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. CATEGORY Part A: DSM-IV diagnosis (15 points) Exemplary 15 points Student provides a clear, logical description of the character's DSM-IV diagnosis, including at least 2 criteria that the character meets. Satisfactory 12 points Student provides a mostly clear, logical description of the character's DSM-IV diagnosis, including at least 2 criteria that the character meets. Part A: Perspective 15 points 12 points (15 points) Student provides a clear, Student provides a mostly logical description of at least clear, logical description of 1 perspective that explains at least 1 perspective that the symptoms, along with at explains the symptoms, least 2 clear, logical along with at least 2 mostly supporting facts. clear, logical supporting facts. Unsatisfactory 8 points Student provides a mostly clear, logical description of the character's DSM-IV diagnosis, including at least 1-2 criteria that the character meets. 8 points 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. Unacceptable 5 points Student provides a weak or unclear description of the character's DSM-IV diagnosis, including 1 criteria that the character meets. 5 points 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. Part A: Treatment (10 points) 10 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. 8 points 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. 10 points 8 points Student provides a clear, Student provides a mostly logical description of at least clear, logical description of 1 factor that prevented "good at least 1 factor that guards" from objecting or prevented "good guards" countermanding the orders from objecting or from tough or bad guards. countermanding the orders from tough or bad guards. 5 points Student provides a mostly clear, logical description of the treatment, along with 12 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. 5 points 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. 2 points 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 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 B: Objection factors (10 points) Part B: Change (10 points) 2 points 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. Part B: Attribution factors (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. Part B: Ethics (10 points) 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. Mechanics (10 Points) 10 points Student makes no errors in grammar or spelling that distract the reader from the content. 8 points Student makes 1-2 errors in grammar or spelling that distract the reader from the content. 5 points Student makes 3-4 errors in grammar or spelling that distract the reader from the content. 2 points Student makes more than 4 errors in grammar or spelling that distract the reader from the content. 8 points 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. 5 points The paper is written in proper format with only 3-5 errors. Most sources used for quotes and facts are credible and cited correctly. 2 points 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) 10 points The paper is written in proper format. All sources used for quotes and facts are credible and cited correctly. 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. CATEGORY Part A: DSM-IV diagnosis (15 points) Exemplary 15 points Student provides a clear, logical description of the character's DSM-IV diagnosis, including at least 2 criteria that the character meets. Satisfactory 12 points Student provides a mostly clear, logical description of the character's DSM-IV diagnosis, including at least 2 criteria that the character meets. Part A: Perspective 15 points 12 points (15 points) Student provides a clear, Student provides a mostly logical description of at least clear, logical description of 1 perspective that explains at least 1 perspective that the symptoms, along with at explains the symptoms, least 2 clear, logical along with at least 2 mostly supporting facts. clear, logical supporting facts. Unsatisfactory 8 points Student provides a mostly clear, logical description of the character's DSM-IV diagnosis, including at least 1-2 criteria that the character meets. 8 points 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. Unacceptable 5 points Student provides a weak or unclear description of the character's DSM-IV diagnosis, including 1 criteria that the character meets. 5 points 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. Part A: Treatment (10 points) 10 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. 8 points 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. 10 points 8 points Student provides a clear, Student provides a mostly logical description of at least clear, logical description of 1 factor that prevented "good at least 1 factor that guards" from objecting or prevented "good guards" countermanding the orders from objecting or from tough or bad guards. countermanding the orders from tough or bad guards. 5 points Student provides a mostly clear, logical description of the treatment, along with 12 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. 5 points 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. 2 points 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 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 B: Objection factors (10 points) Part B: Change (10 points) 2 points 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. Part B: Attribution factors (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. Part B: Ethics (10 points) 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. Mechanics (10 Points) 10 points Student makes no errors in grammar or spelling that distract the reader from the content. 8 points Student makes 1-2 errors in grammar or spelling that distract the reader from the content. 5 points Student makes 3-4 errors in grammar or spelling that distract the reader from the content. 2 points Student makes more than 4 errors in grammar or spelling that distract the reader from the content. 8 points 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. 5 points The paper is written in proper format with only 3-5 errors. Most sources used for quotes and facts are credible and cited correctly. 2 points 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) 10 points The paper is written in proper format. All sources used for quotes and facts are credible and cited correctly.
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