University of Vermont ... ABNORMAL PSYCHOLOGY PSYC 152: Summer, 2012

University of Vermont
Summer, 2012
ABNORMAL PSYCHOLOGY
PSYC 152: Summer, 2012
Instructor:
E-mail:
Lilya Sitnikov, B.A.
[email protected]
Office Hours:
By appointment
Course Objectives
This course is intended to communicate the challenges researchers and clinicians face in their search for
the causes of psychological disorders and ways to prevent, diagnose and treat them.
1.
Consider issues related to defining abnormal behavior. Emphasis will be placed on historical and
cultural conceptualizations of abnormality.
2.
Discuss issues related to the diagnosis and classification of behavior problems in adults, including
the current DSM-IV multiaxial classification system and alternative approaches. Special
attention will be placed on the continuum between normal and pathological behavior.
3.
Provide up-to-date descriptive information about the symptoms, prevalence, risk factors, and
course for different adult psychological disorders.
4.
Introduce different theoretical perspectives on abnormal behavior. Students will develop an
understanding of the basic assumptions behind alternative models that attempt to explain
abnormal behavior. For each psychological disorder covered, students will examine the proposed
causes and treatments offered by each perspective. The value of an integrated, biopsychosocial
approach will be emphasized.
5.
Present current research using a variety of different scientific methodologies to study abnormal
behavior.
Student Learning Objectives
1. Be able to articulate the differences between “abnormal” and “normal” behavior, as well as the
limitations of each definition.
2. Be able to describe different scientific methodologies to study abnormal behavior and be able to
state the strengths and limitations of each approach.
3. Gain knowledge about the symptoms, prevalence, risk-factors, course, and treatment for different
adult psychological disorders
4. Obtain experience-applying knowledge about symptoms, prevalence, risk-factors, treatment, and
course for different adult psychological disorders to clinical cases.
5. Gain awareness of the controversial issues and major theoretical
University of Vermont
Summer, 2012
explanations of disorders in the field of clinical and counseling
psychology
6. Develop the ability to communicate clearly in oral and written communication. Course
assignments will enhance your ability to write clearly and to communicate your own ideas and
thoughts.
Textbooks
Required:
Comer, J.R. (2012). Abnormal Psychology (8th Edition). New York, NY: Worth Publishers. (ISBN-10: 14292-8254-1; ISBN-13: 978-14292-8254-3)
Optional:
American Psychiatric Association (2000). Diagnostic and Statistical Manual of Mental Disorders (4th Edition
Text Revision). Washington, DC: American Psychiatric Press, Inc. (ISBN 0-89042-061-0)
Class Format
The format of the course will include lectures, small group discussions, and active learning activities.
Questions, comments, and active class participation are encouraged. I expect students to come to
class with the readings for the assigned day completed, to listen attentively and respectfully, and to
contribute to in-class activities and discussions.
Course Requirements
Class Attendance and Participation
Class attendance and participation includes attending all classes and demonstrating evidence of having
completed assigned readings through active and thoughtful involvement in class discussions. These are
not free points, and must be earned. I do not “take” attendance in class, however participation will be
assessed via in-class activities (see below).
Students who miss a class are responsible for contacting other students to obtain notes and other
materials. Students can also view slides and lecture notes by arranging to meet with the instructor outside
of class time. Please note, that you will also be held responsible for any changes or additions to the
syllabus, which are announced in class and will be posted on Blackboard.
Consistent with the University of Vermont policy, please notify the instructor by the second class
if you must miss class because of a religious holiday. If you choose to observe a religious
holiday and will miss class to observe a religious holiday, notify the instructor in advance and
arrangements can be made to get lecture notes.
All assignments are to be printed out before class and handed in during class or submitted via
Blackboard. No emailed assignments will be accepted. Thought Questions will not be accepted
if they are turned in late (i.e., after the end of class period) or if you are not in class. Late
case studies or quizzes will be deducted 25 points per day.
University of Vermont
Summer, 2012
In-Class Activities (150 points)
Throughout the semester students will participate in 5 in-class activities (each activity is worth 30
points); these will include in-class debates and brief reaction papers. These will be dispersed
throughout the semester and will not be announced in advance. Thus, if you miss a class and
there is an in-class activity planned for that day, you will lose those 30 points.
Readings and Thought Questions (150 points):
Assigned chapters and articles are listed on the course schedule. Articles assigned for this course are
available on Blackboard. Lectures will relate to the topics in the text, but add something to it (e.g., review
of main concepts, case examples, patient videos, relevant research findings, discussion of controversial
issues, etc.). Thus, I expect students to come to class with the readings for the assigned day completed, to
listen attentively and respectfully, and to contribute to in-class activities and discussions.
Before each class for which there is an article assigned, a) provide a brief summary of the article and b)
compose three questions or comments that came up for you after doing the readings. These questions or
comments should show me that you’ve read the article and thought about it critically. Please be sure that
you include both a brief summary and 3 comments/thought questions that demonstrate critical thinking
about the content of the paper your read. The comments or questions should be thoughtful and encourage
discussion or further reading. They should be typed and approximately 2 double space or 1 single space in
length. You are required to submit these questions at the end of class and might occasionally be asked to
share them with your peers. You are required to submit 3 of these papers for 50 points each. You may
also choose to submit an extra paper for 50 extra credit points Please note that thought questions are
designed to get you thinking about the material and enhance class discussions, thus I expect to you attend
class if you plan to submit your thought questions for grading. Although this is not an English class, these
written assignments are designed to enhance students’ ability to communicate clearly in written form.
Thus, I will provide feedback that I expect students to incorporate into later assignments.
Chapter quizzes (300 points)
There will be 6 ONLINE chapter quizzes throughout the semester. Each quiz will be posted on the course
Blackboard space. The chapter quizzes are required to be completed by Friday at midnight of the week
on which the quiz was assigned, as indicated on the syllabus. Content covered in each quiz is specified on
the syllabus. For example, quiz 1 covers chapters 1 through 3. Each quiz is worth 50 points. These
assessments are designed to help you keep track of how you are doing in the class and to provide
information to both of us about ways to enhance your learning. Each quiz will assess your
understanding of key concepts covered in each chapter, but will also challenge you to think critically
about each chapter.
Case Studies (400 points):
There will be 4 case study write-ups during the semester, each worth 100 points. The assignment is
intended to develop student skill in analyzing, synthesizing, and applying psychological theories and
further the development of writing reports. Given a detailed description of a client, you will be asked
to answer a series of questions. These questions will require you to think critically about the case and
address issues related to diagnosis, etiology, and treatment. The case studies and corresponding
questions will be posted on Blackboard. Answers must be submitted on Blackboard by the day
posted on the syllabus.
Final Grade =
University of Vermont
Summer, 2012
Class attendance and participation (=up to 150 points) + quizzes (=up to 300 points) + thought questions
(= up to 150 points) + case studies (up to 400 points) + extra credit points (= up to 50 points for extra
thought question assignment)/1000 points possible
The following scale will be used to determine your final letter grade:
A-Range
B-Range
C-Range
D-Range
89 – 87% B+
79 – 77% C+
69 – 67% D+
99 – 94% A
86 – 84% B
76 – 74% C
66 – 64% D
93 – 90% A-
83 – 80% B-
73 – 70% C-
63 – 60% D-
100%
A+
59% and below F
Extra Help
If you are concerned about your performance in the class, immediately see me to develop a plan to
improve your performance. Help is available to you during the course by making an appointment with
me. I can help you with how and what to study. If you do not take advantage of these resources, I cannot
help you perform at your best.
Classroom Environment
This course will uphold the University of Vermont’s Classroom Code of Conduct and Policy on
Academic Honesty (University of Vermont Official Catalogue).
University of Vermont Classroom Code of Conduct :
Faculty and students will at all times conduct themselves in a manner that serves to maintain, promote,
and enhance the high quality academic environment befitting the University of Vermont. To this end, it is
expected that all members of the learning community will adhere to the following guidelines:
1. Faculty and students will attend all regularly scheduled classes, except for those occasions
warranting an excused absence under the University Attendance Policy (e.g., religious, athletic,
and medical).
2. Students and faculty will arrive prepared for class and on time, and they will remain in class until
the class is dismissed.
3. Faculty and students will treat all members of the learning community with respect. Toward this
end, they will promote academic discourse and the free exchange of ideas by listening with civil
attention to comments made by all individuals.
4. Students and faculty will maintain an appropriate academic climate by refraining from all actions
that disrupt the learning environment (e.g., making noise, ostentatiously not paying attention, and
leaving and reentering the classroom inappropriately). (Please turn your cell phones off).
(Excerpts from the) University of Vermont Policy on Academic Honesty:
University of Vermont
Summer, 2012
Academic dishonesty or an offense against academic honesty includes acts that may subvert or
compromise the integrity of the educational process. Such acts are serious offenses that insult the
integrity of the entire academic community. Offenses against academic honesty are any acts that would
have the effect of unfairly promoting or enhancing one’s academic standing within the entire community
of learners which includes, but is not limited to, the faculty and students of the University of Vermont.
Academic dishonesty includes knowingly permitting or assisting any person in the committing an act of
academic dishonesty.
Examples of academic dishonesty include: Communicating in any manner with other students during an
examination; copying or giving aid during an examination; bringing notes or aids to an examination;
possessing or providing to another person an examination or portions of an examination prior to or
subsequent to the administration of the examination without the authorization of the instructor; and
substituting for, arranging for substitution by another student, or otherwise representing oneself as another
person during an examination session or comparable circumstance.
University of Vermont
Summer, 2012
TENTATIVE SCHEDULE OF TOPICS, READINGS, ESSAY ASSIGNMENTS, & EXAMS
WEEK
DATES
5/22
TOPICS
READINGS (To be completed
before class)
1. Course Introduction
2. Syllabus Overview
3. Defining Abnormal
Behavior
5/23
Historical Perspectives on
Abnormal Behavior
1
5/24
5/29
Theoretical Perspectives
on Abnormal Behavior
Clinical Assessment,
Diagnosis, and Treatment
Chapter 1
Szasz, T.S. (1960). The myth of
mental illness. American
Psychologist, 15, 113-118.
Chapter 2 & Chapter 3
5/30
5/31
Anxiety Disorders
(Guest Lecturer:
Maggie Evans, B.A.)
Mood Disorders
Thought
questions
assignment #1
Quiz 1 (Course
material covered on
5/22 -05/24)
1. Chapter 4
2. Rosenhan, D.L. (1973). On
being sane in insane places.
Science, 179, 250-258.
2
ASSIGMENTS
Chapter 5
Thought
questions
assignment #2
Quiz 2 (course
material covered on
05/29 & 05/30)
1. Chapter 8 and 9
Quiz 3
(course material
covered on 05/31)
3
6/5
Eating Disorders
6/6
Schizophrenia
6/7
6/12
4
1.
2.
Somatoform and
Dissociative Disorders
1. Personality Disorders
2. Psychopathy
Chapter 11
Chapter 14 &
Chapter 15
Chapter 7
Spanos, N.P. (1994). Multiple
identity enactments and
multiple personality disorder:
A sociocognitive perspective.
Psychological Bulletin, 116,
143-165.
1. Chapter 16
2. Hare, R. D. (2001).
Psychopaths and their nature:
Some implications for
Case Study #1
Case Study #2
Quiz 4
(course material
covered on 06/05 &
06/06)
Case Study #3
Quiz 5
(course material
covered on 06/07 &
06/12)
Thought
University of Vermont
6/13
6/14
Substance Related
Disorders
DSM-V
Summer, 2012
understanding human
predatory violence. In A.
Raine, & J. Sanmartin, (Eds.),
Violence & psychopathy (pp.
5–34). New York: Kluwer
Academic/Plenum Publishers.
Chapter 12
questions
assignment #4
Quiz 6
(course material
covered on 06/13)
Case Study 4