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Psychology in Action

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Instructor’s Resource Guide                              Chapter 14                                         Page   177
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T eaching R esources SECTION I - STUDYING PSYCHOLOGICAL DISORDERS Learning Objectives #’s 1 - 5 Lecture Lead-Ins #’s 1 - 3 Lecture Extenders # 1 Discussion Questions #’s 1, 2, 4 Active Learning Activities #’s 14.1 - 14.6 Brain-Based Learning #'s 14.1, 14.3 Critical Thinking Exercise #'s 14.1, 14.3 Gender and Cultural Diversity Activity Writing Project SECTION II - ANXIETY DISORDERS Learning Objectives #’s 6 - 7 Active Learning Activities # 's 14.4, 14.5 Critical Thinking Exercise # 14.3 SECTION III - MOOD DISORDERS Learning Objectives #’s 8 - 12 Active Learning Activities # 14.4 Brain-based Learning #'s 14.2, 14.3 Critical Thinking Exercise #'s 14.2, 14.3 SECTION IV - SCHIZOPHRENIA Learning Objectives #’s 13 - 16 Lecture Lead-Ins # 3 Active Learning Activities #'s 14.4, 14.5 Critical Thinking Exercise # 14.3 SECTION V - OTHER DISORDERS Learning Objectives #’s 17-19 Discussion Questions # 3 Instructor’s Resource Guide                              Chapter 14                                         Page   178
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Active Learning Activities # 14.4 - 14.6 Critical Thinking Exercise #14.3 Instructor’s Resource Guide                              Chapter 14                                         Page   179
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  L ecture L ead- I ns 1. Ask students to define abnormal behavior. Most of the students will have biases which can be discussed in class. Use this discussion as a reference point for your lectures and refer back to specific examples as you lecture on the specific major disorders. 2. Bring the DSM-IV to class and read descriptions of several disorders. Ask students if this description "fits" anyone they know. Many students will admit that this description fits a "friend." Ask each student to prepare a one-page description of their "friend's" symptoms and to prepare to discuss their description at the next class meeting. At this next meeting, after discussing the student papers, describe the "medical student's syndrome" and point out that students in psychology classes often fear they have the same symptoms described in the DSM. Reassure them that this is usually an unjustified fear, and if not, there are professionals who can help with almost any problem. Use their responses and questions as lead-ins to the chapter topics. 3. Review the lecture extender for this chapter which presents detailed information regarding Rosenhan's classic study with pseudopatients, and/or read the original article (Rosenhan, D.L. (1973). On Being Sane In Insane Places, Science , 173, 250-258). Point out that eight "normal" people presented only one complaint--hearing voices saying "Empty, hollow, and thud." No one distorted any other information about themselves, yet all were admitted to the hospital as patients; seven of them were diagnosed as schizophrenic. After being admitted the "pseudopatients" acted normally. The staff never knew these people had faked their symptoms;
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