Students can discuss Students can identify 2.) TSW identify an reasons why it is difficult behaviors that are clearly example abnormal it identify behaviors that outside the limits of behavior, such as a are within the range of typical behavior and delusion, and differentiate typical behaviors versus remain across cultures. this from a human behaviors that are labeled behavior that is within the as abnormal. range of typical behaviors [18.1 - 18.5]. 3.) TSW differentiate Students are able to use Students are able to the DSM-V to correctly correctly label a case between various diagnosis a mental illness student into the correct psychiatric conditions that including comorbid category of mental illness. occur in childhood, disorders. adolescence, and adulthood. These include: Anxiety and Mood disorders, Dissociative and Somatoform Disorders, Schizophrenia, and Personality Disorders [18.2 - 18.5]. 4.) TSW propose and Students use a more Students are able to list at integrative approach to least one known cause of discuss possible causes to discussing causes. That is mental disorders on the various psychiatric students discuss how differential diagnosis conditions. [18.2 - 18.5]. nature and nurture often project. work together to cause mental illnesses. 5.) TSW describe the When watching a therapist Students are able to give in action students are able an appropriate treatment major treatment to recognize which option for a mental illness. orientations used in treatment orientation was therapy (Psychoanalysis, used. Humanistic, Cognitive, Behavioral, and Biological) and how those orientations influence therapeutic planning. [19.2 - 19.4] 6.) TSW summarize Students can list reasons Students are able to why treatments are more discuss how effective a effectiveness of specific or less effective and treatment should likely be treatments used to address explain why that is so. for a mental illness. specific problems [19.2 - 19.4].
2.) TSW identify an example abnormal behavior, such as a delusion, and differentiate this from a human behavior that is within the range of typical behaviors [18.1 - 18.5]. Students can discuss reasons why it is difficult it identify behaviors that are within the range of typical behaviors versus behaviors that are labeled as abnormal. Students can identify behaviors that are clearly outside the limits of typical behavior and remain across cultures. 3.) TSW differentiate between various psychiatric conditions that occur in childhood, adolescence, and adulthood. These include: Anxiety and Mood disorders, Dissociative and Somatoform Disorders, Schizophrenia, and Personality Disorders [18.2 - 18.5]. Students are able to use the DSM-V to correctly diagnosis a mental illness including comorbid disorders. Students are able to correctly label a case student into the correct category of mental illness. 4.) TSW propose and discuss possible causes to various psychiatric conditions. [18.2 - 18.5]. Students use a more integrative approach to discussing causes. That is students discuss how nature and nurture often work together to cause mental illnesses. Students are able to list at least one known cause of mental disorders on the differential diagnosis project. 5.) TSW describe the major treatment orientations used in therapy (Psychoanalysis, Humanistic, Cognitive, Behavioral, and Biological) and how those orientations influence therapeutic planning. [19.2 - 19.4] When watching a therapist in action students are able to recognize which treatment orientation was used. Students are able to give an appropriate treatment option for a mental illness. 6.) TSW summarize effectiveness of specific treatments used to address specific problems [19.2 - 19.4]. Students can list reasons why treatments are more or less effective and explain why that is so. Students are able to discuss how effective a treatment should likely be for a mental illness.
PSYCHOLOGY%20SEC%20E09.docx