Lesson Plan –Bipolar Disorders (5/20)

Students read before class:

 Kring, Johnson, Davison, & Neale (2016). Abnormal psychology. Chapter 5.
Learning Objectives:
 Students will learn the diagnostic criteria for bipolar disorders.
 Student will become familiar with a structured assessment instrument, the Mini International
Neuropsychiatric Interview (MINI).
 Students will apply the diagnostic criteria by using a structured assessment instrument after
watching videos that present the same individual in both manic and depressed states,
respectively.
 Students will think critically about the differences between various types and stages of bipolar
disorders.
 Students will analyze the pros and cons of assessing bipolar disorders using a structured
questionnaire.
Class break-down:
 Students complete Questions of the Day, which covers the readings due for class (5 mins)
 Review of bipolar disorders diagnostic criteria slides (10 mins)
 Introduce the MINI by giving students a hard copy, explain what it is, why and how it is used,
and who is qualified to use it (5 mins)
 Students watch a video clip of an individual in a manic state (do not tell students this before
-**Start video 5 seconds in) (7 mins)
o Tell students to take notes on symptoms they notice
o https://www.youtube.com/watch?v=DrzvsRqlgdc
 Students break into pairs and complete the manic/hypomanic module of the MINI (10 min)
 Students watch a video clip of the same individual in a depressed state (do not tell students
this before -**Start video 30 seconds in) (11 minutes)
o Tell students to take notes on symptoms they notice
o https://www.youtube.com/watch?v=7PuJKw4SHl0
 Students break into pairs and complete the depressive module of the MINI (10 min)
 Group discussion (12 min):
o What was your conclusion – did Mary meet criteria for a hypo/hypomanic episode?
What about a depressive episode?
o Did you have enough information to answer each question? Were there any questions
that were unclear? Did you experience any other difficulties?
o Did you and your partner have any differences in scoring?
o Discuss why differences in scoring may occur, and the pros/cons of using a structured
interview.
 Introduce the homework (5 mins):
o Each student will be assigned to research a type of treatment (i.e., medication, various
therapies, psychoeducation, and ECT) for bipolar disorder and will be required to
write a description (one paragraph) of the treatment by the time of the next class.
o Treatment assignments are posted to BlackBoard; Students will be provided with a list
of appropriate internet links to gather basic information on treatments (e.g., APA,
NAMI, NIH websites)
Tools:
 Bipolar Disorders diagnostic criteria slides
 MINI assessment slides
 MINI handouts (manic/hypomanic and depressive episode modules)
 YouTube videos that provide case example of manic and depressed mood states
o Mania: https://www.youtube.com/watch?v=DrzvsRqlgdc
o Depression: https://www.youtube.com/watch?v=7PuJKw4SHl0
 Internet links for treatment research
o https://www.div12.org/diagnosis/bipolar-disorder/
o https://www.nami.org/Learn-More/Mental-Health-Conditions/Bipolar-
Disorder/Treatment
o https://www.nimh.nih.gov/health/publications/bipolar-disorder/index.shtml
[Patient Handout]
Major Depressive Disorder
A) Five or more of the following symptoms present during the same 2-week period and represent a change
from previous functioning: at least one of the symptoms is either (1) depressed mood or (2) loss of interest
or pleasure
1) Depressed mood most of the day, nearly every day, as indicated by subjective report or observation by
others
2) Markedly diminished interest or pleasure in all, or almost all, activities most of the day, nearly every
day
3) Significant weight loss when not dieting or weight gain, or decrease/increase in appetite nearly every
day
4) Insomnia or hypersomnia nearly every day
5) Psychomotor agitation or retardation nearly every day
6) Fatigue or loss of energy nearly every day
7) Feelings of worthlessness or excessive or inappropriate guilty nearly every day
8) Diminished ability to think or concentrate, or indecisiveness, nearly every day
9) Recurrent thoughts of death, suicidal ideation without a specific plan, or suicide attempt or specific
plan
B) The symptoms cause clinically significant distress or impairment in social, occupational, or other
important areas of functioning
C) The episode is not attributable to the physiological effects of a substance or to another medical condition
D) The occurrence of the major depressive episode is not better explained by schizoaffective disorder,
schizophrenia, schizophreniform disorder, delusional disorder, or other specified and unspecified
schizophrenia spectrum and other psychotic disorder
E) There has not been a manic episode or a hypomanic episode

Persistent Depressive Disorder

A) Depressed mood for most of the day, for more days than not, as indicated by subjective account or
observation by others
B) Presence, while depressed, of two or more of the following:
1) Poor appetite or overeating
2) Insomnia and hypersomnia
3) Low energy or fatigue
4) Low self-esteem
5) Poor concentration or difficulty making decision
6) Feelings of hopelessness
C) During the 2 year period of the disturbance, the individual has never been without the symptoms in
Criteria A and B for more than 2 months at a time
D) Criteria for major depressive disorder may be continuously present for 2 years
E) There has never been a manic episode or hypomanic episode, and criteria have never been met for
cyclothymic disorder
F) The disturbance is not better explained by a persistent schizoaffective disorder, schizophrenia,
schizophreniform disorder, delusional disorder, or other specified and unspecified schizophrenia spectrum
and other psychotic disorder
G) The symptoms cause clinically significant distress or impairment in social, occupational, or other
important areas of functioning
H) The episode is not attributable to the physiological effects of a substance or to another medical condition

[Therapist Handout]
Questions for the Patient
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