PSYC ABNORMAL PSYCHOLOGY Course Syllabus-Spring 2015

Transcription

1 PSYC ABNORMAL PSYCHOLOGY Course Syllabus-Spring 2015 Individuals with disabilities who need to request accommodations should contact the Disability Services Coordinator, Student Center 255, (678) , Course Description: Number and Title: PSYC (CRN 21106) Abnormal Psychology (Please note that this section of the course is fully online) Credit Hours: 3.0 semester credit hours (3-0-3) Catalog Description: A study of the scientific and cultural bases of various conceptions of undesirable behavior. Applications of principles derived from basic research will be emphasized. Course Prerequisites and Co-requisites: PSYC 1101 OR PSYC 201 OR PSYC 205 OR PSYC 212 with a minimum grade of D Instructor Information: Instructor: Dr. Charlie L. Harris Office Phone: (678) ; Psychology Dept.: (678) charlieharris@clayton.edu Internet: Office: Natural and Behavioral Sciences, #111 Office Hours: Tuesdays/Thursdays: 9:30-11:30 AM; Wednesdays: 2:15-3:00 PM; Virtual/telephone appointments can be scheduled during these time periods by ing instructor ahead of time to set up an appointment. Class Meetings: Classroom: D2L -AND- Launchpad Virtual Learning Management Systems Class times: Asynchronous Page 1 of 15

2 Computer Requirement: Each CSU student is required to have ready access throughout the semester to a notebook computer that meets faculty-approved hardware and software requirements for the student's academic program. Students will sign a statement attesting to such access. For further information on CSU's Official Notebook Computer Policy, please go to Software Requirement: To properly access the course content you will need to download the following free software: Adobe Reader (needed to access files in PDF format): Adobe Flash (needed to access video content): Computer Skill Prerequisites: Able to use the Windows TM operating system Able to use Microsoft Word TM word processing Able to use Microsoft PowerPoint Able to send and receive using Outlook TM or Outlook Express TM Able to attach and retrieve attached files via Able to use a Web browser Desire2Learn (Online Classroom): On-line activity will take place in Desire2Learn, the virtual classroom for the course. `You can gain access to Desire2Learn, by signing on to the SWAN portal and selecting: "D2L on the top right side. If you experience any difficulties in Desire2Learn, please or call The HUB at TheHub@mail.clayton.edu or (678) 466-HELP. You will need to provide the date and time of the problem, your SWAN username, the name of the course that you are attempting to access, and your instructor's name. *Important: Please note that additional online activity will take place in the Launchpad for this course (see description under textbook). Program Learning Outcomes The following are the 7 learning outcomes for the Psychology & Human Services Program addressed in this course. 1. Apply the major concepts, findings, and theoretical perspectives of psychology. 2. Evaluate research critically and apply research methodologies used in psychology. 3. Demonstrate effective professional oral and written communication skills both individually and with groups 4. Demonstrate an understanding of the roles, responsibilities, and career opportunities for those with psychology-related degrees 5. Apply the ethical standards set forth by the American Psychological Association 6. Demonstrate knowledge of individual and cultural differences and their influences on beliefs, values, and interactions with others 7. Interact effectively with people of diverse abilities, backgrounds, and cultural perspectives Page 2 of 15

3 Course Learning Outcomes By the end of this course, the student should be able to: 1. Describe and explain the major psychological disorders, including their symptoms and predominant forms of treatment. 2. Discuss the current dominant theories regarding the causes of the various psychological disorders and treatments. 3. Describe multicultural differences in prevalence, diagnosis, and treatment. 4. Assess your own attitudes and preconceptions regarding psychological problems and develop greater compassion and appreciation for the human experience. 5. Be able to give basic information to individuals struggling with psychological problems, including facts, resources, and options for treatment. Textbook Information Required: Comer/Abnormal Psychology 8e DSM-5 update (Launchpad) Please note that students cannot purchase used access codes or solely use old/current hardcover editions of the text. Launchpad must be purchased. Launchpad only (Includes E-book) ISBN-10: ISBN-13: Alternative: Students who wish to have a hard copy of the text in addition to Launchpad (which is REQUIRED) may opt to purchase both Launchpad and the Loose-leaf book using the information below: Loose-leaf + Launchpad ISBN-10: ISBN-13: You may purchase the Launchpad/E-book from the university bookstore online at Or students may purchase book directly from the publisher. Students can request a temporary code from the publisher by going to the website; however, the student must activate a purchased code within 21days. The majority of your individual coursework will occur in the Launchpad including required readings, online discussion, and assignments. D2L will also be used for the syllabus quiz, announcements, group project work, exams, and to post grades. Grades reflected in Launchpad will be ported over to Desire2Learn after each Exam Block closes. Problems with Launchpad should be addressed with the technical support for the publisher. The instructor does NOT provide technical support for the learning platform. You can join the course/activate your code by following the instructions below. If you need additional guidance, consult the student Quick Start guide, especially the system requirements which list the recommended browsers. Go to Bookmark the page to make it easy to return to. Page 3 of 15

4 Enroll in the course using one of the following options: If you have an access code, select "I have a student access code," enter the code exactly as it appears on the card, and click Submit. If you do not have an access code, either purchase a text package that includes one OR click "I want to purchase access" and follow the instructions. If you need to start working but cannot purchase right away, select "I want temporary access" and follow the instructions. If you have problems registering, purchasing, or logging in, please contact Customer Support. You can reach a representative 24 hours a day, 7 days a week: through the online form by chat Or from 9 a.m. to 3 a.m. EST, 7 days a week by phone at (800) Content: Introduction (Chap 1); theoretical models (3); anxiety disorders (5); stress disorders (6); somatoform/dissociative disorders (7); mood disorders (8); treatment of mood disorders (9); suicide and filicide (10; supplementary reading); eating disorders (11); substance use disorders (12); sexual disorders and gender dysphoria (13); schizophrenia (14) treatment of psychosis (15); and personality disorders (16). Other material in the text will not be covered. Evaluation: Students can earn a total of 100 points (corresponding to 100%) in this class through successful completion of the activities below. These activities are directly linked to the course learning objectives outlined above. Although class activities are worth varying numbers of points, the total point value for each activity will be converted to a scale to reflect 100 points with the weighting below. 1. Class Participation (5% of grade) 2. Quizzes/Assignments (15% of grade) 3. Test 1 (20% of grade) 4. Test 2 (20% of grade) 5. Final Exam (20% of grade) 6. Character Analysis Group Project/Paper (20% of grade) A description of each evaluation component follows on the next page. Please note that Chapter readings and assignments, discussion board postings, and exams have an 11:59 p.m. due date on Fridays. 1) Class participation. 5 points. Class participation is earned by participating in the class discussions for this course. Each student is expected to respond to instructor discussion questions/activities and engage in peer discussion around the topic each week throughout the semester. To earn maximum points (100%), you will need to submit at least ten (10) quality postings across ten (10) different weeks out of a total of twelve (12) opportunities. Posting 6-9 times will result in a discussion grade of Page 4 of 15

5 three (3). Posting less than this will result in a grade of zero (0) for this activity. Quality discussion points are those that are well-written and that allow you and your peers to apply knowledge that you re gaining from your chapters to various issues as well as stimulate critical analysis of issues related to the chapters. They do not merely reflect a personal opinion or position about a topic, nor do they simply reflect agreement with another post. Profane, pejorative, or offense language will not be tolerated on discussion boards. Any student who chooses to engage in such behavior will receive one warning. A repeat offense will result in the student being blocked from posting to discussion boards and the student will be unable to receive further discussion points. The discussion boards will pertain to each chapter and should not be used to discuss unrelated topics. The general discussion board in D2L can be used for such purposes. Unrelated topics/questions will be removed. Discussion assignments are due weekly, however, there is a grace period where the board will remain open (i.e. closes the Saturday following the exam deadline at 11:59 p.m.). Please note that technical difficulties the last day of the grace period will not be sufficient excuse for me to reopen discussions; therefore, do not wait until the last minute to post to the boards. Grading: 1 point per posting for a maximum of 14 points which will be converted to the 5 point scale at the end of the semester. 2) Quizzes/Assignments. 15 points. Each week you will have either a summative quiz to complete or an assignment. Students have two opportunities to take quizzes and the higher of the two scores will stand as the grade. Students will have one opportunity to complete assignments. Quizzes and assignments will vary in the number of items but will be worth a total of 15 points per quiz/assignment. Quizzes are timed (15 minutes). Quizzes and assignments are due the week they are assigned, but there is a grace period when they will continue to be accepted (i.e. closes the Saturday following the exam deadline at 11:59 p.m.) Quizzes and assignments are assigned in blocks. The set of quizzes that correspond with the upcoming exam will open on the Monday following the previous exam. Following the grace period, once quizzes/assignments are closed they will not be reopened. Please note that technical difficulties the last day of the grace period will not be sufficient excuse for me to reopen quizzes/assignments; therefore, do not wait until the last minute to take your quizzes or complete assignments. The average points from the 10 highest quiz/assignment scores will comprise the quizzes/assignments grade. All quizzes/assignments (EXCEPT the syllabus quiz which is graded and should be taken in D2L) must be completed in the Launchpad. The Summative Quizzes (not Pre-Lecture) must be completed. 3-5) Semester exams and Final Exam. 20 points. Two semester exams and a Final Exam will be given for this course. Each exam for this course is worth 20 points (40 items worth 1/2 point each). All Exams are administered through D2L under the Quizzes Tab. Exam questions are worded using a multiple choice format and require critical analysis of cases in addition to demonstrating general knowledge about a topic area. Students have 75 minutes to complete each exam. Exams open on Monday at 9 a.m. and close on Friday at 11:59 p.m. There is a 24-hour grace period (extending the exam period until Saturday at 11:59 p.m.). The final exam for this course will open on the last day of classes and remain open until 11:59 PM on May 8 th. Again, the 24-hour grace period will apply Page 5 of 15

6 extending the completion time to May 9 th until 11:59 pm), after which no late exams will be accepted. Students must download Respondus Lockdown Browser (a link will be provided if you do not have it) to take the exams. Respondus prevents you from using any other software applications while taking the exam. Please note: students should NOT wait until the last minute to take exams. Technical difficulties the day the grace period expires will not be a sufficient excuse for the exam to be reopened after closing. Also note that there are no exam study guides for this class. However, important information is highlighted in the types of discussion questions posted, assignments given, and instructor notes throughout the E-book. In general, exams provide cases that include symptoms, theoretical frameworks, and interventions. Students must apply their knowledge of these various disorders and multicultural information emphasized in the text related to these disorders to answer questions following the cases. A working knowledge of the diagnosis, theoretical models and their associated interventions, and the multicultural research covered in the text will lead to success on exams. Detailed information about prevalence statistics, etc. is not typically asked on the exam and rote memorization does not typically lead to success on exams. However, there will be some questions that are related to the topic area assessed that do not necessarily pertain to the specific case described, so it is important to have a good understanding of basic as well as applied knowledge. 6) Character Analysis. 20 points. A group project is a component of this course. The class is required to work as part of a group to receive credit. Individually turning in the assignment will result in it being returned with a grade of zero. There will be seven groups (possibly eight if required) formed for the class. The group must meet certain benchmarks in the completion of the project. These benchmarks and points received (out of the total project points) for turning them in ON TIME include: Formation of the group membership and selection of a group chairperson who is to communicate the groups #1 and #2 diagnostic category preference (i.e. anxiety disorders, mood disorders, dissociative disorders, psychotic disorders, substance use disorders, gender dysphoria, or aging disorders) to the instructor. Groups must have a MINIMUM of four (4) students and a MAXIMUM of five (5) students. Those who do not form a group and submit information by the deadline will be required to solicit a group to be a part of after the category assignments are made. You must be in a group by March 6 (midpoint) to avoid receiving a zero (0). -1 point Selection of a movie (from the approved list-attached at end of syllabus) AFTER the instructor assigns the group to their category (assignment will occur on a first come, first served basis so the sooner a group is formed and the group membership is sent to the instructor the greater the likelihood of getting your preferred category). -1 point Outline of presentation in outline form which should include how the presentation will be organized, the points to be covered, the various group assignments, and who will be responsible for them; Outline of paper in MS word in outline form. -1 points Rough draft of paper.-1 points Final PowerPoint and paper. -16 points Page 6 of 15

7 The paper will be graded on content, organization and flow, grammar, mechanics, and adherence to APA style. Students must cite a minimum of three sources (in addition to your Comer text). At least TWO (2) of those sources must be peer-reviewed journal articles (i.e. they cannot be websites such as web md or mayo clinic). Students should use Galileo or Scholar. Google to find scholarly sources. The paper should use in-text citations (APA style) and have a title, abstract, and bibliography. The paper should not exceed 5-7 pages (this does not include the title, abstract and bibliography). The well-written paper should describe/explain concepts and not just document them. The grading rubric is attached at the end of the syllabus. A group workspace (Discussion Board) will be provided in D2L and the group assignments will be in the Dropbox. Communication among group members should occur on this discussion board or in the virtual chat room if you elect to have real time meetings. This is the only way I have of tracking group member s participation in the process. Additionally, each group member must submit an evaluation of the other group members and themselves regarding their participation in the process. This information will be taken into account when competing the final grade. The percent score from the average of the group evaluations will be the percentage of the final grade received (for those receiving less than 80% on their group evaluations). For example, if the group receives a grade of 18/20 (90%) for the group assignment, but the group member s average evaluation is 17/20 (85%), then that particular group member s grade for the assignment will not be 90% but will be.90*.85=.77%. This is a substantial reduction; therefore, it is important that you actively participate in your groups. The evaluation is attached at the end of the syllabus. The PowerPoint Presentations will be shared with the class and covered on the final exam. Final Grade: The final course grade can be calculated by summing the points from each component of the course. A % B 80 89% C 70 79% D 60 69% F below 60% Mid-term Progress Report: The mid-term grade in this course, which will be issued February 27, reflects approximately 25% of the entire course grade. The midterm grade will be based on Exam 1 and class participation on the discussion board participation. It will be calculated out of a total of 40 points (discussion board participation for at least 6 out of the 8 weeks (5 points)(4 out of 8 postings will earn 3 points, less than this earns zero (0)); average quiz Page 7 of 15

8 score (out of 15 points); and Exam 1 (out of 20 points). Based on this grade, students may choose to withdraw from the course and receive a grade of W. Students pursuing this option must fill out an official withdrawal form, available in the Office of the Registrar, or withdraw on-line using the Swan by mid-term. Instructions for withdrawing are provided at this link. The last day to withdraw without academic accountability is Friday, March 6, Course Policies: General Policy Students must abide by policies in the Clayton State University Student Handbook, and the Basic Undergraduate Student Responsibilities. University Attendance Policy Students are expected to attend and participate in every class meeting. Instructors establish specific policies relating to absences in their courses and communicate these policies to the students through the course syllabi. Individual instructors, based upon the nature of the course, determine what effect excused and unexcused absences have in determining grades and upon students ability to remain enrolled in their courses. The university reserves the right to determine that excessive absences, whether justified or not, are sufficient cause for institutional withdrawals or failing grades. Course Attendance Policy Attendance is required to do well in this course. More than three absences for any reason will result in a loss of 5 points from your class participation grade. Being late to class by more than 10 minutes will count as half an absence. Missed Work Without a valid excuse, a grade of zero points will be assigned for any missed work. If a valid excuse is provided within three days of the missed assignment/exam with appropriate documentation, a make-up exam or extension for completion can be granted. These conditions only apply to extreme circumstances that are documented emergencies. Routine medical appointments do not constitute an emergency and should be rescheduled to avoid conflicts with exams. No exceptions will be made to this policy. Students missing the final assessment should contact the instructor concerning the applicability of an Incomplete grade. Students must submit a written request using the appropriate institutional form and follow the university policy and procedures required if they cannot take the final at the designated time. Please note that it is the student s responsibility to contact the instructor when exams or other important work is missed. Academic Dishonesty Any type of activity that is considered dishonest by reasonable standards may constitute academic misconduct. The most common forms of academic misconduct are cheating and plagiarism. All instances of academic dishonesty will be reported to the Office of Community Standards. Judicial procedures are described in the Procedures for Adjudicating Alleged Academic Conduct Infractions. Plagiarism Detection Software. Students agree that by taking this course all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted Page 8 of 15

9 papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. You should submit your papers in such a way that no identifying information about you is included. Disruption of the Learning Environment Behavior which disrupts the teaching learning process in the online environment will not be tolerated. While a variety of behaviors can be disruptive, more serious examples include belligerent, abusive, profane, and/or threatening behavior. A student who fails to respond to reasonable faculty direction regarding such behavior may be dismissed from class. A student who is dismissed is entitled to due process and will be afforded such rights as soon as possible following dismissal. If found in violation, a student may be administratively withdrawn and may receive a grade of WF. More detailed descriptions of examples of disruptive behavior are provided in the Clayton State University Academic Catalog and Student Handbook. Writing Assistance: The Writers Studio 224 is located in the A&S building, room 224. There you can talk with trained writing consultants about your writing projects. They are available to work with you at any stage of your paper, from generating ideas to organizing your paper to understanding how to format it correctly. The service is free; you may drop in and wait for a consultant or sign up for a regular appointment. But remember: you, not your consultant, are ultimately responsible for the quality and content of the papers you submit. Aside from meeting with consultants one-with-one, you can also participate in consultant-led writing workshops. In these workshops, consultants will guide you in discussions and activities important to academic writing topics. Consultants and student-writers will collaborate on ways to apply writing concepts and strategies to specific writing situations. You will be identify, analyze, integrate, and synthesize writing principles through a series of writing exercises. Remember that we are here to collaborate with you as you develop your own experiences as a student-writer. There you will find a link to register for appointments online: You will need to do a one-time registration. Simply click on the Click here to register link once at MYWCONLINE. Other Policies: Desire2Learn: You are required to access Desire2Learn via the CSU website to complete the initial syllabus quiz, read announcements, submit group work assignments, check grades, and communicate with the instructor. It is advisable to check Desire2Learn regularly for announcements or other updates to course information. The instructor does not make assignments or expect students to post to discussion boards during school holidays (i.e. Spring Break). Page 9 of 15

10 Launchpad: Each student must enroll in the Launchpad for the class. Students who do not enroll (with an activation code-not temporary access) by March 6, 2014 will not be able to register. Students are to complete all individual work (e.g. quizzes, online discussions, and assignments) in Launchpad. Account: Each student should have a CSU account, and they must use it for this class. There may be times when I will communicate to the class via , and you will be responsible for that information. It is advisable to check your regularly prior to each class session. The instructor will not communicate with students through a non-clayton State address. Students should communicate through the CSU Outlook for a prompt response. Please put the course name in the subject header. The instructor will respond to within hours during the business week. The instructor will not respond to on the weekend (Friday 5:00 PM-Monday 9:00 AM). The instructor does not respond to received during school holidays (i.e. MLK day; Spring Break). PowerPoint: PowerPoint is not typically used in this course for lecture, but students will need to have PowerPoint (or Prezi) on their computer in order to view any course information or presentations done in this format and to create and submit the group project. Class Participation Policy: Class participation is determined by participating in the online class discussions for this course. Individuals who do participate in the class in this manner will not earn points for their class participation grade. No Show Policy: Students must complete the syllabus quiz to avoid being reported as a no-show for this class and to receive credit toward your quizzes grade. The syllabus quiz can be found in D2L under the quizzes tab. Page 10 of 15

11 Course Schedule: Students should make note of important due / important CSU dates listed. The instructor reserves the right to make changes/adjustments to the schedule. Week Of: Topic/Readings/exams Assignments/Quizzes Jan 12 th -16 th Abnormal Psychology: Past and Present; View Bellevue Video Chapter 1 Jan 19 th -23 rd Models of Abnormality Chapter 3 Jan 22 No-Show Deadline Syllabus Quiz Closes Jan 26 th -30 th Anxiety Disorders View Chapter Videos & Assignment Videos Chapter 5 Feb 2 nd -6 th Feb 9 th -13 th Stress Disorders Chapter 6 Somatoform & Dissociative Chapter 7 Feb 16 th -20 th EXAM 1 (1, 3, 5, 6, 7) (Models, Anxiety, Stress, Somatoform/ Dissociative Disorders) Opens February 9 th, Closes February 20 th. Feb 23 rd -27 th Mood Disorders & Treatment Chapters 8, 9 February 27 March 2 nd -6 th March 6 March 9-13 th MIDTERM GRADE ISSUED Suicide-Homicide-Filicide Chapter 10; Article on Filicide LAST DAY TO WITHDRAW WITH W No Class-Spring Break -Orientation to Course (View PPT) -Review Syllabus, Take Syllabus Quiz- D2L -Post to the Meet/Greet DiscussionBoard-D2L -Post to Discussion Board (1)-Launchpad -Take Chapter 3 Summative Quiz -Post to Discussion Board (2)-Launchpad -Complete Chapter 5 Assignment -Post to Discussion Board (3)-Launchpad -Take Chapter 6 Summative Quiz -Post to Discussion Board (4)-Launchpad -Group formation due by Feb 6 th -D2L ( ) -Complete Chapter 7 Assignment -Post to Discussion Board (5)- Launchpad -Group categories assigned by instructor Feb 13 th -D2L -Exam, Discussion Boards, Quizzes, Assignments for First Exam Block Grace Period Expires February 21 st (Saturday). All Outstanding work must be submitted by 11:59 PM!- Launchpad -Take Chapter 8 Summative Quiz -Post to Discussion Board (6)- Launchpad -Group movie selection due by Feb 27 th D2L -Complete Chapter 10 Assignment -Post to Discussion Board (7)-Launchpad) March 16 th -20 th Eating Disorders Chapter 11 -Take Chapter 11 Summative Quiz -Post to Discussion Board (8)- Launchpad Page 11 of 15

12 March 23 rd -27 th Substance-Related Disorders Chapter 12 March 30 th -April 3 rd EXAM 2 ( 8, 9, 10, 11, 12) (Mood, Suicide, Eating, Substance Use Disorders) Opens March 30 th, Closes April 3 rd. April 6 th -10 th Sexual Disorders & Gender Dysphoria Chapter 13 April 13 th -17th Schizophrenia & Treatment Chapter 14, 15 - Group outlines of PowerPoint and Papers due March 20 th -D2L -Complete Chapter 12 Assignment -Post to Discussion Board (9)- Launchpad -Exam, Discussion Boards, Quizzes, Assignments for Second Exam Block Grace Period Expires April 4th (Saturday). All Outstanding work must be submitted by 11:59 PM!-Launchpad -Take Chapter 13 Summative Quiz -Post to Discussion Board (10)-Launchpad -Group rough draft of paper due April 10 th - D2L -Complete Chapter 14 Assignment -Post to Discussion Board (11) April 20 th -24th Complete Group Projects -Final Group Presentations Due April 25 th (Saturday) at 11:59 P.M. No grace period. No Exceptions. Presentations to be posted April 27 th for the class!-d2l April 27 th -May 1st Personality Disorders Chapter 16 Group presentations posted. Take Chapter 16 Summative Quiz -Post to Discussion Board (12)- Launchpad May 4 th LAST DAY OF CLASSES -Final Group Papers Due at 11:59 P.M. No grace period. No Exceptions. If not submitted, Rough Draft will be graded-d2l May 5 th -May 8th May 5 th -May 11th CUMULATIVE FINAL EXAM (Chaps 13, 14, 15/& Presentations) (Sexual Schizophrenia & Treatment, Personality Disorders) Opens May 5 th, Closes May 8 th. CSU FINALS PERIOD -Final Exam, Discussion Boards, Quizzes, Assignments for Second Exam Block Grace Period Expires May 9th (Saturday). All Outstanding work must be submitted by 11:59 PM!- Launchpad May 14 FINAL GRADES SUBMITTED ABNORMAL PSYCH GROUP PROJECT CATEGORIES & MOVIE SELECTIONS Page 12 of 15

13 Anxiety & Stress Disorders (Group 1) As Good As It Gets (1997) Analyze This (1999) The Aviator (2005) Matchstick Men (2003) Fearless (1993) Mood Disorders (Group 2) Prozac Nation (2001) The Hours (2002) Helen (2009) Silver Linings Playbook (2012) Dissociative Disorders (Group 3) Bourne Identity (2002) Primal Fear (1996) Fight Club (1999) Manchurian Candidate (2004) Personality Disorders (Group 5) Girl Interrupted (1999) Training Day (2001) The Talented Mr. Ripley (1999) Fatal Attraction (1987) Sexual/GID Disorders (Group 6) Boys Don t Cry (1999) Crying Game (1992) Normal (2003) TransAmerica (2005) Substance Use Disorders (Group 7) Flight (2012) Sherry Baby (2006) 28 Days (2000) When a Man Loves a Woman (1994) Psychotic Disorders (Group 4) The Soloist (2009) Benny & Joon (1993) Beautiful Mind (2001) K-Pax (2001) Page 13 of 15

14 Paper Does not provide Vague or cursory Adequate overview overview of movie overview providing context for or character the analysis Overview of movie and character Justification of Mental Illness and Diagnostic Criteria/Differential Diagnosis Etiology (biological/psych models) Does not justify or misidentifies the mental illness and/or the diagnostic criteria of the mental illness Does not discuss etiology from a specific model of abnormality Properly, but, minimally justifies and/or identifies the diagnostic criteria for selected mental illness Provides weak discussion of etiology from one or both models Properly justifies, identifies and gives adequate description for the selected mental illness-vaguely covers differential diagnosis Provides adequate discussion of etiology from both models Exemplary overview providing context for the analysis Properly identifies and justifies the mental illness selected and covers differential diagnosis Provides exemplary evaluation of etiology from both models Treatment Organization, Flow, Mechanics Power point Presentation Descriptive Content Relevant Clips Well-designed (readability, font, clarity, graphics) Does not discuss treatment within context of the models Poorly organized, several typos, errors in agreement, sentence structuredoes not adhere to style requirements Poorly aligned with paper/limited scope Trailer only and not relevant to what is being discussed Poorly designed, excessive wordiness, small font, little to no graphics to help organize info Minimally discusses treatment from one or both of the models Some organization and flow but ideas loosely connected, lacks clarity-does not adhere to style requirements Somewhat aligned with paper/vague content Vague or tangentially relevant to the topic Somewhat readable, some excessive wordiness, limited graphics Adequately discusses treatment from both models Adequate organization and clarity, good transitions, flow, limited grammatical errors-apa style Adequate alignment with paper/good content/relevant clips Relevant to presentation but not introduced Adequately designed; good readability, font, uses graphics, figures/tables to organize info Provides exemplary discussion of treatment from both models Well organized, good transitions/flow, good sentence structure, few grammatical errors Exemplary alignment with paper Introduced and relevant (i.e. aligned with topic discussedsymptoms; treatment; etc.) Exemplary design; good contrast with foreground, background, bulleted points are not wordy; uses graphics/figures to organize info Page 14 of 15

15 Group Project Evaluation of Individual Member Participation Rate yourself and group member s performance on a scale with a range from 1 (poor) to 5 (excellent). Evaluation Criteria J. Doe (example) Your Name: Group member: Group member: Group member: Group member: Demonstrated cooperative/supportive attitude (e.g. responsive to communications, respected other s ideas, shared ideas/ resources, worked collaboratively). 5 Contributed meaningfully to the organization and content of the group presentation and paper. Completed group assignments on time. 5 5 Prepared work in a quality manner. 5 Totals (Out of 20 points) Comments: Page 15 of 15