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Social anxiety continuum; co-morbidity with other disorders especially depression; importance of knowing which is the key symptoms to target;

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Common mechanisms/presentations of anxiety; differences between Specific Phobia, Panic disorder and Generalised Anxiety Disorder; how do you discriminate and why is this important for CBT?

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Different ways mental health is perceived or conceptualised; common misconceptions

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The history of diagnostic systems and views on mental health over time and across cultures
(plus history before diagnostic systems, check mental health in ancient times?)

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Group work in tutorials

Homework tasks: blogging; gathering quotes

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New recorded lectures

Recordings from colleagues with expertise in the area

Pre-existing materials/videos online

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Readings and links (some are already on Learn)

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Readings and links (some are already on Learn)

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Tutorial:
A) Discussion/Q & A of the materials
B) Small groups work:
1) What manifestations of anxiety do the students know? Are there any gender or age differences the students can think of?
2) what are common aspects of specific phobia, panic disorder, and GAD? How are they similar, and what are differences in symptom presentation and etiology?
3) How would you be able to know the difference in quality of anxiety? What information could you take into account?

Homework task to be completed before the next teaching day:
Write about your reflections on the role of fear and anxiety in mental health, and relate this to overall wellbeing, social functioning and quality of life.
Students can comment on the other student blogs and leave a short comment.

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Tutorial:
A) Discussion/Q & A of the materials
B) Small groups work:
Discuss amongst yourselves
1) how can you recognise social anxiety?
2) what type of therapies and interventions do you know for social anxiety and what are common elements across the therapies?

Homework task before the next teaching day:
Find an example in the public domain (e.g. films; books, etc.) where you think the character presents with social discomfort or social anxiety. Reflect on the type of manifestation of the social anxiety and what behavioural, cognitive, and emotional aspects you see.
Students can comment on the other students' blogs.

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Tutorial:
Introductions

small groups:
Getting to know each other

A) Mentimeter: what is mental health?
B) what is resilience?
C) Discussion/Q & A of the materials - have slides ready for that

D) Overview of the course; includes signposting or familiarising with library search and the wiki!!! go over use of wiki

E) Small group (3-4) discussion of the question:

1A)      Distinction between mental ill health and positive mental health
1B) come back in big group to discuss
2A)  How are mental health problems recognised/identified by a) individuals by themselves b) in the general population c) by mental health professionals. Discuss any discrepancies across these groups; how do these views differ?.

2B) Come back in big group to discuss.

F) Recap of the day and final questions.

Homework: individual blog to put on Teams, each student has their own section but students are able to see each others work:
1) to be completed between Monday (teaching day) and Wednesday): students look for representations of mental health in news, media, social media etc.; place on wiki and critically reflect on that, in light of the bigger picture of historical and cultural context
Students can leave comments on each of the other representations of mental health that are posted on the wiki before the next teaching day
2) find an article in the University of Edinburgh library on perception or stigma of mental health that you think is important to share with the other students, and put the reference on the wiki, following APA referencing guidelines. There will be a separate document for that.

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Video introduction to the course and overview of the lectures of day 1: what is mental health/positive mh/resilience/critical psychology/historical example - Liesbeth

Introduction mental health- David Gillanders, available, shared with me on Mediahopper

Critical psychology - Charles Marley

Positive psychology - David Gillanders - available on Mediahopper

Video resilience - Emily Taylor
https://media.ed.ac.uk/media/T%26R+Week+2A+Introduction+to+Resilience/1_8x9l8q4p

Introductory video environmental factors mental health- Laura Cariola

Video MIND: Mental health in our own words:
https://www.youtube.com/watch?v=_y97VF5UJcc

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Tutorial:
A) Discussion/Q & A of the materials

Before the session: prepare a quote and/or meme about mental health from a historical psychologist (who is no longer alive) perspective; we will tweet that during class. upload in Onedrive folder and share with me or email.

B) Small groups work:
1)    What is the difference between symptoms and disorders?
2)     What diagnostic systems are there and how do they work?

What are advantages and disadvantages of diagnostic systems?

3)      How are mental health disorders recognized by a) individuals b) mental health professionals

This week's task has 2 parts:
1) To be completed by Friday:
Write a blog about the utility of using diagnostic systems by professionals, versus the importance of putting the client's narrative of any difficulties central in a therapeutic context. The blog may be illustrated by, or take its starting point from a (anonymised) case-study; (social) media publications; memes or any other relevant materials you come across.
Students can leave comments on each others blogs.

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Links:
https://bcmj.org/mds-be/historical-perspectives-theories-diagnosis-and-treatment-mental-illness

APA website, history of DSM: https://www.psychiatry.org/psychiatrists/practice/dsm/history-of-the-dsm

https://www.sciencedirect.com/topics/medicine-and-dentistry/history-of-psychiatry

https://www.sciencemuseum.org.uk/objects-and-stories/mental-health

https://www.newyorker.com/magazine/2019/05/27/the-troubled-history-of-psychiatry

https://journals.sagepub.com/description/hpy

Open access book history of mental health:
https://www.cambridge.org/core/books/mind-state-and-society/113978B19265EDAD8CCA7567001475D1

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Social anxiety: types, evidence-base; co-morbidity; etiology and how to discriminate from other anxiety disorders such as panic; generalised anxiety; autism; withdrawal in psychosis & relationship with depression - Liesbeth

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Anxiety disorders: specific phobia; generalised anxiety; panic disorder ; etiology and evidence-base assessment and treatment - Liesbeth

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Diagnostic Classifications -David Gillanders - video available on Mediahopper on my channel (shared by David)

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Etiology; co-morbidity

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Tutorial:
A) Discussion/Q & A of the materials
B) Small groups work:
1) Briefly discuss what is the difference between low mood and clinical depression, and what can help determine the difference between these two in any recommendations to improve mood, either in daily life or in a clinical setting.
2) Brainstorm about all the different aspects of low mood and depression, and how this relates to social functioning and quality of life.

Homework task:
Write about all the ways you can think of 1) that could cause low mood and 2) that may help improve someone's mood. Feel free to add examples from the media, news articles, blogs, film, social media to illustrate how depression and low mood are perceived in society and what ideas are out there to improve someone's mood.
Take a look at the diagnostic criteria for depression and any aspect of depression you can think of and try to relate these to the activities and interventions you described.
Students can leave comments on each others blogs.

I will read the blogs and link any activities or interventions to CBT and place them in the current recommended interventions.

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Depression and low mood - etiology and evidence-base - causes and treatments; pointing out anhedonia and motivation -Liesbeth

Formulations - David Gillanders - available on Mediahopper and shared with me

article formulation versus diagnosis: file:///C:/Users/liesb/Downloads/Johnstone2017PsychologicalformulationJHP2017.pdf

Case-study CBT for depression: https://www.youtube.com/watch?v=7LD8iC4NqXM

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Aim: to help prepare for academic work of assignment on a mental health subject.

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Topic: Sleep problems and behavioural problems; school refusal

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Topic: Sleep problems and behavioural problems; school refusal

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Topic: Recognising eating disorder symptoms, obsessive-compulsive disorder symptoms and trauma symptoms

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Topic: Recognising eating disorder symptoms, obsessive-compulsive disorder symptoms and trauma symptoms

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Topic: The client in context; systemic factors; parenting

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Topic: The client in context; systemic factors; parenting

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Topic: Cultural awareness and cultural competency in clinical practice            

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Topic: Cultural awareness and cultural competency in clinical practice            

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Presentation to peers; 10 minutes (5 minute for presentation and 5 minutes for questions to peers /discussion) on subject and approach for the summative assessment.

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Video with information about formative assessment and presenting your work- Liesbeth

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2000 written assignment for common mental health problems to include an overview of a common mental health presentation and a more in-depth exploration

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2000 written assignment for common mental health problems to include an overview of a common mental health presentation and a more in-depth exploration

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Tutorial:
A)
- start: discussion in paires about their blogs
- then change to this week's topic: wordcloud mentimeter: what they think the key message should be about diagnostic process/classification
- Discussion/Q & A of the materials

B) Small groups work:
1) Discuss how the environment (micro and macro, inside and outside the family) can play a role in anxiety and map this out on a whiteboard following Bronfenbrenners model- try to get in as many factors as you can, maybe use the whiteboard.
2) Full group discussion
3) same for depression
4) full group discussion

Homework task:
1) Find an example or article and write a reflective short blog on the role of the (micro or macro) context/ environment for mental health; this could be either an example from film/ news media/social media or an article from the course readings, or an article you looked up in the UoE library

sent to teacher before tutorial:
name plus quote, or name plus info about topic area of research/theory of a non-white, non-western psychologist

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Factors known to influence mental health and wellbeing -  David Gillanders- available on Mediahopper; shared with me
3 videos: 1) macro 2)  intra-personal 3) interpersonal

Family therapy - Vilas

Environmental factots- Laura Cariola

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Tutorial:
A) Discussion/Q & A of the materials
B) Small groups work:
1) have a discussion about how to recognise eating disorders in a first meeting with a client
2) what is the difference between how OCD is perceived in the general public (e.g. perfectionism, rigidity) and OCD according to the criteria of the DSM/ICD?
3) what are the main ways to recognise trauma when you first meet a client for assessment? (think both past experiences as well as symptom presentation)

Homework task:
Write a blog about one of these topics:
1) the role of perfectionism in eating disorders
2) what is the role of anxiety in OCD and how is this different compared to the other anxiety disorders (specific phobia; panic disorder; social anxiety; generalised anxiety)
3) describe a link between trauma and anxiety symptoms (any; specific phobia; social anxiety; panic disorder; generalised anxiety); feel free to use an example of a case-study if you have that (anonymised) or from an article/film/book etc. to base this on.

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Eating disorders, phenomenology: Donatella

Obsessive-compulsive symptoms - Donatella

Trauma introduction & phenomenology - Rachel Happer

Video: power threat framework: https://www.youtube.com/watch?v=LqMnuo5nxTg

Power-threat framework- David Gillanders - available on Mediahopper and shared with me

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Tutorial:
A) Discussion/Q & A of the materials

B) Small groups work:
1) Discuss what role sleep should have in any mental health intervention and why
2) Come up with an  example of a possible behavioural problem
3)  How do you think this behavioural problems could mask mental health difficulties, and what function could these behavioural problems have for communicating these?

- Discuss any remaining questions about the summative assessment
- Discussion about academic writing

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Sleep and mental health - Donatella

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A) presentation by Clara Calia  and Q & A
B) Brief: ask students for impressions of the materials

Before the session:
find someone whose work  you admire (researcher, practitioner, or any other discipline working in mental health) from your country of origin (for international students from a non-western country) or from a psychologist from a diverse or minority background + in class I will add a link and tag any accounts to amplify its voice. Email me by Thursday in the week before the tutorial.

B) Role play in pairs- assessment of mental health problem as embedded within the culture of the students. Think of intersectionality of mental health with culture, religion and spirituality etc.
Each student 5-10 minutes, then discuss and swap.
C) Discuss in big group

Homework task:
Write a short blog about your cultural background and how this may affect your perception as clinical practitioner of mental health, assessment and clinical practice.
International students can add their observations of British culture that they think will be relevant for their placements in the UK.

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Cultural awareness and adaptation of therapies- Liesbeth

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debunking of myths:
https://twitter.com/eikofried/status/1408121898270142469?s=12
https://twitter.com/coles_nicholas_/status/1408111309015683076

learning styles:
https://www.theatlantic.com/science/archive/2018/04/the-myth-of-learning-styles/557687/

mental health/mental illness: https://www.theguardian.com/commentisfree/2021/jul/14/mental-illness-sidelined-mental-health-treatment

biopsychosocial model:

Positive psychology:
https://www.tandfonline.com/toc/rpos20/current

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Divisions of APA that focus on minorities and mental health:
https://www.div17.org/

http://division45.org/

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- Create online lecture
- add to resources
- find examples from popular culture/public domain on social anxiety

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-video about OCD and how this relates to other anxiety disorder
- video about trauma - ask Rachel

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- Make short video with recap of the course and relevance for CBT
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Develop quiz on course readings and topics discussed

- Marking grid

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Myth-busting
Stages of grief = debunked;

Meyers-Briggs myth:
https://www.psychologytoday.com/gb/blog/give-and-take/201309/goodbye-mbti-the-fad-won-t-die
https://www.google.co.uk/amp/s/www.vox.com/platform/amp/2014/7/15/5881947/myers-briggs-personality-test-meaningless

https://www.vox.com/2014/7/15/5881947/myers-briggs-personality-test-meaningless

https://twitter.com/eikofried/status/1408121898270142469?s=12

Mindfullness = evidence-based

mental health in film: Rain Man; Still Alice; Awakenings
Language use: 'schizophrenic' = slit mind etc

mark ruffalo: quote from Adolf Meyer, grandfather of the biopsychosocial approach to mental disorder:
"The patient comes with his own view of the trouble; the physician has another view. Treatment consists of the joint effort to bring about that approximation of those picture: https://mobile.twitter.com/MarkLRuffalo/status/1403153090459676672views...

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https://www.youtube.com/watch?v=pA8lz3gb4D4

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2000 word written assignment on 'what is mental health?' taking into account perceptions of mental health, development of mental health diagnostic systems throughout history, frames of reference, environment and culture

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2000 word written assignment on 'what is mental health?' taking into account perceptions of mental health, development of mental health diagnostic systems throughout history, frames of reference, environment and culture

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Video summative assessment information - Liesbeth

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Learn: refer to IAD course Academic writing

Materials on resource list

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Video with information about summative assignment - Liesbeth

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- make video overview of course
- make video mental health stigma
- make slides Q & A