Week+4+Cultural+and+ethical+considerations+in+Diagnosis

= Week 4 Cultural and Ethical considerations in Diagnosis =

Topic(s)

 * Ethical Considerations in diagnosis
 * Cultural Considerations in diagnosis


 * Objective(s) **
 * **Students will be able to __evaluate__ ethical issues in diagnosis**
 * Students will be able to __explain__ the different biases that can exist in diagnosing mental disorders.
 * Students will be able to __Evaluate__ a Clinical Case in terms of the ethics


 * ** Students will be able to __discuss__ how cultural variations can affect mental disorders and their diagnosis **
 * Students will be able to __evaluate__ a diagnosis based on cultural variations.
 * Students will be able to __describe__ the different ways psychologists can avoid cultural bias during a diagnosis

**Activities / Strategies**
 * **Name** || **Level** || **Description -** ** Instructions ** || **Type** || **Handout / File** ||
 * Culture and Mental Disorders || S-L || For classwork**,** students will study a specific disorder presents itself in a specific culture (Chinese, American and European for example), in this case we chose to study KORO Syndrome, common in Asian countries, based on this fill-in the handout. || Group || [[file:Cultural Considerations in Diagnosis of a Mental Disroder.docx]] ||
 * Ethical Consideration in Diagnosis || S-L || **Crossword puzzle**

- Student read in their textbooks (Crane p. 143-144) about Ethical consideration for diagnosis. - Students have to construct a crossword puzzle (or a different kind if they like) using the types of biases and the key vocabulary that they found. - Students turn it in at the end of the lesson and the teacher can choose the best 1 or 2 to use a review later in the week.

For homework, students will read "Solo vine a hablar por telefono" de Gabriel Garcia Marquez, and answer the attached questionnaire. || Individual ||  ||


 * **Resources** ||  ||
 * Reading

Questionnaire || ||


 * ~ Level Key ||
 * H . || Higher achiever ||
 * S || Standard achiever ||
 * L || Lower achiever ||


 * ~ Type Key ||
 * Individual . || Activity performed completely by the student himself. ||
 * Pairs || Acitivty performed in pairs to either to share, check or generate results. ||
 * Group || Activity performed in groups, strongly recommended in groups of 3 or 4 and assigned by the teacher. ||
 * Peer-Assess . || Activity that will be marked by peers. mark scheme should be provided before hand and explained. ||
 * Self Assess . || Activity that will be marked by one self. Mark scheme should be provided before hand and explained. ||

**Assessment**
 * **Name** || **Description** || **Link / File** || **Mark scheme** || **Example** ||

**Key Vocabulary and concepts**
 * Stigmatization
 * Self-fullfilling prophecy
 * Disorder in remission
 * Prejudice and discrimination
 * Racial/ethnic bias
 * Confirmation bias
 * Institutionalization
 * Powerlessness and depersonalization

**Resources**
 * **Name** || **Description** **/ Link** ||

**Cross- curricular links**
 * **Subject** || **Description** ||