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Cheongna Dalton School | 834-122 Kyeongseo-dong Seo-gu Incheon Korea 404-170

AP PSYCHOLOGY TERM 3 ASSIGNMENT Jason Musselman: [email protected]

Website: DaltonAPPsychology.weebly.com

Interest Packet Psychology is the scientif ic study of behavior and the mental process.

Essential ly, psychology is the study of what it means to be Human.

Term Introduction

In 2003, experienced mountaineer Aron Ralston found himself in a horrible situation. Hiking alone in Utah, a 800 pound rock fell on his arm trapping him “between a rock and a hard place.” After being stranded for almost a week, Ralston realized no one would be coming to rescue him. After seeing a vision of a one armed man scoop up a small child, he knew what he needed to do. With his remaining strength, Ralston tied a tourniquet and proceeded to cut off his arm with a dull knife. What motivates us? Do we all have this capacity? How do we define motivation? In unit 12 we will discuss our motivations and emotions, and the health effects of intense or prolonged emotions such as anger and stress. Earlier this year, we studied the human brain – three pounds of wet tissue the size of a small cabbage, yet containing circuitry more complex than the planet’s telephone networks. In unit


7, we meet the “intelligence war”: Does each of us have an inborn general mental capacity (intelligence), and can we quantify this capacity as a meaningful number? School boards, courts, and scientists debate the use and fairness of tests that assess people’s mental abilities and assign them a score. Is intelligence testing a constructive way to guide people toward suitable opportunities? Or is it a potent, discriminatory weapon camouflaged as science? Human beings have used this tool to invent the camera, the car, and the computer; to unlock the atom and crack the genetic code; to travel out into space and into the depths of our own brain. We have also seen how the human mind is easily deceived by perceptual illusions, pseudopsychic claims, and false memories. In unit 8, we will look at the rational and irrational sides of the human condition. We will consider how we use and misuse the information we receive, perceive, store, and retrieve. We will also look at language and consider how and why it develops. This will lead us to the ultimate question: do we truly deserve the name Homo sapiens? (Wise Human)

People are fascinated by the exceptional, the unusual, the abnormal. Why such a fascination with disturbed people? Even when we are well, do we see in them something of ourselves? At various moments, all of us feel, think, or act the way disturbed people do much of the time. We, too, get anxious, depressed, withdrawn, suspicious, or deluded, just less intensely and more briefly. No wonder studying psychological disorders sometimes evokes an eerie sense of self-‐recognition, one that illuminates our own personality. Indeed, as members of the human family, most of us will at some point encounter a person with a psychological disorder. In unit 9 we will focus on psychological disorders and in unit 10 the focus will be on treatment.

Topic Overview

6. Motivation and Emotion

a. Motivational Concepts b. Hunger c. Sexual Motivation d. The need to Belong e. Motivation at Work f. Theories of Emotion g. Embodied Emotions h. Expressed Emotions i. Experienced Emotions

7. Testing and Individual Differences

a. The Origins of Intelligence Testing b. What is Intelligence?


c. Assessing Intelligence d. The Dynamics of Intelligence e. Genetic and Environmental Influences on Intelligence f. Standardization and Norms g. Reliability and Validity

8. Cognition

a. Memory b. Thinking c. Problem Solving and Creativity d. Language e. Thinking and Language

9. Psychological Disorders

a. Perspective on Psychological Disorder b. Anxiety Disorders c. Mood Disorders d. Schizophrenia e. Personality Disorders

10. Therapy

a. Psychological Therapies b. Evaluating Psychotherapies c. Biomedical Therapies d. Preventing Psychological Disorders

Objectives UNIT 6: Motivation, Emotion and Stress By the end of this unit you should be able to:

• Define motivation as psychologists use the term, and identify the perspectives

useful for studying motivated behavior • Describe the physiological factors that produce hunger. • Discuss cultural and situational factors that influence hunger. • Discuss the factors that predispose some people to become and remain obese • Describe the human sexual response cycle, and identify the dysfunctions that

disrupt it • Discuss the impact of hormones, and external and internal stimuli, on human

sexual motivation


• Describe the evidence that points to our human affiliation need-‐our need to belong.

• Describe how social networking influences us • Describe how arousal and expressive behaviors interact in emotion • Explain whether we can experience emotions without consciously interpreting

and labeling them. • Discuss whether different emotions activate different physiological and brain-‐

pattern responses • Discuss the effectiveness of polygraphs in using body states to detect lies • Describe our ability to communicate nonverbally, and discuss gender difference

in this capacity • Describe how facial expression influence our feelings. • Identify events that provoke stress responses, and describe how we respond and

adapt to stress. • Describe how stress makes us more vulnerable to disease.

UNIT 7: Testing and Individual Differences By the end of this unit you should be able to:

• Discuss the difficulty of defining intelligence. • Present arguments for and against considering intelligence as one general mental

ability • Compare Gardner’s and Sternberg’s theories of intelligence • Describe the relationship between intelligence and brain anatomy • Describe the relationship between intelligence and neural processing speed • Discuss the history of intelligence testing • Distinguish between aptitude and achievement tests • Explain the meaning of standardization, and describe the normal curve • Describe the stability of intelligence scores over the life span • Describe how and why the genders differ in mental ability scores

UNIT 8: Cognition By the end of this unit you should be able to:

• Define memory • Explain how psychologists describe the human memory system • Distinguish between explicit and implicit memories • Explain how sensory memory works • Describe the capacity of our short-‐term and working memory • Explain how memory is measured


• Explain why we forget • Define cognition, and describe the functions of concepts. • Identify the factors associated with creativity and describe ways of promoting

creativity • Describe the structural components of a language • Identify the milestones in language development • Describe how we acquire language

UNIT 9: Psychological Disorders By the end of this unit you should be able to:

• Discuss how we draw the line between normality and disorder • Discuss the controversy over the diagnosis of attention-‐deficit/hyperactivity disorder • Contrast the medical model with the biospychosocial approach to psychological

disorders • Describe how and why clinicians classify psychological disorders • Explain why some psychologists criticize the use of diagnostic labels • Identify the different anxiety disorders • Describe obsessive-‐compulsive disorder • Describe posttraumatic stress disorder • Define mood disorders, and contrast major depressive disorder and bipolar disorder • Describe how the biological and social-‐cognitive perspectives explain mood disorders • Contrast chronic and acute schizophrenia • Describe somatic symptom and related disorders • Describe dissociative disorders, and discuss why they are controversial

UNIT 10: Therapy By the end of this unit you should be able to:

• Discuss how psychotherapy, biomedical therapy, and a eclectic approach to therapy

differ • Discuss the goals and techniques of psychoanalysis, and describe how they have been

adapted in psychodynamic therapy • Identify the basic themes of humanistic therapy, and describe the specific goals and

techniques of Roger’s client-‐centered approach. • Discuss the aims and benefits of group and family therapy • State the main premise of therapy based on operant conditioning principles, and

describe the views of its proponents and critics • Discuss how alternative therapies fare under scientific scrutiny • Explain the rationale of preventive mental health programs


Day-By-Day

You must bring your textbook, laptop and binder to class every day. As this is an AP course with an external examination at the end of it, it is incredibly important that you are self-‐motivated. Student participation is critical in this course. Sharing stories and asking questions helps us as a class create meaningful connections to the material. As in term one, classes will not follow a consistent pattern; instead they will be a mixture of lecture, discussion, activity and student presentations. Lesson 1: Introduction to Motivation Goal: Define motivation as psychologists use the term and identify the perspectives useful for studying motivated behavior

Lesson 2: Hunger, sexual and social motivation Goal: Describe the physiological factors that produce hunger and sexual motivation

Lesson 3: Theories and physiology of emotion Goal: Describe how arousal and expressive behaviors interact in emotion

Lesson 4: Expressed Emotion Goal: Describe our ability to communicate nonverbally, and discuss gender differences in this capacity

Lesson 5: Stress and Health Goal: Identify events that provoke stress responses, and describe how we resond and adapt to stress

Lesson 6: Unit Assessment/ Introduction to Intelligence Goal: Identify what social psychologists study Lesson 7: Studying and Building Memories Goal: Explain how psychologists describe the human memory system


Lesson 8: Memory Storage and Retrieval Goal: Describe the capacity and location of our long-‐term memories

Lesson 9: Forgetting, Memory Construction, and Memory Improvement Goal: Explain why we forget

Lesson 10: Thinking, Concepts and Creativity Goal: Define cognition and describe the location of concepts

Lesson 11: Solving Problems and Making Decisions Goal: Describe the cognitive strategies that assist our problem solving, and identify the obstacles that hinder it

Lesson 12: Thinking and Language Goal: Describe the structural components of a language

Lesson 13: Unit Assessment/Introduction to Abnormal Behavior Goal: Discuss how we draw the line between normality and disorder

Lesson 14: Classroom Procedures Goal: With the AP in sight, students will discuss how they would like the class to run based on their understanding of the human condition Lesson 15: Anxiety Disorders, Obsessive-‐Compulsive Disorder and PTSD Goal: Identify the different anxiety disorders

Lesson 16: Mood Disorders Goal: Define mood disorders and contrast major depressive disorder and bipolar disorder

Lesson 17: Schizophrenia Goal: Describe the patterns of thinking, perceiving, and feeling that characterize schizophrenia

Lesson 18-‐19: Other Disorders & Review


Goal: Look closely at physiological and mental aspects of disorders Lesson 20: Introduction to Therapy, and Psychodynamic and Humanistic Therapies Goal: Discuss how psychotherapy, biomedical therapy, and an eclectic approach to therapy differ.

Lesson 21: Behavior, Cognitive and Group Therapies Goal: State the main premise of therapy based on operant conditioning principles, and describe the views of its proponents and critics

Lesson 22: Evaluating Psychotherapies and Prevention Strategies/ Biomedical Therapies Goal: Discuss whether psychotherapy works as interpreted by clients, clinicians, and outcome research Lesson 23: Review Therapy & Abnormal Behavior Goal: Review for assessment Lesson 24: Unit Assessment

Lesson Table

Lesson # A B 1 11/25 11/25 2 11/30 12/1 3 12/2 12/2 4 12/4 12/4 5 12/7 12/8 6 12/9 12/9 7 1/11 1/12 8 1/13 1/13 9 1/15 1/15 10 1/18 1/19 11 1/20 1/20 12 1/22 1/22


13 1/25 1/26 14 1/27 1/27 15 1/29 1/29 16 2/1 2/2 17 2/3 2/3 18 2/5 2/5 19 2/12 2/12 20 2/15 2/16 21 2/17 2/17 22 2/19 2/19 23 2/22 2/23 24 2/24 2/24

**UNIT 7** Completed Over Break Completed Over Break

Required Reading

The required reading for the next lesson will be given each day, however students are encouraged to read ahead to deepen their understanding of each topic.

Assessment Due to school policy changes, taking the AP exam is no longer required. This will mean that we will have a final exam prior to the AP exam in term 4. This exam will be the exact same format as the AP exam. It is highly suggested that students devote time to their studies outside of class in order to prepare for this college level assessment.

Assessment Number Percentage of

1st term grade Unit Assessment 3 40%

Quizzes 10-‐12 10% Preparation Work

(Homework/Participation)

-‐-‐

10%

Projects 4 40%

*Preparation work is made up by the following assignments:


• 3 points per textbook reading notes • 5 points per large reading (textbook & more) or small writing assignments • 10 points per large writing assignment or mini project

Important Dates

A B MILESTONE VALUE 12/9 Unit 6 Assessment 10%

12/10 @ 4pm Unit 6 Projects 10%

1/14 @ 4pm Unit 7 Project 10% 1/25 1/26 Unit 7 & 8 Assessment 15%

1/31 @ 8pm Unit 8 Project 10% 2/24 Unit 9 & 10 Assessment 15%

2/15-‐2/26 LAB Unit 9 Project 10% Throughout term Quizzes 10% Throughout term Preparation Work 10%

Projects

Motivation & Emotion: Pay It Forward Project

Research suggests that people who fill their lives with random acts of

kindness actually live happier lives. This is a project around that idea, but more of a challenge. Over the course of the next two-‐weeks, I want you to set a goal to complete 5 random acts of kindness. The actual psychology research states that the people in the study who were able to do all 5 random acts of kindness in one day felt exceptionally happier during the full duration of the study (it was 6 weeks). Your time constraints are obviously different. I want you to attempt 5 random acts of kindness in the allotted time, today being day 1. I will provide some examples and stipulations below.

Random Acts of Kindness Suggestions:

• Pay the bill of the driver behind you at a fast food chain (works good at Cookout).

• Volunteer to help a neighbor with outdoor work.


• Wake up early and put a neighbor’s paper up by their door for a few days (Maybe even try it to your own parents since you’ll be able to better see their reaction, especially if you can do it without being noticed).

• Call or visit an older family member and have conversation “just to talk.” • Bake some goodies for a neighbor. • Give an extra-‐large tip at a restaurant you visit frequently. • Write a kind letter to a random person from a family address book. • Volunteer any amount of time at a local food bank, crisis center, animal

shelter. • Visit a local grocery store and volunteer to help elderly/handicapped people

with their groceries. • Create some pay it forward random act of kindness business sized cards and

pass them out to strangers you encounter (be sure to save one for me). • Any other creative ideas you may have just clear them with me.

Stipulations: Some random acts of kindness may not be large enough to produce an effect because it may be too common or experienced too frequently.

Do not count events such as:

• Holding the door open for someone. • Passing out smiley-‐faced stickers • Leaving a lucky penny in a parking lot for someone to find “Lincoln faced-‐up.”

For the actual assignment, I would like you to document these attempts at random acts of kindness. You can do this whenever you’d like as long as it is complete before the due date. Write a paragraph or so for each act of kindness describing the nitty-‐gritty around it…aka…the who, what, when, where information. Please include the date and time as well. In total, this should be no more than 1.5 pages or so (Single-‐Spaced), with at most, 5 separate paragraphs for the attempted acts of kindness, and a reflection paragraph of your happiness as the conclusion. Do you feel any happier? Are you any more motivated to help others? Do you feel any sense that in doing something good, you made yourself actually feel good too? These are the types of questions I’d like you to answer. Obviously, this is an assignment you can totally fudge. While there is no way for me to ensure you are actually attempting these random acts of kindness, I am putting my trust in you that you will. This is not meant to be busy work nor tedious work, but simply to demonstrate the effect a random act of kindness can have on you and a stranger. Please consider actually completing the task at hand and I can promise you will probably feel pretty good once it is all said and done. If you choose to be devious and deceitful, you will most certainly not reap the feelings of happiness and you will most likely damage our class data.


See me if you have any questions or if you want to clear any creative ideas with me. We will discuss the due date in class. Mr. Musselman

Intelligence and Testing

(Unit 7) Persuasive Speech

Directions: Choose one of the two following questions, and write a one page persuasive speech that reflects your knowledge and opinion regarding the topic. Remember persuasive writing is only effective when opinions are supported by applicable examples, which are most effective when linked to current research. Make sure to proofread your work. Individuals must record themselves reading their speech and upload it to youtube. Entire project is worth 25 project points Questions: What is intelligence? To what extent does intelligence result from heredity rather than environment?

Memento Investigation Assignment (UNIT 8)

Your group is an investigative unit (Max 3ppl). Your job is to solve a murder mystery (actually, several murder mysteries). The finish product will be a 3-‐4-‐page document that solves these murder mysteries for your police chief (me) and provides sufficient evidence to support your conclusions. Use the questions below to help you. Who killed Leonard’s wife? Who is Sammy Jenkis, and what does he suffer from? How is he connected to Leonard?


Who killed Jimmy Grantz, and why? Why does Leonard kill Teddy? What specific evidence does Leonard plant on himself to lead him to Teddy later on? How is Natalie involved in this whole situation? You do not necessarily need to answer these questions in this order. Answer them in the order that makes the most sense to you and makes the presentation of your case as convincing as possible. Note: Support all of your conclusions with specific moments, events, and quotations from the movie. Your police chief will not allow you to apprehend the criminal until he is thoroughly convinced of your conclusions. Within this document, I should see an understanding of repression, reconstructive memory, conversion disorder, context dependent memory, and implicit memory. Note: the investigative unit that turns in the best report will get a “raise” (3 assessment points each in addition to a good grade).

Momento Evaluation Form

1. Title, Name and Institutional Affiliation /5 2. Evidence /10

• Your claims are backed up with evidence from the film o Quotes/moments/events

• You convince your police chief to make an arrest 3. Accuracy/Understanding /15

• You clearly demonstrate an understanding of the following terms: o Repression o Reconstructive memory o Conversion disorder o Context dependent memory o Implicit memory

4. Style /5

• Paper is clearly written with complete sentences and appropriate grammar.


• Paper is neatly typed and formatted in an attractive way • Paper was proofread

Name__________________________________ Date___________________ Psychological Disorders Unit AP PSYCHOLOGY: CDS

CASE CONFERENCE RESEARCH ASSIGNMENT

PSYCH Disorders / Mental Illness

DO NOT LOSE THIS PACKET! IT HAS EVERYTHING YOU NEED FOR THIS ASSIGNMENT!

In order to gain a better understanding of psychological disorders, you will read a story (novel, autobiography, etc.) where a main character suffers from a mental illness. You will then conduct research on that disorder. You will then present at a case conference explained below.

1. You will send your top three book choices to Mr. M (due: December 26th, 2015)

a. BOOK LIST IS ON THE LAST PAGE OF THIS PACKET

b. Mr. M will then make sure no one is reading the same book before posting

assigned books on the website (December 28th, 2015)

c. [email protected]

d. Title of e-mail: “FIRSTNAME_LASTNAME, SECTION ___ - TOP 3”

2. You will bring you book select a book to class (preferably it will read)

3. Once completed you will complete a character analysis chart

4. You will research a possible diagnosis for your character.

5. You will present at a case conference*

6. RESEARCH PAPER FOR EXTRA CREDIT APPLIED TO TEST GRADES (DUE

TERM 4 IN MARCH)

You will find a Character Analysis Chart on our website under Unit 9 classroom tools. As you read your book, you should fill out the chart to the best of your ability. Having your information organized in this way is very helpful when you go to write up your case conference presentation.

TIMELINE You will have a great deal of time to complete this assignment, but it is very important that you meet each deadline so that you do not fall behind. The due dates for various components of


the assignment, and their point value, are below. Due: SAT DEC 26 - Send your top three book choices to Mr. M 5 pts Due: MON JAN 13 - Bring book to class (hard copy/Kindle in hand) 5 pts Due: *MON FEB 14 - Finish book Priceless! Due: *MON FEB 14 - Character Analysis Chart 20 pts Due: WEEK OF FEB 15 &22nd - Case Conference Presentation 40 pts

Specifics about the Case Conference & Rubric A case conference is a common occurrence in mental health settings where psychologists and other mental health professionals share their ideas and insights in order to provide the best treatment for clients. You will act as a psychologist and present your client describing his/her background and symptoms. After carefully listening to presentation, your colleagues (classmates) will ask questions, discuss symptoms and otherwise assist you in making your final diagnosis. In addition to your own presentation, you will be asked to participate meaningfully in discussions about your classmates’ clients.

• You should carefully describe your character, so that other have an opportunity to diagnose your client. (Don’t give away any big spoilers)

• You should have your character analysis printed and be able to explain quickly and thoroughly.

• Last year, I caught 4 students who did not read the book but watched the movie. I have read all these books, and watched the movies… I will know... It is in your best interest to read the book and understand your client.

• If you sign up for a case conference, BE PRESENT & ON TIME.

Teacher Name: Mr. Musselman Student Name: ________________________________________

CATEGORY 4 3 2 1 Presentation Presenter is able to

eloquently discuss the character they are analyzing. -‐ Presenter clearly read the book.

Presenter discusses the character they are analyzing. -‐ Presenter read the book.

Presenter has some difficulty discusses the character they are analyzing. -‐ It is not clear that the presenter read the book

Presenter has difficulty discusses the character they are analyzing. -‐ It is not clear that the presenter read the book

40%


Participation Individual is actively listening. -‐ Insightful questions are asked of other presenters.

Individual is listening. -‐ Questions are asked of other presenters.

Individual is not clearly listening. -‐ Individual is passively engaged

Individual is not listening or engaging.

30% Knowledge Student demonstrates a

knowledge of disorders and diagnostic criteria

Student demonstrates a knowledge of disorders and diagnostic criteria with few holes

Student struggles to demonstrate a knowledge of disorders and diagnostic criteria

Student does not demonstrate a knowledge of disorders and diagnostic criteria

30%

Specifics about the Research Paper (OPTIONAL EXTRA CREDIT)

PAPER LENGTH: 6 - 8 pages The paper must: - be double spaced - use 1 inch margins - use 12 point Times New Roman font - be handed in on the allotted date PAPER ORGANIZATION: - Observe the format below. YOU WILL USE THE ROMAN NUMERAL HEADINGS IN YOUR PAPER. Each heading requires multiple paragraphs, with standard organization. I. INTRODUCTION: In this first paragraph, you want to give your character’s name, a little bit of background information, and introduce the reader to the diagnosis. This is also a time for an exceptional quote or piece of information to provide a first impression with the reader. II. Character Analysis In this section, you should thoroughly answer as many of the following questions as possible. Note: you are expected to have quotations from your book in this section! >What is this person’s socioeconomic background? >Where did this person grow up? >What is this person’s likes or dislikes?


>Describe this person’s family >Describe other personal characteristics III. Presentation of Psychological Disorder Note: you are expected to have quotations from your book in this section! In this section, you should thoroughly answer as many of the following questions as possible. >Describe this person’s unhealthy relationships >Describe some of the problems in his/her life: economic, educational, legal, professional... >What are this person’s main symptoms? Are there minor/secondary symptoms? >When do these symptoms emerge? >What is your diagnosis? IV. Primary Diagnosis Note: you are expected to have quotations from your book & research sources here! In this section, you should thoroughly answer as many of the following questions as possible. >How do your character’s symptoms align with the most common symptoms of this disorder?

Consider: - What is a typical age of onset?

- Is this disorder more common in one gender?

- What are the most common causes for this disorder?

- Is there a genetic component of this disorder, and does this relate to your character?

- Do your character’s minor/secondary symptoms also support your

primary diagnosis? If not, how do you account for these other symptoms?

- Are there any controversies surrounding this disorder?

- If so, are they relevant to the diagnosis and treatment of your character?

V. Outcome of Case Note: you are expected to have quotations from your book & research sources here! In this section, you should thoroughly answer as many of the following questions as possible. >Was there treatment?

>Was this treatment effective?

>What is the long term prognosis for this person - have the stressors discussed

above been reduced or eliminated? How?

>What are the most common treatments available? How do they work?

>How effective are the current treatments?

>Are there any new trends in diagnosis and/or treatments for this disorder?

>Was your character misdiagnosed at any point?


>If so, what was the outcome of the misdiagnosis?

VI. Treatments and General Research **You are expected to cite research from reliable /professional sources in this section** -What new research could be used to help your client today? -What are the most common treatments available today? -How effective are these current treatments? ==> Note: not everyone will address these questions <== -In this section, you should comment on relevant information not discussed under other headings. For example:

-Are there any controversies surrounding this disorder? -Are there any new trends in diagnosis and/or treatments for this disorder -Describe recent research about patterns and trends in your diagnosis.

VII. CONCLUSION: Evaluation of Case

In this paragraph, you should discuss the ease with which your client was diagnosed and the impact of the diagnosis (if any) on your client’s outcome. In other words, did your client suffer from a clear cut psychological disorder as classified in the DSM IV T-R? Or, did your client suffer from a more scattered collection of symptoms that lent themselves to a variety of possible explanations? How did diagnosis help or hinder your patient’s prognosis? If the patient was diagnosed by a professional, did that have a significant impact on the outcome of the case? If so, describe how the ‘label’ affected the patient’s prognosis. *What is the significance of your case study?* BIBLIOGRAPHY -You must have at LEAST SIX (one of which must be the DSM) sources, only two of which can be 'online' sources (found only on the internet) -You must use citations according to the APA style (see Citation materials) -You may use "in-text" citations or footnotes - I have no preference. GRADING -YOUR PAPER WILL BE WORTH UP TO 5% ON AN EXAM IN TERM 4. -Have someone proofread your paper! Grammar, syntax and clarity count in this essay.

Addit ional Reading

For students who would like to dive deeper into psychology, I highly suggest the following books:

• The Lucifer Effect by Philip Zimbardo • The Power of Habit by Charles Duhigg • The Man Who Mistook His Wife for a Hat by Oliver Sacks • Flow by Mihaly Csikszentmihalyi • Subliminal by Leonard Mlodinow


• Behind the Shock Machine by Gina Perry • The Inner Game of Tennis by Timothy Gallway • Opening Skinner’s Box by Lauren Slater • Sway by Ori Brafman • Switch by Chip Heath • Blink by Malcolm Gladwell • The Tipping Point by Malcolm Gladwell • Spark by John Ratey • Man’s Search for Meaning by Viktor Frankl • Basic Freud by Michael Kahn • 50 Great Myths of Popular Psychology by Scott Lilienfeld

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