SOCI 474-874 Deviance and Social Control

Spring 2021 Tuesday/Thursday 9:30-10:45

Professor Robin Gauthier [email protected]

Office Hours: Tuesday/Thursday 10:45am-11:45pm and by appointment Zoom Link: https://unl.zoom.us/j/5827691603 Password: simmel

OVERVIEW

This course explores how variations in the human experience have come to be understood as medical problems. We will critically examine how various social actors have deployed medicalizing discourses to reframe the boundary between normal and deviant as the (increasingly blurry) boundary between sickness and health. Rather than asking whether or not a particular difference is really a disease or illness, we will examine how it is understood by the proponents and resistors of medicalization. We will also examine the consequences of medicalization for moral responsibility, authority, knowledge and identity for society and the patient. We will ask what each actor has to gain and lose in deploying the particular discursive framing they espouse. This course is organized around five major sections, each dedicated to exploring a central concept:

I. What is medicalization II. Medicalization and the self III. Medicalization of everyday life IV. Medicalization of Sexualities V. Contested illnesses and de-medicalization

Each section includes reading selections from sociological theorists/historians and the accounts of people who live with the consequences of medicalization. We will begin each section by placing the theme into its social-historical context. We will then familiarize ourselves with the frames each dominant actor uses to approach the difference. The arrangement of this course is designed to facilitate comparisons of medical frames. This class is also structured to teach you to apply the critical analysis assigned in class to the world around you. After taking this course, you should be able to:

1) Identify the role of medical framing in understanding variations in the human experience 2) Compare, contrast and critically evaluate competing frames 3) Effectively communicate a well-reasoned argument in writing and to their peers

REQUIRED BOOKS

Conrad, Peter and Joseph W. Schneider Medicalization and Deviance: From Badness to Sickness

Critser, Greg Generation RX How Perscription Drugs are Altering American Lives, Minds and Bodies.

Weinberg, Darin. 2005. Of Others Inside: Insanity, Addiction, and Belonging in America. Philadelphia: Temple University Press.

CLASS STRUCTURE AND ASSIGNMENTS

Undergraduate Students Your grade in this class will be determined by the following: 1) Theory applications 2) Class attendance and Participation

Graduate Students Your grade in this class will be determined by the following: 1) Theory applications 2) Class attendance and Participation 3) Final paper

Weekly Application: Seeing Sociology in the World around You The weekly writing assignments will require you to explain, in writing, how medicalizing discourse has been applied to a specific scenario or issue presented in class. Theory application assignments generally require you to look at phenomena through the lens of medicalization. Ask yourself, what would a sociologist studying the medicalization process "have to say" about a particular situation or phenomenon. To practice this skill, you will be required to write 10 essays that apply the readings to a new scenario. Essays should be between 500 and 750 words long and they will be assigned one week before the date they are due. Assignments must be handed in via Canvas prior to the beginning of class on Friday. One point out of five (or two for graduate students) will be deducted for each day the assignment is late. Essays are open book, and will be graded on insight, thoroughness, clarity, and overall quality of writing. If you would like me to re-grade an assignment, I will allow you to re-submit it up to one week after the due date for up to 90% of the grade (i.e. if you had 4/5 or 80% (undergrads) or 1.5/2 or 75% (grads), if you submitted a revised draft, your grade would be revised up to 90% (4.5/5 or 1.8/2).

Class participation and group discussion summaries Your participation is required to succeed in this class. A portion of each class will be devoted to lecture; however, class discussions will be critical to developing a deeper understanding of the material. To this end, we will use breakout rooms to discuss the weekly readings for a portion of each class period. This will provide us with opportunities to engage the readings, allow for questions and intellectual exchange. Regular online participation and class attendance are therefore critical for the fulfillment of this portion of your grade.

Graduate students: Before each class (9:30am), from week 3 forward, you will be required to submit at least three discussion questions relating to the readings for each class period. You may miss two group discussions for any reason through the semester. If you require further absences throughout the semester, please speak with me prior to missing the class and/or assignment. Undergraduate students: After each class, from week 3 forward, you will be required to submit a (brief ~150 words) summary of your group discussion. Specifically, you will be asked the following questions: What questions did your group discuss most? What topic were you most interested in? Which topic was the most challenging? Do you have any follow-up questions? Each discussion summary will contribute 2 points to your final grade, you will have until 5:00 to summarize your group discussion. You may miss two group discussions for any reason through the semester. If you require further absences throughout the semester, please speak with me prior to missing the class and/or assignment.

Mid-semester course evaluation During week 7, I will ask you to evaluate and provide (anonymous) feedback on key aspects of the course. Only whether or not you completed the evaluation will be recorded.

Final Paper (Graduate Students) Your final paper (8-10 pages, due May 3rd) will provide you the opportunity to explore in greater depth and detail lines of inquiry developed through engagement with class material and discussion. You will need to provide me with a proposal which you will describe to me in a zoom meeting before March 15th. Guidelines on choosing a paper topic and writing the proposal will be distributed and discussed in class and a sign-up sheet for in-person meetings. Ultimately, it is your responsibility to ensure that I have approved your topic. You will also prepare a 15- minute presentation on your topic for the class during the final class periods.

Undergraduate assessments You will choose one graduate student presentation to summarize, paying special attention to describing how the graduate student connected their empirical example to medicalization theory.

Undergraduate Student Course Requirements and Grades (100 points total): Theory applications (10 @ 5% each) 50% Discussion summaries (18 @ 2% each) 36% Mid-semester course evaluation 4% Analysis of presentation 10% Total: 100%

Graduate Student Course Requirements and Grades (100 points total): Theory applications (10 @ 2% each) 20% Discussion leadership (18 @ 2% each) 36% Mid-semester evaluation 4% Final Paper: Proposal 5% Final Paper: Presentation 15% Final Paper: 20% Total: 100%

Grade Scale for the Course A+ 97-100 A 93-96 A- 90-92 B+ 87-89 B 83-86 B- 80-82 C+ 77-79 C 73-76 C- 70-72 D+ 67-69 D 63-66 D- 60-62 F <=59

Academic Honesty Academic honesty is essential to the existence and integrity of an academic institution. The responsibility for maintaining that integrity is shared by all members of the academic community. The University's Student Code of Conduct addresses academic dishonesty. Students who commit acts of academic dishonesty are subject to disciplinary action and are granted due process and the right to appeal any decision.

Services for Students with Disabilities The University strives to make all learning experiences as accessible as possible. If you anticipate or experience barriers based on your disability (including mental health, chronic or temporary medical conditions), please let me know immediately so that we can discuss options privately. To establish reasonable accommodations, I may request that you register with Services for Students with Disabilities (SSD). If you are eligible for services and register with their office, make arrangements with me as soon as possible to discuss your accommodations so they can be implemented in a timely manner. SSD contact information: 232 Canfield Admin. Bldg.; 402- 472-3787.

Counseling and Psychological Services UNL offers a variety of options to students to aid them in dealing with stress and adversity. Counseling and Psychological & Services (CAPS) is a multidisciplinary team of psychologists and counselors that works collaboratively with Nebraska students to help them explore their feelings and thoughts and learn helpful ways to improve their mental, psychological and emotional well-being when issues arise. CAPS can be reached by calling 402-472-7450. Big Red Resilience & Well-Being. (BRRWB) provides one-on-one well-being coaching to any student who wants to enhance their well-being. Trained well-being coaches help students create and be grateful for positive experiences, practice resilience and self-compassion, and find support as they need it. BRRWB can be reached by calling 402-472-8770.

Video or Audiotaping Class Sessions Due to the sensitive and controversial nature of some of the topics that will be discussed over the duration of the semester, all classes are closed to the Press/Media. No video or audio taping of class sessions is allowed unless you obtain my permission to do so.

Face Coverings Syllabus Statement As of July 17, 2020 and until further notice, all University of Nebraska–Lincoln (UNL) faculty, staff, students, and visitors (including contractors, service providers, and others) are required to use a facial covering at all times when indoors except under specific conditions outlined in the COVID 19 face covering policy found at: https://covid19.unl.edu/face-covering-policy. This statement is meant to clarify classroom policies for face coverings:

To protect the health and well-being of the University and wider community, UNL has implemented a policy requiring all people, including students, faculty, and staff, to wear a face covering that covers the mouth and nose while on campus. The classroom is a community, and as a community, we seek to maintain the health and safety of all members by wearing face coverings when in the classroom. Failure to comply with this policy is interpreted as a disruption of the classroom and may be a violation of UNL’s Student Code of Conduct.

Individuals who have health or medical reasons for not wearing face coverings should work with the Office of Services for Students with Disabilities (for students) or the Office of Faculty/Staff Disability Services (for faculty and staff) to establish accommodations to address the health concern. Students who prefer not to wear a face covering should work with their advisor to arrange a fully online course schedule that does not require their presence on campus. Students in the classroom:

If a student is not properly wearing a face covering, the instructor will remind the student of the policy and ask them to comply with it. If the student will not comply with the face covering policy, the instructor will ask the student to leave the classroom, and the student may only return when they are properly wearing a face covering. If the student refuses to properly wear a face covering or leave the classroom, the instructor will dismiss the class and will report the student to Student Conduct & Community Standards for misconduct, where the student will be subject to disciplinary action.

Instructors in the classroom: If an instructor is not properly wearing a face covering, students will remind the instructor of the policy and ask them to comply with it.

If an instructor will not properly wear a face covering, students may leave the classroom and should report the misconduct to the department chair or via the TIPS system for disciplinary action through faculty governance processes.

*Courses that have been granted an exception to the Face Covering Policy for pedagogical reasons are excluded. Exceptions to the Face Covering Policy are only granted after an approved health safety plan is developed.

READING SCHEDULE I will attempt to follow this reading schedule, but it is subject to change at my discretion.

I. Introduction to the course (Week 1)

Tuesday, January 26th: What is deviance? Conrad, Peter and Joseph Schneider. 1992. “Deviance, Definitions, and the Medical Profession.” Chapter 1 in Deviance and Medicalization: From Badness to Sickness. Philadelphia, Temple University Press.

Conrad, Peter and Joseph Schneider. 1992. “From Badness to Sickness: Changing Designations of Deviance and Social Control.” Chapter 2 in Deviance and Medicalization: From Badness to Sickness. Philadelphia, Temple University Press.

Thursday January 28th: What is deviance?

Conrad, Peter and Joseph Schneider. 1992. “Deviance, Definitions, and the Medical Profession.” Chapter 1 in Deviance and Medicalization: From Badness to Sickness. Philadelphia, Temple University Press.

Conrad, Peter and Joseph Schneider. 1992. “From Badness to Sickness: Changing Designations of Deviance and Social Control.” Chapter 2 in Deviance and Medicalization: From Badness to Sickness. Philadelphia, Temple University Press.

Supplemental Reading

Armstrong, David. 1995. “The Rise of Surveillance Medicine.” Sociology of Health & Illness 17(3):393-404.

Conrad, Peter. 1992. “Medicalization and Social Control.” Annual Review of Sociology 18:209- 232.

Foucault, Michel. 2003. Psychiatric Power. New York: Picador.

Foucault, Michel. 1998. Madness and Civilization: A History of Insanity in the Age of Reason. New York: Vintage Books.

Zola, Irving. 1972. “Medicine as an Institution of Social Control.” The Sociological Review 20 (4): 487-504.

Tuesday February 1st: Who decides? (Week 2)

Conrad, Peter 2005. “The Shifting Engines of Medicalization.” Journal of Health and Social Behavior

Thursday February 3th: Who decides? (Week 2)

Critser. Greg. 2005. “The man in the middle: How pharma reinvented patients and the FDA”, Chapter 1 in Generation Rx: How Prescription Drugs are Altering American Lives, Minds, and Bodies. New York: First Mariner Books.

Critser. Greg. 2005. “The end of the great buffer? Why we are more vulnerable” Chapter 4 in Generation Rx: How Prescription Drugs are Altering American Lives, Minds, and Bodies. New York: First Mariner Books.

Supplemental

Abraham. John. 2010. “Pharmaceuticalization of Society in Context: Theoretical, Empirical and Health Dimensions.” Sociology, 44(4):603-622.

Best, Rachel Kahn. 2012. “Disease Politics and Medical Research Funding: Three Ways Advocacy Shapes Policy.” American Sociological Review 77(5):780-803.

Conrad, Peter and Valerie Leiter. 2004. “Medicalization, Markets and Consumers.” Journal of Health and Social Behavior, 45(Extra issue):158-176.

Correia, Tiago. 2017. “Revisiting Medicalization: A Critique of the Assumptions of What Counts as Medical Knowledge.” Frontiers in Sociology, 2-14.

Williams, Simon J., Paul Martin and Jonathan Gabe. 2011. “The Pharmaceuticalisation of Society? A Framework for Analysis.” Sociology of Health & Illness, 33(5):710-725.

II. Medicalization and the self (Weeks 3 and 4)

Tuesday February 9th: Depression (Week 3)

Link, Bruce G. and Jo C. Phalen 2013. “Labelling and Stigma” Chapter 25 in Handbook of the sociology of mental health. Second Edition. C.S. Aneshensel, Jo. C. Phelan and Alex Bierman Eds. New York: Springer.

Conrad, Peter and Joseph Schneider. 1992. “Medical Model of Madness: The Emergence of Mental Illness.” Chapter 3 in Deviance and Medicalization: From Badness to Sickness. Philadelphia, Temple University Press.

Thursday February 11th: Depression (Week 3) Karp, David. 2007. “Searching for Authenticity” Chapter 3 in Is it Me or My Meds? Living with Antidepressants. Cambridge: Harvard University Press.

Supplemental Reading

Conrad, Peter and Kristin K. Barker. 2010. “The Social Construction of Illness: Key Insights and Policy Implications.” Journal of Health and Social Behavior, 51(S)S67-S79.

Karp, David A. and Lara B. Birk. 2013. “Listening to voices: Patient Experiences and the meanings of mental illness” Chapter 2 in Handbook of the sociology of mental health. Second Edition. C.S. Aneshensel, Jo. C. Phelan and Alex Bierman Eds. New York: Springer.

Pescosolido, Bernice. 2013. “The Public Stigma of Mental Illness: What Do We Think; What Do We Know; What Can We Prove.” Journal of Health and Social Behavior, 54(1):1-21.

Tuesday February 16rd: Alcohol addiction and mental illness (Week 4)

Weinberg, Darin. 2005. “Introduction: Beyond Objectivism and Subjectivism in the Sociology of Mental Health.” Chapter 1 in Of Others Inside: Insanity, Addiction, and Belonging in America. Philadelphia: Temple University Press.

Weinberg, Darin. 2005. “Addictions and Insanities: Two Fields and Their Phenomena.” Chapter 3 in Of Others Inside: Insanity, Addiction, and Belonging in America. Philadelphia: Temple University Press.

Thursday February 18th: Alcohol addiction and mental illness (Week 4)

Weinberg, Darin. 2005. “Canyon House.” Chapter 4 in Of Others Inside: Insanity, Addiction, and Belonging in America. Philadelphia: Temple University Press.

Weinberg, Darin. 2005. “Twilights.” Chapter 5 in Of Others Inside: Insanity, Addiction, and Belonging in America. Philadelphia: Temple University Press.

Supplemental Reading

Suissa, Ammon Jacob. 2009. “Medicalization and Addictions: Markers and Psychosocial Issues.” Canadian Social Work Review 26(1):43-58.

Tuesday February 23rd: Autism (week 5)

Eyal, Gil 2013 “For a Sociology of Expertise: The Social Origins of the Autism Epidemic” American Journal of Sociology, 118(4):863-907.

King, Marissa D. and Peter S. Bearman. 2011. “Socioeconomic Status and the Increased Prevalence of Autism in California. American Sociological Review 76(2):320-346.

Thursday, February 25th: Autism (week 5)

Barker, Kristin and Tasha R. Galardi. 2015. “Diagnostic Defense: Autism Spectrum disorder and the DSM-5” Social Problems, 62:120-140.

Supplemental Reading

King, Marissa D. and Peter S. Bearman. 2009. “Diagnostic Change and the Increased Prevalence of Autism. International Journal of Epidemiology. 38:124-1234.

Shifrer, Dara. 2013. “Stigma of a Label: Educational Expectations for High School Students Labaled with Learning Disabilities.” Journal of Health and Social Behavior, 54(4):462- 480.

Tuesday, March 1st: ADHD (week 6)

Conrad, Peter and Joseph Schneider. 1992. “Children and Medicalization.” Chapter 6 in Deviance and Medicalization: From Badness to Sickness. Philadelphia, Temple University Press.

Critser. Greg. 2005. “Gen-Rx1: The Tribe of High-Performance Youth” pp. 140-151 in Generation Rx: How Prescription Drugs are Altering American Lives, Minds, and Bodies. New York: First Mariner Books.

Thursday, March 3rd: ADHD (week 6)

Critser. Greg. 2005. “Gen-Rx2: The Middle-Years Tribe” pp. 151-161 in Generation Rx: How Prescription Drugs are Altering American Lives, Minds, and Bodies. New York: First Mariner Books.

Conrad, Peter and Deborah Potter. 2000. “From Hyperactive Children to ADHD Adults: Observations on the Expansion of Medical Categories.” Social Problems, 47(4):559-582.

Supplemental Reading

McLeod, Jane D., Bernice A. Pescosolido, David T. Takeuchi and Terry Falkenberg White. 2004. “Public Attitudes toward the Use of Psychiatric Medications for Children.” Journal of Health and Social Behavior, 45(1):53-67.

Ramey, David M. “The Social Structure of Criminalization and Medicalized School Discipline. Sociology of Education, 88(3):181-201.

March 9 & 11 WEEK 7: Mid-Semester course evaluations, SUPPLEMENTAL READING WEEK FOR UNDERGRADS, PREPARE PROPOSAL FOR GRAD STUDENTS

III. Medicalization of everyday life and life events (Weeks 8-9)

Tuesday, March 16th: Medicalization of birth (Week 8)

De Vries, Raymond G. 1981. “Birth and Death: Social Construction at the Poles of Existence”, Social Forces 59(4):1074-1093.

Brubaker, Sarah Jane and Heather E. Dillaway. 2009. “Medicalization, Natural Childbirth and Birthing Experiences.” Sociology Compass, 3/1:31-48.

Thursday March 18th: Medicalization of birth (Week 8)

Vinopal, Lauren. 2017. “Who’s Afraid of the ‘Husband Stitch’? New Moms Everywhere.” Fatherly. Accessed online at: https://www.fatherly.com/health-science/why-parents-fear- husband-stitch/

Murphy, Carrie. 2018. “The Husband Stitch isn’t Just a Horrifying Childbirth Myth.” Healthline. Accessed online at: https://www.healthline.com/health-news/husband-stitch-is-not-just- myth#1

Machado, Carmen Maria. 2014. “The Husband Stitch” Granta 129: Fate. Accessed online at: https://granta.com/the-husband-stitch/

Supplemental Reading

Tone, Andrea. 2012. “Medicalizing Reproduction: The Pill and Home Pregnancy Tests.” Journal of Sex Research, 49(4):319-327.

Tuesday, March 23th: Medicalization of Pain and Aging (Week 9)

Critser. Greg. 2005. “Gen-Rx3: Superseniors and the Tribe of High-Performance Aging.” pp161- 169 in Generation Rx: How Prescription Drugs are Altering American Lives, Minds, and Bodies. New York: First Mariner Books.

Fox, Nick J. and Katie Ward. 2008. “Pharma in the Bedroom… and the Kitchen… The Pharmaceuticalisation of Daily Life. Sociology of Health and Illness 30(6):856-868.

Critser. Greg. 2005. “The Full Price” Chapter 3 in Generation Rx: How Prescription Drugs are Altering American Lives, Minds, and Bodies. New York: First Mariner Books.

Thursday, March 25th: Medicalization of Pain and Aging (Week 9)

Conrad, Peter and Joseph Schneider. 1992. “Opiate Addiction.” Chapter 5 in Deviance and Medicalization: From Badness to Sickness. Philadelphia, Temple University Press.

Supplemental Reading

Crowley-Matoka, Megan and Gala True. 2012. “No One Wants to Be the Candy Man: Ambivalent Medicalization and Clinician Subjectivity in Pain Management.” Cultural Anthropology, 27(4): 698-712.

Schnittker, Jason. 2009. “Mirage of Health in the Era of Biomedicalization: Evaluating Change in the Threshold of Illness, 1982-196. Social Forces, 87(4):2155-2182.

IV. Medicalization of sexualities

Tuesday, March 30th: Medicalization of hegemonic sexualities (week 10)

Cacchioni, Thea and Leonore Tiefer. 2012. “Introduction to the Special Issue: Why Medicalization? Introduction to the Special Issue on the Medicalization of Sex.” The Journal of Sex Research, 49(4):307-310.

Moynihan, Ray. 2005 “The Marketing of a Disease: Female Sexual Dysfunction. British Medical Journal 330:192-194.

Farrell, Janine and Thea Cacchioni. 2012. “The Medicalization of Women’s Sexual Pain.” The Journal of Sex Research

Thursday, April 1st: Medicalization of hegemonic sexualities (week 10)

Wentzell, Emily. 2017. “How Did Erectile Dysfunction Become “Natural”? A Review of the Critical Social Scientific Literature on Medical Treatment for Male Sexual Dysfunction.” The Journal of Sex Research, 54(4-5):486-506.

Marshall, Barbara. 2006. “The New Virility: Viagra, Male Aging and Sexual Function” Sexualities 9, 345-362

Supplemental Reading

Foucault, Michel. 1978. The History of Sexuality. New York: Pantheon Books.

Marshall, Barbara L. 2012. “Medicalization and the Refashioning of Age-Related Limits on Sexuality.” The Journal of Sex Research, 49(4):337-343.

Tiina Vares and Annie Potts 2007. “Women and Sexuality” in Blackwell Encyclopedia of Sociology George Ritzer Eds. Madden MA: Blackwell.

Tiefer, Leonore. 2012. “Medicalizations and Demedicalizations of Sexuality Therapies.” The Journal of Sex Research, 49(4):311-318.

Tuesday April 6th: Sexuality and gender variance (week 11)

Davis, Georgiann, Jodie M. Dewey and Erin L. Murphy. 2015. “Giving Sex: Deconstructing Intersex and Trans Medicalization Practices.” Gender and Society, 30(3): 490-514.

Thursday, April 8st: Sexuality and gender variance (week 11) Meadow, Tey. 2012 “Deep Down Where the Music Plays: How Parents Account for Childhood Gender Variance.” Sexualities, 14(6): 725-747.

V. Contested illnesses and Demedicalization

Tuesday April 13th: Contested illnesses (Week 12) Barker, Kristin K. 2008. “Electronic Support Groups, Patient-Consumers and Medicalization: The Case of Contested Illness.” Journal of Health and Social Behavior 49(1):20-36. Thursday, April 15th: Contested illnesses (Week 12) Barker, Kristin K. 2011. “Listening to Lyrica: Contested Illnesses and Pharmaceutical Determinism.” Social Science & Medicine 73(6): 833-42.

Tuesday, April 20th: Demedicalization (Week 13)

Halfmann, Drew. 2011. “Recognizing Medicalization and Demedicalization: Discourses, Practices, and Identities. Health 16(2):186-207.

Cooper, Richard J., Paul Bissell, Paul Ward, Elizabeth Murphy, Claire Anderson, Tony Avery, Veronica James, Jo Lymn, Louise Guillaume, Allen Hutchinson, Julie Ratcliffe. 2011. “Further Challenges to Medical Dominance?: The Case of Nurse and Pharmacist Supplementary Prescribing.” Health 16(2):115-133.

Thursday, April 22th: Demedicalization (Week 13) Critser. Greg. 2005. “Independence for generation Rx what can be done?” Chapter 5 in Generation Rx: How Prescription Drugs are Altering American Lives, Minds, and Bodies. Pp 239-257. New York: First Mariner Books.

Tuesday, April 27th: Graduate Student Presentations (Week 14) Thursday, April 29th: Undergraduate analyses of graduate student presentations (Week 14) Tuesday, April 27th: Graduate student papers due, undergraduate assessments due

Tuesday Afternoon Thursday Afternoon Friday Afternoon Week 1 January 25 - 31 Week 2 February 1 – February 7 Week 3 Assignment 1 Assignment 2 Application 1 February 8 – 14 Week 4 Assignment 3 Assignment 4 Application 2 February 15-21 Week 5 Assignment 5 Assignment 6 Application 3 February 22-28 Week 6 Assignment 7 Assignment 8 Application 4 March 1-7 Week 7 Application 5 March 8 – 14 Week 8 Assignment 9 Assignment 10 Application 6 March 15 - 21 Week 9 Assignment 11 Assignment 12 Application 6 March 22 – 28

Week 10 Assignment 13 Assignment 14 Application 7 March 29 – April 4 Week 11 Assignment 15 Assignment 16 Application 8 April 5 – April 11 Week 12 Assignment 17 Assignment 18 Application 9 April 12 - April 18 Week 13 Assignment 19 Assignment 20 Application 10 April 19 – 25 Week 14 No class Graduate April 26 – May 2 Undergraduate analyses student of graduate student presentations presentations 12:00 Monday, May 3 Final Paper Due (Graduate Students) Assessments (Undergraduate Students)

UNDERGRADUATE STUDENT RUBRICS

Reading application rubric Summarize the issue (1) Describe medicalization (1) Describe major actors (2) Describe consequences (2)

Discussion summaries Describe which discussion was the most interesting to you Describe the discussion prompt (1) Describe what was most interesting to you (1)

GRADUATE STUDENT RUBRICS Reading application rubric Summarize the issue (0.5) Describe medicalization (0.5) Describe major actors (0.5) Describe consequences (0.5)

Discussion leader questions Provide five thought provoking discussion questions (2)