Week+1+Introduction+to+Relationships

=Week 1 =

Topic(s)

 * Topic
 * Topic
 * Objective(s) **
 * **Objective 1**
 * Outcome 1:
 * Outcome 2:
 * ** Objective 2 **
 * Outcome 1:
 * Outcome 2:
 * Outcome 2:

**Activities / Strategies**
 * **Name** || **Level** || **Description -** ** Instructions ** || **Type** || **Handout / File** ||
 * a || a || a || Individual ||  ||


 * ~ Level Key ||
 * H . || Higher achiever ||
 * S || Standard achiever ||
 * L || Lower achiever ||


 * ~ Type Key ||
 * Individual . || Activity performed completely by the student himself. ||
 * Pairs || Acitivty performed in pairs to either to share, check or generate results. ||
 * Group || Activity performed in groups, strongly recommended in groups of 3 or 4 and assigned by the teacher. ||
 * Peer-Assess . || Activity that will be marked by peers. mark scheme should be provided before hand and explained. ||
 * Self Assess . || Activity that will be marked by one self. Mark scheme should be provided before hand and explained. ||

**Assessment**
 * **Name** || **Description** || **Link / File** || **Mark scheme** || **Example** ||

**Homework**
 * **Objective** ||  ||
 * **Outcome** ||  ||
 * **Instructions** ||  ||
 * **Example** ||  ||
 * **Link / File** ||  ||

**Resources** Wherever possible, I have made a link between the option and the level of analysis. There are, thus, two potential ways to apply this backwards planning. First, you could teach examples in the core unit which address the option that you will be teaching later. The second strategy would be to delay some of the learning objectives until you do the option. It would be essential that you use this strategy only for the SL option so that your candidates would all be exposed to all material for the core for Paper 1. Remember, Paper 1 is 50% of the final mark for SL candidates. Please note that I have not addressed the general learning outcomes. I think that they should all be addressed in the core with whatever research you teach in your unit. You should decide how to best address them. Just as a reminder, the common learning objectives for Paper I are: This is a work in progress. It is not perfect, and it may not be as helpful as I would like. Please feel free to give me feedback on the format or suggestions as to how this could be done better.
 * **Name** || **Description** **/ Link** ||
 * A description of how the core program can be related to the option || The following is an attempt at a bit of backwards planning - that is, how does our choice of option inform how we teach the core? There are several learning objectives that we will have to teach as “stand alones” in the core and, regrettably, we will not be able to apply them very well in the options. You will see that this applies most strongly to the cognitive level of analysis.
 * //Outline principles that define the biological/cognitive/sociocultural level of analysis//
 * //Explain how principles that define the biological/cognitive/sociocultural level of analysis may be demonstrated in research//
 * //Discuss how and why particular research methods are used at the biological/cognitive/sociocultural level of analysis.//
 * //Discuss ethical considerations related to research studies at the biological/cognitive/sociocultural level of analysis.//

Physiology and behaviour
Explain one study related to localization of function in the brain. > //This is more easily linked to memory research - that is, the cognitive level of analysis, than to abnormal psychology. You may want to talk about the role of the brain's reward system - that is, the nucleus accumbens - in attraction. It could also be possible to talk about the role of the frontal lobe in empathy when discussing pro-social behaviour or in aggression/violent behaviour. Studies of psychopaths, such as the research by Adriane Raine, would fit in well here.// Using one or more examples, explain effects of neurotransmission on human behaviour. > //Although you might want to teach the process of neurotransmission in the core, you may want to simply teach it with regard to how acetylcholine plays a role in memory. Then, for your second example, you may want to discuss the role of serotonin in attraction. Studies by both Marazzati and Fischer look at the role of serotonin in the initial stages of attraction. Serotonin also appears to play a role in aggressive behaviour. Bernhardt's research on the role of serotonin on violence would also be an appropriate link.// Using one or more examples, explain functions of two hormones in human behaviour. > //Hormones and relationships just seem to be a natural link. Research on the role of either oxytocin or vasopressin in bonding (eg. Winslow on vasopressin in prairie voles or DeMasio on oxytocin and trust) would be an easy link. Students could also write about the role of testosterone in aggression.// Discuss two effects of the environment on physiological processes. > //If you teach stress in the core in order to address this learning outcome, it has good links to the learning outcome regarding the short-term and/or long-term effects of violence. One of the key findings on bullying research is what happens to the cortisol levels in bullied children.// Examine one interaction between cognition and physiology in terms of behaviour. > //This is, potentially, a framework for discussing attraction. Our physiological response to an attractive individual works together with our schema of what we consider attractive. I am not sure how I would write an essay on it yet, but it could be a way to explore this learning outcome.// Discuss the use of brain imaging technologies (for example, CAT, PET, fMRI) in investigating the relationship between biological factors and behaviour. > //There are several studies that use fMRIs or other brain imaging technologies in the study of relationships. This include: Raine's research using PET to study murderers who had pleaded "not guilty by reason of insanity", Fischer's use of an fMRI to examine the role of the brain's reward system in attraction or Grafman's use of an MRI to study frontal-lobe lesions and aggression.//

Genetics and behaviour
With reference to relevant research studies, to what extent does genetic inheritance influence behaviour? > //The topic of violence can be used to address this learning outcome. There is a lot of older research that looked at selective breeding in rats and how aggressive behaviour can be passed down (Lagerspetz & Lagerspetz 1971). Also, studies like the Danish twin study show that there may be a genetic link to aggression as the concordance rate for aggression in MZ twins is 35% but only 17% in DZ twins. Probably the most famous study is [|Brunner's study of a Dutch family that had a high level of aggression]. You may also want to use [|this commentary] as a counter-argument to this research.// Examine one evolutionary explanation of behaviour. > //The area of human attraction is rich for this learning outcome. Research by Buss as well as Wedekind's smelly t-shirt study are perfect. Additionally, you could look at evolutionary explanations of aggression. [|Buss & Shackelford (1997)] proposed an evolutionary theory of aggression which addresses seven adaptive problems of social living.// Discuss ethical considerations in research into genetic influences on behaviour. > //This can be taught for whichever research you look at for genetics. Key ideas include both how genetic research is carried out, the confidentiality of the results, the potential effects of the results on the participants and the ability of an individual to give informed consent to such a complex field of study.// === The cognitive level of analysis  ===

Cognitive processes
Evaluate schema theory with reference to research studies. > //Schema can be applied in several ways in the study of attraction as well as violence. The basis for this would be Bowlby's "Inner Working Models" which are cognitive schema of what people expect from others and the emotions that are linked to this. These involve self-schema, social schema and an individual's personal history of attachment and relationships.// Evaluate two models or theories of one cognitive process with reference to research studies. > //This must be taught in the core. No logical link to the option.// Explain how biological factors may affect one cognitive process. > //This must be taught in the core. No logical link to the option.// Discuss how social or cultural factors affect one cognitive process. > //This must be taught in the core. No logical link to the option.// With reference to relevant research studies, to what extent is one cognitive process reliable? > //This must be taught in the core. No logical link to the option.// Discuss the use of technology in investigating cognitive processes (for example, MRI (magnetic resonance imaging) scans in memory research, fMRI scans in decision‐making research). > //This must be taught in the core. No logical link to the option.//

Cognition and emotion
To what extent do cognitive and biological factors interact in emotion? > //This must be taught in the core. No logical link to the option.// Evaluate one theory of how emotion may affect one cognitive process. >> //This must be taught in the core. No logical link to the option.//

Sociocultural cognition
Describe the role of situational and dispositional factors in explaining behaviour. > //There are several ways to address this in the human relationships option. Studies of aggression, including Zimbardo's prison study, can be used to make the link between situational factors and their role in aggressive behaviour. In addition, students could outline the question of whether pro-social behaviour is dispositional or situational, as seen in the Good Samaritan study by Batson & Darley. Remember, this is only an SAQ question, so only one study is necessary.// Discuss two errors in attributions. > //A good way to review attribution errors would be to look at the testimonies of "heroes" who acted altruistically. Their explanation of their own behaviour, as well as others' thoughts on their behaviour, would be a good study in attribution. The role of communication in relationships, however, is a good place for solid research. Bradbury & Fincham have studied the role of attributional styles on relationships. Their research has shown that relationships where successes are attributed to dispositional factors and failures to situational factors tend to last longer.// Evaluate social identity theory, making reference to relevant studies. > //Social identity theory can be applied in many ways in this unit. First, Katz found that people are more likely to help someone in their in-group. Bond & Leung found that collectivistic cultures tend to help more often members of an in-group and ignore those of an out-group than in an individualistic culture. In research on attraction, Sandra Bem argues that [|SIT plays a role in the development of one's sexual orientation]. Finally, there is a lot of research on the role of SIT in violence. For example, there is a lot of research on the [|role of SIT in football hooliganism].// Explain the formation of stereotypes and their effect on behaviour. > //The formation of stereotypes should be dealt with in the core. The effect on behaviour could be addressed in the option in looking at how stereotyping may lead to aggressive behaviour. It is not, however//, //an approach I would probably use.//

Social norms
Explain social learning theory, making reference to two relevant studies. > //The theory can be used to discuss the origins of violent/aggressive behaviour.// Discuss the use of compliance techniques. > //The role of reciprocity in relationships (Markey et al, 2007) could be discussed here. In addition, the role of foot-in-the door techniques in both pro-social and aggressive behaviour could be discussed. For example, Staub's research showed that when children were asked to do community service based work, they were more likely to help in other situations.// Evaluate research on conformity to group norms. > //This is best taught in the core. The role of conformity in helping could be discussed - for example, the case of Le Chambon. However, this is not a really logical link to the demands of the question.// Discuss factors influencing conformity. > //This must be taught in the core. No logical link to the option.//

Cultural norms
Define the terms “culture” and “cultural norms”. > //This must be taught in the core. It will be used a lot in human relationships, but the learning objective only asks for a definition and does not require studies.// Examine the role of two cultural dimensions on behaviour. > //I would teach this in the core and then apply it in the option. There are clear differences between individualistic and collectivistic cultures with regard to helping behaviour as well as to how relationships begin. It may also be interesting to look at the role of masculinity vs feminity in relationships.// Using one or more examples, explain “emic” and “etic” concepts. > //Buss's research on relationships is a classic example of an etic approach to research. For an emic study,you may be interested in this article on [|Japanese interpersonal communication]// ||

**Cross- curricular links**
 * **Subject** || **Description** ||