PSYCHOLOGY CONCEPTS AND APPLICATIONS 4TH EDITION NEVID SOLUTIONS MANUAL Full download at link: https://testbankpack.com/p/solution-manual-forpsychology-concepts-and-applications-4th-edition-nevid-11118354979781111835491/
CHAPTER 4
Consciousness “Choice of attention—to pay attention to this and ignore that—is to the inner life what choice of action is to the outer. In both cases, a man is responsible for his choice and must accept the consequences, whatever they may be.” —W. H. Auden “A drug addict is a person who you don’t like who uses different drugs than you do.”—Anonymous
CHAPTER PREVIEW Chapter 4 consists of five modules. Module 4.1 defines the connection between consciousness and awareness, and the stages of consciousness. Module 4.2 discusses the circadian rhythms, stages of sleep, and sleep disorders. Using meditation and hypnosis to alter states of consciousness is summarized in Module 4.3. Module 4.4 deals with altered states of consciousness and drug use, with discussion of the different types of psychoactive drugs. Finally, Module 4.5 presents tips to enhance healthy sleep patterns.
TABLE OF CONTENTS Learning Objectives Goals and Activities Planner Ice-Breakers Module 4.1 States of Consciousness Lecture Outline Lecture Breaks Module 4.2 Sleeping and Dreaming Lecture Outline
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Lecture Breaks Module 4.3 Altering Consciousness through Meditation and Hypnosis Lecture Outline Lecture Breaks Module 4.4 Altering Consciousness through Drugs Lecture Outline Lecture Breaks Module 4.5 Application: Getting Your Zs Lecture Outline Parting Ways Portfolio Projects: Putting the Pieces Together Electronic Discussion Board, Journal Assignment, or Writing Assignment Topic Blog Prompt Teacher Technology Add-On and Web Evaluation Assignment Time-Saver Assessment Isn’t a Dirty Word! Handouts
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GOALS AND ACTIVITIES PLANNER Teacher Skills
Student Skills
Challenge Students
Variety of Teaching Methods
Enthusiasm Connect and Social with Real Skills Life
Psychology Other Research Skills
Psychology Content Comm. Writing Speaking Social Skills Technology
Critical Thinking Real-Life Application Other
Other *Modified from K. J. Babbage, “High Impact Teaching: Overcoming Student Apathy.” •
What modules will you emphasize in this chapter?
•
What do you see as the big picture or take-home message?
•
What ice-breaker, peak activity, lecture break(s), and wrap-up activity will you use in this chapter?
•
What one topic do you most want students to explore and fully engage with? How will you accomplish this?
•
If you taught this class in the past, what one thing are you going to make sure to revise, add, or edit?
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ICE-BREAKERS (IB) IB 4.1 Normal versus Altered States: What Is the Difference? Activity Type: Ice-Breaker Class Size: This activity works well in small classes by breaking class into groups of 3 or 4 students. In large classes, the instructor should assign students by seat location in class. Class Time Involved: 5 minutes in group discussion; 5 minutes to share with the entire class Materials Needed: None Preparation Time: None Student Skills: Psychology Content, Social Skills, Critical Thinking As a topic introduction, the instructor should ask students to get in small groups and on a sheet of paper, have them write the phrase, “Normal States of Consciousness” and on another sheet of paper, write the phrase, “Altered States of Consciousness.” On each sheet, students should write as many terms or phrases as they can to describe normal and altered states. After 5 minutes, the instructor should have each group put their list of terms and phrases on the board. The instructor should spend a few minutes discussing the similarities and differences between the lists. The instructor can also spend a few minutes discussing the process by which the groups constructed their list. Most groups will have made a direct comparison of normal and altered states.
IB 4.2 Altered States: Have You Experienced Any Lately? Activity Type: Ice-Breaker Class Size: This activity works best as a two-part discussion, with an individual component and group component. Class Time Involved: 3–5 minutes for individual part; 5–10 minutes for group time; brief time to share Materials Needed: None Preparation Time: None Student Skills: Psychology Content, Social Skills, Critical Thinking, Real-Life Application As a chapter introduction, the instructor should have students list instances when they experienced an altered state of consciousness. Since this is an ice-breaker, the instructor may need to define what he/she means by “altered states.” The instructor can give a few personal examples, such as pulling into your driveway and realizing that you didn’t remember the last few minutes of your drive. The instructor should give the class 3–5 minutes to make individual lists of examples. Then, students should get into groups of 5 to 6 students to compare and combine lists. Usually, as students discuss their examples, the instructor will begin to receive questions: Can drinking lead to altered states of consciousness? Can being really tired be an example? Can exercising “in the zone” be an altered state? As these questions come up, the instructor should write them on the board to discuss with the entire class. When the discussion lessens, the instructor should ask the groups to consider what factors in their lists are contributing to altered states (fatigue, substance use, etc.). This ice-breaker is an opportune time to mention the areas within altered states of consciousness that will be covered in the modules. It also helps students identify what they are personally interested in learning about altered states and how these
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states are part of their lives. By discussing examples from their lives, students will appreciate the differences and similarities in their experiences.
IB 4.3 Sleep versus No Sleep: How Would We Change? Activity Type: Ice-Breaker Class Size: This activity works well with all class sizes; it works best when completed as a two-step process. First, students list their ideas in class and then get into small groups to combine responses into a group list. Second, student groups share their ideas with the entire class. Class Time Involved: 10 minutes to do the individual and small-group component, additional time for class discussion Materials Needed: Handout 4.1 Preparation Time: None Student Skills: Psychology Content, Social Skills, Critical Thinking The instructor should give each student a copy of the sleep needs handout. The instructor should tell students to entertain the preposterous situation presented in the handout and describe the implications of a no-sleep society. After students have given their own individual response, the instructor should divide students into small groups to discuss the issue in greater detail. The instructor should emphasize to students they may disagree about specific details of their lists. This disagreement is desirable, since it makes the discussion more interesting. After group discussion commences, the instructor should discuss some of the underlying assumptions highlighted by class members. Although the class instructions state that humans have no physiological need for sleep, class members will highlight many negative implications of lack of sleep for relationships and family life. For example, many students will suggest that partners won’t “get a break from each other” or parents won’t have “down time” away from children. These comments demonstrate the social function of sleep. With this activity, many students mention increased stress or rushed lifestyle as an implication of lack of sleep. This implication suggests that sleep serves as a way to slow down life experiences to a more manageable level. From these discussions, students will get a broader understanding of the importance and function of sleep and be more engaged in sleep module discussions.
IB 4.4 Altered States of Consciousness Pre-Test: What Do You Know Now? Activity Type: Ice-Breaker Class Size: This activity works well with all class sizes; it works best when completed as an individual in-class assignment. As a variation, the activity could also be used in small classes by breaking the class into groups of 5–6 students. Class Time Involved: 5–10 minutes to complete survey; more time if discussion will follow Materials Needed: Handout 4.2 Preparation Time: None Student Skills: Psychology Content, Social Skills There are many possible variations to this project. At the beginning of class, the instructor may give students a pre-test handout to determine what they know about altered states of consciousness. This icebreaker could be completed as a group assignment or given to student to complete individually. The
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