Weebly



Name of Unit/Course: Overall Unit Information (Required for MOOC participants)Self-CheckUnit or Course Goal(s)Fractured Fairy TalesIn this Unit, student will understand the classifications of psychological disorders, various perspective of abnormal behavior and related treatment approaches. Students will collaborate and use their knowledge of psychological disorders and treatments to recreate a fairy tale with a story board either using an App like StoryKit, or with online presentation software such as Google Slides or Prezi. This unit will be fully online.See A1The student is informed of what they will be learning in this unit and what they will be expected to do for the culminating project.StandardsName of standards: 1. AP Central: AP Psychology Topics and Learning Objectives (AP Central)2. Georgia Performance Standards (GPS)Link to standards:1. (AP Central)2. (GPS)Location information:1. Click on the direct link to the online PDF file. Standards located on pages 11 and 12. 2. Click on the direct link to the standards. Standard located on page 3. Grade/Year: 11-12 Most of the students in the course range from age 16 to 18. Subject: Social Studies Elective: AP Psychology Standard (as written):1. XII. Abnormal Behavior (7–9%)In this portion of the course, students examine the nature of common challenges to adaptive functioning. This section emphasizes formal conventions that guide psychologists’ judgments about diagnosis and problem severityDescribe contemporary and historical conceptions of what constitutes psychological disorders.Recognize the use of the most recent version of the Diagnostic and Statistical Manual of Mental Disorders (DSM) published by the American Psychiatric Association as the primary reference for making diagnostic judgments.Discuss the major diagnostic categories, including anxiety disorders, bipolar and related disorders, depressive disorders, dissociative disorders, feeding and eating disorders, neurodevelopmental disorders, neurocognitive disorders, obsessive-compulsive and related disorders, personality disorders, schizophrenia spectrum and other psychotic disorders, somatic symptom and related disorders, and trauma- and stressor-related disorders and their corresponding symptoms Evaluate the strengths and limitations of various approaches to explaining psychological disorders: medical model, psychoanalytic, humanistic, cognitive, biological, and sociocultural.Identify the positive and negative consequences of diagnostic labels (e .g, the Rosenhan study).Discuss the intersection between psychology and the legal system (e.g., confidentiality, insanity defense). XIII. Treatment of Abnormal Behavior (5–7%)This section of the course provides students with an understanding of empirically based treatments of psychological disorders. The topic emphasizes descriptions of treatment modalities based on various orientations in psychology.Describe the central characteristics of psychotherapeutic intervention.Describe major treatment orientations used in therapy (e.g., behavioral, cognitive, humanistic) and how those orientations influence therapeutic pare and contrast different treatment formats (e.g., individual, group).Summarize effectiveness of specific treatments used to address specific problems Discuss how cultural and ethnic context influence choice and success of treatment (e.g., factors that lead to premature termination of treatment).Describe prevention strategies that build resilience and promote competence.Identify major figures in psychological treatment (e.g., Aaron Beck, Albert Ellis, Sigmund Freud, Mar y Cover Jones, Carl Rogers, B. F. Skinner, Joseph Wolpe).SSPVB3: The student will identify abnormal behavior and treatment.a. Identify criteria that distinguish normal from disordered behavior; include the criteria of distress, deviance, and dysfunction. b. Describe methods used to diagnose and assess abnormal behavior: include the current version of the Diagnostic and Statistical Manual, the MMPI, and projective tests. c. Compare anxiety disorders, mood disorders, personality disorders, and schizophrenia and describe appropriate treatments for these disorders.d. Analyze the challenges associated with labeling psychological disorders and the impact of diagnosis on patientse. Compare the biomedical, psychoanalytical, cognitive, and behavioral approaches to the treatment of psychological disorders.See A2A direct link to standards is posted and the location is described. The unit incorporates the GPS standards and the AP Central standards.Learner CharacteristicsThe students in this course are enrolled in Rockdale County’s virtual school, Rockdale Virtual Campus. They are taking an online AP Psychology, and are part of the Rockdale County School District. Roughly 50% of the students in the course have been identified as gifted. The school population is 68% African American, 17% Caucasian, and 8% Hispanic, 3% Asian, and the remainder is reported as multiracial. The special needs population of RCHS is about 10%. 60% of the RCHS student population receives either free or reduced lunch. Specifically 49% of the students receive free lunch, while 11% are identified as eligible for reduced lunch prices. 75% of students either met or exceeded the standard on the US History Milestone. See B1Learner characteristics for the class and the school are provided. Enrichment opportunities can be provided to meet the needs of gifted learners. There are no students with IEPs, but accommodations for students without access to the internet are provided for with the use of the school’s RVC lab. Technology requirementsRockdale Virtual Campus account and loginGoogle AccountSchool issued laptopAccess to WiFi or interneteBook copy of Myers, David G. Psychology, 9th ed. New York: Worth Publishers, 2010. Link to text: AppGoogle SlidesPreziSee D5Students are provided with a laptop as part of the 1:1 initiative. Other programs and links have been identified as well.Prerequisite Skills11th grade reading proficiency. Knowledge of online collaborative tools, and basic PC skills. Safe and effective Internet research and navigation (information literacy skill)See A4 & D6As this is a college level course, students should at least be able to read on grade-level to be successful. As this course is fully online, basic PC skills are required, but tutorials are available for students in regards to software programs and internet resources that will be used throughout the unit. Students should have already received instruction on safe and effective internet research and navigation prior to receiving their school issued laptop.Introductory Communication Plans Students are expected to complete all required readings from the text and supplemental readings and view all instructional videos posted within the unit. Students are also expected to respond to weekly class forums/discussion posts, and reply to 1 of their peer’s posts. They will attend and participate in a weekly synchronous session to check for understanding and progress on assignment. See A4 B9 & B10Students are expected to follow communication procedures and course expectations outlines in the syllabus. Universal Design Principles ConsideredMultiple forms of representation: textbook, webpages, videos, Multiple forms of expression: quizzes, discussion forums, storyboards, presentationsMultiple forms of engagement: synch sessions, discussion forums, online collaboration toolsSee B4UDP are identified and examples are provided. Students will be provided with access to textbook, webpages, web 2.0 tools, YouTube videos, and video transcripts. Students are able to express their knowledge in a variety of ways including quizzes, discussion forums, storyboards, presentations, etc. Number of Modules or WeeksThis is a four week unit and will encompass two modules. Each module will be open for a two week period for students to view and submit work. (Once a unit is open, it will remain open and accessible for the remainder of the course so students may refer back to it as needed.)See A3This unit plan follows the course model of two weeks per unit as outlined in the syllabus. Although there are two topics, Abnormal Psychology and Therapy, they are interconnected and both topics will be incorporated into the culminating unit project. Students can work at their own pace on the modules during their assigned RV lab period, or from home. Module 1 Plan (Note: “module” and “lesson” used interchangeably) (Required for MOOC participants)Self-Check Module Objective(s) (XII. Abnormal Behavior) and (SSPVB3) Students will identify the criteria that distinguishes abnormal behavior and the major diagnostic categories and corresponding symptoms of the major disorders, including anxiety disorders, bipolar and related disorders, depressive disorders, dissociative disorders, feeding and eating disorders, neurodevelopmental disorders, neurocognitive disorders, obsessive-compulsive and related disorders, personality disorders, schizophrenia spectrum and other psychotic disorders, somatic symptom and related disorders, and trauma- and stressor-related disorders with a minimum of 80% accuracy on both a case studies activity and an independent quiz. (XII. Abnormal Behavior) and (SSPVB3) The student will discuss positive and negative consequences of diagnostic labels and how the various approaches to psychology attribute causation to disorders with peers on a discussion forum meeting the rubric requirements at a minimum of 80% quality.Students will collaborate with a partner to select a fairy tale and decide on a minimum of three disorders to incorporate into their culminating unit project. Students will begin to develop their storylines. See A1 & A2The standard for this module is listed and it corresponds with the module objectives. The objectives are measurable and will be assessed using various instruments such as quizzes and rubrics. Module Assessment(s) 1. Case Studies Activity of the major diagnostic categories and corresponding symptoms of the major disorders. (Answer Key)2. Quiz about the major diagnostic categories and corresponding symptoms of the major disorders. (answer key)3. Discussion forum: What are two potential positive and two negative consequences of labeling someone with a psychological disorder? Do you think your opinion of someone or the way you interact with them would change if you found out they had a disorder? (ok to be honest—I won’t judge you!) Also, choose one disorder and describe how each one of the approaches to psychology would attribute causation to the disorder. (discussion rubric)4. Project design (unit project rubric)See A2 A3 C1 C2 & C5In this module students be assessed in a variety of ways. They will have 1 quiz, 1 discussion post (with multiple parts), and a case study activity. The quiz and case study will be scored using an answer key, and the discussion post will be assessed using a rubric. Assessments are aligned to the objective and standards. The synch session provides the teacher with another opportunity to formatively asses the student’s knowledge. Description of Learning Activities Students will read chapter 14 of their textbook and view the following videos: Psychological Disorders: Crash Course Psychology #28, OCD & Anxiety Disorders: Crash Course Psychology #29, Depressive and Bipolar Disorders: Crash Course Psychology #30, Schizophrenia & Dissociative Disorders: Crash Course Psychology #32 and Personality Disorders: Crash Course Psychology #34.Students will visit the American Psychiatric Association website to learn about the Diagnostic and Statistical Manual of Mental Disorders (DSM) and its most recent updates. will complete a case studies activity.Students will participate in the module discussion forum and contribute one peer response.Students will synchronously meet with their partner to select a fairy tale and decide on a minimum of three disorders to incorporate into their culminating unit project.Groups will begin to develop and draft their storylines using a collaborative software program such as Google Docs or Google Slides.See A2 A3 B3 B4 & B10The module resources and activities are aligned to the unit standards and objectives. Content is delivered using a variety of mediums including text and visuals and auditory to accommodate the various learning styles of the students. Students are provided with opportunities to interact with the teacher and collaborate with each other. Formative Evaluation & Feedback Weekly Synchronous session with teacher.Discussion ForumCase Studies HandoutQuiz resultsSee A3 C1 C3 & C5Teacher can monitor student progress through their performance on quizzes and unit activities. Physical Learning Materials Required text: Myers, David G. Psychology, 9th ed. New York: Worth Publishers, 2010Students can request copies of any course materials as needed. See A3, A9, B1, B4, & B6The only physical learning material that will be provided is the district-approved textbook. Additional physical resources will be provided upon request. Digital Learning Objects Video Links: Psychological Disorders: Crash Course Psychology #28 HYPERLINK "" \o "OCD & Anxiety Disorders: Crash Course Psychology #29" OCD & Anxiety Disorders: Crash Course Psychology #29 HYPERLINK "" \o "Depressive and Bipolar Disorders: Crash Course Psychology #30" Depressive and Bipolar Disorders: Crash Course Psychology #30 HYPERLINK "" \o "Schizophrenia & Dissociative Disorders: Crash Course Psychology #32" Schizophrenia & Dissociative Disorders: ... Course Psychology #32 Personality Disorders: Crash Course Psychology #34 Link to textbook: Handout (Psychological Disorders Case Studies)Downloadable Handout (Fractured Fairy Tales Project Instructions)Link to DSM website: A3, A9, B1, B4, & B6Links to the digital learning objects are provided, and will be housed on the course website in RVC. A link to the textbook is also included. Plans for Differentiation Students that have difficulty processing auditory information can access a transcript of the videos at . Students that need additional help will have access to tutorial sessions each week and may request individual conferences with the instructor. Students can choose how to complete task using StoryKit, Google Slides or Prezi.Links to “how to” tutorials for programs like Google Slides and Prezi are provided for students with only basic computer skills. Students without access to the internet are provided for with the use of the school’s RVC labStudents can request copies of any course materials as needed.See B1 B4 & B6This module has accommodations for students without access to the internet at home and for different learning style needs. Tutorials are also provided to meet the various levels of computer skill proficiency. Students are also provided with opportunities to “choose” mediums. Module 2 Plan (Optional for MOOC participants)Self-Check Module Objective(s) (XIII. Treatment of Abnormal Behavior) and (SSPVB3) Students will identify and compare the biomedical, psychoanalytical, cognitive, and behavioral approaches to the treatment of psychological disorders with a minimum of 80% accuracy on an independent quiz and on a Treatment plan and Essay Activity. (XIII. Treatment of Abnormal Behavior) and (SSPVB3) The student will discuss how cultural and ethnic context influence choice and success of treatment with peers on a discussion forum meeting the rubric requirements at a minimum of 80% quality.(XIII. Treatment of Abnormal Behavior) The student will identify and compare the biomedical, psychoanalytical, cognitive, and behavioral approaches to the treatment of psychological disorders with a minimum of 80% accuracy on the Treatment of Abnormal Behaviors Assignment. Students will continue to collaborate with a partner to on their fractured fairy tale and create a storyboard presentation for their culminating unit project, meeting the rubric requirements at a minimum of 80% quality. See A1 & A2Module Assessment(s) Quiz about the biomedical, psychoanalytical, cognitive, and behavioral approaches to the treatment of psychological disorders. (answer key)You’re the Psychologist Treatment plan and Essay Activity (Rubric)Discussion Forum: Why are minorities more likely to not use mental health services? How do you feel about the treatment of mental illness in children? Explain. What do you think should be done about the dramatic increase in childhood mental illness?Fractured Fairy Tales Culminating Project (unit project rubric)See A2 A3 C1 C2 & C5Description of Learning Activities Students will read chapter 15 of their textbook and view the following videos: Getting Help - Psychotherapy: Crash Course Psychology #35 and Biomedical Treatments: Crash Course Psychology #36. Students will participate in the module discussion forum and contribute one peer response. Students will complete the You’re the Psychologist Treatment Plan and Essay Activity.Students will synchronously meet with their partner to discuss the drafting their fairy tales and design their storyboards culminating unit project.Groups will continue to develop and draft their storylines using a collaborative software program such as Google Docs or Google Slides.Groups will finalize their fairy tale presentations and post them in the forum section of the course.Students will view their classmates’ presentations and provide feedback on a minimum of three presentations. See A2 A3 B3 B4 & B10Formative Evaluation & Feedback Weekly Synchronous session with teacher.Rubric and feedback on You’re the Psychologist Treatment Plan and Essay ActivityDiscussion ForumRubric and feedback on culminating projectQuiz resultsSee A3 C1 C3 & C5Physical Learning Materials Required text: Myers, David G. Psychology, 9th ed. New York: Worth Publishers, 2010See A3, A9, B1, B4, & B6Digital Learning Objects Video Links: Getting Help - Psychotherapy: Crash Course Psychology #35 HYPERLINK "" \o "Biomedical Treatments: Crash Course Psychology #36" Biomedical Treatments: Crash Course Psychology #36 Link to textbook: Handout (You’re the Psychologist Treatment Plan Template)See A3, A9, B1, B4, & B6Plans for Differentiation Students that have difficulty processing auditory information can access a transcript of the videos at . Students that need additional help will have access to tutorial sessions each week and may request individual conferences with the instructor. Students can choose how to complete the task using StoryKit, Google Slides or Prezi.See B1 B4 & B6Materials:1. Case Studies Handout2. Fractured Fairy Tales Handout3. You’re the Psychologist Treatment Plan Template4. Rubric for Treatment of Abnormal Behavior Assignment Case Studies - Abnormal Unit Name A1-WS2-030910-15 Possible AnswersHour Generalized Anxiety DisorderDissociative AmnesiaPanic DisorderDissociative FuguePhobiaMultiple Personality DisordersDepersonalization DisorderConversion DisorderObsessive-Compulsive DisorderHypochondriasisCase 1:Rocky Prater went to college only because of pressure from his older brother. Unfortunately, he got into several courses he hated, so that the entire school day seemed difficult and dull. Shortly before midterms, Rocky developed a thought that he had not set his alarm clock. He would lean out of bed to check, but it was always set. Sometimes he would wake up in the middle of the night with the terrible feeling that the alarm was not set, but it always was. Still he continued to go through this alarm checking ritual at least once every night and often more frequently.Finally his counselor helped him realize that his recurring thought was based on his unconscious desire to sleep through his morning classes, and that the behavior was his unconscious method of counter-acting these unrecognized feelings. After his talk with the counselor his behavior began to fade away.Diagnosis: Case 2:A workman while attempting to throw an electrical switch, was thrown to the ground by a "shock". Shortly thereafter he discovered that he could not use his right leg. He was bedfast for several months and later could move about only with the aid of crutches and a brace. A suit for a large sum was brought against the company for which he had been working at the time of the accident. In the course of the trial, evidence was presented indicating that the switch had been carrying a much lower voltage than the workman had supposed it carried. Furthermore, the switch was so constructed that it seemed almost impossible for anyone to receive a shock from it. A medical examination showed that there was no nerve injury as the man claimed and that no damage had been done to the muscles of the leg. Nevertheless, the man was unable to use his leg and so was unable to earn a living for his family. The court allowed the man some compensation, though not nearly as much as he had demanded. The case was closed. Within a short time thereafter all symptoms of paralysis disappeared.The man was able to perform his duties as well as ever.Diagnosis: Case 3:Leonard has a fear of going more than a few blocks away from his home and the university. For years his fear kept him a virtual prisoner in this small geographical area. Although he knew of his fear, he did not know its underlying cause. During the course of psychoanalysis he was able to remember a frightening incident in his childhood. He had wandered away from his home and gone over to the railroad tracks, and a passing train scalded him with steam. This incident was the origin of his fear. His real motive for staying home was the fear acquired in this incident. The fear was so powerful that it dominated his whole life. It was never completely eradicated even though he recognized it's source and could be objective enough to write a book about it.Diagnosis: Case 4:Donald (age 22) attended college at night while working to support his forty five year old mother. He was in love with a girl whom he hoped to marry. Donald's mother, however, did not like the girl and tried to break them up. The girl could see that Donald would never be able to support both her and his mother. She also knew that the three of them could never get along together under the same roof. She gave Donald a month to decide what to do about it. A week before the deadline, he suddenly disappeared. He was found two weeks later in another state, completely unable to say who he was, where he was, or what he was planning to do. He could not recall, or even recognize, the name of either his mother or his girl friend. Obviously this was his solution to the conflict. This behavior was not inconsistent with his previous history. In his earlier school days, he had frequently forgotten his homework and been absent minded. Forgetting things was already a convenient habit for him.Diagnosis: Case 5:This pattern is illustrated by the case of a 13 year old boy who was constantly preoccupied with the thought that he wanted to hurt other people. Whenever he saw someone asleep, he was struck by the thought that he had killed them. In his religious observances he felt compelled to make the sign of the cross three times instead of once as other people did. He refused to watch deaths portrayed in movies and television because he thought they were real. He also was afraid of bumping and hurting other people and for this reason he avoided crowds and all the usual boyhood sports.Diagnosis: Case 6:A married woman, whose life was complicated by her mother's living in the home, complained that she felt tense and irritable most of the time. She suffered from occasional attacks in which her heart pounded, and she could not seem to get her breath. Often she broke out in a profuse perspiration. Her mouth seemed always dry, even though she drank a great deal of water.Diagnosis: Case 7:A man had fear of the number thirteen. At first he controlled his fear by staying in bed on the thirteenth of each month, thus avoiding contact with the calendar and newspaper dates. One day he realized that the word twenty seventh had thirteen letters, and he began spending two days a month in bed. Later he avoided passing a sign which had thirteen letters in it that hung on his normal route to work; he began to hop over the thirteenth step in each flight of stairs. Finally all his actions revolved around his fear.Diagnosis: Case 8:A man married against his family's wishes. He lost his job and was forced to appeal to his family for support. An uncle gave him some money, but warned him he would get no more unless he divorce his wife. On the way home the patient was held up and his money taken from him. He decided to jump into the river. But on the way to the river he forgot who he was and where he lived and that he was married; nor could he account for his being in the locality. He became perplexed and alarmed and asked a policeman for help. He was taken to a hospital and one day later, recovered his memory of these incidents and his identity under hypnosis.Diagnosis: Case 9:A successful executive who, for various reasons, hated the responsibility of marriage and fatherhood. He was obsessed many times a day with the idea that his two children were "somehow in danger", although he knew them to be safe in a well run private day school to which he himself brought them every morning. As a result, he felt impelled to interrupt his office routine three times a day by personal calls to the school principal who, incidently, after several months began to question the sincerity of the patient's fatherly solicitude.Similarly, the patient could not return home at night without misgivings unless he brought some small present to his wife and children, although, significantly, it was always something they did not want.Diagnosis: Case 10:A woman of fifty, plastered heavily make-up in a useless effort to look 30, attended one of the author's lectures. During the question period, she told the following story; "about three years ago, I woke up one morning to find I just couldn't straighten my back. At first I thought I had slept in a draft and that a hot bath would help, but it didn't. Then I became afraid and called my physician, he took X-rays and did other tests and finally told me that he couldn't find anything wrong. Well, that really got me - here I couldn't straighten up and this idiot doctor couldn't figure out why, so I really told him off. I had seven weeks' sick leave coming from my company, and I phoned a friend whose brother was a doctor and would certify that I couldn't work. After about six weeks, I was getting pretty sick of being at home, when a friend dropped in one Sunday. I told him what had been happening, and he just looked at me and laughed. He said, "that's the poorest excuse for staying home I've ever heard, you faker. Stand up straight!" When he yelled at me, I was so startled that I guess I stood up straight, and I haven't had any trouble since.Diagnosis: Case 11:Betty, a girl of 15, was apprehended for stealing dresses from a department store. When her room at home was searched, it contained several dozen dresses, all stolen from the department stores in her city. Every dress was much to large for her to wear. Further investigation disclosed that she came from a well to do family, and had ample spending money for her age. She could have just about anything she asked her parents for, and had no need to steal anything. Questioned about her thefts, she admitted having no reason to steal. She merely explained that she frequently had an uncontrollable urge to steal large dresses.Diagnosis: Case 12:Mr. D. was a married man, 30 years of age. He had had a severe anxiety attack and after became chronically and so intensely anxious that he was admitted to the hospital. He seemed perpetually afraid and complained that he had the feeling that something terrible was going to happen. Over and over again he would repeat, "I'm afraid of something happening, and I don't know just what." He was always tense, irritable, and restless. He had difficulty getting to sleep. He had headaches and sweated excessively. His appetite was poor.Diagnosis: Case 13:A boy in high school was supplied with some second hand books. He began to doubt the accuracy of them, for, as they were not new, he thought they might be out of date and what he read might not be the truth. Before long he would not read a book unless he could satisfy himself that it was new and the writer of it an authority. Even then he was assailed with doubts. For he felt uncertain as to whether he understood what he read. If, for example, he came across a word of which he was not sure of the exact meaning, he could not go on until he had looked up the word in the dictionary. But likely as not, in the definition of the word there would be another word with which he was not entirely familiar and he would have to look that up, so at times a half an hour or more would be taken up in reading a single page, and even then he would feel doubtful as to whether he had gotton the exact truth.Diagnosis: Case 14:An extroverted, flirtatious, rather immature twenty one year old married woman, the mother of a young infant, on awakening from the anesthesia after an appendectomy, experienced complete amnesia for the previous five years. At sixteen she had been briefly unconscious following an automobile accident, and she now believed that she was hospitalized because of the accident. Taken home a few days after the appendectomy, she did not recognize her husband or child. When told who they were, she did not challenge their identities and said they were "nice". While convalescing, she greatly enjoyed reading magazines designed for teenagers. The amnesia and five year regression were responses to an immediate stress situation: her husband was about to graduate from college and take a job in the family business in his native city. She did not want to leave her friends and she feared living under the watchful eye of her mother-in-law, a very dominant and critical woman.Just before the surgery, the mother-in-law, had come to stay with the family and help them get ready to move.She had been out spoken and critical of her daughter-in-law's housekeeping habits and juvenile manner of dress. The amnesia episode psychologically eliminated the mother-in-law's existence, for the patient had no responsibilities and no child to care for. The amnesia cleared up with hypnotic treatment.Diagnosis: Case 15:Jim, a soldier, is in an Army Medical hospital. He complains of a loss of sensation in his fingers. He also complains that he cannot see, although a competent oculist examined his eyes and found nothing wrong. It seems strange that Jim is calm about his disorder even to the point of feeling indifferent about it. Except for this, his personality seems intact.Diagnosis: Case 16:Bill is an extremely orderly, clean, stubborn, and stingy person. He expects everything in the house to be spotless at all times. He insists that every chair, napkin, ashtray, and book be in its proper place. His wife loves him but finds it very difficult to keep the house in the rigid order he demands. He tends to have some time consuming rituals connected with dressing and personal care, such as arranging his toilet articles in a particular order, rinsing his face exactly five times after shaving, laying out all of his clothes in a fixed sequence and making sure that he puts them on in that order.Diagnosis: DirectionsFractured Fairy TalesINTRODUCTION: Remember those fairy tales you loved when you were younger? Fairy tales are an important part of helping a child develop his or her imagination. Now, imagine if those same fairy tales could help adults develop as well. With a few minor tweaks, they can. Using your knowledge of psychological disorders, you are going to tweak one of your favorite fairy tales by giving one or more of the main characters 3 psychological disorders. While this activity is meant to be fun, remember, psychological disorders are real and impact many lives. Be sensitive to your audience by presenting the psychological disorder(s) in a factual, unbiased way. DIRECTIONS:Choose a fairy tale.Choose 3 psychological disorders to give one or more of the main characters.You must get approval for your fairy tale and psychological disorder. Rewrite your fairy tale, giving one or more of the main characters 3 psychological disorders.Keep it PG. Remember, it was meant to be a children’s story.Make sure you describe the disorders, not just name them. Next create a story board either using an App like StoryKit, or with presentation software. Be prepared to discuss your characters and the disorder they represent as well as possible forms of treatment for your characters.Make sure you include a diagnosis page as well as a treatment page in your presentation.Upload your final project to RVC.FAIRY TALES: (Or choose one of your own)RapunzelSnow White3 Little pigsCinderellaLittle MermaidGingerbread ManPeter PanAladdinJack & the BeanstalkHansel/GretelUgly DucklingPrincess and the PeaBeauty and the BeastChicken LittleLittle Red Riding HoodRumpelstiltskinBoy Who Cried WolfOld Mother HubbardGoldilocksLion KingSleeping BeautyRubricGRADING:CATEGORY 2015101 Characters The main character(s) is/are assigned 3 psych disorders and given many symptoms. Most readers could diagnose the characters disorder based on the symptoms presented. The main character(s) is/are assigned 2 psych disorders and given some symptoms. Some readers could diagnose the characters disorder based on the symptoms presented. The main character(s) is/are assigned 1 psych disorder but not given many specific symptoms. Most readers could not diagnose the characters disorder based on the symptoms presented.The main character(s) is/are not assigned a psych disorder or are not given any symptoms. Creativity The story contains many creative details and/or descriptions that contribute to the reader\'s enjoyment. The author has really used his imagination. The story contains a few creative details and/or descriptions that contribute to the reader\'s enjoyment. The author has used his imagination. The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination. There is little evidence of creativity in the story. The author does not seem to have used much imagination. Writing Process Student devotes a lot of time and effort to the writing process. Works hard to make the story wonderful. Student devotes sufficient time and effort to the writing process. Works and gets the job done. Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by. Student devotes little time and effort to the writing process. Doesn't seem to care. Presentation/Story BoardPresentation includes all components including; fractured fairy tale, diagnosis, and treatmentPresentation is missing a diagnosis or treatment.Presentation is missing more than one diagnosis or treatmentPresentation is missing three or more components.RVC UploadPresentation has been uploaded to RVC.Presentation is missing from RVCYou’re the Psychologist!Abnormal Psychology and Therapy Unit Directions Psychopathology and Treatment: The purpose of this essay is to learn about the treatment process and a particular disorder. For this essay, you will choose a specific character in a book, play, movie (screenplay), or television show/series (teleplay) to analyze, “diagnose” and treat. I recommend that you choose a developed or round character that you are familiar with. You will need to use your knowledge of the basic categories of psychological disorders to further research the criterion needed to diagnose your “patient” or “client.” You will use the book/movie/show, your textbook, DSM V and at least one current psychological research article to support your “diagnosis.” Your report should follow the mock template of a Mental Wellness Center Treatment Plan and your diagnosis should be typed in APA format. Spelling, grammar, and mechanics count. Be sure to parenthetically document each of your sources as you discuss them. In APA format, the parenthetical in-text citation looks like this: (Zimbardo, 2010). In addition, you will create a brief patient summary sheet that includes the patient/character’s name, photograph, personal information such as date of birth/age and residence, diagnosis, major life events and biographical summary. I do not expect that you will diagnose your character/patient 100% correctly; however, your diagnosis should fit with the behaviors your character/patient exhibits. It is possible that you will find your character/patient will exhibit characteristics of more than one disorder. Simply choose one of them on which to focus, yet be sure to mention other possible disorders. You will submit the following into the dropbox section in the AP Psychology dropbox section in RVC: Patient summary sheet, typed character analysis/patient evaluation/diagnosis and treatment report.575310035560Therapist Name: Date Referred: 00Therapist Name: Date Referred: ARRINGTON AND ASSOCIATES MENTAL WELNESS CENTER 1174 Bulldog Circle. Conyers, GA 30012 58007251270OFFICE USE ONLY – FORM 582A 00OFFICE USE ONLY – FORM 582A 770-555-5555TREATMENT PLAN Patient Information NAME(last) (first) (MI) DOB GENDER SNN (MM/DD/YYY) (M/F) (###-###-####) ADDRESS (street) (apt) (city) (state) (zip) PHONE EMAIL (xxx-xxx-xxxx) Chief Complaint: Patient Background Current MedicationsDrug AllergiesHospitalizations or Surgeries Reason: Date: Reason: Date:Reason: Date:Women OnlyPregnant? ______ YES _______ NO Planning Pregnancy? ______ YES _______ NO FAMILY HISTORYFatherMotherFather’s ParentsMother’s ParentsSiblingsChildrenHeart DiseaseHigh Blood PressureStrokeCancerDiabetesKidney DiseaseThyroid DiseaseMental IllnessMEDICAL HISTORYHeadache Shortness of Breath Heart Murmur Chest Pain Dizziness/Fainting Allergies Asthma Bronchitis Pneumonia Ulcers GI DisorderLactose Intolerance Gallbladder Disease Bowel Irregularity Diabetes Hepatitis Anemia Arthritis Osteoporosis Hypertension Depression Gout Stroke Cancer Rheumatic Fever Glaucoma Epilepsy Other (please specify) ________________________________________________________________________________HABITSSmoke _______ packs daily How long? _____________When stopped? _________Coffee _______ cups daily Other Caffeine _____________________________Exercise Routine ______________________________ ____________________________________________Alcohol: Type/Amount _______________________Sleep Difficulty falling asleep Continuity disturbances Snoring Early morning awakening OFFICE USE ONLY – FORM 582A DO NOT FILL IN INFORMATION BELOW THIS BOX, INFORMATION WILL BE COMPLED BY THE PSYCHICIAN. TO BE COMPLETED BY DOCTORDeficiencies Emotional ______________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________Cognitive ________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________Communication __________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________Behavioral _______________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________Possible Diagnosis: _________________________________________________________________________GOALS FOR PATIENT __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Recommendations for Therapy INTERVENTION #1 KILNER AND ASSOCIATES External Referral Doctor: ______________________________________ Specialty: _____________________________ Type of Therapy Recommended: _______________________________________________________________________Addressing Goal: ____________ and deficiency in _________________________________________________________Notes about Therapeutic Progression: INTERVENTION #2 KILNER AND ASSOCIATES External Referral Doctor: ______________________________________ Specialty: _____________________________ Type of Therapy Recommended: _______________________________________________________________________Addressing Goal: ____________ and deficiency in _________________________________________________________Notes about Therapeutic Progression: INTERVENTION #3KILNER AND ASSOCIATES External Referral Doctor: ______________________________________ Specialty: _____________________________ Type of Therapy Recommended: _______________________________________________________________________Addressing Goal: ____________ and deficiency in _________________________________________________________Notes about Therapeutic Progression: Evaluation Report Notes_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________(Formal Evaluation Report should be typed with notes related to initial diagnosis, patient challenges, patient appointments, treatment/therapy and success. This should also include information related to recent reports that justify your diagnosis and treatment plan). Rubric for Treatment of Abnormal Behavior AssignmentCriteriaRatingsPtsIntroductionIntroduction introduces patient in detail, includes an attention grabbing hook, and a well-written thesis statement describing the therapies of choice for their patient.5 ptsIntroduction is missing and/or poorly written.2.5 pts5 pts PsychodynamicStudent thoroughly and accurately explains why they would choose this therapy and how it would work for their patient, or thoroughly and accurately explains why this therapy is inappropriate or ineffective for their patient. All claims are supported by evidence. 5 ptsDetails may or may not be missing, explanation may or may not be lacking thoroughness and accuracy. Explanation may or may not be missing evidence.3.5 ptsTherapy may be missing, may be inaccurate, and/or may reflect minimal effort. 2.5 pts5 pts Client-CenteredStudent thoroughly and accurately explains why they would choose this therapy and how it would work for their patient, or thoroughly and accurately explains why this therapy is inappropriate or ineffective for their patient. All claims are supported by evidence. 5 ptsDetails may or may not be missing, explanation may or may not be lacking thoroughness and accuracy. Explanation may or may not be missing evidence.3.5 ptsTherapy may be missing, may be inaccurate, and/or may reflect minimal effort.0 pts5 pts BehaviorStudent thoroughly and accurately explains why they would choose this therapy and how it would work for their patient, or thoroughly and accurately explains why this therapy is inappropriate or ineffective for their patient. All claims are supported by evidence. 5 ptsDetails may or may not be missing, explanation may or may not be lacking thoroughness and accuracy. Explanation may or may not be missing evidence.3.5 ptsTherapy may be missing, may be inaccurate, and/or may reflect minimal effort. 2.5 pts5 pts CognitiveStudent thoroughly and accurately explains why they would choose this therapy and how it would work for their patient, or thoroughly and accurately explains why this therapy is inappropriate or ineffective for their patient. All claims are supported by evidence. 5 ptsDetails may or may not be missing, explanation may or may not be lacking thoroughness and accuracy. Explanation may or may not be missing evidence.3.5 ptsTherapy may be missing, may be inaccurate, and/or may reflect minimal effort. 2.5 pts5 pts Cognitive-BehavioralStudent thoroughly and accurately explains why they would choose this therapy and how it would work for their patient, or thoroughly and accurately explains why this therapy is inappropriate or ineffective for their patient. All claims are supported by evidence. 5 ptsDetails may or may not be missing, explanation may or may not be lacking thoroughness and accuracy. Explanation may or may not be missing evidence.3.5 ptsTherapy may be missing, may be inaccurate, and/or may reflect minimal effort. 2.5 pts5 pts BiomedicalStudent thoroughly and accurately explains why they would choose this therapy and how it would work for their patient, or thoroughly and accurately explains why this therapy is inappropriate or ineffective for their patient. All claims are supported by evidence. 5 ptsDetails may or may not be missing, explanation may or may not be lacking thoroughness and accuracy. Explanation may or may not be missing evidence.3.5 ptsTherapy may be missing, may be inaccurate, and/or may reflect minimal effort. 2.5 pts5 pts ConclusionConclusion paragraph restates thesis (without repeating sentences), summarizes the treatment plan and briefly restates therapies they would and wouldn't use. This paragraph states the SPECIFIC desired and expected outcome for their patient. 5 ptsConclusion is missing, and/or poorly written, and/or missing required components.2.5 pts5 pts Total Points: 40 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download