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Abnormal or Exceptional Mental Health Literacy For Child and Youth Care Canadian 1st Edition Gural Solutions Manual 1
Abnormal or Exceptional Mental Health Literacy For Child and Youth Care Canadian 1st Edition Gural Solutions Manual 1
INSTRUCTOR'S MANUAL
For
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Mental Health Literacy for Child and Youth Care, First Edition by Gural and MacKay-Chiddenton (2016) to post this
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2
ABNORMAL OR
EXCEPTIONAL:
Mental Health Literacy for
Child and Youth Care
First Edition
Prepared by
Deborah M. Gural
and
Diane Parris
Red River College
Contents
CHAPTER ONE
Perspectives: Abnormal or Exceptional?
Chapter Objectives
Students should be able to:
1. Identify, define, and provide examples for the four elements of abnormality. Explain
how cultural and societal norms play a role in definitions of abnormality.
2. Describe the field of abnormal psychology. Distinguish between mental health, mental
illness, and abnormality. Summarize the DSM approach to abnormality.
3. Summarize key elements of a CYC conceptual model and highlight those elements that
are particularly relevant in CYC work with young people experiencing mental health
concerns. Define mental health literacy.
4. Summarize the CYC perspective on diagnostic labelling. Identify the strengths and
limitations of using the DSM-5 in CYC practice.
5. Compare and contrast the psychological paradigms (both historical and modern) of
abnormal behaviour.
6. Summarize ways in which CYC professionals may use the major psychological
paradigms in their CYC practice.
7. Identify and describe the major psychological approaches to treatment for mental
disorders.
8. Describe strength-based assessment processes and the general types of intervention
approaches for child and youth mental health concerns.
9. Summarize the pros and cons of using psychotropic medications with children and
youth.
Summary
According to the psychological perspective, the basic elements of abnormal behaviour
include deviance, personal distress, impairment or maladaptiveness, and risk to self and
others. The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, or
DSM-5, is a publication of the American Psychiatric Association that provides detailed
descriptions of all major psychological disorders currently recognized. Historical views
of abnormality included supernatural and natural explanations. The primary modern
psychological paradigms used to explain and treat abnormal behaviour include the
biological, psychodynamic, behavioural, cognitive, and sociocultural paradigms.
The CYC perspective on young people’s emotional and behavioural disorders
differs from the psychological perspective, sometimes a little and sometimes a lot. A
review of the major psychological perspectives through a CYC lens demonstrates a
variation in the degree to which each might be considered to have a good fit with a CYC
orientation. The predominant CYC conceptual model used to explain exceptionalities is
the ecological model, which emphasizes the role of contextual and relational factors in
explaining concerning behaviours. Of particular relevance from a CYC perspective is the
role of resiliency, strengths, and the relational nature of CYC practice.
The learning needs of CYC students and practitioners are greatly dependent upon
the context of one’s CYC experience and practice. Important considerations for CYC
practice that are particularly relevant in working with young people experiencing mental
health concerns include cultural respect, awareness of your explanatory paradigm, mental
health literacy, person-first language, evidence-based practice, and knowledge of child
and adolescent development.
Teaching Tips/Suggestions
1. Take a Moment: Ask students to partner and discuss what they think the primary
“causes” of specific mental health issues are for young people (e.g., you can
provide a short list of specific disorders that include depression, anxiety, ADHD,
schizophrenia, etc.). Have students share their list for each disorder in a large
group discussion. Highlight the relationship of the causes they identify to the
paradigms discussed in the text and/or record these under specific models.
Discuss how well each paradigm fits with a psychological versus CYC approach.
2. Web Quest Activity: Provide students with a question guide regarding your provincial
Mental Health Act. Include definitions of an incapable person, mental disorder,
and incapacity for personal care. In relation to youth, have students find the age
for mental competence, steps for voluntary admission for psychiatric assessment,
and individuals rights to be involved in treatment decisions, treatment without
consent and rights to information and confidentiality. In contrast, provide guiding
questions about the steps and time frames to involuntary assessment and
admission including how helpers can assist families with this process.
3. Online Video Activity: Have students view an on-line video of a Mental Status
Examination (refer to on-line resources below for link). After viewing the
video(s), have students partner and role play an interview. Have the student teams
begin by developing questions for a mini-mental status examination that assesses
the following: appearance, behaviour, feeling (affect & mood), perception and
thinking. Students can then role play the assessment which can be done in front of
the class or video recorded by the students for grading or demonstration purposes.
6. Myths & Stigma: Have students review the myths about mental disorders in small
groups or as a class (Box 1.3, p. 23). Were there any of these myths that they were
surprised to learn were not facts? Have students identify some of the origins of
these myths and/or discuss their potential impacts on helpers and those diagnosed
with mental disorders.
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DESCRIPTIO.
T beardless, within the blossom. Flowers terminal, solitary; scarcely any foot-
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Leaves by fours, linear, and smooth. Stem upright, a foot and a half high. The
branches are twiggy, thread-shaped, and numerous.
T two-horned at the base, and within the blossom; the shaft without. Blossoms
clammy, flask-shaped, an inch and a half long, the upper part cylindrical, swelled at
the base, and pinched in at the mouth; the segments heart-shaped and spreading.
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thread-shaped and upright. The branches are quite simple, thread-shaped, long, and
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T crested, within the blossom. Flowers terminate the small branches, clustered
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T beardless, within the blossom, which is yellow, of a pointed oval shape, and
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flexible, thread-shaped, slender, branching to the bottom. The branches crowded
together.
T beardless, pencil-like, and without the blossom, tapering into threads, which are
flat. Flowers yellow, conical, slightly curved, the segments of the border very long,
pressed to the chives, and black. Leaves by fours, linear, roughish, and stiff. Stem
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A basi bicornes, inclusæ. Flores terminales, quaterni, erecti, inflati ore arctati,
leviter striati, nitidi. Limbus maximus, glandulæ octo fauci circumpositæ. Folia
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T two-horned at the base, within the blossom. Flowers grow by fours at the ends of
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