This document provides instructions for a term essay assignment in a history of psychology course. Students must write an 8-13 page essay using APA format selecting a topic related to the history of psychology. The essay should investigate and argue a position on the topic, demonstrating independent research beyond what was covered in class. Examples of potential topics are provided, and the essay will be graded based on the introduction, content, argument, and proper use of APA format.

1. A historical analysis of psychological models for understanding
Instructions for the essay i. Term EssayFor the term essay, students are required
to select and investigate a specific topic related to the history of psychology. The term essay
is intended to have students bring together findings from literature in the history of
psychology and related fields to illustrate and justify a clear argumentative position. The
term essay must be word-processed, conform to APA format (refer to Publication Manual of
the APA, 6th ed.), and consist of 8-13 single-sided (1″ margins, 12-point Times Roman font),
double-spaced pages excluding the title page, references, and any tables/figure/appendices.
Do not include an abstract. Do not insert unnecessary space between paragraphs or sections
to increase the number of pages. Essays consisting of fewer than 8 pages will be penalized
in proportion to the extent of the page shortage. A strong essay may critically examine the
historical development of a particular psychological construct or school of thought.
Students may also choose to examine the influence of particular psychologists, either alone,
in tandem or in comparison to one another. Regardless of the approach taken, the essential
point is for students to choose a topic that is: 1) In line with the subject matter of the
course; 2) Goes beyond the material covered in class, in order to demonstrate a capacity for
independent research and; 3) Specific enough to permit the student to bring together
existing research on the topic in service of their own argumentative position – a good essay
allows the voice of the student to be clearly heard. Some examples of strong topics for term
essays are listed below. These are meant to provide an idea of the type of topics that make
for successful essays. Students are encouraged to select their own topic based on the types
of media and questions they find personally relevant and worth exploring. Topic
Examples: 1) The return of the repressed: How the tenets of psychoanalysis have been
reimagined by cognitive neuroscience.2) A historical analysis of psychological models for
understanding homosexuality.3) The making of “prodigy”: How G. Stanley Hall and John
Watson changed the role of psychology in education and child development. Term essay
marking is broken down as follows: Introduction – 15 Marks– Clearly introduces the topic
and defines constructs to be considered– Outlines the essay’s argumentative process –
Indicates a specific issue to be addressed and a reason behind its importance – Lists
the premises of an argument that addresses the issue – Briefly proposes the final
position that will be argued by the essay Content – 50 Marks– Reviews theoretical/research
material and evidence that is relevant to the topic investigated and to the argument
proposed – Information is accurate – Citations are supplied as required –
Avoids distracting, unnecessary detail – Demonstrates awareness of major findings

2. and approaches in the chosen topic -Uses labels, constructs and terminology
correctly– Demonstrates extensive research and strong understanding of the subject
area Argument – 30 Marks – Integrates existing theories and/or research findings to
synthesize a distinct argument– Analyzes argumentative position into its assumptions and
premises, then provides evidence and reasoning to support each of these– Content is
organized to reflect and compliment the logical structure of the argument-Argument
remains consistent throughout the essay APA Format – 5 Marks-Title page, headings,
citations, and references adhere to most recent APA guidelines (see the Basics Tutorial @
http://www.apastyle.org/). An abstract is not required.Brief Recommendations:· Begin
reading and collecting research materials early. This is a long-term project and should
reflect extensive reflection on a selected topic.· Consult The TA or professor if you
encounter difficulty or uncertainty in developing your ideas. We are here to help.· Make
the essay focused and consistent. Keep your reader in mind and remember that you are
trying to convince them of your argument. Be sure each of your points has a clear purpose
and that it fits cogently with points that come before and after.· Avoid circular
logic· Avoid making either whiggish or presentist assumptions about the connections
among historical events· Your argument should take both intra-institutional and extra-
institutional factors into account. That is, keep in mind that the context for your topic is
constituted by both what was happening in the field of psychology and society in general at
any given historical point. Making the connection between these interdependent contexts
and your topic will sharpen the critical historical perspective of the essay and thereby
strengthen your argument. Course Syllabus Required Readings: A History
of Psychology: From Antiquity to Modernity (8th ed.) by Thomas Hardy Leahey.
Pearson. Text is available at the University of Toronto Bookstore (214 College Street,
Phone: 416.640.7900) Supplemental Readings (optional): Putting Psychology in its Place
(3rd Ed.). By Graham Richards. Routledge. A History of Psychology in Letters (2nd. Ed.) By
Ludy Benjamin. Blackwell. A History of Modern Psychology in Context. By Wade Pickren
and Alex Rutherford. Wiley. Portraits of Pioneers in Psychology. Various Authors. APA. A
Brief History of Modern Psychology. By Ludy Benjamin. Blackwell. Course
Overview: Psychology is an institution designed to answer fundamental questions that
concern most people in small and large ways each day. Such questions range from the
mundane (e.g., “How can I persuade others to see things my way?” and “What do my friends
really think about me?”) to the profound (e.g., “Am I responsible for my actions?” and “Are
all people equal?”). Throughout its history, psychology has proposed frameworks and
offered evidence that aim to address and answer such questions in a definitive fashion that
is grounded in the scientific method. As psychologists and psychology students, our focus is
usually directed toward the quality of evidence and the validity of research methods
involved in this process of knowledge-making. The theoretical frameworks that organize,
structure and, to some extent, determine evidence and methods are often overlooked. The
study of the history of psychology is intended to remedy this, by shedding light on the
lineage of various theoretical frameworks that have been employed by psychology over the
course of its history and historical contexts: considering their assumptions, their implied
values and their roots in the personal lives of psychologists themselves. The importance of

3. understanding the history of psychology is twofold: (i) to students and researchers, it
provides a means of understanding the implications, limitations and foundations of any
given line of research; and (ii) more generally, though, such understanding provides an
informed perspective from which each one of us may approach the types of psychological
questions that confront us on a daily basis. The aim of this course is to enable each student
to historically situate and critically evaluate psychological research from present and past
eras in both basic and applied contexts. Getting the most out of the course depends on
attending lectures, being engaged in class discussions, and making an effort to understand
the course readings. Class Schedule: January 11 – Course Introduction No Readings January
18 – Why and How the History of Psychology is Studied; Test & Essay Advice Cushman, P.
(1990). Why the self is empty: Toward a historically situated psychology. American
Psychologist, 45, 599-611. Danziger, K. (1985). The origins of the psychological experiment
as a social institution. American Psychologist, 40, 133-140. Rose, N. (1996). Power and
subjectivity: Critical history and psychology. In C.F. Graumann & K.J. Gergen (Eds.),
Historical Dimensions of Psychological Discourse (pp. 103-112). Cambridge University
Press. January 25 – Introduction to the History of the Study of the Mind and the Psychology
of Race Differences Leahey: Chapters 1-3, pp. 283-289 February 1 – The “Founding” of
Psychology in America Leahey: pp. 219-234, 251-253, 301-310 Skim through information
and biographies available at http://www.feministvoices.com/ February 8 – Behaviorism vs.
Gestalt Psychology Leahey: Chapter 11, pp. 245-250, 311-322 February 15 – Term Test I
(No Lecture) February 22 – Reading Week (No Lecture) March 1 – Testing: Origins and
Applications Leahey: Chapter 9, 13 and 14 March 8 – Testing: Personality vs. Social
Psychology Leahey: Chapter 7 March 15 – History up to the Present: Computation and the
“Cognitive Revolution” Leahey: pp. 235-245, Chapter 12 March 22– History up to the
Present: Computation and the “Cognitive Revolution” (continued) No additional
readings March 29 – Course Overview and Retrospective No readings April 5 – Term Test II
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