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This course examines the psychology of learning and success. It examines factors that underlie learning, success, and personal development in higher education. Topics covered include information processing, memory, strategic learning, self-regulation, goal setting, motivation, educational and career planning, and learning styles. Techniques of study such as time management, listening and note taking, text marking, library and research skills, preparing for examinations, and utilizing learning resources are covered. This course includes college orientation and developments of students' academic skills that apply to all disciplines. This course is a requirement for all first-time developmental students who are not TSI complete. This course is required of all students (including transfer students) with grade point averages below 2.0. It is not required for students enrolled in a certificate program (42 or fewer semester credit hours or equivalent) or for students who are TSI exempt.

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• 1. GETTING ON COURSE TO YOUR SUCCESS. Taking the First Step. What Is Success? The Power of Choice. Write a Great Life. Assess Yourself. Self-Assessment Forks in the Road. A Few Words of Encouragement. Journal Entry
• 1. ONE STUDENT'S STORY: Jalana Onaga (University of Hawaii, HI). Becoming an Active Learner. How the Human Brain Learns. Three Principles of Deep and Lasting Learning. Your CORE Learning System. Journal Entry
• 2. On Course Principles at Work. Believing in Yourself: Develop Self-Acceptance Self-Esteem and Core Beliefs. Know and Accept Yourself. Journal Entry
• 3. ONE STUDENT'S STORY: Phyllis Honore (Cuyahoga Community College, OH). Wise Choices in College: College Customs.
• 2. ACCEPTING PERSONAL RESPONSIBILITY. Case Study for Critical Thinking: The Late Paper. Adopting the Creator Role. Victims and Creators. Responsibility and Choice. Journal Entry
• 4. ONE STUDENT'S STORY: Brian Moore (Glendale Community College, AZ). Mastering Creator Language. The Language of Responsibility. Journal Entry
• 5. ONE STUDENT'S STORY: Alexsandr Kanevskiy (Oakland University, MI). Making Wise Decisions. The Wise-Choice Process. Journal Entry
• 6. Personal Responsibility at Work. Believing in Yourself: Change Your Inner Conversation. The Curse of Stinkin' Thinkin'. Disputing Irrational Beliefs. Journal Entry
• 7. ONE STUDENT'S STORY: Dominic Grasseth (Lane Community College, OR). EMBRACING CHANGE: Do One Thing Different This Week. Wise Choices in College: Reading.
• 3. DISCOVERING SELF-MOTIVATION. Case Study for Critical Thinking: Popson's Dilemma. Creating Inner Motivation. A Formula for Motivation. Value of College Outcomes. Value of College Experiences. Journal Entry
• 8. ONE STUDENT'S STORY: Chee Meng Vang (Inver Hills Community College, MN). Designing a Compelling Life Plan. Roles and Goals. How to Set a Goal. Discover Your Dreams. Your Life Plan. Journal Entry
• 9. Committing to Your Goals and Dreams. Commitment Creates Method. Visualize Your Ideal Future. How to Visualize. Journal Entry
• 10. ONE STUDENT'S STORY: Amanda Schmeling (Buena Vista University, IA). Self-Motivation at Work. Believing in Yourself: Write A Personal Affirmation. Claiming Your Desired Personal Qualities. Living Your Affirmation. Journal Entry
• 11. ONE STUDENT'S STORY: Donna Ludwick (Carteret Community College, NC). EMBRACING CHANGE: Do One Thing Different This Week. Wise Choices in College: Taking Notes.
• 4. MASTERING SELF-MANAGEMENT. Case Study for Critical Thinking: The Procrastinators. Acting on Purpose. Harness the Power of Quadrant II. What to Do in Quadrant II. Journal Entry
• 12. ONE STUDENT'S STORY: Jason Pozsgay (Oakland University, MI). Creating an Effective Self-Management System. Monthly Calendars. Next Actions Lists. Tracking Forms. The Rewards of Effective Self-Management. Journal Entry
• 13. ONE STUDENT'S STORY: Allysa Lapage (Sacramento City College, CA). Developing Self-Discipline. Staying Focused. Being Persistent. Journal Entry
• 14. ONE STUDENT'S STORY: Holt Boggs (Belmont Technical College, OH). Self-Management at Work. Believing in Yourself: Develop Self-Confidence. Create a Success Identity. Celebrate Your Successes and Talents. Visualize Purposeful Actions. Journal Entry
• 15. EMBRACING CHANGE: Do One Thing Different This Week. Wise Choices in College: Studying for Deep Learning.
• 5. EMPLOYING INTERDEPENDENCE. Case Study for Critical Thinking: Professor Rogers' Trial. Developing Mutually Supportive Relationships. Ways to Relate A Sign of Maturity. Giving and Receiving. Journal Entry
• 16. ONE STUDENT'S STORY: Jason Matthew Loden (Avila University, MO). Creating a Support Network. Seek Help from Your Instructors. Get Help from College Resources. Create a Project Team. Start a Study Group. Journal Entry
• 17. ONE STUDENT'S STORY: Neal Benjamin (Barton County Community College, KS). Strengthening Relationships with Active Listening. How to Listen Actively. Use Active Listening in Your College Classes. Journal Entry
• 18. Interdependence at Work. Believing in Yourself: Be Assertive Leveling. Making Requests. Saying No." Journal Entry
• 19. ONE STUDENT'S STORY: Amy Acton (Southern State Community College, OH). EMBRACING CHANGE: Do One Thing Different This Week. Wise Choices in College: Studying for Lasting Learning.
• 6. GAINING SELF-AWARENESS. Case Study for Critical Thinking: Strange Choices. Recognizing When You Are Off Course. The Mystery of Self-sabotage. Unconscious Forces. Journal Entry
• 20. ONE STUDENT'S STORY: Sarah Richmond (Missouri University of Science and Technology, MO). Identifying Your Scripts. Anatomy of a Script. How We Wrote Our Scripts. Self-Defeating Habits. Journal Entry
• 21. ONE STUDENT'S STORY: James Floriolli (Foothill College, CA). Rewriting Your Outdated Scripts. The Impact of Outdated Beliefs. Doing the Rewrite. Journal Entry
• 22. ONE STUDENT'S STORY: Annette Valle (The Victoria College, TX). Self-Awareness at Work. Believing in Yourself: Write Your Own Rules. Three Success Rules. Changing Your Habits. Journal Entry
• 23. EMBRACING CHANGE: Do One Thing Different This Week. ONE STUDENT'S STORY: Brandee Huigens (Northeast Iowa Community College, IA). Wise Choices in College: Writing.
• 7. ADOPTING LIFE-LONG LEARNING. Case Study for Critical Thinking: A Fish Story. Discovering Your Preferred Learning Style. Self-Assessment: How I Prefer to Learn. A. Thinking Learners. B. Doing Learners. C. Feeling Learners. D. Innovating Learners. Journal Entry
• 24. ONE STUDENT'S STORY: Melissa Thompson (Madison Area Technical College, WI). Employing Critical Thinking. Constructing Logical Arguments. Asking Probing Questions. Applying Critical Thinking. Journal Entry
• 25. Learning to Make Course Corrections. Change Requires Self-Awareness and Courage. Change and Lifelong Learning. Journal Entry
• 26. ONE STUDENT'S STORY: Jessie Maggard (Urbana University, OH). Lifelong Learning at Work. Believing in Yourself: Develop Self-Respect. Live with Integrity. Keep Commitments. Journal Entry
• 27. EMBRACING CHANGE: Do One Thing Different This Week. Wise Choices in College: Taking Tests.
• 8. DEVELOPING EMOTIONAL INTELLIGENCE. Case Study for Critical Thinking: After Math. Understanding Emotional Intelligence. Four Components of Emotional Intelligence. Knowing Your Own Emotions. Journal Entry
• 28. ONE STUDENT'S STORY: Lindsey Beck (Three Rivers Community College, CT). Reducing Stress. What Is Stress? What Happens When Stress Persists? Unhealthy Stress Reduction. Healthy Stress Reduction. Choose Your Attitude. Journal Entry
• 29. ONE STUDENT'S STORY: Jaime Sanmiguel (Miami Dade College, FL). Creating Flow. College and Flow. Work and Flow. Journal Entry
• 30. Emotional Intelligence at Work. Believing in Yourself: Develop Self-Love. Design a Self-care Plan. Journal Entry
• 31. EMBRACING CHANGE: Do One Thing Different This Week. Wise Choices in College: Money Management.
• 9. STAYING ON COURSE TO YOUR SUCCESS. Planning Your Next Steps. Assess Yourself, Again. Self-Assessment. Journal Entry 32.".
• (source: Nielsen Book Data)

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Chapter 6 On Course

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Read the case study and answer following questions. 1. Which...

Answer & explanation.

Read the case study and answer following questions.

1. Which student do you think made the strangest choice and why? 

I think the student with the strangest choice is the student of Professor Buckley. The professor mentioned that the student is really bright, but the student doesn't comply with the assignments given.

2. We are all accountable for our actions. We also know that actions have consequences. Chops one of the students and re write the choice made by the student to make it a best choice instead of a strange choice. 

To say that a certain student is Bright. I can sense that the student is good and really pays attention, despite having online classes. As I will rewrite the strange choice by the student of Prof. Buckley, it goes it way...

The student is advanced with their lessons.  The student experienced a engaging environment that's is why he make sure to contribute to discussion as he always attend classes everyday despite that it is online. With that, there were no confusion that the students provide great outputs everyday, on time. Actually, earlier.  

3. Describe a similar choice you made in school or work. 

Many people experience burn out in whatever we do. Academic burnout happens because of pressure, stress, and frustration from school. With that, I feel unmotivated with the usual activities in school. 

4 what do you think would have been a better choice.

You'll have academic burnout but BUT THAT DOESN'T MEAN YOU'LL STOP. It is okay to rest sometimes but make sure to get back soonest. We should actively cultivate self-compassion to alleviate and prevent further symptoms.

Decision making is not easy. Sometime people decide strange choice all of a sudden to not prolong the agony. But as a student, we should think of what's the best for us. We shouldn't waste time and efforts.

Some choices are not actually strange. The student of Prof. Chang is just disrespectful. And some just didn't take any time to make a choice and decision.

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Chapter 8 . Randy’s Case: “They stole my brain and I want it back”

8.1 screen 1.

Author: Taryn A. Myers, Ph.D., Virginia Wesleyan College

8.2 Screen 2

Please note: Clinical Choices allows you to enhance and test your understanding of the disorders and treatments covered in your textbook, in a simulated case study environment. It is not intended to replicate an actual intake interview or therapy session or provide training on therapeutic techniques. Clinical Choices is for educational purposes only and is not intended as a substitute for clinical training.

8.3 Screen 3

You are working as a forensic psychologist – that is, a psychologist who works for the court system. You receive the following referral paperwork from a judge who asks you to evaluate a man named Randy who has been put in jail due to some strange behavior that resulted in his arrest. Click on the button below to review the paperwork before you begin the interview.

New Client Randy: Case #10114

Forensic Psychological Clinic, District Court

Referral Paperwork

Client Name: Randy

Age: 32 years old

Gender: Male

Ethnicity: Caucasian

Occupation: Unemployed

Current living situation: Lives alone in a cabin in the mountains 25 miles outside of town

Why are you referring this person for an evaluation?

Randy needs a psychological evaluation to see if he is suffering from a mental disorder. His odd, disruptive behavior caused him to be arrested and charged with the misdemeanors of assault and battery following a physical attack on a waitress in a local diner and several patrons who tried to intervene. His odd behavior has continued in jail, where he bangs on the bars of his cell constantly. He has also damaged jail property – he threw his metal dinner tray at the closed-circuit television, denting it. The jail superintendent wants him charged with destruction of jail property. We are requesting that Randy be evaluated to see if he should be referred for mandatory psychiatric treatment rather than remanding him to the penal system where he may not get adequate care. - Judge Judith Ginsberg, District Court

8.4 Screen 4

You will now ask Randy a number of questions you would typically ask during the intake interview. As you conduct the interview with Randy, begin to think about his symptoms, what his diagnosis might be, and later, what type of treatment might be most helpful to him. Click on the “play” button below the illustration to hear Randy’s responses to your questions. To read the transcript for these answers, click on the “transcript button.” Take notes in the box provided as you listen to Randy’s responses.

8.5 Screen 5

“Randy, do you understand why you’ve been referred for a psychological evaluation?”

Randy: [sounding distracted] Sure, I told that judge woman already. They – you – want to get inside my head. But I told her – I told her – I’ll tell you, they won’t find anything. My brain is missing, and I don’t know who took it.

Question 8.1

Check Your Notes

Does Randy understand why he is here? - Believes others want to get inside his head - Believes his brain is missing; doesn’t know who took it

8.6 Screen 6

“Okay. It’s important for me to explain that, since Judge Ginsberg referred you to me for an evaluation, the court is technically my client, not you. Therefore, nothing you tell me is confidential – it can all end up in my report to the judge. That being said, I will strive to use this information to make recommendations that are both in your best interest and in the interest of public safety. What we are doing today is called an intake interview. I’m going to ask you some questions that I ask everyone I see. This information will tell me how best to help you. This may mean continuing to see me for therapy, or it may involve referring you to another mental health professional. Let’s start. Do you remember how you ended up in jail?”

Randy: I came – I come down from my cabin to town, 25 miles by the crow flies. The crows and the game and the other birds and my vegetable garden are how I get food. I collect rainwater or get my water from streams. I live off the land. I heat my house with trees. I’m a survivor – I’m a survivalist…revival survivalist. No electricity – you have to watch out for that. Very tricksty. But I come – I came to town to get a few supplies. Some groceries – I don’t have chickens, I don’t have cows, so I have to buy their by-products. What they leave behind. I buy coffee – can’t grow that in Colorado not on the mountain not on the plains. I stop by the library – such a nice lady, she gets me such nice books. Philosophy and history, none of those trash novels and hunting books. She orders them from the booksitorium, just for me. Then I always end with the diner, always the diner.

Question 8.2

How did Randy end up in jail? - He lives in cabin 25 miles out of town - He has no electricity – seems worried about (paranoia?) - Comes to town to buy groceries - Goes to library, enjoys reading - Ends his trips to town at the diner

8.7 Screen 7

“Okay, Randy, but what happened the other day? How did you end up in jail?”

Randy: The other day? The day of others? Oh! The diner. Have to watch out for the TV at the diner. The one waitress – she knows. She will turn it off, the infernal box, the TV. But she wasn’t there. I needed something to stop the noise! I asked the girl waitressing to help me stop the noise. “What noise?” she says, as if she didn’t know. What noise, what noise? The noise in my head! [smacks hands on ears] I can’t stop it, it won’t stop ever since the TV stole my brain. She tried to be funny oh she tried to be clever and told me to tell them [gesturing as if to entire room] about the noise, said she might want to listen, too. She knows better. That’s what the noise wants! So I reached over and I grabbed her – grabbed her front – grabbed her shirt and told her, I warned her “Kill the noise or I’ll kill you.” Then they were on me! So many people grabbing and shoving. So I kicked, I bit, I threatened, I fought. Then they called the police – never trust ‘em! I tried to trust ‘em years ago, the boys in blue, they just ignored me and the TV got worse and now my brain is gone. [suddenly quieter, somewhat fearful] But when I saw them I knew – I knew it was THEM. And so I said to them, I told them, "So, it's you. You’ve been after me for years – putting arsenic in my garden, taking money out of my bank account. And stealing my brain – don’t think I forgot that. But you will pay for this. The Chief is looking for you."

Question 8.3

What actions, from Randy’s perspective, led to him being put in jail? - Randy went to the diner

• Waitress will usually turn off TV for him, but she was not there
• Randy hears noises inside his head
• Believes the TV stole his brain
• Waitress working that day wouldn’t turn off TV

- Randy grabbed waitress - Other patrons attacked him - Randy fought back - The police were called

• Randy told the police he knew they were “after” him for years
• Warned police that “the chief” is looking for them
• Seems to have delusions of persecution

8.8 Screen 8

“How long have you felt like the TV was stealing your brain? When did you first start having these experiences?”

Randy: They’ve been there. They’ve been there and I didn’t even know it. Ohhh yes, they’ve been there. Really noticed it in college. Oh that man, the Dean. He tried to hide it, but oh no, he was the problem. He stole her, my girlfriend. She broke up with me – it had to be him. And the probation, for academics! 3.8 GPA my first year, straight A’s in high school. And he tries to say “probation.” [raising his voice] For what? For majoring in history? For trying to learn from the past? For sleeping and eating junk food when he stole her – stole her? He said I didn’t go to class! Class didn’t need me to go. So he expelled – expelled me! I think he was threatened by me. [quieter] But I was glad, because then I got to live at home with the TV and then I realized they were there. I would yell at them, in the TV! When they – the parents – when they were gone for the weekend, I fixed it. I pulled out the box, the cable box, the brain-sucking box, and I hammered that TV. Smashed it good. They – the parents – they didn’t understand. I explained it so clearly that the box was taking thoughts from my brain and sending them to the TV and I didn’t want everyone to hear the thoughts – they’re mine! [becoming upset, more emphatic.] My thoughts belong to me, and to no one else. Whoever tries to take them is going to have to pay. So I talk to them, all the time, I have to tell them. One, two at a time, I talk to them. They’re so clever... others say they can’t hear them.

Question 8.4

How long has Randy had his symptoms? - Symptoms started in college - Randy thought the Dean stole his girlfriend when she broke up with him - Further evidence of delusions - He had a 3.8 GPA, then became depressed when he lost his girlfriend - Was put on probation, expelled because grades dropped - Randy went to live with his folks - He destroyed their TV and cable box while they were out of town - He thought the TV was taking thoughts from his brain

Question 8.5

Based on his initial report of his symptoms, which of the following psychotic disorders could Randy be suffering from? Check ALL that are possible diagnoses for Randy.

Think about how long Randy has had his symptoms as well as which symptoms he is experiencing.

8.9 Screen 9

“Randy, what happened in jail? The judge told me you had some difficulties while you were there.”

Randy: They took me and they locked me up in over overnight – overnight. And there was a TV right there, right outside the bars. Like they knew, like they were taunting me or trying to get information. So I tossed ... I threw my plate at the thing ... the TV thing. I asked them: Why are you doing this to me? You stole my brain, what else do you want? What else does it want?

Question 8.6

What happened in jail? - Randy was locked up overnight - There was a TV outside his cell

• He felt like he was being taunted
• He threw his plate at TV
• He asked the TV what it wants → believes it stole his brain

8.10 Screen 10

That sounds very upsetting, Randy. I can understand why you might react the way you did, even though I recognize that it is not necessarily an appropriate reaction. I’d like to change gears here for a minute and learn more about you. Tell me about your childhood. What was it like growing up in your family?

Randy: Three boys – one older, one younger. My big brother, the older, he left us ... he shot himself when he was only 30 – 30! So much to live for ... He had a good job – all supposed to have... [lecturing self] “son, get a good job!” said the parents. He could live among the people. He didn’t have to live off the grid, like me. So why did he shoot? My dad is an electrician, he was strange, always strange, I think because of the electricity – tricksty. Paranoid, he was, always watching – he knew. My mom taught kids, elementary kids. She learned, she learned how to deal with dad. [as if lecturing himself] Be quiet, be passive, appease him. Otherwise ... the bad side. They – the parents ... didn’t talk, not much, and when they talked, only arguing.

Question 8.7

Tell me about your childhood - Middle child - Older brother committed suicide at age 30 - Dad is paranoid - Mom passive to appease dad - Parents often argued

Question 8.8

Think about how both genes and the behavior of others might have influenced Randy and consider the details of his childhood that he has shared.

8.11 Screen 11

“It sounds like you have had quite a bit to deal with in your life, Randy. Have you ever seen a mental health professional, like a psychiatrist, a psychologist, or a counselor?”

Randy: No, never did. Dad said no, no way. A neighbor said it would be good, would help, after I smashed the box, smashed the infernal TV. But dad said no, “no son of mine is going to a shrink, we take care of our own. Shrinks are not to be trusted.” So the neighbor asks me, do I want help? I want to keep dad happy and so I say, “I don’t need help. I’m okay now the TV is gone.”

Question 8.9

Previous mental health help? - Randy’s father wouldn’t let him get mental health help - A neighbor suggested it might be helpful - Randy wanted to appease his dad so told neighbor he was okay without the TV there

8.12 Screen 12

“Randy, have you ever been in trouble with the law previously – ever been arrested or convicted of a crime?”

Randy: [emphatic] No, never trouble on my part, only on their part. Tried to get help. Went to them, asked to file a criminal complaint. Against who? They say. Like they don’t know. So I tell them, I make it clear, against KBDI-TV. They ask what they did – as if the cops don’t know. So I tell them, real slow so they understand [speaking very slowly and deliberately] “Larceny – grand larceny. They stole my brain, and I want it back.” They let me think I could fill out a report, so I did, and when I left, I heard them laughing. “Boy, it takes all kinds,” they said, and I saw them throw it in the trash. So I left. I left the station and I left home.

Question 8.10

Has Randy ever had trouble with the law? - No - Randy tried to get help once from the police - He filed report about his brain being stolen - He was not taken seriously by the police - He left home afterwards

8.13 Screen 13

“You said you left home – do you have any contact with your parents now? Who do you go to for help or if you need support?”

Randy: [agitated and almost shouting] I left – can’t you see? I was just telling you, aren’t you listening? [calming down] I left them – the parents – 10 years ago. That woman – my aunt, she died and left me some money. 50,000 clams. Have to keep them clams safe… them clams… so I put them in the bank. Bought my old truck – not new, can’t trust the new ones, they have TVs. Wrote them a note, the parents, “Thanks for nothing.” Packed and drove and found the cabin, where it’s safe. No parents, no contact. Off the grid. I’m surviving, I’m a survivalist revivalist... Safer that way.

Question 8.11

Does he have any contact with parents? - No, he left his parents 10 years ago - His aunt passed away and left him $50,000 - When he left, he left his parents a note: “Thanks for nothing” - No contact with parents now

8.14 Screen 14

Question 8.12.

Which of the following symptoms is Randy currently experiencing? Check all that apply. Use your interview notes to help you remember!

Review your notes from your interview with Randy.

8.15 Screen 15

From the File. You remember a former patient, Steve, who shared symptoms similar to Randy’s. You review this case to help you diagnose Randy.

Question 8.13

8.16 screen 16, question 8.14.

Think about Randy’s symptoms and their duration in making your decision.

8.17 Screen 17

Question 8.15, question 8.16.

Think about the definition of each term.

Question 8.17

Think about the definition of hallucination.

8.18 Screen 18

Question 8.18.

In making your choice, think about how the biological model explains mental illness.

Question 8.19

Think about why the clinicians might have treated the “patients” that way.

8.19 Screen 19

Question 8.20.

In making your choice, think about which model best explains schizophrenia.

8.20 Screen 20

Question 8.21, question 8.22.

Think about what the therapists’ advice says to patients about their symptoms.

Question 8.23

8.21 screen 21.

As the psychologist, you write a report diagnosing Randy with schizophrenia and explaining why his symptoms may have led to his outbursts in the diner and in jail. Judge Ginsberg, upon reading your report, orders Randy to receive treatment rather than sentencing him to jail. This mandated treatment comes with conditions – if Randy does not follow through with the judge’s orders, he can be called back into court and potentially still end up in the penal system. After considering several treatment options, such as inpatient hospitalization, an intensive outpatient program, and family therapy, the psychiatrist, Dr. Samuelson, decides to prescribe an anti-psychotic medication to Randy because she believes he is high functioning enough to receive treatment on an outpatient basis. Once his body adjusts to the medication, Randy stops hearing voices and feels like he has his brain back – he no longer believes the delusion that the television has stolen it. However, Randy is still struggling with how to integrate socially rather than staying isolated in his cabin. Dr. Samuelson refers Randy to a therapy trial of cognitive-behavioral therapy (CBT) for schizophrenia being conducted by psychologist Dr. Melek. Randy is fortunate to live near a city where a variety of mental health options are available to him. Randy finds that with the combined help of medication and CBT, he is able to control his symptoms and eventually he moves to a small apartment near the library in town. At the encouragement of his doctors, Randy contacts his parents, who are extremely relieved to learn that he is still alive and eagerly reestablish contact with him. Randy’s father begrudgingly admits that mental health services have helped his son. His mother and younger brother visit regularly. Randy discovers a love of and talent for gardening based on his success with his own vegetable garden and starts working at a local nursery to earn income to pay his rent.

8.22 Screen 22

Real World Application

Watch the following clip, which shows CNN anchor Anderson Cooper trying to complete a series of tasks while undergoing a schizophrenia simulation in which he hears recordings of voices by wearing ear buds.

Question 8.24

Question 8.25.

Finished Papers

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