PSYS 152: Abnormal Psychology University of Vermont Department of Psychological Science

PSYS 152: Abnormal Psychology
University of Vermont
Department of Psychological Science
Summer 2015: May 18 – June 10
MTW 9:00-12:30 pm
Lafayette Hall L300
Instructors: Sheau-Yan Ho and Melissa Paiva-Salisbury, MA, Doctoral Candidates in
Clinical Psychology
Office Hours: By appointment
Office: John Dewey Hall, Room 408 (Melissa) and Room 124 (Sheau-Yan)
Email: [email protected] (Melissa), [email protected] (Sheau-Yan)
Blackboard: http://bb.uvm.edu/
On Blackboard, you will find links to this syllabus and other related class materials.
Course Description
This course will provide a broad survey of themes and topics related to abnormal
psychology. Students will develop a working knowledge of common psychological disorders
as well as current classification approaches (e.g., DSM-5). Additionally, students will
understand factors related to etiology, maintenance, assessment, and treatment of these
disorders. Students will develop an understanding of abnormal psychology throughout
history, as well as how psychopathology is understood in current society.
Course Goals
 Develop a working knowledge of the common psychological disorders.
 Understand the factors that can affect the etiology and course of these disorders.
 Understand how issues of diversity across gender, culture, and race relate to these
disorders.
 Understand empirical research on topics related to abnormal psychology.
Readings
Most of the assigned reading will be contained in the required text listed below. The
textbook is available at the UVM bookstore. Additional readings will be available on the
course Blackboard website when they are assigned.
Required Textbook & MyPsychLab
Beidel, D. C., Bulik, C. M., & Stanley, M. A. (2014). Abnormal Psychology (3rd Edition).
Pearson Education, Inc. (Choose one of these: ISBN 0205972764 for loose-leaf print text
OR 020596835X for eText).
MyPsychLab is the online component of the textbook through which you will access online
assignments. If you purchase the hard copy of the textbook, access to MyPsychLab comes
with your book. Your registration information will be included and you can follow this link:
Go to http://pearsonmylabandmastering.com and click Student under Register.
You may opt to purchase an electronic copy of the book with MyPsychLab instead. This will
provide you with the eBook and access to the online resources. To register for MyPsychLab
and/or to purchase the eBook, go to: http://pearsonmylabandmastering.com
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The newest version of the textbook is required for this course. The main diagnostic manual
used in psychology was updated last year and this textbook reflects the changes. Old
versions of the textbook will have incorrect/outdated information about some disorders.
Assignments and Evaluation
Students are expected to attend all classes, to complete assigned readings before class,
and to participate in class. All assignments are to be emailed to both instructors by midnight
the night before class. Course grades will be based on the following:
1. Reading Responses (25%): Students will turn in a typed, 1 page (12-point font; 1-inch
margins, double-spaced) response to each topic that demonstrates critical thinking. Some
topics include only textbook chapters, whereas others include additional readings. You must
choose 5 out of 12 responses to complete (listed below), each worth 10 points for a total of
50 points or 25% of your grade. Responses to the readings may include (but are not limited
to) discussing a topic that you found interesting, controversial, or surprising; explaining
possible causes, implications, or solutions to the topic; and/or discussing how the research
article could be improved based on information from the book readings. Given the short
time period in which each topic is covered, reading responses MUST be emailed by
midnight (12 AM) the night before that topic is presented in class (see page 5). Late reading
responses will not be accepted.
Topics:
1. Research Methods, Assessment & Diagnosis
2. Anxiety, Obsessive-Compulsive & Trauma Disorders
3. Mood Disorders
4. Eating Disorders
5. Health Psychology
6. Psychotic Disorders
7. Substance Use Disorders
8. Personality Disorders
9. Disorders of Childhood
10. Aging & Neurocognitive Disorders
11. Gender Dysphoria, Sexual Dysfunctions, & Paraphilic Disorders
12. Legal & Ethical Issues
2. Multiple Choice Exams (50%): There will be two multiple-choice exams throughout the
course. Each will be worth 50 points for a total 100 points or 50% of your grade. The second
exam will not be cumulative and will cover material beginning after the first exam. Questions
will assess your understanding of material from the book as well as from material discussed
in class lectures.
3. Online Case Studies (10%): There will be two online case studies; each will be worth 10
points for a total of 20 points or 10% of your grade. For these assignments, you will read a
case study (available online) and will answer a series of questions regarding the material
covered in the case study.
4. Class Participation (15%): You will benefit most from this course if you are actively
engaged with the material at home and in class. Your grade for class participation includes
attendance, involvement in class discussions, and quality of questions asked. The more
prepared you are with your reading, the more you will be able to contribute meaningfully to
class discussions.
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Grading
Course Component
Reading Responses (5)
Exams (2)
Online Case Studies (2)
Class Participation
Total
Points
50
100
20
30
200
Percent
25%
50%
10%
15%
100%
Tracking Course Points**
Assignment
Reading Response 1
Possible
Points
10
Reading Response 2
10
Reading Response 3
10
Reading Response 4
10
Reading Response 5
10
Exam 1
50
Exam 2
50
Online Case Study 1
10
Online Case Study 2
10
Extra Credit
10
Points
**Remember that participation points will also factor into your final grade
Extra Credit Opportunity (Optional)
One extra credit assignment worth 10 points is possible through a brief (approximately 1
page, 12-point font; 1-inch margins) summary and critical analysis of a relevant peerreviewed research article. You should seek out a research article published in a peerreviewed journal that is relevant to one of the course topics. (Hint: Some relevant articles
may be referenced in the chapters). Briefly, provide a summary of the research
(hypotheses, methods, and results), a critical analysis of the research, and how it relates to
covered course content. If you need help selecting an article or are not sure if an article
would be appropriate, please consult with either instructor. All extra credit assignments are
due by email by the last day of class.
Attendance
You are expected to attend every class. Please inform the instructor in advance if you will
need to miss a class for any reason. You will need to borrow notes from another class
member and you will be responsible for any changes to the syllabus announced in class.
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CODE OF CONDUCT
This course will uphold the University of Vermont’s Classroom Code of Conduct and Policy
on Academic Honesty (Source: 2009-2010 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.
2.
3.
4.
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).
Students and faculty will arrive prepared for class and on time, and they will remain
in class until the class is dismissed.
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.
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 and no text messaging during
class.
(Excerpts from the) University of Vermont Policy on Academic Honesty:
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.
For a review of UVM’s Code of Academic Integrity (including cheating and plagiarism)
please visit the following links:
http://www.uvm.edu/~uvmppg/ppg/student/acadintegrity.pdf
http://www.uvm.edu/~agri99/plagiarism.html
Extra Help
If you are concerned about your performance in the class, you are encouraged to meet with
the instructor to develop a plan to improve. The instructor can help you with how and what
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to study; however it is your responsibility to take advantage of the assistance offered.
Approaching the instructor after the course is completed will not result in a grade change.
Grades will be changed only if a mistake was made in the grading of assignments or
the recording of grades.
Religious Holidays
If you must miss class to observe a religious holiday, notify the instructor in advance and
arrangements can be made to get lecture notes and ensure that assignments are still
completed on time.
Disability Accommodations
Students requiring special assistance due to a disability are asked to contact the instructor
during the first week of classes so that reasonable accommodation for the disability can be
determined and arranged. Disability documentation, testing, and accommodations are
coordinated through the ACCESS office on campus: http://www.uvm.edu/~access/.
Personal Psychological Well-Being
Approximately half of the population is expected to experience substantial psychological
problems at some point in life. It is likely that some people will know someone with
psychological difficulties or be experiencing psychological difficulties themselves. While it is
hoped that the class will provide valuable information on psychological difficulties, just
learning this information is not enough to solve problems. The best move you can make,
should you or someone you know experience psychological distress, is to contact UVM
Counseling and Psychiatry Services (CAPS; phone: 802-656-3340, website:
http://www.uvm.edu/~chwb/psych/). CAPS has two locations: the Jacobs House and
Christie-Wright-Patterson on the Redstone Campus. To reach the on-call after-hours
counselor, call CAPS at 802-656-3340 and press voice mail option #2. It may be important
for you to realize that seeking help in times of distress reflects that you are being proactive
about self-care, not a sign of personal weakness or an indication that the problems are
unsolvable. People improve with a variety of treatments, but first they need to make the
effort to change. Please seek help from CAPS if you feel distressed and encourage your
friends and loved ones to do the same if you see them in distress. Other resources include
the Behavior Therapy and Psychotherapy Center (802-656-2661), as well as Howard
Center’s Adult Crisis Line (802-488-6400) or 911 for mental health crises.
Tentative Schedule of Topics, Readings, and Exams
Note: The schedule is subject to change at the instructors’ discretion. Changes will be
announced in class. You are responsible for knowing what changes have been made. Outlines
of lectures and discussion are available on Blackboard.
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Schedule of Topics, Readings, and Assignments
Date
Week 1
5/18
5/19
Topic
Reading Due
Course Overview and Orientation
Chapter 1
History of Abnormal Psychology
The Battle to Define Mental
Illness
Chapter 2
Research Methods
Assessment and Diagnosis
Anxiety, OCD and Trauma
Assignments
Chapter 3
Impaired but Undiagnosed
Chapter 4
5/20
NY Times: Hoarding;
Is PTSD Not an Anxiety
Disorder?
Week 2
NO CLASS – Memorial Day
5/25
Mood Disorders
Chapter 6
Eating Disorders
Chapter 7
5/26
Online Case Study 1
DUE
5/27
Review
Week 3
Health Psychology
Chapter 14
Psychotic Disorders
Chapter 10
Personality Disorders
Chapter 11
NY Times: Marsha Linehan
Chapter 9
Exam 1 in class
6/1
6/2
6/3
Substance Use Disorders
Guest Lecturers:
Joanna Streck & Ivori Zvorsky
Week 4
6/8
6/9
Disorders of the Lifespan
- Childhood
- Aging
Chapter 12
NY Times: Reaching My
Autistic Son Through Disney
Guest Lecturer: Virginia Peisch
Gender Dysphoria, Sexual
Dysfunctions & Paraphilias
Chapter 13 (suggested)
Chapter 8
Legal & Ethical Issues
Chapter 15
Online Case Study 2
DUE
Review
Exam 2 in class
6/10
Course Evaluations
Future Directions in Abnormal
Psychology
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