Slide 1: CTE 670 Week 3 • Last week content: – Diseases & Consumer/Environmental Health – The Changing Family • Last week technology skills: – – – – – – CamStudio Posterforge Wikis Twitter Newspaper clipping Blabberize
Slide 2: Web page updates • Volunteers? (new content, podcast, etc.) • http://my.ccsd.net
Slide 3: This week’s material • Content: – Compulsive behaviors • Hand washing, hair pulling, rechecking, self-harm, rituals, anxiety, phobias, etc. – One Boy’s Journey – a Case Study
Slide 4: This week’s material • Technology skills: – – – – – – – – – – – – – http://rubistar.4teachers.org/index.php http://www.ipl.org http://bluefive.pair.com/pixresizer.htm http://www.workerscollection.com http://keepvid.com http://www.curriki.org/xwiki/bin/view/Main/Browse http://media-convert.com/convert/ Google earth FLV player Sound and image file management http://simplythebest.net/sounds/ MS Paint (photo editing, screen capture) Revisit moviemaker, CamStudio, Audacity
Slide 5: Introduction • A child with OCD has an anxiety disorder marked by the presence of obsessions and compulsions severe enough to interfere with the activities of daily life. • Obsessions are repeated, unwanted thoughts often related to fears of contamination. • Compulsions are repeated, purposeless behaviors. • The cause of OCD is believed to be neurological and it runs in families. Treatment includes a combination of behavior therapy and medication.
Slide 6: Introduction • • Obsessions are unwanted, intrusive thoughts, ideas, urges, impulses or worries that run through a person's mind repeatedly. Often the obsessions are senseless, unpleasant, distasteful, or even repugnant. The person must attempt to ignore or suppress these obsessions or neutralize them with some other thought or action. The person with OCD recognizes that these thoughts arise in one's own mind and are not a psychotic intrusion. Some common obsessions are: repeated impulses to kill a loved family member; incessant worries about dirt, germs, contamination, religion; recurrent thoughts that something has not been done properly; feelings that certain things must always be in a certain place, position or order; thoughts of nonsense words, sounds, numbers or images. For some children excessive rumination and rituals are the result of their efforts to impose order on internal feelings of anxiety and confusion. • • •
Slide 7: Introduction • • • • • • • Compulsions are repeated purposeless behaviors that are usually performed in response to an obsession. The behavior is an attempt to neutralize or prevent some dreaded event, situation or thought. A person may or may not recognize that the behavior is obsessive or unreasonable. Some common compulsions are: excessive hand washing, showering, bathing, and checking drawers and locks. Repeated behaviors can include putting clothes on and then taking them off; hoarding objects; seeking reassurance that something has or has not happened. The symptoms can wax and wane. Often there is no logical relationship between the obsession or compulsion and the fears it is designed to offset; rather than reducing the anxiety the obsessions and compulsions frequently increase it.
Slide 8: Real Life Stories • Five-year-old Alex can't go to sleep until he kisses his mother five times on each cheek after she closes his closet in a certain way. • Jesse, l0 years old, cleans his teeth so frequently that he uses a box of toothpicks each week and his gums bleed profusely. Each day he uses a half box of Q-tips to clean his ears and a roll of toilet paper when he goes to the toilet. When he does his homework, Jesse can spend an hour on the same page, erasing and rewriting words because he's sure he didn't get them right.
Slide 9: Real Life Stories • Ashley, l6, reports that each time she leaves a classroom, passes the principal's office or leaves school, she has to imagine the number 12 on a clock and say the words "good luck" to herself. • She reports that she can't stop thinking about the words "good luck." If she tries to stop herself from thinking about these words, she becomes very anxious and worries that she'll have a heart attack. • In the classroom, she is often frozen in her seat, unable to respond. She worries that any decision she makes will result in something dreadful happening to her parents. • Before going to sleep, she closes the bedroom door four times, turns the lights on and off four times and looks out the window and under her bed twelve times.
Slide 10: Impact at school • Children with OCD may be successful academically and with other school activities, but they may have difficulty completing homework and papers as they focus on getting things perfect. If their symptoms are severe and time-consuming, they may cause problems with self-esteem and interfere with friendships and family functioning. •
Slide 11: Who is likely to have it? • OCD affects as many as 3% of the general population, roughly one million of whom are children and adolescents. These statistics translate into three to five youngsters with OCD per average-sized elementary school and as many as twenty in a large urban high school. Unlike the high female: male ratio in other anxiety disorders, the ratio of boys to girls is 2:1. • The age of onset in more than 50% of adult cases with this disorder is before age 15. OCD has been reported as early as the preschool years, with a peak onset age of about ten. Twenty percent of youngsters with OCD have another family member with this.
Slide 12: How is it treated? • The recommended treatment is a combination of therapy and medication. • Behavior therapy includes exposure and response prevention. The child is forced to confront his fears and to work his way through the anxiety. • Cognitive behavioral therapy focuses on changing the irrational beliefs and distorted thoughts that contribute to the disorder. The goal is to help children recognize the illogical nature of their fears and change them. • The medications prescribed for OCD include: Luvox, Paxil, Prozac, and Zoloft. • The majority of children on medication improve, but may relapse and need further treatment.
Slide 13: You tube videos • http://www.youtube.com/watch?v=jIpc-qZyLqM (using humor) • http://www.youtube.com/watch?v=cCeL4Dvhd (self harm/eating) • http://www.youtube.com/watch?v=DLY8tbrgHd (mailman) • http://www.youtube.com/watch?v=cT_F57H-R (trichotillomania)
Slide 14: What are Blogs and Wikis? • Blogs – Short for “weblog,” a online log or diary. – Run the gamut from personal sites to corporate or governmentrun sites. – Topics vary from crafting to politics. – Usually maintained by one person or a small group of people. • Wikis – Hawaiian for “quick.” – Fast, easy-to-edit websites, usually shared by a community. – Most famous example is Wikipedia.
Slide 15: Blogging in Education • Teacher bloggers create online communities that develop into cyber faculty lounges. • Students can use blogging as a means of publishing their work. • Allows teachers and students to extend the dialogue. • Allows for writing to be interactive. • Allows students and teachers to share ideas.
Slide 16: Wikis in Education • Wikis, like blogs, allow for student publication. • Allows teachers and students to build online communities in order to share ideas. • Also allows for writing to be interactive and encourages collaborative writing.
Slide 17: Concerns about Online Writing You can make blogging safe: – Make sure students only use first names and last initials. – Enable comment moderation so that malicious comments cannot be posted. – Don’t know HTML? You don’t have to! – Vandalism? Set a password on your blog or wiki so that only authorized users can edit. – By learning and applying technology tools to solve problems.
Slide 18: Why Bother? • Your classroom will be transformed into an interactive writing lab. • After a short learning curve, it can take as much or as little class time as you wish. • Using blogs and wikis helps students learn and refine technology skills needed for college, work, and life. • Blogs and wikis are excellent portfolios.
Slide 19: How Can I Start? • There are a variety of free sites for managing blogs and wikis. • The online community in education blogging is vibrant and helpful. Just ask! • Start small—perhaps with one class.
Slide 20: Education Blogs and Wikis in Action • • • • • • http://teacherslounge.editme.com/ http://huffenglish.pbwiki.com/ http://hetherington.learnerblogs.com/ http://thereflectiveteacher.wordpress.com/ http://timfredrick.pbwiki.com/ http://gisaeducators.pbwiki.com/
Slide 21: Technology skills – – – – – – – – – – – – – – – – http://tinyurl.com/69wkja (effectiveness of multimedia) http://rubistar.4teachers.org/index.php http://bluefive.pair.com/pixresizer.htm (anyone try this?) http://www.workerscollection.com (magnify) http://keepvid.com (did anyone try this?) http://www.curriki.org/xwiki/bin/view/Main/Browse http://www.zamzar.com/ (another file conversion) http://sketchup.google.com/product_suf.html (cad drawing) http://vozme.com http://babelfish.altavista.com/ (translation software) http://librivox.org/ (free audio books) http://www.mosaickr.com/ (make your own mosaic) http://www.teachertube.com ( you tube for teachers) http://schooltube.cim http://preezo.com (a powerpoint substitution) http://www.readplease.com – Sound and image file management • • http://simplythebest.net/sounds/ http://www.brainybetty.com – – – MS Paint (photo editing, screen capture) Revisit moviemaker, CamStudio, Audacity Google earth
Slide 22: Collaborative Practice on a Tool • http://voicethread.com • Groups of 4, design a project you can share with the rest of the class. • 15 min limit on the preezo. • Topic of your choice. – Include photo, video, audio, text
Slide 23: • Shift happens • http://www.youtube.com/watch?v=pMcfrLYDm • http://shifthappens.wikispaces.com/ • Questions about final presentation?