Abnormal Psychology Lesson Plan

Day 1: History of Treatment of the Mentally Ill: Students will learn about the way mentally ill were treated by society in the past. They will also delve into the medical treatments used in the past for people who were mentally ill. Students will learn about treatments such as “bleeding” and lobotomies. We will discuss abnormal behaviors that were then seen as mentally ill and compare/ contrast views from then to today. Students will also become familiar with how our medical system works today in the United States and how it compares with other parts of the world.

Day 2: Anxiety Disorders- Phobias: Students will learn about the different types of disorders and phobias. Students will identify symptoms and causes of anxiety disorders, phobias, OCD, etc. They will also learn about the various treatments associated with these psychological problems. Students will become familiar with the different anxiety-based disorders by the end of this unit. Students will also learn the DSM-IV criteria for diagnosis.

Day 3: Somatoform Disorders: Students will learn the different types of somatoform disorders. These will include, but are not limited to, somatization disorder, body dysmorphic disorder, and hypochondria. Students will learn the causes and symptoms of these disorders as well as things that cause these disorders to manifest. Students will learn about real-life examples of these situations through research. Students will also learn about treatments of these disorders and the DSM-IV criteria for diagnosis.

Day 4: Addiction: Students will learn about the traits of addiction. We will cover drugs and alcohol in this course as well as abnormal addictions. Students will learn the causes of these addictions and treatment options. They will also learn about the societal and economic effects of these disorders. Students will also be able to identify whether they think addiction is an actual illness. 

Day 5: Schizophrenia, dissociative disorders, and mind/ mood disorders: Students will learn the traits of these illnesses. They will learn the potential causes, symptoms, as well as treatment options. They will watch different videos on these disorders and and their final project will be a report on the different disorders.

Possible Texts: This course will involve many DVDs and videos to provide a visual for students of mental illnesses and disorders. Students will also have access to a text book which will be provided by the instructor. They will also use various websites as they conduct their own research. Student will also read excerpts of various novels about disorders icluding:

Snyder, Kurt. Me, Myself, and Them (schizophrenia)
Noble, Kim. All of Me (multiple personality disorder)

Assessments: Assessments in this class with take the form of an end of the year research paper/ presentation and various quizzes. Students will also partake in a mid-term exam. There will be various DVDs and videos shown in class to allow students to get a visual of different disorders and illnesses. Students will also be able to represent different topics in a visual manner by use of posters, video, or presentation. The main assessment will be through discussion and daily class observation.

Emotion Unit Plan

Day 1: Introduction to Emotion: This lesson will be an introduction to emotion and the brain. This lecture will mostly be direct instruction. I will first define emotion and explain that there is no well-accepted definition of emotion. Difficulty in defining emotion hampered research on it for a long time. Students will have to opportunity to try to define emotion themselves and discuss the reasons emotion is important to humans. Emotion functions to: 1. Increase, decrease, or regulate arousal 2. Direct perception and attention
3. Influence learning and memory
4. Organize and motivate behavior 5. Communicate with others

Day 2: The Neuroscience of Emotion: This lesson will be important to describe what happens in the brain for humans to experience emotion. They will learn about the brain mechanisms of emotional recognition and experience and the brain systems that are important in emotion such as the amygdala. We will also learn about what happens in the brain during the flight or fight response. Students will learn about the different glands and what the symptoms are of the flight or fight response. At the end of the lesson, students will then be put into groups and will each choose one emotion to research. They will research how that emotion comes about and the parts of the brain that are responsible for those emotions.

Day 3: Detection of Emotions: People have tried to develop a reliable way to detect deception for hundreds of years. During the 20th century, devices sensitive to sympathetic nervous system (SNS) activity were developed as “lie detectors.” 
The logic is that lying makes people nervous, which is reflected in increased SNS activity (e.g., racing heart, sweaty hands). Critique: Lie detector machines are unreliable. “Good liars” may be judged truthful, and honest people may be judged to be lying. We will watch a few clips form the show “Lie to Me.” Students will then have the opportunity to test what they have learned in by watching clips of police interviews in which the teacher will know the outcomes but the students will try to determine whether or not the suspect is lying.

Day 4: Emotional Experiences: Evaluation of a stimulus causes physical reaction that is experienced as a specific emotion. I would then give the example of a person sees a spider and regards it as dangerous. According to the James–Lange theory, the person would begin to shake and then experience the shaking behavior as fear: “I feel afraid because I am shaking.” We would also discuss the Cannon–Bard theory that the thalamus relays stimuli to internal organs and cortex simultaneously and physical changes and emotional experience occur at the same time. Using the same example: A person sees a spider. According to the Cannon–Bard theory, the person would begin to shake and simultaneously appraise the shaking behavior as fear: “The spider makes me shake and feel afraid.” After the lecture on the different theories, the students will write a short paper (1-2 pages) on their biggest fear and why they think they may have that fear. They will use various models discussed such as classical and operant conditioning. They will then describe which of these theories best explains what their emotional experience is and why that happens in their body.

Day 5: Development of Emotional Competence: Emotional competence includes: 1. Emotional awareness: self and others 2. Mastery of emotion language
3. Acquisition of display rules
4. Emotion regulation. We will discuss how children learn to exaggerate, minimize, or mask emotional expressions. Masking disappointment at an undesirable gift is something that children learn at a young age. Girls develop emotional competence earlier than boys, but gender differences are influenced by society. For example, research shows that parents speak differently to daughters than to sons, using a greater number and variety of emotion words with young daughters than with son. We will also discuss emotional intelligence. We will watch a video from YouTube (http://www.youtube.com/watch?v=6D5oWNFR6oY&feature=related) in which the students will determine strong and poor emotional intelligence.

Sports Psychology Unit Plan

Day 1: Introduction: We often hear about sporting success being attributed to a performer’s mental state or the way that a team functions? In modern day sport, success is the result of several variables. These include physical preparation, appropriate strategies or tactics, nutritional plans, self control and mental strength. Sports performers are doing anything to gain that extra edge to help them achieve success and as a result the application of psychology in sport is becoming increasingly prevalent.This unit develops learners’ knowledge of sport psychology and how psychological techniques can be applied to influence the performance of individuals and teams. Initially, learners will look at personality, which is seen as the basis for behavior, and how this is a key factor in choosing sport and subsequent level of achievement. A second major factor in successful sports performance is the motivation of the individual and how this can be developed and influenced. 

Day 2: Personality and Motivation: This lesson will define personality and motivation as it serve in sports. It will also talk about different theories (Marten’s schematic view, psycho-dynamic theory, trait theory, situational approach, interaction approach); types (type A and type B); effects on sports performance (athletes versus non athletes, individual versus team sports, elite versus non-elite athletes, type A versus type B). Motivation will also be an important part of this lesson. We will talk about different types (intrinsic and extrinsic) and theories as well as the effects on sports performance (positive, negative, future expectations of success and failure). 

Day 3: Stress and Anxiety in Sports: In this lesson, students will learn about the effects of stress and anxiety in sports. They will learn about he different types of stress and anxiety as well as the causes (internal, external, personal, occupational, sports environments). We will also discuss the effects on sports performance (nervous system responses, negative mental state, loss of self-confidence and concentration). Since anxiety can be directly associated with stress, we will also focus n the effects it has on performance, such as loss of self-confidence. 

Day 4: Social Psychology of Sports: Sports are a vital part to our society. In this lesson students will learn about the group processes of sports such as Steiner’s model of group effectiveness and the Ringelmann effect. Students will have the opportunity to debate whether they believe sports are an important part of learning how to work well in groups. There will be two sides: one would be for childhood sports and one would be against it. Each group will weigh the pros and cons of being on sports teams as a child and attempt a debate at the end of class. 

Day 5: A Day in the Life of a Sports Psychologist: At the end of this unit, students will research what it is to be a sports psychologist and present their findings as a group to the class. They will use what they have learned in this unit to apply to their skit or visual. They must present some visual aid such as a skit or video of their project. They should do this project as if they were a sports psychologist.

Assessments: The students will be assessed based on their daily course work including the debate as well as their final project consisting of a skit or video of "A Day in the Life of a Sports Psychologist"

DSM-IV vs. DSM-V?

This lesson will show students the ways in which constructs of mental health and behavioral disorders have changed over time. I will continue our discussion of abnormal behavior from lesson 5 and begin discussing the DSM-IV and its role in disorders. I will then provide a brief lecture on major behavioral disorders: their symptoms, factors that influence the disorder, challenges with diagnosis, and typical treatments as provided in the DSM-IV. Students will be provided an organizational tool to write down this information.Since the DSM-V is in production, I will show comparisons as to what will be changing in the diagnostics of the DSM-V. The students will work in groups to determine if they think the new measures will benefit the patients or not. As a final project, students will work in groups to research how psychology have evolved over time. They can choose their own topics, but will have to do a time line of whatever mental illness they choose. They will have to provide how society viewed them as well as treatment options. This would be their assessment.

Factors of Mental Illness Lesson Plan Snapshot

This lesson plan shows that complex and varied interactions among individuals, groups, cultures, and nations contribute to the dynamic nature of personal identity. In this lesson I would talk about the risk factors for mental illness. I would have a power point that discussed the Individual Differences such as temperament, genetic factors, prenatal factors, perinatal factors, brain structure, and brain function. It would also include Proximal Factors such as attachment, parenting styles, parent psychopathology, divorce, abuse, neglect, peer rejection, and bullying. Lastly, it would discuss the Distal Factors such as socioeconomic status, neighborhood quality, racism, and exposure to violence. This direct instruction would show students that there are a variety of factors that affect mental illness. The students would then choose which of the three factors have the largest effect on mental health and then they would have time to form a debate as to why they think their group is right. The students would create a visual aid to present to the class to try to persuade the rest of the class that their side is right. The assessment would be their visual aid and if they were able to persuade their classmates.

What Would You Do?: Social Psychology

This lesson's focus is to help students understand that complex and varied interactions among individuals, groups, cultures, and nations contribute to the dynamic nature of personal identity. For this lesson I will focus more on social psychology and bring in aspects of student's day-to-day lives. I will start by giving a short lecture on social psychology theory on attitudes, behavior, and the relationship between the two. Next, we will go into social influence: the power of a situation, the effects that others’ presence has on individual behavior, how group dynamics influence behavior, and how an individual influences a group. We will watch an episode of “What Would You Do?" We would also discuss stereotyping, prejudice, and discrimination, focusing on how each of these are present and seen in specific demographics: sexual orientation, gender, socioeconomic, minorities, and age. I would use media to showcase how this is represented and have students discuss if this is an accurate representation of their age group and how they feel about that representation. As an assessment, I want students to create their own social experiment. This can be presented in any way they desire (video, poster, essay, etc.). Not only should they describe their experiment in-depth, but also why they chose that experiment, what they want to see come of it, and what their hypothesis is on the outcome.

Nature vs. Nuture: How is Identity Formed?

 

This lesson will be about different factors, both genetic and environmental, that contribute to individual development and identity. I will start the discussion by asking students whether they believe various things such as alcoholism, intelligence, artistic ability, and body size are inherited, learned, or both. What percentage would you attribute to genes versus environment? I would then do a   short lecture on what genes and environment are and how they potentially determine a person’s characteristics and give examples of twin and adoption studies that support each theory. We would then watch a short video on David Reimer (http://www.youtube.com/watch?v=GazeE8KHIfE). Then I would ask students to stand at the point where they believe the balance between genes and environment is. One end of the room will be purely environment, and the other end will be purely genes. Students will place themselves where they feel explains the importance of genes and/or environment in shaping a person. Explain there is no correct answer, but the balance between the two is open to interpretation. We would then finish the film to see what happened to David. The students could then hold a debate on whether they think nature or nurture plays a more important role on identity. The assessment would be a short paper on which side they think won the debate and why.

Motivation and Mindset Lesson Snapshot

This lesson pertains to the National Standard of how identity, development, personality, motivation, perception, and group membership are contribute to an individual’s life. It will sere as a continuation and a more in-depth look at material from the first lesson, but focusing on motivation such as intrinsic and extrinsic motivation. I would also like to incorporate information about having a fixed-mindset and a growth mind-set. I will do a quick lecture on the basics behind motivation and mindset so that the students have a concrete understanding.  Students will then do role-plays and skits to model each type of motivation. Students will also be responsible to create their own definition for each type, providing individual-specific examples. The assessment for this lesson will be an informal assessment during the group exercises. The students will answer a variety of questions about motivation and mindset to see where they think they stand such as What motivates you? How do you perceive yourself? How do you think others perceive you? In what ways do you think you may have a growth mindset or a fixed mindset? How can you help yourself to get from a fixed mindset to a growth mindset?

Identity Development and Theories Lesson Snapshot

This lesson revolves around the theme of how individual development and identity helps us know about different theories explaining individual development and identity as provided in the National Standards. For this lesson, I want to give students introductory information on the different development and identity theories. These will be the building blocks for future lessons on development and identity, so I would most likely do direct instruction for the majority of the period so that I can easily relay a great amount of information. I would want the students to know about Erikson’s stages of psychosocial development, Piaget’s cognitive development, Kohlberg’s moral development, and Marcia’s identity states. I would use some form of visual aid such as a Prezi that I would give to students after the class period. I would also provide the students with an outline to help scaffold their note taking, because I think it is important for students to learn how to take notes before they enter college. Providing an outline would also be great for students to have as a reference in future lessons. As a closing assignment (or homework if they don't finish) I want students to write a short essay by picking one theory that was discussed and explain their own individual development and identity formation (major events, stages, etc.) through that theory. I would also like them to provide reasoning as to why they chose that theory and why that believe that theory may or may not be a better way to study individual identity and development.

Why Psychology?

         I have always been fascinated by people and the way they behave, but as I have grown older and become more aware of psychology I have begun to question why people are the way they are, why they interact differently with other people, and why we all take a different approach to certain situations. I also find it interesting how society, culture, and the attitudes and opinions of other people can have such an impact on a person's behavior. For example, how can someone intentionally harm or abuse another and feel no remorse or guilt at all, whereas another may feel extremely guilty for even just pushing someone down? I am also extremely interested in developmental psychology. I love learning about how children learn to do things as they grown up. The way babies learn language is so fascinating to me. Another subject in psychology that I believe is very intriguing is abnormal psychology. Rare case studies- such as Genie’s story- are exciting to me, because it is not something that can be studied or recreated. Her story is so different that I think it is important to see what happens when people do not learn and develop like a normally functioning human being.

           My love for psychology started my freshman year at Michigan State. I had never taken a psychology course in high school because we did not offer it after my junior year and we could only take it as a senior. I was so excited to take psychology as a freshman, but I was worried that my inexperience would affect my grades. I had to work really hard in my Introduction to Psychology class, but I loved it and I knew that I wanted to do something with psychology in the future. I continued to take psychology courses and discovered that my heart was in the field of school psychology. Since I had always wanted to be a teacher growing up, I figured school psychology would be the perfect fit for me. I decided I would still get my teaching certificate and minor in psychology so that I could still teach as I went to graduate school for my Ed.S. in School Psychology. I have taken such a wide range of psychology courses throughout my college career such as developmental, social, brain and behavior, and child and family psychopathology. I have thoroughly enjoyed almost every single one.

           I agree with all of the standards that are outlined although I think it may be difficult to teach all of them in the one semester of psychology that most schools offer. I particularly like the standards on memory, emotion, personality, and social interactions because I feel that those areas are applicable to many students. The students would probably be most interested in the psychological disorders standards; however, if I had to focus on one standard, I believe the most important one to teach a student while they are in high school is the standard area of learning. I think it is vital for students to understand the different ways learning takes place. It is important for students to understand that everyone learns differently and that having a fixed mindset versus a growth mindset can drastically affect how they will do in school. Someone with a fixed mindset might think that they are just not good at school and give up if they get a bad grade on a test. They would attribute it to their ability and not to how hard they studied or if they took their time. A student with a growth mindset would think that they could practice and do better on the next test. I believe that it is important to teach students about these things so that I might be able to help them change their mindset and possibly be more successful in their learning endeavors after high school.

          I was surprised that there was nothing in the standards about developmental psychology. I think that the students should have at least a general idea about the stages of developmental psychology such as infancy, childhood, adolescence, etc. Learning more about how children develop and grow can provide additional insight into why we have become the way we are today. Studying development can also help students to learn more about their future. By understanding the aging process, they could be better prepared when facing issues associated with growing older. It is also important if they plan on having children or working with them at some point. Studying human development can greatly improve their ability to interact with kids and they will also be able to recognize developmental patterns that may be abnormal.

          I think psychology is very important for students to study. Psychology can help students to understand who they are and why they are that way. I think psychology hits on all of the major issues in today’s society and helps to explain why things happen. I feel as if many people, not just students, are looking for the answers to the why questions and I believe that study psychology can help to answer them. It can help to answer questions about learning disabilities, psychological illnesses, familial issues, and even social issues. I feel that psychology can help students in any field they decide to go into after high school whether it is teaching, criminal justice, human resources, law, business, or even just being a good parent.