Psychology/ Unit Six - Variability of Behavior Among Individuals & Groups

Transcription

1 The fllwing instructinal plan is part f a GaDOE cllectin f Unit Framewrks, Perfrmance Tasks, examples f Student Wrk, and Teacher Cmmentary fr the Psychlgy Scial Studies Curse. Psychlgy/ Unit Six - Variability f Behavir Amng Individuals & Grups Elabrated Unit Fcus Cnnectin t Cnnecting Theme/Enduing Understandings GSE fr Scial Studies (standards and elements) In this unit students will explre psychlgical disrders, intelligence, persnality, and diagnsis. Using the theme Beliefs and Ideals students will differentiate between general and multiple intelligences. Thrugh Individuals, Grups, and Institutins students will identify and analyze psychlgical disrders. Within the theme f Technlgical Innvatin students will evaluate and analyze theries and measures f persnality, psychlgical disrders, and intelligence. Beliefs and Ideals: The student will understand that the beliefs and ideals f a sciety influence the scial, plitical, and ecnmic decisins f that sciety. Individuals, Grups, and Institutins: The student will understand that the actins f individuals, grups and/r institutins affect sciety thrugh intended and unintended cnsequences. Technlgical Innvatin: The student will understand that technlgical innvatins have cnsequences, bth intended and unintended, fr a sciety. SSPVB1 Analyze cncepts related t the measurement, and nature f intelligence. a. Differentiate between general and multiple intelligences. b. Explain hw intelligence may be influenced by heredity and envirnment. c. Evaluate the reliability, validity, and standardizatin f histrical and cntemprary intelligence tests. d. Evaluate the implicatins f measurement f intelligence n the individual and culture. e. Differentiate the levels f intelligence: include giftedness and intellectual disability. SSPVB2 Evaluate theries f persnality and assessment tls. a. Evaluate Psychdynamic Thery and its impact n cntemprary psychlgy. b. Evaluate the Humanistic Perspective f persnality. c. Analyze the purpse and theries f the Trait Perspective f persnality. d. Analyze the Scial-Cgnitive Perspective f persnality. e. Identify varius persnality assessment tls. SSPVB3 Identify psychlgical disrders and treatment. a. Identify criteria that distinguish nrmal frm disrdered behavir, include: the criteria f distress, deviance, and dysfunctin. b. Describe methds used t diagnse and assess psychlgical disrders, include: the current versin f the Diagnstic and Statistical Manual, the MMPI, and prjective tests. c. Analyze varius psychlgical disrders and identify apprpriate treatments, include: anxiety disrders, biplar and depressive disrders, persnality disrders, smatic disrders, and schizphrenia. d. Analyze the challenges assciated with labeling psychlgical disrders and the impact f diagnsis n patients Page 1 f 33

2 Cnnectin t Literacy Standards fr Scial Studies (reading and/r writing) Psychlgy Framewrks fr the Gergia Standards f Excellence in Scial Studies e. Cmpare the bimedical, psychanalytical, cgnitive, and behaviral and humanistic appraches t the treatment f psychlgical disrders. L9-10RHSS1: Cite specific textual evidence t supprt analysis f primary and secndary surces, attending t such features as the date and rigin f the infrmatin. L9-10RHSS2: Determine the central ideas r infrmatin f a primary r secndary surce; prvide an accurate summary f hw key events r ideas develp ver the curse f the text. L9-10RHSS3: Analyze in detail a series f events described in a text; determine whether earlier events caused later nes r simply preceded them. L9-10RHSS4: Determine the meaning f wrds and phrases as they are used in a text, including vcabulary describing plitical, scial, r ecnmic aspects f histry/scial science. L9-10RHSS6: Cmpare the pint f view f tw r mre authrs fr hw they treat the same r similar tpics, including which details they include and emphasize in their respective accunts. L9-10RHSS9: Cmpare and cntrast treatments f the same tpic in several primary and secndary surces. L9-10RHSS10: By the end f grade 10, read and cmprehend histry/scial studies texts in the grades 9 10 text cmplexity band independently and prficiently. L9-10WHST2: Write infrmative/explanatry texts, including the narratin f histrical events, scientific prcedures/experiments, r technical prcesses. d. Use precise language and dmain-specific vcabulary t manage the cmplexity f the tpic and cnvey a style apprpriate t the discipline and cntext as well as t the expertise f likely readers. L9-10WHST4: Prduce clear and cherent writing in which the develpment, rganizatin, and style are apprpriate t task, purpse, and audience. L9-10WHST5: Develp and strengthen writing as needed by planning, revising, editing, rewriting, r trying a new apprach, fcusing n addressing what is mst significant fr a specific purpse and audience. L9-10WHST8: Gather relevant infrmatin frm multiple authritative print and digital surces, using advanced searches effectively; assess the usefulness f each surce in answering the research questin; integrate infrmatin int the text selectively t maintain the flw f ideas, aviding plagiarism and fllwing a standard frmat fr citatin. L9-10WHST9: Draw evidence frm infrmatinal texts t supprt analysis, reflectin, and research. L9-10WHST10: Write rutinely ver extended time frames (time fr reflectin and revisin) and shrter time frames (a single sitting r a day r tw) fr a range f discipline-specific tasks, purpses, and audiences. L11-12RHSS1: Cite specific textual evidence t supprt analysis f primary and secndary surces, cnnecting insights gained frm specific details t an understanding f the text as a whle. L11-12RHSS2: Determine the central ideas r infrmatin f a primary r secndary surce; prvide an accurate summary that makes clear the relatinships amng the key details and ideas. L11-12RHSS3: Evaluate varius explanatins fr actins r events and determine which explanatin best accrds with textual evidence, acknwledging where the text leaves matters uncertain Page 2 f 33

3 Cnnectin t Scial Studies Matrices (infrmatin prcessing and/r map and glbe skills) Psychlgy Framewrks fr the Gergia Standards f Excellence in Scial Studies L11-12RHSS4: Determine the meaning f wrds and phrases as they are used in a text, including analyzing hw an authr uses and refines the meaning f a key term ver the curse f a text (e.g., hw Madisn defines factin in Federalist N. 10). L11-12RHSS6: Evaluate authrs differing pints f view n the same histrical event r issue by assessing the authrs claims, reasning, and evidence. L11-12RHSS10: By the end f grade 12, read and cmprehend histry/scial studies texts in the grades text cmplexity band independently and prficiently. L11-12WHST2: Write infrmative/explanatry texts, including the narratin f histrical events, scientific prcedures/experiments, r technical prcesses. d. Use precise language, dmain-specific vcabulary and techniques such as metaphr, simile, and analgy t manage the cmplexity f the tpic; cnvey a knwledgeable stance in a style that respnds t the discipline and cntext as well as t the expertise f likely readers. L11-12WHST4: Prduce clear and cherent writing in which the develpment, rganizatin, and style are apprpriate t task, purpse, and audience. L11-12WHST5: Develp and strengthen writing as needed by planning, revising, editing, rewriting, r trying a new apprach, fcusing n addressing what is mst significant fr a specific purpse and audience. L11-12WHST8: Gather relevant infrmatin frm multiple authritative print and digital surces, using advanced searches effectively; assess the strengths and limitatins f each surce in terms f the specific task, purpse, and audience; integrate infrmatin int the text selectively t maintain the flw f ideas, aviding plagiarism and verreliance n any ne surce and fllwing a standard frmat fr citatin. L11-12WHST9: Draw evidence frm infrmatinal texts t supprt analysis, reflectin, and research. L11-12WHST10: Write rutinely ver extended time frames (time fr reflectin and revisin) and shrter time frames (a single sitting r a day r tw) fr a range f discipline-specific tasks, purpses, and audiences. Infrmatin Prcessing Skills: 1. cmpare similarities and differences 3. identify issues and/r prblems and alternative slutins 5. identify main idea, detail, sequence f events, and cause and effect in a scial studies cntext 11. draw cnclusins and make generalizatins 15. determine adequacy and/r relevancy f infrmatin 16. check fr cnsistency f infrmatin Page 3 f 33

4 Enduring Understanding 1 Enduring Understanding 2 Enduring Understanding 3 Psychlgy Framewrks fr the Gergia Standards f Excellence in Scial Studies Essential Questins and Related Supprting/Guiding Questins Beliefs and Ideals: The student will understand that the beliefs and ideals f a sciety influence the scial, plitical, and ecnmic decisins f that sciety. Essential Questin: Hw can psychlgy helps us t understand hw the beliefs and ideals f sciety the decisins f sciety? Hw culd knwing yur strengths (intelligences) influence yur decisin making? Hw des scieties understanding f intelligence influence decisin making? What is the rle f persnality in decisin making? Individuals, Grups, and Institutins: The student will understand that the actins f individuals, grups and/r institutins affect sciety thrugh intended and unintended cnsequences. Essential Questin: Hw can psychlgy helps us t understand hw the actins f individuals, grups, and/r institutins affect sciety? What are the implicatins f individuals r grups understanding peples strengths (multiple intelligences)? Hw can intelligence be maximized? Hw d grups, and/r institutins change the way we view psychlgical disrders? Technlgical Innvatin: The student will understand that technlgical innvatins have cnsequences, bth intended and unintended, fr a sciety. Essential Questin: Hw can psychlgy helps us t understand hw technlgical innvatins can have cnsequences fr sciety? Hw has psychlgical testing changed sciety? What culd be the implicatins f labeling frm psychlgical assessments? Hw has technlgy changed psychlgical assessments? Page 4 f 33

5 Sample Instructinal Activities/Assessments Multiple Intelligences In this activity the students will analyze the way three authrs have addressed multiple intelligences. After reading the three articles students will identify the eight intelligences prviding a brief summary f each; a paragraph that discusses the things all three authrs agree n; a paragraph that discusses pints the authrs d nt have agreement n; a paragraph that discusses the real-wrld implicatins f multiple intelligences fr individuals and culture. Assessment: Criteria Student is able t identify and summarize each intelligence. Student is able t identify pints that all three authrs agree n. Student is able t identify pints n which the authrs d nt have agreement. Student is able t discuss the real-wrld implicatins f multiple intelligences fr individuals and culture. 1 Belw Standard Student fails t cmplete wrk. Student fails t cmplete wrk. Student fails t cmplete wrk. Student fails t cmplete wrk. 2 Appraching Standard Student is able t identify intelligences but summaries lack detail. Student is able t identify authrs pints but lacks detail. Student is able t identify authrs pints but lacks detail. Student is able t discuss sme real wrld implicatins but discussin lacks detail.. 3 Meeting standard Student is able t identify and summarize each intelligence. Student is able t identify pints that all three authrs agree n. Student is able t identify pints n which the authrs d nt have agreement. Student is able t discuss the real-wrld implicatins f multiple intelligences fr individuals and culture. 4 Exceeding Standard In additin t meeting the standard students prvide examples t illustrate their summaries. In additin t meeting the standard students prvide examples t illustrate the pints authrs are making. In additin t meeting the standard students prvide examples t illustrate the pints authrs are making. In additin t meeting the standard students prvide examples t illustrate the implicatins fr individuals and culture. Strauss, Valerie. "Hward Gardner: 'Multiple Intelligences' Are Nt 'learning Styles'." The Washingtn Pst. WP Cmpany, 16 Oct Web. 29 May < "Hw Des This Thery Differ frm the Traditinal Definitin f Intelligence?" Cncept t Classrm: Tapping Int Multiple Intelligences. WNET Educatin, n.d. Web. 29 May < Smith, Mark K. "Hward Gardner, Multiple Intelligences and Educatin." Infed.rg. N.p., 25 Apr Web. 29 May < Page 5 f 33

6 GSE Standards and Elements Literacy Standards Scial Studies Matrices Enduring Understanding(s) Psychlgy Framewrks fr the Gergia Standards f Excellence in Scial Studies SSPVB1 Analyze cncepts related t the measurement, and nature f intelligence. 1. Differentiate between general and multiple intelligences. d. Evaluate the implicatins f measurement f intelligence n the individual and culture. Literacy Standards: L9-10RHSS1: Cite specific textual evidence t supprt analysis f primary and secndary surces, attending t such features as the date and rigin f the infrmatin. L9-10RHSS2: Determine the central ideas r infrmatin f a primary r secndary surce; prvide an accurate summary f hw key events r ideas develp ver the curse f the text. L9-10RHSS4: Determine the meaning f wrds and phrases as they are used in a text, including vcabulary describing plitical, scial, r ecnmic aspects f histry/scial science. L9-10RHSS6: Cmpare the pint f view f tw r mre authrs fr hw they treat the same r similar tpics, including which details they include and emphasize in their respective accunts. L9-10RHSS9: Cmpare and cntrast treatments f the same tpic in several primary and secndary surces. L9-10RHSS10: By the end f grade 10, read and cmprehend histry/scial studies texts in the grades 9 10 text cmplexity band independently and prficiently. L9-10WHST2: Write infrmative/explanatry texts, including the narratin f histrical events, scientific prcedures/experiments, r technical prcesses. e. Use precise language and dmain-specific vcabulary t manage the cmplexity f the tpic and cnvey a style apprpriate t the discipline and cntext as well as t the expertise f likely readers. L9-10WHST4: Prduce clear and cherent writing in which the develpment, rganizatin, and style are apprpriate t task, purpse, and audience. L9-10WHST8: Gather relevant infrmatin frm multiple authritative print and digital surces, using advanced searches effectively; assess the usefulness f each surce in answering the research questin; integrate infrmatin int the text selectively t maintain the flw f ideas, aviding plagiarism and fllwing a standard frmat fr citatin. L9-10WHST9: Draw evidence frm infrmatinal texts t supprt analysis, reflectin, and research. L9-10WHST10: Write rutinely ver extended time frames (time fr reflectin and revisin) and shrter time frames (a single sitting r a day r tw) fr a range f discipline-specific tasks, purpses, and audiences. L11-12RHSS1: Cite specific textual evidence t supprt analysis f primary and secndary surces, cnnecting insights gained frm specific details t an understanding f the text as a whle. L11-12RHSS2: Determine the central ideas r infrmatin f a primary r secndary surce; prvide an accurate summary that makes clear the relatinships amng the key details and ideas. L11-12RHSS4: Determine the meaning f wrds and phrases as they are used in a text, including analyzing hw an authr uses and refines the meaning f a key term ver the curse f a text (e.g., hw Madisn defines factin in Federalist N. 10). L11-12RHSS6: Evaluate authrs differing pints f view n the same histrical event r issue by assessing the authrs claims, reasning, and evidence. L11-12RHSS10: By the end f grade 12, read and cmprehend histry/scial studies texts in the grades text cmplexity band independently and prficiently. L11-12WHST2: Write infrmative/explanatry texts, including the narratin f histrical events, scientific prcedures/experiments, r technical prcesses Page 6 f 33

7 e. Use precise language, dmain-specific vcabulary and techniques such as metaphr, simile, and analgy t manage the cmplexity f the tpic; cnvey a knwledgeable stance in a style that respnds t the discipline and cntext as well as t the expertise f likely readers. L11-12WHST4: Prduce clear and cherent writing in which the develpment, rganizatin, and style are apprpriate t task, purpse, and audience. L11-12WHST8: Gather relevant infrmatin frm multiple authritative print and digital surces, using advanced searches effectively; assess the strengths and limitatins f each surce in terms f the specific task, purpse, and audience; integrate infrmatin int the text selectively t maintain the flw f ideas, aviding plagiarism and verreliance n any ne surce and fllwing a standard frmat fr citatin. L11-12WHST9: Draw evidence frm infrmatinal texts t supprt analysis, reflectin, and research. L11-12WHST10: Write rutinely ver extended time frames (time fr reflectin and revisin) and shrter time frames (a single sitting r a day r tw) fr a range f discipline-specific tasks, purpses, and audiences. Scial Studies Matrices: Infrmatin Prcessing Skills: 1. cmpare similarities and differences 3. identify issues and/r prblems and alternative slutins 5. identify main idea, detail, sequence f events, and cause and effect in a scial studies cntext 11. draw cnclusins and make generalizatins 15. determine adequacy and/r relevancy f infrmatin 16. check fr cnsistency f infrmatin Enduring Understanding(s): Beliefs and Ideals: The student will understand that the beliefs and ideals f a sciety influence the scial, plitical, and ecnmic decisins f that sciety. Essential Questin: Hw can psychlgy helps us t understand hw the beliefs and ideals f sciety the decisins f sciety? Hw culd knwing yur strengths (intelligences) influence yur decisin making? Hw des scieties understanding f intelligence influence decisin making? Individuals, Grups, and Institutins: The student will understand that the actins f individuals, grups and/r institutins affect sciety thrugh intended and unintended cnsequences. Essential Questin: Hw can psychlgy helps us t understand hw the actins f individuals, grups, and/r institutins affect sciety? What are the implicatins f individuals r grups understanding peples strengths (multiple intelligences)? Hw can intelligence be maximized? Page 7 f 33

8 The Fur D s In this activity students will read fur case studies. As they are reading the case studies they will cmplete a chart fr each case study in which they will identify behavirs that crrespnd with the fur Ds; Deviance, Dysfunctin, Distress & Danger. After identifying the specific evidence, fr example, patient sucks thumb (patient is 34), the students will prvide a preliminary diagnsis. The key fr students in this activity is t identify specific behavirs and categrize them as ne f the fur Ds. Case Studies (Please nte these case studies have a hyperlink t the diagnsis s yu might like t cpy the text t a dcument t prevent students frm clicking n the hyperlink): DeepDiveAdmin. "Case Studies." Psyweb.cm. N.p., n.d. Web. 29 May < Patient Chart Handut Student Infrmatin Sheet: Fur Ds NOTE: remind students that althugh a persn maybe exhibiting ne r mre f the fur Ds that des nt mean that persn necessarily has a psychlgical disrder. The fur Ds must als be cnsidered in the cntext and situatin in which they find themselves. Fr example Gths wh dress all in black and paint their faces white may be cnsidered t have met the D deviance this des mean they have a psychlgical prblem, r a sldier in cmbat puts themselves in danger meeting the D danger, r finally a persn wh has recently lst a belved grandfather and feels unhappy meeting the D distress. GSE Standards and Elements Literacy Standards Scial Studies Matrices Enduring Understanding(s) SSPVB3 Identify psychlgical disrders and treatment. a. Identify criteria that distinguish nrmal frm disrdered behavir, include: the criteria f distress, deviance, and dysfunctin. b. Describe methds used t diagnse and assess psychlgical disrders, include: the current versin f the Diagnstic and Statistical Manual, the MMPI, and prjective tests. c. Analyze varius psychlgical disrders and identify apprpriate treatments, include: anxiety disrders, biplar and depressive disrders, persnality disrders, smatic disrders, and schizphrenia. L9-10RHSS1: Cite specific textual evidence t supprt analysis f primary and secndary surces, attending t such features as the date and rigin f the infrmatin. L9-10RHSS3: Analyze in detail a series f events described in a text; determine whether earlier events caused later nes r simply preceded them. L9-10RHSS4: Determine the meaning f wrds and phrases as they are used in a text, including vcabulary describing plitical, scial, r ecnmic aspects f histry/scial science. L9-10RHSS10: By the end f grade 10, read and cmprehend histry/scial studies texts in the grades 9 10 text cmplexity band independently and prficiently. L9-10WHST4: Prduce clear and cherent writing in which the develpment, rganizatin, and style are apprpriate t task, purpse, and audience. L9-10WHST9: Draw evidence frm infrmatinal texts t supprt analysis, reflectin, and research. L9-10WHST10: Write rutinely ver extended time frames (time fr reflectin and revisin) and shrter time frames (a single sitting r a day r tw) fr a range f discipline-specific tasks, purpses, and audiences. L11-12RHSS1: Cite specific textual evidence t supprt analysis f primary and secndary surces, cnnecting insights gained frm specific details t an understanding f the text as a whle. L11-12RHSS3: Evaluate varius explanatins fr actins r events and determine which explanatin best accrds with textual evidence, acknwledging where the text leaves matters uncertain Page 8 f 33

9 L11-12RHSS4: Determine the meaning f wrds and phrases as they are used in a text, including analyzing hw an authr uses and refines the meaning f a key term ver the curse f a text (e.g., hw Madisn defines factin in Federalist N. 10). L11-12RHSS10: By the end f grade 12, read and cmprehend histry/scial studies texts in the grades text cmplexity band independently and prficiently. L11-12WHST4: Prduce clear and cherent writing in which the develpment, rganizatin, and style are apprpriate t task, purpse, and audience. L11-12WHST9: Draw evidence frm infrmatinal texts t supprt analysis, reflectin, and research. L11-12WHST10: Write rutinely ver extended time frames (time fr reflectin and revisin) and shrter time frames (a single sitting r a day r tw) fr a range f discipline-specific tasks, purpses, and audiences. Scial Studies Matrices: Infrmatin Prcessing Skills: 1. cmpare similarities and differences 3. identify issues and/r prblems and alternative slutins 5. identify main idea, detail, sequence f events, and cause and effect in a scial studies cntext 11. draw cnclusins and make generalizatins Enduring Understanding(s): Individuals, Grups, and Institutins: The student will understand that the actins f individuals, grups and/r institutins affect sciety thrugh intended and unintended cnsequences. Essential Questin: Hw can psychlgy helps us t understand hw the actins f individuals, grups, and/r institutins affect sciety? Hw d grups, and/r institutins change the way we view psychlgical disrders? Technlgical Innvatin: The student will understand that technlgical innvatins have cnsequences, bth intended and unintended, fr a sciety. Essential Questin: Hw can psychlgy helps us t understand hw technlgical innvatins can have cnsequences fr sciety? Hw has psychlgical testing changed sciety? What culd be the implicatins f labeling frm psychlgical assessments? Page 9 f 33

10 Humanistic Perspective In this task students will read tw articles ne abut Carl Rgers and ne abut Abraham Maslw. After reading the articles the students will respnd t the prmpt belw. Prmpt: After reading Carl Rgers and Maslw s Hierarchy f Needs, write tw paragraphs in which yu discuss Rger s and Maslw s perspectives n persnality and evaluate the Humanistic perspective n persnality. Supprt yur psitin with evidence frm the text(s). Articles: McLed, Saul. "Carl Rgers." Simply Psychlgy. Simply Psychlgy, 01 Jan Web. 30 May < McLed, Saul. "Maslw's Hierarchy f Needs." Simply Psychlgy. Simply Psychlgy, n.d. Web. 30 May < Assessment: See rubric (rubric adapted frm Literacy Design Cllabrative GSE Standards and Elements Literacy Standards Scial Studies Matrices Enduring Understanding(s) SSPVB2 Evaluate theries f persnality and assessment tls. b. Evaluate the Humanistic Perspective f persnality. L9-10RHSS1: Cite specific textual evidence t supprt analysis f primary and secndary surces, attending t such features as the date and rigin f the infrmatin. L9-10RHSS2: Determine the central ideas r infrmatin f a primary r secndary surce; prvide an accurate summary f hw key events r ideas develp ver the curse f the text. L9-10RHSS4: Determine the meaning f wrds and phrases as they are used in a text, including vcabulary describing plitical, scial, r ecnmic aspects f histry/scial science. L9-10RHSS10: By the end f grade 10, read and cmprehend histry/scial studies texts in the grades 9 10 text cmplexity band independently and prficiently. L9-10WHST4: Prduce clear and cherent writing in which the develpment, rganizatin, and style are apprpriate t task, purpse, and audience L9-10WHST9: Draw evidence frm infrmatinal texts t supprt analysis, reflectin, and research. L9-10WHST10: Write rutinely ver extended time frames (time fr reflectin and revisin) and shrter time frames (a single sitting r a day r tw) fr a range f discipline-specific tasks, purpses, and audiences. L11-12RHSS1: Cite specific textual evidence t supprt analysis f primary and secndary surces, cnnecting insights gained frm specific details t an understanding f the text as a whle. L11-12RHSS2: Determine the central ideas r infrmatin f a primary r secndary surce; prvide an accurate summary that makes clear the relatinships amng the key details and ideas. L11-12RHSS4: Determine the meaning f wrds and phrases as they are used in a text, including analyzing hw an authr uses and refines the meaning f a key term ver the curse f a text (e.g., hw Madisn defines factin in Federalist N. 10). L11-12RHSS10: By the end f grade 12, read and cmprehend histry/scial studies texts in the grades text cmplexity band independently and prficiently. L11-12WHST4: Prduce clear and cherent writing in which the develpment, rganizatin, and style are apprpriate t task, purpse, and audience. L11-12WHST9: Draw evidence frm infrmatinal texts t supprt analysis, reflectin, and research Page 10 f 33

11 L11-12WHST10: Write rutinely ver extended time frames (time fr reflectin and revisin) and shrter time frames (a single sitting r a day r tw) fr a range f discipline-specific tasks, purpses, and audiences. Scial Studies Matrices: Infrmatin Prcessing Skills: 1. cmpare similarities and differences 3. identify issues and/r prblems and alternative slutins 5. identify main idea, detail, sequence f events, and cause and effect in a scial studies cntext 11. draw cnclusins and make generalizatins Enduring Understanding(s): Beliefs and Ideals: The student will understand that the beliefs and ideals f a sciety influence the scial, plitical, and ecnmic decisins f that sciety. Essential Questin: Hw can psychlgy helps us t understand hw the beliefs and ideals f sciety the decisins f sciety? What is the rle f persnality in decisin making? Page 11 f 33

12 Culminating Unit Perfrmance Task DSM-IV At the Mvies In this task students will be required t analyze a character frm a mvie. They will cmplete a case histry, diagnsis using the DSM-IV criteria, Axis I, and/r Axis II categries. They will als speculate n the cause f the disrder they diagnse. Please see perfrmance task dcuments fr details. Student Directins Sample Case Histry Multiaxial Evaluatin Frm Axis V: Glbal Assessment f Functining Scale descriptin Axis V: Glbal Assessment f Functin Scale Student Checklist Cntent Rubric Prduct Rubric Additinal Resurces (Perfrmance Task and whle unit) GSE Standards and Elements Literacy Standards DSM-IV MAJOR CLASSIFICATIONS Specific anxiety disrders Md Disrders and Perspectives n their Cause Smatfrm & Dissciative Disrders Schizphrenia Therapy Scial Studies Matrices Enduring Understanding(s) SSPVB3 Identify psychlgical disrders and treatment. a. Identify criteria that distinguish nrmal frm disrdered behavir, include: the criteria f distress, deviance, and dysfunctin. b. Describe methds used t diagnse and assess psychlgical disrders, include: the current versin f the Diagnstic and Statistical Manual, the MMPI, and prjective tests. c. Analyze varius psychlgical disrders and identify apprpriate treatments, include: anxiety disrders, biplar and depressive disrders, persnality disrders, smatic disrders, and schizphrenia. Literacy Standards: L9-10RHSS1: Cite specific textual evidence t supprt analysis f primary and secndary surces, attending t such features as the date and rigin f the infrmatin. L9-10RHSS2: Determine the central ideas r infrmatin f a primary r secndary surce; prvide an accurate summary f hw key events r ideas develp ver the curse f the text. L9-10RHSS3: Analyze in detail a series f events described in a text; determine whether earlier events caused later nes r simply preceded them. L9-10WHST2: Write infrmative/explanatry texts, including the narratin f histrical events, scientific prcedures/experiments, r technical prcesses. L9-10WHST4: Prduce clear and cherent writing in which the develpment, rganizatin, and style are apprpriate t task, purpse, and audience Page 12 f 33

13 L9-10WHST5: Develp and strengthen writing as needed by planning, revising, editing, rewriting, r trying a new apprach, fcusing n addressing what is mst significant fr a specific purpse and audience. L9-10WHST9: Draw evidence frm infrmatinal texts t supprt analysis, reflectin, and research. L9-10WHST10: Write rutinely ver extended time frames (time fr reflectin and revisin) and shrter time frames (a single sitting r a day r tw) fr a range f discipline-specific tasks, purpses, and audiences. L11-12RHSS1: Cite specific textual evidence t supprt analysis f primary and secndary surces, cnnecting insights gained frm specific details t an understanding f the text as a whle. L11-12RHSS2: Determine the central ideas r infrmatin f a primary r secndary surce; prvide an accurate summary that makes clear the relatinships amng the key details and ideas. L11-12RHSS3: Evaluate varius explanatins fr actins r events and determine which explanatin best accrds with textual evidence, acknwledging where the text leaves matters uncertain. L11-12RHSS10: By the end f grade 12, read and cmprehend histry/scial studies texts in the grades text cmplexity band independently and prficiently. L11-12WHST2: Write infrmative/explanatry texts, including the narratin f histrical events, scientific prcedures/experiments, r technical prcesses. L11-12WHST4: Prduce clear and cherent writing in which the develpment, rganizatin, and style are apprpriate t task, purpse, and audience. L11-12WHST5: Develp and strengthen writing as needed by planning, revising, editing, rewriting, r trying a new apprach, fcusing n addressing what is mst significant fr a specific purpse and audience. L11-12WHST9: Draw evidence frm infrmatinal texts t supprt analysis, reflectin, and research. L11-12WHST10: Write rutinely ver extended time frames (time fr reflectin and revisin) and shrter time frames (a single sitting r a day r tw) fr a range f discipline-specific tasks, purpses, and audiences. Scial Studies Matrices: Infrmatin Prcessing Skills: 1. cmpare similarities and differences 3. identify issues and/r prblems and alternative slutins 5. identify main idea, detail, sequence f events, and cause and effect in a scial studies cntext 11. draw cnclusins and make generalizatins 15. determine adequacy and/r relevancy f infrmatin 16. check fr cnsistency f infrmatin Enduring Understanding(s): Individuals, Grups, and Institutins: The student will understand that the actins f individuals, grups and/r institutins affect sciety thrugh intended and unintended cnsequences. Essential Questin: Hw can psychlgy helps us t understand hw the actins f individuals, grups, and/r institutins affect sciety? Page 13 f 33

14 Hw d grups, and/r institutins change the way we view psychlgical disrders? Technlgical Innvatin: The student will understand that technlgical innvatins have cnsequences, bth intended and unintended, fr a sciety. Essential Questin: Hw can psychlgy helps us t understand hw technlgical innvatins can have cnsequences fr sciety? Hw has psychlgical testing changed sciety? What culd be the implicatins f labeling frm psychlgical assessments? Hw has technlgy changed psychlgical assessments? Page 14 f 33

15 Perfrmance Task Dcuments: Student Directins DSM-IV At the Mvies Basic Directins: Pick a mvie character yu wuld like t analyze. The character des nt have t have an bvius mental disrder. Chse any character that is quirky r eccentric and yu can prbably make a decent case fr a diagnsis. In the past, students have diagnsed Darth Vader, Shrek, and Captain Jack Sparrw. Watch yur mvie with a friend r parent and then diagnse a character using the criteria frm the DSM-IV-TR. Fllw the prcedure listed belw fr the prper frmat. Enjy yurself and dn t frget the ppcrn! Requirements: Mechanical guidelines: typed, 12 pint fnt, 1 ½ spaced, sectins shuld be headed paper has been prf-read and edited t eliminate typs and grammatical errrs writing style clearly expresses thughts and is interesting 1. Citatin: Use in-text, APA-style citatin and include a bibligraphy Yu may wrk with ne ther persn (and ne nly). One paper per tw peple will be turned in. N cutting and pasting, cheating, plagiarizing, r dishnesty f any srt. Yur integrity is n the line here! 2. The Paper: a. Title make it interesting b. Case Histry - Describe the character(s) fully. Include backgrund infrmatin (name, age, family infrmatin, imprtant events, etc), relevant past events, and explain what led this persn t seek help frm a therapist. Tell me abut the character, nt the mvie plt. Depending n the character yu chse, the plt f the mvie may nt be relevant. Be thrugh in yur descriptin s that I get a feel fr yur character. Yu shuld nt make up infrmatin fr this sectin if it is unknwn, but yu can use inferences. Fr example, yu may nt knw the character s exact age, but yu can infer that he is in his 20 s. Als, yu may be able t find character infrmatin nline at surces like c. Diagnsis: Cnsult the DSM-IV and give me yur diagnsis frm the Axis I and/r Axis II categries f the multiaxial scheme (yu are allwed t (but nt required t) ascribe mre than ne diagnsis). Nt nly shuld yu give me the name f the disrder(s) the persn has, but utline fr me the exact criteria frm the DSM-IV that yu feel warrants this diagnsis and list scenes frm the mvie that demnstrate this symptm (qutes are gd here). Als, explain any f the criteria that the character des nt fit. This is the heart f the paper. G thrugh each diagnstic criterin and analyze the behavir in light f it. Nte: if yu diagnse yur character with schizphrenia, yu must first demnstrate that they have the disease and then name and defend the subtype. Yu can find the DSM-IV at yur lcal library, the ne in my rm r yu can cnsult the diagnstic criteria nline at: d. Cause f the behavir Speculate as t WHY the persn develped this disrder. We are talking causatin here. Hw did the disrder develp? Nature/Nurture? e. Multi-axial Evaluatin Reprt Frm What ther issues are at play here? Cmplete the Multi-axial Evaluatin Reprt Frm (ne r tw axes may nt be relevant t yur character and may be blank). Due dates: Click r tap t enter a date.: Draft f case histry due. Click r tap t enter a date.: Final prject due Page 15 f 33

16 Perfrmance Task: Sample Case Histry Case histry cpied frm Fauman s Study Guide t the DSM-IV Elaine is a 35-year-ld widwed schl teacher with tw teenage children. She was married t a successful lawyer wh was part f an established firm. One day, 3 mnths ag, she arrived hme frm wrk and saw her husband s car in the driveway. She walked int the huse frm wrk and called him but there was n answer. Twenty minutes later when she still had nt seen r heard him, she began lking thrugh the huse. Elaine eventually fund her husband lying n the flr f the bathrm, but nt breathing. A small mirrr cntaining white pwder and a razr blade lay n the sink. Elaine called the paramedics, but they were unable t resuscitate her husband. Subsequently, she learned frm ne f her husband s partners that he had been cncerned that her husband might be abusing drugs but had n prf. Her husband s death was ruled a drug verdse by the medical examiner. Elaine was stunned by the death f her husband. She attended t the funeral arrangements and tried t help her children struggle with their feelings abut their father s death. She had mixed feelings. She was enraged with her husband fr using drugs but felt guilty that she had nt recgnized her husband s drug abuse in time t save him. Elaine felt sad and lnely. Her friends and family did nt want t talk abut her husband s drug abuse, referring instead t his untimely death and a prmising career cut shrt. Fur weeks after her husband s death the insurance cmpany infrmed her that she might nt receive any mney frm his plicy because the cmpany cnsidered his death a suicide. Because he had just finished paying ff lans frm cllege and law schl, the cuple had little savings. Gradually, she became mre depressed and began t feel that she was wrthless and respnsible fr her husband s death. Tw mnths after her husband s death her schl principal met with her t discuss her deterirating wrk and suggested that she see prfessinal help. Hints fr Diagnsis Sectin: List each f the criteria fr the disrder separately and address each ne. Fr sme, yu may indicate that the character des nt exhibit that symptm. Fr thers, yu may describe a specific scene frm the mvie r qute frm the character (there are websites nline where yu can find qutes and scripts). The key here is t give SPECIFIC examples. Dn t just say, The character appears t be anxius thrughut the mvie. Rather, give examples f qutes r behavirs. Fr example, She has difficulty sleeping, lying awake at night wrrying abut mney and hw she wuld take care f her children, and her friend, Marsha, cmmented that she lked tired and wrn ut ( Have yu seen Alice? She lks like smething that cat dragged in ). The quality f her wrk has begun t deterirate as demnstrated by the lss f her recent client. Als, be sure t include ALL f the diagnstic criteria and discuss hw yu eliminated ther disrders that are indicated Page 16 f 33

17 Instructins fr Multiaxial Evaluatin Frm: Axes I and II: This sectin is where yu will place yur primary diagnsis. While yu may have bth an Axis I and Axis II diagnsis, it is nt required. Yu shuld chse ONE t defend in detail in yur diagnsis sectin. Axis III: This axis is fr reprting general medical cnditins that are ptentially relevant t the understanding r management f the disrder. Examples may include: infectins, chrnic migraines, heart disease, cancer, diabetes, ulcers, infertility, anemia, visin lss, r drug verdse. Yur character may nt have any. Axis IV: This axis is fr reprting psychscial r envirnmental prblems that may affect the diagnsis, treatment, r prgnsis f mental disrders. Examples include: death f a lved ne, divrce, discriminatin, illiteracy, threat f jb lss, discrd with landlrd, pverty, inadequate health insurance, incarceratin, expsure t war Axis V: This axis is fr reprting the clinician s judgment f the individual s verall level f functining. It is number selected frm the chart belw. Multiaxial Evaluatin Reprt Frm Client Name: Axis I: Clinical Disrders and Other Cnditins That May Be A Fcus f Clinical Attentin Diagnstic cde DSM-IV-TR name _... Axis II: Persnality Disrders and Mental Retardatin Diagnstic cde DSM-IV-TR name _.. Axis III: General Medical Cnditins Axis IV: Psychscial and Envirnmental Prblems Check: Prblems with primary supprt grup Specify: Prblems related t scial envirnment Specify: Educatinal prblems Specify: Occupatinal prblems Specify: Husing prblems Specify: Ecnmic prblems Specify: Prblems with access t healthcare services Specify: Prblems with the legal system/crime Specify: Other psychscial and envirnmental prblems Specify: Axis V: Glbal Assessment f Functining Scale Scre: Page 17 f 33

18 Axis V Glbal Assessment f Functining Scale Glbal Assessment f Functining is fr reprting the clinician's judgment f the individual's verall level f functining and carrying ut activities f daily living. This infrmatin is useful in planning treatment and measuring its impact, and in predicting utcme. The Glbal Assessment f Functining Scale is a 100-pint scale that measures a patient s verall level f psychlgical, scial, and ccupatinal functining n a hypthetical cntinuum. The GAF Reprt decisin tree is designed t guide clinicians thrugh a methdical and cmprehensive cnsideratin f all aspects f a patient s symptms and functining t determine a patients GAF rating in less than 3 minutes. The GAF Reprt addresses the grwing need fr accuracy and reliability in determining and reprting n GAF ratings by ensuring all aspects f a patients functining are cnsidered. Use the current r past week rating t indicate current management needs, the at discharge rating t dcument prgress and quality f care, and the highest level in past year rating as a target fr terminatin f treatment. The GAF scale is particularly useful fr managed care-driven diagnstic evaluatins t determine eligibility fr treatment and disability benefits and t delineate the level f care required fr patients. On cmpletin f the GAF Reprt questins, a 10-pint range is autmatically determined. Then, using the sliding rating scale, yu can quickly indicate the specific GAF rating within this 10-pint range, using clinical judgment and hypthetical cmparisn with ther patients in the range. Explanatin screens prvide clarificatin f specific questins thrughut the assessment. The reprt, which summarizes a patient s results can be prduced immediately after an assessment. Glbal Assessment f Functining Page 18 f 33

19 Glbal Assessment f Functining Scale. Scale Cnsider psychlgical, scial, and ccupatinal functining n a hypthetical cntinuum f mental health-illness. D nt include impairment in functining due t physical r envirnmental limitatins. Yu d nt need t knw the numbers but rather what the GAF measures and is used fr Cde (Nte. Use intermediate cdes when apprpriate, e.g., 45, 68, 72.) Superir functining in a wide range f activities, life's prblems never seem t get ut f hand, is sught ut by thers because f his r her many psitive qualities. N symptms Absent r minimal symptms (e.g., mild anxiety befre an exam), gd functining in all areas, interested and invlved in a wide range f activities, scially effective, generally satisfied with life, n mre than everyday prblems r cncerns (e.g., an ccasinal argument with family members) If symptms are present, they are transient and expectable reactins t psychscial stressrs (e.g., difficulty cncentrating after family argument); n mre than slight impairment in scial ccupatinal, r schl functining (e.g., temprarily falling behind in schlwrk). Sme mild symptms (e.g., depressed md and mild insmnia) OR sme difficulty in scial ccupatinal, r schl functining (e.g., ccasinal truancy r theft within the husehld), but generally functining pretty well, has sme meaningful interpersnal relatinships. Mderate symptms (e.g., flat affect and circumstantial speech, ccasinal panic attacks) OR mderate difficulty in scial, ccupatinal, r schl functining (e.g., few friends, cnflicts with peers r c-wrkers). Severe symptms (e.g., suicidal ideatin, severe bsessinal rituals, frequent shplifting) OR any serius impairment in scial, ccupatinal r schl functining (e.g., n friends, unable t keep a jb). Sme impairment in reality testing r cmmunicatin (e.g., speech is at times illgical, bscure, r irrelevant) OR majr impairment in several areas, such as wrk r schl, family relatins, judgment, thinking, r md (e.g., depressed man avids friends, neglects family, and is unable t wrk; child frequently beats up yunger children, is defiant at hme, and is failing at schl). Behavir is cnsiderably influenced by delusins r hallucinatins OR serius impairment in cmmunicatin r judgment (e.g., smetimes incherent, acts grssly inapprpriately, suicidal preccupatin) OR inability t functin in almst all areas (e.g., stays in bed all day, n jb, hme, r friends). Sme danger f hurting self r thers (e.g. suicidal attempts withut clear expectatin f death; frequently vilent; manic excitement) OR ccasinally fails t maintain minimal persnal hygiene (e.g., smears feces) OR grss impairment in cmmunicatin (e.g., largely incherent r mute). Persistent danger f severely hurting self r thers (e.g., recurrent vilence) OR persistent inability t maintain minimal persnal hygiene OR serius suicidal act with clear expectatin f death. 0 Inadequate infrmatin Page 19 f 33

20 Pre-Grading Checklist Please read the requirements fr yur paper and cmplete the fllwing checklist based n YOUR paper. Then attach this t yur paper and turn in. Student Name: Check Sectin Case Histry Draft Title Mech. And Cmp Case Histry Diagnsis Case Multiaxial diagnsis wrksheet Citatin Cmments Did yu write a draft? Was it prfread by smene? Is it interesting, smething ther than the title f the mvie? Typed; 1 ½ spaced; sectin headings; grammar and spelling; clarity/interest Includes backgrund infrmatin; why they came t treatment; relevant past events All criteria must be listed including thse the character des nt meet. Each criterin is addressed with specific examples. Nte: If ther disrders must be eliminated as part f the criteria, please discuss why yu eliminated them. Shuld be plausible but can be purely speculative. Wrksheet cmplete; III and IV descriptive (III might be nne ); V - GAF (numerical assessment and reasning). In-text citatins; Bibligraphy; Prper APA frmat Page 20 f 33

21 Perfrmance Task: Cntent Rubric Scale Criteria Belw Standard Needs Imprvement Meets Standard Exceeds Standard Case study includes In additin t everything in 3 Shws Case study includes nly relevant histrical (meets standard): Explains Histry f client relevant facts abut the facts that led client hw the past affects the understanding f is full f persnal client but als includes t seek treatment client tday by including develpment and pinins and pssible causes and/r (including 3-5 past life mre than 5 past life events use f case study speculatin treatment pssibilities events and thse and explaining why thse events significance) events are significant Multiaxial Diagnsis Wrksheet cmpleted crrectly Uses apprpriate DSM-IV-TR requirements t diagnse mental illness Identifies apprpriate cause f mental illness Axis 1 & 2 left blank OR Axis 5 left blank Uses nly tw r fewer examples t diagnse mental illness Incrrectly identifies the cause f the mental illness Perfrmance Task: Prduct Rubric Scale Criteria Incrprates Apprpriate APAstyle citatin alng with meeting assigned mechanical requirements Apprpriate Use f Case Histry Rugh Draft Title Creativity 1 Belw Standard Uses apprpriate spacing and fnt; 6+ grammar and spelling errrs; minimum attempt at APA frmat (dne incrrectly) Created an utline r prduced nly ntes; n visible rganizatin int paragraph frm and/r did nt have a secnd persn prf read the draft Name f the Persn being studied nly Incrrectly identifies Axis 1 r 2 OR Axis 5 left blank Crrectly identifies mental illness supprted with 3+ examples Identifying A pssible cause but des nt list ther ptential causes f the identified mental illness 2 Needs Imprvement Apprpriate mechanics with 5 r fewer grammar and spelling errrs; sme crrect use f APA style frmatting but incmplete Rugh Draft cmplete in paragraph frm; n peer editing nticeable Name f the TV Shw r Mvie being used fr the study nly Crrectly identifies Axis 1 r 2 and apprpriately uses the G.A.F. t fill in Axis 5 Crrectly identifies mental illness supprted with 3+ examples Identifies mre than ne ptential cause f the identified mental illness 3 Meets Standard Apprpriate mechanics with 5 r fewer grammar and spelling errrs; Cmplete APA frmat used with nly minr technical errr Rugh Draft cmplete in paragraph frm; peer edited with a different clred pen Smething that incrprates the persn and the metal illness In additin t everything in 3 (meets standard): identifies criteria in Axis 3 and/r 4 AND/OR use intermediate numbers n Axis 5 In additin t everything in 3 (meets standard): Explains why it is NOT a similar mental illness (i.e. why is it depressin and nt biplar) In additin t everything in 3 (meets standard): Discusses the causes f this mental illness in the cntext f the nature/nurture debate and draws cnclusins regarding rigins f this mental illness in patient 4 Exceeds Standard Apprpriate mechanics with n grammar r spelling errrs; Cmplete and crrect APA frmat used with n errrs In additin t everything in 3 (meets standard): student has rewritten the draft and further editing has been dne prir t the final cpy being created In additin t everything in 3 (meets standard): sme type f twist n the title (ex: an alliteratin) Page 21 f 33

22 The Fur Ds: Patient Chart Patient Name: Psychlgy Framewrks fr the Gergia Standards f Excellence in Scial Studies Deviance Behavirs Dysfunctin Behavirs Distress Behavirs Danger Behavirs Page 22 f 33

23 The Fur Ds: Student Infrmatin Handut Deviance: Behavir that is a serius deviatin frm the scial nrms f that culture. Example Lcking car and walking away but returning t check all drs are lcked (multiple times), dyeing yur hair an unusual clr, r lying. Dysfunctinal: Behavir that hinders the individual s ability t functin effectively in the wrld. Example talking with an imaginary friend, wearing a tin hat s the aliens cannt read yur mind, dramatic md swings, excessive alchl cnsumptin, starving neself Distress: Behavir that demnstrates the individual is extremely upset. Example: insmnia, anxiety, endless crying, aches and pains. Danger: Behavir that puts the individual r thers in harms way. Example: attempted suicide, attacking thers, erratic driving. AJC1. Tinfil Hat. Digital image. Flickr. Yah!, 22 Nv Web. 29 May < Crying Face - chris 論 [GFDL ( r CC-BY-SA-3.0 ( frm Wikimedia Cmmns Page 23 f 33