Love and Hate

(Summer 2016)

Graphic by Hugh MacLeod @ gapingvoid.com

Course:
PSYC 2000: Psychology of Love and Hate

Professor:
Dr. Linda M. Woolf

Office Hours:
By appointment, 301 Webster Hall
Phone: 246-6970
woolflm@webster.edu
Woolf Web Page: http://faculty.webster.edu/woolflm/

Text:
Readings Placed on World Classroom -- See course schedule for specifics

Course Description:
Love and hate are emotions that shape the view we have of ourselves, our friends and families, our communities, and our culture. These emotions are the spice of life exemplifying the best and the worst of being human. So what does the psychological and sociological research teach us about these emotions? In this course, we will look at psychosocial theories of love and hate. What does it mean to "love" or "hate" someone? Can you love and hate someone simultaneously? What is the role of attachment, interpersonal attraction, personality, social status, and sex in relation to love and hate? What does the media teach us, correctly or incorrectly, about love and hate? Finally, we will look at the extremes of love and hate including stalking and cults as well as hate crimes and groups. Throughout the course, we will let the research guide us in our understanding of these emotions.

Course Objectives:

Define and apply the classic theories related to the psychosocial study of love and hate.

Analyze, report, and interpret the results of empirical research related to the psychosocial study of love and hate.

Evaluate information related to love in pop culture and counter with accurate information.

Understand the issues related to the dark side of love (e.g., partner abuse; stalking).

Examine the impact of collective hate on individuals and communities.

To further develop your written and oral presentation skills.

Incoming Competencies/Prerequisites:
Prerequisite: All students should be capable of reading and writing at the college level.

Class Meetings:
The class will meet on Tuesdays from 5:30 - 9:30. Attendance is strongly recommended as material will be presented that is not in the readings. Also, class participation will be included as part of your final grade.

Course Requirements:
Three exams, class presentation or project, movie assignment, and class participation.
All grades will be assigned on a scale of 0 - 100 with:

90 - 100 A, A- Superior work

80 - 89 B+, B, B- Good work

70 - 79 C+, C, C- Satisfactory work

60 - 69 D+, D Passing, but less than Satisfactory (not passing if required for the major or general education)

Less than 60 F Unsatisfactory

Percent of Grade:

Exams 70%

Class Presentation or Project 10%

Movie Assignment 10%

Class Participation 10%

Examinations: The three exams are designed to test for basic understanding of core concepts and ideas. They will cover material presented in class, readings, videos, and discussion. Exams will be worth 70% of your final grade.
Class Presentation or Project:Students in pairs or individually will put together a powerpoint about a specific topic related to love or hate and present to the class. The presentations will be assessed using the GCP rubric for Oral Communication. Students will select a topic for their presentation but topics must be approved in writing by the instructor (email to woolflm@webster.edu). Each student will be responsible for a 5-6 minute presentation and 2-3 minutes of questions/discussion. The grading rubric is located at the end of the syllabus. Student may also opt to do a project addressing a topic discussed in class. The project can be a 5-6 page paper or an informational guide (5-6 pages) on a topic related to love and hate. All project ideas also must be approved by the instructor.
Movie Assignment: In addition to entertaining us, movies offer detailed portrayals of human social behavior. Your task in this assignment (10% of your final grade) is to analyze - from a psychosocial perspective the behaviors and events depicted in a film. You are not being asked to critique the film in terms of its value as a work of art or as entertainment. Rather, you should think carefully about the human behaviors and relationships portrayed in the film. Then, to make sense of this material, apply what you've learned this semester related to the our understanding of love and hate. You are to apply the ideas, research, and theories presented in the class to the characters in the film. Note you shouldn't focus on just one set of characters but examine a number of the relationships. This assignment is comprehensive: I urge you to bring any/all concepts encountered in this course that relate to the people, interactions, and behaviors portrayed. Remember that the goal is to demonstrate that you have learned, understand, and can apply the concepts from class. Synopsis of film (10%); Analysis of film (90%); Length: 4 - 6 pages. Due: July 22 - email to woolflm@webster.edu

Approved Films (films not on this list will not be accepted):
Antonia's Line (1995)
Who's Afraid of Virginia Woolf (1966)
Harold and Maude (1971)
Out of Africa (1985)
La Cage aux Folles (1978)
Bonnie and Clyde (1967)
Reds (1981)
Bringing up Baby (1938)
The Hours (2002)
Grey Gardens (2009)
It Happen One Night (1934)
An Affair to Remember (1957)
Gone with the Wind (1939)
The Color Purple (1985)
Class Participation:
Please realize that your participation in this class is extremely important. As such, class participation will constitute 10 percent of your final grade. The class participation grade will derive from regular attendance and everyday discussion and analysis. Please be aware that missing class (both excused and unexcused absences) and not actively participating in class will impact your grade in this area.
Policy Statements:
Use of Electronic Devices in the Classroom: Please respect others in the class by turning off all cell phones and pagers before entering the room. Text messaging during class is not acceptable. Laptops may be used in class but are only to be utilized for class related activities (e.g., taking notes). If it becomes apparent you are using the computer for non-class activities (e.g., checking your email, playing games) then you may be asked to turn off your computer and refrain from bringing it into class in the future. Laptop use is restricted to the back or sides of the classroom so that other students are not distracted during lecture. Note that research has clearly demonstrated that taking written as opposed to typed notes results in greater retention of the material. If you rely on your laptop for notes, you may not be doing yourself any favors.
Plagiarism (attempting to pass off the work of another as one's own) is not acceptable. Plagiarism includes copying all or part of another's writings (even a single sentence), inappropriate paraphrasing, using another student's paper as your own, submitting a paper for more than one class. All papers will be submitted to the university's plagiarism database for review. Plagiarism, either intentional or unintentional, will result in a grade of 0 for that assignment but also may be turned over to the appropriate university source for disciplinary action and a grade of F for the course. In addition, cheating on exams will also result in the same fate.

Here are some Web sites that will help you avoid the problem of plagiarism particularly plagiarism resulting from paraphrasing too closely to the original source. -

Webster University's Plagiarism Info site

Establishing Authorship by Paul C. Smith, Alverno College

How to Avoid Plagiarism Tutorial

The University of Indiana's Online Plagiarism Tutorial - You can print out a certificate of completion!

Students with disabilities who believe that they may need accommodations in this class are encouraged to contact me or the Director of the Academic Resource Center, as soon as possible to ensure that such accommodations can be implemented in a timely fashion.
Late withdraws from this class will not be approved by the instructor except in cases of emergency discussed with the instructor. No late withdraws will be approved on the basis of poor class performance.
This syllabus is subject to change at the instructor's discretion. All changes concerning course requirements will be provided in writing. Changes concerning exam dates may be made at the instructor's discretion and communicated verbally to the class.
It is understood that remaining in this course (not dropping or withdrawing from this course) constitutes an agreement to abide by the terms outlined in this syllabus and an acceptance of the requirements outlined in this document. No grade of Incomplete will be issued for this course.

COURSE OUTLINE

Date

Topic

Reading

June 7 Introduction to class
What is Love?
Styles of Romantic Love by Hendrick and Hendrick
Searching for the Meaning of Love by Berscheid
A Duplex Theory of Love by Sternberg

June 14 No Class! The Movie Assignment serves as the Make-up Class!

June 21 More about Love!
Giving and Receiving Communal Responsiveness as Love by Clark and Monin
Individualism, Collectivism, and the Psychology of Love by Dion and Dion
Sexual Orientation and Gender Minorities by Woolf and MacCartney

June 28 Exam I
The Dark Side of Love
What messages are behind todays cults? by Zimbardo
Lessons from Jonestown by Dittman
Partner Aggression Across Cultures by Kar and Garcia-Moreno
What is Stalking? by McCann

July 5 What is Hate?
Understanding and Combating Hate by Sternberg
Roots of Hate, Violence, and Evil by Baumeister and Butz

July 12 Exam II
Organized Hate and Prejudice
On the nature of Prejudice: The Psychological Foundations of Hate by Dovidio, Gaertner, and Pearson
Hate Groups for Dummies by Woolf and Hulsizer

July 19 Mass Hate
Psychosocial Roots of Genocide: Risk, Prevention, and Intervention by Woolf and Hulsizer

July 26 Final Exam and Finish up Presentations

Oral Communication Information and Rubric: A prepared and purposeful presentation designed to increase knowledge, to foster understanding and/or to promote change in the listener's attitudes, values, beliefs, or behaviors.
Upon the successful completion of this course, students will be able to:
Demonstrate an organizational pattern that is clearly and consistently observable, skillful, and makes the content of the presentation cohesive.
Provide language choices appropriate to the audience that are imaginative, memorable, compelling, and facilitate retention and attention to the presentation content.
Exhibit delivery techniques that make the presentation compelling, polished, confident, natural, and purposeful with minimal anxiety.
Present claims to support a position which are reasonable and clearly stated.
Demonstrate how to use support materials appropriately to establish a speakers credibility.
Articulate a compelling central message appropriate for purpose, context, and audience.

Scoring rubric for the presentations:
Oral Communication Rubric
(adapted from the AAC&U VALUE rubrics)
Definition: Oral communication is a prepared, purposeful presentation designed to increase knowledge, to foster understanding, or to promote change in the listeners' attitudes, values, beliefs, or behaviors. Proficiency in oral communication develops incrementally; final assessment of a student's oral communication skills is more accurate when it reflects multiple presentations.
Students who complete the Global Citizenship Program will be able to: Communicate ideas, opinions, and information effectively by preparing and delivering purposeful oral presentations designed to increase knowledge, to foster understanding, or to promote change in the listener's attitudes.
* Evaluators are encouraged to assign a zero to any work, sample or collection of work that does not meet Beginning (cell 1) level performance.

Exemplary (4) Proficient (3) Developing (2) Beginning (1)

Organization Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable, is skillful, and makes the content of the presentation cohesive. Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable within the presentation. Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is intermittently observable within the presentation. Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is not observable within the presentation.

Language Language choices are imaginative, memorable, and compelling, and enhance the effectiveness of the presentation. Language facilitates retention and attention by being unique to the oral channel. Language in presentation is appropriate to audience. Language choices are thoughtful and generally support the effectiveness of the presentation. Language includes choices that reflect an orally communicated message as opposed to a written message. Language in presentation is appropriate to audience. Language choices are mundane and commonplace, and partially support the effectiveness of the presentation. Language helps minimally in promoting retention and attention of the audience. Language in presentation is appropriate to audience. Language choices are unclear and minimally support the effectiveness of the presentation. Language does not reflect the uniqueness of the oral channel. Language in presentation is not appropriate to audience.

Delivery Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation compelling, and speaker appears polished and confident. Delivery appears natural and purposeful. There are no signs of speech anxiety. Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation interesting, and speaker appears comfortable. Delivery generally appears natural and purposeful. Signs of speech anxiety are minimal and, if present, disappear as the speech begins. Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation understandable but delivery sometimes lacks purpose and, at times, appears rehearsed. Speaker appears tentative with signs of speech anxiety present intermittently. Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) detract from the understandability of the presentation. Delivery choices lack purpose and virtually any appearance of being natural. The speaker appears uncomfortable, being controlled by speech anxiety.

Reasoning and Support Claims are reasonable, clearly stated, and thoroughly explained with a combination of evidence and the speaker’s own analysis. A variety of types of supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) are used to develop ideas. The presenter establishes his/her credibility through use of reasoning and support. Claims are reasonable, stated with relative clarity, and supported with a variety of supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities). The presenter periodically integrates his/her own analysis into the speech. The presenter is generally seen as credible as a result of their reasoning. Claims are generally reasonable and clearly stated, while supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make periodic reference to information or analysis that partially supports the presentation. Many claims lack support and the presenter's credibility on the topic is questionable. Claims are typically unsupported assertions that lack sufficient supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities). The presenter fails to develop arguments because of a lack of his/her own analysis and evidence beyond claims. The presenter's credibility is very weak because of a lack of reasoning.

Central Message Central message is compelling (precisely stated, appropriately repeated, memorable, and strongly supported.) Message is appropriate for purpose, context, and audience. Central message is clear and consistent with the supporting material. Message is generally appropriate for purpose, context, and audience. Central message is basically understandable but is not often repeated and is not memorable. Message may fall short of adhering to purpose, and lacks a consistent appropriateness for context and/or audience Central message can be deduced, but is not explicitly stated in the presentation. Message is not clearly in line with purpose and lacks a consistent appropriateness to audience and context.

Back to Statistics Page

90 - 100	A, A-	Superior work
80 - 89	B+, B, B-	Good work
70 - 79	C+, C, C-	Satisfactory work
60 - 69	D+, D	Passing, but less than Satisfactory (not passing if required for the major or general education)
Less than 60	F	Unsatisfactory

Exams	70%
Class Presentation or Project	10%
Movie Assignment	10%
Class Participation	10%

COURSE OUTLINE
Date		Topic	Reading
June	7	Introduction to class What is Love?	Styles of Romantic Love by Hendrick and Hendrick Searching for the Meaning of Love by Berscheid A Duplex Theory of Love by Sternberg
June	14	No Class!	The Movie Assignment serves as the Make-up Class!
June	21	More about Love!	Giving and Receiving Communal Responsiveness as Love by Clark and Monin Individualism, Collectivism, and the Psychology of Love by Dion and Dion Sexual Orientation and Gender Minorities by Woolf and MacCartney
June	28	Exam I The Dark Side of Love	What messages are behind todays cults? by Zimbardo Lessons from Jonestown by Dittman Partner Aggression Across Cultures by Kar and Garcia-Moreno What is Stalking? by McCann
July	5	What is Hate?	Understanding and Combating Hate by Sternberg Roots of Hate, Violence, and Evil by Baumeister and Butz
July	12	Exam II Organized Hate and Prejudice	On the nature of Prejudice: The Psychological Foundations of Hate by Dovidio, Gaertner, and Pearson Hate Groups for Dummies by Woolf and Hulsizer
July	19	Mass Hate	Psychosocial Roots of Genocide: Risk, Prevention, and Intervention by Woolf and Hulsizer
July	26	Final Exam and Finish up Presentations

	Exemplary (4)	Proficient (3)	Developing (2)	Beginning (1)
Organization	Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable, is skillful, and makes the content of the presentation cohesive.	Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable within the presentation.	Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is intermittently observable within the presentation.	Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is not observable within the presentation.
Language	Language choices are imaginative, memorable, and compelling, and enhance the effectiveness of the presentation. Language facilitates retention and attention by being unique to the oral channel. Language in presentation is appropriate to audience.	Language choices are thoughtful and generally support the effectiveness of the presentation. Language includes choices that reflect an orally communicated message as opposed to a written message. Language in presentation is appropriate to audience.	Language choices are mundane and commonplace, and partially support the effectiveness of the presentation. Language helps minimally in promoting retention and attention of the audience. Language in presentation is appropriate to audience.	Language choices are unclear and minimally support the effectiveness of the presentation. Language does not reflect the uniqueness of the oral channel. Language in presentation is not appropriate to audience.
Delivery	Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation compelling, and speaker appears polished and confident. Delivery appears natural and purposeful. There are no signs of speech anxiety.	Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation interesting, and speaker appears comfortable. Delivery generally appears natural and purposeful. Signs of speech anxiety are minimal and, if present, disappear as the speech begins.	Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation understandable but delivery sometimes lacks purpose and, at times, appears rehearsed. Speaker appears tentative with signs of speech anxiety present intermittently.	Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) detract from the understandability of the presentation. Delivery choices lack purpose and virtually any appearance of being natural. The speaker appears uncomfortable, being controlled by speech anxiety.
Reasoning and Support	Claims are reasonable, clearly stated, and thoroughly explained with a combination of evidence and the speaker’s own analysis. A variety of types of supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) are used to develop ideas. The presenter establishes his/her credibility through use of reasoning and support.	Claims are reasonable, stated with relative clarity, and supported with a variety of supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities). The presenter periodically integrates his/her own analysis into the speech. The presenter is generally seen as credible as a result of their reasoning.	Claims are generally reasonable and clearly stated, while supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make periodic reference to information or analysis that partially supports the presentation. Many claims lack support and the presenter's credibility on the topic is questionable.	Claims are typically unsupported assertions that lack sufficient supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities). The presenter fails to develop arguments because of a lack of his/her own analysis and evidence beyond claims. The presenter's credibility is very weak because of a lack of reasoning.
Central Message	Central message is compelling (precisely stated, appropriately repeated, memorable, and strongly supported.) Message is appropriate for purpose, context, and audience.	Central message is clear and consistent with the supporting material. Message is generally appropriate for purpose, context, and audience.	Central message is basically understandable but is not often repeated and is not memorable. Message may fall short of adhering to purpose, and lacks a consistent appropriateness for context and/or audience	Central message can be deduced, but is not explicitly stated in the presentation. Message is not clearly in line with purpose and lacks a consistent appropriateness to audience and context.