Objectives At the end of the discussion, the students are expected to: Cognitive: Affective: Shows awareness on the

importance of applied psychology Understand and accept implication of the different branches of applied psychology Explain what is applied psychology Understand the implication of the different branches of applied psychology

Psychomotor: Manipulate the different branches of applied psychology for efficiency on the field Perform proficiently in the different fields of life using the implication of applied psychology

Reference: Uriarte Gabriel, G. Learning General Psychology the Easy. S.U.G. Publishing House, Inc. 2008 978-971-0513-03-1 Materials: Activity Sheets on motivation, Activity Sheet Dr Phils Test Activity Sheet Survival exercise Mystery mind game questionnaire Props prize for Trade activity

Procedure Teachers Activity GREETINGS Good Morning Class... Good morning Maam Let us pray first... Please fix your chair and pick up the pieces of paper under your chair Ok now, please be seated properly (One student will lead the prayer) (Student will fix their chairs and pick pieces of paper under their chairs) (Student will seat properly) MOTIVATION Okay Class before we start our lesson we will have a short activity. Fill up the information needed from the piece of paper we are going to distribute. So, is that clear? Yes maam. (This will be the content of the piece of paper) Activity Sheet: Name: Nickname: Birthday: Birthplace: Mother: Father: Favorites: Food: Hobbies: Celebrity Describe Yourself: What is Friend: What is Love: Who is your Bestfriend? Crush? Loveone(Bf/Gf)? Most embarrassing moment: Motto: (After 5 minutes the students have finished answering the all about me test, it is a like an autograph that need to give the information that the students have.) Students Activity

The title of our activity is Guess who? You are going to guess who the student is being described by the teacher. Anybody can answer except to the person being described by the teacher. Are all things clear? Are you ready? Yes maam (The teacher will pick 5 signed autograph papers and will start the activity by selecting description Yea, were ready from the paper and relaying it to the class.) The student will give their own guesses based on the given description PREPARATION OF THE LESSON Class have you enjoyed the activity? Can someone in the class tell me about what have you notice in our activity? Yes, maam Thats a very good observation! Thank you! Now, can someone tell me the relevance of that observation to our activity Thats a very nice answer! Thank you! With that I would like to introduce to you today our topic which is Applied Psychology. Applied Psychology is a branch of Psychology that applies the method and knowledge of the discipline to investigate and solve practical everyday human problems. To help you understand this more we will divide your class into 5 groups which will represent the five branches of Applied psychology which are: - Organizational psychology - Environmental Psychology - Forensic Psychology - Sports psychology Well, that only means that those winners were able to use their prior knowledge about the person being blind item to gain point in the competition. Maam I notice that most of the winners are close to those who was being blind item There will only be five winner since the teacher will only allow student to answer if they raise their hands

- Consumer Psychology What I want you to do are to count off 1-5 and go to your assigned group. (Students will count off from 1-5 and will group Group 1 Organizational psychology themselves accordingly) Group 2 Environmental Psychology Group 3 Forensic Psychology Group 4 Sports psychology Group 5 Consumer Psychology LESSON PROPER GROUP I Activity Ok group, you are going to answer a test on human relations. The test you are going to answer is test given by companies to their (The student will answer the questions. Afterwards employees. they are to score and interpret their own test) After answering and interpreting the test you are (After the activity they are going to share ideas answer the following guide question and share it using the guide questions) with the group: - What have you discovered with yourself? - How do you find the test? Is it helpful to you? - Do you think it is helpful in corporate world? - How do you see the test as relating it to Organizational Psychology? Dr. Phils Test Answers are for who you are now...... not who you were in the past. Begin the test here: 1. When do you feel at your best? a. in the morning b. during the afternoon and early evening c. late at night 2. You usually walk..... a. fairly fast, with long steps b. fairly fast, with little steps c. less fast head up, looking the world in the face d. less fast, head down e. very slowly

3. When talking to people, you... a. stand with your arms folded b. have your hands clasped c. have one or both your hands on your hips or in pockets d. touch or push the person to whom you are talking e. play with your ear, touch your chin or smooth your hair 4. When relaxing, you sit with... a. your knees bent with your legs neatly side by side b. your legs crossed c. your legs stretched out or straight d. one leg curled under you 5. When something really amuses you, You react with... a. a big appreciated laugh b. a laugh, but not a loud one c. a quiet chuckle d) a sheepish smile 6. When you go to a party or social gathering, you... a. make a loud entrance so everyone notices you b. make a quiet entrance, looking around for someone you know c. make the quietest entrance, trying to stay unnoticed 7. When you're working or concentrating very hard, and you're interrupted, you... a. welcome the break b. feel extremely irritated c. vary between these two extremes 8. Which of the following colors do you like most? a. Red or orange b. black c. yellow or light blue d. green e. dark blue or purple f. white g. brown or gray 9. When you are in bed at night, in those last few moments before going to sleep, you lie...

a. stretched out on your back b. stretched out face down on your stomach c. on your side, slightly curled d. with your head on one arm e. with your head under the covers 10. You often dream that you are... a. falling b. fighting or struggling c. searching for something or somebody d. flying or floating e. you usually have dreamless sleep f. your dreams are always pleasant Scoring: POINTS: 1. (a) 2 (b) 4 (c) 6 2. (a) 6 (b) 4 (c) 7 (d) 2 (e) 1 3. (a) 4 (b) 2 (c) 5 (d) 7 (e) 6 4. (a) 4 (b) 6 (c) 2 (d) 1 5. (a) 6 (b) 4 (c) 3 (d) 5 (e) 2 6. (a) 6 (b) 4 (c) 2 7. (a) 6 (b) 2 (c) 4 8. (a) 6 (b) 7 (c) 5 (d)4 (e) 3 (f) 2 (g) 1 9. (a) 7 (b) 6 (c) 4 (d) 2 (e) 1 10. (a) 4 (b) 2 (c) 3 (d) 5 (e) 6 (f) 1 Now add up the total number of points. Interpretation OVER 60 POINTS Others see you as someone they should "handle with care." You're seen as vain, self-centered and one who is extremely domineering. Others may admire you, wishing they could be more like you, but don't always trust you, hesitating to become too deeply involved with you. 51 TO 60 POINTS Others see you as an exciting, highly volatile, rather impulsive personality; a natural leader, one who's quick to make decisions, though not always the right ones. They see you as bold and adventuresome, someone who will try anything once; someone who takes chances and enjoys an adventure. They enjoy being in your company because of

the excitement you radiate. 41 TO 50 POINTS Others see you as fresh, lively, charming, amusing, practical and always interesting; someone who's constantly in the center of attention, but sufficiently well-balanced not to let it go to their head. They also see you as kind, considerate, and understanding; someone who'll always cheer them up and help them out. 31 TO 40 POINTS Others see you as sensible, cautious, careful and practical. They see you as clever, gifted, or talented, but modest. Not a person who makes friends too quickly or easily, but someone who's extremely loyal to friends you do make and who expect the same loyalty in return. Those who really get to know you realize it takes a lot to shake your trust in your friends, but equally that it takes you a long time to get over it if that trust is ever broken. 21 TO 30 POINTS Your friends see you as painstaking and fussy. They see you as very cautious, extremely careful, a slow and steady plodder. It would really surprise them if you ever did something impulsively or on the spur of the moment, expecting you to examine everything carefully from every angle and then usually decide against it. They think this reaction is caused partly by your careful nature. UNDER 21 POINTS People think you are shy, nervous, and indecisive, someone who needs looking after, who always wants someone else to make the decisions and who doesn't want to get involved with anyone or anything! They see you as a worrier who always sees problems that don't exist. Some people think you're boring. Only those who know you well know that you aren't. (This is a test given by the Human Relations Dept. at many of the major corporations today. It helps them get better insight concerning their employees and prospective employees.) GROUP 2 Activity

So group 2 this is your activity: You will be asked to go out of the room and walk around the field for about 10-15 minutes. Within those 10-15 minutes you should walk silently. While walking silently you are to find piece of nature that "represents who you are" - then share it with group at the other end. Question need to be answer during the sharing: (The student will go out of the room and will walk - What happened on this walk - what do you around the field as a group) notice about how people walked, how you walked? (The student will discuss about the activity using the - What you noticed in the environment? guide questions) - What kinds of thoughts and feelings occurred to you? - If there was talking why? - Was this out of your comfort zone? GROUP 3 Activity Group 3 your activity would be a paper and (The student will answer the game and should come pencil activity where you are to answer the out with following answers :) following mystery mind games: 1. Shauna was killed one Sunday morning. The police know who they are going to arrest from this bit of information: April was getting the mail Alyssa was doing laundry Reggie was cooking Mark was planting in the garden Who killed Shauna and how did the police know who to arrest? 2. A man is found dead one Saturday morning. He was killed while his wife was sleeping. The wife tells the police all that she knows. She tells them that the cook was cooking breakfast, the maid was cleaning and the butler was getting the

April killed Shauna because there is no mail delivery on Sundays

mail. The police immediately arrest the person The wife because she was sleeping, how could she who is responsible. Who is responsible and why? know that all of that happened! 3. This is a story about a girl. While at the funeral of her own mother, she met a guy whom she did not know. She thought this guy was amazing, so much the dream guy that she was searching for that she fell in love with him immediately. However, she never asked for his name or She reasoned that if the guy appeared at her number and afterward could not find anyone who mother's funeral, then he might appear another knew who he was. family funeral. A few days later the girl killed her own sister. Question: Why did she kill her sister? 4. A man walked in the house. He was about to hang up his coat when he heard his wife say, "No John! Don't do it!" There was a shot and the woman was dead. There was a police officer, a doctor, and a lawyer standing next to her. The woman's husband knew that the police officer did it. But how did the husband know? 5. Detective Thomas was called to a crime scene late at night for investigating a murder of a woman. The area was a gloomy area with no lights. The witness was the neighbor of the woman who said he had seen the murder take place with the help of the light of the full moon. Even though he could clearly see the full moon, Detective Thomas knew that the witness was lying. How? GROUP 4 Activity Trade Activity In this activity you are task to trade your (The student will start trading.) cellphone to gain points. (After revealing the secret of the activity, they are to The more you trade the more points you will share idea with the group and will relate it to Sports gain. But I have to remind you it depends on the Psychology) member if he/she agrees to trade his cellphone with you. The one who will get more points will get the prize on the table. The police officer was a man while the doctor and lawyer were ladies. John is a mans name. The husbands name was David. So John was the police officers name. Davids wife was saying, "No John! Dont do it!" to the police officer and the police

Detective Thomas found it out because the murder took place during a lunar eclipse, and there was total darkness. A lunar eclipse takes place during a full moon day and the maximum time a lunar eclipse can last is 3 hours and 40 minutes.

(The secret of the activity is that it measures the competitiveness of the student. Competitiveness is not about doing everything to get the prize it is about giving our best to win the prize. The student who trade more doesnt mean that he/she is competitive sometimes it does mean that one is greedy enough to get the prize) After the long trade they will write on a paper the points and relate it Sport Psychology. GROUP 5 Activity Survival Exercise Imagine your group in this scenario: You and your companions have just survived the crash of a small plane. Both the pilot and copilot were killed in the crash. It is mid-January, and you are in Northern Canada. The daily (The students will do the activity and will share temperature is 25 below zero, and the night time ideas afterwards) temperature is 40 below zero. There is snow on the ground, and the countryside is wooded with several creeks criss-crossing the area. The nearest town is 20 miles away. You are all dressed in city clothes appropriate for a business meeting. Your group of survivors managed to salvage the following items: A ball of steel wool A small ax A loaded .45-caliber pistol Can of Crisco shortening Newspapers (one per person) Cigarette lighter (without fluid) Extra shirt and pants for each survivor 20 x 20 ft. piece of heavy-duty canvas A sectional air map made of plastic One quart of 100-proof whiskey A compass Family-size chocolate bars (one per person) Your task as a group is to list the above 12 items in order of importance for your survival. List the

uses for each. You MUST come to agreement as a group. Explanation Mid-January is the coldest time of year in Northern Canada. The first problem the survivors face is the preservation of body heat and the protection against its loss. This problem can be solved by building a fire, minimizing movement and exertion, using as much insulation as possible, and constructing a shelter. The participants have just crash-landed. Many individuals tend to overlook the enormous shock reaction this has on the human body, and the deaths of the pilot and co-pilot increases the shock. Decision-making under such circumstances is extremely difficult. Such a situation requires a strong emphasis on the use of reasoning for making decisions and for reducing fear and panic. Shock would be shown in the survivors by feelings of helplessness, loneliness, hopelessness, and fear. These feelings have brought about more fatalities than perhaps any other cause in survival situations. Certainly the state of shock means the movement of the survivors should be at a minimum, and that an attempt to calm them should be made. Before taking off, a pilot has to file a flight plan which contains vital information such as the course, speed, estimated time of arrival, type of aircraft, and number of passengers. Search-andrescue operations begin shortly after the failure of a plane to appear at its destination at the estimated time of arrival. The 20 miles to the nearest town is a long walk under even ideal conditions, particularly if one is not used to walking such distances. In this situation, the walk is even more difficult due to shock, snow, dress, and water barriers. It would mean almost certain death from freezing and exhaustion. At temperatures of minus 25 to

minus 40, the loss of body heat through exertion is a very serious matter. Once the survivors have found ways to keep warm, their next task is to attract the attention of search planes. Thus, all the items the group has salvaged must be assessed for their value in signaling the groups whereabouts. The ranking of the survivors items was made by Mark Wanvig, a former instructor in survival training for the Reconnaissance School of the 101st Division of the U.S. Army. Mr. Wanvig currently conducts wilderness survival training programs in the Minneapolis, Minnesota area. This survival simulation game is used in military training classrooms.

Rankings

1. Cigarette lighter (without fluid) The gravest danger facing the group is exposure to cold. The greatest need is for a source of warmth and the second greatest need is for signaling devices. This makes building a fire the first order of business. Without matches, something is needed to produce sparks, and even without fluid, a cigarette lighter can do that. 2. Ball of steel wool To make a fire, the survivors need a means of catching he sparks made by the cigarette lighter. This is the best substance for catching a spark and supporting a flame, even if the steel wool is a little wet. 3. Extra shirt and pants for each survivor Besides adding warmth to the body, clothes can also be used for shelter, signaling, bedding, bandages, string (when unraveled), and fuel for the fire.

4. Can of Crisco shortening This has many uses. A mirror-like signaling device can be made from the lid. After shining the lid with steel wool, it will reflect sunlight and generate 5 to 7 million candlepower. This is bright enough to be seen beyond the horizon. While this could be limited somewhat by the trees, a member of the group could climb a tree and use the mirrored lid to signal search planes. If they had no other means of signaling than this, they would have a better than 80% chance of being rescued within the first day. There are other uses for this item. It can be rubbed on exposed skin for protection against the cold. When melted into an oil, the shortening is helpful as fuel. When soaked into a piece of cloth, melted shortening will act like a candle. The empty can is useful in melting snow for drinking water. It is much safer to drink warmed water than to eat snow, since warm water will help retain body heat. Water is important because dehydration will affect decisionmaking. The can is also useful as a cup. 5. 20 x 20 foot piece of canvas The cold makes shelter necessary, and canvas would protect against wind and snow (canvas is used in making tents). Spread on a frame made of trees, it could be used as a tent or a wind screen. It might also be used as a ground cover to keep the survivors dry. Its shape, when contrasted with the surrounding terrain, makes it a signaling device. 6. Small ax Survivors need a constant supply of wood in order to maintain the fire. The ax could be used for this as well as for clearing a sheltered campsite, cutting tree branches for ground insulation, and constructing a frame for the canvas tent. 7. Family size chocolate bars (one per person) Chocolate will provide some food energy. Since it contains mostly carbohydrates, it supplies the energy without making digestive demands on the

body. 8. Newspapers (one per person) These are useful in starting a fire. They can also be used as insulation under clothing when rolled up and placed around a persons arms and legs. A newspaper can also be used as a verbal signaling device when rolled up in a megaphoneshape. It could also provide reading material for recreation. 9. Loaded .45-caliber pistol The pistol provides a sound-signaling device. (The international distress signal is 3 shots fired in rapid succession). There have been numerous cases of survivors going undetected because they were too weak to make a loud enough noise to attract attention. The butt of the pistol could be used as a hammer, and the powder from the shells will assist in fire building. By placing a small bit of cloth in a cartridge emptied of its bullet, one can start a fire by firing the gun at dry wood on the ground. The pistol also has some serious disadvantages. Anger, frustration, impatience, irritability, and lapses of rationality may increase as the group awaits rescue. The availability of a lethal weapon is a danger to the group under these conditions. Although a pistol could be used in hunting, it would take an expert marksman to kill an animal with it. Then the animal would have to be transported to the crash site, which could prove difficult to impossible depending on its size. 10. Quart of 100 proof whiskey The only uses of whiskey are as an aid in fire building and as a fuel for a torch (made by soaking a piece of clothing in the whiskey and attaching it to a tree branch). The empty bottle could be used for storing water. The danger of whiskey is that someone might drink it, thinking it would bring warmth. Alcohol takes on the temperature it is exposed to, and a drink of minus 30 degrees fahrenheit whiskey would freeze a persons esophagus and stomach. Alcohol also dilates the blood vessels in the skin,

resulting in chilled blood belong carried back to the heart, resulting in a rapid loss of body heat. Thus, a drunk person is more likely to get hypothermia than a sober person is. 11. Compass Because a compass might encourage someone to try to walk to the nearest town, it is a dangerous item. Its only redeeming feature is that it could be used as a reflector of sunlight (due to its glass top). 12. Sectional air map made of plastic This is also among the least desirable of the items because it will encourage individuals to try to walk to the nearest town. Its only useful feature is as a ground cover to keep someone dry.

How to score Each team should list its top 5 choices in order prior to seeing the answer sheet. To award points, look at the ranking numbers on this answer sheet. Award points to each teams top choices according to the numbers here. For example, the map would earn 12 points, while the steel wool would earn 2 points. Lowest score wins (and survives). After the activity the students will using the following guide questions: Does the group decision influence by one person only? How does your own decision prevail How this activity reflects your own way of making decision? Relate the activity to Consumer Psychology

GENERALIZATION (After 15-20 minutes of doing the activity of each group they will back to the room and tackled

from what they have discovered and experienced from the said activity.) Now class, lets listen to the first group from what they have learned and discovered from the activity. Good afternoon Classmates! We are the Group1. The Branch of Applied Psychology of our group is the Organizational Psychology. Our activity was we took Dr Phils test; this test was all about our attitude and behavior when we are in work; what type of worker we are and our adjustment capacity. Weve a lot about ourselves and we realized how important our behavior is workplace. And weve realized that that is how Organizational Psychology works. Good work Group 1! The preference Test that they have took was all about the Behavior of the person in terms of work .In that Test, we will discover what are the attitude and the right job that will fit in to that person. If that person wants to work alone, or in a quiet place he may be worked as a Book keeper or Librarian. If other person wants to manipulate machines he may be a Mechanic or other Job related to Machines. Right? Or other type of person wants to work with a group or with the presence of people around him He can worked as a Manager .From their Activity we could see how important and Organizational Psychology is being applied. Any Questions from the Class? So lets proceed to Group 2. Good afternoon class! our group did the Solo Walk Activity where in, we have time to reflect .The said activity is good and we have discovered that who we are when we are in our friends at the outside of our house and who we are as daughter or son when we are with our Parents and Family. Also another Good work from Group 2! The Solo walk activity is all about to reflect and to internalized while you are in a place and walking alone. The Factors of Environment such as Noise, smoke and the people around will be

the factors that will affect your behavior. How do the Physical Environment of the church will going to affect you as you. The challenge of this activity was are you going to walk alone and quietly? Are you going to talk while walking or listen to the other people talking? Are you going to follow our instructions?Thats how the Environmental Psychology worked and being applied. Its all about the environment and people around you. Lets proceed to the next group. We are the Group 3 and our activity was all about How we will judge or to solve the given murder situations to us.It was all about on how we justify and know who were the suspect of the each crime.This helps us to discover to develop our psychological skills in this field. The Student will read the 3 situations that they have solve and they will give the answer to the class and The activity of Group 3 is the different situations justify why that person was the criminal. about the murder cases. It was involved in legal justice system where in to develop your observation skills and to easy analyze,c riticize and developed your psychological profiles of the criminals and in other crimes. Thats how the Psychology of Law is being applied. Its all clear class? Next group.

Good afternoon class! We are the group 4 the sports Psychology Group .We did in our activity was to trade with other members of our group. The more we trade the more points we will have and we discovered that this activity boosted our selfconfidence and competitiveness in achieving our goal which is the prize. It also made us think wise how we will gain points despite of equal number of members in our group. We also used the prized to maximize ourselves to win the game.

Good! The name of the Activity of the group was the give and take Its a game that will make you think on how you will have more points despite of the number of the people that youre going to trade with, and also how will you make that person agree to trade with you? This activity was made for you to strengthen and to maximize your competitiveness in terms of competition. It also helps you to develop your emotional and mental skills that were necessary to facilitate their maximal competitive performance-potential for the benefits of the Athletes. This activity was also made for you to be wise and not to be greedy. The symbol of the cellphone was your hardships and your all efforts in order for you to achieve your goal. Trading is good, but giving is much better. Giving your all effort and your best was better, even you may not win the prize but you have given your best without winning was like youre better than then champion. Because you gave you best with no regrets. Thats how important Sports Psychology nowadays, and thats the secret of different popular competitive universities like UP and Ateneo. Okay, lets precede to the last Group. We are the last group, and our activity was all about what are the three important things that we need or to use in order to survive in a plane crash. Most of our answer reflects what we need logically. Weve discovered how it is to pick and selct what you need in every situation. Weve realized its implication to Consumer psychology. The way we select and make decision of the things we buy Exactly group 5! Thats how the consumer reflects the life that we are living Psychology was being applied. The observation concerning how the buyers/consumers will make a decision to buy a product; how will they encourage the buyers to use their products is the end point of Consumer psychology. In this activity, the situation is a reflection of how people tend to survive with their lives.

EVALUATION AND ASSESSMENT Encircle the correct answer 1. Lilia is an office secretary. Lilia is a shy type of worker and is having trouble getting along well with her co worker. Her boss was having trouble with Lilias attitude so he tried to conduct a team building activity for everyone. What branch of Applied Psychology is concerned with the situation? a. Consumer Psychology b. Psychology of Law *c. Organizational Psychology d. Environmental Psychology 2. Jose was 15 years old boy who loves buying hair wax. Although Jose has good hair he is influenced by TV commercials that he is watching and because it is fad in their room. What branch of Applied psychology is being used in the situation a. Organizational Psychology b. Sports Psychology c. Psychology of Human Factors *d. Consumer Psychology 3. What is environmental psychology? Choose what a. a formal best describe it *a. a formal study of how physical and natural surroundings affects human behavior b. a study about how trees and plants affect

humans relationship c. a formal study of how human meditate using the environment d. a formal study of how plants, animals, surroundings and human interact with each other. 4. It is a branch of applied psychology in which psychologist is involved the legal justice system either as an expert witnesses, or consultant to the police, attorneys, defendant, and judges. What is it? a. Psychology of Law b. Consumer Psychology *c. Forensic Psychology d. Organizational Psychology

5. Eric is a 20 years old man who has just finished his course in teaching. He applied in a law firm as an assistant. He took the exam and turned out that he didnt pass. What branch of applied psychology is responsible for explaining the scenario? a. Consumer Psychology *b. Organizational Psychology c. Sports Psychology d. Environmental Psychology 6. Clark is a good football player who lives in a slum area. Cark got discourage because of his life and has no determination on playing. Who would likely best to help him get back his determination?

a. parents b. playmate c. coach *d. sports psychologist 7. A branch of Psychology that applies the methods and knowledge of the discipline to investigate and solve practical, every day human problems. What is it?

*a. applied psychology b. clinical psychology c. sports psychology d. human factor psychology

8. It is concerned with helping competitive athlete develop mental and emotional skills necessary to facilitate maximal competitive potential. *a. Sports Psychology b. Consumer Psychology c. Forensic Psychology d. Environmental psychology 9. Is especially concerned with measuring, predicting and influencing behavior of buyers. What is it? a. Sports psychology b. Environmental Psychology

*c. Consumer Psychology d. Human Factor Psychology 10. It especially focused on the relationship between the workplace and the worker. What is it? a. Human Factor Psychology b. Sports Psychology c. Environmental Psychology *d. Organizational Psychology 11. It is the test taken of the applicant on the company to know their capacity or potential in learning skill required in the job. What is it? *a. Aptitude test b. Personality test c. Dr. Phils Test d. Job test 12. These are natural settings such as forests. Beaches, buildings, ships and cities which affects is one of the prime factor in affecting human behavior. What is it? *a. Physical environment b. Natural environment c. Man made environment d. Social environment 13. Janine was an active student in school. Aside from being active in academics she is also active in going into different events such meetings, seminar, school parties. What kind of

environment does Janine enjoy? a. physical environment *b. social environment c. man made environment d. natural environment 14. Christine is an office worker; she has a lot of paper works and has a lot of meetings to attend. She also cant sleep well because of work load. From the statement above what factor in work stress is being described? a. job status b. accountability *c. physical variable d. work load 15. John is awarded as one of the MVP in basketball for their batch. After few years John had been stop playing because of consequent absences in training and for neglecting his games. The coach decided to call upon a psychologist to talk with John. What do you think should the psychologist do? a. the psychologist should scorn John *b. the psychologist should develop Johns emotion and mental skills to motivate him go back on practice c. the psychologist should know what is happening to Johns life and encourage him to go back d. the psychologist should tell John that he would give him reward if he come back to play.

APPENDICES (Psychological Implication)

APPENDIX B

DISCOVERY METHOD OF TEACHING

What is discovery method of teaching? Discovery method of teaching is an inquiry-based, constructivist teaching method that takes place in problem solving situations where the learner draws on his or her own past experience and existing knowledge to discover facts and relationships and new truths to be learned. a largely unstructured, situational method or philosophy of teaching whereby students are permitted to find solutions to problems on their own or their own pace, often jointly in group activities, either independent of or under guidance of teacher Sometimes described as "learning by doing," discovery learning takes place in situations where learners draw on their own experiences and It is an inquiry-based educational method, encouraging participants to deal with realistic scenarios by exploring, experimenting and pondering a series of increasingly difficult challenges

Historical background Discovery method of teaching/learning is based on Aha! method. Hiero II requested that Archimedes find a method for determining whether a crown was pure gold or alloyed with silver. When he stepped into a bath he realized that a given weight of gold would displace less water than an equal weight of silver (which is less dense than gold); at this point he shouted, EUREKA (I have found it!). educational forefront since the 1940s In 1967, Jerome Bruner developed the first theories around the idea that perception is an active process. Bruner expanded on the concept that people are better able to remember new information when they are able to connect it to something they already know. Similar constructivist learning theories were developed by John Dewey, Jean Piaget, and Lev Vygotsky, all of whom suggested that discovery learning encourages students to become active participants in the learning process by exploring concepts and answering questions through experience

Advantages and Disadvantages Advantages Actively engages students in the learning process Motivates students to participate Encourages autonomy and independence Promotes the development of creativity and problem-solving skills Provides a individualized learning experience

Disadvantages May be overwhelming for learners who need more structure May allow for possible misunderstanding May prevent teachers from gauging whether students are having problems It requires that the teacher be prepared for too many corrections, a lot of things one discovers for themselves turn out to be wrong (process of trial and error) It can become a vehicle to reject the idea that there are important skills and information that all children should learn

Steps of Discovery Method of Teaching The Inductive Discovery Method/Scientific Method - State the Question: What information do you wish to obtain? - Make Observations: Gather information that will help answer your questions by researching, making, and recording direct observations of the subject - Form a Hypothesis: After gathering an adequate amount of information, apply what you have observed to form an educated guess or prediction of what the answer to your question is - Test: Test your hypothesis by performing an experiment that includes a variable - Analyze: Examine the results of your experiment

APPENDIX C

Taxonomy of Objectives
Cognitive Knowledge It is the lowest level of cognitive process which involves recall of what was learned Through the discussion the students were able to know the terms, trends, sequences and methodologies about the applied psychology

Comprehension It us the second level of cognitive process which involves translation, interpretation and extrapolation Students were able to describe and explain the basic concepts in applied psychology

Application It is the third level of cognitive process which involves abstraction in particular things Students were able to apply what has been discovered during the presentation

Analysis It is the fourth level of cognitive process which involves breaking whole parts in understanding their relationship Students were able to relate what has been discovered during the activities to the topic being presented

Synthesis It is the fifth level of cognitive process which involves putting parts together in new form Students were able to organize information learned about Applied Psychology and able to make it as a new form of knowledge for practical use.

Evaluation

It is the highest level of cognitive process which involves judging quality or worth of something based on established criteria Students were able to give value applied psychology as a branch of psychology. And able to appraise what has been discovered during their activities to what should be learned in the topic of Applied Psychology

Affective Receiving It is the lowest level of affective domain which involves awareness and willingness to receive Students were able to listen with respect and with awareness to what is being discussed

Responding It is the second level of affective domain which involves willingness to respond Students show willingness to participate in the class with interest valued through the cooperation done during the activities given

Valuing It is the third level of affective domain which involves acceptance of the worth of a person/object/situation Students give importance in relating what has been discovered to the topic presented

Organization It is the fourth level of affective domain which involves conceptualization of values Students have integrated systematic problem solving in the activities given. Also, accepts responsibility on own learning through discovery

Characterization It is the highest level of affective domain which involves forming philosophy based from the values formed Students were able to show self reliance in working independently during the discovery of learning. Also, showed cooperation with group activities

Psychomotor Perception - It is the lowest level of psychomotor domain which involves the use of senses to become aware of doing a motor activity In the activities the students were able to follow instruction using their senses

Set - It is the second level of psychomotor domain which involves readiness to take an action In the activity, students were able to acknowledge limitation in answering and begin to use new ways of giving answer using creative thinking

Guided response - It is the third level of psychomotor domain which involves imitation, trial and error - In the experiment activity, students discovered what was acid and what was base through following instruction from the teacher Mechanism It is the fourth level of psychomotor domain which involves habitual responses to do thing proficiently Students had moved with proficiency and with confidence through the guided instruction done repetitively.

Complex Covered Response It is the fifth level of psychomotor domain which involves skilful performance of an act Students manifest skilful performance during the experiment and have translated this act to written output with less effort.

Adaptation It is the sixth level of psychomotor domain which involves modifying of skills learned to meet certain requirements Students have modified the skills they have learned to meet the special requirement in the different activities given.

APPENDIX E

Developmental Task
Psychoanalytic Theory It is a theory which is founded through childhood experiences and unconscious desires believing that it influenced behavior. Based on this a theory that described development in terms of a series of psychosexual stages was conceptualized. According to Freud, conflicts that occur during each of these stages can have a lifelong influence on personality and behavior. The stage of the student were genital stage where they are developing their primary sex characteristic and were seeking significant role in the society which build their personality.Where in earlier stages the focus was solely on individual needs, interest in the welfare of others grows during this stage. If the other stages have been completed successfully, the individual should now be well-balanced, warm and caring. The goal of this stage is to establish a balance between the various life areas. The students were able to practice seeking significant role through giving them the way to seek significant role. The stages where they are have been an advantage. By using activities which will give them idea of how to use psychology in practical lives they are able to contemplate on what they are to do turning on the same field. As they were seeking for their significant role in the society and as personality are being formed knowing how to use psychology in different field would help them build the kind of personality that they need not just to seek role but to do the role that is given them by the society

Moral Development theory The students were at Level 2 Conventional Morality Stage 3 - Interpersonal Relationships Often referred to as the "good boy-good girl" orientation, this stage of moral development is focused on living up to social expectations and roles. There is an emphasis on conformity, being "nice," and consideration of how choices influence relationships. Stage 4 - Maintaining Social Order At this stage of moral development, people begin to consider society as a whole when making judgments. The focus is on maintaining law and order by following the rules, doing ones duty and respecting authority The students were able to maximize learning with the group using instruction from the teacher with less effort because they were on the stage where conformity is highly required. We make use of their stage by giving them instruction to follow and group to guide them. Since these students are considerate with the society and conformity, making use of grouping in teaching helped them learn more by being behave and having absorbed things that are entrusted them to learn

Cognitive Development Theory Cognitive development theory is concerned with the development of a person's thought processes. It also looks at how these thought processes influence how we understand and interact with the world. The students were at Formal Operation Stage. The formal operational stage begins at age twelve to and lasts into adulthood. During this time, people develop the ability to think about abstract concepts. Skills such as logical thought, deductive reasoning, and systematic planning also emerge during this stage. Students were able to use logic and reasoning in relating what has been discovered to the topic being presented. Also they were able to relate activities they have done on the subtopic given to them. Being able to relate its importance and its use to the topic presented was a result of the highly sophisticated way of thinking of these students who were very capable of reasoning and doing analytic and evaluative task with organization.

Psychosocial Development Theory Ego identity is the conscious sense of self that we develop through social interaction. According to Erikson, our ego identity is constantly changing due to new experiences and information we acquire in our daily interactions with others. Each stage in Erikson's theory is concerned with becoming competent in an area of life. If the stage is handled well, the person will feel a sense of mastery, which is sometimes referred to as ego strength or ego quality. If the stage is managed poorly, the person will emerge with a sense of inadequacy. The students were at Identity vs. Role Confusion. At this stage those who receive proper encouragement and reinforcement through personal exploration will emerge from this stage with a strong sense of self and a feeling of independence and control. Those who remain unsure of their beliefs and desires will feel insecure and confused about themselves and the future The students were able to receive proper encouragement about learning through learning at own pace. Since the method being used is discovery learning which is learning by doing the students have most likely felt accomplished upon relating what they have discovered to the topic being presented. The students were able to practice personal exploration and emerge to have strong sense of self. Through the activities given students were able to feel the independence with sense of responsibility.

APPENDIX F Theories of Personality

Alfred Adlers Social Psychology Theory One of the principles of creative self is giving meaning to experience. The goal of the activities is to give meaning to their past experience. Discovery teaching method let the student understand the meaning of past experiences through hands on activity. By giving meaning to their experiences the students were able to satisfy the stage of compensating inferiority. They overcome deficiency by discovering what should be done after knowing the meaning of past experiences

Gordon Allports Individual Theory All students have different intentions and aims in learning. The discovery method of teaching and the activities set for the students aims to develop the intentions into ego self until the ego self help determine the motives in action and thoughts of one individual. The whole activity consider these by letting the students express different intentions in relating past experiences to present experiences. And by confirming the learning through the discussion were able to build new knowledge that could help build own personality

Karen Horneys Theory of Neurotic Needs The theory suggests that each individual has the neurotic need to react to people in three different cases: toward people, away to people or against to people. In discovery teaching method, student were able to react to people since it is learning by doing and learning by doing demands interaction. During the activity, we let the students practice their interaction to people giving them the room to interact with other people with the proper attitude

Ludwig Binswanger and Millard Boss Existential Theory It states that the ones feeling of existence is influence by how one perceives the world around him. Existence is merely the feeling or actualization of being there. Individual has three basic way of object of response to it: the biological, the human and the self. Once these three had agree to the modality of existence only then can an individual feel the existence of oneself to the society, family and self.

The students were able to let their self feel te existence through reconciliation with the nature of and by feeling how the field of life is working around them. The students were able to locate the point of existence by knowing that there is a psychology in everything that existence starts with how mind perceive and cooperate the rest of reality to make something work.

Kurt Goldsteins Organismic Theory A theory which tends to stress the organization, unity, and integration of human beings expressed through each individual's inherent growth or developmental tendency. Man is a social animal. He lives in social groups in communities and in society. Human life and society almost go together. Man cannot live without society. Man is biologically and psychologically equipped to live in groups, in society. Society has become an essential condition for human life to arise and to continue. Man depends on society. It is in the society that an individual is surrounded and encompassed by culture, a societal force. It is in the society again that he has to conform to the norms, occupy statuses and become members of groups. The students were able to emphasis unity in group activities and be able to accomplished task due to dependency to the group.

APPENDIX G

Multiple Intelligences
Interpersonal Intelligence It is the intelligence of understanding others and knowledge of getting along well with others. Students were able to have interaction with teachers and classmates during the presentation and activity. Also, have learned cooperation during activities and exchange feedback with group mates and with teacher

Intrapersonal Intelligence It is the intelligence of knowing one self and being able to seek self knowledge Students have used self-knowledge as their guide in decision making. And be able to test and recognized why the topic is important and what do they already know about the topic

Verbal-Linguistics Intelligence It is the knowledge of using language and verbal and written communication for better expression of ideas. Students have used language to express complex meaning during the activity. And have used language in exchanging ideas and translating ideas into written and oral output during the group activity and presentation

Math-Logical Intelligence It is the intelligence of being able to understand numbers and using logic in expressing ideas. Students have analyzed, compared and explored given topic to gain and discover new knowledge during the activity. And had able to synthesize knowledge during discussion to form new learning experience

Bodily-Kinaesthetic Intelligence It is the intelligence of using body as a form of expression and using body to gain more ideas. Students showed adeptness in the use of object and activities using fine motor skills during the group activity

Naturalistic Intelligence It is the intelligence of knowing and seeing the relationship between plants the animals and the natural world. Students were able to show sensitivity in the natural world. And were able to show understanding to the nature using senses to observe and make distinctions of objects used during the experiment and discussion

APPENDIX H

Theories of Learning
Jerome Bruners Theory of Instruction/Discovery Learning/Inquiry method The theory states that the students are able to learn more if they are learning by doing. In our lesson, students acquired knowledge through interactive process which is done during the activity, learning from hands on activities. Then they transform knowledge through the discussion and evaluate whether or not the learned materials has been manipulated through comparing written output to the discussion of the teacher

David Ausubels Meaningful Learning theory The students gain meaningful learning by turning potentially meaningful materials into actual meaningfulness by synthesizing knowledge. Students were to arrive at the outcome of the activities independently and relate it to existing knowledge. Then add it to the new information gain through the discussion

Wofgang Kohlers Problem Solving Theory It states that problem solving was a result of insightful solution and not by a trial and error. Gaining insight in education let the students learn more. Students gain insight in the discussion through the process of exploring, analyzing and restructuring perception they have until they gain a certain solution to problem

Edwin Guthries Contiguous Theory Contiguous learning is learning through movements not on acts. The students were able to learn on movements during the activities, giving them the room to discover using senses and past experience to manipulate materials and gain new information about it

Edward Thorndikes Connectionism/ 3 Laws of learning The theory states that children are able to learn if the teacher considers the readiness of the child, practicing the lesson and effect of the lesson on the child. The students were prepared for the topic through increasing their interest in the topic on the hands-on activity. Students were also prompt to practice what has been learned through the assessment. Giving positive feedback and affirmation of learning through discussion improves students performance in acquiring knowledge

APPENDIX I

Brain Based Management

LEFT HEMISPHERE The left-side of the brain is considered to be adept at tasks that involve logic, language and analytical thinking. The left-brain is often described as being better at: Language, logic, critical thinking, and numbers. In the lesson the students are able to maximize learning using left hemisphere by analyzing, and being critical in the activities like the mind games, and the survival game. The left hemisphere had been maximized also in presenting their discovery about the lesson using the verbal and written language. By discovering things at their own pace with different activities they were able to exemplified organization and detail consciousness.

RIGHT HEMISPHERE According to the brain based management theory the right side of the brain is best at expressive and creative tasks. Some of the abilities that are popularly associated with the right side of the brain include: Recognizing faces, Expressing emotions, music, reading emotions, color, images, intuition, creativity The students were able to maximize learning using the right hemisphere during the motivation, aptitude test, the trade activity and the walk. They were able to understand emotions and feelings that are locked away inside and be able to express it as a form of knowledge during the sharing activity. In this way the student are able to maximize the use of right hemisphere. They were also able to express creativity and make it a way for gaining new ideas during the whole lesson.

Philippine Normal University National Center for Teacher Education College of Teacher Development Faculty of Behavioural Sciences

In Partial Fulfillment in the Course Subjects Professional Education (Principles of Teaching)

Submitted by Matibag, Jerahlene E. Panaligan, Ragine Fhel A. III-27 Submitted to Dr. Peter Howard R. Obias M.D., Ph.D Presented to Dr. Gabriel G. Uriarte

Detailed Lesson Plan in Applied Psychology

Discovery Method of Teaching