Psychology Unit Plan

Catherine Tanck
Unit: Abnormal Psychology Length: 10 Days Day 1- Anxiety Disorders Day 2 Somatoform Disorders Day 3 Mood Disorders Day 4- Mood Disorders Day 5- Schizophrenia Day 6- Schizophrenia Day 7- Personality Disorders Day 8- Personality Disorders Day 9- Review Day 10- Test Day
Anxiety (Day 1) Descriptive Data Subject: Psychology Time/Place: 3rd hour, Grandville High School, 50 minutes Date: 10/16/13 Grade: 12 Lesson Title: Anxiety Web Activity Topic of lesson: Students will explore a variety of anxiety disorders through a guided web activity that will lead them through a reliable website Instructional Strategy: Online Exploration Unit Title: Abnormal Psychology Students will learn about anxiety disorders including generalized anxiety disorder, obsessive compulsive disorder, panic disorder, agoraphobia, posttraumatic stress disorder, and social anxiety disorder. They will learn about this through and online web exploration. Worksheet Computer Lab Students will complete the web activity worksheet Students will correctly answer questions regarding anxiety disorders Students will properly determine symptoms for particular anxiety disorders Students will determine the difference between normal and abnormal amounts of anxiety Many of these objectives will be measure by different questions in the worksheet AP Standards: Discuss the major diagnostic categories, including anxiety disorders Recognize the use of the Diagnostic and Statistical Manual of Mental Disorders (DSM) published by the American Psychiatric Association as the primary reference for making diagnostic judgments Identify the positive and negative consequences of diagnostic labels (e .g ., the Rosenhan study) National Standards: Describe the classification of psychological disorders. Discuss the challenges associated with diagnosis. Describe symptoms and causes of major categories of psychological disorders including anxiety Evaluate how different factors influence an individuals experience of psychological disorders
Content
Materials Learning Objectives
Content Standards
Anticipatory Set (8 min)
When the students come in, I will have the statement tell me everything you think you know about anxiety. I will give the students about 5 minutes to think to themselves about what they already know about anxiety. We will then come together as a large group and discuss what people knew about anxiety, as I hear something new I will write it on the board. We will not go into much discussion because the web exploration will take a significant amount of time. I just want students to begin thinking about what they already know about anxiety, so that knowledge if fresh and they can relate the new things they are learning to their previous knowledge. I will give students 5 minutes to think individually, and for 3 minutes I will ask for peoples answers. Students will go through the online exploration worksheet There should not be many questions because the worksheet tells them exactly what they should be doing, and breaks it down step by step If students finish early they can continue to explore the website, especially the section for anxiety in children I will check for understanding by walking around during the activity and asking students particular questions. Example: o What is generalized anxiety disorder? o How is that symptom different than what the average person experiences? o Is that symptom true for all people? o Do you think that treatment method would work? o The questions will vary slightly depending on the work that the student is doing but the questions will ask them to think on a deeper level than just what did you put in that blank. For homework they will need to complete the assignment from class. Because I am grading on completion I do not need a rubric for my assessment, however although I am grading for completion, I will look at their answers to make sure students put forth real effort. I will always use this as a chance to see how deep my students understood the material.
Procedures- Lesson Development (Remainder of the lesson) Checking for Understanding
Assessments
Anxiety Online Worksheet

Go to the website www.adaa.org. Scroll down to quick links and complete the following worksheet. This will be collected so keep your work neat and answer every question COMPLETELY. If you finish, remain on the same webpage, and explore Anxiety in Children.
Generalized Anxiety Disorder:

Generalized anxiety disorder is characterized by __________________________, ___________________________, and _______________________ worry about ___________________________.
List 3 symptoms:
1)
2)
3)
GAD affects _______% of Americans, and woman are _______ as likely to be affected
When is the risk for GAD highest?
Watch the video about the difference between GAD and general anxiety, plus treatment options. Write two interesting things you learned in this video, and why they interested you.
1)
2)
Briefly explain a treatment option:
Obsessive Compulsive Disorder:

Obsessions:
Compulsions:
Most people who have OCD are _______________ that their obsessions and compulsions are _________________, yet they feel ___________________________ to stop them.
List 3 symptoms:
1)
2)
3)
Click on the link for trichotillomania Briefly explain what the disorder is, and how you think it connects to the umbrella disorder of obsessive compulsive disorder.
Panic Disorder and Agoraphobia:

Panic Disorder is diagnosed in people who experience ___________________________ seemingly out-of-the-blue __________________________ and are preoccupied with the fear of a ____________________________. Panic attacks occur _________________, sometimes even during sleep.
Click on the link Learn the Symptoms of Panic Attack. List 3 symptoms of a panic attack
1)
2)
3)
Women are ____________ as likely as men to experience a panic disorder.
Why do many people who suffer from a panic disorder go untreated?
Take the time to explore the charts, there is nothing you need to write, but I want you to go through and look at them.
Define agoraphobia: Someone going into situations or places in which they've ________________ had a ___________________ in anticipation of it _______________________________.
Name 3 places someone with agoraphobia might want to avoid 1)
2)
3)
Post-Traumatic Stress Disorder:

A serious _______________________________ ________________________________
condition that can occur in people who have ________________________________________ or __________________________________ a natural disaster, serious accident, terrorist incident, sudden death of a loved one, war, violent personal assault such as rape, or other lifethreatening events.
List 3 symptoms of PTSD:
1)
2)
3)
PTSD often occurs with ______________________________, __________________ ___________________, or other ____________________________________ disorders.
Briefly explain why many people who struggle with PTSD have trouble in their relationships
List 2 of the extra PTSD facts that you found interesting and why: 1)
2)
Social Anxiety Disorder:

The __________________________________ of being __________________________________ and judged by others in social or performance situations
Briefly explain the difference between social anxiety disorder and shyness
What is the typical age of onset?
Read the link Triumph Over Shyness: Conquering Social Anxiety Disorder, and tell me two things that you learned from it. 1)
2)
Read the section on specific phobias. List 3 things that you found interesting about the specific phobias section, and explain why you found them interesting. 1)
2)
3)
Day 2 (Somatoform) Descriptive Data Subject: Psychology Time/Place: 3rd hour, Grandville High School, 50 minutes Date: 10/17/13 Grade: 12 Lesson Title: Somatoform Disorders Topic of lesson: Students will learn about the 5 major types of somatoform disorders through a lecture. They will then choose one disorder, find an article on it, and annotate the article for class the next day. Instructional Strategy: Lecture Unit Title: Abnormal Psychology Students will learn about conversion disorder, somatization disorder, hypochondriasis, body dysmorphic disorder and pain disorder through lecture. Because the symptoms are so specific for these disorders lecture is the best method to teach them. The symptoms that are taught will come from the DSM IV. Additionally, many students find these interesting so keeping the students attention should not be too difficult. Because many of these disorders are ones that many students will never see, I will include pictures, videos, and case studies to ensure that students can understand the disorder from the view of both a therapist and a patient. Research Assignment sheet Somatoform Disorders presentation Computer Projector Conversion Disorder Video (http://www.youtube.com/watch?v=oQr-kEV5Eu8) Hypochondriasis Video (http://www.youtube.com/watch?v=N4BSJ7YGClE) Body Dysmorphic Disorder (http://www.youtube.com/watch?v=iAuc2xAM7-8)
Content
Materials
Learning Objectives
Content Standards
Students will differentiate between different somatoform disorders Students will understand the specific symptoms of conversion disorder, somatization disorder, hypochondriasis, body dysmorphic disorder and pain disorder. Students will use the DSM-IV as a diagnostic tool Students will discriminate between normal and abnormal behavior Students will apply research skills to a psychology article Students will determine important information from unimportant Students will watch a case study and diagnose a patient Student will learn from videos more about specific disorders These will be measured through the homework and questions asked during the lecture AP Standards:
Discuss the major diagnostic categories of somatoform disorders Recognize the use of the Diagnostic and Statistical Manual of Mental Disorders (DSM) published by the American Psychiatric Association as the primary reference for making diagnostic judgments Identify the positive and negative consequences of diagnostic labels (e .g ., the Rosenhan study) National Standards: Describe the classification of psychological disorders. Discuss the challenges associated with diagnosis. Describe symptoms and causes of major categories of psychological disorders including anxiety Evaluate how different factors influence an individuals experience of psychological disorders Discuss the impact of psychological disorders on the individual, family, and society. Anticipatory Set (10 min) Procedures- Lesson Development (Remainder of the lesson) Play three different videos. Tell students to take notes about possible symptoms as they watch the videos. These videos correspond to specific disorders that the students are going to look at during class. Do the anticipatory set (play the videos and have students write possible symptoms) Go through the lecture making sure to focus on case studies and pictures to make the symptoms more real for the students For each disorder I will give the definition, symptoms according to the DSMIV and other information After the lecture, ask the students what disorders they believe the beginning videos represented from the lecture Open the class up to discuss this. Some leading questions may be.. o What symptom led you to believe is was that disorder? o Is that symptom always abnormal? o Why didnt you think it was one of the other disorders? o What was your deciding symptom? Leave time to introduce the homework for the night which is to find an article about one of the disorders that we learned about. The student need to find the article, annotate it, and write two interesting facts at the bottom. I will check for understanding by seeing whether or not the students properly diagnose the beginning videos. If the students are critical of each others symptom choices, participate in active discussion, and get the videos correct I will consider that to mean that they understand the material. I will assess the students through the articles that they turn in the next day. By having them read a current article about what we are learning about, I can tell the depth of understanding that the students have I will also assess them through asking questions during the lecture and discussion. The questions listed above are meant to encourage students to think deeply about what I am asking, and to think critically about their diagnosis
Checking for Understanding
Assessments
Additionally I will assess them by whether or not they got the video diagnosis correct.
Article Assignment
For homework tonight, find an article online about a specific somatoform disorder. FIND A RELIABLE SOURCE.
When you find an article that interests you, annotate it (highlight and make notes). On the back or bottom of the article write two things that you found interesting about the article.
Name _________________________________
Article Assignment
For homework tonight, find an article online about a specific somatoform disorder. FIND A RELIABLE SOURCE.
When you find an article that interests you, annotate it (highlight and make notes). On the back or bottom of the article write two things that you found interesting about the article.
Day 3 Descriptive Data Subject: Psychology Time/Place: 3rd hour, Grandville High School, 50 minutes Date: 10/16/13 Grade: 12 Lesson Title: Bipolar and Depression Lecture Topic of lesson: Students will learn about bipolar disorder and depression, understand the symptoms of both, and how those symptoms influence the persons life. Instructional Strategy: Lecture/Movie Unit Title: Abnormal Psychology Students will learn about bipolar disorder and depression through a lecture. The lecture will focus on the definitions, symptoms, and the influence of those symptoms of the everyday life of the person. Students should be taking their own notes during the lecture, writing down things that they believe are important. Additionally, through a movie, students will hear first-hand accounts of what it is life to suffer from depression. Projector Depression movie (on YouTube) http://www.youtube.com/watch?v=F5YubjEqbZ8 Notebook (students) Worksheet Students will be able to define bipolar disorder Students will be able to define depression Students can differentiate between when a symptom is normal and when it becomes abnormal Students will understand dealing with depression from a patients point of view Students will think about treatment methods through a critical lens These will be measure by questions asked during the lecture such as. .. o Can you differentiate between bipolar disorder and depression? (Blooms 4) o Can you paraphrase the symptoms of depression? (Blooms 2) o Can you summarize the symptoms of bipolar disorder? (Blooms 5) o Can you relate to the experiences of someone with depression? (Blooms 6) Asking higher level thinking questions because the basic blooms taxonomy questions were covered in the lecture. Content Standards AP Standards:
Content
Materials
Learning Objectives
Describe contemporary and historical conceptions of what constitutes psychological disorders Recognize the use of the Diagnostic and Statistical Manual of Mental Disorders (DSM) published by the American Psychiatric Association as the primary reference for making diagnostic judgments Identify the positive and negative consequences of diagnostic labels (e .g ., the Rosenhan study) Discuss the major diagnostic categories including mood disorders and their corresponding symptoms National Standards: 2.1 Describe the classification of psychological disorders. 2.2 Discuss the challenges associated with diagnosis. 2.3 Describe symptoms and causes of major categories of psychological disorders (including schizophrenic, mood, anxiety, and personality disorders). 2.4 Evaluate how different factors influence an individuals experience of psychological disorders. 1.4 Discuss how stigma relates to abnormal behavior. 1.5 Discuss the impact of psychological disorders on the individual, family, and society. There will be a prompt written on the board asking students to reflect on a personal experience involving depression, or to think about the experience of someone they know. This will encourage students to think about depression through their own personal experiences. Student will do the anticipatory activity Students will hear the lecture Go through slide by slide, lecture consists of definitions, symptoms, and the historical changes that this diagnosis has experienced in recent years Questions above will be asked throughout the lecture to determine understanding After the lecture students will watch a BBC video on depression to understand how the symptoms http://www.youtube.com/watch?v=F5YubjEqbZ8 The check for understanding will be done by asking questions during and after the lecture These questions vary on their level of blooms to ensure that students understand the information on a deep level For homework they will need to write a reflection on the movie. They should reflect on how, as psychologists, we need to look past the symptoms to how they affect people as a whole and more prompts will b listed on the worksheet. The instructions are all given on the worksheet
ProceduresLesson Development (Remainder of the lesson20 minutes for lecture, 20 minutes for video (or remainder of class)) Checking for Understanding
Assessments
Depression Reflection
Please write a brief reflection below on the movie we watched in class today. During this reflection please consider the following ideas Consequences of shrinking peoples experiences down to a list of symptoms How symptoms look differently depending on the person The stigma that comes along with the label of depression and how it influences the patients experience
These are just a few ideas; feel free to reflect on something else if you would like.
Day 4 Descriptive Data Subject: Psychology Time/Place: 3rd hour, Grandville High School, 50 minutes Date: 10/16/13 Grade: 12 Lesson Title: Music and Mood Disorders Topic of lesson: Determining through, song lyrics and the mood given through a song, what psychological disorder the artist could have had. Instructional Strategy: Creative Problem Solving Unit Title: Abnormal Psychology Teaching about mood disorders through the use of music. Students will listen to different songs, and read their lyrics, before determining what mood disorder that particular song represents. Students will also need to prepare a paragraph for each song detailing why they believe that mood disorder and song go together. This lesson is meant to inspire students to think critically about the symptoms of different mood disorders, and to realize that symptoms are not just part of a definition, but are a persons experience. We cannot diagnose someone based merely on symptoms. Additionally, this lesson is meant to make students think about the emotional impact having a mood disorder may have on a person in both their person and professional lives. Worksheet YouTube Video (Computer, projector) iPads (or other listening device) to listen to songs Rubric for writing assignment Students will compare the differences between major depressive disorder, mania and bipolar disorder Students will categorize songs in relation to different mood disorders Students will discriminate between different mood disorders based on their symptoms Students will justify their opinions with specific support using both lyrics and mood disorder definitions AP Standards: Discuss mood disorders and the major corresponding symptoms Know the positive and negative consequences of having a diagnostic label Describe contemporary and historical conceptions of what constitutes psychological disorders National Standards: Describe symptoms and causes of major psychological disorders including mood disorders Evaluate how different factored influence an individuals experience of a psychological disorder
Content
Materials
Learning Objectives
Content Standards
Play video about a conductor who talks about his struggles with bipolar disorder and how it has affected his music. The video talks about his struggled with constantly feeling as though he was being judged because of his mental illness. The video goes on to talk about how he now uses music to embrace his mental illness. Remember to talk about the story he mentions about one of the people in his orchestra who said that music helped him reconnect with his family. The video is about 5 minutes, leave about 3 minutes for discussion. Could go longer if the discussion is going well. A few discussion questions: How Ronalds mental illness change his professional life for the worse? How did it change it for the better? What stigmas about mental illness did you hear Ronald mention? How did having a musical outlet help Ronald? What symptoms did you hear Ronald talk about? How did his symptoms affect his everyday life? Because these are just questions about the anticipatory set, I am not necessarily looking for the students to get them correct (there isnt necessarily a correct answer) but rather, I am looking to see that students are thinking critically about mood disorders and the large effect they can have on the people who suffer from them, and the outlets that those people can use to help them deal with the disorder. The previous day, the students learned the definition for mania, major depressive disorder, and bipolar disorder. Today they will be looking at different songs and determining what disorder they believe that they song embodies. They will be given a worksheet that has all of this information on it, included in the worksheet will be lyrics to the songs. The lyrics were printed out to help the students pay attention to not only the feel of the music, but also what the artist is saying. The students will read the lyrics and listen to the songs on their iPads with their table mates. They will then work together to determine what disorder they believe that the songs embody. After they determine this, they must INDIVIDUALLY write a paragraph about why they believe the song and disorder are paired together giving specific lyrical support for their opinion. To make sure that the students are listening to the correct songs, I will send out a link beforehand to a YouTube channel that has the playlist on it. If some students finish the activity before others, I will have them begin on the homework assignment which is to find a song they believe represents one of the three mood disorders, and prepare a paragraph explaining their choice Once the majority of students finish the activity we will begin a discussion (any students who did not finish the activity need to finish it for homework in addition to the other work assigned)
Procedures- Lesson Development (30 min for worksheet/12 min for discussion)
Assessments
I will ask the students a few questions, if one question spurs their interest allow them to continue on that topic, or if one song is more controversial than others allow them to discuss that question rather than trying to get through them all Discussion questions o What specific symptoms did you find represented in these I songs? o How were these symptoms represented? o Do all symptoms look the same no matter who is experiencing them? o Ask students if there was any song in particular they struggled with o Ask them about how the symptoms play out in the emotions expressed in the songs. (Try and get the students to get to the point that we learn about symptoms and disorders as definitions, but when people actually experience them they are far more emotional than the definition we read in the book) o After hearing these songs could we diagnose the artist? (Try to spur a discussion about how possessing a few of the symptoms is not enough to diagnose a person, disorders are NOT just a list of symptoms but rather how those symptoms affect everyday life) I will gauge how well the students understood the lesson based on their depth of understanding. What I am looking for in their answers is a hint towards my final discussion about reducing people down to symptoms. But I also want them to think about the emotional implications that all of these symptoms can have. The symptoms are not just a list of things, but persons real experiences. My goal of the discussion questions is for students to think further about the personal experiences that come along with having a mood disorder whether it is mania, bipolar, or major depressive. Leave time to explain the homework assignment which is a paragraph write up about a song of their choice that they believe embodies one of the mood disorders. Also hand out the rubric for the paper. I will check for understanding by walking around the room while the students are doing the activity and asking them questions about their choices. These questions will be used to lead students to thinking about the emotional implications of symptoms and the problems with deducing people down to a list of symptoms. I will also check for understanding during the discussion questions following the activity. I will evaluate whether or not they understood the point of the activity by looking at both their general understanding of the disorders, and also their understanding of the implications of the symptoms as a whole. The questions will be specifically evaluated as indicated in the procedures part of the lesson. The assessment will also be used as a check for understanding, because I will grade it based on the rubric to determine whether or not they understood the lesson For homework they will need to choose a song that they believe embodies on of the three mood disorders we learned about, and write a paragraph explaining their choice to me I will evaluate their homework with a rubric. The rubric will focus heavily on
Meeting the Needs of All Students
specific lyrical proof of symptoms, and emotional symptoms in the song. I will also grade for good grammar, conventions etc. Students who do not learn well from the book or power point will be given a chance to learn in different way by using music to understand the symptoms Ability will not determine whether or not students are engaged because I will give them the definitions and they will be able to discuss with the people around them. Additionally because this activity is more about listening and thinking about the definitions, even a student who doesnt fully understand the definitions will be able to participate. Differences in regard to race, gender, and culture will spur interesting conversations and may cause students to look at the symptoms in the song differently. However, no difference in any of these things will cause the students to get a completely different answer. The students will write the paragraphs individually to encourage students to use their differences to support their opinion in a different way If a student has a hearing disability I can let them use their own iPad to listen to the songs (with headphones) but they can still participate in the table and large group discussion, additionally the lyrics are printed out so a student could read along if they cannot hear the music easily There should be very few behavior problems because of the nature of the assignment. Most students will enjoy this lesson because it involves looking at the definitions from a critical point of view, and using music to make the symptoms more relatable. At the beginning of the hour students should be reminded that the iPads are a privilege. Any behavior problems (that are not minor) that persist will cause the students to just read the lyrics rather than getting to use the iPads to listen to the songs
Music and Mood Disorders

Each of these songs represents a particular mood disorder. Using what you learned yesterday, work with the people at your table to determine what mood disorder the song represents. The lyrics can be found on the following pages. Below, I will also give you the definitions we learned yesterday.
Definitions:
Mania: a mood disorder marked by a hyperactive, wildly optimistic state. Major Depressive Disorder: a mood disorder in which a person experiences, in the absence of drugs or a medical condition, two or more weeks of significantly depressed moods, feelings of worthlessness, and diminished interest or pleasure in most activities. Bipolar Disorder: a mood disorder in which the person alternates between the hopelessness and lethargy of depression and the overexcited state of mania.
Note:
For each song, discuss with your group what you believe the disorder is, but prepare a brief paragraph about why you think this song represents that particular disorder ON YOUR OWN. You need to write this as if the person reading it did not know a lot about psychology.
The Songs:
I Love It (Icona Pop) Best of Both Worlds (Hannah Montana) Boulevard of Broken Dreams (Green Day) ANSWER: MANIA ANSWER: BIPOLAR ANSWER: DEPRESSION
Adams Song (Blink 182) Knee Deep (Zac Brown Band)
ANSWER: DEPRESSION ANSWER: MANIA
I Love It-Icona Pop (feat. Charli XCX) I got this feeling on the summer day when you were gone. I crashed my car into the bridge. I watched, I let it burn. I threw your crap into a bag and pushed it down the stairs. I crashed my car into the bridge. I don't care, I love it. I don't care. I got this feeling on the summer day when you were gone. I crashed my car into the bridge. I watched, I let it burn. I threw your crap into a bag and pushed it down the stairs. I crashed my car into the bridge. I don't care, I love it. I don't care. You're on a different road, I'm in the Milky Way You want me down on earth, but I am up in space You're so dang hard to please, we gotta kill this switch You're from the 70's, but I'm a 90's chick
I love it! I love it! I got this feeling on the summer day when you were gone. I crashed my car into the bridge. I watched, I let it burn. I threw your crap into a bag and pushed it down the stairs. I crashed my car into the bridge. I don't care, I love it. I don't care, I love it, I love it. I don't care, I love it. I don't care. You're on a different road, I'm in the Milky Way You want me down on earth, but I am up in space You're so dang hard to please, we gotta kill this switch You're from the 70's, but I'm a 90's chick I don't care, I love it. I don't care, I love it, I love it. I don't care, I love it. I don't care, I love it, I love it. I don't care. I love it.
Best Of Both Worlds-Hannah Montana Oh yeah Come on You get the limo out front Hottest styles, every shoe, every color Yeah, when you're famous it can be kinda fun It's really you but no one ever discovers In some ways you're just like all your friends But on stage you're a star You get the best of both worlds Chill it out, take it slow Then you rock out the show You get the best of both worlds Mix it all together and you know that it's the best of both worlds The best of both worlds You go to movie premiers (is that Orlando Bloom?) Hear your songs on the radio Livin' two lives is a little weird But school's cool cause nobody knows Yeah you get to be a small town girl But big time when you play your guitar You get the best of both worlds
Chill it out, take it slow Then you rock out the show You get the best of both worlds Mix it all together and you know that it's the best of both You know the best of both worlds Pictures and autographs You get your face in all the magazines The best part is that you get to be whoever you wanna be (Best! Best!) Yeah, the best of both! (Best! Best!) You got the best of both! (Best! Best!) Come on, the best of both! Who would of thought that a girl like me Would double as a superstar You get the best of both worlds Chill it out, take it slow Then you rock out the show You get the best of both worlds Mix it all together and you know that it's the best of both worlds You get the best of both worlds Without the shades and the hair You can go anywhere You get the best of both girls Mix it all together Oh, yeah It's so much better 'cause you know you've got the best of both worlds
Boulevard of Broken DreamsGreen Day I walk a lonely road The only one that I have ever known Don't know where it goes But it's home to me and I walk alone I walk this empty street On the Boulevard of Broken Dreams where the city sleeps And I'm the only one and I walk alone I walk alone, I walk alone I walk alone, I walk a... My shadow's the only one that walks beside me My shallow heart's the only thing that's beating Sometimes I wish someone out there will find me Till then I walk alone Ah-ah, Ah-ah, Ah-ah, Aaah-ah, Ah-ah, Ah-ah, Ah-ah I'm walking down the line That divides me somewhere in my mind On the border line Of the edge and where I walk alone Read between the lines
What's muffed up and everything's alright Check my vital signs To know I'm still alive and I walk alone I walk alone I walk alone I walk alone I walk a My shadow's the only one that walks beside me My shallow heart's the only thing that's beating Sometimes I wish someone out there will find me Till then I walk alone Ah-ah, Ah-ah, Ah-ah, Aaah-ah, Ah-ah, Ah-ah, Ah-ah I walk this empty street On the Boulevard of Broken Dreams Where the city sleeps And I'm the only one and I walk a My shadow's the only one that walks beside me My shallow heart's the only thing that's beating Sometimes I wish someone out there will find me Till then I walk alone
Adam's Song- Blink 182 I never thought I'd die alone I laughed the loudest who'd have known? I trace the cord back to the wall No wonder it was never plugged in at all I took my time, I hurried up The choice was mine I didn't think enough I'm too depressed to go on You'll be sorry when I'm gone [Chorus:] I never conquered, rarely came 16 just held such better days Days when I still felt alive We couldn't wait to get outside The world was wide, too late to try The tour was over we'd survived I couldn't wait till I got home To pass the time in my room alone I never thought I'd die alone Another six months I'll be unknown Give all my things to all my friends You'll never step foot in my room again You'll close it off, board it up Remember the time that I spilled the cup Of apple juice in the hall Please tell mom this is not her fault [Chorus:] I never conquered, rarely came 16 just held such better days Days when I still felt alive We couldn't wait to get outside The world was wide, too late to try The tour was over we'd survived I couldn't wait till I got home To pass the time in my room alone I never conquered, rarely came But tomorrow holds such better days Days when I can still feel alive When I can't wait to get outside The world is wide, the time goes by The tour is over, I've survived I can't wait till I get home To pass the time in my room alone
Catherine Tanck
Knee Deep- Zac Brown Band (feat. Jimmy Buffett) Gonna put the the world away for a minute Pretend I don't live in it Sunshine gonna wash my blues away Had sweet love but I lost it She got too close so I fought her Now I'm lost in the world trying to find me a better way Wishing I was knee deep in the water somewhere Got the blue sky breeze and it don't seem fair Only worry in the world is the tide gonna reach my chair Sunrise there's a fire in the sky Never been so happy Never felt so high And I think I might have found me my own kind of paradise Wrote a note said be back in a minute Bought a boat and I sailed off in it Don't think anybody gonna miss me anyway Mind on a permanent vacation The ocean is my only medication Wishing my condition ain't ever gonna go away Cause now I'm knee deep in the water
somewhere Got the blue sky breeze blowing wind through my hair Only worry in the world is the tide gonna reach my chair Sunrise there's a fire in the sky Never been so happy Never felt so high And I think I might have found me my own kind of paradise This champagne shore washing over me It's a sweet sweet life living by the salty sea One day you could be as lost as me Change you're geography Maybe you might be Knee deep in the water somewhere Got the blue sky breeze blowing wind through my hair Only worry in the world is the tide gonna reach my chair Sunrise there's a fire in the sky Never been so happy Never felt so high And I think I might have found me my own kind of paradise Come on in the water it's nice Find yourself a little slice Grab a backpack of lies You never know until you try When you lose yourself You find the key to paradise
Music and Mood Disorders Homework Rubric Name:_________________________________ 4. Distinguished Song: Student's song choice flawlessly matches specified mood disorder Four or more symptoms are mentioned and supported in the paper 3. Proficient 2. Apprentice 1. Novice Song does not match mood disorder
Students song Students song somewhat barely matches matches mood mood disorder disorder
Symptoms:
2 to 3 symptoms are mentioned in the paper and supported
Less than 2 symptoms are mentioned in the paper, or symptoms not supported strongly Many spelling and grammar errors
Less than two symptoms are mentioned and symptoms are not supported strongly
Writing:
No spelling or grammar errors
Very few spelling and grammar errors
Too many spelling and grammar errors to read
*EXTRA CREDIT IF YOU INCORPORATE THE EMOTIONAL IMPLICATIONS OF THE SYMPTOMS AS FOUND IN THE SONG*
Name _________________________________
Day 5 Descriptive Data Subject: Psychology Time/Place: 3rd hour, Grandville High School, 50 minutes Date: 10/22/13 Grade: 12 Lesson Title: Schizophrenia Topic of lesson: Students will learn about schizophrenia and the different forms that the disorder can take. They will learn this through a lecture and watching videos. Additionally, they will think about the impact that a schizophrenic diagnosis can have on family members and the community as a whole. Instructional Strategy: Lecture/ Group Work Unit Title: Abnormal Psychology Students will learn about schizophrenia including its symptoms, diagnostic tools used, and the definition of a variety of other important terms including hallucinations. Additionally, students will learn about the impact a schizophrenic diagnosis can have on the patient and the community by discussing in groups the possible consequences of a schizophrenic diagnosis. The students will watch a video on a schizophrenic child to show them that it is not only an adult disease. Additionally, the students will also watch a video that is meant to simulate what a schizophrenic may go through on a daily basis. This is meant to show the students what it feels like to be a schizophrenic continuing the overarching theme of looking beyond the symptoms to their impact on the patients life. Projector Schizophrenia Presentation Schizophrenia Videos (Youtube) Intro- http://www.youtube.com/watch?v=LWYwckFrksg Final- http://www.youtube.com/watch?v=kMHnx2LDUfQ Schizophrenia and Creativity Article Student will learn the definition of schizophrenia Student will learn symptoms most commonly found in a schizophrenic Students will differentiate between schizophrenia and paranoid schizophrenia Students will understand schizophrenia from a first-hand account Students will relate to the experiences of a schizophrenic Students will learn the value of videos in understanding psychological disorders Students will differentiate between normal and abnormal behavior Students will understand the impact that a psychological disorder can have on the community and family members (measure during the group activity which is handed in)
Content
Materials
Learning Objectives
All of these will be measured throughout the lesson when I do the check for understanding. Especially asking students higher level thinking questions during the lecture time.
Content Standards
AP Standards: Describe contemporary and historical conceptions of what constitutes psychological disorders Recognize the use of the Diagnostic and Statistical Manual of Mental Disorders (DSM) published by the American Psychiatric Association as the primary reference for making diagnostic judgments Discuss the major diagnostic category of schizophrenia and its corresponding symptoms Identify the positive and negative consequences of diagnostic labels National Standards: Describe the classification of psychological disorders. Discuss the challenges associated with diagnosis. Describe symptoms and causes of major categories of psychological disorders including schizophrenia Evaluate how different factors influence an individuals experience of psychological disorders Discuss the impact of psychological disorders on the individual, family, and society.
Procedures- Lesson Development (25 minutes for the video, 15 minutes for the video and group work)
Students will watch a video that is supposed to simulate what it is like for someone with schizophrenia during a schizophrenic episode. They do not need to take notes, but they should be thinking about what sorts of experiences the person is having. Do the anticipatory set (play the video) Go through the lecture focusing especially on the vocabulary associated with the episodes. Additionally, make sure to emphasize the symptoms and how the diagnosis of this disorder has changed over time. After the lecture play the video clip from when Oprah interviewed the child with schizophrenia. This clip is important because it shows that schizophrenia dos not only affect adults. After the video discuss how schizophrenia affects not only the patient but also their family and the surrounding community Ask students in their small groups to think of three ways that someone with schizophrenia impacts the community, and three ways it impacts family members of the patient. The group needs to write these down and turn them in at the end of the period. This is meant to encourage students to think about things wider than they usually do Leave enough room at the end of the lesson to go over the homework which is to read the article Schizophrenia and Creativity. They are just meant to read it as a way to prepare for the guest speaker tomorrow that is talking about how his schizophrenia changed his art. I will check for understanding by checking how students answer my higher level thinking questions during the lecture. These questions could be things like o What is schizophrenia?
Assessments
Can you differentiate between paranoid schizophrenia and schizophrenia? o What is the most commonly experienced symptom of schizophrenia? o Can you discriminate between a normal experience and an experience that could be a symptom of schizophrenia? o Explain to me the process of diagnosing someone with schizophrenia These questions ask students to think about their learning on a deeper level and to think critically about the definition and symptoms of schizophrenia I will assess the students during the lecture by their answers to the different questions above I will also assess how well they understand the material based on how their group discussions go. Also I will have them hand in the group activity thinking about the impact schizophrenia has on the family members and the community to give me a chance to look at the ideas that each group had and gauge how well they understood the material by how well they could generalize it and realize a diagnosis has a larger impact than just the patient.
Schizophrenia and Creativity

Why schizophrenia remains so common.
Published on March 17, 2012 by Neel Burton, M.D. in Hide and Seek
Some highly creative people have suffered from schizophrenia, including Syd Barrett (19462006), the early driving force behind the rock band Pink Floyd; John Nash (born 1928), the father of game theory; and Vaclav Nijinsky (18891950), the legendary choreographer and dancer. The cases of Barrett, Nash, and Nijinsky are exceptional, and most people with schizophrenia are intensely disabled by the disorder. Even highly creative people with schizophrenia such as Barrett, Nash, and Nijinsky tend to be at their most creative not during active phases of the disorder, but before its onset and during later phases of remission. Many more highly creative people, whilst not suffering from schizophrenia themselves, have or have had close relatives who do. This was, for example, the case for the physicist Albert Einstein (his son had schizophrenia), the philosopher Bertrand Russell (also his son), and the novelist James Joyce (his daughter).
Vaclav Nijinksy
This is unlikely to be simple coincidence, and a number of studies have suggested that the relatives of people with schizophrenia do indeed benefit from above average creativeintelligence. According to one theory, both people with schizophrenia and their non-schizophrenic relatives lack lateralization of function in the brain. Whilst this tends to be a disadvantage for the former, it tends to be an advantage for the latter who gain increativity from increased use of the right hemisphere and thus from increased communication between the right and left hemispheres.
This increased communication between the right and left hemispheres also occurs in people with schizophrenia, but their thought and language processes tend to be too disorganized for them to make creative use of it. Schizophrenia affects about 1% of the population; the idea that the genes that predispose to schizophrenia also predispose to creativity and thus confer an adaptive or evolutionary advantage may help to explain why such a debilitating illness remains so common. As the philosopher Aristotle put it more than 2,400 years ago, 'There was never a genius without a tincture of madness'. Adapted from my book The Meaning of Madness Readers might also be interested in my recent TED talk examining the link between depression and creativity, The Anatomy of Melancholy: Can Depression be Good for You?
http://www.psychologytoday.com/blog/hide-and-seek/201203/schizophrenia-and-creativity
Day 6 Descriptive Data Subject: Psychology Time/Place: 3rd hour, Grandville High School, 50 minutes Date: 10/23/13 Grade: 12 Lesson Title: Schizophrenia and art Topic of lesson: Understanding the symptoms of schizophrenia and the experiences of a schizophrenic through asking questions to a guest speaker, and hearing about first-hand experiences. Instructional Strategy: Guest Speaker Unit Title: Abnormal Psychology Teaching about the firsthand experiences of a schizophrenic through hearing his experiences involving his symptoms and how those symptoms eventually escalated to a schizophrenic episode. Additionally, the class will hear about the diagnosis process, and how the label of schizophrenic has affected him. He will also talk about his art, and how his experience as a schizophrenic can be seen through his art. At the end the students should have a better understanding that we can read about symptoms all the time, but they cannot understand them until they hear about the experiences of people suffering with the disorder. Article on Craig Pictures of Craigs Art Students will understand the symptoms of schizophrenia from a first-hand perspectives Students will recognize that psychological disorders affect individuals differently Students will observe the connection between a psychological disorder and creative expression AP Standards: Discuss schizophrenia and the major corresponding symptoms Know the positive and negative consequences of having a diagnostic label National Standards: Describe symptoms and causes of major psychological disorders including schizophrenia Evaluate how different factors influence an individuals experience of a psychological disorder The students will read an article that was published in the Holland sentinel about Craig and his art. They will read the article, and think of three questions that they want to ask him. The article should begin to be read the instant that the students come in the classroom to ensure that Craig can talk for as long as possible. The content is delivered through listening to Craig talk. He will begin by talking
Content
Materials
Learning Objectives
Content Standards
Procedures- Lesson
Development (30 min (10 for questions))
Assessments
Meeting the Needs of All Students
about the build-up to his first schizophrenic episode, and his upbringing. It is through this that the students will understand that there is not just one thing that creates a psychological disorder. Additionally, Craig will explain some of his symptoms and experiences with schizophrenia. He will share specific stories and give specific symptoms so that the students can understand what the symptoms look like on a real person rather than merely in a textbook. Craig will also talk about his experiences after he was diagnosed with schizophrenia so the students can see that a disorder is not just a label, but something that affects every aspect of the persons life. After talking about his experiences with schizophrenic, Craig will talk about how that has influenced his art. He will talk about how his art gave him an outlet to express himself, and his experiences with finally having an outlet that allows him to express what he feels during a schizophrenic episode. He will also explain how his art has changed over the years. Then the students will ask the questions that they thought of after reading the article. I will check for understanding by the questions that the students ask Craig. I will judge their understanding of the topic by the type of questions that they ask Craig. If they ask very surface level questions I will know that they do not understand the topic as in depth as I would like them to. However, if they ask deep questions that are specific to Craigs experiences I will know that they understood the speaker, and got something out of it. For homework they will need to write a two-page reflection on what they learned from Craig and how it has shaped their understanding of schizophrenia and psychological disorders as a whole. I will look at this assessment to determine whether or not the students understood the point of the guest speaker Students who do not learn well from the book or power point will be given a chance to learn in different way by hearing a first-hand account Ability will not determine whether or not students are engaged because a student of any understanding of schizophrenia will be able to understanding Craigs story. Differences in regard to race, gender, and culture will not determine a students ability to understand the topic, but may encourage a different type of conversation with Craig If a student has a hearing disability I will sit them at the front of the room so they can hear Craig The day before the guest speaker I will remind students that no behavior problems will be tolerated because we will have a guest in our classroom. Additionally, I will remind them that if any student exhibits behavior problems, they will be asked to sit in the hallway.
Day 7 Descriptive Data Subject: Psychology Time/Place: 3rd hour, Grandville High School, 50 minutes Date: 10/24/13 Grade: 12 Lesson Title: Personality Disorders Lecture Topic of lesson: Students will learn about personality disorders through a lecture. They will also discuss why personality disorders are so difficult to diagnose, and why they are so controversial. Instructional Strategy: Lecture Unit Title: Abnormal Psychology Students will learn about personality disorders through a lecture and discussion. They will learn about the definition of a personality disorder and the symptoms of the different types of personality disorders. Students will understand the difference between when something is normal behavior and when it is abnormal and may be a symptom of a personality disorder. Additionally, students will actively discuss the difficulties with diagnosing people with personality disorders, and why so many people do not believe that personality disorders are a real disorder. Materials Projector Computer Article hand out (http://www.psychologytoday.com/blog/hide-andseek/201205/the-10-personality-disorders) Students will define a variety of different personality disorders Students will differentiate between different personality disorders Students will discuss the problems that come with the diagnosis of personality disorders Students will understand the difficulty in diagnosing personality disorders Students will read an article to better understand information Students will list the basic symptoms of personality disorders Students will understand the difference between normal and abnormal behavior when looking at possible personality disorders These will be measure both during the lecture by asking questions and during the discussion after the lecture is over. Additionally, some of these will be measured the next day during the activity. Content Standards AP Standards: Discuss the major diagnostic categories of personality disorders Recognize the use of the Diagnostic and Statistical Manual of Mental Disorders (DSM) published by the American Psychiatric Association as the primary reference for making diagnostic judgments Identify the positive and negative consequences of diagnostic labels (e .g ., the Rosenhan study)
Content
Materials
Learning Objectives
National Standards: Describe the classification of personality disorders. Discuss the challenges associated with diagnosis. Describe symptoms and causes of major categories of psychological disorders including anxiety Evaluate how different factors influence an individuals experience of psychological disorders Discuss the impact of psychological disorders on the individual, family, and society. Anticipatory Set (5 min) Anticipatory set will be for students to tell me everything that they know about personality disorders. They shouldn't know too much about them, so we will not spend a lot of time going over their answers, but we will talk about them very briefly. This will take at most 10 minutes most likely less than that though. If students say they don't know anything about personality disorders they should write down what they think a personality disorder is. Begin by completing the anticipatory set Next, begin the lecture about personality disorders. This lecture will cover the definition, symptoms, and impact of each different type of personality disorder. There are three different clusters, and each consists of different disorders. I will begin by going over the historical changes in the diagnosis of personality disorders and why those changes have happened. I will then go through the traits of the cluster as a whole, then explain the symptoms of each disorder in that cluster. (30 minutes)
Procedures- Lesson Development (Remainder of the lesson)
Odd or Eccentric Disorders Cluster A include paranoid personality disorder as well as schizoid and schizotypal personalities. Dramatic or Erratic Disorders Cluster B personality disorders include narcissistic personality disorder, histrionic personality disorder and the often confusing borderline. Anxious or Fearful Disorders Cluster C disorders comprise avoidant personality disorder, dependent personality disorder and obsessive-compulsive personality disorder. I will go through each of the disorders and list their symptoms. During this time students should be taking notes. I will also talk about where these can be found in the DSM-IV and some of the limitations we have in diagnosing them. Ask the class to discuss in their groups why they believe that personality disorders are so controversial and hard to diagnose. After giving them about 5 minutes to discuss, ask each group to share two of their reasons. Write the reasons on the board and then discuss them after. This will take a total of about 15 minutes. Their homework for tonight will be to read the article provided about all of the personality disorders. They must highlight and annotate and turn the
article in to me the next day. This will be a completion grade. Checking for Understanding I will check for understanding by listening to the discussion that the students have after the lecture. Some of the questions that I will ask are What makes personality disorders more difficult to diagnose? Why are personality disorders so different than other disorders? What makes them so controversial? Why do so many personality disorders go undiagnosed? Are personality disorders really disorders?
By the type of discussion that students have, and their reference to specific symptoms, I will determine whether or not I believe that the students understand what personality disorders are. Because the next day we are talking about personality disorders again, it is okay if students do not completely understand the topic. The assessment will partially take place during the discussion because during that discussion I can determine how well students understand the information An additional assessment will be the article although it is only a completion grade, I can look at what students write and highlight to determine how well they understand what important symptoms are when looking at personality disorders The majority of the assessment for personality disorders will take place tomorrow.
Assessments
The 10 Personality Disorders A short, sharp look into the 10 personality disorders. Published on May 29, 2012 by Neel Burton, M.D. in Hide and Seek The study of human personality or character dates back at least to antiquity. In his Characters, Tyrtamus (371287 BC)nicknamed Theophrastus or divinely speaking by his contemporary Aristotledivided the people of the Athens of the fourth century BC into 30 different personality types. The Characters exerted a strong influence on subsequent studies of human personality such as those of Thomas Overbury (15811613) in England and Jean de la Bruyre (16451696) in France. The concept of personality disorder itself is much more recent, and tentatively dates back to the French psychiatrist Philippe Pinels 1801 description of manie sans dlire, a condition which he characterized as outbursts of rage and violence (manie) in the absence of any signs of psychotic illness such as delusions and hallucinations (dlires). About 60 years later, in 1896, the German psychiatrist Emil Kraepelin (18561926) described seven forms of antisocial behaviour under the umbrella of psychopathic personality. This term was later broadened by Kraepelins younger colleague Kurt Schneider (1887 1967) to include those who suffer from their abnormality. Schneiders seminal volume, Psychopathic Personalities (1923), still forms the basis of current classifications of personality disorders such as that contained in the American classification of psychiatric disorders, the DSM-IV. Today DSM-IV defines a personality disorder as an enduring pattern of inner experience and behavior that deviates markedly from cultural expectations, is inflexible and pervasive, has its onset in adolescence or early adulthood, is stable over time, and leads to distress or impairment. DSM-IV lists ten personality disorders, and allocates each one to one of three groups or clusters: A, B, or C. Cluster A (Odd, bizarre, eccentric) Paranoid PD, Schizoid PD, Schizotypal PD Cluster B (Dramatic, erratic) Antisocial PD, Borderline PD, Histrionic PD, Narcissistic PD Cluster C (Anxious, fearful) Avoidant PD, Dependent PD, Obsessive-compulsive PD Before going on to characterize these ten personality disorders, it is important to remember that they are more the product of historical observation than of scientific study, and thus that they are rather vague and imprecise concepts. For this reason, they rarely present in their pure textbook form, and have a marked tendency to blur into one another. Their division into three clusters (A, B, and C) in DSMIV is intended to reflect this tendency, with a given personality disorder most likely to blur with other personality disorders within its own cluster.
The majority of people with a personality disorder never come into contact with mental health services, and those who do usually do so in the context of another psychiatric disorder or at a time of personal crisis, for example, after harming themselves or committing a criminal offence. Nevertheless, personality disorders are important to psychiatrists and physicians in general because they predispose to mental disorders and affect the presentation and treatment of mental disorders that are already present. They also (by definition) result in considerable distress and impairment, and may therefore need to be addressed in their own right.
1. Paranoid personality disorder Cluster A comprises paranoid, schizoid, and schizotypal personality disorder. Paranoid personality disorder is characterised by a pervasive distrust of others, including even friends and partner. The person is guarded and suspicious, and constantly on the lookout for clues or suggestions to confirm his or her fears. He or she has a strong sense of self-importance and personal rights, is overly sensitive to setbacks and rebuffs, easily feels shame and humiliation, and persistently bears grudges. As a result he or she may have a tendency to withdraw from other people, and find it particularly difficult to engage in close relationships.
2. Schizoid personality disorder Coined by Bleuler in 1908, the term schizoid designates a natural tendency to direct attention toward ones inner life and away from the external world. In schizoid personality disorder, the person is detached and aloof and prone to introspection and fantasy. He or she has no desire for social or sexual relationships, is indifferent to others and to social norms and conventions, and lacks emotional response; in extreme cases, he or she may appear cold and callous. Treatment is often not provided because people with schizoid personality disorder are generally able to function well despite their reluctance to form close relationships, and are not unduly concerned by the fact that they may be seen to have a mental disorder. Another view about people with schizoid personality disorder is that they are highly sensitive and have a rich inner life; while they experience a deep longing for intimacy, they find initiating and maintaining interpersonal relationships too difficult or too distressing and so retreat into their inner worlds.
3. Schizotypal disorder Schizotypal disorder is characterized by oddities of appearance, behaviour, and speech, and anomalies of thinking similar to those seen in schizophrenia. Anomalies of thinking may include odd beliefs, magical thinking (for example, thinking that words affect the worldspeak of the devil and hell appear), suspiciousness, obsessional ruminations, and unusual perceptual experiences. A person with schizotypal disorder often fears social interaction and sees other people as ill-intentioned and
potentially harmful. This may lead him or her to develop so-called ideas of reference, which are fleeting impressions that objects, people, or situations have a special significance for him or her. For example, he or she may have the impression that strangers on the bus are talking about him or her, or that the traffic wardens signaling is an elaborate means of revealing his or her destiny. Compared to the average person, people who suffer from schizotypal disorder have a relatively high probability of converting to schizophrenia at some time in the future; for this reason, schizotypal disorder has historically been referred to as latent schizophrenia.
4. Antisocial personality disorder Cluster B comprises antisocial, borderline, histrionic, and narcissistic personality disorder. Until Schneider broadened the concept of personality disorder to include those who suffer from their abnormality, personality disorder was more or less synonymous with antisocial personality disorder. Antisocial personality disorder is far more common in men than in women, and is characterized by a callous unconcern for the feelings of others. The person disregards social rules and obligations, is irritable and aggressive, acts impulsively, lacks guilt, and fails to learn from experience. In many cases he has no difficulty finding relationships, and can even appear superficially charming (the so-called charming psychopath). However, his relationships are usually fiery, turbulent, and short-lived. People with antisocial personality disorder often have a criminal record or even a history of being in and out of prison.
5. Borderline personality disorder In borderline personality disorder, the person essentially lacks a sense of self, and as a result experiences feelings of emptiness and fears of abandonment. There is a pattern of intense but unstable relationships, emotional instability, outbursts of anger and violence (especially in response to criticism), and impulsive behaviour. Suicidal threats and acts of self-harm are common, for which reason people with borderline personality disorder frequently come into contact with healthcare services. Borderline personality disorder was so-called because it was thought to lie on the borderline between neurotic (anxiety) disorders and psychotic disorders such as schizophrenia and bipolar affective disorder. It has been suggested that borderline personality disorder often results from childhood sexual abuse, and that the reason why it is more common in women is because women are more likely to be victims of childhood sexual abuse. However, feminists have argued that borderline personality disorder merely appears to be more common in women, since women presenting with angry and promiscuous behaviour tend to be diagnosed with borderline personality disorder, whereas men presenting with identical behaviour tend to be diagnosed with antisocial personality disorder.
6. Histrionic personality disorder
People with histrionic personality disorder lack a sense of self-worth, for which reason they depend on the attention and approval of others. They often seem to be dramatizing or playing a part (histrionic derives from the Latin histrionicus, pertaining to the actor) in a bid to attract and manipulate attention. They may take great care of their physical appearance and behave in a manner that is overly charming or inappropriately seductive. As they crave excitement and act on impulse or suggestion, they may put themselves at great risk of having an accident or being exploited. Their dealings with other people often seem insincere or superficial, which can impact on their social and romantic relationships. This is especially distressing for them, because they are especially sensitive to criticism and rejection and react badly to loss or failure.
7. Narcissistic personality disorder Narcissistic personality disorder takes its name from the myth of Narcissus, a beautiful youth who fell in love with his own reflection. In narcissistic personality disorder the person has a grandiose sense of selfimportance, a sense of entitlement, and a need to be admired. He or she is envious of others and expects them to be the same of him or her. He or she lacks empathy and readily exploits others to achieve his or her goals. To others he or she may seem self-absorbed, controlling, intolerant, selfish, and insensitive. If he or she feels slighted or ridiculed, he or she may be provoked into a fit of destructive anger and revenge-seeking. Such narcissistic rage can have disastrous consequences for all those involved.
8. Avoidant personality disorder Cluster C comprises avoidant, dependent, and anankastic personality disorder. In avoidant personality disorder, the person is persistently tense because he or she believes that he or she is socially inept, unappealing, or inferior, and as a result fears being embarrassed, criticised, or rejected. He or she avoids meeting people unless he or she is certain of being liked, is restrained even in his or her intimate relationships, and avoids taking risks. Avoidant personality disorder is strongly associated with anxiety disorders, and may also be associated with actual or perceived rejection by parents or peers during childhood.
9. Dependent personality disorder Dependent personality disorder is characterized by a lack of self-confidence and an excessive need to be taken care of. The person needs a lot of help to make everyday decisions and needs important life decisions to be taken for him or her. He or she greatly fears abandonment and may go to considerable lengths to secure and maintain relationships. A person with dependent personality disorder sees him- or her-self as inadequate and helpless, and so abdicates personal responsibility and puts his or her fate in the hands of one or more protective others; he or she imagines being at one with these protective
others whom he or she idealises as being competent and powerful, and towards whom he or she behaves in a manner that is ingratiating and self-effacing. People with dependent personality disorder often assort with people with a cluster B personality disorder, who feed from the unconditional high regard in which they are held.
10. Obsessive-compulsive (anankastic) personality disorder Obsessive-compulsive or anankastic personality disorder (not to be confused with obsessive-compulsive disorder or OCD) is characterized by excessive preoccupation with details, rules, lists, order, organisation, or schedules; perfectionism so extreme that it prevents a task from being completed; and devotion to work and productivity at the expense of leisure and relationships. A person with anankastic personality disorder is typically doubting and cautious, rigid and controlling, humorless, and miserly. His or her underlying high level of anxiety arises from a perceived lack of control over a universe that escapes his or her understanding. As a natural consequence, he or she has little tolerance for grey areas and tends to simplify the universe by seeing actions and beliefs as either absolutely right or absolutely wrong. His or her relationships with friends, colleagues, and family tend to be strained by the unreasonable and inflexible demands that he or she makes upon them.
Day 8 Descriptive Data Subject: Psychology Time/Place: 3rd hour, Grandville High School, 50 minutes Date: 10/17/13 Grade: 12 Lesson Title: The Party of Personality Disorders Topic of lesson: Students will be given an identity as a particular personality disorder. They must act out that personality disorder as if they were at a party. They will then complete the worksheet about which personality disorder is paired with which person. Instructional Strategy: Group Activity Unit Title: Abnormal Psychology Students will learn about personality disorders by being divided into groups of 8. Within those groups they will each be given an identity. They will act out that identity and then later have to decide which identity each personality disorder represents. For homework they will design their own identities for each personality disorder. Identity Descriptions Personality Disorder Descriptions Fill in the blank name worksheet Create your own identity assignment sheets Create your own identity rubric Students will differentiate between personality disorders Students will understand the symptoms of particular disorders Students will determine a persons personality disorder given the way they acted in a party setting Students will design their own creative identities based on different personality disorders Students will think beyond a list of symptoms to how those symptoms may look when people interact with each other These will be measured by their completion of the in class activity. If they complete the activity correctly and discuss as a group, I will consider them as having mastered the learning objectives. Additionally, the students must do a good job completing the assigned homework. AP Standards: Discuss the major diagnostic categories of personality disorders Recognize the use of the Diagnostic and Statistical Manual of Mental Disorders (DSM) published by the American Psychiatric Association as the primary reference for making diagnostic judgments Identify the positive and negative consequences of diagnostic labels (e .g ., the Rosenhan study) National Standards: Describe the classification of personality disorders. Discuss the challenges associated with diagnosis. Describe symptoms and causes of major categories of psychological
Content
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Learning Objectives
Content Standards
disorders including anxiety Evaluate how different factors influence an individuals experience of psychological disorders Discuss the impact of psychological disorders on the individual, family, and society. Anticipatory Set (10 min) Students will answer two questions that are on the board in reference to what they learned before. 1) What are two personality disorders we learned about yesterday? 2) What are the corresponding symptoms to those disorders? This activity is done alone, but after 5 minutes they will discuss what personality disorder they chose and the symptoms they could remember in their table groups. Do the anticipatory set activity Break the class into groups of 8, it will not be even, but try and have as many groups of 8 as possible Hand out the slips of paper that give them their identities (how they should act at the party) Allow the students to interact with each other, embodying their particular identity, as if they were at a party. Then have the students get back in their groups of 8 and determine what personality disorder they think that each person was They can do this on the worksheet provided with the assistance of the paper that describes each personality disorder After doing this I will introduce the homework assignment The homework assignment is to create and write down a new identity for each personality disorder on the paper They will be given an assignment sheet and a rubric The students can work on the homework for the remaining 10 minutes or so I will check for understanding by walking around and hearing how each person is acting out their assigned personality disorder. I will also evaluate how well students understand the information by looking at their answers on the worksheet and listening to their discussions when deciding which disorder is paired with which description I will assess by whether or not they have the correct answers for the worksheet Additionally I will look at their homework which is going to be to write their own description of a person with each personality disorder. This will be turned in and I will use it as a way of evaluating how well they understood the different personality disorders from the day before
Procedures- Lesson Development (10 minutes (interacting with each other) 20 minutes (deciding which person is which disorder)
Assessments
Personality Disorder Party Activity

After role-playing your assigned identity, work with your group to determine which personality disorder each person had. Try to do this without the DSM Characteristic paper, but if you need to look at it you can. After matching the disorders and people, please list two of symptoms you saw.
Name ____________________________________
Donna: 1) 2)
William: 1) 2)
Sherry: 1) 2)
Winston: 1) 2)
Peter: 1) 2)
Doreen: 1)
2)
Margie: 1) 2)
Harold: 1) 2)
DSM Characteristics of Several Personality Disorders
Match up the following disorders with the descriptions of the party: Paranoid: suspicious, argumentative, paranoid, continually on the lookout for trickery and abuse, jealous, tendency to blame others, cold and humorless Schizoid: has few friends; a "loner"; indifferent to praise and criticism of others; unable to form close relationships; no warm or tender feelings for other people Sociopath: breaks rules and laws; takes advantage of other people for personal gain; feels little remorse or guilt; appears friendly and charming on the surface; often intelligent Schizotypal: also aloof and indifferent like the schizoid; magical thinking; superstitious beliefs; uses unusual words and has peculiar ideas; a very mild form of schizophrenia Borderline: very unstable relationships; erratic emotions; self- damaging behavior; impulsive; unpredictable aggressive and sexual behavior; monophobia; easily angered Histrionic: overly dramatic; attention seekers; easily angered; seductive; dependent on others; vain, shallow, and manipulative; displays intense, but often false emotions Narcissistic: grandiose; crave admiration of others; extremely self-centered; feel they are privileged and special; expects favors from others; emotions are not erratic Compulsive: perfectionists; preoccupied with details, rules, schedules; more concerned about work than pleasure; serious and formal; cannot express tender feelings Passive-Aggressive: indirectly expresses anger by being forgetful and stubborn; procrastinates; cannot admit to feeling angry; habitually late
Create Your Own!
Now that you have practiced matching a personality disorder to an identity, I want you to create your own identity for each personality disorder. I do not want to read something very similar to the identities I handed out. I want you to be creative! Each identity must contain at least 3 symptoms, and I should be able to easily match the identity to the disorder. Please staple this rubric to your assignment when you turn it in
Here is the rubric for the assignment 4 3 Information At least 3 2 symptoms symptoms are are included included Completeness All disorders A few have a disorders are matching missing an identity identity Creative Clear and creative thought was put into each identity No grammatical errors 2 1 symptom is included 1 No symptoms are included
More No disorders disorders do have an not have an identity identity than do Clear thought Identities lack Identities are was put into effortful not creative each identity creativity Very few grammatical errors Many grammatical errors Grammatical errors get in the way of reading the identity
Grammar
*I will give up to 2 points of extra credit if I believe you put forth an exemplary effort*
Day 9 Descriptive Data Subject: Psychology Time/Place: 3rd hour, Grandville High School, 50 minutes
Content
Materials
Date: 10/28/13 Grade: 12 Lesson Title: Review Topic of lesson: Students will review for their upcoming test by creating quizlets in groups for each chapter. Instructional Strategy: Group Work/ Computer Work Unit Title: Abnormal Psychology Students will create review guides in Quizlet for each chapter. They will do this by being broken into groups based on the number of chapters so the groups are as equal as possible. In these groups they will use one of the quizlet tools to create a review guide. They will then post these quizlet review tools online for the entire class to have access to. Computer Lab Previous Worksheets Students will differentiate between information that needs to be studied and extra information Students will learn to create positive study tools Students will recall objectives from previous lessons
Learning Objectives
Content Standards Anticipatory Set (10 min)
Procedures- Lesson Development (Remainder of the lesson)
All standards covered so far for the unit The anticipatory set will be to complete the activity in the board which is to match different disorders with their general type. For example depression would connect to mood disorders and avoidant disorder would connect to personality disorders. We will then go over this activity. The activity is meant to remind students to what we did previously without telling them exactly what each disorder is and what the symptoms are The students will begin by completing the anticipatory activity Next they will be broken into groups by counting off for the number of sections (5) that should leave about 4 or 5 in each group. Each group will be assigned a topic of the unit (1-anxiety 2-somatoform 3-mood disorders 4-schizophrenia 5-personality disorders) Their assignment will be to create a study tool on quizlet for the entire class to use over their assigned chapter. They should work on this for the entire class period, if a group finishes, they will need to make another study tool for another chapter. Remind students that this needs to be done well because other groups will be using their study tools. Also remind them not to rush because o 1) they want to create an effective study tool o 2) they will just need to create another one if they finish. After they finish they need to email me the link, after I have the link emailed to me I will post the links on the class website so all the students are able to use them to review. Leave about 10 minutes at the end of class for students to ask questions that came up during their creation of their study tools During this time also comment on the format of the exam. Explain it will be multiple choice, true false, and short answer.
Assessments
There will not be any homework for tonight other than to study for the test the next day I will check for understanding by walking around during the quizlet activity and looking at the study tools students are creating and whether or not they understand what they learned. Additionally, any misconceptions that arise I will handle immediately because the test is the next day there will be no way for me to talk about them the next day. I will also check for understanding by gauging what types of questions students ask during the whole class review time The assessment for this day will be the quizlet activity they hand in, which will be graded on completion. If a students group completed the activity then they will get points for it. Also the next day will be the larger summative assessment for the entire unit so this day will not consist of as much assessment
Day 10 Descriptive Data Subject: Psychology Time/Place: 3rd hour, Grandville High School, 50 minutes Date: 10/29/13
Content Materials Learning Objectives Content Standards Anticipatory Set Procedures- Lesson Development (Remainder of the lesson) Checking for Understanding Assessments
Grade: 12 Lesson Title: Abnormal Psychology Test Topic of lesson: Students will take a test on abnormal psychology Instructional Strategy: Examination Unit Title: Abnormal Psychology Students will take a test on abnormal psycholgoy Test None All standards previously covered in the unit No anticipatory set, students will begin the test when the bell rings Administer the test After the test have students begin reading the next chapter of the psychology book or allow them to read another book if they have one None Summative assessment will be given to determine the students understanding of the unit as a whole in the format of a test
Abnormal Psychology Test
For multiple choice questions, true/false and matching bubble your answer in on the scantron. For short answer questions please answer them directly on this test. Good luck! The multiple choice questions are number to correspond with your scantron.
1) What is the DSM-IV? a. Diagnostic and Statistical Manual of Mental Disorders b. Diagnostic and Situational Manual of Mental Disabilities c. Diagnostic and Symptomatic Manual of Mental Disorders d. Diagnostic and Symptomatic Manual of Mental Disabilities Mood Disorders and Anxiety: 2) People with bipolar disorder will.. a. Only experience moments of high energy b. Alternate between extreme happiness and extreme sadness c. Go on large shopping sprees d. Feel as though a dark cloud is over them at all times 3) Which of the following best describes a symptom of a manic episode? a. Elevated happiness lasting for a few days b. Decreased interest in activities c. Elevated happiness lasting for at least a week d. Decreased interest in the needs of others 4) Mrs Bond is a 46 year old who is agitated, and complains of appetite loss and low mood over the previous two months. During the examination she is teary, complains of inability to sleep, and loss of interest in work and leisure activities. She has been stressed and unable to function at work. The patient denies any suicidal thoughts. Physical examination and other investigations are normal. What would you diagnose Mrs. Bond with? a. Major Depressive b. Anxiety c. Mania d. Bipolar Disorder 5) Generalized anxiety disorder is characterized by a. persistent, excessive, and unrealistic worry about everyday things b. Realistic and normal worry about special events c. Excessive and unrealistic worry about special events d. Worry about everyday events once a month 6) What is an obsession? a. Intrusive thoughts
b. Ritualistic behaviors and thoughts 7) What is a compulsion? a. Intrusive thoughts b. Ritualistic behaviors and thoughts 8) Trichotillomania involves the obsessive pulling and eating what? a. Fingernails b. Skin c. Hair d. Clothes 9) Which of the following is not a trigger for PTSD? a. War b. Rape c. Death in the family d. None of the above Define anxiety disorder: _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________
Define depression: _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ ________________________________________________________________________________________________________
List 3 symptoms of a panic attack: 1)
2)
3)
Somatoform Disorders: 10) What is conversion disorder? a. Persistent and excessive worry they are sick b. Loss of an actual bodily function due to stress c. Complaints that do not have a medical cause d. A persistent incorrect view of your body 11) Somatoform disorders are characterized by a. Symptoms that suggest physical illness b. Symptoms that suggest irrational fear c. Symptoms that are abnormal d. Symptoms that suggest lying 12)Someone with body dysmorhic disorder may a. Think they are pretty b. Look to others to build their self esteem c. Have an obsession with a perceived physical defect d. Have an obsession with an actual physical defect Define hypochondriasis: _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________
Schizophrenia: Name 3 things that you learned from hearing Craig talk in class
1)
2)
3)
13) The cause(s) of schizophrenia is/are: a. A traumatic childhood event b. Alcoholism and drugs c. A recessive hereditary gene d. There is no one particular cause for schizophrenia, but the illness is believed to be caused by a combination of genetic vulnerability and external environmental factors 14)To be diagnosed with schizophrenia: a. A person must claim to hear voices in their head b. Blood work must be positive c. A person experiences a sudden appearance of psychotic symptoms d. Psychotic or loss-of-reality symptoms are observed for at least six months 15) Schizophrenia is characterized by: a. Hallucinations b. Disordered thinking c. Emotional unresponsiveness d. All of the above 16)Schizophrenia is a brain disease that can easily be cured by a treatment plan that includes different combinations of medications. a. True b. False
Personality Disorders:
Match the following personality disorders in the left column with their corresponding symptom in the right column
17) Paranoid 18)Schizoid 19)Sociopath 20)Borderline
a. Break rules and laws; take advantage of other people for personal gain; feels little remorse b. Very unstable relationships; erratic emotions; impulsive; unpredictable aggressive and sexual behavior c. Suspicious; argumentative; paranoid; continually on the lookout for trickery d. Has few friends; a loner; indifferent to praise and criticism of others, unable to form relationships
21) Narcissistic 22)Compulsive
23)Schizotypal 24)Histrionic
a. Overly dramatic; attention seekers; easily angered; seductive b. Aloof and indifferent, magical thinking; superstitious beliefs; uses unusual words c. Perfectionists; preoccupied with details, rules, schedule; more concerned with work than pleasure d. Grandiose; crave admirations of others; extremely self-centered; feel they are privileged and special
Catherine Tanck
Define passive-aggressive personality disorder: _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________
Extra Credit (5 points)

Define your favorite disorder, list 3 symptoms, and tell me why it was your favorite: _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________
1)
2)
3)
Why? _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________

Psychology Unit Plan

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Psychology Unit Plan

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Catherine Tanck

Materials Learning Objectives

Anticipatory Set (8 min)

Procedures- Lesson Development (Remainder of the lesson) Checking for Understanding

Anxiety Online Worksheet

Generalized Anxiety Disorder:

When is the risk for GAD highest?

Briefly explain a treatment option:

Obsessive Compulsive Disorder:

Briefly explain a treatment option:

Panic Disorder and Agoraphobia:

Women are ____________ as likely as men to experience a panic disorder.

Why do many people who suffer from a panic disorder go untreated?

Name 3 places someone with agoraphobia might want to avoid 1)

Briefly explain a treatment option:

Post-Traumatic Stress Disorder:

List 3 symptoms of PTSD:

Briefly explain a treatment option:

Social Anxiety Disorder:

What is the typical age of onset?

Briefly explain a treatment option:

Checking for Understanding

Anticipatory Set (10 min)

Anticipatory Set (8 min)

Checking for Understanding

Meeting the Needs of All Students

Music and Mood Disorders

Adams Song (Blink 182) Knee Deep (Zac Brown Band)

ANSWER: DEPRESSION ANSWER: MANIA

2 to 3 symptoms are mentioned in the paper and supported

No spelling or grammar errors

Very few spelling and grammar errors

Too many spelling and grammar errors to read

Anticipatory Set (10 min)

Checking for Understanding

Schizophrenia and Creativity

Anticipatory Set (10 min)

Development (30 min (10 for questions))

Checking for Understanding

Meeting the Needs of All Students

Procedures- Lesson Development (Remainder of the lesson)

6. Histrionic personality disorder

Checking for Understanding

Personality Disorder Party Activity

DSM Characteristics of Several Personality Disorders

Create Your Own!

Content Standards Anticipatory Set (10 min)

Procedures- Lesson Development (Remainder of the lesson)

Checking for Understanding

Abnormal Psychology Test

List 3 symptoms of a panic attack: 1)

17) Paranoid 18)Schizoid 19)Sociopath 20)Borderline

21) Narcissistic 22)Compulsive

Extra Credit (5 points)

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