Lesson Plan 1

Running head: Lesson Planning

Individual Assignment: Lesson Plan for Abnormal Psychology class

Siti Rohaizu Ahmad Din (G1428460)

International Islamic University Malaysia Kulliyyah of Education

Department of Counselling and Guidance

EDC 5392

Principle of Teaching

Instuctor:

Dr Tunku Badariah Tunku Ahmad

Section 1

Day/ Date : Thursday, 14 May 2015 Time : 9.00am – 11.00am

 Lesson Plan 2

Level : Level 3 Undergraduate Psychology Student Duration : 120 minutes

Enrolment : /30
Subject : Abnormal Psychology
Topic : Psychological Disorders
Subtopic : Anxiety Disorders
General Objectives At the end of Semester, students should be able to understand the different
types and categories of psychological disorders and the suitable treatment in
treating them.
Learning Outcomes At the end of the lesson, students should be able to:
1. Explain the meaning of anxiety and anxiety disorders
2. Describe 3 physical symptoms of anxiety attacks
3. Describe 5 types of anxiety disorders
4. Design the best treatment plan in treating anxiety disorders according
to the case study.
Prior Knowledge Students have learned the following content in previous classes:
1. Introduction and Methods of Research
2. Classification and Assessment of Abnormal Behaviour
3. Methods of Treatment
4. Mood disorders
Instructional 1. 30 second video of a man walking on a street showing physical symptom
Resources of anxiety.
Source :https://www.youtube.com/watch?v=Rbh2IVeFHco
2. Textbook, Nevid, J.S., Rathus, A.S., & Grene, B. (2005) Abnormal
Psychology in a Changing World, (6th ed., pp. 168-207). New Jersey.
Pearson Prentice Hall.
Values 1. Empathy
a. Feeling empathy towards people who has anxiety disorders
2. Responsibility
a. Being responsible of one’s mental health.
b. Be alert of the symptoms and get help if themselves, family or
friends experiencing this.

Contents 1. Introduction
a) Anxiety
- Emotional state characterized by physiological arousal,
unpleasant feeling of tension and a sense of apprehension.
b) Anxiety Disorder
- A class of psychological disorders characterized by excessive
anxiety reaction impairing the person’s ability to function.
c) Examples of Physical Symptoms:
- Rapid heartbeat
- Shaking
- Dryness in mouth and throat
- Chest pain
- Weakness in the limbs and muscles
- Cold fingers
- Tightness in stomach or chest
 Lesson Plan 3

2. Types of Anxiety Disorder:

a) Panic Disorder
 Repeated panic attacks with strong physical symptom may be
associated to certain cues or specific situations.
b) Generalized Anxiety Disorders
 Persistent anxiety and excessive worrying that is not limited to
specific situation.
c) Specific Phobia
 Excessive irrational fear towards a specific object or event.
d) Social Phobia
 Excessive fear of social interactions.
e) Obsessive Compulsive Disorders
 Recurrent obsession involving thoughts and compulsion of
repetitive behaviours the person feels compelled to perform.

3. Case Study (refer to Appendix A)

Set Induction (Time allocated 3 minutes)

1. Show the 30 second video of a man walking on a street showing

physical symptom of anxiety.

2. Ask the following questions:

a. What do you think that the man in the video is experiencing?
b. If the man has a psychological disorder, what type of disorder
that you think he’s experiencing?

3. Relate correct student responses about what the man in the video are
experiencing and introduce the topic that they are going to learn in
today’s class, which is ????
Content (Time allocated 15 minutes)
Development
1. Teacher writes on the board the title of today’s lesson
2. Teacher talk:
a. Explain the meaning of anxiety while relating to the video that
the student saw earlier.
b. Ask the students what are the physical symptoms of anxiety.
Every correct answer is written on the board.
c. Differentiate between normal anxiety and anxiety as a disorder.
3. Ask few students at random to explain the meaning of anxiety,
anxiety disorders and physical symptoms of anxiety attacks in their
own words. (Evaluation of Learning Outcome 1,2&3).
4. Teacher will now divide students into 5 groups by making each
student to say number 1until number 6. All of these students will be in
the same group. Repeat until 5 groups are formed.
(This way is done to save as much time as possible and to reduce too
much movement in the classroom).
5. Each group elect one person as a group leader and the leader will
collect the material which is a case study from the teacher (refers to
Appendix A)
(Time allocated is 30 minutes)
 Lesson Plan 4

6. Students are told to solve 3 questions related to the case study:

a. Describe at least 3 physical symptom of anxiety attacks
b. Give a diagnosis of which anxiety disorder that the person is
experiencing.
c. Design the best treatment plan to help the client in the case study.
 Teacher wrote the 3 questions on the board.
 Students may refer to textbook, internet or any source they have
that can help the discussion smoothly.
 Teacher’s role as a facilitator.

(Time allocated 45 minutes)

7. Ask any group to volunteer to start out the presentation. Discuss all 3
questions. Each group must present their case study.
8. All 5 groups must cover 5 types of anxiety disorder.
9. If needed, teacher help further explain the definition, symptoms and
treatment plan of each anxiety disorder at the end of each
presentation.
(Time allocated 20 minutes)
10. Teacher call up representative student from each group to write on the
board the definition of each anxiety disorder and the treatment plan
that they discussed. Each rep must write a disorder that is different
from what they discussed in their case study. (Evaluation of Learning
Outcome 4).
11. Inculcate the value of being responsible of one’s mental health and
others: by recognizing symptoms and getting the right help.
Conclusion Teacher concludes the lesson by saying that they were all cooperative
throughout the group discussion and emphasized on responsibility to care for
one’s mental health and others by recognizing symptoms.
Evaluation of 1. Evaluation of Learning Outcome 1,2 & 3
Learning Outcomes  Ask students at random to explain the meaning of anxiety, anxiety
disorders and physical symptoms of anxiety attacks.

2. Evaluation of Learning Outcome 4

 Teacher call up representative student from each group to write on the
board the definition of each anxiety disorder and the treatment plan
that they discussed. Each rep must write a disorder that is different
from what they discussed in their presentation.

Follow up work All students must come up with one specific phobia that they themselves
experience or someone they know and will be discuss in the next class.

Lesson Evaluation /
Reflection

Appendix A
 Lesson Plan 5

Linda, 16 years old school girl was on her way to school in the train. She suddenly experienced the
frightening surge of adrenalin, increased of heartbeat, feeling hot, sweaty palms and dryness in her
mouth. She wanted to escape but she couldn’t. She was stuck on her seat on a moving train until the next
station with discomfort and fear. She felt her heart was pounded so hard that was going to die. She
finally got down as the train stopped at the next station. She has been experiencing this more than twice
a week in the past 6 months every time she travelled to school by train. She has no idea was wrong with
her. Help Linda by answering these 3 questions:

a. Describe at least 3 physical symptom of anxiety attacks

b. Give a diagnosis of which anxiety disorder that the person is experiencing.
c. Design the best treatment plan to help the client in the case study.

Siva, an unmarried 24 year old post-graduate university student. Ben has always been a worrier and
could not recall a time when he had not experienced some degree of anxiety. He tends to over plan
everything to prevent disaster, which results in tension and frequent headaches. This problem was
particularly bad during the last three years of high school. He had trouble making decisions for fear of
making mistakes and upsetting others, and now worries a lot about what his supervisor will think of him.

However, he does not get anxious about engaging in social situations. For the past several weeks in three
months he has begun to experience bouts of fearfulness upon waking in the morning, and feels nervous,
agitated, light-headed, and his heart pounding aggressively resulting to shaking. He finds it difficult to
concentrate on his study with his thoughts going "round and round like a record" - thoughts from which
he has difficulty distracting himself. He has become frightened of going to university. He worries about
what misfortunes might befall him, or becomes anxious if he feels he has nothing planned for the day.
His sleep and appetite are normal and he does not appear to avoid any specific situations. Help Siva by
answering these 3 questions:

a. Describe at least 3 physical symptom of anxiety attacks

b. Give a diagnosis of which anxiety disorder that the person is experiencing.
c. Design the best treatment plan to help the client in the case study.

Ahmad, 30 years old successful chemical engineer and married. He’s happy with his married life but
somehow his habit lately had become a cause for him to argue with his beloved wife. When they left the
apartment, he would insist on returning to check that the lights or gas jets were off, or that the
refrigerator doors were shut. Sometimes he would apologize at the elevator and return to the apartment
to start checking. Sometimes in the middle of a dinner with his wife in a restaurant, he feels agitated,
difficult in talking, sweaty palms and strong palpitation. He would return immediately to the apartment
to do his checking. He noticed that his behaviour of checking has caused his relationship with his wife.
He wants to get help. Help Ahmad by answering these 3 questions:

a. Describe at least 3 physical symptom of anxiety attacks

b. Give a diagnosis of which anxiety disorder that the person is experiencing.
c. Design the best treatment plan to help the client in the case study.

Jeff, 32 years old executive working in one of the top bank. He is a quiet sort of a guy. He is
 Lesson Plan 6

reasonably well-liked, mainly because he doesn’t step on anyone’s toes and is always willing to go
along with other people’s suggestions. His acquaintances sometimes laugh about how shy he is, and
how odd it is that a grown man can blush for no apparent reason. He’s also popular with the boss at
work, as he gets on with the job done without too much fuss and doesn’t get mixed up in office
politics.
His boss can’t quite understand why Jeff turns down opportunities for advancement, but he figures
that he must be happy to stay just where he is. The thought of him attending an office event or party
will make him sweat profusely, sweaty palms and short of breathe. He fears that everyone will judge
him and humiliate himself at the party.

Jeff is categorically not happy to be where he is—not in his career, not in his relationships with
people, and not in his life in general. Help Jeff by answering these 3 questions:

a. Describe at least 3 physical symptom of anxiety attacks

b. Give a diagnosis of which anxiety disorder that the person is experiencing.
c. Design the best treatment plan to help the client in the case study.

Mei Ling, 50 year old female who worked for in a provincial government office as an accountant. She
enjoyed her work and the people she worked with. She had worked for the government in this
position for the last 25 years. Her salary was quite good and she had excellent benefits. However, she
was seriously considering early retirement. Her reason was that her office had recently been relocated
to several different locations. This was done to improve efficiency.

For Mei Ling, the problem with the relocation was that her office is located on a 15th storey building
and accounting department is on the 13th floor. When her office first was moved, Mei Ling avoids
using the elevator and tried to use the stairs to get to her office. She found this very difficult because
of an arthritic left knee. Because of her fear and her physical problem, she began to dislike going to
work. At night she will try to find excuses to not go to the office. The thought of her having to use
elevator had cause her to sweat, heart racing, feeling dizzy and tightness in her stomach. She doesn’t
mind the height, she just couldn’t tolerate being in an enclosed space like the elevator. Help Mei Ling
by answering these 3 questions:

a. Describe at least 3 physical symptom of anxiety attacks

b. Give a diagnosis of which anxiety disorder that the person is experiencing.
c. Design the best treatment plan to help the client in the case study.