Category: psychological

You are invited to watch this video:

, and to share your reflections.

Task

1. Watch this LinkedIn Video:
4. Engage Mindfully: Take notes, observe dynamics, and consider your own positionality.
5. Reflect Creatively: Submit a reflection in your chosen format: written narrative, audio journal, infographic, or video recording.

Reflection Questions:

1. Without judgment or interpretation, please describe in detail two main themes that you find interesting in the video.

2. Please discuss your feelings, ideas, and analyze the experience you had while watching the video: Did you hear or feel anything that surprised you? What feelings or thoughts seem strongest?

3. Please consider the broader implications of the video’s message to society: What did you learn? How can you apply this learning to your life? What would you like to learn more about, related to this? What follow-up is needed to address any challenges or difficulties? What information can you share with your peers or community?

Purposes:

• Help you clarify your understanding of the symptoms and manifestations of these common conditions.
• Develop a basic appreciation of the differential diagnosis process.
• Differentiate maladaptive behaviors, symptoms, and disorders.

Task: Complete and submit this

Type your answers into the boxes provided beneath each question.

Grading criteria:

• Point values are indicated next to each question
• Question 4 – you must use at least 2 different cases (video, written, or guest speaker) for examples associated with each diagnostic symptom
• You can earn up to no more than 70 points total

Suggestions: Providing complete answers will help you.

Help available: Use your readings: the DSM and other sources. You are encouraged to verbally discuss course concepts with a colleague (but not review each other’s answers).

has been provided.

AI use rules for this assignment: For this assignment, students MAY USE generative artificial intelligence (AI) but ONLY in the following ways:

• Find information sources: Students may use AI as they would Google Scholar or a library database to generate suggestions of information sources that the student can use for research on the subject.
• Compare your ideas to AI: Students first complete the assignment/task independently. They may then prompt an AI tool to develop its own response. Students who do generate an AI response must then compare the two results (their own and the AI response), evaluating the quality of each. Students may then revise their creation incorporating AI-generated ideas but not copying any AI-generated language.
• Information gathering: Students may use AI to generate answers in the same way that they might use Google or books to do so.

Any such use must be appropriately acknowledged and cited, as explained in the program handbook. (Passing off any AI generated content as your own will be treated as plagiarism. Any copy and paste submission is plagiarism. Any use of AI-generated language without it being cited as a quotation is plagiarism. If you have any questions about what constitutes a violation of this requirement, please contact the instructor.) Because AI generated content is not necessarily accurate or appropriate it is each students responsibility to assess the validity and applicability of any generative AI output that is submitted.

Read/watch at least one diagnostic overview:

• DSM-5 Section II on Borderline Personality Disorder, p. 645-649 & 663-666
• NIMH on Borderline Personality Disorder
• The 9 MUST KNOW Symptoms of Borderline Personality Disorder (The Rewired Soul, 2018)
• 9 Traits of Borderline Personality Disorder (MedCircle, 2018)

Read/watch at least two 1st person stories:

• My experiences with Borderline Personality Disorder / Varun Joshi / TEDxGeorgiaStateU
• Living with Borderline Personality Disorder Documentary/Interview
• Carls Story: Borderline Personality Disorder #AMIquebec

Commentary and cultural issues:

• Kvanstrom, E. (2015). Gender Matters: Bias in Borderline Personality Disorder Diagnosis.
• Heiter, S., (2014). Gender Bias in Diagnosing Anger: Batterer or Borderline?
• A recorded lecture on gender bias and the diagnosis of Borderline Personality Disorder:

Purposes:

• Help you clarify your understanding of the symptoms and manifestations of these common conditions.
• Develop a basic appreciation of the differential diagnosis process.
• Differentiate maladaptive behaviors, symptoms, and disorders.

Task: Complete and submit this

Please report specifically on Bipolar 1 Disorder (not Bipolar 2). Type your answers into the boxes provided beneath each question.

Grading criteria:

• Point values are indicated next to each question
• Question 4 – you must use at least 2 different cases (video, written, or guest speaker) for examples associated with each diagnostic symptom
• You can earn up to no more than 70 points total

Suggestions: Providing complete answers will help you.

Help available: Use your readings: the DSM and other sources. You are encouraged to verbally discuss course concepts with a colleague (but not review each other’s answers).

has been provided.

AI use rules for this assignment: For this assignment, students MAY USE generative artificial intelligence (AI) but ONLY in the following ways:

• Find information sources: Students may use AI as they would Google Scholar or a library database to generate suggestions of information sources that the student can use for research on the subject.
• Compare your ideas to AI: Students first complete the assignment/task independently. They may then prompt an AI tool to develop its own response. Students who do generate an AI response must then compare the two results (their own and the AI response), evaluating the quality of each. Students may then revise their creation incorporating AI-generated ideas but not copying any AI-generated language.
• Information gathering: Students may use AI to generate answers in the same way that they might use Google or books to do so.

Any such use must be appropriately acknowledged and cited, as explained in the program handbook. (Passing off any AI generated content as your own will be treated as plagiarism. Any copy and paste submission is plagiarism. Any use of AI-generated language without it being cited as a quotation is plagiarism. If you have any questions about what constitutes a violation of this requirement, please contact the instructor.) Because AI generated content is not necessarily accurate or appropriate it is each students responsibility to assess the validity and applicability of any generative AI output that is submitted.

• DSM-5 Section II on Bipolar Disorders, p. 123-139
• NAMI on Bipolar Disorders
• (including a discussion group)
• NIMH on Bipolar Disorder
• What is bipolar disorder? (Farell, TED talk, 2017)

Discussion Board Essay: Internet Gaming Disorder

Internet gaming disorder is a suggested new disorder that is still waiting for official status. Describe the disorder.

In your opinion, should society label this behavior as an official disorder? What would be possible considerations in making that decision? Explain your answer.

Your discussion should demonstrate your understanding of the content you read. In addition, you should use personal experiences, current events, or prior knowledge as examples to connect with the main points you are discussing.

This post should not be about agreeing or disagreeing with the readings but about demonstrating your understanding of the readings.

The Discussion Board Essays must be at least 300 words. Essays greater than 300 words are acceptable. Essays should be well-organized with complete sentences and minimal grammar/spelling errors.

Instead of writing an essay, you can create an infographic or record yourself using a video or audio recorder.

What I am looking for:

Minimum 300-word discussion board essay.

Well laid out essay that demonstrates your understanding of the readings.

Purposes:

• Help you clarify your understanding of the symptoms and manifestations of these common conditions.
• Develop a basic appreciation of the differential diagnosis process.
• Differentiate maladaptive behaviors, symptoms, and disorders.

Task: Complete and submit this

Type your answers into the boxes provided beneath each question.

Grading criteria:

• Point values are indicated next to each question
• Question 4 – you must use at least 2 different cases (video, written, or guest speaker) for examples associated with each diagnostic symptom
• You can earn up to no more than 70 points total
• Here is a from the week on GAD

Suggestions: Providing complete answers will help you.

Help available: Use your readings: the DSM and other sources. You are encouraged to verbally discuss course concepts with a colleague (but not review each other’s answers).

has been provided.

AI use rules for this assignment: For this assignment, students MAY USE generative artificial intelligence (AI) but ONLY in the following ways:

• Find information sources: Students may use AI as they would Google Scholar or a library database to generate suggestions of information sources that the student can use for research on the subject.
• Compare your ideas to AI: Students first complete the assignment/task independently. They may then prompt an AI tool to develop its own response. Students who do generate an AI response must then compare the two results (their own and the AI response), evaluating the quality of each. Students may then revise their creation incorporating AI-generated ideas but not copying any AI-generated language.
• Information gathering: Students may use AI to generate answers in the same way that they might use Google or books to do so.

Any such use must be appropriately acknowledged and cited, as explained in the program handbook. (Passing off any AI generated content as your own will be treated as plagiarism. Any copy and paste submission is plagiarism. Any use of AI-generated language without it being cited as a quotation is plagiarism. If you have any questions about what constitutes a violation of this requirement, please contact the instructor.) Because AI generated content is not necessarily accurate or appropriate it is each students responsibility to assess the validity and applicability of any generative AI output that is submitted.

• DSM-5 Section II on Schizophrenia, p. 87-88 & 99-105
• Mental Health Problems: Theories and Treatments, ch. 12 Schizophrenia Spectrum Disorders
• NAMI on Schizophrenia
• (including a discussion group)
• NIMH on Schizophrenia
• The Internal Experience of Schizophrenia, by Catherine Harrison

Read/watch at least two 1st person stories:

• Voices: Living with Schizophrenia
• Scissus Animus. (2020). Realistic Schizophrenia Simulation.
• Schizophrenia: My Story
• Tara Miller’s report of
• My story with schizophrenia
• My Struggle with Schizophrenia
• What Its Like to Have Schizophrenia
• Diary of a High-Functioning Person with Schizophrenia

Read/watch at least one commentary and cultural issues:

• A recorded lecture from your instructor on anti-black bias in diagnosing schizophrenia:
• Strakowski, S. (2003). How to avoid ethnic bias when diagnosing schizophrenia.
• Rutgers University. (2019, March 21). African-Americans more likely to be misdiagnosed with schizophrenia, study finds. ScienceDaily. www.sciencedaily.com/releases/2019/03/190321130300.htm
• Gawa, M. A., Minksy, S., Silverstein, S. M., Miskimen, T., & Strakowski, S. (2018). A Naturalistic Study of Racial Disparities in Diagnoses at an Outpatient Behavioral Health Clinic.