Access Psychology (#7921033) 


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Course Standards

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SS.912.P.1.1: Define psychology as a discipline and identify its goals as a science.
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SS.912.P.1.AP.1a: Recognize psychology as a scientific discipline.
SS.912.P.1.AP.1b: Identify a goal of psychology as a science.
SS.912.P.1.2: Describe the emergence of psychology as a scientific discipline.
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SS.912.P.1.AP.2a: Recognize important figures in the emergence of psychology as a scientific discipline.
SS.912.P.1.AP.2b: Identify a historical perspective of psychology as a scientific discipline.
SS.912.P.1.3: Describe perspectives employed to understand behavior and mental processes.
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SS.912.P.1.AP.3: Identify a perspective employed to understand behavior and mental processes.
SS.912.P.1.4: Discuss the value of both basic and applied psychological research with human and non-human animals.
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SS.912.P.1.AP.4: Recognize the steps of the scientific method as a process utilized in applied psychological research
SS.912.P.1.5: Describe the major subfields of psychology.
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SS.912.P.1.AP.5: Recognize a major subfield of psychology.
SS.912.P.6.1: Explain the interaction of environmental and biological factors in development, including the role of the brain in all aspects of development.
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SS.912.P.6.AP.1a: Identify an environmental factor in development.
SS.912.P.6.AP.1b: Identify a biological factor in development.
SS.912.P.6.AP.1c: Recognize an interaction between environmental and biological factors in development.
SS.912.P.6.AP.1d: Identify a role of the brain in an aspect of development.
SS.912.P.6.2: Explain issues of continuity/discontinuity and stability/change.
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SS.912.P.6.AP.2a: Recognize an issue of continuity/discontinuity.
SS.912.P.6.AP.2b: Recognize an issue of stability/change.
SS.912.P.6.3: Distinguish methods used to study development.
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SS.912.P.6.AP.3: Recognize a method used to study development.
SS.912.P.6.4: Describe the role of sensitive and critical periods in development.
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SS.912.P.6.AP.4a: Recognize the role of sensitive periods in development.
SS.912.P.6.AP.4b: Recognize the role of critical periods in development.
SS.912.P.6.5: Discuss issues related to the end of life.
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SS.912.P.6.AP.5: Recognize an issue related to the end of life.
SS.912.P.6.6: Discuss theories of cognitive development.
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SS.912.P.6.AP.6: Recognize a theory of cognitive development.
SS.912.P.6.7: Discuss theories of moral development.
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SS.912.P.6.AP.7: Recognize a theory of moral development.
SS.912.P.6.8: Discuss theories of social development.
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SS.912.P.6.AP.8: Recognize a theory of social development.
SS.912.P.6.9: Describe physical development from conception through birth and identify influences on prenatal development.
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SS.912.P.6.AP.9a: Identify a stage of physical development from conception through birth.
SS.912.P.6.AP.9b: Recognize an influence on prenatal development.
SS.912.P.6.10: Describe newborns’ reflexes, temperament, and abilities.
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SS.912.P.6.AP.10a: Identify a newborn’s reflex.
SS.912.P.6.AP.10b: Recognize a characteristic of temperament of a newborn.
SS.912.P.6.11: Describe physical and motor development in infancy.
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SS.912.P.6.AP.11a: Recognize a characteristic of physical development in infancy.
SS.912.P.6.AP.11b: Recognize a characteristic of motor development in infancy.
SS.912.P.6.12: Describe how infant perceptual abilities and intelligence develop.
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SS.912.P.6.AP.12a: Recognize an infant perceptual ability.
SS.912.P.6.AP.12b: Recognize a characteristic of infant intelligence.
SS.912.P.6.13: Describe the development of attachment and the role of the caregiver.
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SS.912.P.6.AP.13a: Identify a type of attachment.
SS.912.P.6.AP.13b: Recognize the role of the caregiver in the development of attachment.
SS.912.P.6.14: Describe the development of communication and language in infancy.
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SS.912.P.6.AP.14a: Recognize a characteristic of communication in infancy.
SS.912.P.6.AP.14b: Recognize a characteristic of language in infancy.
SS.912.P.6.15: Describe physical and motor development in childhood.
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SS.912.P.6.AP.15a: Recognize a stage of physical development in childhood.
SS.912.P.6.AP.15b: Recognize a stage of motor development in childhood.
SS.912.P.6.16: Describe how memory and thinking ability develops in childhood.
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SS.912.P.6.AP.16: Recognize memory and thinking ability development in childhood.
SS.912.P.7.1: Describe the principles of classical conditioning.
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SS.912.P.7.AP.1: Recognize a principle of classical conditioning.
SS.912.P.7.2: Describe clinical and experimental examples of classical conditioning.
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SS.912.P.7.AP.2: Recognize an example of classical conditioning.
SS.912.P.7.3: Apply classical conditioning to everyday life.
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SS.912.P.7.AP.3: Recognize an example of classical conditioning in everyday life.
SS.912.P.7.4: Describe the Law of Effect.
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SS.912.P.7.AP.4: Identify a characteristic of the Law of Effect.
SS.912.P.7.5: Describe the principles of operant conditioning.
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SS.912.P.7.AP.5: Recognize a principle of operant conditioning.
SS.912.P.7.6: Describe clinical and experimental examples of operant conditioning.
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SS.912.P.7.AP.6: Recognize an example of operant conditioning.
SS.912.P.7.7: Apply operant conditioning to everyday life.
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SS.912.P.7.AP.7: Recognize an example of operant conditioning in everyday life.
SS.912.P.7.8: Describe the principles of observational and cognitive learning.
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SS.912.P.7.AP.8: Examples may include, but are not limited to, Albert Bandura, modeling, attention, retention, replication, motivation, antisocial behavior, prosocial behavior.
SS.912.P.7.9: Apply observational and cognitive learning to everyday life.
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SS.912.P.7.AP.9: Recognize an example of observational and cognitive learning in everyday life.
SS.912.P.8.1: Describe the structure and function of language.
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SS.912.P.8.AP.1a: Recognize a structure of language.
SS.912.P.8.AP.1b: Identify a function of language.
SS.912.P.8.2: Discuss the relationship between language and thought.
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SS.912.P.8.AP.2: Recognize the relationship between language and thought.
SS.912.P.8.3: Explain the process of language acquisition.
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SS.912.P.8.AP.3: Recognize a stage of language acquisition.
SS.912.P.8.4: Discuss how acquisition of a second language can affect language development and possibly other cognitive processes.
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SS.912.P.8.AP.4a: Recognize an effect of acquisition of a second language on language development.
SS.912.P.8.AP.4b: Recognize an effect of acquisition of a second language on cognitive processes.
SS.912.P.8.5: Evaluate the theories of language acquisition.
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SS.912.P.8.AP.5: Recognize a theory of language acquisition.
SS.912.P.8.6: Identify the brain structures associated with language.
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SS.912.P.8.AP.6: Identify a brain structure associated with language.
SS.912.P.8.7: Discuss how damage to the brain may affect language.
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SS.912.P.8.AP.7: Recognize the effect that damage to a brain structure may have on language.
SS.912.P.11.1: Identify factors that influence encoding.
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SS.912.P.11.AP.1: Recognize factors that influence encoding.
SS.912.P.11.2: Characterize the difference between shallow (surface) and deep (elaborate) processing.
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SS.912.P.11.AP.2: Recognize a difference between shallow and deep processing.
SS.912.P.11.3: Discuss strategies for improving the encoding of memory.
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SS.912.P.11.AP.3: Identify a strategy for improving the encoding of memory.
SS.912.P.11.4: Describe the differences between working memory and long-term memory.
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SS.912.P.11.AP.4a: Identify a characteristic of working memory.
SS.912.P.11.AP.4b: Identify a characteristic of long-term memory.
SS.912.P.11.5: Identify and explain biological processes related to how memory is stored.
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SS.912.P.11.AP.5a: Recognize that memory storage is a biological process.
SS.912.P.11.AP.5b: Identify a characteristic of how memory is stored.
SS.912.P.11.6: Discuss types of memory and memory disorders (e.g., amnesias, dementias).
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SS.912.P.11.AP.6a: Identify a type of memory (sensory, short-term, working, long-term).
SS.912.P.11.AP.6b: Recognize a characteristic of a memory disorder.
SS.912.P.11.7: Discuss strategies for improving the storage of memories.
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SS.912.P.11.AP.7: Identify a strategy for improving the storage of memories.
SS.912.P.11.8: Analyze the importance of retrieval cues in memory.
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SS.912.P.11.AP.8: Recognize the importance of retrieval cues in memory.
SS.912.P.11.9: Explain the role that interference plays in retrieval.
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SS.912.P.11.AP.9: Recognize that interference plays a role in memory retrieval.
SS.912.P.11.10: Discuss the factors influencing how memories are retrieved.
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SS.912.P.11.AP.10: Identify a factor influencing memory retrieval.
SS.912.P.11.11: Explain how memories can be malleable.
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SS.912.P.11.AP.11: Recognize that memories can be changed.
SS.912.P.11.12: Discuss strategies for improving the retrieval of memories.
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SS.912.P.11.AP.12: Identify a strategy for improving the retrieval of memories.
SS.912.P.12.1: Define cognitive processes involved in understanding information.
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SS.912.P.12.AP.1: Recognize that understanding information is a cognitive process.
SS.912.P.12.2: Define processes involved in problem solving and decision making.
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SS.912.P.12.AP.2: Identify steps involved in problem solving and decision making.
SS.912.P.12.3: Discuss non-human problem-solving abilities.
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SS.912.P.12.AP.3: Recognize non-human problem-solving abilities.
SS.912.P.12.4: Describe obstacles to problem solving.
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SS.912.P.12.AP.4: Identify an obstacle to problem solving.
SS.912.P.12.5: Describe obstacles to decision making.
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SS.912.P.12.AP.5: Identify an obstacle to decision making.
SS.912.P.12.6: Describe obstacles to making good judgments.
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SS.912.P.12.AP.6: Identify an obstacle to making good judgments.
SS.912.P.16.1: Evaluate psychodynamic theories.
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SS.912.P.16.AP.1: Recognize a psychodynamic theory.
SS.912.P.16.2: Evaluate trait theories.
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SS.912.P.16.AP.2: Recognize a trait theory.
SS.912.P.16.3: Evaluate humanistic theories.
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SS.912.P.16.AP.3: Recognize a humanistic theory.
SS.912.P.16.4: Evaluate social-cognitive theories.
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SS.912.P.16.AP.4: Recognize a social-cognitive theory.
SS.912.P.16.5: Differentiate personality assessment techniques.
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SS.912.P.16.AP.5: Recognize a personality assessment technique.
SS.912.P.16.6: Discuss the reliability and validity of personality assessment techniques.
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SS.912.P.16.AP.6a: Identify a concern for reliability of a personality assessment technique.
SS.912.P.16.AP.6b: Identify a concern for validity of a personality assessment technique.
SS.912.P.16.7: Discuss biological and situational influences.
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SS.912.P.16.AP.7a: Identify a biological influence.
SS.912.P.16.AP.7b: Identify a situational influence.
SS.912.P.16.8: Discuss stability and change.
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SS.912.P.16.AP.8a: Identify a characteristic of stability.
SS.912.P.16.AP.8b: Identify a characteristic of change.
SS.912.P.16.9: Discuss connection to health and work on personality.
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SS.912.P.16.AP.9: Recognize a connection to health and work on personality.
SS.912.P.16.10: Discuss self-concept.
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SS.912.P.16.AP.10: Identify a characteristic of self-concept.
SS.912.P.16.11: Analyze how individualistic and collectivistic cultural perspectives relate to personality.
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SS.912.P.16.AP.11a: Identify a characteristic of individualistic cultural perspective as it relates to personality.
SS.912.P.16.AP.11b: Identify a characteristic of collectivistic cultural perspective as it relates to personality.
SS.912.P.17.1: Define psychologically abnormal behavior.
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SS.912.P.17.AP.1: Identify a characteristic of psychologically abnormal behavior.
SS.912.P.17.2: Describe historical and cross-cultural views of abnormality.
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SS.912.P.17.AP.2a: Recognize a historical view of abnormality.
SS.912.P.17.AP.2b: Recognize a cross-cultural view of abnormality.
SS.912.P.17.3: Describe major models of abnormality.
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SS.912.P.17.AP.3: Recognize a model of abnormality.
SS.912.P.17.4: Discuss how stigma relates to abnormal behavior.
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SS.912.P.17.AP.4: Identify a stigma related to abnormal behavior.
SS.912.P.17.5: Discuss the impact of psychological disorders on the individual, family, and society.
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SS.912.P.17.AP.5a: Identify an impact of psychological disorders on the individual.
SS.912.P.17.AP.5b: Identify an impact of psychological disorders on the family.
SS.912.P.17.AP.5c: Identify an impact of psychological disorders on society.
SS.912.P.17.6: Describe the classification of psychological disorders.
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SS.912.P.17.AP.6: Recognize the classification system of psychological disorders.
SS.912.P.17.7: Discuss the challenges associated with diagnosis.
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SS.912.P.17.AP.7: Identify a challenge associated with diagnosis.
SS.912.P.17.8: Describe symptoms and causes of major categories of psychological disorders (including schizophrenic, mood, anxiety, and personality disorders).
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SS.912.P.17.AP.8a: Recognize a symptom of a category of psychological disorders.
SS.912.P.17.AP.8b: Recognize a cause of a category of psychological disorders.
SS.912.P.17.9: Evaluate how different factors influence an individual’s experience of psychological disorders.
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SS.912.P.17.AP.9: Identify a factor that may influence an individual’s experience of a psychological disorder.
SS.912.P.18.1: Explain how psychological treatments have changed over time and among cultures.
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SS.912.P.18.AP.1a: Recognize that psychological treatments have changed over time.
SS.912.P.18.AP.1b: Recognize that psychological treatments have changed among cultures.
SS.912.P.18.2: Match methods of treatment to psychological perspectives.
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SS.912.P.18.AP.2: Identify a method of treatment of a psychological perspective.
SS.912.P.18.3: Explain why psychologists use a variety of treatment options.
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SS.912.P.18.AP.3: Recognize that psychologists use a variety of treatment options.
SS.912.P.18.4: Identify biomedical treatments.
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SS.912.P.18.AP.4: Recognize a biomedical treatment.
SS.912.P.18.5: Identify psychological treatments.
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SS.912.P.18.AP.5: Recognize a psychological treatment
SS.912.P.18.6: Describe appropriate treatments for different age groups.
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SS.912.P.18.AP.6: Identify an appropriate treatment for an age group.
SS.912.P.18.7: Evaluate the efficacy of treatments for particular disorders.
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SS.912.P.18.AP.7: Identify the efficacy of a treatment for a particular disorder.
SS.912.P.18.8: Identify other factors that improve the efficacy of treatment.
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SS.912.P.18.AP.8: Recognize a factor that improves the efficacy of a treatment.
SS.912.P.18.9: Identify treatment providers for psychological disorders and the training required for each.
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SS.912.P.18.AP.9a: Recognize a treatment provider for psychological disorders.
SS.912.P.18.AP.9b: Recognize training required for treatment providers of psychological disorders.
SS.912.P.18.10: Identify ethical challenges involved in delivery of treatment.
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SS.912.P.18.AP.10: Recognize an ethical challenge involved in delivery of treatment.
SS.912.P.19.1: Define stress as a psychophysiological reaction.
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SS.912.P.19.AP.1: Recognize that stress is a psychophysiological reaction.
SS.912.P.19.2: Identify and explain potential sources of stress.
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SS.912.P.19.AP.2: Recognize potential sources of stress.
SS.912.P.19.3: Explain physiological and psychological consequences of stress for health.
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SS.912.P.19.AP.3a: Recognize a physiological consequence of stress for health.
SS.912.P.19.AP.3b: Recognize a psychological consequence of stress for health.
SS.912.P.19.4: Identify and explain physiological, cognitive, and behavioral strategies to deal with stress.
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SS.912.P.19.AP.4: Recognize a physiological strategy to deal with stress.
SS.912.P.19.5: Identify ways to promote mental health and physical fitness.
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SS.912.P.19.AP.5: Identify a way to promote mental health and physical fitness.
SS.912.P.19.6: Describe the characteristics of and factors that promote resilience and optimism.
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SS.912.P.19.AP.6a: Recognize a characteristic of resilience and optimism.
SS.912.P.19.AP.6b: Recognize a factor that promotes resilience and optimism.
SS.912.P.19.7: Distinguish between effective and ineffective means of dealing with stressors and other health issues.
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SS.912.P.19.AP.7a: Recognize an effective means of dealing with stressors and other health issues.
SS.912.P.19.AP.7b: Recognize an ineffective means of dealing with stressors and other health issues.
MA.K12.MTR.1.1: Actively participate in effortful learning both individually and collectively.  

Mathematicians who participate in effortful learning both individually and with others: 

  • Analyze the problem in a way that makes sense given the task. 
  • Ask questions that will help with solving the task. 
  • Build perseverance by modifying methods as needed while solving a challenging task. 
  • Stay engaged and maintain a positive mindset when working to solve tasks. 
  • Help and support each other when attempting a new method or approach.

 

Clarifications:
Teachers who encourage students to participate actively in effortful learning both individually and with others:
  • Cultivate a community of growth mindset learners. 
  • Foster perseverance in students by choosing tasks that are challenging. 
  • Develop students’ ability to analyze and problem solve. 
  • Recognize students’ effort when solving challenging problems.
MA.K12.MTR.2.1: Demonstrate understanding by representing problems in multiple ways.  

Mathematicians who demonstrate understanding by representing problems in multiple ways:  

  • Build understanding through modeling and using manipulatives.
  • Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
  • Progress from modeling problems with objects and drawings to using algorithms and equations.
  • Express connections between concepts and representations.
  • Choose a representation based on the given context or purpose.
Clarifications:
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways: 
  • Help students make connections between concepts and representations.
  • Provide opportunities for students to use manipulatives when investigating concepts.
  • Guide students from concrete to pictorial to abstract representations as understanding progresses.
  • Show students that various representations can have different purposes and can be useful in different situations. 
MA.K12.MTR.3.1: Complete tasks with mathematical fluency. 

Mathematicians who complete tasks with mathematical fluency:

  • Select efficient and appropriate methods for solving problems within the given context.
  • Maintain flexibility and accuracy while performing procedures and mental calculations.
  • Complete tasks accurately and with confidence.
  • Adapt procedures to apply them to a new context.
  • Use feedback to improve efficiency when performing calculations. 
Clarifications:
Teachers who encourage students to complete tasks with mathematical fluency:
  • Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
  • Offer multiple opportunities for students to practice efficient and generalizable methods.
  • Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 
MA.K12.MTR.4.1: Engage in discussions that reflect on the mathematical thinking of self and others. 

Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:

  • Communicate mathematical ideas, vocabulary and methods effectively.
  • Analyze the mathematical thinking of others.
  • Compare the efficiency of a method to those expressed by others.
  • Recognize errors and suggest how to correctly solve the task.
  • Justify results by explaining methods and processes.
  • Construct possible arguments based on evidence. 
Clarifications:
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
  • Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
  • Create opportunities for students to discuss their thinking with peers.
  • Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
  • Develop students’ ability to justify methods and compare their responses to the responses of their peers. 
MA.K12.MTR.5.1: Use patterns and structure to help understand and connect mathematical concepts. 

Mathematicians who use patterns and structure to help understand and connect mathematical concepts:

  • Focus on relevant details within a problem.
  • Create plans and procedures to logically order events, steps or ideas to solve problems.
  • Decompose a complex problem into manageable parts.
  • Relate previously learned concepts to new concepts.
  • Look for similarities among problems.
  • Connect solutions of problems to more complicated large-scale situations. 
Clarifications:
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
  • Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
  • Support students to develop generalizations based on the similarities found among problems.
  • Provide opportunities for students to create plans and procedures to solve problems.
  • Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
MA.K12.MTR.6.1: Assess the reasonableness of solutions. 

Mathematicians who assess the reasonableness of solutions: 

  • Estimate to discover possible solutions.
  • Use benchmark quantities to determine if a solution makes sense.
  • Check calculations when solving problems.
  • Verify possible solutions by explaining the methods used.
  • Evaluate results based on the given context. 
Clarifications:
Teachers who encourage students to assess the reasonableness of solutions:
  • Have students estimate or predict solutions prior to solving.
  • Prompt students to continually ask, “Does this solution make sense? How do you know?”
  • Reinforce that students check their work as they progress within and after a task.
  • Strengthen students’ ability to verify solutions through justifications. 
MA.K12.MTR.7.1: Apply mathematics to real-world contexts. 

Mathematicians who apply mathematics to real-world contexts:

  • Connect mathematical concepts to everyday experiences.
  • Use models and methods to understand, represent and solve problems.
  • Perform investigations to gather data or determine if a method is appropriate. • Redesign models and methods to improve accuracy or efficiency. 
Clarifications:
Teachers who encourage students to apply mathematics to real-world contexts:
  • Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
  • Challenge students to question the accuracy of their models and methods.
  • Support students as they validate conclusions by comparing them to the given situation.
  • Indicate how various concepts can be applied to other disciplines.
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
ELD.K12.ELL.SS.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.
HE.912.C.2.4 (Archived Standard): Evaluate how public health policies and government regulations can influence health promotion and disease prevention.
Related Access Points
Name Description
HE.912.C.2.In.d: Describe how public-health policies and government regulations can influence health promotion and disease prevention, such as enforcing seat-belt laws, preventing underage alcohol sales, and reporting communicable diseases.
HE.912.C.2.Su.d: Identify ways school and public-health policies can influence health promotion and disease prevention, such as enforcing seat-belt laws, preventing underage alcohol sales, and reporting communicable diseases.
HE.912.C.2.Pa.d: Recognize ways selected school and public-health policies can influence health promotion and disease prevention, such as enforcing seat-belt laws, preventing underage alcohol sales, and assessing health status.



General Course Information and Notes

GENERAL NOTES

Psychology 1 - Through the study of psychology, students acquire an understanding of and an appreciation for human behavior, behavior interaction and the progressive development of individuals. The content examined in this first introductory course includes major theories and orientations of psychology, psychological methodology, memory and cognition, human growth and development, personality, abnormal behavior, psychological therapies, stress/coping strategies, and mental health.

Access Courses:

Access courses are for students with the most significant cognitive disabilities. Access courses are designed to provide students access to the grade-level general curriculum. Access points are alternate academic achievement standards included in access courses that target the salient content of Florida’s standards. Access points are intentionally designed to academically challenge students with the most significant cognitive disabilities. 

Instructional Practices

Teaching from well-written, grade-level instructional materials enhances students' content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any reason. Using the following instructional practices also helps student learning:

  1. Reading assignments from longer text passages as well as shorter ones when text is extremely complex.
  2. Making close reading and rereading of texts central to lessons.
  3. Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
  4. Requiring students to support answers with evidence from the text.
  5. Providing extensive text-based research and writing opportunities (claims and evidence).

Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards
This course includes Florida’s B.E.S.T. ELA Expectations (EE) and Mathematical Thinking and Reasoning Standards (MTRs) for students. Florida educators should intentionally embed these standards within the content and their instruction as applicable. For guidance on the implementation of the EEs and MTRs, please visit https://www.cpalms.org/Standards/BEST_Standards.aspx and select the appropriate B.E.S.T. Standards package.

English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Social Studies. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL's need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/ss.pdf

Additional Instructional Resources:
A.V.E. for Success Collection is provided by the Florida Association of School Administrators: http://www.fasa.net/4DCGI/cms/review.html?Action=CMS_Document&DocID=139. Please be aware that these resources have not been reviewed by CPALMS and there may be a charge for the use of some of them in this collection.


General Information

Course Number: 7921033 Course Path: Section: Exceptional Student Education > Grade Group: Senior High and Adult > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS PSYCH
Number of Credits: One (1) credit
Course Attributes:
  • Class Size Core Required
  • Florida Standards Course
Course Type: Elective Course Course Level: 2
Course Status: Course Approved
Grade Level(s): 9,10,11,12



Educator Certifications

Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Psychology (Grades 6-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Guidance & Counseling (Preschool-Secondary PK-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus School Psychologist (Preschool-Secondary PK-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Social Science (Grades 5-9)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Social Science (Grades 6-12)
Psychology (Grades 6-12) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Guidance & Counseling (Preschool-Secondary PK-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus School Psychologist (Preschool-Secondary PK-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Social Science (Grades 5-9)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Social Science (Grades 6-12)
Psychology (Grades 6-12) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Guidance & Counseling (Preschool-Secondary PK-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus School Psychologist (Preschool-Secondary PK-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Social Science (Grades 5-9)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Social Science (Grades 6-12)
Psychology (Grades 6-12) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Guidance & Counseling (Preschool-Secondary PK-12) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
School Psychologist (Preschool-Secondary PK-12) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Social Science (Grades 5-9) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Social Science (Grades 6-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Psychology (Grades 6-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Guidance & Counseling (Preschool-Secondary PK-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus School Psychologist (Preschool-Secondary PK-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Social Science (Grades 5-9)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Social Science (Grades 6-12)


There are more than 1319 related instructional/educational resources available for this on CPALMS. Click on the following link to access them: https://www.cpalms.org/PreviewCourse/Preview/22606