Section 4: Anxiety Disorders"

Read this section about various anxiety disorders. Major takeaways to consider include what are the anxiety disorders? What are the diagnostic criteria? Who is affected by anxiety disorders?

8.2.3: Psychotic Disorders and Schizophrenia Page The Noba Project: Deanna M. Barch's "Schizophrenia Spectrum Disorders"

Schizophrenia is a serious mental illness characterized by incoherent or illogical thoughts, bizarre behavior and speech, and delusions or hallucinations, such as hearing voices. Schizophrenia typically begins in early adulthood. Antipsychotic drugs aren’t the only treatment people with schizophrenia need. As you read this unit, think about how medication, psychotherapy, and support can help a person diagnosed with schizophrenia regain their life.

Page Khan Academy: "Biological Basis of Schizophrenia"

Throughout this course we have emphasized the alignment of the mind and body. As you review this video regarding the biological basis of schizophrenia, think about how this mind-body interaction affects a person living with this illness. What are the implications of this interaction to help a person with this diagnosis live a quality life?

8.2.4 Personality Disorders Page The Noba Project: Cristina Crego and Thomas Widiger's "Personality Disorders"

Personality refers to individual differences in characteristic patterns of thinking, feeling and behaving. The study of personality focuses on two broad areas: One is understanding individual differences in particular personality characteristics, such as sociability or irritability. The other is understanding how the various parts of a person come together as a whole. As you read this section, think about how the convergence of nature and nurture may contribute to a person developing a personality disorder.

8.3: Psychological Therapies Page Center for Substance Abuse Treatment: "Substance Abuse Treatment and Family Therapy, Chapter 3: Approaches to Therapy"

Read this chapter, which discusses the fields of substance abuse treatment and family therapy. Think about how integrating family and other support systems can enhance the treatment outcomes for someone living with substance abuse issues. 

Optional Course Evaluation Survey URL Optional Course Evaluation Survey

Please take a few moments to provide some feedback about this course. Consider completing the survey whether you have completed the course, you are nearly at that point, or you have just come to study one unit or a few units of this course.

Your feedback will focus our efforts to continually improve our course design, content, technology, and general ease-of-use. Additionally, your input will be considered alongside our consulting professors' evaluation of the course during its next round of peer review. As always, please report urgent course experience concerns to and/or our discussion forums.