Introduction to Sociology and Psychology

Introduction to Sociology and Psychology Level 2 uses an interdisciplinary approach through which learners develop an understanding of themselves and other individuals, groups and institutions within society and across cultures. It explores common human experiences and the interaction between motivation and behaviour. Through evidence based research and using the lenses of sociology and psychology, learners are encouraged to ask critical questions about social phenomena.

Through this course, learners gain valuable insights and understandings of both themselves and their worlds. They develop social and cultural literacy i.e. the essential skills, understandings and capabilities, to understand themselves and influence their own future and to participate with greater tolerance and respect in contemporary society, locally, nationally and globally.

The course benefits learners when they pursue further education in the disciplines of Sociology and Psychology and training and employment in a range of community and social services.

Through the study of Introduction to Sociology and Psychology Level 2, learners will develop:

• Behavioural knowledge: Learners outline and use basic terms, concepts and ideas as they describe human behaviour and motivation; social and cultural concepts; personal, social and cultural identity; individual development and interactions within societies and cultures
• Behavioural reasoning: Learners apply appropriate theories and mathematical and statistical techniques to interpret empirical evidence and information from a variety of sources
• Behavioural analysis: Learners examine evidence and the forces that influence behaviour to form conclusions about social phenomena, human behaviour and social issues and draw evidence-based conclusions
• Behavioural communication: Learners select and use basic behavioural terms and language conventions to convey meaning to interested parties
• Behavioural inquiry skills: Learners develop basic skills in the scientific method of social inquiry as they investigate social phenomena.

On successful completion of this course, learners will be able to:

1. identify sociological terms, concepts, ideas and theories, relating them to social change over time and an individual’s attachment to social structures within society
2. identify psychological terms, concepts, ideas and theories, relating them to human behaviour and individual experiences
3. apply basic sociological and psychological ideas, practices, processes and concepts and inquiry skills to investigate contemporary social phenomena
4. use scientific research methods applicable to sociology and psychology to ethically collect and interpret empirical evidence (research data)
5. use quantitative data, information, ideas, theories and the relationships between them to support points of view and inform evidence-based conclusions
6. work as a part of a team when using scientific research methods applicable to sociology and psychology
7. communicate basic sociological and psychological ideas, information, opinions, arguments and conclusions.

Introduction to Sociology and Psychology Level 2 may serve as a pathway into the following TASC accredited courses: Psychology Level 3 and Sociology Level 3.

It may also act as a pathway to further education, training and employment for careers in which an understanding of the behaviour of individuals, groups and institutions is a key element, such as human resources, teaching, social, health and community work, parenting and child care.

This course has a complexity level of 2.

At Level 2, the learner is expected to carry out tasks and activities that involve a range of knowledge and skills, including some basic theoretical and/or technical knowledge and skills. Limited judgement is required, such as making an appropriate selection from a range of given rules, guidelines or procedures. VET competencies at this level are often those characteristic of an AQF Certificate II.

This course has a size value of 15.

• Modules 1–3 will be taught in sequence, followed by Module 4 and Module 5 in any order
• Recommended percentage time spent on each module is specified in brackets
• A Glossary of terms used in the standards and throughout the course document is provided in Appendix 1.

OVERVIEW

Introduction to Sociology and Psychology Level 2 comprises three (3) compulsory modules of study and two (2) elective modules of study.

COURSE DETAILS

COMPULSORY MODULES

MODULE 1 – AN INTRODUCTION TO SOCIOLOGY AND PSYCHOLOGY (20%)
PART A – WHAT IS SOCIOLOGY AND PSYCHOLOGY?
The focus for this part of Module 1 is to introduce learners to sociology and psychology and the use of these disciplines in Australia today. It deals with the key purposes of each of the disciplines, how they differ in content and aims and where they overlap. Learners are introduced to the terms and concepts that are central to each of the two disciplines. These should be sufficient to enable them to understand and discuss key ideas in each of the disciplines and later modules in the course, such as socialisation, self, culture, behaviour, individual difference, institutions, stereotypes, empirical evidence, personality, perception and cognition.

Sociology provides an understanding of how the individual is located in and attached to various levels of social structures within a society. It seeks to identify, explain and understand the relationship between an individual and various social groups and how each of these social groups is intricately connected and the idea of social change. It seeks to provide a description and analysis of the patterns and organisations that shape human behaviour in contemporary social life. Learners are introduced to the mindset known as sociological imagination, one which is constantly critiquing, asking questions such as ‘Is it possible to be objective?’, ‘Where is the evidence?’ and ‘Are there other ways to understand this?’ As a discipline Sociology seeks to interpret empirical evidence and look for patterns of inequality and relationships among the main institutions of society – family, education, work and the media.

Psychology provides an understanding of the mind and human behaviour and experiences of the individual. Its goals are to describe, understand, predict and control behaviour. Whenever possible psychologists seek empirical evidence (objective and observable) based on scientific observation. Important steps in scientific investigation usually include defining a problem, reviewing the literature, proposing a hypothesis, choosing a research design, collecting the necessary data, analysing the results and drawing conclusions.

KEY CONTENT

• Brief historical overview
• Typical areas of study:
  • Sociology – youth, the family, deviance, crime, culture and ethnicity, community and social change
  • Psychology – psychological development, influences on individual behaviour, mind, brain and body, memory and learning, and mental health
• Ways of finding out and approaches taken – how are they the same, how are they different
• Current practitioners – what sociologists and psychologists may be working on and in which environments
• Use in Australia today
• Sociology and Psychology as sciences, distinct but not separate disciplines, within a broad range of social sciences
• Core theories and concepts:
  • Sociology – functionalist (e.g. Durkheim), conflict (e.g. Marx) and symbolic interactionism (e.g. Goffman)
  • Psychology – behaviourist, cognitive, bio-psychological and sociocultural.

PART B – RESEARCH METHODOLOGY
This focus for this part of Module 1 is on how sociologists and psychologists ‘know’. Do psychologists and sociologists approach research in the same manner? What methods and study designs are used to gather data? Learners are introduced to the scientific method as it applies to social inquiry.

The scientific method is about building a body of knowledge, through gathering data, testing ideas and the formation of hypotheses and critical analysis within an ethical framework.

ETHICAL STUDY AND RESEARCH PRACTICE
Ethical considerations underpin the beliefs and values of a caring, compassionate society and are reflected in the social inquiry model. Learners develop the capacity to form and make ethical judgements as they learn about key sociological and psychological theories. They learn about the way in which the rights, integrity and propriety of people who are the subject to research are held in high regard as they explore and apply ethical guidelines when planning, conducting, processing and interpreting the outcomes of the research methodology.

As part of this course learners will be involved in activities that include research and experimental investigations using human subjects. Teachers and schools have a legal and moral responsibility to ensure that learners follow ethical principles at all times when undertaking such inquiries.

This course focuses on four key ethical considerations:

• Voluntary participation
• Informed consent
• Privacy
• Confidentiality of data.

Further advice on sources of information about the principles for ethical study and research practice can be found in Appendix 2.

THE SOCIAL INQUIRY APPROACH
The social inquiry approach can be represented by the following diagram:

MODULE 2: PSYCHOLOGICAL DEVELOPMENT (20%)
The focus of this module is on lifespan psychology, from infancy to old-age. Key questions include: What makes me the person I am? Was I born this way? Will I stay this way? What will change as I age? It is about the complex interaction of heredity and environment. Changes in the interaction between biological, cognitive and socio-cultural influences and learned behaviours contribute to an individual’s psychological development and mental wellbeing at different stages. Learners consider how classic and contemporary studies contribute to our understanding of changes that take place across an individual’s lifespan. They use the major perspectives in contemporary psychology to explain cognition and behaviours associated with particular stages of development, taking into account heredity and environmental influences.

KEY CONTENT

• What is lifespan development?
• Stages of the lifespan – infancy, childhood, adolescence, early adulthood, middle age and old age
• Areas of lifespan development – physical, social, cognitive, emotional
• Interactionism – the interaction between heredity and environmental factors – ‘nature versus nurture’ – in influencing psychological development
• Classic and contemporary theories – a brief overview of the key findings:
  • perceptual development: Eleanor Gibson’s work on infant perception
  • emotional development: John Bowlby and Mary Ainsworth’s work on attachment theory with reference to Harry Harlow’s work on attachment in monkeys
  • cognitive development: Jean Piaget’s four-stage theory
  • psychosocial development: Erik Erikson’s eight-stage theory
  • moral development: Lawrence Kohlberg’s six-stage theory
• The nature and incidence of mental illness in the population across the lifespan
• Successful ageing – cognitive and psychosocial changes in the very old, as informed by Paul Baltes’ work.

MODULE 3: YOUTH CULTURE (20%)
This module introduces learners to the sociological idea of youth culture and the ways in which the experience of being young has changed, locally or elsewhere. They also explore changes in youth experience (e.g. in the youth labour market), the ways in which young people are represented in the media, and young people as citizens. Learners examine the extent to which social, economic, and cultural changes have shaped the lives of young people. They examine the beliefs, values, customs, and practices of youth culture in comparison with other cultures in Australia and in other places.

Learners consider how the social construction of prejudice and stereotypes, including stereotypes of young Indigenous people, affect youth and adolescence. They investigate the ways in which young people use space and create places in the community. Learners consider factors that affect youth culture (e.g. neighbourhood, sense of community, socio-economic status, popular culture, demographic characteristics, gender, and ethnic background). They share creative ideas on non-material aspects of life that promote well-being and are cost-neutral and intrinsically rewarding.

KEY CONTENT

• The concept and place of social categories
• The social categories of youth and adolescence and how their definitions have changed over time
• Key factors leading to differences in the experience of being young:
  • ethnicity, age, class, rural/urban location, gender and other social differences
  • unemployment, education, demographic shifts, intergenerational inequity and use of new technologies
  • attitudes to environmental and social sustainability
  • cultural formations such as in dress, music and media
• Reasons for categorisation of youth and consequences of homogenous thinking about youth and adolescence, including stereotyping, prejudice and discrimination
• Youth subcultures e.g. rap, punk, extreme sport, jock, ‘emo’, mean girls
• Cliques and outcasts
• At-risk youth and deviant behaviour.

ELECTIVE MODULES

One (1) module must be chosen from the list for Module 4 and one (1) from the list for Module 5. No more than one module from each group can be chosen.

Each module has a prescribed focus or basis for study and a guide to content. The key skills of the social inquiry method of learning as outlined in Module 1 must be used in addressing this focus. Teachers and learners are encouraged to explore issues within the chosen modules. Teachers are encouraged to negotiate content to be studied, taking into account the experiences and interests of the learners. Learners are encouraged to ask their own questions, explore possible sources of information, and develop or identify solutions to them. There will be many questions that have no satisfactory answers or have several possible answers and it is important for them to recognise these situations.

SOCIOLOGY MODULES (20%)

MODULE 4A: SOCIAL STRATIFICATION
The focus for this unit is power i.e. the ability or capacity to influence or persuade others to a point of view or action to which they would not normally agree. Learners are introduced to how inequitable practices are established, sustained and challenged within and across structures in Australian society.

KEY CONTENT

• Core terms – agency, class, ideology, inequality, inequity, power, race, social mobility, social stratification, status, socioeconomic status
• Core theories – examine socialisation through two of the following:
  • conflict
  • functionalist
  • feminist, e.g. Marxist, liberal, radical
  • interactionist, e.g. Labelling
  • white race privilege, e.g. the social construction of whiteness
• Relevant theorists – Arendt, Fromm, Gramsci, Greer, Habermas, Marx, Mill, Parsons, Spencer, Weber.

MODULE 4B: SOCIOLOGY OF GENDER
This module focuses on how individuals develop their perception of gender roles within culturally established designations between masculine and feminine behaviours.

KEY CONTENT

• Core terms and concepts – alternative sexualities, androgynous, biological, chromosome, embryo, environment, female and male, feminine and masculine, gender and sex, gender-differentiated play, gender re-assignment, gender roles, gender stereotypes, heredity, hermaphrodite, heterosexual, homosexual, identity formation, maturation, sex-based crimes, sexual orientation, transgender surgery
• Core theoretical perspectives – a brief overview of the key findings from three (3) of the following:
  • sociobiological perspectives – evolutionary theory
  • functionalist, e.g. instrumental and expressive gender roles
  • feminist, e.g. the reproduction of mothering
  • masculinity, e.g. cross-cultural concepts of masculinity
• Relevant theorists – Parsons, Chodorow, Connell, Crespi.

MODULE 4C: CROSS-CULTURAL DIFFERENCES
This module focuses on how culture is created and shaped by individuals and communities and how its expression can be different between cultures or cultural groups.

KEY CONTENT

• Core terms and concepts – anthropology, attitudes, beliefs, culture, ethnicity, ethnocentrism, material culture, mores, perception, stereotypes, subculture, taboo, values
• Typical examples – perceptions, behaviours, gestures and language
• Core theoretical perspectives – a brief overview of the key findings from three (3) of the following:
  • cultural conflict, cross-cultural perspectives, and changing cultural boundaries
  • the construction of culture and the diversity of cultural norms and understandings, including sub-cultures v mass culture
  • common features of cultures: ways of communicating, belief systems, social structure, economic structures, political/legal structures
  • cultural evolution or cultural relativity
• Relevant theorists – Bourdieu, Malinowski, Mauss, Mead (Margaret), Levi-Strauss, Sellin.

PSYCHOLOGY MODULES (20%)

MODULE 5A: NON-VERBAL COMMUNICATION
The focus of this module is the process of communication through sending and receiving wordless (mostly visual) cues between people. Nonverbal communication encompasses body language, the use of voice, touch, distance, physical appearance and the environment.

KEY CONTENT

• Core terms and concepts – first impressions, gazing, gestures, haptics, kinetics, paralinguistics, personal space, posture, proxemics, signs, symbols
• Definition and importance
• Creating impressions
  • first impressions
  • creating and maintaining a positive impression
• Its role in interpersonal relationships
• Types – a brief overview of the key findings from three (3) of the following:
  • facial expressions
  • gestures and signs
  • paralinguistics
  • body language and posture
  • proxemics (closeness and personal space)
  • haptics (touching)
  • appearance
• Universal or culturally dependent?

MODULE 5B: PROSOCIAL AND ANTISOCIAL BEHAVIOR
This module focuses on the investigation of the processes involved in pro and antisocial behaviour.

KEY CONTENT

• Core terms and concepts – aggression, altruism, antisocial behaviour, bystander apathy, conformity, criminal behaviour, deindividuation, individual and situational factors, obedience, prosocial behaviour, reciprocity, types of antisocial behaviour, types of prosocial behaviour
• Core theories – an overview of each idea and the key findings from three (3) of the theorists:
  • bystander effect/diffusion of responsibility (Darley and Latané, Pilavian)
  • frustration/aggression hypothesis (Dollard and Miller)
  • cost benefit analysis (Berkowitz)
  • in group theory (Asch, Zimbardo)
  • empathy (Batson).

MODULE 5C: FORENSIC PSYCHOLOGY
This module focuses on the application of psychology to all parts of the criminal justice system – the criminal investigation, the court system and correction facilities.

KEY CONTENT

• Core terms and concepts – antisocial behaviour, behaviour modification, conflict, conformity, crime scene, criminal, criminal justice system, criminal mind, delinquent, evidence, forensic, leading questions, magistrate, norms, prejudice, profiling, provocation, punishment, recidivism, signature, serial offender, Supreme Court, testimony, victimology, witness
• Forensic psychology and the role of forensic psychologists
• Crime – definition, history of criminology, attitudes to crime and victims of crime, and determinants of crime
• Victims and offenders
• Role of forensic psychologists
• Core theories – an overview of each idea and the key findings from three (3) of the theorists:
  • eye-witness testimony (Bartlett, Loftus)
  • memory and attribution bias (Heider)
  • profiles and profiling (Canter)
  • serial killers (Goodwin, Davidson)
  • juries (Asch).

MODULE 2: PSYCHOLOGICAL DEVELOPMENT (20%)
In addition to any provider developed instruments, learners will use the social inquiry approach to investigate social phenomenon. Learners may work independently or in teams. They will make a decision regarding the social phenomenon to be investigated and support the decision with logical argument. The report may be in response to observations made and conclusions drawn from various sources, including case studies, research or experimental outcomes.

MODULE 3: YOUTH CULTURE (20%)
In addition to any provider developed instruments, learners will use the social inquiry approach to investigate social phenomenon. Learners may work independently or in teams. They will make a decision regarding the social phenomenon to be investigated and support the decision with logical argument. The report may be in response to observations made and conclusions drawn from various sources, including case studies, research or experimental outcomes.

ELECTIVE MODULES

SOCIOLOGY MODULES (20%)

MODULE 4A: SOCIAL STRATIFICATION
In addition to any provider developed instruments, learners will use the social inquiry approach to investigate social phenomenon. Learners may work independently or in teams. They will make a decision regarding the social phenomenon to be investigated and support the decision with logical argument. The report may be in response to observations made and conclusions drawn from various sources, including case studies, research or experimental outcomes.

MODULE 4B: SOCIOLOGY OF GENDER
In addition to any provider developed instruments, learners will use the social inquiry approach to investigate social phenomenon. Learners may work independently or in teams. They will make a decision regarding the social phenomenon to be investigated and support the decision with logical argument. The report may be in response to observations made and conclusions drawn from various sources, including case studies, research or experimental outcomes.

MODULE 4C: CROSS-CULTURAL DIFFERENCES
In addition to any provider developed instruments, learners will use the social inquiry approach to investigate social phenomenon. Learners may work independently or in teams. They will make a decision regarding the social phenomenon to be investigated and support the decision with logical argument. The report may be in response to observations made and conclusions drawn from various sources, including case studies, research or experimental outcomes.

PSYCHOLOGY MODULES (20%)

MODULE 5A: NON-VERBAL COMMUNICATION
In addition to any provider developed instruments, learners will use the social inquiry approach to investigate social phenomenon. Learners may work independently or in teams. They will make a decision regarding the social phenomenon to be investigated and support the decision with logical argument. The report may be in response to observations made and conclusions drawn from various sources, including case studies, research or experimental outcomes.

MODULE 5B: PROSOCIAL AND ANTISOCIAL BEHAVIOR
In addition to any provider developed instruments, learners will use the social inquiry approach to investigate social phenomenon. Learners may work independently or in teams. They will make a decision regarding the social phenomenon to be investigated and support the decision with logical argument. The report may be in response to observations made and conclusions drawn from various sources, including case studies, research or experimental outcomes.

MODULE 5C: FORENSIC PSYCHOLOGY
In addition to any provider developed instruments, learners will use the social inquiry approach to investigate social phenomenon. Learners may work independently or in teams. They will make a decision regarding the social phenomenon to be investigated and support the decision with logical argument. The report may be in response to observations made and conclusions drawn from various sources, including case studies, research or experimental outcomes.

Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate end-point of study. Although assessment – as part of the learning program – is continuous, much of it is formative, and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to TASC will focus on what both teacher and learner understand to reflect end-point achievement.

The standard of achievement each learner attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course.

A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating.

A ‘z’ notation is to be used where a learner provides no evidence of achievement at all.

Providers offering this course must participate in quality assurance processes specified by TASC to ensure provider validity and comparability of standards across all awards. To learn more, see TASC's quality assurance processes and assessment information.

Internal assessment of all criteria will be made by the provider. Providers will report the learner’s rating for each criterion to TASC.

The following processes will be facilitated by TASC to ensure there is:

• a match between the standards of achievement specified in the course and the skills and knowledge demonstrated by learners
• community confidence in the integrity and meaning of the qualification.

Process – TASC will verify that the provider’s course delivery and assessment standards meet the course requirements and community expectations for fairness, integrity and validity of qualifications that TASC issues. This will involve checking:

• learner attendance records; and
• course delivery plans (the sequence of course delivery/tasks and when assessments take place):
  • assessment instruments and rubrics (the ‘rules’ or marking guide used to judge achievement)
  • class records of assessment
  • examples of learner work that demonstrate the use of the marking guide
  • samples of current learner’s work, including that related to any work requirements articulated in the course document
  • archived samples of individual learner’s work sufficient to illustrate the borderline between that judged as an SA or PA award.

This process may also include interviews with past and present learners. It will be scheduled by TASC using a risk-based approach.

The assessment for Introduction to Sociology and Psychology Level 2 will be based on the degree to which the learner can:

• 1. outline and use sociological terms, concepts, theories and ideas
• 2. outline and use psychological terms, concepts, theories and ideas
• 3. apply inquiry skills to plan and undertake investigations into contemporary social phenomena
• 4. use ethical sociological and psychological research methods
• 5. use evidence to draw sociological and psychological conclusions
• 6. communicate sociological and psychological ideas, information, opinions, arguments and conclusions

Introduction to Sociology and Psychology Level 2 (with the award of):

EXCEPTIONAL ACHIEVEMENT

HIGH ACHIEVEMENT

COMMENDABLE ACHIEVEMENT

SATISFACTORY ACHIEVEMENT

PRELIMINARY ACHIEVEMENT

The final award will be determined by the Office of Tasmanian Assessment, Standards and Certification from 6 ratings.

The minimum requirements for an award in Introduction to Sociology and Psychology Level 2 are as follows:

EXCEPTIONAL ACHIEVEMENT (EA)
5 ‘A’ ratings, 1 ‘B’ rating

HIGH ACHIEVEMENT (HA)
3 ‘A’ ratings, 2 ‘B’ ratings, 1 ‘C’ rating

COMMENDABLE ACHIEVEMENT (CA)
3 ‘B’ ratings, 3 ‘C’ ratings

SATISFACTORY ACHIEVEMENT (SA)
5 ‘C’ ratings

PRELIMINARY ACHIEVEMENT (PA)
3 ‘C’ ratings

A learner who otherwise achieves the ratings for an SA (Satisfactory Achievement) award but who fails to show any evidence of achievement in one or more criteria (‘z’ notation) will be issued with a PA (Preliminary Achievement) award.

The Department of Education’s Curriculum Services will develop and regularly revise the curriculum. This evaluation will be informed by the experience of the course’s implementation, delivery and assessment.

In addition, stakeholders may request Curriculum Services to review a particular aspect of an accredited course.

Requests for amendments to an accredited course will be forwarded by Curriculum Services to the Office of TASC for formal consideration.

Such requests for amendment will be considered in terms of the likely improvements to the outcomes for learners, possible consequences for delivery and assessment of the course, and alignment with Australian Curriculum materials.

A course is formally analysed prior to the expiry of its accreditation as part of the process to develop specifications to guide the development of any replacement course.

GLOSSARY

Ethical Study and Research Practice

The principles for the ethical conduct in research for learners and teachers are available from:

• About Human Research Ethics at the University of Tasmania
• the National Statement on Ethical Conduct in Human Research (2007 – Updated 2014) issued by the National Health and Medical Research Council (NHMRC) in accordance with the NHMRC Act 1992 (Cwlth)
• the Australian Privacy Principles (March 2014) available from the website of the Office of the Australian Information Commissioner
• the Code of Ethics of the Australian Psychological Society (APS).