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Part A: Culture and Emotion

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Part A: Culture and Emotion

Part A: Culture and Emotion

Rubric (20 marks)

Each of the five sections of the paper will be graded according to the following:

Exceeds Expectations

3–4 marks

Meets Expectations

2.6–2.9 marks

Almost Meets Expectations

2.2–2.5 marks

Does not yet Meet Expectations

< 2.2 marks

Clear, complete, accurate description or analysis.

Accurate spelling and grammar. All sources paraphrased and cited.

Clear, complete, accurate description or analysis except for a couple of missing details.

Mostly accurate spelling and grammar. All sources paraphrased and cited.

Description/analysis is missing several details, and/or several inaccuracies in spelling, grammar, citations, or paraphrasing.

Description/analysis is missing many details, and/or many inaccuracies in spelling, grammar, citations, or paraphrasing.

 

Part B: Coping with Stress

Rubric (20 marks)

This part of the assignment will be marked out of 20 based on how clearly, thoughtfully, and accurately the issues are discussed.

You may do this part of the assignment in either written or video form. If you choose to create a video of your responses, please provide the link to your video in the assignment when you submit it.

Part C: Understanding Psychopathy

Rubric (20 marks)

Each of the five sections of Part C will be graded according to the following:

Exceeds Expectations

3–4 marks

Meets Expectations

2.6–2.9 marks

Almost Meets Expectations

2.2–2.5 marks

Does not yet Meet Expectations

< 2.2 marks

Clear, complete, accurate description or analysis.

Accurate spelling and grammar. All sources paraphrased and cited.

Clear, complete, accurate description or analysis except for a couple of missing details.

Mostly accurate spelling and grammar. All sources paraphrased and cited.

Description or analysis is missing several details, and/or several inaccuracies in spelling, grammar, citations, or paraphrasing.

Description or analysis is missing many details, and/or many inaccuracies in spelling, grammar, citations, or paraphrasing.

 

Part D: Disorder and Treatment Resource

Rubric (20 marks)

  • 7 marks for thorough and accurate description of the mental disorder
  • 7 marks for clear and accurate description of therapy
  • 6 marks for clear writing; accurate spelling and grammar; relevant and interesting visual images; appropriate CC-licensed images and correct citations

Part marks will be awarded if any of the above are incomplete.

Part E: Contrasting Therapies

Rubric (20 marks)

Each cell is worth 1.5 marks, except for the Evaluation which is worth 2 marks.

Marks will be awarded as satisfactory (clear, accurate, and complete description) or unsatisfactory (unclear, inaccurate, and/or incomplete description) for each cell. Part marks may be awarded.

Scenario

Psychoanalysis

Behaviourism

Cognitive

Humanist

1

/ 1.5 marks

/ 1.5 marks

/ 1.5 marks

/ 1.5 marks

2

/ 1.5 marks

/ 1.5 marks

/ 1.5 marks

/ 1.5 marks

3

/ 1.5 marks

/ 1.5 marks

/ 1.5 marks

/ 1.5 marks

Evaluation

/ 2 marks

     

 

Part A: Culture and Emotion

Rubric (20 marks)

Maximum score

20

Part B: Coping with Stress

Rubric (20 marks)

Maximum score

20

Part C: Understanding Psychopathy

Rubric (20 marks)

Maximum score

20

Part D: Disorder and Treatment Resource

Rubric (20 marks)

7 marks for thorough and accurate description of the mental disorder

7 marks for clear and accurate description of therapy

6 marks for clear writing; accurate spelling and grammar; relevant and interesting visual images; appropriate CC-licensed images and correct citations

Part marks will be awarded if any of the above are incomplete.

Maximum score

20

Part E: Contrasting Therapies

Rubric (20 marks)

Each cell is worth 1.5 marks, except for the Evaluation which is worth 2 marks.

Marks will be awarded as satisfactory (clear, accurate, and complete description) or unsatisfactory (unclear, inaccurate, and/or incomplete description) for each cell. Part marks may be awarded.

Maximum score

20

 

Assignment 4: Health, Disorders, and Treatment (14%)

Assignment 4 is worth 14% of your final mark, and it is graded with a total of 100 marks (20 marks for each of the five parts).

Refer to the rubrics for specific information about the expectations for the assignments. Save all parts of the assignment (parts A, B, C, D and E) as one file. Label each part of the assignment so it can be easily identified.

Refer to the grading rubrics in the instructions for each part of the assignment for information about the expectations for this assignment.

The following suggestions will help you to prepare your course assignments successfully:

  • Refer to the specific grading rubric that accompanies each assignment for information on grading criteria.
  • Ensure that you develop answers to the written questions using your own words. Do not present assignment answers that include information copied directly from your course material. While it can be a difficult process, writing answers that express concepts and issues in your own words has direct learning benefits: it will ensure that you understand the course material at a deep level and it will increase the likelihood that you will remember the information.
  • Be sure that your assignments are clearly written and that the material is organized in a logical fashion, using correct sentence and paragraph structure.
  • Proofread your final copy. While electronic spell checkers will indicate most obvious errors, they are not foolproof and can, at times, mislead you. It is still necessary to proofread your work to catch certain types of mistakes and grammatical errors. Correcting your grammar and spelling errors will polish your assignments.
  • Double space and include your name and the assignment number at the top of the first page.
  • As soon as you have completed all parts of an assignment, save your document in .doc, .docx, or .pdf and upload the file for grading. Make sure that all parts of your assignment are in one file. Save your file using the following format: PSYC1211 Smith Assignment2.docx
  • Be sure to include your name, the course code (PSYC 1211), assignment number (Assignment 2), and the date of submission on the title page of your assignments, so they can be easily identified, and you get credit for all your work.
  • Please use the original numbering for each assignment part to make it easier for your responses to each question to be located.
  • Save a copy of your assignment when sending it to your Open Learning Faculty Member for evaluation. That way, you have a copy to refer to during a telephone conversation or email conference with your Open Learning Faculty Member. Also, in the unlikely event that your assignment is lost, you will have an extra copy of your work. Many student writing manuals today suggest that students keep copies of all early drafts of their work as well, to protect themselves against mistaken charges of plagiarism.
  • As soon as you have submitted your assignment, and while waiting for your Open Learning Faculty Member to return it, begin the next unit.
  • When your marked assignment is returned, review your Open Learning Faculty Member’s comments and queries. Take the time to carefully go over the marked assignment. If necessary, reread sections of the textbook or unit commentary that gave you trouble. What lessons can you apply to your next assignment? Phone your Open Learning Faculty Member if you have any questions or problems.

Your Open Learning Faculty Member is responsible for the grade you receive on an assignment. If you disagree with a mark, discuss it with him or her right away. Also, the Open Learning Faculty Member alone decides whether you may or may not rewrite an assignment. You should know, however, that it is not customary to allow revisions of already graded work unless you make a formal appeal. This is why making contact with your Open Learning Faculty Member before assignment submission is important—particularly if you are having difficulty.

Assignment 4: Health, Disorders, and Treatment (14%)

Assignment 4 is worth 14% of your course mark. You will submit all five parts of Assignment 4 together as one file at the end of this unit, but at this point you should begin working on the first two parts of the assignment.

Start working on Assignment 4, Parts A and B, which reflect material from Chapter 11 in the Wade et al. textbook and the Topic 1 learning activities.

Part A: Culture and Emotion

In the first part of Assignment 4, you will have the opportunity to reflect on the explicit and implicit rules of emotional experience and expression that apply to the culture in which you were raised, and compare them to another.

Chapter 11 in the Wade et al. textbook describes how cultures can shape emotional experience. More specifically, there are cultural differences in how people label their emotions, experience them, and express them. These differences may be obvious; for example, Wade et al. discuss how the display of anger is inhibited in Inuit culture. A visitor from another culture might notice this lack of emotional display and conclude that the Inuit don’t feel anger—however that would be an unwarranted assumption!

Your task for this activity is, first of all, to identify and describe the culture in which you grew up. Describe any ethnic or national ties to which your family belonged. For example, if you are a Canadian, you may have cultural roots and an identity rooted in Aboriginal nation(s), France, Ukraine, India, Iran, etc. Even someone who describes themselves as “mainstream Canadian” has a cultural identity both for themselves as individuals and also in terms of their family of origin. Much of mainstream post-colonial Canadian culture has its roots in Britain, and so many Canadians might look to British culture for the roots of emotional “rules” within their family. Wherever your roots lie, identify them.

In the second part of this task, describe any implicit or explicit rules or standards or expectations for how people label, experience, and express their emotions. You may want to discuss this with your parents, grandparents, or other elders in your community. What functions do these rules or standards have? Are there any generational differences in their use, and if so why?

Thirdly, describe another culture. You are free to choose any other culture you like, but do choose one you can find enough information about. Please cite your sources, and feel free to consult with people from the other culture.

Fourthly, describe any implicit or explicit rules or standards or expectations for how people label, experience, and express their emotions. Finally compare and contrast these emotion rules with those in your own culture.

One or two paragraphs per section should be sufficient. Please use the following headings:

  • Culture A Description
  • Emotion in Culture A
  • Culture B Description
  • Emotion in Culture B
  • Comparison of Emotion in Cultures A and B.

Rubric (20 marks)

Each of the five sections of the paper will be graded according to the following:

Exceeds Expectations

3–4 marks

Meets Expectations

2.6–2.9 marks

Almost Meets Expectations

2.2–2.5 marks

Does not yet Meet Expectations

< 2.2 marks

Clear, complete, accurate description or analysis.

Accurate spelling and grammar. All sources paraphrased and cited.

Clear, complete, accurate description or analysis except for a couple of missing details.

Mostly accurate spelling and grammar. All sources paraphrased and cited.

Description/analysis is missing several details, and/or several inaccuracies in spelling, grammar, citations, or paraphrasing.

Description/analysis is missing many details, and/or many inaccuracies in spelling, grammar, citations, or paraphrasing.

Part B: Coping with Stress

In the second part of Assignment 4, we are going to show you some web-based resources that are useful both in managing stress and also in living an optimistic, positive life. It’s important to remember that while psychologists are clearly interested in helping people to identify and deal with stress, we sometimes ignore the positive side of life and focus more on “repairing” than on “nurturing”. This activity will offer both.

  1. Go to the HeretoHelpHeretoHelpwas created by a partnership of seven leading provincial mental health and addictions non-profit agencies to help people manage their mental health and addictions, and live healthily.
  2. Click “I want to complete a screening self-test” and go to the “Well-being screening test” near the bottom of the web page.
  3. After taking the test, read the “The Next Step: Get Help and Resources” section, which offer recommended resources for your results. Explore what they have to offer.

At any time you can try other screening tests, or read any of the information sheets. Note that individuals can request single copies of all of their resources for free. We encourage you to explore the information that is available here. While the textbook provides discussion of theory and research, the HeretoHelp website shows you how this information is put into practice to help people manage their stress and mental health, and lead healthier, happy lives.

Any interaction that you have with the website is personal and confidential. You are not asked or expected to disclose any your responses or experiences. However, please write a 1–2 paragraph summary of your evaluation of the usefulness of the website resources and how they relate to what is discussed in Chapter 11 of the Wade et al. textbook. Include any recommendations you have for other things you would like to see included on the website based on the textbook.

Rubric (20 marks)

This part of the assignment will be marked out of 20 based on how clearly, thoughtfully, and accurately the issues are discussed.

You may do this part of the assignment in either written or video form. If you choose to create a video of your responses, please provide the link to your video in the assignment when you submit it.

 

Part C: Understanding Psychopathy

For this part of the assignment, you will take a closer look at a mental disorder that is likely to be far more troubling to other people than to the person diagnosed with it. Psychopaths are people who lack a conscience, experience no empathy, guilt or remorse, and who use and abuse other people to get what they want.

Watch the CBC documentary The Psychopath Next Door.

Note:

This video is freely available for viewers in Canada. If you are outside Canada, please search video sites such as YouTube for the video or contact your Open Learning Faculty Member for assistance.

The Psychopathic Checklist discussed in the video and on the website was developed by Dr. Robert Hare. Note that assessing psychopathy requires considerable information from a person’s background and biography, so it is not a quick assessment. You can find more information about it on the CBC Doc Zone website.

There are five parts to this activity. Each part can be addressed in 1–2 paragraphs.

  1. In the video, we see three broad types of behavioural strategies in corporate, successful psychopaths: the con, the bully, and the puppet-master (note that we are not describing three types of psychopathy; rather these are behaviours). Describe how these strategies might be employed in interactions outside the corporate world, with children, parents, spouses, other family members, and friends.
  2. Suppose your parent met the criteria for psychopathy. Using what you have learned in the video, describe with examples how your life might be negatively or positively affected by living with a psychopathic parent.
  3. Psychopathy is not related to intelligence, and people who are diagnosed as psychopaths are not insane. How should these factors (if at all) affect sentencing decisions for those who are found guilty of crimes that relate to psychopathy?
  4. Describe some examples of occupations where it might be an advantage in some ways to be psychopathic. Show both advantages and disadvantages. Consider the individual, their employer, their workplace requirements, and their workmates.
  5. Discuss why therapy is unlikely to be successful in changing psychopathy. Relate your discussion to what you learned in the video.

Rubric (20 marks)

Each of the five sections of Part C will be graded according to the following:

Exceeds Expectations

3–4 marks

Meets Expectations

2.6–2.9 marks

Almost Meets Expectations

2.2–2.5 marks

Does not yet Meet Expectations

< 2.2 marks

Clear, complete, accurate description or analysis.

Accurate spelling and grammar. All sources paraphrased and cited.

Clear, complete, accurate description or analysis except for a couple of missing details.

Mostly accurate spelling and grammar. All sources paraphrased and cited.

Description or analysis is missing several details, and/or several inaccuracies in spelling, grammar, citations, or paraphrasing.

Description or analysis is missing many details, and/or many inaccuracies in spelling, grammar, citations, or paraphrasing.

 

 

·         Activity 6: Review & Practice

Browse the Chapter 16 MyPsychLab resources. There are a variety of optional activities available here that will reinforce your understanding of the topic. You are encouraged to use what is helpful, which will vary from person to person. These will not be graded by your Open Learning Faculty Member.

Note that these resources can be reviewed throughout the unit to aid in comprehension and assignment completion.

·         Assignment 4: Health, Disorders, and Treatment (14%)

Begin working on the final two parts of Assignment 4, Parts D and E, which reflect material from Chapters 15 and 16 in the Wade et al. textbook and the Topic 3 learning activities.

Part D: Disorder and Treatment Resource

Part D of Assignment 4 will require your knowledge of material from both Chapters 15 and 16 in the Wade et al. textbook.

Your task for this activity is to create a resource about any of the mental disorders discussed in Chapter 15 EXCEPT psychopathy. Describe the disorder and the treatment likely to be successful according to Chapter 16.

The resource can be in whatever format you like, but it should be web-based, authentic (e.g., a service provider would be able to use it for their clients), and written for the general public. It should be comprehensive and informative, and it should contain both words and images. Be sure to cite the sources you used. Any images you use should be licensed for use by a Creative Commons license, which are easily found at https://www.flickr.com/creativecommons/ and should be cited appropriately.

Your resource could be an infographic, a Prezi, a narrated PowerPoint slide show, a video, a web page, etc. Whatever format you choose, include a detailed description of the disorder and a description of how your chosen therapy would treat it, including the rationale for that therapy approach, an explanation of what would happen in therapy, and a summary of the likely effectiveness of that type of therapy.

You are free (but not required) to use other credible sources. Please cite your sources. For credible sources, you are encouraged to look for a website associated with the disorder, such as the British Columbia Schizophrenia Society.

Rubric (20 marks)

  • 7 marks for thorough and accurate description of the mental disorder
  • 7 marks for clear and accurate description of therapy
  • 6 marks for clear writing; accurate spelling and grammar; relevant and interesting visual images; appropriate CC-licensed images and correct citations

Part marks will be awarded if any of the above are incomplete.

Part E: Contrasting Therapies

For the final part of Assignment 4, you are invited to compare and contrast different treatment approaches to personal problems.

Consider the three scenarios below (Cramer, 2017). Your task is to put yourself into the shoes of four therapists: Dr. Psychoanalysis, Dr. Behaviour, Dr. Cognition, and Dr. Humanist.

You will describe how each of these doctors (who come from the perspectives assigned to their names!) would approach the treatment of the client in each scenario. After each case, briefly evaluate which therapy you think has the best chance of succeeding and why.

Scenario 1

A mother brings her 11-year-old son (the client) to therapy because the boy is constantly in trouble at school and at home. He refuses to follow rules or cooperate. He is rude to his teachers and parents, and he is hostile and belligerent to his classmates and siblings.

Scenario 2

A man in his mid-30s is seeking help with his problem establishing long-term intimate relationships with a romantic partner. While he has no trouble asking others for a date, his relationships generally falter and flounder before failing without his understanding why.

Scenario 3

A woman in her mid-20s has a career in sales that requires her to travel across the country regularly. Recently, she has developed a phobia of flying that began when she was on a flight from Toronto to Vancouver that went through some extreme turbulence. The airplane rapidly and suddenly made an extreme and terrifying drop in altitude.

The following questions may be helpful in guiding your work:

  • What would the client do in therapy sessions (e.g., talk, listen, create something, do an activity, etc.)?
  • What would the therapist do in therapy sessions?
  • What are the goals of therapy?
  • What interpretation would the therapist make about the cause or root of the problem?
  • What therapeutic tools would the therapist use?
  • How directive would the therapist be?
  • What characteristics of the therapist are likely to be most important?

Rubric (20 marks)

Each cell is worth 1.5 marks, except for the Evaluation which is worth 2 marks.

Marks will be awarded as satisfactory (clear, accurate, and complete description) or unsatisfactory (unclear, inaccurate, and/or incomplete description) for each cell. Part marks may be awarded.

Scenario

Psychoanalysis

Behaviourism

Cognitive

Humanist

1

/ 1.5 marks

/ 1.5 marks

/ 1.5 marks

/ 1.5 marks

2

/ 1.5 marks

/ 1.5 marks

/ 1.5 marks

/ 1.5 marks

3

/ 1.5 marks

/ 1.5 marks

/ 1.5 marks

/ 1.5 marks

Evaluation

/ 2 marks

     

 

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