Tag Archives: health care

neuroethics course syllabus

INTD 381: Introduction Neuroethics
Introduction to Neuroethics
Syllabus
Spring 2008
Professor Lynn Underwood
INTD 381
Time: 9 30-12 30 Mon Tues Thurs Friday
Class Summary:

Ethical issues that relate to our brains and nervous systems are becoming of increasing importance not just for health professionals but for us all. In this class we will engage with ethical issues arising from new discoveries and technologies in Neuroscience and Cognitive Psychology. We will consider implications for individual action and general policies. We will be exposed to the technologies, philosophical assumptions, and conclusions of the research. Topics introduced will include: moral decision-making and the brain; the interpretation of insights provided by neural imaging (e.g. brain scans); legal responsibility and mental illness; pain and suffering; the effects of psychologically potent drugs and technologies and their appropriate use; the role of and appropriate use of enhancement of mental functioning via drugs and other technologies; and ethics of and mechanisms of brain manipulation by marketing, the media, and other non-medical sources. We will also reflect on how the scientific findings and potential interventions, when combined with other sources of knowledge, have implications for what it means to be human. The text for the course will be “Neuroethics: Defining the Issues in Theory, Practice, and Policy” edited by J. Illes. Films and websites will also be used for resources – one film introducing some basics of brain science through narratives of those suffering from brain diseases ( such as depression, Alzheimers, ADHD and schizophrenia), and a fictional film, “Eternal Sunshine of the Spotless Mind”. A class trip or visit from a professional in the field, such as a neurosurgeon or clinical bioethicist is planned. Grades will be based on class participation, short essays and class presentations, a final project (either a researched essay or a creative narrative project), and final essay exam.

Goals of Course:

To engage with the ethical issues that are arising in Neuroscience and Cognitive psychology
To develop opinions about where you stand on various complex issues in this field
To be able to articulate stands regarding policy options
To come to a clearer understanding of what exactly it means to be human by combining the findings of Neuroscience with those in other areas of knowledge
Text:
Neuroethics: Defining the Issues in Theory, Practice, and Policy,J Illes (editor), Oxford University Press, NY, 2006.

Additional readings: Two overview articles from Trends in Cognitive Science will be sent via email as attachments. There may be additional readings on Sakai, in the library, on the web, or sent to you via email. One key article will be: Farah, Martha J., Neuroethics: the practical and the philosophical, Trends in Cognitive Science 9:1, 2005. P 34-40

Also we will read and watch various stories in books and articles of those with Neuro and Cognitive impairments.
Class schedule

Monday Tuesday Thursday Friday

April 17 Film

April 18 Ethics overview
April 21 Brain disease overview

April 22 Film discussion

April 23 text/readings 2

April 24 discussion

April 25 Articles/Chapters as assigned
April 28 Articles/Chapters as assigned

April 29 Alzheimer’s Chapter 7

April 30 text/readings

May 1 Neurosurgery – Class visit Clinical Ethicist

May 2 Final readings/discussion
May 5Projects

May 6 last dayProjects

May 7 Exam

Weighting of assignments:
40% Class attendance, participation in discussion, quizzes, essays, and brief presentations
30% Final Project
30% Final Essay Exam

Final Project: This will be discussed more fully in class. However, you will take a key issue from class or readings. You will draw from the text and articles, do outside research, take a stand on how it needs to be addressed, and describe impact and relevance for action. You may also draw on philosophy, religious studies, literature, visual art, and film to more clearly make your points. This can be a didactic or a creative work. Use APA format for project if in didactic format. You will present on your project in class and lead discussion on the topic.

 

 

enhancing communication and understanding in health care

Enhancing Communication and Understanding in Health Care, October 20, 2012, American Society for Bioethics and Humanities, Lynn Underwood, Washington D.C.
Spiritual and religious issues and values often influence how people cope with disease, make decisions, and behave in ways that affect their health. These may be particularly salient for them in chronic disease, mental health, addiction, times of medical crisis, and at end-of-life. It is often challenging to communicate with patients about religious and spiritual values and issues of importance without running headlong into beliefs that may polarize conversation and empathic understanding, and limit the caregiver’s capacity to attend to patient needs and desires.

Abstract:

The Daily Spiritual Experiences Scale (DSES) is a 16-item psychometrically validated scale that measures the frequency of ordinary experiences such as awe, compassionate love, mercy, divine closeness, sense of spiritual support, gratitude, and deep inner peace in daily life (www.dsescale.org). The DSES was constructed based on extensive qualitative research in multiple cultures. It has been used in over 100 published studies, included in the General Social Survey and longitudinal health studies, and translated into over 20 languages. It is linked to outcomes such as less addictive behaviors, better mood, decreased hospital stays, positive health behaviors, and diminished burnout. It has been used extensively in medicine, psychiatry, psychology and social work research. It functions well for people from various major religious backgrounds as well as for those who call themselves spiritual but not religious, and atheists. It does not reduce the spiritual to vague positive features, rather it allows for the kinds of experiences that encompass religious and spiritual depth. It is not only a potential mediating variable but also a measure of a significant component of quality of life for many.
This presentation will discuss ways in which the scale can be used in secular health-care settings to enhance the caregiver’s capacity to communicate with the patient and to help those who are ill to mobilize their own spiritual and religious resources to better cope with illness. Another use of the scale is as a self-exploration tool for caregivers themselves using a structured method to enhance self-understanding and their ability to communicate with others different from themselves. Scores have predicted less burnout in a large hospital system in Hong Kong, as well as in a study of those working in palliative care. This presentation will describe how this psychometrically validated set of 16 questions can be used.

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