|1. Discuss the instances of mental disorder that students have witnessed in order to apply the textbook definitions to tangible cases of those who suffer from these illnesses. A list of guiding questions such as “how does this disorder manifest through the social, biological and psychological means?” will be presented to start a discussion.
2. Create a graphic organiser that compares and contrasts the different systems of classification and their strengths and limitations (See Figure 2A and 2B).
1. For the first activity, opening up discussions about the topic gets the students thinking on track with the unit content and should also give cues for the teacher to assess student’s prior knowledge and understanding. Through discussions, the teacher can facilitate and monitor student progress such as whether students have completed their required reading in the textbook. If students have not been doing their reading, they will see their peers contributing more to the discussion and will be prompted to read sections of the reading in class so that they are caught up. The teacher also needs to pay attention to these students who are struggling and differentiate instructions accordingly such as asking those students to follow along by reiterating the homework reading with the passages that are relevant to the activities in class.
2. Students then proceed to make their own graphic organizer using visual (See Figure 2A and 2B) diagrams to explain how the biopsychosocial framework can be used to assess mental health (See figure 2A). Students can also opt to use a fishbone diagram to give more detailed examples of the process of coping with mental disorders (See figure 2B).
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