APA National Standards for High School Psychology Curricula

IA-1.   Contemporary perspectives used by psychologists to understand behavior and mental processes in context
IA-2.   Major subfields and career opportunities that comprise psychology
IA-3.   Research strategies used by psychologists to explore behavior and mental processes
IA-4.   Purpose and basic concepts of statistics
IA-5.   Ethical issues in research with human and other animals that are important to psychologists
IA-6.   Development of psychology as an empirical science

IA-1.1 Describe and compare the biological, behavioral, cognitive, sociocultural, humanistic, and psychodynamic perspectives.

Students may indicate this by (performance indicators): Analyzing how each perspective would explain concepts, e.g., aggression, altruism Evaluating the limitations of each perspective in assessing behavior and mental processes Comparing primary emphases of the different perspectives Examining historical factors that influenced the popularity of a selected perspective

IA-2.1 List and explain the major subfields of psychology.

Students may indicate this by (performance indicators): Identifying the different subfields of psychology, such as clinical, counseling, social, experimental, school, and developmental psychology Recognizing applied specializations, including forensic, community, industrial/organizational, human factors, cross-cultural, sports, or rehabilitation psychology, among others Explaining the differences between a psychologist and psychiatrist Exploring career opportunities for college graduates with psychology majors

IA-3.1 Describe the elements of an experiment.

Students may indicate this by (performance indicators): Identifying the independent and dependent variables, possible confounding variables, and control and experimental groups in a description of an experiment Designing an experiment in which the hypothesis, population, sample, independent variable, dependent variable, random assignment, and experimental and control groups are properly identified

IA-3.2 Explain the importance of sampling and random assignment in psychological research.

Students may indicate this by (performance indicators): Identifying examples of representative and biased samples in research designs Specifying how random assignment permits causal inferences Explaining the importance of being able to generalize results of research Describing how sample selection (e.g., representation of gender, ethnicity, age, etc.) influences results

IA-3.3 Describe and compare quantitative and qualitative research strategies.

Students may indicate this by (performance indicators): Explaining the characteristics of surveys, naturalistic observation, case studies, longitudinal studies, cross-sectional research, and experiments Identifying the suitability of a given method for testing a given hypothesis Specifying the populations to which a particular research result may be generalized

IA-4.1 Define descriptive statistics and explain how they are used by behavioral scientists.

Students may indicate this by (performance indicators): Providing examples of situations in which descriptive statistics can be used to organize and analyze information Explaining how statistical analysis can add value to the interpretation of behavior Citing a statistical finding to strengthen an argument

IA-4.2 Explain and describe measures of central tendency and variability.

Students may indicate this by (performance indicators): Calculating the mean, median, and mode for a set of data Explaining the characteristics of a normal distribution Providing examples of psychological variables that tend to be normally distributed Applying the concepts of variability, such as range and standard deviation to supplement information about central tendency in a normal distribution

IA-4.3 Describe the concept of correlation and explain how it is used in psychology.

Students may indicate this by (performance indicators): Differentiating between positive, negative, and zero correlations Identifying and providing examples of how correlations can be used to predict future behavior or performance Explaining the difference between correlation and causation

IA-4.4 Recognize how inferential statistics are used in psychological research.

Students may indicate this by (performance indicators): Recognizing the basic process that psychologists use to draw statistical inferences Defining statistical significance as a statement of probability Recognizing limitations in interpretation of statistical significance

IA-5.1 Identify ethical issues in psychological research.

Students may indicate this by (performance indicators): Discussing ethical issues in psychological research Identifying historical examples of research that may have departed from contemporary ethical standards Acknowledging the importance of adhering to APA and government ethical standards and procedures (i.e., Institutional Review Boards) for working with humans and other animals Explaining the use and value of humans and other animals in behavioral research, including their ethical treatment

IA-6.1 Discuss psychology’s roots in philosophy and natural science.

Students may indicate this by (performance indicators): Describing the form psychology took before the 20th century (e.g., Aristotle, Locke) Summarizing some 19th century scientific research findings (e.g., Helmholtz, Weber, and Fechner) Analyzing how philosophical issues become psychological when tested empirically

IA-6.2 Describe the emergence of experimental psychology.

Students may indicate this by (performance indicators): Defining psychophysics and describing its impact on empirical psychology Identifying Wilhelm Wundt’s contributions to experimental psychology Comparing philosophical argument with the empirical method

IA-6.3 Recognize the diversity of psychological theories in the 20th and 21st centuries.

Students may indicate this by (performance indicators): Describing the 20th and 21st centuries schools of psychology (e.g., behaviorism, Gestalt psychology, psychoanalysis, humanistic psychology, cognitive psychology) Showing how different theories of psychology produce different explanations of a particular behavior (e.g., truancy, altruism) Explaining the growing influence of new approaches to psychology (e.g., positive psychology, behavioral genetics, or the study and practice of psychology at the beginning of the 21st century)

IA-6.4 Describe psychology’s increasing inclusiveness of diverse interests and constituents.

Students may indicate this by (performance indicators): Comparing the diverse topics that generate contemporary research with early research emphases Identifying how research biases have influenced research design and scope Exploring reasons why psychology had more limited participation from women and ethnic minorities in its early stages Highlighting contributions by ethnic minority psychologists Describing historical events and processes affecting the experiences and opportunities of minority groups