Task Title Clinical Report. Course Name Mental Disorders (2) Course Code

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1 College of Education Department of Psychology Master Program in Counseling Psychology Task Title Clinical Report Course Name Mental Disorders (2) Course Code نفس 574 Prepared By Dr. Fahd Bin Abdullah Al-Rubai ah Dr. Naser Bin Ibrahim Al-Muhareb

2 The Task: Large proportion of people suffers from depressive disorder on a personal, social and professional level. Research results in this regard generally indicate that females suffer from more than men and that the females start at the age of Results from a study on a sample of Saudi male and female university students indicate the following: 1. The females begin at the thirteenth year of age for the female 2. The average degree of in females is higher than in males. 3. There is number of beliefs females (see attached table) Many researchers interested in mental disorders have attempted to identify the factors associated with the and the factors behind its spread between females more than males. This resulted in a lot of factors and theories that may explain the emergence of disorder and explain the gender it. According to this data, and given the and some beliefs of males and females, as shown in the attached table, and the age at which the among males and females start (Year 13): 1. What is scientific evidence that suggest the prevalence of in females than in males? 2. Is there a relationship between females and beliefs females that are listed in the table? 3. What are the mechanisms through which each belief can contribute to the? 4. What are the factors that contributed to the formation of these beliefs in the females? 5. What theory (theories) can be beneficial in understanding the relationship se variables? 6. How can we explain the females at the age of 13? Each student individually performed the task in four weeks as follows: Timetable:

3 1. First Week: review the literature on the differences between male and female and the theories that explain them and choosing what s appropriate. 2. Second Week: writing evidence on the existence of between males and females and the relationship of beliefs to those differences. 3. Third Week: writing the factors that contributed to the formation of beliefs and theories that link with ineffective beliefs. 4. Fourth Week: writing the interpretation of the gender differences at the age of 13 years and writing the conclusion, final report, and recommendations. Learning Outcomes: Upon completion of the mission, the student is able to: A. Knowledge 1. Researches and evaluates evidence. 2. Links between conflicting facts, theories, and observations. 3. Explains the behavior and complex mental processes. 4. Sets precedents and consequences of behavior and mental processes. 5. Uses psychological theories to explain behavior and mental processes and forecasting. 6. Combines aspects of theory in order to reach multi-faceted interpretations. B. Professional Skills 1. Uses critical thinking skills effectively. 2. Uses databases, , and writing skills on the computer. 3. Demonstrates writing skills. C. Professional Orientations 1. His/her discussions are based on evidence and proof. 2. Works to evaluate new ideas with open and critical mind. Task Goal: Student reviews the literature on the disorder of, the differences females, and the factors associated with it, and writes a report about the differences between males and females in and beliefs among a sample of Saudi students (males and females) in which the student highlights the role of Saudi culture in the formation of beliefs that are related to the in both sexes and their role in the age at which the appear females.

4 Resources: 1. Results of a study on a Saudi sample about the differences females in and a number of beliefs. 2. Databases and Web sites. Steps in Performing the Task: 1. Student performs a thorough research on the studies that deals with the females. 2. Differentiates between high-quality evidence and weak evidence. 3. Reviews the theories that explain. 4. Reviews the literature that deals with the role of socialization in the formation of beliefs. 5. Reviews the literature that deals with the physiological and psychological differences females. 6. Prepares the final deliverable for the task. Evaluating the Task: Task Elements Unacceptable Acceptable Superior Graduate Characteristics Achieved Research and evaluate evidence Uses one to three scientific studies that suggest in females is more common than in males. Uses four to seven scientific studies that suggest in females is more common than in males. Uses eight or more scientific studies that suggest in females is more common than in males. Third: has the research skills and understand the content of research and recent studies concerning the growth of all students, and understands his/her role in their development and learning, and contributes to the provision of appropriate expertise for their mental, social, physical and emotional Link between conflicting facts, theories, and observations Does not indicate a relationship between males and females and beliefs between male and female Indicates a relationship females and beliefs between male and female Indicates a relationship females and beliefs between male and female, and deals with the theoretical basis for this relationship Second: has the skill and deep understanding of the subject matter, structure, and basic concepts and methods of inquiry in the field of specialization, and contributes to the provision of appropriate experiences for a meaningful learning for all students.

5 Explain the complex behavioral and mental processes Clarifies the role of 1 to 5 of the beliefs associated with the 6 to 10 of the beliefs associated with the all 14 beliefs associated with the Sixth: understands the motivations and individual and collective behavior, and employs this understanding in creating a learning/work environment that promotes self-growth, self-motivation, and positive social interaction that engage students in active learning Set precedents and consequences of behavioral and mental processes Clarifies the role of personal, or family, or social factors in the composition of these beliefs in females two of the three personal, family, and social factors in the composition of these beliefs in females personal, family, and social factors in the composition of these beliefs in females Second: has the skill and deep understanding of the subject matter, structure, and basic concepts and methods of inquiry in the field of specialization, and contributes to the provision of appropriate experiences for a meaningful learning for all students. Use psychological theories to explain and predict behavioral and mental processes Does not refer to the role of cognitive theories in understanding the relationship between ineffective beliefs and. Refers to the role of cognitive theories in understanding the relationship between ineffective beliefs and. Refers to the role of cognitive theories in understanding the relationship between ineffective beliefs and, and discusses the strengths and weaknesses in the interpretation of this relationship Sixth: understands the motivations and individual and collective behavior, and employs this understanding in creating a learning/work environment that promotes self-growth, self-motivation, and positive social interaction that engage students in active learning Integrate the theoretical aspects in order to reach multi-faceted interpretations Discusses the role of physiological, psychological, or social factors in explaining the between males and females at age 13. Discusses the role of two of the physiological, psychological, or social factors in explaining the females at age 13. Discusses the role of the three physiological, psychological, or social factors in explaining the females at age 13. Sixth: understand individual differences between students in different aspects of physical, mental, and emotional growth, and values the economic and social diversity and cultural heritage Use critical thinking skills effectively Highlights his/her personality in limited places in the final deliverable of the task Highlights his/her personality in the important places in the final deliverable of the task His/her personality is visible in most of the information /details reported in the final deliverable of the task Fourth: plans, supports, and encourages a variety of methods in teaching and learning /working in his field, including the development of critical thinking and problem-solving skills Use of databases, , and fluent writing on the computer Uses databases or or writing fluently on the computer Uses two of the three skills (databases, , and writing fluently on the computer) Uses databases, e- mail, and writing fluently on the computer Ninth: employs technology and integrates it into his/her professional practices

6 Demonstrate writing skills Repeated language mistakes Some language mistakes Very few language mistakes Fifth: possesses the verbal and non-verbal communication skills, and uses multimedia to communicate with students and colleagues in the profession and the senior leadership Table of differences females In and some of the beliefs # Disruption or Belief Direction of Difference 1 Depression Females 2 It is natural to look after my personal interest before the public interest Males 3 In my opinion, money is everything in a human s life Males 4 I believe in the proverb: spend what s in the pocket, you get what s in the unseen Females 5 Relations between people have become few and weak than ever before Females 6 I do not accept the results of actions that come against what I expect Females 7 I prefer avoiding difficulties instead of facing them Females 8 I am confident that the past behavior of an individual determines his/her present and future Females 9 I cannot imagine myself without the help of those who are stronger than me Females 10 An individual cannot get rid of the impact of the past even if he/she tries to Females 11 I feel very upset when I fail to find an ideal solution to the problems I am facing Females 12 Some people are characterized as evil and villainy, and must be stayed away from and contempt Females 13 The problems of others bother me and always deprive me the feeling of happiness Females 14 I think that circumstances beyond human control will stand against his happiness Females 15 I am very afraid of the mere thought of the possibility of disaster and dangers Females Notes

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