Topic 5.3 · Junction Shift

Learning focus: Distress, dysfunction, and cultural context DSM and ICD as classification systems Seven explanatory perspectives Biopsychosocial and diathesis–stress models Benefits of classification and risks of stigma

1. Use after introducing the topic, or pause to explain unfamiliar ideas during play. These activities do not replace the course instruction.
2. Have students read the feedback and give a reason for a move. Correcting a mistake is part of the work.
3. Use touch, mouse, or Tab and Enter. Fieldwork uses evidence and comparisons; Switchyard uses loading and routing; Connections uses swaps and flips; Model Works uses part exchanges or an experimental timeline. Dragging is optional. Puzzle moves and shipping efficiency are separate from concept accuracy.
4. Review the written checkpoints. The game checks that a note is present; it does not automatically grade the student’s reasoning.
5. Download a save for shared devices or another browser. Keep names and personal health details out of the notes.

Suggested play time: Allow about five minutes per stage for play and feedback, plus about five minutes across the written checkpoints. Adjust the pace to your students; there is no countdown or speed penalty.

Model limits: Original educational fiction. Decisions and resource scores are simplified game rules, not psychological measurements. Students are research and education staff; this is not diagnosis, treatment, or a personality assessment. Four levels are a 45–75-minute planning estimate, not a tested minimum.