Lesson plan: neural explanations for OCD
Topic: Neural explanations for OCD
Paper 1: Introductory topics in psychology: Psychopathology A-level 4.1.4
Paper 2: Psychology in context: Psychopathology AS 3.2.2
The following is a sample lesson plan to help teachers to structure a one hour lesson on neural explanations for OCD in the psychopathology topic on Paper 1 for A-level and Paper 2 for AS (year 1 scheme of work week 27). It is designed to be co-teachable in content for AS and A-level students. It is suggested as a guide only and can be fully amended to suit teachers and their students' needs.
Learning objectives
Develop students’ understanding of the biological approach to explaining OCD and their ability to evaluate the biological approach to explaining OCD.
Learning outcomes
- All students should be able to distinguish between neuroanatomical and neurochemical explanations for OCD.
- All students should be able to provide a basic outline of the role of the basal ganglia and the orbital frontal cortex in OCD.
- All students should be able to provide a basic outline of the role of serotonin in OCD.
- Some students should be able to provide a more detailed explanation of the role of neuroanatomical and neurochemical explanations for OCD.
- All students should be able to cite research evidence to support and challenge neural explanations.
- Some students will also be able to use a wider range of criteria to evaluate neuroanatomical explanations for OCD.
- Some students will be able to judge the value of the neural explanations of OCD by comparing them with other biological explanations for OCD.
Prior knowledge needed
Students will need an overview of OCD, including behavioural, emotional and cognitive characteristics of OCD. Some research methods knowledge is required to understand, explain and be able to evaluate the research studies that are being used as evaluation of the neuroanatomical explanations.
Lesson preparation
- Teacher power point providing a basic introduction to the neuroanatomical explanations for OCD so that the group activity can be given to students to complete.
- Two different information handouts which include clear instructions for each of two groups on the task they have been allocated on neural explanations of OCD.
Group 1 to investigate neuroanatomical explanation
- Produce a description of the role of the following brain areas/circuits in OCD – The basal ganglia – including the orbital frontal cortex (OFC) and how these structures contribute to the neural explanation for OCD. Produce clear diagrams of the brain areas and process description of how they could cause OCD.
- Locate and summarise research evidence to support and challenge the neuroanatomical explanations - the role of the basal ganglia, the orbital frontal cortex, in OCD.
- Prepare presentation to other group and ensure they can answer likely questions from Group 2.
Group 2 to investigate neurochemical explanation
- Produce a description of explanations focusing on serotonin eg lack of serotonin, the serotonin neurotransmitter system.
- Locate and summarise research evidence to support and challenge the neurochemical explanations.
- Prepare presentation to other group and ensure they can answer likely questions from Group 1.
Extension activity to explore other neural explanations eg the cingulate cortex (ACC), the caudate nucleus, and the relationship between neuroanatomical and neurochemical explanations.
Activity
Duration | Activity | Group size | Learning objective |
|---|---|---|---|
5 minutes | Brief teacher led introduction into the main neuroanatomical and neurochemical explanations for OCD. Including a PowerPoint presentation. | Whole class | All students should be able to distinguish between neuroanatomical and neurochemical explanations for OCD. |
5 minutes | Clip to reinforce the neuroanatomical introduction. YouTube: What Causes OCD | All students should be able to provide a basic outline of the role of the basal ganglia and the orbital frontal cortex in OCD. | |
5 minutes 35 minutes for the group task | Teacher explains group research tasks, divides students up into two groups with specific information to gather and do notes on in order to present their findings to the rest of the class next lesson. Group 1 – Have to provide a detailed explanation of the role of basal ganglia and the orbital frontal cortex in OCD, and summarise research evidence to support and challenge the neuroanatomical explanation. Group 2 – Have to provide a description of the role of serotonin and a summary of research evidence that supports and challenges the neurochemical explanation. | Students work in two groups (depends on size of class as to the sizes of the groups) | All students in Group 1 should be able to provide a more detailed explanation of the role of the basal ganglia and the orbital frontal cortex in OCD. Some students in Group 1 will also be able to explain the cingulate cortex (ACC) and the caudate nucleus. All students in Group 2 should be able to provide a more detailed outline of neurochemical explanation for OCD and of research evidence that supports and challenges neurochemical explanations. Some students in Group 2 will be able to discuss the relationship between the neuroanatomical and neurochemical explanations. |
10 minutes | Groups to gather all their research and make decisions on the presentation of their research to the rest of the class for next lesson and prepare answers to likely questions. This may involve each member of the group having some homework to produce and plan their part of the presentation for the following session. | All students will prepare and plan for presentations. Learning outcomes for following session when each group provides feedback: All students should be able to explain and evaluate biological approach to explaining OCD by considering evidence that supports and challenges the neuroanatomical and neurochemical explanations of OCD. Some students will be able to use a wider range of criteria to evaluate explanations for OCD. |
Further work and reading
Plenary
Each of the two groups should have completed their research and made decisions on their presentation to the rest of the class for next lesson.
Extension
To explore other neural explanations eg the cingulate cortex (ACC), the caudate nucleus, and the relationship between neuroanatomical and neurochemical explanations.
Additional stretch and challenge
- Explain how the various brain structures contribute or explain OCD. Including their ‘normal’ function and the dysfunction which could lead to OCD.
- Research the link between serotonin and dopamine and these brain regions, and how abnormal levels of these neurotransmitters could lead to dysfunction in the brain areas.
- Evaluate research evidence to support the neural explanations for OCD eg Rapoport (1990) – co-morbidity of OCD with other dysfunctions of the basal ganglia and effects of psychosurgery to disconnect basal ganglia from OFC and its effects on OCD. Coetzer (2004), Max et al (1994). Head injury damage to the OFC or basal ganglia linked to development of OCD. Rauch & Jenike 1998 Effect of SRRIs on OCD symptoms, including reference to the aetiology fallacy.
- Evaluate research evidence to challenge the neural explanations for OCD eg Baxter (2000) cause or effect issue in the neuroanatomical differences in OCD patients. Menzies (2007) MRI scanning study linking genetic faults with OCD brain abnormalities – suggesting a complex interaction. Moritz (2009) questioning the role of the OFC in OCD. Hollander et al 1992 increased levels of serotonin.
Preparation for next lesson
Students within each of the two groups will have individual tasks to prepare for and they need to be sufficiently familiar with the material to be able to answer questions posed by other group.
Homework
Students to prepare for the presentation ensuring they are sufficiently familiar with the material to respond to questions from the other group.