Cognitive Disorders in Literary Characters/Psychoanalytic Critical Theory

Ms. Martinez -11th Grade Junior Honors

Harry S Truman High School

ZMartinez3@schools.nyc.gov

 

 

The Introduction:

You are a member of a group of preeminent psychologists in training who have just been contacted by the mayor to do some research on behalf of some very important campaign contributors.  Because of the new Affordable Care Act (ACA) that was enacted by the federal government and the greater availability of mental health coverage, the mayor has asked you to look into one aspect of the problem of mental health in NYC. More and more people seem to be displaying certain unusual cognitive distortions leading to, in some cases, extreme behavior changes that lead to ruined lives and in some cases death!  Luckily for you the mayor has heard that you have been studying psychoanalytic critical theory and he has already found a few case studies for you to look at and whom you will use as your basis for analysis. You need to come back to him with information about the symptoms of cognitive behavior distortions so that he can give your findings to his staff members to start implementing mental health clinics for New Yorkers who may be exhibiting the same symptoms as the people in your case study.

 

 

The Task:

·         Each group must identify the cognitive behavior distortions the character is engaging in.

·         You are expected to create a power point presentation and an accompanying paper explaining what are cognitive distortions and how the people in your case study are engaging in it.

·         The paper is meant to go to the mayor and be an overview of your group’s findings.  You need to persuade the mayor to use your kind of therapy to help both the members of your case study and any other New Yorkers who exhibit that kind of behavior.

 

 

 

The Process:

·         Note that each step in the process should be at least 1 page in your PowerPoint.

o   If you need help on how to create a PowerPoint you can use this link to find help.

·         Your group must define the problem of cognitive behavioral distortions, like the ones here and here, and identify which your character is suffering from. 

o   Use this worksheet to plan identify your problem.

·         Gather the evidence of the characters suffering from the disorder.

o   “A Rose For Emily”

o   “Young Goodman Brown”

o   “The Black Cat”

o   “The Yellow Wallpaper”

o   “Lamb to the Slaughter”

o   Use this worksheet to plan out your evidence.

·         Identify potential the causes of the problem in the characters or in their societies.

o   Use this worksheet to brainstorm potential causes.

·         Evaluate some of the existing policies and treatments for cognitive behavior distortions. (click on pictures)

 

                     

 

o   Use this worksheet to evaluate the existing policies.

·         Develop the best solution for each character to engage in to address their problem.

o   Figure out which treatment would be best for your character and give them suggestions for the treatment.

o   Use this worksheet to plan out the development.

o   Give your character a worksheet that will help them deal with their issue.

 

 

The Evaluation:

·         This is the rubric that will be used to grade your PowerPoint.

·         This rubric will be to grade your paper.

o   Make sure that you are using the MLA style of citation for your written work.

 

 

The Conclusion:

By the end of the activity your group should be well aware of how the characters in your story (i.e. your case study) show signs of distorted cognitive behavior and therefore how the story as a whole can be given a psychoanalytic critical reading.  You should also have in place strong pieces of advice for the mayor on suggestions he can make to clinics around the city on how to best deal New Yorkers who are exhibiting the same behavior as your “cases”.  Your PowerPoint presentation will be the way in which the group will first present the information to your fellow classmates before sending it off to the mayor.

 

 

 

Common Core State Standards:

 

Successful completion of this work will mean that you have addressed each of the following standards:

o   CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

o   CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

o   CCSS.ELA-Literacy.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

o   CCSS.ELA-Literacy.RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

o   CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

o   CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

o   CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

o   CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

o   CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

o   CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.