Group presentation (100 points)

Note: This presentation may be done individually (if you prefer not to work in a group). It may also be done in groups of two, three or four. (No more than 4 in a group is acceptable). Please inform instructor of your topic and your group.

(Length: approximately 20-25 minutes in length)

Number of Slides: No more than 20 slides.

Students will form groups of in order to conduct an in-depth and comprehensive 20-25 minute PowerPoint presentation on the effectiveness of a person-centered approach for a discrete psychopathology and/or population (e.g., LGBTQ populations, rural populations with depression, Schizophrenia, teletherapy for social anxiety) The centerpiece of this assignment is an investigation on the effectiveness of a person-centered approach with the discrete population and/or psychopathology of your choice. Groups will notify the instructor of their selection for approval. Students in the group will be responsible for conducting a thorough review of the literature to ensure that there is sufficient data/information available to cover the requirements of the assignment. The group grade will be based on specificity, clarity, professionalism (quality of the presentation, classroom handouts, audiovisual materials, graphics, etc.), integration and depth of coverage of required material/areas, command and knowledge relative to the subject matter.  

Students may use journal articles, chapters in the course pack, textbooks, other books, and reputable and credible on-line sources. However, the discussion in section #4 must be based, specifically, on an empirical study from a scholarly, peer-reviewed journal that evaluates the effectiveness of a person-centered approach with the selected psychopathology. The article selected for discussion in section #4 could be chosen from the articles selected by individual group members as long as it meets the criteria outlined under section #4.  

The group then will do a critical analysis class presentation of their findings. All presentations must use PowerPoint and must include both oral, visual, and written content.

 Each student must orally present a part of the assignment. Groups are required to submit a copy of their PowerPoint presentation. The instructor will load this presentation on Canvas to make it available to the rest of the class. The class will have opportunity for comments on the discussion board during the last two weeks of class.

The presentation should address the following areas:

I.         Definition of the Disorder (5 points) 

The purpose of this section is to provide the audience with (1) a clear picture of what this disorder looks like, and (2) a historical overview of the psychopathology. This discussion should go beyond a description of the symptoms. For instance, the student will want to highlight the typical behaviors and cognitions that underscore the disorder. What factors contribute to the onset and maintenance of the disorder? Here, you may want to consider possible causative or contributing factors such as: genetics/heredity, neurobiology, family dynamics, history of abuse/neglect/trauma, environmental conditions such as poverty, discrimination, oppression, nutrition, chemical toxins and other forms of pollution, etc. The “history” of the psychopathology should provide an overview of how our understanding of this problem has changed throughout history. Here, you may want to consider: Is this a relatively “newly” established disorder or is it a “well-established” disorder? When was the disorder first recognized? When did it first appeared in the Diagnostic and Statistical Manual of the American Psychiatric Association (DSM) nomenclature? By what other names, if any, has this condition been known in the past? 

II.        Statement and Prevalence of the Disorder.  (15 points) 

The essential question here is: How is this disorder a problem in society and how prevalent is it? For this discussion consider the personal, emotional, and financial impact/cost (i.e. cost of treatment, loss of productivity, legal issues, etc.) of the disorder on individuals, families, communities? Is this disorder more prevalent in certain groups within our society? Is it prevalent in other countries; same, more, less than in the USA? What are the prevalence rates of the disorder across culture, socio-economic status, race, ethnicity, age, gender, and/or sexual orientation? Is there a disproportionate impact on vulnerable and at-risk populations (e.g. women, children, older adults, racial/ethnic minorities, the poor or other oppressed/marginalized groups)? 

III.      Treatment trends and approaches.  (15 points) 

The purpose of this section is to inform the audience of how treatment of this disorder has changed throughout history. Therefore, you will explore traditional and non-traditional approaches that have been used to address this problem through the years. For traditional approaches consider formal treatments such as pharmacotherapy and various person-centered approaches. What person-centered models are used to treat this disorder? Give a brief, general description of such models. In general, what does the research say about the effectiveness of person-centered modalities to treat this disorder?Also explore what non-traditional approaches might have been used to address this disorder, throughout history, for instance: Religious rituals? Exorcisms? Bloodletting? Sanitarium? Imprisonment? Etc.)?  

IV.       Evidence-based practice: Detailed critical analysis evaluating the effectiveness of person-centered approaches with the chosen psychopathology or population.    (15 points) 

  1. Purpose of the research as stated in the article 
  2. Demographic information of the sample(s): age range, gender, education, race/ethnicity, and any other significant characteristics.  
  3. Describe the person-centered intervention used: Be specific.  What did the therapist do? What were the clients asked to do? What did the intervention entail? (e.g., cognitive restructuring? Homework assignments? Skills building? Psychoeducation? Role plays?). 
  4. What were the results? Were the results significant or non-significant? What conclusions did the authors reach relative to the research hypotheses? 
  5. What recommendations did the researchers make? What might be future research directions coming out of this study? 
  6. Critical analysis: In your own words provide a critique of the research study underscoring what you see as the strengths and limitations of the study. What might be the implications for practice? How useful did you find this study? What would you do differently if you were the researcher? What suggestions would you offer to increase its effectiveness across various populations (e.g., gender, race, culture)? 

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