GENERAL PSYCHOLOGY AND LIFE SKILLS

Course title: General Psychology and Life Skills

Course Code:
Credit Hour: 3 Cr.
Target group: All first year undergraduate University Students
Instructors’ Information
Name:
1. Aseffa Tafa (PhD)
Address: Telephone: 0910236798
E-mail : [email protected]
2. Nimona Shaka (Assistant Professor)
Address: Telephone: 0913342886
E-mail : [email protected]

Office hour:

Mode of delivery: Parallel as per written on schedule

Class meeting: As per schedule

Course description

This introductory course will provide students with an overview of the current
body of knowledge and methods of the science of psychology. This course
examines the role of biological factors, environmental factors and the
interaction of nature and nurture in determining behaviors and mental
processes. Areas discussed include: research in psychology, biological bases of

1|Page
behavior, sensation and perception, principles of learning, memory, language &
thought, motivation and emotion, intelligence, human development, theories of
personality, stress & coping, psychological disorder, adjustments and
treatments, and social behavior. The course will also focus on how to develop
life skills based on the theories and principles of psychology where self-
regulation, self-confidence, social competence, negotiation skills, decision
making skills and problem solving skills shall be given due attention.

Course Rationale

The course General Psychology encompasses the fundamental concepts and

principles of psychology which have immense application to human life
problems. Hence, this course is intended to introduce students to the basic
concepts of psychology and acquaint them with how to apply psychological
knowledge, principles, and theories to real life situation and problems. So it is
of paramount importance for students of any field of study whose future career
is related to social services. Apart from that, it is to introduce students to the
core set of life skills, which are important in realizing holistic development of
students (i.e sense of well-being, confidence and academic performance) so that
they can lead happy, healthy, successful and productive life.

Expected learning outcomes

Up on the completion of this curse, students will be able to:

 Clearly describe psychological concepts.

 Compare and contrast the major perspectives in Psychology

2|Page
  Explain the various research methods in Psychology

 Explain the link between human biology and behavior

 Discuss different aspects of human development

 Comprehend how people sense and give meaning to their environment

 Explain the process of learning a new behavior from different theoretical basis

 Describe motivational and emotional processes

 Appreciate the practical value of psychology

 Identify the significant characteristics of each major psychological theory.

 Discuss the role of psychological research in studying human and animal

behaviors (characteristics and developmental problems).

 Equip with the social and interpersonal skills that enable them to cope with
the demands of everyday life.

 Set an adaptive goal and plan for future.

 Apply knowledge of psychology to one’s own life & to develop life skills.

 Explain ways how self-confidence, self-esteem, self-efficacy, assertiveness,

responsible behaviors, interpersonal skills will be strengthened.

 Describe sources and consequences of stress along with possible coping

mechanisms.

Week Content Assessment

Techniques
and evaluation

3|Page
 Chapter One: Essence of Psychology Class activities
and
1.1. Definition and concepts of Psychology presentations,
1.2. Goals of Psychology Quizzes and
1st week 1.3. Branches of Psychology assignments
1.4. Historical background of psychology
1.5. Effectiveness and application of Psychology
1.6. Research methods in Psychology
Chapter Two: Biological Bases of Behavior
2.1. Nervous System
2.1.1. The Divisions of Nervous System
2.1.2. Functions of Nervous System and its Influences
2nd week on Behavior
2.2. Endocrine System
2.3. The Function of Hormones and their Influences on
Behavior
Chapter Three: Sensation and Perception
3.1 Concepts of sensation
3.1.1. Sensory Channels
3.1.2. Sensory Process
3.1.3. Measuring sensation
3rd week 3.2. Perception
3.2.1. Meaning and Characteristics of perception
3.2.2. Perceptual process
3.2.3. Theories of perception and their applications
Chapter Four: Learning and Theories of Learning
4.1 Definition, principles and characteristics of learning
4.2 Factors influencing learning
4.3 Theories of learning and their applications
3rd and 4th
4.3.1. Behaviorist Theory of Learning
Week 4.3.2. Social Learning Theory
4.3.3. Cognitive Learning Theory
Chapter Five: Memory and Forgetting
5.1. Memory
5.1.1. Meaning and process of memory
5th week 5.1.2. Stages of memory
5.1.3. Methods of Measuring Memory
5.1.4. Factors Affecting Memory
5.2. Forgetting
5.2.1. Meaning

4|Page
 5.2.2. The causes of Forgetting and Theories of
forgetting
5.3. Improving memory

Chapter Six: Developmental Psychology

6.1. Nature of human development

6.2. Significant Facts about and Principles of human
Development
6th and 7th
6.3. Aspects of development
week 6.4. Controversial issues in human development
6.5. Social Expectations in human development
6.6. Theories of human development and their
applications
6.6.1. Cognitive theories
6.6.2. Psychosexual theory
6.6.3. Psychosocial theory
6.6.4. Moral development theory
Chapter Seven: Motivation and Emotion
7.1. Motivation
7.1.1. The nature of motivation
8th week 7.1.2. Theories of motivation and their application
7.1.3. Conflict of motives and frustration
7.2. Emotion
7.2.1. Definition of emotion
7.2.2. Components of emotion
7.2.3. Theories of emotion and their applications
Chapter Eight: Personality
8.1. Meaning and nature of Personality
8.2. Theories of Personality Development
8.2.1. The Theory of Personality Type
8.2.2. The Trait Theories
9th & 10th 8.2.3. The Psychoanalysis Theory of Personality
8.2.4. Behaviorist Theory of personality
week 8.2.5. Social Learning Theory
8.2.6. Humanistic Approach to personality
8.3. Personality Assessment
8.3.1. Measuring Personality Traits
8.3.2. Psychoanalytic Personality Assessment

5|Page
 8.3.3. Behavioral Personality Assessment
8.3.4. Humanistic personality Assessment
Chapter Nine: Psychological Disorder and Therapeutic
Techniques
9.1. Nature of Psychological Disorders
9.2. Classification of Psychological Disorders
9.2.1. Anxiety Disorder
11th week 9.2.2. Somatoform Disorders
9.2.3. Dissociative Disorders
9.2.4. Mood Disorders
9.2.5. Schizophrenic Disorders
9.2.6. Personality Disorders
9.3. Therapeutic Techniques
9.3.1. Somatic Therapy
9.3.2. Psychotherapy and their Types
Chapter Ten: Life Skills
10.1. Nature, concepts and definition of life skill
12th week 10.2. Goals of life skill
10.3. Components of Life Skill
10.4. Overall implications and application of life skills
Chapter Eleven: Self-awareness and Responsible
Behaviors
11.1. Emotional maturity
13th week 11.2. Social skill: learning to live with other
11.3. Building self-image and self-confidence
11.4. Handling physical attraction and sexuality
11.5. Study skills and time management
11.6. Skills of respecting diversity
10.1. Skills of overcoming Procrastination

Chapter Twelve: Communication & Interpersonal

Skills
14th week 12.1. Social Awareness and inter-cultural variation
12.2. Assertiveness and aggressive communication
12.3. Conflict resolution and anger management
12.4. Building egalitarian gender role
Chapter Thirteen: Setting goal and planning for the
future
13.1. Five steps to goal setting

6|Page
 13.2. Long term and short term goals
13.3. Personal goal setting
15th week 13.4. Understanding risks, weighing risks and
opportunities
13.5. Decision making and problem solving skills
13.6. Value difference between individuals
13.7. Career guidance and counseling
13.8. Substance use and long term consequences
13.9. Stress and stress management techniques
NB: One week is reserved for continuous assessment and evaluation

Teaching Learning Methods

Classroom lessons will be mainly lectures preceded by activities (leading

questions followed by brainstorming) and pair or group discussions followed by
presentations with amendments by the instructor. Students will be given cases in light
of the theories covered and asked to analyze cases form the perspectives of the
course objectives and make presentations. At the start of every lesson,
students will be requested to give brief summaries of the previous lesson. At
the end of each unit, they will be requested to prepare exit slips where they
reflect on what they have learned and what aspects of the unit need further
consideration. In this way continuous assessment of students’ understanding
will be held and remedial actions taken. Whatever so, below is listed some
general approaches:

o Lecturing
o Brainstorming
o Collaborative learning
o Discussion
o Independent learning
o Reading assignment and presentation

7|Page
Assessment & Evaluation Techniques

1. Continuous Assessment 60 %
Two Written tests (15 points each)
One unexpected Quiz (5 points)
Pair, Group & Individual assignments (10 points each)
Presentations for group assignment (10 points)
Participation and attendance (5 points)
2. Final exam 40%

Course Policy

Responsibilities of the Students

All students are expected to abide by the code of conduct of students as per the
Legislation of the respective university throughout the course. Academic
dishonesty, including cheating, being late, fabrication and plagiarism will not
be tolerated and will be reported to the concerned bodies for disciplinary
action. Regular attendances, class activities (questions), doing assignments and
submitting them on time are indispensable vehicles for the successful
accomplishment of the course. Moreover, mobile cell phones are to be switched
off so as to avoid distractions in the teaching learning activities including
examination time. Lastly, but not least, note that all issues discussed in the
class will be incorporated in quiz, tests or final exams.

Responsibilities of the Instructor

 Planning learning activities needed for the successful accomplishment and realization of
the course objectives

8|Page
  Running classes according to the official instructional schedule for successful coverage
of the designed course contents within the planned instructional time
 Regularly planning assessment activities and designing relevant (reliable, valid, and
usable) assessment tools to realize the objectives of continuous assessment
 Providing timely and constructive feedbacks on students’ performance on every
assessment activities
 Being good role model for the students in the issues like punctuality, objectivity, honesty,
transparency, fairness, humbleness, tolerance, devotion to one’s duty, mercy,
dressing/neatness etc.

9|Page