Psychology in Action

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Internal-External Locus of Control Scale (I- E Scale) included in the text, page 466, the two described below are particularly useful. Sensation-Seeking Scale (SS Scale) Zuckerman contends that this test measures an innate biological "set-point" for our need for novelty and sensory stimulation. In our classes, we have found similar average scores for males and females (about .5 apart), despite the cultural difference in encouragement for males to engage in more sensation-seeking activities. See what data you obtain and discuss the implications. This scale can be found in both a long form (34 items) and a short form (13 items). The long form is found in: Zuckerman, M., Kolin, E. A., Price, L., and Zoob, I. (1964). Development of a Sensation-Seeking Scale. Journal of Consulting Psychology, 28, 477-482. The short form is found in: Zuckerman, M. (1978, February). The Search for High Sensation. Psychology Today , pp. 38-39. There is also a short version found in the text, Chapter 11--page 374. The Kiersey Temperament Sorter This seventy-item test measures four pairs of preferences and can be used to develop sixteen personality profiles. The pairs (based on Jung's dimensions) are: extraversion-introversion intuition-sensation thinking-feeling judging-perceiving Use all of the items or select one pair such as extroversion-introversion to illustrate the concept of a continuum of bipolar dimensions. The scale is found in: Kiersey, D., and Bates, M. (1984). Please Understand Me: Character and Temperament Types. Del Mar, California: Prometheus Nemesis Book Company. Instructor’s Resource Guide                              Chapter 13                                         Page   159
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Active Learning Activity 13.2 - Identifying Defense Mechanisms This exercise can be done individually or in small groups. After discussing Freud's defense mechanisms, distribute Handout 13.2 and allow students to complete the examples. Review the answers in class, and ask students to add examples from their own lives. Answers to Handout 13.2: Identifying Defense Mechanisms 1. c, 2. a, 3. e, 4. g, 5. b, 6. d, 7. e, 8. d, 9. c, 10. b, 11. a, 12. f, 13. g Active Learning Activity 13.3 - Dream Diary As an extension to your discussion of psychoanalysis, invite your students to keep a dream diary for a week or two. Suggest keeping a pad and pencil next to their beds to record details of their dreams. In addition, ask them to complete Handout 13.2 for each dream. Encourage them to look for patterns (e.g., How much of the dream tied into events that are occurring in everyday life?). Invite them to share their experiences as part of class discussion or as a structured writing project. Active Learning Activity 13.4 - Adaptive and Maladaptive Self Talk Have students make suggestions for both adaptive and maladaptive self-talk for each of the following circumstances: 1. You desperately need an "A" on the exam you are taking.
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