C04I Introduction to Psychology

ASSIGNMENT 08

C04I Introduction to Psychology

Directions: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages; refer to the “Assignment Format” page located on the Course Home page for specific format requirements.

 

Part A

 

For Part A of this assignment, choose a movie, book, or television show that depicts a character or character(s) suffering from mental illness. Write a paper analyzing a character’s illness in terms of one or more of the theoretical perspectives (e.g., biological, psychoanalytic, cognitive-behavioral, biopsychosocial) presented in the text.

 

1. Describe the character’s diagnosis in terms of the DSM-IV. Make sure to include two (2) criteria that the character meets.

2. Describe one (1) perspective(s) of mental illness that best explains the development of the character’s symptoms, along with two (2) facts to support your position.

3. Describe any treatment received by the character. Describe two (2) reasons that you would recommend similar or different treatment. If the character did not receive treatment, describe the type of treatment you would recommend with two (2) supporting facts.

 

Suggested movies include:

 

· Beautiful Mind (2001).

· Girl, Interrupted (1999).

· Fatal Attraction (1987).

· Sybil (1977).

· One Flew Over the Cuckoo’s Nest (1975).

· Play Misty for Me (1971).

 

 

Suggested television shows include:

 

· Wilfred.

· Perception.

· Alphas.

 

Part B

 

For Part B of this assignment, go online to the following Web page: http://www.prisonexp.org/ Take a tour through the slide show, which shows actual footage of the Stanford Prison study.

 

After viewing the slideshow, respond to the following questions. Your response should be one (1) page in length.

 

1. Describe one (1) factor that prevented “good guards” from objecting or countermanding the orders from tough or bad guards.

2. Describe one (1) reason why prisoners try to work within the arbitrary prison system to effect a change in it (e.g., setting up a Grievance Committee), rather than trying to dismantle or change the system through outside help.

3. Describe two (2) factors would lead prisoners to attribute guard brutality to the guards’ disposition or character, rather than to the situation.

4. Was it ethical to conduct this study? Provide two (2) reasons to support your position.

 

 

Grading Rubric

 

Please refer to the rubric on the next page for the grading criteria for this assignment.

 

 

 

 

 

 

 

 

 

 

 

CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable

15 points 12 points 8 points 5 points

Student provides a clear,

logical description of the

character’s DSM-IV diagnosis,

including at least 2 criteria

that the character meets.

Student provides a mostly

clear, logical description of

the character’s DSM-IV

diagnosis, including at least

2 criteria that the character

meets.

Student provides a mostly

clear, logical description of

the character’s DSM-IV

diagnosis, including at least

1-2 criteria that the

character meets.

Student provides a weak or

unclear description of the

character’s DSM-IV

diagnosis, including 1

criteria that the character

meets.

15 points 12 points 8 points 5 points

Student provides a clear,

logical description of at least

1 perspective that explains

the symptoms, along with at

least 2 clear, logical

supporting facts.

Student provides a mostly

clear, logical description of

at least 1 perspective that

explains the symptoms,

along with at least 2 mostly

clear, logical supporting

facts.

Student provides a mostly

clear, logical description of

at least 1 perspective that

explains the symptoms,

along with 1-2 mostly clear,

logical supporting facts.

Student provides a weak or

unclear description of at

least 1 perspective that

explains the symptoms,

along with 1-2 weak or

unclear supporting facts.

10 points 8 points 5 points 2 points

Student provides a clear,

logical description of the

treatment, along with at

least 2 clear, logical reasons

they would support the

treatment OR Student

provides a clear, logical

description of the treatment

they would recommend,

along with at least 2 clear,

logical supporting facts.

Student provides a mostly

clear, logical description of

the treatment, along with at

least 2 mostly clear, logical

reasons they would support

the treatment OR Student

provides a clear, logical

description of the treatment

they would recommend,

along with at least 2 mostly

clear, logical supporting

facts.

Student provides a mostly

clear, logical description of

the treatment, along with 1-

2 mostly clear, logical

reasons they would support

the treatment OR Student

provides a clear, logical

description of the

treatment they would

recommend, along with 1-2

mostly clear, logical

supporting facts.

Student provides a poor

description of the

treatment.

10 points 8 points 5 points 2 points

Student provides a clear,

logical description of at least

1 factor that prevented “good

guards” from objecting or

countermanding the orders

from tough or bad guards.

Student provides a mostly

clear, logical description of

at least 1 factor that

prevented “good guards”

from objecting or

countermanding the orders

from tough or bad guards.

Student provides a weak or

unclear description of at

least 1 factor that

prevented “good guards”

from objecting or

countermanding the orders

from tough or bad guards.

Student provides a poor

description of at least 1

factor that prevented

“good guards” from

objecting or

countermanding the

orders from tough or bad

guards.

10 points 8 points 5 points 2 points

Student provides a clear,

logical description of at least

1 reason why prisoners try to

work within the arbitrary

prison system to effect a

change in it.

Student provides a mostly

clear, logical description of

at least 1 reason why

prisoners try to work within

the arbitrary prison system

to effect a change in it.

Student provides a weak or

unclear description of at

least 1 reason why

prisoners try to work within

the arbitrary prison system

to effect a change in it.

Student provides a poor

description of at least 1

reason why prisoners try to

work within the arbitrary

prison system to effect a

change in it.

Part A: DSM-IV

diagnosis (15

points)

Part A: Perspective

(15 points)

Part A: Treatment

(10 points)

Part B: Objection

factors (10 points)

Part B: Change (10

points)

10 points 8 points 5 points 2 points

Student provides a clear,

logical description of at least

1 factors would lead

prisoners to attribute guard

brutality to the guards’

disposition or character.

Student provides a mostly

clear, logical description of

at least 1 factors would lead

prisoners to attribute guard

brutality to the guards’

disposition or character.

Student provides a weak or

unclear description of at

least 1 factors would lead

prisoners to attribute guard

brutality to the guards’

disposition or character.

Student provides a poor

description of at least 1

factors would lead

prisoners to attribute

guard brutality to the

guards’ disposition or

character.

10 points 8 points 5 points 2 points

Student provides a clear,

logical description of their

position on the ethics of the

experiment, along with at

least 2 clear, logical reasons

to support their position.

Student provides a mostly

clear, logical description of

their position on the ethics

of the experiment, along

with at least 2 mostly clear,

logical reasons to support

their position.

Student provides a weak or

unclear description of their

position on the ethics of the

experiment, along with 1-2

weak or unclear reasons to

support their position.

Student provides a poor

description of their

position on the ethics of

the experiment, along

with 0-1 weak or unclear

reasons to support their

position.

10 points 8 points 5 points 2 points

Student makes no errors in

grammar or spelling that

distract the reader from the

content.

Student makes 1-2 errors in

grammar or spelling that

distract the reader from the

content.

Student makes 3-4 errors in

grammar or spelling that

distract the reader from the

content.

Student makes more than

4 errors in grammar or

spelling that distract the

reader from the content.

10 points 8 points 5 points 2 points

The paper is written in

proper format. All sources

used for quotes and facts are

credible and cited correctly.

The paper is written in

proper format with only 1-2

errors. All sources used for

quotes and facts are credible

and most are cited correctly.

The paper is written in

proper format with only 3-5

errors. Most sources used

for quotes and facts are

credible and cited correctly.

The paper is not written in

proper format. Many

sources used for quotes

and facts are less than

credible (suspect) and/or

are not cited correctly.

Format (10 Points)

Mechanics (10

Points)

Part B: Attribution

factors (10 points)

Part B: Ethics (10

points)

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