Ethical Diagnosis Lab: Simulating Dilemmas in Psychology
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Ethical Diagnosis Lab: Simulating Dilemmas in Psychology

Grade 12Psychology22 days
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5.0 (1 rating)
The Ethical Diagnosis Lab is a 12th-grade psychology project that challenges students to navigate ethical dilemmas in diagnosing psychological disorders. Through activities such as film analysis, role-plays, and the examination of diagnostic manuals like the DSM-5, students explore the historical evolution of disorder definitions, various etiological perspectives, and the ethical considerations involved in diagnosis. The project aims to deepen the students' understanding of psychological disorders by integrating historical, etiological, and ethical insights, ultimately enhancing their diagnostic skills and ethical judgment. Students produce final products including presentations, timelines, and comprehensive case study analyses, all assessed using a detailed rubric.
Ethical DilemmasPsychological DisordersDiagnostic ManualsEtiological PerspectivesHistorical EvolutionRole-PlayCase Study Analysis
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we navigate ethical dilemmas in diagnosing psychological disorders while considering historical changes, diverse etiological perspectives, and the role of diagnostic manuals?

Essential Questions

Supporting questions that break down major concepts.
  • What are ethical considerations when diagnosing psychological disorders?
  • How have definitions of psychological disorders evolved over time?
  • How do different psychological perspectives explain the etiology of disorders?
  • What role do diagnostic manuals play in the classification and diagnosis of psychological disorders?
  • What ethical dilemmas can arise from the use of diagnostic labels in psychology?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Explore and understand the historical evolution of psychological disorder definitions to appreciate current diagnostic standards.
  • Analyze different psychological perspectives to understand diverse etiologies of disorders.
  • Investigate the role of diagnostic manuals in the classification and diagnosis process, considering their limitations and advantages.
  • Critically evaluate ethical considerations and dilemmas that arise in diagnosing psychological disorders.
  • Develop skills to navigate ethical dilemmas by applying historical knowledge, perspectives, and tools such as diagnostic manuals.

MPA

MPA-1.A/B
Primary
Defining psychological disorders and understanding the historical changes in these definitions.Reason: The project focuses on defining psychological disorders which aligns with the study and understanding of their historical evolution to provide context and depth to students' understanding.
MPA-2.A/B
Primary
Understanding etiologies of psychological disorders from various psychological perspectives.Reason: Students will explore different etiological theories and perspectives, which is at the core of this standard, to deal with ethical dilemmas in diagnosis.
MPA-3.A–D
Primary
Understanding classification categories, specific symptoms, the utilization of diagnostic manuals, and ethical considerations in diagnosing.Reason: The project investigates classification and diagnosis through manuals and explores ethical considerations, directly aligning with these standards.

Entry Events

Events that will be used to introduce the project to students

Film Analysis for Observational Diagnosis

Students will watch selected films that portray characters with psychological disorders. Using these depictions, students will take observational notes and attempt to determine potential diagnoses while considering ethical dilemmas and historical changes in diagnostic criteria.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Diagnostic Manual Deep Dive

Students will investigate the role of diagnostic manuals, focusing on classification categories and specific symptoms.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose a diagnostic manual (e.g., DSM-5) and explore its history and purpose.
2. Identify how it classifies categories and symptoms of a chosen disorder.
3. Evaluate the advantages and limitations of using such manuals in diagnosis.

Final Product

What students will submit as the final product of the activityA detailed report on the chosen diagnostic manual and its role in classification and diagnosis.

Alignment

How this activity aligns with the learning objectives & standardsMPA-3.A–C: Understanding classification categories and use of diagnostic manuals.
Activity 2

Ethical Considerations Role-Play

Through role-play, students will navigate ethical dilemmas in diagnosing psychological disorders, applying historical, etiological, and diagnostic manual knowledge.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Formulate various ethical dilemma scenarios in diagnosing disorders.
2. Assign roles to students and prepare dialogue based on research and knowledge acquired.
3. Perform role-plays, demonstrating ethical challenges in diagnosis.
4. Reflect on the role-play sessions to discuss and evaluate different approaches to ethical considerations.

Final Product

What students will submit as the final product of the activityA series of role-play performances addressing ethical considerations in diagnosis.

Alignment

How this activity aligns with the learning objectives & standardsMPA-3.D: Exploring ethical considerations and dilemmas in diagnosis.
Activity 3

Reflective Case Study Analysis

Students will analyze case studies, synthesizing their understanding of historical evolution, etiological perspectives, diagnostic manuals, and ethical considerations.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Select case studies that present complex diagnostic dilemmas.
2. Analyze each case study, addressing the evolution of disorder definitions, etiological perspectives, and diagnostic criteria.
3. Reflect on ethical challenges and potential biases in each scenario.
4. Write a detailed analysis, synthesizing insights from previous activities.

Final Product

What students will submit as the final product of the activityComprehensive case study analysis demonstrating integrated understanding of standards.

Alignment

How this activity aligns with the learning objectives & standardsMPA-1.A/B, MPA-2.A/B, MPA-3.A–D: Integration of standards through case study analysis.
Activity 4

Historical Evolution Timeline

Students will create a timeline depicting the historical evolution of psychological disorder definitions to grasp the context and depth of these changes.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research a psychological disorder and document its definition changes over time.
2. Identify key historical events and figures that influenced these changes.
3. Create a visual timeline highlighting these changes and their impacts on diagnosis.

Final Product

What students will submit as the final product of the activityA detailed visual timeline showcasing the evolution of a disorder's definition.

Alignment

How this activity aligns with the learning objectives & standardsMPA-1.A/B: Understanding historical changes in psychological disorder definitions.
Activity 5

Etiological Perspectives Presentation

Students will explore and present various psychological perspectives on the etiology of disorders, enhancing their understanding of diverse viewpoints.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Select a psychological disorder and identify different etiological perspectives (biological, psychological, socio-cultural).
2. Research how each perspective explains the disorder's etiology.
3. Create a presentation comparing and contrasting these perspectives.
4. Present findings to the class, highlighting the strengths and limitations of each perspective.

Final Product

What students will submit as the final product of the activityA comparative presentation on etiological perspectives of a chosen disorder.

Alignment

How this activity aligns with the learning objectives & standardsMPA-2.A/B: Understanding diverse etiologies from different psychological perspectives.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Ethical Diagnosis Lab Portfolio Rubric

Category 1

Understanding Historical Evolution

Assesses the student's ability to trace and contextualize the historical evolution of psychological disorder definitions.
Criterion 1

Historical Accuracy

The accuracy and depth of historical details included in timelines and analyses.

Exemplary
4 Points

Contains a wide range of accurate and comprehensive historical data and demonstrates sophisticated understanding.

Proficient
3 Points

Contains accurate and relevant historical information, showing thorough understanding.

Developing
2 Points

Displays some accurate historical information but with notable gaps or inaccuracies.

Beginning
1 Points

Contains minimal or inaccurate historical data, showing limited understanding.

Criterion 2

Timeline Presentation

The visual and instructional quality of the timeline or presentation created.

Exemplary
4 Points

The timeline is visually appealing, well-organized, and highly informative with clear educational value.

Proficient
3 Points

The timeline is neatly organized and informative, effectively communicating major changes.

Developing
2 Points

The timeline is somewhat organized but may lack clarity or completeness.

Beginning
1 Points

The timeline is poorly organized and difficult to follow.

Category 2

Ethical Considerations and Judgment

Measures the student’s ability to understand and apply ethical considerations in the diagnosis of psychological disorders.
Criterion 1

Ethical Scenario Analysis

The depth and insight in analyzing ethical dilemmas during diagnosis.

Exemplary
4 Points

Exhibits thorough and innovative analysis of ethical scenarios, presenting well-reasoned solutions.

Proficient
3 Points

Delivers thoughtful and comprehensive analysis with appropriate ethical reasoning.

Developing
2 Points

Shows basic analysis with limited depth in ethics consideration.

Beginning
1 Points

Lacks in-depth analysis or understanding of ethical principles.

Criterion 2

Role-Play Execution

The execution and reflection on ethical dilemmas during role-play sessions.

Exemplary
4 Points

Performs and reflects on role-play with exceptional insight and leadership, showcasing comprehensive ethical understanding.

Proficient
3 Points

Engages actively in role-play and provides solid reflective insights.

Developing
2 Points

Participates but provides minimal reflective insights.

Beginning
1 Points

Shows little engagement or reflective analysis during role-play.

Category 3

Application of Diagnostic Knowledge

Evaluates the application and understanding of diagnostic manuals and criteria in case studies.
Criterion 1

Diagnostic Manual Understanding

Depth of understanding and analysis of diagnostic manuals' roles and limitations.

Exemplary
4 Points

Shows comprehensive and critical understanding of diagnostic manuals, expertly discussing their roles and limitations.

Proficient
3 Points

Demonstrates solid understanding with clear discussions on the roles and limitations of diagnostic manuals.

Developing
2 Points

Displays basic understanding with some awareness of diagnostic manuals.

Beginning
1 Points

Limited understanding and misinterpretation of diagnostic manuals’ use.

Criterion 2

Case Study Evaluation

The integration of etiological, historical, and ethical insights in the case study analysis.

Exemplary
4 Points

Integrates extensive historical, etiological, and ethical insights into a cohesive, sophisticated analysis.

Proficient
3 Points

Combines key elements with clarity, showing solid integration of insights.

Developing
2 Points

Shows attempt at integration with sporadic clarity.

Beginning
1 Points

Low level of integration and numerous oversight issues.

Category 4

Communication and Collaboration

Assess students’ ability to present findings and collaborate effectively.
Criterion 1

Presentation Skills

Effectiveness in conveying information orally and visually during presentations.

Exemplary
4 Points

Communicates with clarity, precision, and compelling engagement.

Proficient
3 Points

Presents information clearly and confidently.

Developing
2 Points

Presents with noticeable hesitations or lack of visual engagement.

Beginning
1 Points

Difficulties in communication and engagement.

Criterion 2

Collaboration Effectiveness

Ability to work collaboratively and respect diverse perspectives.

Exemplary
4 Points

Leads collaborative efforts, integrating diverse perspectives effectively.

Proficient
3 Points

Cooperates well, supporting team objectives respectfully.

Developing
2 Points

Engages with peers but with limited effectiveness.

Beginning
1 Points

Minimal contribution or engagement in group settings.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on how your understanding of ethical dilemmas in diagnosing psychological disorders has evolved throughout this project. What new insights have you gained, and how might they impact your future interactions with diagnostic practices?

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Question 2

On a scale of 1 to 5, how confident do you feel in navigating ethical challenges in psychological disorder diagnosis after completing this project?

Scale
Required
Question 3

Which activity or aspect of the project did you find most challenging, and why?

Multiple choice
Required
Options
Diagnostic Manual Deep Dive
Ethical Considerations Role-Play
Reflective Case Study Analysis
Historical Evolution Timeline
Etiological Perspectives Presentation
Question 4

How did the historical evolution of psychological disorder definitions influence your perspective on current diagnostic practices?

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Question 5

In what ways did exploring different etiological perspectives enhance your understanding of psychological disorders?

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Required