abnormal psych lesson plan sample

Is It All In Your Head? Abnormal Psychology Unit Introduction

Description and Target Audience Is It All In Your Head? is an abnormal psychology unit intended for gifted 7th-8th grade students. The unit introduces students to the overarching concept of Conflict while exploring the skills and content pertinent to the study of mental illness and psychological abnormality. Students will learn the diagnostic criteria presented in the Diagnostic and Statistical Manual-IV for five major mental illnesses: Obsessive-Compulsive Disorder, Dissociative Identity Disorder, Schizophrenia, Depression, and Bipolar Disorder. Through the study of print and non-print portrayals of characters with mental illness, students will assess the accuracy of media portrayals of people with mental illnesses and analyze these portrayals to determine societal attitudes toward this population. An affective component of the unit, involving frequent reflection upon personal attitudes and feelings about mental illness and people with mental illness, is utilized through class norm-building and regular journaling. Rationale and Appropriateness for Gifted Learners Presenting a psychology unit to middle school gifted students is an opportunity to introduce students to advanced interdisciplinary content. The study of psychology is steeped with affective nuances, and abnormal psychology in particular lends itself well to discussions of feelings, stigma, and fear associated with mental illness. Gifted teenagers who often deal with stigma and flux of feelings are a particularly appropriate audience for this topic, giving them a chance to explore their own feelings and perceptions of others through the exploration of advanced, and often more mature, content. One aim of the unit is for students to develop a tolerance for people who are different and to develop an appreciation for the points of view, opinions, and feelings of others, including their classmates and people who live with mental illness. Because gifted students have a tendency to be highly sensitive to issues of morals and justice (Davis & Rimm, 2004), exploring the societal treatment of people with mental disorders is a topic that they will likely be capable of handling with empathy and maturity. This unit aims to expose gifted middle school students to the facts of mental illness, to put them in the role of the practicing professional, observing the behavior of patients with mental illness through a variety of video and print sources. Many of these sources are from the popular media: Monk, The Three Faces of Eve, and Benny and Joon are all video material that are viewed and discussed throughout the course of the unit, and Sybil and Recovered, Not Cured are biographical stories that will analyzed. Grappling with such popular sources gives students a chance to practice observation of the behavior of “people with mental illnesses,” but also to discuss the accuracy of the portrayal of mental illness in the media and how this portrayal affects our attitudes toward real people with mental illnesses. Students learn to observe and apply their knowledge of specific mental illnesses, as well as to evaluate the media we view each day. Much of this unit focuses on evaluative, synthesis, and analytic activities, keeping gifted students’ learning at the “top” of Bloom’s taxonomy, as suggested by Rimm and Davis (2004). VanTassel-Baska and Stambaugh (2006) suggest that presenting students with “issues” allows them “to learn the value of questioning all sides of an issue” (p. 265). The field of

abnormal psychology and mental health offers a wide range of contemporary issues and debates that lend themselves well to research and critical thinking skills. Court cases involving criminals using dissociative identity disorder (multiple personality disorder) as a defense, the rights of the patient to accept and/or refuse medication, and the high correlation between homelessness and schizophrenia are all topics that can be discussed, researched, and debated in conjunction with this unit. By presenting students with such problem-based scenarios, this unit gives students the chance to take the perspective of a stake-holder in such situations, which provides “a challenging venue for understanding emotion in themselves and others” (p. 222). The interplay of real-world issues and affective components of analyzing such problems makes this unit a rigorous course of study for gifted learners Is It All In Your Head? is a concept-based unit addressing the overarching concept of Conflict. Conceptual learning is especially appropriate for gifted learners, as it allows them to think about content and its links to other subject matter on a more abstract level (VanTassel-Baska & Stambaugh, 2004). By linking the concept of Conflict to various facets of abnormal psychology and to students’ prior understanding of the concept, gifted learners are able to apply the concept to a variety of situations, noting the links the concept can provide between disciplines. Overall, this unit aims to provide gifted middle school students with content they can think deeply about, considering the issues and implications associated with mental illness in today’s society. The complex content and demand for sophisticated skills in the area critical thinking makes it truly appropriate for gifted learners. Prerequisites for Students It is assumed unlikely that students will have extensive prior knowledge of abnormal psychology content, but it is necessary that students taking this unit be capable of discussing serious topics in a mature and appropriate manner. Students should have skills in observation, which will be applied in this unit in the observation of videos of patients and fictional characters with mental disorders. Additionally, since some case studies used in the course come from print sources, many that are from adult books, students should have sufficient background in literary analysis and good language and reading skills. Instructional and Grouping Strategies Throughout the unit, class discussion is used frequently with an aim for students to develop and appreciation of one another’s points of view. Discussion takes place both informally and formally, as in two Socratic Seminars that are employed throughout the unit, giving students a chance to becomes the leaders and drivers of discussion, and take ownership of the learning process. Creativity is used throughout the unit as a means of giving students various modes of expression. This addresses both affective aspects of the unit in providing modes of expression, and also allows for the development of creative skills, which are crucial to the education of all students, especially gifted ones. VanTassel-Baska and Stambaugh (2004) state, “Gifted students should be routinely exposed to different artistic media and ways to express themselves orally, in writing, and kinesthetically in creative modes.” In accordance with this suggestion, the unit includes the use of poetry, art work, and dramatic skits as products throughout the lessons.

Due to the affective nature of the unit, and in working toward development of the aforementioned goal of developing and appreciation for others points of view, students often work in small groups and pair throughout the unit. Many of these instances involve student choice in partners or groups, in part to aid in student investment. There are a few instances, however, where heterogeneous pairs or groups are used as a scaffolding technique for students weak in certain areas. It is assumed, however, that because the students are all gifted in various capacities, these groups will not be seen as obvious and stigmatized “high-low” or “smart-dumb” groupings.

References Davis, G. A., & Rimm, S. B. (2004). Education of the gifted and talented. Boston: Pearson Education, Inc. VanTassel-Baska, J., & Stambaugh, T. (2006). Comprehensive curriculum for gifted learners. Boston: Pearson Education, Inc.

K-12 Curriculum Framework

K-2 3-5 6-8 9-12 Research: Students will develop research skills applicable to areas of academic and personal interest, including skills in technology and internet research.

• Students will learn to read.

• Students will identify subjects/topics of interest.

• Students will use an encyclopedia to look up specific topics.

• Students will locate resources online and in the library.

• Students will design simple experiments to answer research questions.

• Students will discern between relevant and irrelevant information in a source, including distinguishing between fact and opinion and determining source authenticity.

• Students will develop skills using search engines to obtain research information via the internet, and determine quality of internet resources.

• Students will use print and non-print (ie, audio/visual media) to find information relevant to a research topic.

• Students will develop and apply field research skills such as interviews and surveys.

• Students will learn how to write an MLA or APA style reference list and use in-text citations.

• Students will create an independent research project on a topic of their choice, presenting their research to their peers and/or an authentic audience.

Affective: Students will develop an appreciation for multiple perspectives.

• Students will listen thoughtfully to others’ ideas and opinions.

• Students will respond appropriately to others’ ideas and opinions.

• Students will see themselves as a contributing member of a group.

• Students will understand where their perspective fits into a spectrum of opinions in a group.

• Students will develop an understanding of how background and experience can impact views on an issue.

• Students will develop an appreciation for multiple points of view.

• Students will develop a pluralistic and/or comprehensive perspective on various issues (ie, shades of gray vs. black and white).

Psychology Content: Students will develop an understanding of the interaction between mental processes in the brain and observable behavior.

• Students will understand that the brain allows them to think.

• Students will understand that their brain guides decision-making.

• Students will understand that mental processes in the brain affect human behavior in a cause and effect fashion.

• Students will learn that the brain can grow, and that their school performance can improve when their brain is “exercised.”

• Students will describe the diagnostic criteria for specific mental illnesses.

• Students will develop skills in observing behavior in individuals.

• Students will explore current issues in psychological treatment, including various types of therapies and medications used to treat mental illness.

• Students will explore social issues, including stigma, arising from mental health issues.

• Students will understand that the brain is constantly changing and has the ability to compensate for weak parts.

• Students will explore the effect of injury to specific brain regions on the behavior of the individual.

Critical Thinking: Students will develop an opinion about an issue and formulate arguments to effectively support that position through written and/or oral communication.

• Students will state their opinion to simple questions, and give self-generated reasons for their opinion.

• Students will learn the difference between fact and opinion.

• Students will develop an informed opinion about a topic, and effectively state that opinion, giving appropriate factual support.

• Students will use research findings to support their position on a topic.

• Students will learn to write a persuasive essay, giving supporting details for their position.

• Students will present a persuasive speech to an audience of their peers using public speaking skills, or will present opinions in the context of debate.

• Students will learn to counter an argument with factual information from relevant sources.

• Students will participate in an oral debate about an issue of importance.

• Students will effectively argue both sides of an issue, giving supporting details for each side.

Curriculum Framework

Learning Goal 1: Research Skills

Students will develop research skills applicable to areas of academic and personal interest.

K-2

• Students will learn to read.

At the K-2 level, students begin to develop the preliminary skills necessary for conducting

research in all academic areas. Perhaps the most important skill developed at this level is the

ability to read, which provides the foundation for all following research skills. If gifted learners

enter into school already possessing the ability to read, then their skills should be cultivated with

the provision of appropriately challenging reading materials.

• Students will identify subjects/topics of interest.

The K-2 grades are an important time for developing interests in particular subjects and topics.

Gifted, precocious children tend to also be curious about the world around them, and this

curiosity provides a stepping off point for the exploration of personal interest. At this age, gifted

students should be encouraged to choose reading materials based on their interests, and might

also be given interest inventories to allow them to self-identify topics of interest. Enrichment

activities exposing them to a variety of topics are another way to provide options for personal

interests.

3-5

• Students will use an encyclopedia to look up specific topics.

In addition to library organization, the upper elementary grades are time in which gifted students

should learn to use an encyclopedia to find concise, factual information on specific subjects. The

short entries provided in an encyclopedia will offer students an introduction to later, more

extensive research.

• Students will locate resources online and in the library.

Finally, in grades 3-5, students should begin to develop skills in locating resources both in the

library, as mentioned above, and on the internet, in order to find appropriate factual information


about specific topics upon which they will conduct research and develop research-based

products.

• Students will design simple experiments to answer research questions.

In Science and the Social Sciences, it is imperative that students understand the process for

developing experiments to answer research questions. In grades 3-5, students will develop their

own research questions about a topic of interest, and design simple experiments including

control, dependent, and independent variables.

6-8

• Students will discern between relevant and irrelevant information in a source.

As students begin to use more sophisticated source material, the ability to discern between

relevant and irrelevant information becomes imperative. Highlighting or underlining important

information in short selections allows students early practice for further developing this skill that

can be later applied to sources in context as the skill becomes appropriately developed. Students

will also differentiate between fact and opinion in sources, as a step to determining relevant

information. It is also imperative that students be taught critical thinking skills in determining the

authenticity and usefulness of online sources as they develop internet research skills.

• Students will develop skills using search engines to obtain research information via the

internet.

Although many students obtain skills in internet research on their own, formal teaching on

appropriate search terms will yield more useful results in their internet research. As mentioned

above, it is also important for students to be taught to evaluate quality of internet resources.

• Students will use print and non-print (ie, audio/visual media) to find information relevant to

a research topic.

In middle school, gifted learners should begin to apply research to materials other than print

sources, such as movies, photographs, and music. Adding this level of sophistication to research

resources is especially appropriate for students who easily master research skills with print

sources.


• Students will develop and apply field research skills such as interviews and surveys.

In addition to print and audio/visual material, survey and interview research skills add another

dimension to research, one that is interactive and personal. Again, gifted researchers who easily

master print research may find this more sophisticated aspect of research challenging and

different, as they must learn to interpret information given directly from human sources.

• Students will learn how to write an MLA or APA style reference list and use in-text citations.

An appropriate addition to research skills in the middle grades is training in MLA and/or APA

style writing and references. Developing skills in manuscript preparation prepares gifted students

for future publishing opportunities.

9-12

• Students will create an independent research project on a topic of their choice, presenting

their research to their peers and/or an authentic audience.

High school grades should be seen as an opportunity to further develop and refine the variety of

research skills taught throughout the K-12 curriculum. Independent research projects, in which

gifted students choose the content, process for research, product, and authentic audience, is an

appropriate culminating experience. Gifted learners may be further challenged by suggesting that

products be submitted for publication.


Learning Goal 2: Affective Domain

Students will develop an appreciation for multiple perspectives.

K-2

• Students will listen thoughtfully to others’ ideas and opinions.

The early years of schooling are a time of great social development, as many students are around

same-aged peers for the first time. In these grades, developing skills in speaking and listening is

essential to creating gifted learners who will be able to effectively communicate in later grades.

3-5

• Students will respond appropriately to others’ ideas and opinion.

In the late elementary grades, students’ social skills are further honed as they learn not only to

listen to others’ ideas opinions, but to respond to those ideas and opinions appropriately.

Students should learn appropriate language to use in small and large groups, and should practice

appropriate tone and body language. This is also the point in which students should learn how to

use others ideas and opinions as a basis for their own learning i.e., how to build upon the ideas of

another to create more meaningful understanding of a topic.

6-8

• Students will see themselves as a contributing member of a group.

In the middle school years, it is especially important that students form functional working

relationships with their peers, and are able to work productively in groups. Gifted learners, who

may be socially awkward, or feel “different” from their peers must learn skills for interacting

with students of different ability levels, with whom it is likely they will share classes. They must

also, however, learn how to interact appropriately with other gifted students, in which a group of

strong personalities may emerge. Communication skills practice, assigning of roles, and

self/group monitoring all provide ways for gifted students to develop functional group social

skills.

• Students will understand where their perspective fits into a spectrum of opinions in a group.


Gifted students may feel as if they are always right – and indeed, they often are. However, in

matters of opinion, where there may or may not be a “right” answer, gifted students must

understand the spectrum of possible opinions, and understand the way in which they fit into that

spectrum, so they have an appropriate understanding of the full range of views on a topic.

• Students will develop an understanding of how background and experience can impact views

on an issue.

In social interactions, including those that take place in the classroom, it is necessary for students

to not only be tolerant of a variety of opinions, but also to have an understanding of how a

person’s background and past experience might influence those opinions. Being open to different

perspectives and ideas, and understanding that our pasts’ can influence our present thoughts, will

give students a more tolerant view of the opinions and ideas of others.

9-12

• Students will develop an appreciation for multiple points of view.

In high school, we hope that gifted students will not only tolerate others points of view, but

appreciate them, as well, understanding that the interplay of ideas and opinions creates a more

diverse and complex world. This is an appropriate point to reinforce the notion that an

understanding of others ideas and opinions can help develop and tweak our own understanding

of an issue or topic.

• Students will develop a pluralistic and/or comprehensive perspective on various issues (ie,

shades of gray vs. black and white).

Gifted high school students should be introduced to sophisticated issues in the world today, and

should understand that not all issues have clear solutions or “right” answers. Students will

develop an understanding of “shades of gray” vs. “black and white” thinking, and develop

comprehensive perspectives on issues that take these facets of thinking into account.


Learning Goal 3: Psychology Content

Students will develop an understanding of the interaction between mental processes in the

brain and observable behavior.

K-2

• Students will understand that the brain allows them to think.

As students develop self-awareness at a young age, they should understand that the brain is the

organ in their body that allows them to think and be aware.

• Students will understand that their brain guides decision-making.

As young students develop basic life and social skills, they should develop an understanding of

the brain as the mechanism for decision making.

3-5

• Students will understand that mental processes in the brain affect human behavior in a cause

and effect fashion.

Gifted students in upper elementary school should develop a clear concept of cause-and-effect

patterns in the world. As a part of this understanding in relation to psychology, students should

understand that the mental processes (ie, thinking, decision-making) that occur in the brain guide

human action in a cause and effect manner. For example, “I decide to tie my shoe in my brain,

and my brain tells my hands what to do.”

• Students will learn that the brain can grow, and that their school performance can improve

when their brain is “exercised.”

As a technique for motivation for gifted students, the brain can be compared to your muscles, for

it functions in much the same way. The brain is actually an organ that can grow, and synapses

develop as you think and “exercise” your brain. This develops the idea that intelligence in

malleable, and can be increased with brain exercise.

6-8

• Students will describe the diagnostic criteria for specific mental illnesses.


To be put into the role of a “practicing professional” gifted students in the middle grades will

specifically study the diagnostic criteria, as set forth in the Diagnostic and Statistical Manual-IV,

for a variety of mental diseases.

• Students will develop skills in observing behavior in individuals.

“Practicing professionals” in the area of psychology spend much time observing the behavior,

including thought and speech patterns, of their clients. Students will develop skills in observing

behaviors of people with mental illnesses through the use of video and print sources.

• Students will explore current issues in psychological treatment, including various types of

therapies and medications used to treat mental illness.

The field of psychology is wide-ranging, and different mental health problems are treated in

different ways according to the needs of the individual and the philosophy of the practitioner.

Students will become aware of the variety of treatment options available, and discuss relevant

issues that arise from these treatment options, such as the right of the patient to refuse anti-

psychotic medication, or the struggle bipolar patients often experience when deciding whether

taking lithium to balance their emotions is worth the loss of their manic productivity and

creativity.

• Students will explore social issues, including stigma, arising from mental health issues.

Because a large stigma exists against those who experience mental illness, a study of psychology

in the middle grades calls for discussion and exploration of issues of prejudice against those who

are mentally ill. Gifted students should be given the opportunity to discuss these issues frankly,

and will be taught to handle controversial content (such as issues of abuse) with maturity and

compassion.

9-12

• Students will understand that the brain is constantly changing and has the ability to

compensate for weak parts.

The brain is a complex organ, and gifted students at the high school level should develop an

understanding of the physiological workings of the brain, and the brain’s capacity for


compensation and change according to needs. Studies of patients who have lost part of their

brains or suffered brain injuries may be appropriate for this topic.

• Students will explore the effect of injury to specific brain regions on the behavior of the

individual.

Much psychological knowledge has been gained through case studies of severely brain-injured

patients and the observation of their behaviors post-injury. Gifted students at the high-school

psychology level should gain a basic understanding of the most important such cases throughout

the history of psychology (ie, Phineas Gage), and the information that has been learned from

these cases.


Learning Goal 4: Critical Thinking

Students will develop an opinion about an issue and formulate arguments to effectively

support that positive through written and/or oral communication.

K-2

• Students will state their opinion to simple questions, and give self-generated reasons for their

opinion.

In the early elementary grades, gifted students are often precocious in thought and language. As

a pre-requisite to sophisticated persuasive speech and language, young gifted students should

develop the skills to state opinions about topics, and support those opinions with legitimate self-

generated reasons.

3-5

• Students will learn the different between fact and opinion.

In the upper elementary grade, the gifted student should learn to distinguish between fact and

opinion, in order to appropriate apply each type of information to a formal argument.

• Students will develop an informed opinion about a topic, and effectively state that opinion,

giving appropriate factual support.

Gifted students at this age should develop the skills necessary to use facts to support their

opinions.

6-8

• Students will use research findings to support their position on a topic.

Gifted students in the middle grades should learn to apply information learned through research

to persuasive products, such as essays or speeches, in order to factually support their arguments

with research-based evidence.

• Students will learn to write a persuasive essay, giving supporting details for their position.


Gifted students in the middle grades should independently develop written persuasive essays on

both assigned topics and topics of their choice, and apply their research from a variety of sources

to support their position.

• Students will present a persuasive speech to an audience of their peers using public speaking

skills, or will present opinions in the context of debate.

Gifted students should develop the communication skills to present their positions in verbal

formats, such as public speeches or debate contexts, both providing opportunities to translate

written work into verbal forms.

• Students will learn to counter an argument with factual information from relevant sources.

Gifted students in the middle grades should learn sophisticated debate skills, such as anticipating

opposite positions and developing counter-arguments to effectively defeat those positions.

9-12

• Students will participate in an oral debate about an issue of importance.

As a continuation of middle school skills, high school gifted students should continue to develop

verbal presentation skills, and participate in complex forms of persuasive speaking, such as

debate. Participation on debate or forensics teams should be encouraged.

• Students will effectively argue both sides of an issue, giving supporting details for each side.

As an extension of their skills in appreciating other points of view, gifted students in high school

should have the ability to develop positions supporting both sides of a debate, finding

information to support opposing positions. This skill further develops students’ ability to see

both sides of an issue.

Is It All In Your Head? Abnormal Psychology Unit Overview

Pre-Assessment

1. The Four D’s of Abnormality

2. Introduction to the Concept of Conflict

3. History of Abnormal Psychology

4. Learning Centers/Small Group Projects: Observation and Empathy

5. Obsessive-Compulsive Disorder: What About Bob? and the Accuracy of OCD Portrayal in Monk

6. Dissociative Identity Disorder: Sybil Diagnosis and Analysis

7. Dissociative Identity Disorder II: The Three Faces of Eve Socratic Seminar

8. Schizophrenia: Recovered, Not Cured

9. Schizophrenia II: Benny and Joon

10. Mood Disorders: Mania, Depression, and Bipolar

11. Patients Rights and Psychological Medication: The Law and Order Scenario

12. Conclusion: Abnormal Psychology Skits and Culminating Project

Post-Assessment

Is It All In Your Head? Abnormal Psychology

Evaluation Procedure

This unit aims to increase student knowledge of abnormal psychology, and address the issue of stigma as it relates to societal attitudes toward people with mental illness. Evaluation, therefore, will take place in two areas. The first is assessment of knowledge of psychology content. The second is assessment of reflection about personal thoughts and attitudes toward people with mental illness. Students will be given a pre- and post-assessment that addresses these two areas. Copies of these pre- and post-assessments follow. Additionally, students will be keeping a journal throughout the course of the unit to record their personal reflections on the affective component of abnormal psychology. Although this journal will not be assessed in terms of opinions or feelings, the level of thoughtfulness or reflection will be assessed, with the ultimate goal being to bring students to a more stigma-free attitude about mental illness. Pre- and Post-Assessment journal entries are in the pages following. Additional journal entries can be found in the lesson plans throughout the unit.

Pre-Assessment Name: __________________________________________________ Date: _______________

Abnormal Psychology Pre-assessment Observation

(Bill) As you watch the video clip, write down the behaviors you observe. (Behaviors might include speech)

Did anything seem abnormal about the way the person in the video behaved? If so, what?

Do you think the person in the video has a mental illness? If so, do you know which one they might have?

Are there any other questions you would want to ask this patient before you diagnose them?

Do you think this patient needs treatment? If so, what do you think might help them?

What do you think of when you hear the word “crazy”? Write down everything that comes to mind. How should the word be used? How do you feel about the word? (Use the back for more space.)

Pre-Assessment Pre-assessment scoring: High performance (15-18): Student seems highly knowledgeable about psychological abnormality and abnormal behavior, already presenting knowledge of some specific information about abnormal psychology. Average performance (10-14): Student seems somewhat knowledgeable and aware of psychological abnormality and abnormal behavior, and possesses some skills necessary to understand and diagnose mental illness, but uses generalities rather than specifics in analysis. Low performance (0-10): Student has little knowledge about psychological abnormality and abnormal behavior, and may need work on the skills necessary for understanding of psychology and diagnosis of mental illness. Not

Present (0)

Somewhat Present (1)

Present (2)

Exemplary (3)

• Student made accurate and descriptive observations about the behavior the patient displayed in the video clip.

• Student was able to identify behaviors that seemed abnormal.

• Student appropriately identified the patient as having a mental disorder, and was able to correctly identify that disorder or make an appropriate educated guess as to what that disorder might be.

• Student was able to identify plausible treatment for the patient.

• Student presented a thoughtful and/or compassionate view or analysis of the word “crazy.”

• Student presented a thoughtful and/or compassionate reflection of their feelings about people with mental illness.

TOTAL SCORE

Strengths: _____________________________________________________________________

Weaknesses: ___________________________________________________________________

Notes: ________________________________________________________________________

Pre-Assessment Journal Entry #1: How do you feel, in general, about people with mental illness? How would you feel if your friend introduced you to someone with depression? With schizophrenia? With multiple personality disorder? What would you think about the person? Would you be nervous about meeting them? It is often said that there is a stigma associated with mental illness. Do you think that’s true? Why or why not?

Pre-Assessment Name: _________________________________________________ Date: _________________

Attitudes about Mental Illness Survey (Pre-Assessment)

Completely Disagree

Somewhat Disagree

Neither Agree nor Disagree

Somewhat Agree

Completely Agree

1 2 3 4 5 1. I feel anxious or frightened at the prospect of

meeting a person with depression.

2. I feel anxious or frightening at the prospect of meeting a person with dissociative identity disorder (multiple personalities).

3. I feel anxious or frightened at the prospect of meeting a person with schizophrenia.

4. I feel anxious or frightened at the prospect of meeting a person with obsessive-compulsive disorder.

5. I feel anxious or frightened at the prospect of meeting a person who is bipolar/manic-depressive.

6. I think people with mental illnesses are responsible for their illnesses.

7. I think people with mental illnesses deserve them.

8. I find people with mental illnesses frightening.

9. I think people with mental illnesses are crazy.

10. I think people with mental illnesses are stuck with them for life.

Post-Assessment Is it All In Your Head? Abnormal Psychology

Culminating Project Throughout this unit, we have learned about various mental illnesses: Obsessive-Compulsive Disorder, Schizophrenia, Dissociative Identity Disorder, Bipolar Disorder, and Depression. We have learned how to observe behavior, and match it to the diagnostic criteria for these disorders. We have also explored the way people with mental illness are portrayed in the media, and what this says about society’s attitudes toward people with mental illness. Your job in this lesson is to demonstrate your knowledge of two different aspects of this course. Part I First, you will be showing me that you understand the diagnostic criteria for a disorder of your choice. In order to do this, you will be working with a partner to create a skit in which you must present a person who has one of the disorders we discussed.

1. Your skit must show enough symptoms to meet the diagnostic criteria for the disorder. 2. One person in the skit will be the person with the illness, and the other person in the skit will be

a psychiatrist, family member, friend, or other person who interacts with the patient. 3. These skits are meant to demonstrate your knowledge of the disease. It is important that we be

respectful in our portrayal of people with mental illness, and remember that these skits are not meant to be funny or make fun of these disorders.

Part II The second part of your final project will demonstrate your problem-solving ability for erasing the stigma associated with mental illness. Your task is below: You are a middle school (6-8) guidance counselor, and the teachers have brought to your attention an important matter: several students at the school who have mental illness themselves or families members with mental illness are being ostracized, and their classmates are making fun of them. It has become a big problem, and the teachers want you to find a way to address the issue. As the school guidance counselor, your job is to develop a school-wide plan to address the issue and help erase the stigma associated with mental illness. How will you give the students this information in an age-appropriate way? What information do they need to have? What methods will you use to disseminate this information? Your plan must be presented in a proposal to the principal before it can be implemented. It must include at least one visual (i.e. poster, powerpoint, brochure, etc), a timeline for the program, and a letter to teachers and parents explaining your plan, as well as an outline of all the information you will be presenting. More detailed information is welcome if you think it will contribute to your proposal. You will be presenting your plan to the principal (and the class) on _______________________. You must have all your materials ready by the time of your presentation.

Post-Assessment Culminating Project Rubric

1 Not Preset

2 Far

Below Expect-ations

3 Falls Short of

Expect

4 Meets Expect-ations

5 Exceeds Expect-ations

Comments

Skit demonstrates accurate knowledge of specific DSM-IV criteria for the chosen mental illness

Skit is appropriate and compassionate toward people with mental illness

School plan includes pleasing visuals the appropriately support plan

School plan includes age-appropriate information to be taught to middle-schoolers

School plan includes a feasible timeline

School plans includes an informative letter(s) to parents and teachers

School plan includes a rationale that adequately explains “why” and “how” to the principle/audience

School plan is comprehensive and potentially effective

School plan presentation is well-delivered, using good speaking voices and eye contact. It is engaging.

Post-Assessment Final Journal Entry: Throughout this unit, you have learned about many different mental illnesses: schizophrenia, multiple personality disorder, obsessive-compulsive disorder, depression, bipolar disorders. Reread your first journal entry, and think about the way you felt at the beginning of this course about mental disorders and people with these disorders. How have your ideas and feelings changed since the beginning of the unit now that you have a better understanding of these mental disorders? How would you answer these questions now? How do you feel, in general, about people with mental illness? How would you feel if your friend introduced you to someone with depression? With schizophrenia? With multiple personality disorder? What would you think about the person? Would you be nervous about meeting them? It is often said that there is a stigma associated with mental illness. Do you think that’s true? Why or why not? What can we do to erase stigma?

Post-Assessment Name: _________________________________________________ Date: _________________

Attitudes about Mental Illness Survey (Post-Assessment) Completely

Disagree

Somewhat Disagree


Somewhat Agree

Completely Agree

1 2 3 4 5 1. I feel anxious or frightened at the idea of


2. I feel anxious or frightened at the idea of meeting a person with dissociative identity disorder (multiple personalities).

3. I feel anxious or frightened at the idea of meeting a person with schizophrenia.

4. I feel anxious or frightened at the idea of meeting a person with obsessive-compulsive disorder.

5. I feel anxious or frightened at the idea of meeting a person who is bipolar/manic-depressive.






Lesson 1

EPPL 612 Lesson Plan

Unit: Is It All In Your Head? Grade Level: 7th-8th Lesson Plan #1 LP Title: What’s Abnormal? Lesson Length: 60 minutes Overarching Concept: Conflict Content/Concept/Standard SWBAT develop a set of norms for the discussion of mental illnesses and people with mental illnesses.

SWBAT describe the 4 Ds of abnormal behavior: deviance, distress, dysfunction, and danger. SWBAT discriminate between abnormality and eccentricity using the 4 Ds as criteria for abnormality.

Materials Video clip of patient with psychological disorder 4Ds readings (from textbook?) Case study/4Ds worksheet Large pieces of paper Markers

Assessment Analysis of case study Preassessment

Grouping Strategies Students will be placed into four groups based on choice of one of the 4 D’s to work on. Introduction Teacher will show students a video clip of a patient with a

psychological disorder (“Bill”), and ask students to write down observations on the pre-assessment form while they view the tape. After the video clip, students will answer follow-up questions on the pre-assessment form.

Pre-Assessment *What did you notice about the person in the video? What seemed abnormal about the way they behaved? *Do you think they have a mental illness? If so, do you know which one they might have? *Do you think this patient needs treatment? If so, what do you think would help them. *What do you think of when you hear the word “crazy”? Write down everything that comes to mind. How can the word be used? How do you feel about the word?

Teaching Strategies/Activities & Student Learning Activities

1. Students and teacher will discuss the observation form, with students sharing as they feel comfortable.

Let’s talk about the person we saw in the video first. Who wants to share what they thought about him/her?

Lesson 1

2. After the discussion, teacher will explain that one of the goals of this class is to explore our own perceptions and feels about mental illness and people who have mental illnesses. Teacher will ask students to begin the class by writing a short journal entry about the following questions to assess the way they feel at this starting point. Teacher will emphasize that there are no right and wrong answers, and that it is ok to be honest in these journal entries. 3. After the discussion about the word “crazy,” class will develop a set of interactive norms to guide class discussion, participation, and behavior in an effort to help everyone participate comfortably in class and as an effort to avoid unkind or inappropriate language or dialog. Issues to think about: Who will speak and when? How will we know when someone wants to share? Do we need to have a signal (hand-raising?), or should we have casual conversation? How will we listen to one another? Are there any guideline for listening? What words are appropriate and inappropriate to use when we are discussing mental illness? Teacher or student volunteer will write agreed-upon norms on a poster for the class to display throughout the unit. 4. Teacher will elicit responses on the meaning of the word eccentric, and class will discuss the relationship between “eccentric” and “abnormal.” Teacher will hand out reading “Marching to a Different Drummer” which discusses the difference between abnormal behavior and eccentric behavior. After discussion, teacher will hand out abnormal/eccentric scenarios and pose question: How do we know when someone displays psychological abnormality and when they are merely eccentric? Student will determine which category they think the people in the scenarios fall into.

Journal Entry #1 How do you feel, in general, about people with mental illness? How would you feel if your friend introduced you to someone with depression? With schizophrenia? With multiple personality disorder? What would you think about the person? Would you be nervous about meeting them? It is often said that there is a stigma associated with mental illness. Do you think that’s true? Why or why not? What about the word “crazy”? What do you think of when you hear that word? How is it used in day to day life? When we discuss people in this class, is “crazy” an appropriate word to use? What does the word eccentric mean? How does it relate to psychological abnormality or mentally ill? Are these people psychologically abnormal? Are they thinking or behaving in an abnormal way? Or are they just eccentric?

Lesson 1

5. Teacher will present the idea of the 4Ds to students, explaining that these are the ways we tell whether someone is psychologically abnormal. Students will break into groups and learn, then teach, one of the four Ds to the class. Students will read about their D, and present a short presentation and visual to the group explaining their D. Groups will come together as a class and present on their D, with teacher adding information as necessary. 6. Class will return to previous scenarios, re-analyzing them while looking for the 4Ds, to determine whether the people portrayed are abnormal or eccentric. 7. Students will complete a 4Ds worksheet in which they are given a scenario like the ones discussed in class, and asked to explain what evidence is shown of each of the 4Ds. Students will be asked to make a determination as to whether the person described is psychologically disturbed or eccentric, supporting their conclusion with evidence from the scenario.

Groups will be created according to student choice

Products Pre-Assessment NOTE: Student performance on the pre-assessment can be used to group students either heterogeneously or homogeneously when analysis of case-studies and print/non-print sources occurs later in the unit. Throughout the unit, student work will be reassessed as they learn about various mental illnesses, with regrouping occurring as performance improves or weaknesses become clear. 4Ds posters 4Ds worksheet

Resources Case studies. (n.d.). Retrieved October 8, 2007 from http://psyweb.com/Casestudies/CaseStudies.jsp Comer, R. (1995). Abnormal psychology. New York: W. H. Freeman and Co. (pp. 1-10) -Textbook reading of 4Ds, modified for reading level appropriateness if necessary. Scenarios from textbook or online regarding people with eccentricities and psychological abnormalities: Schizophrenia. (n.d.). Retrieved October 8, 2007 from http://www.educ.drake.edu/nri/syllabi/reha222/Schizophrenia/SchizCase.html Top 10 most eccentric people you don’t know. (2006). Retrieved October 8, 2007 from http://www.2spare.com/item_45962.aspx UCLA Neuropsychiatric Institute and Hospital.(Producer). (n.d.). Bill [Motion picture]. (Available from Student CD-ROM accompanying Comer’s Abnormal Psychology textbook.)

http://psyweb.com/Casestudies/CaseStudies.jsp

http://www.educ.drake.edu/nri/syllabi/reha222/Schizophrenia/SchizCase.html

http://www.2spare.com/item_45962.aspx

Lesson 1

Extensions Research the mores and norms of different countries/cultures in which they are interested, answering the question: How do changing mores change the meaning of deviance? Give two examples from the culture you studied. Write a short story with a main character who displays eccentric behavior. What does s/he do that is eccentric? How does it affect their daily life? Why have they developed this eccentricity?

Differentiation

Lesson 1

Name: __________________________________________________ Date: _______________

Abnormal Psychology Pre-assessment (Bill)

As you watch the video clip, write down the behaviors you observe. (Behaviors might include speech)

Did anything seem abnormal about the way the person in the video behaved? If so, what?

Do you think the person in the video has a mental illness? If so, do you know which one they might have?

Are there any other questions you would want to ask this patient before you diagnose them?

Do you think this patient needs treatment? If so, what do you think might help them?

What do you think of when you hear the word “crazy”? Write down everything that comes to mind. How should the word be used? How do you feel about the word? (Use the back for more space.)

Lesson 1

Pre-assessment scoring: High performance (15-18): Student seems highly knowledgeable about psychological abnormality and abnormal behavior, already presenting knowledge of some specific information about abnormal psychology.\ Average performance (10-14): Student seems somewhat knowledgeable and aware of psychological abnormality and abnormal behavior, and possesses some skills necessary to understand and diagnose mental illness, but uses generalities rather than specifics in analysis. Low performance (0-10): Student has little knowledge about psychological abnormality and abnormal behavior, and may need work on the skills necessary for understanding of psychology and diagnosis of mental illness. Not

Present (0)

Somewhat Present (1)

Present (2)

Exemplary (3)

• Student made accurate and descriptive observations about the behavior the patient displayed in the video clip.

• Student was able to identify behaviors that seemed abnormal.

• Student appropriately identified the patient as having a mental disorder, and was able to correctly identify that disorder or make an appropriate educated guess as to what that disorder might be.

• Student was able to identify plausible treatment for the patient.

• Student presented a thoughtful and/or compassionate view or analysis of the word “crazy.”

• Student presented a thoughtful and/or compassionate reflection of their feelings about people with mental illness.

TOTAL SCORE

Strengths: _____________________________________________________________________

Weaknesses: ___________________________________________________________________

Notes: ________________________________________________________________________

Lesson 1

Journal Entry #1: How do you feel, in general, about people with mental illness? How would you feel if your friend introduced you to someone with depression? With schizophrenia? With multiple personality disorder? What would you think about the person? Would you be nervous about meeting them? It is often said that there is a stigma associated with mental illness. Do you think that’s true? Why or why not? Journal Entry #1: How do you feel, in general, about people with mental illness? How would you feel if your friend introduced you to someone with depression? With schizophrenia? With multiple personality disorder? What would you think about the person? Would you be nervous about meeting them? It is often said that there is a stigma associated with mental illness. Do you think that’s true? Why or why not? Journal Entry #1: How do you feel, in general, about people with mental illness? How would you feel if your friend introduced you to someone with depression? With schizophrenia? With multiple personality disorder? What would you think about the person? Would you be nervous about meeting them? It is often said that there is a stigma associated with mental illness. Do you think that’s true? Why or why not?

Lesson 1

From R. Comer, Abnormal Psychology, 1995.

Lesson 1

Eccentric or Mentally Ill?

1. Mike is a 33 year old divorced white male with two children he rarely ever sees, ages 8 and 10. He has never been seen by a psychiatrist. His family physician has tried to get him to see a local psychiatrist but Mike refuses to go. Mike says he knows someone has removed his brain and replaced it with someone else's. He believes that this brain is controlling him and that he is not responsible for his actions. He works everyday and has been on his current job for 15 years. He says he has lots of friends but sometimes he thinks its one of them who did this to him. He has a college education and has a degree in computer science. His family physician ordered an MRI which came back negative and he also had an EEG. The EEG came back normal.

2. Le Pétomane was the stage name of the French professional farter and entertainer Joseph Pujol (1857 - 1945). He was famous in Victorian times for his remarkable control of the abdominal muscles, which enabled him to break wind at will. He derived his stage name from the French verb péter, "to fart." Some of the highlights of his stage act involved playing a flute through a rubber tube in his anus and farting sound effects of cannon fire and thunderstorms.

3. Mehran Karimi Nasseri, also known as Sir, Alfred Mehran is an Iranian refugee who has been living in the departure lounge of Terminal One in Charles de Gaulle Airport since August 8, 1988. Nasseri was reportedly the inspiration behind the 2004 movie The Terminal. Unlike Tom Hanks' character in the movie, and since at least 1994, Nasseri does not live in the duty-free transit area but simply in the departure hall, in the circular boutiques and restaurants passage on the lowest floor. He can at least theoretically leave the terminal at any moment, although, since everyone knows him, his departure might not remain unnoticed. He does not seem to speak with anyone normally. With his cart and bags, he almost looks like a traveler, so people either do not notice him or ignore him as if he were a homeless person.

Taken/adapted from: http://psyweb.com/Casestudies/CaseStudies.jsp http://www.educ.drake.edu/nri/syllabi/reha222/Schizophrenia/SchizCase.html

Lesson 1


Lesson 1

Name: ____________________________________ Date: ______________________________

The Four D’s Directions: Read the scenario below, and note where you see each of the four Ds.

Jack graduated from high school and got a job working in a video store. After working for about 6 months Jack began to hear voices that told him he was no good. He also began to believe that his boss was planting small videocameras in the returned tapes to catch him making mistakes. Jack became increasingly agitated at work, particularly during busy times, and began "talking strangely" to customers. For example one customer asked for a tape to be reserved and Jack indicated that that tape may not be available because it had "surveilance photos of him that were being reviewed by the CIA". After about a year Jack quit his job one night, yelling at his boss that he couldn't take the constant abuse of being watched by all the TV screens in the store and even in his own home. Jack lived with his parents at that time. He became increasingly confused and agitated. His parent took him to the hospital where he was admitted.

Adapted from http://www.educ.drake.edu/nri/syllabi/reha222/Schizophrenia/SchizCase.html Deviance: Distress: Dysfunction: Danger:

Lesson 2


Unit: Is It All In Your Head? Grade Level: 7th-8th Lesson Plan #2 LP Title: Conflict Lesson Length: 60 Minutes Overarching Concept: Conflict Content/Concept/Standard SWBAT describe Conflict and explain the significance of this concept to abnormal psychology. Materials Copies of “Schitzophrenia” (sic) poem

Overhead or copies of the happy/sad face Student journals

Assessment Journal Entry #2 Grouping Strategies Pairs - student choice Introduction Teacher will explain to students that today they will be

talking about the idea of conflict, a concept that will be woven throughout the unit. Students will be asked to brainstorm ideas, words, or phrases relating to the word conflict on their own for 3 minutes. Students should come up with as many ideas as possible. After brainstorming time, students will pair up (students’ choice), and will be asked to spend a few minutes sharing their ideas about conflict and coming up with an agreed-upon definition for the word.


1. Pairs will share their definitions with the class, and students will discuss the similarities and differences between the definitions, trying to come up with a comprehensive definition for conflict as a class. 2. Teacher will ask for student ideas about the different types of conflicts that can occur. Students will list the types of conflicts.

Examples of types of conflicts: Person vs. person Person vs. society Person vs. self Person vs. God Person vs. nature

Lesson 2

3. Teacher will inform students that conflict will be a theme that will appear over and over again in the unit. Class will discuss how the idea of conflict might relate to mental health, looking back at the different types of conflicts they brainstormed. Class will also discuss the relationship between conflict and stigma. Teacher will give students a copy of the poem “Schitzophrenia” and show them the picture of the happy/sad face, eliciting responses about the types of conflict these resources show. 4. Students will work in pairs of their choice to develop the concept of conflict, completing the following activities following Taba’s model of concept attainment: • Name 10 examples of conflict. They need not all relate to mental illness/abnormal psychology.

• Back together as a class, share your examples. Compare and contrast the class’ examples.

• In pairs, come up with 5-10 non-examples of conflict.

• Back together as a class, share your non-examples. Evaluate other pairs’ choices, and defend your own.

• In pairs, come up with three generalizations about conflict. These generalizations must apply to ALL examples we discussed today, and must NOT apply to ALL non-examples. The generalizations should begin with the words “Conflict is…” Develop a creative way to present your generalizations to the class (ie, short skit, drawing, or your choice)

How might the concept of conflict relate to mental illness? Think about the different types of conflict we brainstormed. What about stigma? What is stigma? How does this relate to conflict? Stigma is a special type of conflict we will also see threaded throughout the unit. Together, we will compile a list of examples of conflict. How are the examples similar? How are they different? Together, we will come up with a list of non-examples of conflict. How are these non-examples alike? Are there any ways in which they are similar to the examples? What is the relationship between the examples and nonexamples?

Lesson 2

5. Teacher will explain to students that many psychologists talk about their feels with their own counselors or keep a record of their thoughts, feelings, and actions as they deal with patients so they can see how it affects their practice. Students will complete a journal entry with many lessons for the same reason – to analyze and evaluate their own feelings and emotions. 6. Students will complete Journal Entry #2, labeling it in their notebook.

Journal addresses affective concerns with mental health study – ie) fear or curiosity about people with mental illnesses, compassion for people with mental illnesses. Journal Entry #2: “The greatest conflicts are not between two people but between one person and himself.” ~ Garth Brooks How does this quote relate to the link between abnormal psychology and the idea of conflict? Do you agree with Garth Brooks? Why or why not? Explain your reasoning.

Products Journal Entry: Conflict and Abnormal Psychology Resources Davidson, A. (n.d.) Schitzophrenia. Retrieved October 14, 2007 from

http://www.voicesforum.org.uk/schitz.htm Extensions Write a poem or draw a piece of artwork conveying conflict within oneself. Differentiation

http://www.voicesforum.org.uk/schitz.htm

Lesson 2

SCHITZOPHRENIA

by Alex Davidson

Everybody laughs at me I ignore them

Everybody stares at me Stare at them back

Everybody shouts at me Roar at them back

Everybody swears at me Keep your lips zipped

Everybody threatens me Must be paranoid

Everybody Stresses me up Make them feel stressed

Retrieved from http://www.voicesforum.org.uk/schitz.htm


Lesson 2

“The greatest conflicts are not between two people but between one person and himself.” ~ Garth Brooks

How does this quote relate to the link between abnormal psychology and the idea of conflict? Do you agree with Garth Brooks? Why or why not? Explain your reasoning.













Lesson 3

EPPL 612 Lesson Plan Unit: Is It All In Your Head? Grade Level: 7th-8th Lesson

Plan #3 LP Title: History of Abnormal Psychology

Lesson Length: 90 Minutes Overarching Concept: Conflict Content/Concept/Standard SWBAT describe the major thinking regarding mental illness over time, from ancient civilizations to modern

times. Materials Pictures from Abnormal Psychology

Hippocrates’s personality quiz (From Personality Puzzles) Information on each time period – either copied from Abnormal Psychology or re-written using textbook as a resource (knowledge of reading level of students necessary to determine appropriate source to use) Posterboard or large post-it sheets Markers for each group

Assessment Journal Entry #3 Grouping Strategies Groups will be based on student choice for motivational purposes and investment in their part of the day’s

assignment. Introduction Students will view two pictures from Ronald

Comer’s Abnormal Psychology textbook. The first is of a skull with two holes in it, and the other is Jan Saunders van Hemessen’s (c. 1550) “The Surgeon”, which depicts a trephination. Class will discuss the pictures, and teacher will tell students that today’s lesson will be about the views and treatment of mental illness over time.

Teacher will present the pictures to students together, and ask them What do you see? Do these pictures have anything in common? What is your explanation for these pictures? The skull picture represents the earliest information we have about how people might have treated mental illness. Scientists believe that people in ancient societies thought of mental illness as possession by evil spirits, and they may have used trephination (or the creating of holes by a trephine) to release the evil spirit. What types of Scientists do you think worked together to study the evidence from ancient cultures? Do you think this was a good cure for mental illness? Why or why not? Why do you think ancient people used this method? Did ancient people have the medical knowledge that we have today? What did/could they know about medicine? What didn’t/couldn’t they know?

Lesson 3


1. Students will be divided into groups, and each group will be given a reading pertaining to a specific period in the understanding of mental illness throughout history. Groups will be based upon student choice for purposes of student motivation. Groups will be asked to read their reading aloud, discuss and come up with answers or ideas about those questions, create a poster showing the events/understandings of mental illness in their time period, and create a short (2-3 minute) presentation for the class of their time period. Groups are: • Ancient times • Greeks and Romans • Middle Ages • Renaissance (1400-1700) • 1800s (Rise and fall or moral treatment) • 1950s-now (psychotropic drugs and deinstitutionalization)

2. Students will present their posters and information to the class. The teacher will fill in information as necessary and ask group members for their opinions about their discussion questions. Then the teacher will open up questions to the rest of the class to get varying perspectives. NOTE: During the Greek/Roman presentation, students will take a short personality quiz based upon Hippocrates’ notion of mental illness and the balancing of the humors. The class will discuss the results and the merit of such a test.

Important information for each time period: Greeks and Romans: *They described specific mental illnesses such as melancholia (depression or sadness), mania (frenzied activity), dementia (intellectual decline), delusions (false beliefs), and hallucinations. *Hippocrates notion of the four humors. Balance = balanced personality. Too much of one of the humors = excess of certain personality characteristic. Do you think Hippocrates theory was a good one? What evidence would he have used to justify his theory? What was different between Hippocrates idea of mental illness and the ancient notion of mental illness? The Middle Ages showed a return to the ideas of evil spirits possessing the body. Physicians used methods of trying to drive out the demons (return to ancient notions): *Chant or pray that the evil spirit would leave the body. *Administer holy water or herbal remedies *More serious forms of exorcism: starvation, whipping, scalding. At the end of the Middle Ages, hospitals began to become popular, and they began to take care of mentally ill people, taking the responsibility away from priests. Why do you think people returned to the idea of evil spirits? Why do you think they didn’t believe in Hippocrates ideas anymore? Why weren’t doctors in charge of people with mental illnesses? Why did the responsibility tend to fall on church leaders/priests? 1400-1700: First people worked hard to make sure people with mental illness were treated kindly. But then, the hospitals became overcrowded, and towns began to make asylums. The asylums, too, became overcrowded. What do you think happened in asylums when they became overcrowded? What would an institution with too many mentally ill people crowded together be like?

Lesson 3

3. The class will use the posters to create a visual timeline on a wall of the room or on the board. Teacher will lead a short discussion on the cyclical nature of the understanding of mental illness. 4. Students will complete a journal entry for the day on the following topic: Choose one of the time periods that we talked about today. Imagine that you live in that time period and develop a mental illness. Write an entry from your diary explaining what you are thinking and feeling, how you are acting, and what kind of treatment you receive. At the end of your entry, leave a space and below it, relate the experience of your character you have created to the concept of Conflict in a few sentences.

1800s: Rise of moral treatment advocated by Pinel and Tuke. They believed patients should not be abused, but allowed to walk outside on hospital grounds instead of being shut away in dark rooms. Believed people with mental illnesses should be treated kindly and given individualized care, such as being talked to, read to, and taken on walks. Late 1800s/Early 1900s: Decline of moral treatment. Hospitals became overcrowded again as less people were “cured” and released, there weren’t enough people to staff the hospitals, and there was not enough money to make the hospitals nice. Also, prejudice rose against people with mental disorders, and they began to see mental institutions as dangerous and mysterious. Why do you think Pinel and Tuke felt patients with mental illness should be treated more humanely? What do you think caused the reverse of the moral treatment movement? 1950s: *Introduction of psychotropic drugs that helped people with mental illness. *Led to many people being released from institutions. *Now the trend is outpatient care or short-term care. *Community health centers provide a place for people with mental illnesses to live more normally than in an institution while still being cared for or supervised if needed. If you had a mental illness, would you rather live in an institution (hospital) or in a community health center? Why? How did drugs change the state of mental health treatment?

Products Journal Entry #3 Timeline poster/timeline composite (as class)

Resources Comer, R. (1995). Abnormal Psychology. New York: W. H. Freeman and Co. (pp. 0, 10-27) -Pictures of skull/trephination, background info on History of Abnormal Psychology Littauer, F. (1992). Personality Puzzle. Grand Rapids, MI: Fleming H. Revell.

Extensions Research the somatogenic perspective and the psychogenic perspective of mental illness. What do these two phrases mean? What does each perspective believe about mental illness? Compare and contrast the two perspectives, and explain how these ideas might relate to the theme of Conflict we are studying in this unit.

Differentiation

Lesson 3


Lesson 3

From Personality Puzzles by Florence Littauer.

Lesson 4


Unit: Is It All In Your Head? Grade Level: 7th-8th Lesson Plan #4 LP Title: Empathy and Observation: Small Group Activities

Lesson Length: 60 minutes Overarching Concept: Conflict Content/Concept/Standard SWBAT explain concept of empathy, and develop skills in relating personal experience and emotions to the

experiences and emotions of others. SWBAT observe body language, facial expressions, and speech patterns in human behavior.

Materials Copies of worksheets for each group YouTube videos for observation

Assessment Informal – observation of participation and discussion Worksheet answers Participation in brief “share out” of group activity

Grouping Strategies Students will be grouped based on performance on preassessment. Those who performed weakly on the essay about the language used to describe people with mental illness will participate in the “Empathy” group. Those who scored low in observation tasks will participate in the “Observation” group. Students who performed well in both areas will be assigned to one of the two groups based on group size and demonstrated skills with the intention being to form two heterogeneous groups. Heterogeneous grouping is used in this instance to provide scaffolding for students who are weak in the areas of observation and empathy, respectively.

Introduction Teacher will begin by explaining that there are two specific topics that need to be covered in this course before the work of studying specific mental illness can begin.

Before we can jump into the study of specific types of mental illness, there are two smaller topics we need to cover. Today, I have broken you into two groups. One group will work on the topic of “Observation” and the other will work on the topic of “Empathy.” You will work with your group members for approximately 30 minutes to complete the assigned activities, and afterwards, we will share with the other group what we did and how it helped us.

The Lesson: Teacher & Student Actions

1. Students will be divided into two groups based upon pre-assessment performance, and will work with their group to complete the assigned activities. Teacher will switch between groups to monitor progress, and clear up any misunderstandings in content or directions that may arise.

Lesson 4

2. After 30 minutes, teacher will ask students to wrap up in the next 3 minutes, and plan a short (5 minute) presentation for the other group about what they learned and how it relates to abnormal psychology. Every students in the group should share something about the activity or about what they learned. 3. Students will make short presentations to the class as a whole. Teacher will provide worksheets to students for completing the other group’s activities if they are interested in doing so on their own. 4. At the end of class, students will write a brief journal entry about the activity they completed today.

Note: As an alternate format, all students could complete both activities in small groups either at the same time or with one group doing each activity and then switching. Journal Entry #4 Imagine you are a psychologist who has just had a new client come in to see you. You do not know this client’s story or diagnosis yet. Explain how the skill you practiced today (Observation or Empathy) will help you in diagnosing and treating this client.

Products Worksheets Journal Entry #4

Resources Rosita. (n.d.). Rosita’s Story. Retrieved November 5, 2007, from http://allmentalhealth.samhsa.gov/story_rosita.html Harris, S. (n.d.). Sam Harris’s Story. Retrieved November 5, 2007, from http://allmentalhealth.samhsa.gov/story_samharris.html R18: Emotions and Yoga Psychology. Retrieved November 5, 2007, from http://youtube.com/watch?v=PwGQhfUsTaw. Allison Stokke Interview. Retrieved November 5, 2007, from http://youtube.com/watch?v=zasPlQYZEHw Bob Marley Redemption Song. Retrieved November 5, 2007 from http://youtube.com/watch?v=zsAXUuJR7J0 Akiane Interview. Retrieved November 5, 2007 from http://youtube.com/watch?v=-YdIVeBo8SE

http://allmentalhealth.samhsa.gov/story_rosita.html

http://allmentalhealth.samhsa.gov/story_samharris.html

http://youtube.com/watch?v=PwGQhfUsTaw

http://youtube.com/watch?v=zasPlQYZEHw

http://youtube.com/watch?v=zsAXUuJR7J0

http://youtube.com/watch?v=-YdIVeBo8SE

Lesson 4

Extensions Research the role that observation plays in the job of a scientist studying animal behavior. Find an example of

a specific person conducting animal research. Describe the problem or area they are studying, and the role that observation takes in their daily work.

Differentiation Today’s activity is differentiated by student performance on the pre-assessment. Students who are weak in the areas of empathy or observation will complete activities focusing on developing those skills. See “Grouping Strategies” above for more information. Because it will be difficult to assess true gains in “empathy,” due to the social acceptability factor, students journals will be used to follow up on gains in this skill.

Lesson 4 Name: ____________________________________________ Date: ________________

Empathy Group 1

Discuss the questions below with your group members, and write your answers in the appropriate spaces. Your answers do not have to be exactly the same as your group members. Empathy - Identification with and understanding of another's situation, feelings, and motives. (American Heritage Dictionary) You may have heard the phrase “You can’t understand a person until you walk a mile in their shoes.” This is a good characterization of empathy. Explain what this phrase means in your own words, and give another metaphor for empathy. Sometimes, you may not be able to experience exactly what another person experiences. Given such a situation, could you still feel empathy for someone? Explain your answer. Think of a time when you felt empathy for someone else. Describe that situation, the person’s feelings, and your own feelings. Why is it important to have a good understanding of empathy before we begin our abnormal psychology unit?

Lesson 4 Empathy Story-Telling Activity

1. Pick a partner (or find a group of three if there is an uneven number). 2. The first person will tell a story about a time when they felt a particularly strong emotion (positive or negative). Be sure to explain why you felt that emotion and to describe the emotion itself. 3. After the story, the narrator will ask the group members the following discussion questions: a. What strong emotion was present in my story? Why did I feel that way? b. Have you ever been in the same situation as I was? If so, how did you feel? c. If you have not been in that same situation, describe another time when you felt the same emotion I felt. d. How do our stories relate to one another? 4. Discuss the story the person told, and fill out the chart below after each story and discussion. Briefly explain the

situation in the story.

What strong emotion was felt?

Have the other group members been in the same situation?

If not, what experiences led the group members to feel emotions similar to the narrator’s? How do the stories relate to one another?

Person 1:

Person 2:

Person 3:

5. Now that you have heard stories from your group members, and heard about their emotions, it’s time to “walk a mile in their shoes.” In the space below (or on another piece of paper if you need room), pretend you are another group member and tell their story. Imagine what has happened, what it feels like, and how you would react. Try to capture the same emotions, but tell it in your own words. Be as creative and descriptive as you like.

Lesson 4 Directions: As you read the story below, write the emotions that Rosita feels or might feel in the margins. Identify as many different feelings or possible feelings as you can. Then, answer the question at the end of the story. Rosita’s Story (1) My depression started during my marriage. One day, my husband took everything and left. He took $9000 from our savings. I didn’t have any financial support or means to support myself. Then my depression became much worse. I was a nurse, and when I’d help my patients up, I’d start dropping them. I didn’t feel like I had any strength in my legs. This was a good job, and I had done it for twelve years, but people started saying my mind was not on my work. I eventually lost my job. (2) All I could think was “What happened? How could my husband abandon me and leave me basically homeless?” And I was homeless. I ended up sleeping in a flower shop, because flowers were a mood lifter for me. I was isolated—I didn’t tell my friends what was going on. Every morning I’d try to get up but couldn’t. It was like being in a dark hole. I had lost my concentration. I couldn’t think anymore—what was in my head was just so overwhelming. (3) I was isolated for six to seven months. I started calling up different mental health places to see if I could get a therapist. I was told there were none available, and that I either had to be hospitalized or referred to get one. Eventually I was referred to Victims’ Services in Miami and started doing therapy there. (4) During this time I was talking like a child. This was one of my symptoms. Wherever I went, everyone recognized me as a little girl … a 35-year old talking like a little girl. The minute I spoke one word, everyone looked at me. So at that point I never felt comfortable going out into society. (5) I was basically moving from shelter to shelter. Broward Partnership for the Homeless staff and case management helped me a great deal. For six months, I was in Henderson, a mental health facility for homeless and dually diagnosed people. During that time I was still talking like a child. I was really following the people that were around me, because I couldn’t make any decision for myself. I left it up to my case manager. Luckily, every decision she made for me was the right one. (6) I started creating my own recovery network, which still helps me to this day. I created all different forms of therapy. I love to work with flowers—the color brings me joy. I do a lot of artwork, which keeps my mind busy. I go to all kinds of lectures and workshops, whether they’re related to me or not. I do fundraising, walkathons, Reiki, and advocacy work. (7) And I volunteer a lot. Talking to other people and helping them also helps me. I had done childcare, but was afraid I couldn’t do it again, so instead I volunteered at my church. There, I was able to work with children. And they offered me a paid position there for a few hours a week. (8) I went back to work in a flower shop full-time, against the advice of my therapist. The stress got to me, and I had a heart attack last March. I had to have open-heart surgery. (9) My life was put on hold again. I had to take it easy and I didn’t like it. But you have to have patience in recovery. (10) I am really doing well in my physical and mental recovery. It’s been two years I haven’t had anxiety problems, and a year since I stopped taking medications for depression. And I’m planning to keep it like that! After my surgery, I thought I would be more depressed than ever… but I’m not!

(http://allmentalhealth.samhsa.gov/story_rosita.html) Question: 1. Rosita states in paragraph 4 that she “never felt comfortable going out into society” because her disease was causing her to talk like a child. When was a time when you were embarrassed by something, or didn’t feel comfortable in a group of people? Describe the situation and your emotions.


Lesson 4 Directions: As you read the story below, write the emotions that Rosita feels or might feel in the margins. Identify as many different feelings or possible feelings as you can. Then, answer the question at the end of the story. Sam Harris’s Story (1)At the age of 14, I started having serious hallucinations and blackouts. I’m half African American and half Native American, and I didn’t try to get help because, in both communities, they called that “going to the white man.” But I became an outcast, because my symptoms got so bad that none of my friends wanted to have anything to do with me. (2) Instead, I lived with these symptoms for four years. My mental illness got so bad that I couldn’t cope with school and they asked me to leave. I went to Miami to live with my father, but he threw me out; and from the age of 15 until I was 18 I lived on the streets of Miami, with constant hallucinations and delusions. (3) At 19, I joined the military. But I was still sick and, after basic training, they gave me an honorable discharge and directed me to get mental health treatment, so I did. After taking medication and seeing therapists, I went back to work two years later, as a cook. Four years after that, I got an associate’s degree from the Restaurant School of Philadelphia and became a chef. (4) I worked as a chef for about 15 years. But there was a lot of stigma around mental illness in the restaurant business. Every restaurant I worked at, I saw other people disclose about themselves and they wound up being badly harassed and losing their jobs. So I hid my illness. (5) In 1995 I started working part time for the Chester City Consumer Center . After attending the Center for six months, I had asked the director if there were openings and she said she had wanted to hire me for the last six months. I’m still at the Center, now as its director, and it will be 10 years in November. Working with the Mental Health Association of Southeastern Pennsylvania, which is out there advocating for consumers, has helped me. Until I started working here, I felt like no one really cared.

(http://allmentalhealth.samhsa.gov/story_samharris.html) Questions:

1. In paragraph 2, Sam says that his father threw him out. Think of a situation in which you have felt rejected by someone. What happened? How did you feel? Explain the situation and your emotions.

2. In paragraph 3, Sam says he went back to school and became a chef. What emotion do you think that accomplishment brought for Sam? Describe a time when you felt that same emotion.

3. What emotion does Sam feel at the end of the story? Describe a time when you felt that same emotion.


Lesson 4 Name: ____________________________________________ Date: ________________

Observing Behavior Group 2

Behavior - The actions or reactions of a person or animal in response to external or internal stimuli. (American Heritage Dictionary)

1. Brainstorm: List as many different types of behavior you can think of in the space below.

2. Look at the definition for behavior listed above. Using your own words, explain what the definition means.

3. Think about people with mental illnesses. Do you think their behavior results more from response to internal or external stimuli? Explain your answer.

All Scientists use observation as a part of their work. Psychologists are scientists who observe people and their behavior. In the following activity, you will be observing people like psychologists, but you will be focusing on different aspects of their behavior. Body Language Video Clip 1: Emotions and Yoga Psychology Watch this video clip without sound. Focus on the following aspects of the man’s body language: Posture, use of hands, gestures, poses, etc. Note your observations below.

Observations What inferences can you draw about this person based on your observations?

Lesson 4 Speech Video Clip 2: Alison Stokke Watch the interview with high-school pole-vaulter Alison Stokke. Pay attention to the following aspects of her speech: Pace/speed, tone, word choice, use of fillers (um, uh, you know), pauses, etc. Note your observations below.

Observations What inferences can you draw about this person based on your observations? Facial Expression Video Clip 3: Bob Marley Watch Bob Marley sing his hit Redemption Song. Pay attention to the following aspects of his facial expression: Eyes, eyebrows, frown/smile, other mouth shapes, eye contact, etc. Note your observations below.

Observations What inferences can you draw about this person based on your observations? Overall Behavior Video Clip 4: Akiane Watch the interview with Akiane, a young girl who believes God sends her ideas for her art. Pay attention to her overall behavior: body language, facial expression, and speech. Note your observations below.

Observations What inferences can you draw about this person based on your observations?

Lesson 4 Video Observation Follow-up Questions

1. Why is observation important to psychologists who work in the field of abnormal psychology? Explain.

2. Compare and contrast the behaviors of two of the people you watched today. What was alike about their behavior? What was different?

3. Why do you think your teacher broke observation into smaller pieces (body language, speech, facial expression)? How do you think this will help you in this unit?

4. Psychologists are not the only people who use observation. Brainstorm at least three other careers in which people must use observation, and explain why observation is necessary for these people.

5. What part of the observations you conducted today helped you the most in making inferences about the people you saw? Explain.

Lesson 5

EPPL 612 Lesson Plan Unit: Is It All In Your Head? Grade Level: 7th-8th Lesson Plan #5 LP Title: Obsessive-Compulsive Disorder Lesson Length: 120 Minutes Overarching Concept: Conflict Content/Concept/Standard SWBAT explain the usefulness of the DSM-IV

SWBAT describe the diagnostic characteristics of Obsessive-Compulsive Disorder SWBAT analyze the accuracy of the portrayal of OCD in Monk

Materials TV/VCR/DVD Episode of Monk Copies of diagnostic criteria for OCD from the DSM-IV Case studies Copies of pages 203-208 in Cormer’s Abnormal Psychology Clip from What About Bob?

Assessment Observation form for Monk video Journal Entry #5

Grouping Strategies 2 groups, student choice Introduction Teacher and students will refer back to the 4Ds from

their first lesson, reviewing what each of the Ds stands for and what it means in terms of abnormal behavior.

What examples can you think of for behavior that would be classified as deviant? Distressful? Dysfuntional? Dangerous?


1. Teacher will pass out case studies to students, and ask them read to them silently, making notes on their paper or marking passages that seem to suggest abnormal behavior. Class will discuss the behaviors that appear to be abnormal, and the reasons students chose these as abnormal behaviors. Teacher will ask students if they know what mental illness is begin discussed in these passages.

When thinking about which behaviors are abnormal, think back to the 4Ds…Which Ds do these behaviors fall under?

Lesson 5

2. Teacher will introduce one of the culminating projects to students – at the end, they will be asked to act out a skit demonstrating one of the several mental illnesses presented throughout the unit. Their skits must be accurate according to DSM-IV criteria, so throughout the unit they must be paying careful attention to the criteria studied. 3. Students and teacher will discuss Obsessive Compulsive Disorder (OCD), and read the first section of the textbook material together, including the case-studies in the book. 4. When getting to the part about Obsessions vs. Compusions, teacher will break the class into two groups. Each group will be asked to either read the section on Obsessions or Compulsions, and come up with a quick demonstration showing what an obsession or compulsion is. Students will present their demonstrations to the class, and teacher will highlight the different between obsessions and compulsions – obsessions are thoughts, and compulsions are actions. 5. Class will discuss the relationship between obsessions and compulsions, continuing to read the chapter from the textbook. Specifically, many compulsions displayed by people with OCD arise as a result of yielding to the obsessive thoughts or controlling the obsessive thoughts. Teacher will show students a short clip from the beginning of the film What About Bob? to illustrate these ideas.

Class will be broken into two groups of students’ choice. How do you think Obsessions and Compulsions are related to one another? Why would they appear together in the same person? For example, people have obsessive thoughts about germs may wash their hands as a way to try to get rid of the germs and also the thoughts about germs.

Lesson 5

6. Teacher will introduce students to the Diagnostic and Statistics Manual-IV, explaining that this is the main tool that psychiatrists and psychologists use to diagnose patients who have mental illnesses. Teacher will pass out the diagnostic criteria from the DSM-IV for Obsessive-Compulsive Disorder, and students will read the criteria, discussing it along the way. 7. Class will briefly discuss treatments that are used with patients with OCD. Students will take notes on the bottom of their DSM-IV criteria about these possible types of treatment.

What examples of obsessions and compulsions do you see at the beginning of this movie? (ie, Bob uses a tissue because of a fear of germs. Bob uses a verbal ritual to distract himself from his fear of germs.) Do patients have to have both obsessions and compulsions to be diagnosed with OCD? What if a person lost his/her job and could not stop thinking about it. Would that fall under the criteria for OCD? Why or why not? A man checks the oven twice to make sure he’s turned it off before he leaves for work in the morning. Should his wife worry that he has OCD? Why or why not? Annie is dealing with Anorexia, and is constantly thinking about food and how she should not eat it. Is this a symptom of OCD? Why or why not? Treatments used: • Behavioral Therapy – Exposure and Response Prevention: Clients are exposed to objects that elicit obsessive thoughts or compulsions, but instructed to refrain from the behaviors they feel compelled to perform. Doctor may model this behavior to show clients that nothing bad will happen if they do not perform their compulsion. Sometimes patients are given “homework,” such as “Do not clean your bathroom floor for a week.” Or “Drop a cookie on the floor and eat it.” Ideally, the client will see that these actions do not cause the “doom” they fear, and will not feel a compelled to give into compulsions.

• Cognitive Therapy – Habituation training: clients are asked to deliberately think about their obsessive thoughts for a long period of time (ie, an hour). The idea is that if they think about it enough, it becomes less intimidating.

Lesson 5

8. With the diagnostic criteria in front of them, students will also be given out an observation form. Students will watch an episode of Monk, and will write down observations of Monk’s behavior as they watch. After the show, teacher will guide students as they fill out the rest of their observation form, explain the questions on the form and the type of information students should be looking for. Teacher will explain that students will be using this form many times throughout the course, so they should become familiar with it and ask questions as necessary. 9. Class will discuss the idea of conflict as it relates to OCD. 10. Students will complete Journal Entry #5 as a closing activity for class today.

• Biological Therapy – some anti-depressants (those that regulate serotonin) help to control obsessive and compulsive thoughts. Therefore, researchers have concluded that OCD may be the result of low serotonin activity in the brain. ie) Prozac and Anafranil.

How does conflict relate to the idea of OCD? What kind of conflicts do you think people with OCD experience? Conflict with others? Conflict with self? What other kinds? Journal Entry #5: Think about what you saw on the episode of Monk you watched today. In what ways was Monk’s mental illness harmful to his daily life? In what ways did it help him? How do you think his diagnosis with OCD influences who he is as a person?

Products Observation form Journal Entry

Lesson 5

Resources American Psychiatric Association. (1994). Diagnostic Criteria from DSM-IV (4th ed.). Washington, DC: Author. Comer, R. (1995). Abnormal Psychology. New York: W. H. Freeman and Co. (pp. 203-214) Hoberman, D. (Director) (2002-2007). Monk [Television series]. USA Network. Hopkin’s Technology. (1994). What is OCD? Retrieved October 21, 2007 from http://www.hoptechno.com/ocd.htm Oz, F. (Director). (1991). What about Bob? [Motion picture]. USA: Touchstone Pictures.

Extensions Explore the life of Howard Hughes, and watch the movie The Aviator. Write a short response to the movie answering the following questions: How did Hughes OCD affect his life? Did it ultimately help or hurt him? How accurately do you think the movie portrays his life and his mental illness? What types of conflict did Hughes experience in his life as a result of his mental illness?

Differentiation

http://www.hoptechno.com/ocd.htm

Lesson 5

Case Studies Directions: Read the case studies below, and mark any behavior that you believe to be abnormal. Think about the 4Ds as you read: Deviance, Distress, Dysfunction, and Danger.

• Isobel is intelligent, but she is failing her first period class in biology because she is either late to class or absent. She gets up at five o'clock, hoping to get to school on time. The next three hours are spent taking a long shower followed by changing clothes repeatedly until it "feels right." She finally packs and repacks her books until they are just right, opens the front door and prepares to walk down the front steps. She goes through a ritual of pausing on each step for a particular length of time. Even though she recognizes her thoughts and behaviors are senseless, she feels compelled to complete her rituals. Once she has completed these rituals, she makes a mad dash for school and arrives when first period is almost over.

• During his last year at college, John became aware that he was spending more and more time preparing for classes, but he worked hard and graduated in the top ten percent of his class with a major in accounting. He accepted a position at a prestigious accounting firm in his hometown and began work with high hopes for the future. Within weeks, the firm was having second thoughts about John. Given work that should have taken two or three hours, he was going over and over the figures, checking and rechecking, spending a week or more on a task. He knew it was taking too long to get each job done, but he felt compelled to continue checking. When his probation period was over, the company let him go.

Retrieved from http://www.hoptechno.com/ocd.htm on October 21, 2007


Lesson 5

Lesson 5

Name: ________________________________________ Date: __________________________

Observation Form: Monk

As you watch the video clip, write down the behaviors you observe. (Behaviors might include speech)

What behavior in the video was abnormal? What makes this behavior abnormal? Are there any questions you would want to ask this person before you diagnose them? What is your diagnosis for this patient? Describe the DSM-IV criteria they exhibit for the disorder. Are they missing any of the criteria for the illness you believe they have?

What treatment might you recommend for this patient? Why?

Lesson 6

EPPL 612 Lesson Plan Unit: Is It All In Your Head? Grade Level: 7th-8th Lesson Plan #6 LP Title: Multiple Personality Disorder Lesson Length: 90 minutes Overarching Concept: Conflict Content/Concept/Standard SWBAT describe the diagnostic criteria for Dissociative Identity Disorder (DID)/Multiple Personality

Disorder (MPD) Materials TV/VCR/DVD player

Teaching Modules: The Brain, Module 23: Multiple Personality (available from the Psychology Department) Excerpt from Sybil (pp. 91-100) DSM-IV Paper Colored pencils Markers Crayons Watercolor paint? Construction paper Scissors Glue http://psychologytoday.com/conditions/did.html - short description of DID

Assessment Journal Entry Artwork showing difference between aspects of a personality and DID

Grouping Strategies Pairs – student chosen Introduction Teacher will pass out a sheet with two pictures to

students, and ask them to work in pairs/small groups (self-selected) to decide whether the pictures were created by the same person or different people. Student must have supporting reasons for their position. Class will discuss the opinions. In the end, teacher will tell them that the pictures were not exactly created by the same person OR by different people – they were created by two personalities of the same person with DID.

The first picture was done by Marcia. The second was done by Sybil. But both Marcia and Sybil (and many others) inhabit the same body.

http://psychologytoday.com/conditions/did.html

Lesson 6


1. Class will compile a KWL chart about Multiple Personality Disorder, assessing what students know and want to know about multiple personality disorder. Class will discuss perceptions and ideas about multiple personality disorder and the source of their perceptions and knowledge. 2. Teacher will ask students to write a short journal entry regarding their perceptions and feelings toward multiple personality disorder – 5 minutes. (form of affective pre-assessment for the lesson) 3. Students will discuss their journal entries as they feel comfortable, compiling a list of adjectives to describe their feelings, and getting a sense of the class attitude toward multiple personality disorder. If uncomfortable, teacher will begin by sharing feelings of nervousness or anxiety, not knowing what to expect from someone with DID.

DID is an illness that is very interesting, but there is also a lot of incorrect information out there. We’re going to make a KWL chart about what we know and want to know, but I was to be sure that we have open minds, and understand that our knowledge may be incorrect, and may change throughout these next couple lessons. What do you know about multiple personality disorder/dissociative identity disorder? What do you want to learn? Where have you learned or gained this information about multiple personality disorder? Journal Entry #6: Imagine that your friend is coming for dinner and asks if s/he can bring a friend who has dissociative identity disorder (or multiple personality disorder). How would their request make you feel? What would your reply be?

Lesson 6

4. Teacher will pass out the DSM-IV criteria for DID, and discuss with students that multiple personality disorder is now known as dissociative identity disorder. Class will discuss the criteria together, and teacher will present some examples to make clear the difference between multiple facets of a personality and dissociative identity disorder. 5. Students will read a short description of DID from psychologytoday.com, which explains symptoms, common causes (abuse), and treatment. Students will work in pairs (self-chosen), and develop a list of questions or points they found interesting for discussion when the class returns together. Students will be given 10 minutes to read and come up with conversation points. 6. Class will share their questions and interesting points from the short reading, and briefly discuss them, clearing up confusion. 7. Class will view a short clip from an Abnormal Psych Teaching video about Multiple Personalities (Teaching Modules: The Brain). Students will watch the video, and discuss the diagnostic criteria for DID they see the patient in the video display.

Jackie is sometimes happy when she is at school, but gets frustrated at home because she fights with her parents a lot. She feels like her personality is totally different in both places. Does Jackie have DID? Why or why not? Kim’s dad is an alcoholic. After he has been drinking, he comes home and is angry all the time. Sometimes he hits Kim’s mother or Kim herself. When he is not drinking, he is a nice, loving dad who takes an interest in Kim’s life. Does Kim’s father have DID? Why or why not? Marci is 5, and has an imaginary friend called Mallory. Does Marci have DID? Why or why not? Paul experiences periods he calls “black-outs”, in which he cannot remember what he has done. He describes them as “losing periods of time.” Does Paul have DID? Why or why not?

Lesson 6

8. Students will break back up into groups, and will be given a reading from the book Sybil (pp. 91-100) and an observation form. Teacher will explain that today, we will be using a print source (the reading), instead of a movie to make observations about a patient. Teacher will students a brief background about the character Sybil leading up to the point in the book from which the reading is taken. Students will read the passage in pairs (pairs can read silently and then discuss, if desired). Then, students will fill out an observation form with their partner. On the back of the form, students will be asked to construct a web showing the relationships amongst the personalities presented in the story. 9. After the reading, the class will come together as a whole and use the William and Mary Literature Web to analyze the reading. Since this is the first time the class has used this model, they will construct it together to frame conversation about the excerpt from Sybil.

Note: If Inspiration is available on classroom computers, it may be used to construct the character web for Sybil. Sybil is interesting because it is really two texts in one. It is a piece of literature, but it is also the story of a woman’s life, largely nonfiction. How do we as readers approach these two types of texts differently? Can we use both approaches as the same time in an integrated fashion? Today we’re going to use this tool called the Literature Web to analyze the text as a literature piece. But let’s also integrate discussion about the non-fiction aspect as we look at these literary elements in the work.

Lesson 6

10. Students will be given an activity to complete on their own to explain the difference between different aspects of a personality and different personalities shown in DID.

Create a work of art that shows the different aspects of your personality. Be sure to make it clear that these are all aspects of the SAME personality. Somehow, in your picture, show a sense of oneness. On the back of your paper, make a work of art that shows the personalities of a person with multiple personality disorder (you may use Sybil from our reading, or imagine a person with multiple personalities and create the personalities they might have). On this side of the paper, make it clear that these personalities are distinct, that they have different beliefs and ways of speaking and action. Be sure your two works of art show why DID is different from a person having different traits.

Products Journal entry Observation form (Sybil) Artwork

Resources American Psychiatric Association. (1994). Diagnostic criteria from DSM-IV (4th ed.). Washington, DC: Author. Colorado State University (Producer). (1997). Teaching modules: The brain: Module 23: Multiple personality [Motion picture]. (Available from the William and Mary Psychology Department, or The Annenberg/CPB Collection, PO Box 2345, S. Burlington, VT 05407-2345, www.learner.com or 1-800-LEARNER) Dissociative identity disorder (multiple personality disorder). (2005). Retrieved October 27, 2005 from http://psychologytoday.com/conditions/did.html Schreiber, F. R. (1973). Sybil. New York: Warner Books. (pp. 91-100)

Extensions Watch the movie Psycho by Alfred Hitchcock. Who in this movie displays symptoms of DID? Is this character harmful? What traumatic event in this character’s life most likely contributed to his break into multiple personalities?

Differentiation

http://www.learner.com/


Lesson 6

Lesson 6 Dissociative Identity Disorder (Multiple Personality Disorder)

Definition

Dissociative Identity Disorder (DID) is a severe condition in which two or more distinct identities, or personality states, are present in -- and alternately take control of -- an individual. The person also experiences memory loss that is too extensive to be explained by ordinary forgetfulness. The disturbance is not due to the direct psychological effects of a substance or of a general medical condition, yet as this once-rare disorder has become more common, the diagnosis has become controversial. Some believe that because DID patients are easily hypnotized, their symptoms are iatrogenic, that is, they have arisen in response to therapists' suggestions. Brain imaging studies, however, have corroborated identity transitions in some patients. DID was called Multiple Personality Disorder until 1994, when the name was changed to reflect a better understanding of the condition -- namely, that it is characterized by a fragmentation, or splintering, of identity rather than by a proliferation, or growth, of separate identities.

DID reflects a failure to integrate various aspects of identity, memory and consciousness in a single multidimensional self. Usually, a primary identity carries the individual's given name and is passive, dependent, guilty and depressed. When in control, each personality state, or alter, may be experienced as if it has a distinct history, self-image and identity. The alters' characteristics -- including name, reported age and gender, vocabulary, general knowledge, and predominant mood -- contrast with those of the primary identity. Certain circumstances or stressors can cause a particular alter to emerge. The various identities may deny knowledge of one another, be critical of one another or appear to be in open conflict.

Symptoms

• The individual experiences from 2 to more than 100 different identities. Half of the recorded cases, however, report 10 or fewer.

• The various personality states exhibit distinct histories, behaviors and even physical characteristics.

• Transitions from one identity to another are often triggered by psychosocial stress. • Frequent gaps are found in memories of personal history, including people, places, and events,

for both the distant and recent past. Different alters may remember different events, but passive identities tend to have more limited memories than hostile, controlling or protective identities.

• Symptoms of depression or anxiety may be present. • In childhood, problem behavior and an inability to focus in school are common. • Self-mutilation and suicidal and/or aggressive behavior may take place. • Visual or auditory hallucinations may occur. • The average time that elapses from the first symptom to diagnosis is six to seven years.

Causes

The disturbance is not due to the direct psychological effects of a substance or of a general medical condition. Why some people develop DID is not entirely understood, but they frequently report having experienced severe physical and sexual abuse, especially during childhood. Though the accuracy of such reports is disputed, they are often confirmed by objective evidence. Individuals with DID may also have post-traumatic symptoms (nightmares, flashbacks, and startle responses) or Post-traumatic Stress Disorder. Several studies suggest that DID is more common among close biological relatives of

Lesson 6 persons who also have the disorder than in the general population. As this once rarely reported disorder has grown more common, the diagnosis has become controversial. Some believe that because DID patients are highly suggestible, their symptoms are at least partly iatrogenic, that is, prompted by their therapists' probing. Brain imaging studies, however, have corroborated identity transitions.

Treatment

The primary treatment for DID is long-term psychotherapy with the goal of deconstructing the different personalities and uniting them into one. Other treatments include cognitive and creative therapies. Although there are no medications that specifically treat this disorder, antidepressants, antianxiety drugs or tranquilizers may be prescribed to help control the mental health symptoms associated with it.

Sources:

• American Psychiatric Association • National Institute of Mental Health • Handbook of Psychology, Vol. 8 (John Wiley)

Last Reviewed: 24 Oct 2005 Last Reviewed By: Laura Stephens From http://www.psychologytoday.com/conditions/index.php

Lesson 6

Schreiber, F. R. (1973). Sybil. New York: Warner Books.

Lesson 6 Name: ____________________________________________ Date: ______________________

Abnormal Psychology Observation Form

Sybil

As you read the excerpt from the book, write down the behaviors you observe. (Behaviors might include speech) What behavior in the video was abnormal? What makes this behavior abnormal? Are there any questions you would want to ask this person before you diagnose them? What is your diagnosis for this patient? Describe the DSM-IV criteria they exhibit for the disorder. Are they missing any of the criteria for the illness you believe they have?

Lesson 6 Construct a web of relationships amongst the personalities who are mentioned in this excerpt from Sybil. Be sure to show how the personalities are related.

Lesson 6

Center for Gifted Education College of William and Mary

Name: _____________________________________ Date: ______________________ Period: _____

Literature Web

Key Words

READING

Feelings

Ideas

Structure

Images/Symbols

Lesson 6

Create a work of art that shows the different aspects of your personality. Be sure to make it clear that these are all aspects of the SAME personality. Somehow, in your picture, show a sense of oneness. On the back of your paper, make a work of art that shows the personalities of a person with multiple personality disorder (you may use Sybil from our reading, or imagine a person with multiple personalities and create the personalities they might have). On this side of the paper, make it clear that these personalities are distinct, that they have different beliefs and ways of speaking and action. Be sure your two works of art show why DID is different from a person having different traits. Create a work of art that shows the different aspects of your personality. Be sure to make it clear that these are all aspects of the SAME personality. Somehow, in your picture, show a sense of oneness. On the back of your paper, make a work of art that shows the personalities of a person with multiple personality disorder (you may use Sybil from our reading, or imagine a person with multiple personalities and create the personalities they might have). On this side of the paper, make it clear that these personalities are distinct, that they have different beliefs and ways of speaking and action. Be sure your two works of art show why DID is different from a person having different traits. Create a work of art that shows the different aspects of your personality. Be sure to make it clear that these are all aspects of the SAME personality. Somehow, in your picture, show a sense of oneness. On the back of your paper, make a work of art that shows the personalities of a person with multiple personality disorder (you may use Sybil from our reading, or imagine a person with multiple personalities and create the personalities they might have). On this side of the paper, make it clear that these personalities are distinct, that they have different beliefs and ways of speaking and action. Be sure your two works of art show why DID is different from a person having different traits. Create a work of art that shows the different aspects of your personality. Be sure to make it clear that these are all aspects of the SAME personality. Somehow, in your picture, show a sense of oneness. On the back of your paper, make a work of art that shows the personalities of a person with multiple personality disorder (you may use Sybil from our reading, or imagine a person with multiple personalities and create the personalities they might have). On this side of the paper, make it clear that these personalities are distinct, that they have different beliefs and ways of speaking and action. Be sure your two works of art show why DID is different from a person having different traits.

Lesson 7

EPPL 612 Lesson Plan Unit: Is It All In Your Head? Grade Level: 7th-8th Lesson Plan #7 LP Title: Multiple Personality Disorder II Lesson Length: 180 minutes Overarching Concept: Conflict Content/Concept/Standard SWBAT describe the diagnostic criteria for Dissociative Identity Disorder (DID)/Multiple Personality

Disorder (MPD) SWBAT assess the accuracy of the portrayal of DID in “The Three Faces of Eve” SWBAT develop and support an opinion about the use of DID as a defense on criminal trials

Materials TV/VCR/DVD player The Three Faces of Eve DSM-IV Court case dealing with DID

Assessment Movie-watching guide Debate participation Journal Entry

Grouping Strategies Introduction Class will briefly review what was learned previously

about the diagnostic criteria. Art projects from the previous lesson will be hung around the room like an art gallery, and students will take turns sharing and explaining their art projects from the previous lesson, highlighting the difference between multiple aspects of a personality and multiple personality.


1. Teacher will introduce the movie the class will view called The Three Faces of Eve, about a woman with DID. Teacher will ask students to fill out the observation form and While You Watched questions as they view the film. 2. Class will view the film (approximately 91 minutes long).


Lesson 7

3. After the film, teacher will introduce the idea of a Socratic Seminar by soliciting ideas regarding the difference between dialogue and debate. Class will make a comparison T chart on the board or chart paper. Teacher will pass out guidelines for Socratic Seminars, taken from http://www.studyguide.org/socratic_seminar.htm. The class will discuss the format of the seminar, and make sure all misconceptions are cleared up before beginning. 4. Students will begin by working in pairs (self-selected) to write two pre-seminar questions. Teacher will point out that there are different kinds of questions, and that different types are appropriate for different situations, or even for different points within the seminar. Teacher will encourage students to write two “big idea” questions.

What is the difference between dialogue and debate? Today we are going to be using a Socratic Seminar to share ideas about the movie we watched. A Socratic Seminar is NOT a debate – we are not trying to get other people to agree with us. Instead, in Socratic dialogue, we are trying to open up our minds to new ideas, and get a clear sense of the opinions of others, understanding that our opinions are valid, but that they may also change as we get a deeper knowledge and understanding of a topic. Let’s look at these guidelines for Socratic Seminars, and see if we can get a clear idea of what they are all about. One of the main aspects that drives a Socratic Seminar is the questions that are asked. What kind of questions are there? (Open-ended, closed-ended, big questions, detail questions, etc) What kind of questions are best for dialogue? Might we want to use more detail-oriented questions at some points? (Yes, to clear up misunderstandings, or make points using evidence from the story). To begin, I want you to come up with two open-ended, “big idea” questions. Here is a bad example: “What is the main character’s name?” Good example: “Who was the real Eve?” I want each pair to come up with two open-ended questions that they might use today in our Seminar.

http://www.studyguide.org/socratic_seminar.htm

Lesson 7

5. After students have written their questions, the teacher, as “Leader” will start students off with a question, and ask students to speak to that questions, listening carefully to others, asking clarifying questions, and using evidence from the movie to support their ideas and opinions. Students are encouraged to ask their own big questions when the time seems appropriate. Seminar will continue until it has run its course. 6. As a final activity for the DID lesson, students will complete a journal entry.

Today, I’m going to serve as leader, and be in charge of refocusing our class if we get off track. I am going to start you out with a big question, and I want you to use dialogue to explore that questions. Be clear about your ideas and opinions, and support them with evidence from the video. Listen to one another’s ideas. Ask for clarification if you do not understand. Remember, the goal today is to be open-minded and explore the issue, not to come to any conclusions. Then, as we are discussing, if a good place opens up to ask one of your big idea questions, ask it and allow the dialogue to broaden. Let’s start with this line of inquiry: Who is the real Eve? Explain your answer. Journal Entry #7: In Eve, the narrator claims, “This story needed no help from a fiction writer. The truth itself was fabulous enough.” Do you agree with this quote? Do you believe it is a fair assessment of DID? How does this quote relate to your reading from Sybil, to your viewing of Tony on the short video clip about DID, or to your viewing of The Three Faces of Eve? How might this statement influence a person’s opinion of a patient with DID?

Products Journal entry Observation form (Three Faces of Eve) Debate Notes

Lesson 7

Resources Adams. (2002). Socratic Seminars. Retrieved October 31, 2007 from http://www.studyguide.org/socratic_seminar.htm American Psychiatric Association. (1994). Diagnostic Criteria from DSM-IV (4th ed.). Washington, DC: Author. Johnson, N. (Director). (1957). The Three Faces of Eve [Motion picture]. United States: Twentieth Century Fox.

Extensions Find examples of real court cases in which DID/MPD has been used as a defense. What were the results of these court cases? Do you think multiple personality disorder is a valid legal defense?

Differentiation


Lesson 7

Name: ______________________________________________________ Date:__________________

The Three Faces of Eve While You Watch Questions

1. Why do you think the long explanation was given at the beginning of the movie? What impact do

you think it will have on your viewing of the movie? 2. What do you think of the word “spells” that Eve uses in her description of her symptoms? What

does she mean by these? How does she describe the spells? 3. Describe Eve’s personalities. How do they each act? 4. What are the conscious relationships between Eve White, Eve Black, and Jane? (ie, who knows

about who? How are their thoughts or memories related?) 5. Which scene in the movie do you think best exemplified Eve White? Which scene best exemplified

Eve Black? 6. What is Mr. White’s perception of Eve’s mental illness? How does this influence his relationship

with Eve after she is diagnosed?

Lesson 7

7. Why did Eve White say that she hoped Jane would be the one to live? 8. What did the doctor do to help Eve remember what happened when she was a child? 9. Why does Eve Black offer the doctor the red dress? What does this act remind you of? 10. What was the traumatic incident in Eve’s childhood? Do you think this was the root of her

dissociative identities? Why might she have dissociated (developed multiple personalities) after this incident?

11. In the movie, Eve achieves “integration,” which is the goal of therapy for DID patients. Do you

think it happens so easily and quickly in real life? Support your answer with what you know about DID.

Lesson 7

Name: ____________________________________________ Date: ______________________

Abnormal Psychology: The Three Faces of Eve

As you watch the movie, write down the behaviors you observe in Eve. (Behaviors might include speech) What behavior in the video was abnormal? What makes this behavior abnormal? Are there any questions you would want to ask this person before you diagnose them? What is your diagnosis for this patient? Describe the DSM-IV criteria they exhibit for the disorder. Are they missing any of the criteria for this illness?

Lesson 7

Possible Anchor questions for Socratic Seminar 1. In the movie, the narrator asks, “What, in short, had nature in the first place intended this woman to

be?” What do you think is the answer to this question? Support your opinion. 2. Who is the real Eve? Explain your answer. 3. In real life, Eve did not have just three personalities. She had twenty-two all together, including

many that emerged after the movie was filmed. How does knowing this fact affect your interpretation of the movie?

Lesson 7


Socratic Seminar

What is the difference between dialogue and debate?

1. Dialogue is collaborative: multiple sides work toward shared understanding. Debate is oppositional: two opposing sides try to prove each other wrong.

2. In dialogue, one listens to understand, to make meaning, and to find common ground. In debate, one listens to find flaws, to spot differences, and to counter arguments.

3. Dialogue enlarges and possibly changes a participant's point of view. Debate defends assumptions as truth.

4. Dialogue creates an open-minded attitude: an openness to being wrong and an openness to change. Debate creates a close-minded attitude, a determination to be right.

5. In dialogue, one submits one's best thinking, expecting that other people's reflections will help improve it rather than threaten it. In debate, one submits one's best thinking and defends it against challenge to show that it is right.

6. Dialogue calls for temporarily suspending one's beliefs. Debate calls for investing wholeheartedly in one's beliefs.

7. In dialogue, one searches for strengths in all positions. In debate, one searches for weaknesses in the other position.

8. Dialogue respects all the other participants and seeks not to alienate or offend. Debate rebuts contrary positions and may belittle or deprecate other participants.

9. Dialogue assumes that many people have pieces of answers and that cooperation can lead to a greater understanding. Debate assumes a single right answer that somebody already has.

10. Dialogue remains open-ended. Debate demands a conclusion.

Dialogue is characterized by:

1. suspending judgment 2. examining our own work without defensiveness 3. exposing our reasoning and looking for limits to it 4. communicating our underlying assumptions 5. exploring viewpoints more broadly and deeply 6. being open to disconfirming data 7. approaching someone who sees a problem differently not as an adversary, but as a colleague in

common pursuit of better solution.

Lesson 7


Guidelines for Participants in a Socratic Seminar

1. Refer to the text when needed during the discussion. A seminar is not a test of memory. You are not "learning a subject"; your goal is to understand the ideas, issues, and values reflected in the text.

2. It's OK to "pass" when asked to contribute.

3. Do not participate if you are not prepared. A seminar should not be a bull session.

4. Do not stay confused; ask for clarification.

5. Stick to the point currently under discussion; make notes about ideas you want to come back to.

6. Don't raise hands; take turns speaking.

7. Listen carefully.

8. Speak up so that all can hear you. 9. Talk to each other, not just to the leader or teacher. 10. Discuss ideas rather than each other's opinions. 11. You are responsible for the seminar, even if you don't know it or admit it.

Expectations of Participants in a Socratic Seminar

When I am evaluating your Socratic Seminar participation, I ask the following questions about participants. Did they….

Speak loudly and clearly? Cite reasons and evidence for their statements? Use the text to find support? Listen to others respectfully? Stick with the subject? Talk to each other, not just to the leader? Paraphrase accurately? Ask for help to clear up confusion? Support each other? Avoid hostile exchanges? Question others in a civil manner? Seem prepared?

Lesson 7

Socratic Seminar O

bservation Form

Students:

Participated in conversation/ addressed other participants

Used evidence from text/movie

Listened respectfully

Stuck to the subject

Asked for clarification or summarized

Avoided hostility/ questioned civilly

Com

ments

Lesson 8


Unit: Is It All In Your Head? Grade Level: 7th-8th Lesson Plan #8 LP Title: Schizophrenia Lesson Length: 90 minutes Overarching Concept: Conflict Content/Concept/Standard TSW describe the diagnostic criteria for schizophrenia.

TSW observe schizophrenic behaviors in literature. Materials Recovered, Not Cured – copied pages

Patch Adams – clip of catatonic patients in mental hospital Schizophrenia Youtube video from Mind Your Mind Gerald – classic schizophrenia Youtube video DSM-IV copies

Assessment Journal entry Observation form for Gerald

Grouping Strategies Teacher-chosen pairs: Teacher will place strong analytical students with those who are weaker at analyzing literature.

Introduction Teacher will pass out a picture by Richard McLean, who wrote Recovered, Not Cured to the class, asking them to leave the picture side up (an explanation will be printed on the back). Teacher and students will look at the picture and discuss it, trying to decipher its meaning one picture at a time.

Let’s look at the first picture. What is it of? What might the picture mean? What does it suggest that there are letters coming from the lightpole? What about the second picture? What do you see? How does it relate to the first picture? Is the being in the picture human? Is it happy or sad? How do you know? What is happening in the third picture between the speaking and listener? Is the message exactly the same? Work with a partner to come up with an interpretation for the rest of the pictures in the series. We’ll discuss in five minutes.

Lesson 8


1. Teacher will pass out the DSM-IV criteria for Schizophrenia, as well as the criteria for the subtypes of Schizophrenia. Class will read through these criteria together, and discuss any questions that may arise from them.

2. Teacher will show students two video clips about

schizophrenia, one from Patch Adams, where one of the characters displays catatonic schizophrenia, and another from Youtube where Gerald displays the characteristics of disorganized schizophrenia. Students will complete an observation form for the Gerald clip.

3. Class will discuss the observation forms about

Gerald, and determine which type of schizophrenia he has.

4. Next, teacher will ask students to write a short

reaction to the Gerald video in their journal. Student should summarize what they saw, what behavior caught their attention, and tell how watching Gerald made them feel.

Note: The Gerald clip from Youtube contains a short, non-graphic discussion of a sperm and an egg meeting, and three mentions of rape, all of which are passing. Students will be told about these before the video, and told that they are a characteristic of Gerald’s disorganized speech. Additionally, a note will be sent to parents asking for permission for their children to view the video. Journal Entry #8: Think back to the video clip you watched of Gerald. What behaviors most caught your attention? What did you see that was unusual? What do you think Gerald’s interactions are like with other people on a day-to-day basis? Finally, how did watching Gerald make you feel? Describe any emotions you felt, or what your reaction was to the video clip.

Lesson 8

5. Class will discuss the journal entries as the students feel comfortable. The teacher will share her thoughts to get the conversation started if necessary.

6. Teacher will ask student to keep their discussion of

Gerald in mind as they watch the next short clip. The class will view the short video called Schizophrenia, which is a girl speaking about her experience with the disease, and discussing the role of stigma against people with mental illness.

7. After the video teacher will ask student to write a

quick paragraph in their journal following up the previous entry.

8. After writing their journal entry, the class will

discuss how stigma relates to conflict, and how this ties into what they have seen in the videos today.

9. Teacher will pass out excerpts from the book

Recovered, Not Cured, written in the first person by a man with schizophrenia. Students will work in pairs reading the short sections of the book that are copied. If time permits and the teacher feels it will be a valuable exercise, students will fill out an observation form about the reading, and will be asked to complete several questions/activities about the reading.

Watching Gerald sometimes made me uncomfortable, since I couldn’t understand how his thoughts were changing and what exactly his emotions were; he couldn’t explain them clearly. Also, I thought it would be hard to be a family member of Gerald’s, because it must seem frustrating to talk to him and reason with him, as his mother was trying to do. How did this view of schizophrenia compare to the one you saw with Gerald? Are you feelings about/toward schizophrenia any different after watching this video? Why or why not?

Lesson 8

10. Class will share their poems from the worksheet, and

teacher will share with them Richard McLean’s poem. Students will verbally compare and contrast their poems to Richard’s, bringing the concept of Conflict back into the discussion

Products Journal entry

Observation form for Gerald Worksheet about Recovered, Not Cured

Resources American Psychiatric Association. (1994). Diagnostic criteria from DSM-IV (4th ed.). Washington, DC: Author. McLean, R. (2003). Recovered, not cured. Crowns Nest, New South Wales, Australia: Allen & Unwin. Schizophrenia. Retrieved November 14, 2007 from http://www.youtube.com/watch?v=H_jYqSA_fJk Schizophrenia: Gerald, Part I. Retrived November 14, 2007 from http://www.youtube.com/watch?v=gGnl8dqEoPQ Shadyac, T. (director). (1998). Patch Adams [Motion picture]. United States: Blue Wolf.

Extensions Research the relationship between schizophrenia and homelessness. How strong is the link between these two conditions? Why might schizophrenia lead to homelessness? What implications does this relationship have for society?

Differentiation

http://www.youtube.com/watch?v=H_jYqSA_fJk

http://www.youtube.com/watch?v=gGnl8dqEoPQ

Lesson 8

Simple

The first pictogram describes a streetlight with a message, the second describes the anxiety I felt when this was happening. The third shows how spoken words morphed for me into something different but phoenetically similar.

The number plate on the car says 'weknowwhereyouare', a reflection of my paranoia.

This picture also suggests my fading insight that these things were merely facades, as per the scanned sunset in the background.

Retrieved from http://www.richiemclean.com/index2.html

Lesson 8

Retrieved from http://www.richiemclean.com/index2.html

Lesson 8

Lesson 8

Dear Parents/Guardians, In our next lesson, we are going to be watching a short 8-minute clip of a patient (Gerald) who has disorganized schizophrenia. Disorganized schizophrenia is characterized, in part, by disorganized thought and speech, and these are characteristics that Gerald displays. In the video, Gerald makes a passing reference to a sperm and an egg meeting. His dialogue is as follows: “I’m so scared I can tell you that picture’s got a headache…When a sperm and an egg go together to make a baby, only one sperm goes up there, and when they touch, there’s two contact points that touch before any other two, and then it’s carried on up into the, uh, and when they fuse, it’s like nuclear fusion, except it’s human fusion.” Later in the video, Gerald, his mother, and his doctor are discussing his placement in a mental institution. Gerald mentions in the discussion that he was raped, although, due to his disorganized speech, it is unclear as to weather this is a truthful statement or a product of his speech and thought disorganization. Gerald’s dialogue is as follows: Gerald’s Mother: I can’t see why you can’t stay and participate on good terms. Gerald: Because I was raped going to kindergarten about five times. Gerald’s Mother: That was a few years ago. Gerald: Ok, let me give it to you a different way. How long has it been since I dreamed I was there in hillbilly heaven? Or how long has it been as a town without pity for rape? Or how long has it been since the man who shot Liberty Valence? Given the context, I do not believe the mention of these topics to be graphic or inappropriate, but wanted to inform you of this viewing in class, and give you and your child the option to opt out of the viewing if desired. A short alternate activity will be given to students who opt out of watching the Gerald clip. Please fill out the form below communicating your decision regarding your child’s participation in this short activity. Thank you, Rebecca Walter ______ Yes, my child has permission to watch the Gerald video. ______ No, my child does not have permission to watch the Gerald video. ____________________________________________________ ______________________ Parent signature Date

Lesson 8

Name: ___________________________________________________________ Date: ___________

Gerald

Gerald: I think and feel as though people have called me here to electrocute me, to judge me, to put me in jail…or, kill me , electrocute me because of some of the sins I’ve been in. Doctor: Is this a new feeling for you? Gerald: The main thing is don’t get excited, but the main thing is it’s not a new feeling, no. I, uh, I’m scared of people. Doctor: It must be very frightening for you, then, if it feels like you’re about to get killed. Gerald: I’m so scared I can tell you that picture’s got a headache. *** Gerald: There’s a mass loss, one proton, the heat abstraction goes up in the electron, spins around, comes back down in the proton to form the mind, and the mind can be reduced to one atom. *** Doctor: Good morning, how are you today? Gerald: I’m about to get my teeth knocked out, I feel like. I’m nagging people, I’m playing a game with my psychological pain, but it exists. Doctor: I know it does, Gerry, but that’s why you’re here, isn’t it? To see if we can help you with it? *** Gerald: Everytime in school that I was going to do something, I would raise my hand and a kid would stab me in the back of the neck. What’s your explanation for that, God? That’s what you’re afraid to say, what is your explanation of that, because you can’t say it. Doctor: My explanation of that is that you feel that whatever decision you make you’re going to lose here, and maybe that’s why it’s so hard for you to make that decision. *** Gerald’s Mother: I told him we could come down maybe once a month, maybe stay a week. Gerald: I’m not scared so I’m not scared while this dude’s playing boogie woogie with me. Gerald’s Mother: But Gerry, listen a minute. You mean that you can’t stay away once a month, let us come once a month and see you? Gerald: I mean, in walked this one old dude with green teeth, and I couldn’t think of nothing to do so I just reached out and just kicked old green teeth right in the knee.

Lesson 8

1. What observations can you make about Gerald’s speech patterns? 2. Imagine you are having a conversation with Gerald. What difficulties might you run into? How

might you overcome these difficulties?

3. Gerald displays symptoms of disorganized schizophrenia. Do you think this is a good name for the behaviors and speech he exhibits? Why or why not?

4. Find examples from Gerald’s speech that seem disorganized. Note them below.

5. Can you think of times when your own thoughts or speech are disorganized? Describe these times. Why does this occur? What would it be like if your thoughts and speech were like this all the time? How might it affect your daily functioning? Be specific.

Lesson 8

Name: ____________________________________________ Date: ______________________

Abnormal Psychology: Gerald

As you watch the video clip, write down the behaviors you observe in Gerald. (Behaviors might include speech) What behavior in the video was abnormal? What makes this behavior abnormal? Are there any questions you would want to ask this person before you diagnose them? What is your diagnosis for this patient? Describe the DSM-IV criteria they exhibit for the disorder. Are they missing any of the criteria for this illness?

Lesson 8

McLean, R. (2003). Recovered, not cured. Crowns Nest, New South Wales, Australia: Allen & Unwin.

Lesson 8

Name: ______________________________________________ Date: ____________________

Recovered, Not Cured Reading Guide

While you read section 1, think about and answer these questions. 1. Which of the symptoms of schizophrenia does Richard display? Give examples of when you

see them.

2. Summarize the passage called ”Developing Delusions” in two sentences. Then, explain what you believe Carl Jung’s theory of ‘synchronicity’ means, and how it led Richard into his delusions.

3. Many of Richard’s symptom’s of schizophrenia occur in his head. Find some examples of outward behavior he displays, and list them below. Explain why these behaviors are abnormal.

After you read section 1, complete this activity.

4. Pretend you are Richard. Now that you know about his beliefs, thoughts, and the voices he heard, write a poem (either individually or with your partner) the captures your experiences at this point in your life. You may use another piece of paper if you need more room.

Lesson 8

While you read section 2, think about and answer these questions.

5. Now that Richard has sought treatment, what are some issues he deals with?

6. Explain why Richard felt “enveloped…in greyness and boredom.”

7. How does Richard’s narrative style and way of writing compare to his style and writing in section 1? Explain your answer.

8. Schizophrenia comes from root words meaning “split” and “mind”. For this reason, people

sometimes confuse it with dissociative identity disorder. Compare and contrast these two disorders. How are they alike? How are they different?

Lesson 8

Name: ____________________________________________ Date: ______________________

Abnormal Psychology: Recovered, Not Cured

As you read Section 1, write down the behaviors or thoughts you observe in Richard. (Behaviors might include speech) What behavior in the text was abnormal? What makes this behavior abnormal? Are there any questions you would want to ask this person before you diagnose them? What is your diagnosis for this patient? Describe the DSM-IV criteria they exhibit for the disorder. Are they missing any of the criteria for this illness?

Lesson 8

McLean, R. (2003). Recovered, not cured. Crowns Nest, New South Wales, Australia: Allen & Unwin.

Lesson 9


Unit: Is It All In Your Head? Grade Level: 7th-8th Lesson Plan #9 LP Title: Schizophrenia II: Benny and Joon Lesson Length: 180 minutes Overarching Concept: Conflict Content/Concept/Standard TSW analyze the accuracy of the portrayal of schizophrenia in Benny and Joon. Materials Benny and Joon

Observation Form Movie-watching guide

Assessment Observation form Socratic Seminar Participation

Grouping Strategies Whole-group for Socratic Seminar Introduction Class will briefly review what they learned in the last

lesson about schizophrenia. What mental disorder did we discuss in the last lesson? What can you tell me about the book Recovered, Not Cured and its author? What are the diagnostic criteria for schizophrenia? Describe what a person with schizophrenia might look like.


1. Teacher will introduce the movie Benny and Joon, and explain to students that they will be watching it and observing the behavior of the main character Joon. Teacher will explain to students that they will be participating in another Socratic Seminar, so throughout the movie, they should be thinking of big, open-ended questions so they can take control of the discussion. 2. Students will watch the movie, completing the observation form and movie-watching sheet as they watch.

Lesson 9

3. After the movie, teacher will ask students to get out their Socratic Seminar guidelines from the previous seminar, and class will go over them again, emphasizing that the Seminar is a dialogue forum for sharing ideas, not a debate for solving issues. 4. Students will have a chance to refine/complete their open-ended questions. The teacher will check them before the Socratic Seminar begins. 5. Teacher will explain that today, she will not be a participant in the seminar, but instead will be stepping back to observe the discussion. Teacher will assign one student to be the seminar leader, who will be in charge of steering the discussion back on track if it starts to derail. 6. Students will move into a circle, and teacher will ask for a volunteer to begin with their first big question (teacher may designate the first question based on her informal monitoring of students’ questions from before). 7. Seminar will go until the conversation has run it course, or the class is coming to an end. At the end of the discussion, students will complete a journal entry about the movie.

Journal Entry #9: Discuss the concept of Conflict as it relates to the movie Benny and Joon. How do you see it play out in the movie? What different categories of conflicts are portrayed?

Products Observation form Movie-watching sheet

Resources Chechick, J. S. (Director). (1993). Benny and Joon [Motion picture]. United States: MGM. Extensions Explore the website for the National Institute of Mental Health (NIMH):

http://www.nimh.nih.gov/health/topics/schizophrenia/index.shtml. Write a review for the website. How accessible is the website? How easy is it to navigate? What audience is it appropriate for? What kind of information is available? Tell the everyday reader what you think.

Differentiation

http://www.nimh.nih.gov/health/topics/schizophrenia/index.shtml

Lesson 9

Name: _____________________________________________________ Date: _________________

Benny and Joon – movie viewing guide

1. What is the first thing we learn about Joon?

2. Why do you think Joon wore a helmet in the car? If we assume she has schizophrenia, are there any other explanations?

3. Why do you think Benny and his friends play poker with objects instead of money?

4. There is a pull in the movie between Benny who wants to keep Joon at home, and the idea of putting her in a group home, where she would live with other people who have mental illnesses. If you were responsible for a sibling with a mental illness, which of these two options do you think would be best? What different factors would affect your decision?

5. What do you think Joon is really trying to tell Benny when she says, “Don’t underestimate the mentally ill. We know how to count.”

6. When Sam says he’s been given a job as a domestic engineer, what does he mean? Why does he use this language for the letter to his mother?

7. What do the fish represent in the movie?

Lesson 9

8. What kind of treatments do you see Joon undergoing for her mental illness? At what points in the movie do you see these?

9. Describe Sam’s talents. How do they affect the way Benny thinks of him?

10. Why do you think Joon asks for raisins in her tapioca after Benny throws Sam out? What did she tell Sam earlier about raisins? Do you think her opinions really changed?

11. What happens to Joon on the bus? Why? How do you think the onlookers interpret what is going on?

12. Benny feels like Sam caused Joon to break down. Do you think this is true? Why or why not?

Socratic Seminar Questions Today, the students in the class will be in charge of the Socratic Seminar. To help the seminar move along, please develop three open-ended discussion questions below about Benny and Joon and schizophrenia. Some topics you might want to think about: the characters in the movie, the intended audience, the conflicts in the movie, the scene on the bus, the ending of the movie (final scene), and the portrayal of mental illness in the movie. Your question may have multiple parts. 1. 2. 3.

Lesson 9

Potential Socratic Seminar Questions (Teacher reference) 1. Describe Benny and Joon’s relationship, and how it changes over the course of the movie.

2. As you watch the movie, think about the times the main characters call each other Benjamin and Juniper, and when they use the shortened version of their names. When do they use which? Do you have a nickname? When do your friends or family members use it, and when do they use your real or formal name?

3. Do you think Sam has a mental illness? If so, which mental illness that we’ve dicussed would be the most appropriate diagnosis? If not, how would you describe him?

4. What does Joon have in common with Richard McLean, the author of Recovered, Not Cured?

5. In the movie, they describe Joon as “mentally ill.” Many resources and internet websites list this as a movie about schizophrenia. Do you think this is an accurate portrayal of schizophrenia? Why or why not?

6. For what audience do you think this movie is intended? Why? Do you think that has an affect on the portrayal of mental illness in the movie? How?

7. Benny tries to help Sam by setting up an audition for him. Is this what Sam wants? How does this create tension between Benny and Joon?

8. Discuss the image of the shattered glass in the bus window after Joon is restrained by the police.

9. Why doesn’t Benny interrupt Joon and Sam at the end of the movie? Why is this significant?

Lesson 9

Socratic Seminar O

bservation Form

Students

Participated in conversation/ addressed other participants

Used evidence from text/movie

Listened respectfully

Stuck to the subject

Asked for clarification or summarized

Avoided hostility/ questioned civilly

Com

ments

Lesson 10


Unit: Is It All In Your Head? Grade Level: 7th-8th Lesson Plan #10 LP Title: Mood Disorders: Depression and Bipolar

Lesson Length: 120 minutes Overarching Concept: Conflict Content/Concept/Standard TSW describe the diagnostic criteria for depression and bipolar disorder.

TSW analyze children’s literature about depression and create their own children’s book about depression or bipolar. TSW construct open-ended questions to ask a person who has suffered from depression

Materials The World of Abnormal Psychology: Mood Disorders (end of episode – viewpoint of depressed woman and her daughter) Youtube video – Interview with Megan Guest Speaker – Mrs. Walter (Ms. Walter’s mother) Sad Days, Glad Days by DeWitt Hamilton DSM-IV criteria for mood episodes (NOT for actual disorders – too complex and long) Mood disorder graphic organizer

Assessment Children’s book Grouping Strategies Pairs based upon student choice of topic Introduction Teacher will begin by reading the book Sad Days, Glad

Days to students. At the end of the story, class will discuss what it was about, why the teacher chose to read it to a middle school group, and why books about mental illness are important for children.

What was this story about? What mental illness do you think the mother in the story has? Why do you think I chose to read a children’s book to a middle-school group? Why is it important to have books for children about mental illness? What do you notice about the pictures in the book? How well do the pictures relate to the words? Explain.


1. Teacher will pass out the DSM-IV criteria for the mood episodes, and the class will read the introductory paragraph at the top of page, explaining that the mood episodes are not disorders themselves, but rather they are the “building blocks” for the mood disorders.

What do you think it means that the mood episodes are the “building blocks” for the mood disorder diagnoses?

Lesson 10

2. Students and teacher will read through the mood episode criteria, and teacher will point out important points for students to underline or highlight, especially periods of time (which vary from episode to episode). Class will discuss any questions that arise from the criteria. 3. Next, teacher will hand out graphic organizers for mood disorders to students. Teacher will describe the mood episodes that fit under each disorder, and students will complete their organizers throughout the conversation. After the organizers are complete, students will answer questions 1-3 on the back of their sheet. 4. Next, teacher will tell students that they will see a short video of a person who has bipolar disorder. Teacher will be sure to note that the woman in the interview is not currently manic, but she tells stories about what it is like when she is manic. Students will be asked to pay attention throughout the video to her description of her illness, and try to figure out which type of bipolar disorder she has. Students will be given an observation sheet, but teacher will be sure to point out that it is important that they note the behavior she talks about, not the behavior she is currently displaying. 5. After the video, students will discuss their observations and diagnosis, using their organizer to sort through the information presented in the Megan video.

Megan, the girl in this video, is telling about what it feels like when she is having a manic episode. Remember that she is NOT having a manic episode right now. When you fill out your observation form, it is going to be important for you to make sure you are writing down the information she is talking about, NOT the behaviors she is currently showing us.

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6. Class will next turn to depression, and teacher will show a short clip from the video “The World of Abnormal Psychology: Mood Disorders.” This clip shows both a woman who was depressed, and the reaction of her daughter. After the clip, students will spend a few minutes writing in their journal about both perspectives on depression. Students will share their journal entries in a discussion as students are comfortable. Teacher will bring in the idea of conflict if it does not arise from the students. 7. After the discussion, teacher will ask students to imagine that they have the opportunity to interview someone who has had depression. The goal of this interview is for students to understand how it feels to have depression, what kinds of things a depressed person thinks about and does, and how having depression affects daily life. Students will work in small pairs to develop a list of five good questions for this person to get at those ideas. Teacher will monitor students work, giving them about 10 minutes to complete the questions.

Journal Entry #10: In this clip, you saw the point of view of a depressed woman and her daughter. These points of view are very different. How did you feel when you heard the daughter’s reaction to her mother’s illness and desire to commit suicide? Did you think her reaction is justified? Why or why not? Think about the other mental disorders we’ve talked about (Schizophrenia, OCD, Dissociative Identity Disorder, and now the Mood Disorders). Which disorder do you think would be the hardest for a family member to deal with? Why? How might family members cope with the mental illness of a loved one? Imagine that you work for a newspaper, and have been assigned to interview someone who has had depression and write about his/her experiences. The goal of your interview is to determine (as closely as possible) what it feels like to have depression, what kinds of things a depressed person thinks about and does, and how having depression affects daily life, and convey that to your audience. With a partner, write five good questions to get at this information. You have ten minutes.

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8. Teacher will introduce guest speaker, Mrs. Walter (teacher’s mother), who has dealt with depression at various points throughout her life, including during her adolescence. Mrs. Walter will give a short talk to students about what it feels like to have depression, and then students will be given the opportunity to ask questions. Students will be encouraged to use the questions they developed and write notes throughout the presentation/discussion. 9. After the interview, students will work with a partner of their choice, and complete the newspaper article that was described before the presentation/discussion with Mrs. Walter. At the end of the class, students will present their articles to the class. 10. To close the class, students will have a short discussion bringing the notion of conflict and stigma into the discussion about depression, using their articles as a jumping-off point.

Products Graphic organizers Journal Entries Newspaper articles

Resources Alven H. Perlmutter, Inc. (Producer). (1992). The world of abnormal psychology: Mood disorders (video 8) [Motion picture]. (Available from the William and Mary Psychology Department, or The Annenberg/CPB Collection, PO Box 2345, S. Burlington, VT 05407-2345, www.learner.com or 1-800-LEARNER) American Psychiatric Association. (1994). Diagnostic Criteria from DSM-IV (4th ed.). Washington, DC: Author. Comer, R. (1995). Abnormal Psychology. New York: W. H. Freeman and Co. (pp. 203-214) Hamilton, D. (1995). Sad Days, Glad Days. Morton Grove, IL: Albert Whitman & Co.

Extensions When Ms. Walter went to find children’s books about mental illness there were very few. Use the information you know about depression, bipolar disorder, or one of the other mental illnesses we have discussed in this class, and create a book to explain the illness to children in kid-friendly language and pictures.

Differentiation


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Name: _________________________________________________________ Date: ___________________

Mood Disorders

Mood Disorder

Major Depressive Disorder

Important Notes:

Dysthymic Disorder

Important Notes:

Bipolar I Disorder

Important Notes:

Bipolar II

Important Notes:

Key – Here in your key, design a symbol for each type of mood episode. Then, you will add the appropriate episode under each mood disorder, along with any other notes that are necessary. Major Depressive Episode Manic Episode Mixed Episode Hypomanic Episode

Cyclothymic Disorder

Important Notes:

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1. In you own words, what is the difference between major depressive disorder and dysthymic disorder?

2. Compare and contrast bipolar I and bipolar II disorders. How are they alike? How are they different?

3. How does cyclothymic disorder compare to bipolar I disorder and bipolar II disorder?

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Name: _________________________________________________________ Date: ___________________

Mood Disorders: TEACHER KEY

Mood Disorder

Major Depressive Disorder -Presence of one or more Major Depressive Episode. -Has never had a Manic Episode, Mixed Episode, or Hypomanic Episode. Important Notes: If the Major Depressive Episdoe occurs because of Schizophrenia or another psychotic disorder, this does not count.

Dysthymic Disorder None of the above episodes present. Important Notes: -Depressed mood for most of the day, for more days than not, over 2 years -for children and teens, mood can be irritable and must be at least 1 year. -presence of 2 or more: appetite change, sleep pattern change, low enerfy or fatigue, low self-esteem, poor concentration, feelings of hopelessness. -disturbance does not occur during schizophrenia or because of a substance or medical condition. -symptoms cause distress or impairment with friends, job, or other area of functioning. -“Like Eeyore.”

Bipolar I Disorder -One or more Manic or Mixed Episode -Might have Depressive Episodes, but not required for diagnosis. Important Notes: - disturbance does not occur during schizophrenia or because of a substance or medical condition.

Bipolar II -One or more Major Depressive Episodes -One or more Hypomanic episode -Never had a Manic or Mixed episode Important Notes: -disturbance does not occur during schizophrenia or because of a substance or medical condition. -symptoms cause distress or impairment with friends, job, or other area of functioning.

Key – Here in your key, design a symbol for each type of mood episode. Then, you will add the appropriate episode under each mood disorder, along with any other notes that are necessary. Major Depressive Episode Manic Episode Mixed Episode Hypomanic Episode

Cyclothymic Disorder -May have Hypomanic Episode OR symptoms without full episode. -No Major Depressive, Manic, or Mixed Episode Important Notes: -For 2 years, presence of periods with hypomanic symptoms and depressive symptoms that do NOT meet criteria for Major Depressive Disorder. -For children or teens, 1 year. - symptoms does not occur during schizophrenia or because of a substance or medical condition. -symptoms cause distress or impairment with friends, job, or other area of functioning. -Like mild Bipolar – smalls ups and downs.

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Unit: Is It All In Your Head? Grade Level: 7th-8th Lesson Plan #11 LP Title: Medication Lesson Length: 120 minutes Overarching Concept: Conflict Content/Concept/Standard TSW explain the debate surrounding the right of psychiatric patients to refuse medication.

TSW state and understand various points of view regarding medication issues. Materials Law and Order: SVU – Noncompliance

Computers for word processing Copies of essay topic Handouts of Dagwood model Short passages from Recovered, Not Cured (160 – Reality is Boring) Quotation from Megan’s interview Copies of article about mental illness and creativity

Assessment Persuasive essay Grouping Strategies Student choice of articles to read Introduction Teacher will explain to students that today they are

going to be talking about a topic that spreads over all the different types of mental illnesses that have been discussed – the issue of medication. Teacher will begin by asking students a few questions to get them thinking about the choice between staying ill or holding onto characteristics of illness and being treated with the goal of being “cured.”

Think back to the interview with Megan we watched in the lesson about Bipolar. She was the redhead graduate student. In her interview, she said, “I get everything that I need to get accomplished accomplished…hypomania has its uses because you tend to be a little bit more social and a little bit more outgoing when you’re hypomanic.” What do you think about this? If hypomania feels good and feels productive, how might that affect a person’s attitude toward her disease?

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Class will reread/review students short excerpts from Recovered, Not Cured, called “Choice” and “Reality is Boring.” Teacher will ask for students’ thoughts on the piece and how this might reflect on patient’s choice to be treated.

Again, how does this passage show the way perception of a disease might affect a choice for treatment? What do you think about this passage?


1. Teacher will give students the choice of two articles to read in small groups. Students will be divided into groups, given the articles, and asked to read and discuss them in the groups in light of the issue of medication. 2. Class will come back together, and teacher will ask a spokesperson from each group to explain what the article was about, and what the group discussed in relation to the article. Teacher will provide copies of both articles if students from either group wants to read the other. 3. The class will then watch an episode of Law and Order: SVU called “Noncompliance,” about a schizophrenic man who is accused of killing his therapist when off of his medication. Class will watch the first half of the episode, where the story and problem is set forth, and then teacher will stop the episode before the trial and resolution of the episode. Because this episode includes a storyline in which a man is on trial for rape/murder, a permission slip will be sent home to parents before this lesson so students can view the show. 4. Students will be given a copy of the Dagwood model, and a copy of the topic they will be writing about. Teacher will explain that their assignment for the day will be to create a persuasive essay about the topic of medication for people with mental illnesses using the

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Dagwood model as a guide. Class will go through the Dagwood model together with an easy topic (i.e. Should school uniforms be required?) to make sure students understand the structure of a persuasive essay. Students will be asked to use examples and evidence from the course and the texts used and/or viewed to support their opinions in the essay. 5. Students will work on their persuasive essay in class for 20-30 minutes. Then, they will trade with a partner and read one another’s essays, making comments for improvement. For the next class, students will be asked to edit their essays, and bring them back completed. 6. Students will finish the Law and Order episode before the end of class. To finish the day, students will write a journal entry about the issue of medication and mental illness.

Journal Entry #10: Did today’s lesson change the way you thought about medication as a treatment for mental illness? Why so, how? What is your overall view on the use of medication in the treatment of mental illness? If you or a family member had a mental illness, what factors would affect your decision to treat the illness with medication? How does the idea of Conflict play into the medication issue?

Products Persuasive essay Journal entry

Resources Friedman, R. A. (2002). Connecting depression and artistry. Retrieved November 17, 2007 from http://www.namiscc.org/Research/2002/Creativity.htm McCook, A. (2002). Creative mind shares traits with mentally ill. Retrieved November 17, 2007 from http://www.namiscc.org/Research/2002/Creativity.htm McLean, R. (2003). Recovered, not cured. Crowns Nest, New South Wales, Australia: Allen & Unwin. Wolf, D. (Creator). (1999-2007). Law and order: SVU [Television Series]. United States: Wolf Films.

Extensions Complete your persuasive essay in a final draft format. Differentiation

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Dear Parents, In the next lesson, our class will be watching an episode of Law and Order: SVU that deals with the topic of a mental patient’s right to refuse medication. The episode is entitled “Noncompliance,” and episode tells the story of a young psychology student who is raped and murdered, and her patient who is accused of committing the crime. The beginning of the episode shows a couple shots of the crime scene, but afterward, focuses primarily on the patient with schizophrenia and his use of medication. However, due to the nature of the content, I would like your permission for your child to view this episode. Law and Order: SVU episodes are rated TV-14. Please sign below and return the form with your child. If you do not wish your child to view this video, an alternate activity will be provided. Thank you, Rebecca Walter _____ Yes, my child has permission to view the Law and Order: SVU episode Noncompliance. _____ No, my child does not have permission to view the Law and Order: SVU episode

Noncompliance. ___________________________________________ _________________ Signature Date Child’s Name (printed) ____________________________________________

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Creative Mind Shares Traits with Mentally Ill By Alison McCook Reuters May 29, 2002 NEW YORK (Reuters Health) - The wildly creative genius often walks a fine line, as many of humankind's greatest minds have edged into the darkness of mental illness. Now a new study shows that creative people tend to share more personality traits with the mentally ill than they do with the middle-of-the-road masses. This finding suggests that both creativity and manic depression, also called bipolar disorder, may share some of the same genetic underpinnings, Connie M. Strong of Stanford University in California told Reuters Health. "Both bipolar disorder and creativity probably are genetically driven, and may be related to the same set of genetic predispositions," she suggested. Strong and her co-author Dr. Terence A. Ketter measured creativity and personality traits in 48 patients with bipolar disorder, 25 patients with depression, 32 graduate students pursuing creative disciplines and 47 healthy people pursuing a relatively uncreative path in life. Bipolar disorder is marked by extreme mood swings from euphoria and excessive energy to severe depression and hopelessness. These drastic swings can damage the person's relationships and affect their work, and sometimes lead to suicide. Depression is sometimes called a "unipolar" condition in that it is only one half of the equation that makes up bipolar disorder. Strong and Ketter found that both creative students and those with bipolar disorders shared several personality traits. Such individuals were more open, and more neurotic and moody than the other study participants, according to findings presented at the American Psychiatric Association's annual meeting held in Philadelphia. People with neuroticism tend to have more anxiety, lower self-esteem and lower tolerance for stress than other individuals, and they may feel alienated, victimized and resentful, the researchers note. In an interview with Reuters Health, Strong explained that openness is a trait associated with a willingness to embrace new experiences, as well as being imaginative, curious and unconventional. These traits are often found in creative people, she added. Because similar traits are found in those with bipolar disorder it might indicate that both creativity and the mental illness stem from a similar genetic predisposition. "It makes sense that they are two potential outcomes of a shared predisposition,"

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she said. Indeed, previous studies have shown that there is a much higher rate of bipolar disorder in creative individuals than those in the general population. Strong said that people with bipolar disorder might also have creative tendencies because they see the world in two ways, with the same surroundings appearing differently to them depending on whether they are feeling manic or depressed. This "double view" of the world could allow manic depressive patients to be more open, she noted, one of the hallmark traits of creativity. The bipolar patients that participated in Strong's study appeared to be many times as creative as patients with depression, and showed even higher levels of creativity relative to those without mental illness. In fact, creativity among treated bipolar patients matched that seen in the graduate students pursuing creative degrees. Strong added that it was important to note that bipolar disorder patients showed high creativity despite the fact that they were being treated for their condition. Many patients are afraid to take medication for their disorder out of fear that it will impair their creativity, but these findings seem to suggest otherwise, Strong said. Source: http://www.reuters.com/news_article.jhtml?type=search&StoryID=1025834#

http://www.reuters.com/news_article.jhtml?type=search&StoryID=1025834

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Connecting Depression and Artistry By RICHARD A. FRIEDMAN, M.D. New York Times June 3, 2002 Everyone knows that creative geniuses are all mad. At least that is what the time-honored notion linking creativity and mental illness holds. Recently, this was underscored by "A Beautiful Mind," the film about the Nobel Prize-winning mathematician Dr. John Forbes Nash Jr., who struggled with schizophrenia. Bedeviled by hallucinations and delusions, Dr. Nash is seen scribbling mathematical formula on his Princeton dorm window and doing pioneering work on game theory in a pub. But in real life, Dr. Nash accomplished his greatest mathematics before his illness really took hold. As a psychiatrist, I have treated several highly creative people, all relieved to be rid of the symptoms of their mental illnesses. So I was feeling confident when it came to understanding the connection between mental illness and creativity. Simply put, psychiatric illness rarely confers creativity and treatment would not impair it. At least, that was my cherished theory until I met Sheryl. Sheryl, a photographer, had been depressed for nearly all her 36 years. Always gloomy and pessimistic, she accepted that she was hard-wired for unhappiness and that this was just her unlucky personality. So it never occurred to her that she might have a treatable illness. It was her boyfriend, singing the praises of his own treatment for depression, who sent her my way. Though she had witnessed her boyfriend's transformation on medication, she was skeptical that it would work for her, since she had no concept of what it would be like to feel well. It turned out that there was a deeper reason. She was afraid the treatment might dry up the wellspring of her creativity. To Sheryl, her depression and her art were inextricably linked, even though she knew that she had been artistically paralyzed in periods of severe depression. I told her that she had been suffering from a lifelong mild form of chronic depression called dysthymia, which she had mistaken for her personality, and that it was just as treatable as the severe episodes of acute depression that she periodically had. In one session, we discussed the topic of mood disorders and creativity. She knew of creative geniuses like Robert Schumann and John Keats, each manic depressive, and was sure that suffering was a prerequisite of great art. I countered that their creative output actually dropped during flare-ups. While there was evidence of a strong connection between bipolar disorder and creativity, the data for a link between pure depression — like Sheryl's — and creativity was much weaker. I reassured her that the antidepressant would not diminish her as an artist. The depression had hobbled her, and treatment, if anything, ought to free her to

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greater heights of expression. Sheryl came to the next session carrying a large portfolio of her photography. She wanted me to see her art before treatment started so I could witness its effect on her work. In stark black and white photos, she had captured the homeless and poor. Her kinship with the dispossessed was obvious, and the images were sad and moving. Despite her skepticism, Sheryl began treatment with an antidepressant that same day. In two months, Sheryl noticed that her lifelong pessimism, insomnia and fatigue had lifted. The depression melted away, and she felt happy without any other change in her life save the antidepressant. There was only one problem. The antidepressant had not just improved her mood, but had also transformed the content of her art. While Sheryl was now making and selling more photographs, she judged the quality to be inferior to her depressed art. I was flustered and asked to see her recent work. To my amazement, the photography had undergone a change as pronounced as her mood. Many shots were now in color, but the greatest effect was a change in subject: abject images had given way to street scenes of raucous boys and amorous couples. Sheryl dismissed the work as commercially successful but artistically mediocre. Who was I to judge? Now she faced a difficult choice: happiness in life or excellence in art. She chose to stop the antidepressant but remain in therapy. Within three months she had fully relapsed into depression, but preferred the art now to her "happy pictures." After several months of feeling depressed, she changed her mind and restarted the antidepressant. It sounds heretical coming from a psychiatrist, but a little depression probably was good for her art, even if the personal cost was too high. In the end, she opted for happiness. Source: http://www.nytimes.com/2002/06/04/health/psychology/04CASE.html?tntemail0

http://www.nytimes.com/2002/06/04/health/psychology/04CASE.html?tntemail0

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The Dagwood Model For Persuasive Writing

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Persuasive Essay Topic Because they may be potentially dangerous, mentally ill people should be required to take medication to treat the symptoms of their illness. Persuasive Essay Topic Because they may be potentially dangerous, mentally ill people should be required to take medication to treat the symptoms of their illness. Persuasive Essay Topic Because they may be potentially dangerous, mentally ill people should be required to take medication to treat the symptoms of their illness. Persuasive Essay Topic Because they may be potentially dangerous, mentally ill people should be required to take medication to treat the symptoms of their illness. Persuasive Essay Topic Because they may be potentially dangerous, mentally ill people should be required to take medication to treat the symptoms of their illness. Persuasive Essay Topic Because they may be potentially dangerous, mentally ill people should be required to take medication to treat the symptoms of their illness. Persuasive Essay Topic Because they may be potentially dangerous, mentally ill people should be required to take medication to treat the symptoms of their illness.

Lesson 12


Unit: Is It All In Your Head? Grade Level: 7th-8th Lesson Plan #12 LP Title: Unit Wrap-Up Lesson Length: 180 minutes Overarching Concept: Conflict Content/Concept/Standard TSW demonstrate knowledge of diagnostic criteria for people with mental illness.

TSW complete a problem-based scenario about erasing the stigma of mental illness. Materials Copies of instructions for final assessment

Observation forms for evaluation of skits by class School education plan rubrics Attitudes about Mental Illness Survey

Assessment Skit and school education plan Grouping Strategies Student choice Introduction Teacher will tell students that today marks the beginning

of the last lesson in the unit. Class will have a short discussion about the role of stigma in society toward people with mental illness. Teacher will pass out final assessment instruction sheet and class will read through the directions and grading rubric.

Tell me what you know or have learned in this unit about the role of conflict, especially stigma, in the study of mental illness? How can stigma toward people with mental illness be erased? What are some practical methods for doing so?


1. Students will have several class periods to work on their final assessment, creating their skit presentation and proposal for a public education program to educate the public about mental illness and work to erase the stigma toward mental illness. 2. After an appropriate amount of time (possibly several class periods), students will present their skits, with their classmates filling out observation forms to evaluate the accuracy of their portrayal. Groups will also present their school education plans to the class, explaining how their plans aim to erase stigma.

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3. At the end of the lesson, after all the presentation, students complete a final journal entry and complete the post-assessment survey about attitudes toward people with mental illness..

Final Journal Entry #12: Throughout this unit, you have learned about many different mental illnesses: schizophrenia, multiple personality disorder, obsessive-compulsive disorder, depression, bipolar disorders. Reread your first journal entry, and think about the way you felt at the beginning of this course about mental disorders and people with these disorders. How have your ideas and feelings changed since the beginning of the unit now that you have a better understanding of these mental disorders? How would you answer these questions now? How do you feel, in general, about people with mental illness? How would you feel if your friend introduced you to someone with depression? With schizophrenia? With multiple personality disorder? What would you think about the person? Would you be nervous about meeting them? It is often said that there is a stigma associated with mental illness. Do you think that’s true? Why or why not? What can we do to erase stigma?

Products Skit and school education plan Journal entry

Resources Student-chosen resources, web research, etc. Extensions Differentiation

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Name: ____________________________________________ Date: ______________________

Abnormal Psychology Post-Assessment

As you watch the skit, write down the behaviors you observe. (Behaviors might include speech)

What behavior in the skit was abnormal? What makes this behavior abnormal? Are there any questions you would want to ask this person before you diagnose them? What is your diagnosis for this patient? Describe the DSM-IV criteria they exhibit for the disorder. Are they missing any of the criteria for the illness you believe they have?

What grade would you give them skit for accuracy of the portrayal of the disorder they chose? Why would you give it this grade?

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Is it All In Your Head? Abnormal Psychology Culminating Project

Throughout this unit, we have learned about various mental illnesses: Obsessive-Compulsive Disorder, Schizophrenia, Dissociative Identity Disorder, Bipolar Disorder, and Depression. We have learned how to observe behavior, and match it to the diagnostic criteria for these disorders. We have also explored the way people with mental illness are portrayed in the media, and what this says about society’s attitudes toward people with mental illness. Your job in this lesson is to demonstrate your knowledge of two different aspects of this course. Part I First, you will be showing me that you understand the diagnostic criteria for a disorder of your choice. In order to do this, you will be working with a partner to create a skit in which you must present a person who has one of the disorders we discussed.

4. Your skit must show enough symptoms to meet the diagnostic criteria for the disorder. 5. One person in the skit will be the person with the illness, and the other person in the skit will be

a psychiatrist, family member, friend, or other person who interacts with the patient. 6. These skits are meant to demonstrate your knowledge of the disease. It is important that we be

respectful in our portrayal of people with mental illness, and remember that these skits are not meant to be funny or make fun of these disorders.

Part II The second part of your final project will demonstrate your problem-solving ability for erasing the stigma associated with mental illness. Your task is below: You are a middle school (6-8) guidance counselor, and the teachers have brought to your attention an important matter: several students at the school who have mental illness themselves or families members with mental illness are being ostracized, and their classmates are making fun of them. It has become a big problem, and the teachers want you to find a way to address the issue. As the school guidance counselor, your job is to develop a school-wide plan to address the issue and help erase the stigma associated with mental illness. How will you give the students this information in an age-appropriate way? What information do they need to have? What methods will you use to disseminate this information? Your plan must be presented in a proposal to the principal before it can be implemented. It must include at least one visual (i.e. poster, powerpoint, brochure, etc), a timeline for the program, and a letter to teachers and parents explaining your plan, as well as an outline of all the information you will be presenting. More detailed information is welcome if you think it will contribute to your proposal. You will be presenting your plan to the principal (and the class) on _______________________. You must have all your materials ready by the time of your presentation.

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Culminating Project Rubric

1 Not Preset

2 Far

Below Expect-ations

3 Falls Short of

Expect

4 Meets Expect-ations

5 Exceeds Expect-ations

Comments

Skit demonstrates accurate knowledge of specific DSM-IV criteria for the chosen mental illness

Skit is appropriate and compassionate toward people with mental illness

School plan includes pleasing visuals the appropriately support plan

School plan includes age-appropriate information to be taught to middle-schoolers

School plan includes a feasible timeline

School plans includes an informative letter(s) to parents and teachers

School plan includes a rationale that adequately explains “why” and “how” to the principle/audience

School plan is comprehensive and potentially effective

School plan presentation is well-delivered, using good speaking voices and eye contact. It is engaging.

Lesson 12

Final Journal Entry: Throughout this unit, you have learned about many different mental illnesses: schizophrenia, multiple personality disorder, obsessive-compulsive disorder, depression, bipolar disorders. Reread your first journal entry, and think about the way you felt at the beginning of this course about mental disorders and people with these disorders. How have your ideas and feelings changed since the beginning of the unit now that you have a better understanding of these mental disorders? How would you answer these questions now? How do you feel, in general, about people with mental illness? How would you feel if your friend introduced you to someone with depression? With schizophrenia? With multiple personality disorder? What would you think about the person? Would you be nervous about meeting them? It is often said that there is a stigma associated with mental illness. Do you think that’s true? Why or why not? What can we do to erase stigma?

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Name: _________________________________________________ Date: _________________

Attitudes about Mental Illness Survey (Post-Assessment) Completely

Disagree

Somewhat Disagree


Somewhat Agree

Completely Agree

1 2 3 4 5 1. I feel anxious or frightened at the idea of


2. I feel anxious or frightened at the idea of meeting a person with dissociative identity disorder (multiple personalities).

3. I feel anxious or frightened at the idea of meeting a person with schizophrenia.

4. I feel anxious or frightened at the idea of meeting a person with obsessive-compulsive disorder.

5. I feel anxious or frightened at the idea of meeting a person who is bipolar/manic-depressive.






References and Materials

Adams. (2002). Socratic Seminars. Retrieved October 31, 2007 from http://www.studyguide.org/socratic_seminar.htm Akiane Interview. Retrieved November 5, 2007 from http://youtube.com/watch?v=-YdIVeBo8SE Allison Stokke Interview. Retrieved November 5, 2007, from http://youtube.com/watch?v=zasPlQYZEHw Alven H. Perlmutter, Inc. (Producer). (1992). The world of abnormal psychology: Mood disorders (video 8) [Motion picture]. (Available from the William and Mary Psychology Department, or The Annenberg/CPB Collection, PO Box 2345, S. Burlington, VT 05407- 2345, www.learner.com or 1-800-LEARNER) American Psychiatric Association. (1994). Diagnostic Criteria from DSM-IV (4th ed.). Washington, DC: Author. Bob Marley Redemption Song. Retrieved November 5, 2007 from http://youtube.com/watch?v=zsAXUuJR7J0 Case studies. (n.d.). Retrieved October 8, 2007 from http://psyweb.com/Casestudies/CaseStudies.jsp Chechick, J. S. (Director). (1993). Benny and Joon [Motion picture]. United States: MGM. Colorado State University (Producer). (1997). Teaching modules: The brain: Module 23: Multiple

personality [Motion picture]. (Available from the William and Mary Psychology Department, or The Annenberg/CPB Collection, PO Box 2345, S. Burlington, VT 05407- 2345, www.learner.com or 1-800-LEARNER)

Comer, R. (1995). Abnormal psychology. New York: W. H. Freeman and Co. Davidson, A. (n.d.) Schitzophrenia. Retrieved October 14, 2007 from http://www.voicesforum.org.uk/schitz.htm Davis, G. A., & Rimm, S. B. (2004). Education of the gifted and talented. Boston: Pearson Education, Inc. Dissociative identity disorder (multiple personality disorder). (2005). Retrieved October 27, 2005 from http://psychologytoday.com/conditions/did.html Friedman, R. A. (2002). Connecting depression and artistry. Retrieved November 17, 2007 from http://www.namiscc.org/Research/2002/Creativity.htm Hamilton, D. (1995). Sad Days, Glad Days. Morton Grove, IL: Albert Whitman & Co. Harris, S. (n.d.). Sam Harris’s Story. Retrieved November 5, 2007, from http://allmentalhealth.samhsa.gov/story_samharris.html


http://youtube.com/watch?v=-YdIVeBo8SE

http://youtube.com/watch?v=zasPlQYZEHw


http://youtube.com/watch?v=zsAXUuJR7J0

http://psyweb.com/Casestudies/CaseStudies.jsp





Hoberman, D. (Director). (2002-2007). Monk [Television series]. USA Network. Hopkin’s Technology. (1994). What is OCD? Retrieved October 21, 2007 from http://www.hoptechno.com/ocd.htm Johnson, N. (Director). (1957). The Three Faces of Eve [Motion picture]. United States: Twentieth Century Fox. Littauer, F. (1992). Personality Puzzle. Grand Rapids, MI: Fleming H. Revell. McCook, A. (2002). Creative mind shares traits with mentally ill. Retrieved November 17, 2007 from http://www.namiscc.org/Research/2002/Creativity.htm McLean, R. (2003). Recovered, not cured. Crowns Nest, New South Wales, Australia: Allen & Unwin. Oz, F. (Director). (1991). What about Bob? [Motion picture]. USA: Touchstone Pictures. R18: Emotions and Yoga Psychology. Retrieved November 5, 2007, from http://youtube.com/watch?v=PwGQhfUsTaw Rosita. (n.d.). Rosita’s Story. Retrieved November 5, 2007, from http://allmentalhealth.samhsa.gov/story_rosita.html Schizophrenia. (n.d.). Retrieved October 8, 2007 from http://www.educ.drake.edu/nri/syllabi/reha222/Schizophrenia/SchizCase.html Schizophrenia. Retrieved November 14, 2007 from http://www.youtube.com/watch?v=H_jYqSA_fJk Schizophrenia: Gerald, Part I. Retrived November 14, 2007 from http://www.youtube.com/watch?v=gGnl8dqEoPQ Schreiber, F. R. (1973). Sybil. New York: Warner Books. Shadyac, T. (director). (1998). Patch Adams [Motion picture]. United States: Blue Wolf. Top 10 most eccentric people you don’t know. (2006). Retrieved October 8, 2007 from http://www.2spare.com/item_45962.aspx UCLA Neuropsychiatric Institute and Hospital.(Producer). (n.d.). Bill [Motion picture]. (Available from Student CD-ROM accompanying Comer’s Abnormal Psychology textbook.) VanTassel-Baska, J., & Stambaugh, T. (2006). Comprehensive curriculum for gifted learners. Boston: Pearson Education, Inc. Wolf, D. (Creator). (1999-2007). Law and order: SVU [Television Series]. United States: Wolf Films.


http://youtube.com/watch?v=PwGQhfUsTaw


http://www.educ.drake.edu/nri/syllabi/reha222/Schizophrenia/SchizCase.html

http://www.youtube.com/watch?v=H_jYqSA_fJk

http://www.youtube.com/watch?v=gGnl8dqEoPQ

http://www.2spare.com/item_45962.aspx

abnormal psych lesson plan sample

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