Download Syllabus - University of Southern California

EDUC 546 – Fall 2016
Psychopathology for Marriage and Family Therapy
Instructor: Greg Henderson, Ph.D.
Class Time and Place: Section 27002 Mondays 4:15 – 6:55 pm, WPH203
Section 27003 Mondays 7:00 – 9:40 pm, WPH203
Office Hours: Mondays 3-4pm in the Adjunct Office - WPH 904E or by appointment
Email: [email protected] Non-teaching semesters: [email protected]
Office phone: 310-276-8600 -For urgent matters only- Cell phone: 323-304-4734
Rossier School of Education Mission: “The mission of the USC Rossier School of Education is to
improve learning in urban education locally, nationally and globally.”
Course Overview
This course provides instruction in mental health assessment and treatment planning using the
primary tool of such assessments, Diagnostic and Statistical Manual of Mental Disorders, 5th ed.;
(American Psychiatric Press, 2013) [DSM-5]. Students will learn how to utilize this manual, with its
wide range of diagnostic and cultural considerations. Strong emphasis will be given to the dynamic
interaction of bio-psycho-social factors involved in mental health and functioning. Students will be
encouraged to think critically about this tool and its utility in the field of mental health. This includes
an on-going analysis of how the strictly categorical approach of previous editions of the manual have
given way to more dimensional ways of thinking in the DSM-5. Students will also be introduced to
empirically supported interventions indicated for a wide variety of disorders, and be given multiple
opportunities to integrate DSM-5 diagnoses with corresponding, effective treatment plans. By using a
variety of learning activities−including lectures, discussions, group presentations of case studies,
reading, writing, and an extensive use of film-clips to illustrate various disorders−students will learn
to develop diagnostic and treatment-planning skills that aim to better understand the phenomena of
psychopathology in all its manifestations. By not mistaking the DSM as a “bible of mental disorders”
students will be better equipped to understand its hybrid nature: part nosological tool, and part
cultural document. This approach will help students be adept at utilizing this newest edition, and all
future DSM editions they will likely encounter. More importantly it will help them become
sophisticated diagnosticians, capable of formulating nuanced, professional, and effective treatment
plans that are reflexive of the people and cultures they aim to serve.
Learning Outcomes
By the completion of this course, students will be able to:
 Identify abnormal and dysfunctional behavior, language, affect, perception and/or thought,
utilizing the DSM-5’s classification system and guidelines for cultural considerations;
 Demonstrate a sophisticated understanding of the general principles and methods used in the
assessment, diagnosis, and case conceptualization of abnormal psychology;
 Integrate the skills of clinical observation, diagnosis, and treatment planning into the overall
psychotherapeutic process;
 Identify appropriate evidence-based treatment modalities for various diagnoses in the DSM-5
and be able to concisely articulate specific plans for implementing these interventions using
empirically supported interventions that are sound, yet still nuanced towards the individual;
 Further develop multi-cultural awareness so that it is continually integrated into holistic
conceptions of mental health, diagnoses, and treatment plans that address a wide range of
psychopathology and variant cultural norms.
Required Texts and Readings
1. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders,
5th ed.. Washington, DC: American Psychiatric Press.
[ISBN-13: 9780890425558
ISBN: 0890425558]
NOTE: Purchase of the desk reference copy is purely optional. However its convenient size makes it easy to
carry around and often speeds quick diagnostic reference checks . If you plan a career in mental health, this is
what you’ll most likely keep on your desk and refer to often. However it is NOT a substitute for the full manual
as it only lists diagnostic criteria sets and not the valuable research and expositional text you will be assigned to
read from the full manual, and undoubtedly find it useful throughout your academic and professional careers.
*Desk Reference to the diagnostic criteria from DSM-5(TM) Spiral-bound, October 4, 2013
[ISBN-13: 978-0890425633 ISBN-10: 0890425639]
2. *Comer, R. (2015). LaunchPad for Comer's Abnormal Psychology. New York: Worth Publishing.
[ISBN-13: 978-1-4641-7599-2 ISBN-10: 1-4641-7599-3; Format: LaunchPad] *Six Month Access only
- and/or –
Comer, R. (2015). Abnormal psychology, 9th ed.. New York: Worth Publishing.
[ISBN-10: 1-4641-7170-X; ISBN-13: 978-1-4641-7170-3; Format: Cloth Text of 9th Edition]
NOTE
NOTE: You have three options for purchasing the Comer text. The first is the LaunchPad / e-book version,
which is strongly recommended because its emerging format can make reading assignments more interesting
and time- efficient (as it is akin to website browsing). It is also economical (about 50% less than textbook) and
pragmatic since students seldom access the full text once the course is over. The second option is to buy the
Cloth Text, 9th edition (new or used), if you prefer reading physical books and/or think you may want to refer
back to it after the course. You also have the option of buying a discounted “combo pack” of both versions.
Whatever you choose, just make sure you purchase the newest 9th Edition (2015). Also note that you can find
all versions at fairly reasonable prices online by searching by title or ISBN number.
Suggested Readings (*Texts highly recommended for treatment planning assignments.)
Alliance of Psychoanalytic Organizations. (2006). Psychodynamic Diagnostic Manual (PDM).
New York: Alliance of Psychoanalytic Organizations.
American Psychological Association. (2010). Publication Manual of the American
Psychological Association, Sixth Ed. Washington D.C.: Author.
Black, D., & John, G. (2014). The Essential Companion to the Diagnostic & Statistical Manual of
Mental Disorders, 5th Ed.. Washington D.C.: American Psychiatric Press.
First, M. (2014). DSM-5 Handbook of Differential Diagnosis. Washington D.C.: American Psychiatric Press.
Hofmann, S., & Tompson, M. (2002). Treating chronic and severe mental disorders: A handbook of
empirically supported interventions. New York: Guilford Press.*
Jongsma, A. Jr., Peterson, L., Bruce, T. (2014). The Complete Adult Psychotherapy Treatment Planner, 5th ed..
Hoboken, NJ: Wiley.*
McWilliams, N. (2011). Psychoanalytic Diagnosis: Understanding Personality,
Structure in the Clinical Process, 2nd Ed.. New York: Guilford Press.
Pomerroy, E. & Wambach, K. (2003). Clinical assessment workbook. Pacific Grove, CA: Brooks.
Reichenberg, L.W. (2014). DSM-5 Essentials: The Savvy Clinician’s Guide to the Changes in
Criteria. Hoboken, NJ: Wiley.
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Course Requirement Overview
Complete assigned reading before each class. (E.g., readings assigned for week two should be
read prior to class on week two.) It is essential to keep up with readings so that you are
adequately prepared for class discussions and can integrate the material into other assignments.
1) Class Preparation, Attendance and Participation* (10 points, 10 % of grade)
Students’ professionalism, preparation, attendance, and active participation in the class are critical
for learning and success in this course. The interactive nature of the class encourages the sharing
of individual ideas and reactions related to the course content. All students are expected to
participate in class discussions. Whether students tend to be extroverted or introverted, the
instructor will endeavor to create equal opportunities for participation. Students are also
encouraged to share concerns or suggest ideas for mutually creating such an environment. This
may be done at appropriate moments in class, or during the instructor’s office hours.
*Please refer to the Guidelines and Grading Chart for Attendance and Participation on p 10.
Class Format: In order to better apply yourself to the attendance and participation standards
expected, it may be helpful to understand that class time will generally be structured as follows:
Film clips demonstrating various symptom clusters will be presented at the beginning of each
class, followed by a lecture and discussion of topics and reading. Classes will also include student
presentations of case studies and treatment plans, followed by class discussion. Students are
encouraged to challenge themselves to share their thoughts, feelings and experiences as is relevant
to class discussions or exercises, however, specific self-disclosure is not required. Students who
do share are asked to carefully consider the appropriateness of their comments and to ensure that
they are exercising proper self-care in any self-disclosures. Students must treat such disclosure
with respect and keep confidential any personal material shared by others in class. Information
shared in class or papers will be kept confidential by the instructor as well.
2)
Present a case study and treatment plan in class. (20 points, 20 % of grade) An important
component of this course will be participating in diagnostic assessments of case studies. Beginning
in six, students will be responsible for an in-class presentation (in groups of two to three) and a
paper containing a full case history, complete diagnosis, treatment plan and rationale for the main
character in the film seen in class the week prior. This will not only give students the chance to
hear a full lecture on the category of mental disorders they will be assigned, but it will also give
them one week to work with their group and to do appropriate research and preparation. In
addition, students will each turn in a two-page paper that summarizes their presentation. The
entire class will then come together to discuss these case conceptualizations, diagnosis, and
treatment formulations in detail. (Due date corresponds to group.)
3)
Complete a one-sheet brief case study. (10 points, 10% of grade) Choosing from the list of
approved films (listed on page 11 of this syllabus), students will create a brief, one page case
history, full diagnosis and brief treatment plan for the main character. (Supporting characters may
only be used if prior approval is given.) This one-sheet will serve as the template from which
students will create their final paper. In other words, students will use the same character, from
the same film, for both the one-sheet assignment and for the final paper. This will give students a
chance to receive explicit feedback before beginning the larger assignment. The first write up is be
limited to ONE PAGE as learning to communicate a large amount of information in a concise and
cogent manner is a useful skill in the clinical setting. Specific criteria for the one-sheet are listed
on page eight of this syllabus.
(Due date is Week 10)
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4) Complete a final paper, seven to eight pages in length. (20 points, 20 % of grade) This paper will
be an expansion of the case history from week 10 and will include the following: a full case
history; a complete diagnosis, including differential diagnostic considerations and the rationale
for the diagnosis; an comprehensive treatment plan that is thoroughly researched in terms of the
latest empirical evidence; cultural and ethical considerations; and a thorough discussion about the
usefulness and limitations of the current diagnostic approach. Again, refer to the Final Paper
Criteria listed on page nine of this syllabus.
(Due date is Week 14)
5) Mid-Term Exam. (20 points, 20 % of grade) This Midterm will test your diagnostic and critical
thinking skills, your ability to recognize appropriate and effective treatment plans, and
general information retention from the first eight weeks of the semester. Furthermore it is
designed to give you experience in taking a computerized multiple-choice style tests, such as is
required for the MFT licensing exam in California. There will be a total of 50 questions on the
exam, and you will have 90 minutes to answer the questions. The exam will be accessed online,
via Blackboard. Students are encouraged to take the exam at the computer lab on campus, but
will also be allowed to take the exam from any place that has a secure and reliable internet
connection. However, note that if you choose this later option, you are assuming responsibility
for the security and reliability of the internet connection you use.
(Due Week 8, time TBA)
6) Final Exam: (20 points, 20 % of grade) The format for the final exam will be similar to the midterm
exam. Again there will be a total of 50 questions, and you will have 90 minutes to answer the
multiple-choice questions. The final exam will not be comprehensive of the entire course but
will instead focus exclusively on the material covered after the midterm exam (weeks 9-15). As
with the midterm we will spend time in class going over your preparation and studying strategies
to make sure you are fully prepared. This will provide yet another opportunity to experience how
to prepare for and take an exam that is roughly modeled after California’s MFT licensing exams.
Again, you will access the exam online via Blackboard and students are encouraged to take the
exam at the computer lab, or assume responsibility for finding a secure and reliable internet
connection.
(Due Week 15 or 16, date & time TBA)
Course Guidelines for Grading
Class Participation and Professionalism
Class Presentations
Midterm Exam
One-Sheet Case Study
Final Paper
Final Exam
% of grade
10.0%
20.0%
20.0%
10.0%
20.0%
20.0%
100.0%
(Note: additional deductions may be incurred for excessive truancy, poor writing skills & failure to submit all
written work in proper APA style. The expectation is that all writing assignments will be in APA style, unless
otherwise specified, and that all written work will be thoroughly edited, spell-checked and of a quality befitting
a graduate-level program. Further details are provided throughout this syllabus.)
Grading Range
Final grades will be assigned according to the following range, based on total points possible (100).
A 94-100; A- 90-93; B+ 87-89; B 84-86; B- 80-83; C+ 77-79; C 74-77; C- 70-73.
Late Penalty
Penalty of 1/3 letter grade reduction will be imposed for every 24-hour period that an assignment is
due (e.g., A to A– to B+ to B to B– , etc.). If there are compelling personal circumstances to mitigate
the late penalty, student must inform the instructor before the due date.
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Grades
Master’s degree students should be submitting quality work (reflected by a grade of B- or higher).
Students receiving a C should consult their professors immediately for feedback about making
significant changes in their approach to their courses. Students receiving a D or below are not
working at the graduate level, and should seriously consider whether their current life circumstances
are conducive to successfully completing a Master’s degree at this time. Master’s level students
should not expect to get an A as a matter of course. “A” grades are reserved for outstanding
achievement, reflecting exceptional understanding, insight, and writing (i.e., profound command of
the course content with an exceptionally high level of scholarship and excellence). Only a few
students will receive A grades at this level because you have reached a new, and much higher,
standard of performance at the master’s level, and there is always room to improve. If you receive an
A in a class, you know you have gone far above and beyond what is expected of you. If you receive a
B, you have met our expectations.
Academic Integrity
USC seeks to maintain an optimal learning environment. General principles of academic honesty
include the concept of respect for the intellectual property of others, the expectation that individual
work will be submitted unless otherwise allowed by an instructor, and the obligations both to protect
one’s own academic work from misuse by others as well as to avoid using another’s work as one’s
own. All students are expected to understand and abide by these principles. Scampus, the Student
Guidebook, contains the Student Conduct Code in Section 11.00, while the recommended sanctions
are located in Appendix A: http://www.usc.edu/dept/publications/SCAMPUS/gov/. Students will be
referred to the Office of Student Judicial Affairs and Community Standards for further review, should
there be any suspicion of academic dishonesty. The Review process can be found at:
http://www.usc.edu/student-affairs/SJACS/.
Note: Regarding Academic Integrity in Group Assignment Situations
When working with other students, be sure you turn in original work with your own thoughts. Group
presentations are to be collaborative and portions of the research and presentation may be delegated to
individual members. However, on the two-page paper that you individually submit, each student’s
work should be unique and reflect his/her own thought processes. The group may share points of
view and have similar opinions, diagnosis, treatment plans and rationales. However, the two-page
write up must be a unique piece of work, written in each individual’s own words.
Observance of Religious Holidays
Students who are unable to attend class due to observance of religious holidays will not be penalized
for their absence, but they must inform the instructor ahead of time via email, clearly stating that the
absence is due to religious reasons, making arrangements to complete any missed coursework.
Incompletes
An incomplete (IN) is given when work is not completed because of documented illness or some other
emergency occurring after 80% of the course has been completed. Arrangements for the IN and its
removal should be initiated by the student and agreed to by the instructor prior to the final exam. The
University policy on Incompletes (IN) is as follows (from the USC Catalogue):
Conditions for Removing a Grade of Incomplete: If an incomplete is assigned as the student’s grade,
the instructor will fill out the Incomplete (IN) Completion form which will specify to the student and
to the department the work remaining to be done, the procedures for its completion, the grade in the
course to date, and the weight to be assigned to work remaining to be done when computing the final
grade. A student may remove the IN by completing only the work not finished as a result of illness or
emergency. Previously graded work may not be repeated for credit. It is not possible to remove an IN
by re-registering for the course, even within the designated time.
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Time limit for removal of an incomplete: One calendar year is allowed to remove an IN. Individual
academic units may have more stringent policies regarding these time limits. If the IN is not removed
within the designated time limit, the course is considered “lapsed” and the grade is changed to an IX
and it will be calculated into the grade point average as 0 points. Courses offered on a Credit/No
Credit basis or taken on a Pass/No Pass basis for which a mark of Incomplete is assigned will be
lapsed with a mark of NC or NP and will not be calculated into the grade point average.
Students with disabilities
Any student requesting accommodations based due to a disability is required to register with the
Disability Services and Programs office (DSP) each semester. A letter of verification for approved
recommendations can be obtained through DSP. Please be sure the letter is delivered to the instructor
as early in the semester as possible. DSP is located in STU 301 and is open 8:30 AM - 5:00 PM, M-F.
The telephone number for DSP is (213) 740-0776. Email: [email protected]; Website:
http://www.usc.edu/disability
Further Instructions Regarding Graduate-Level Writing Skills and Assignment Completion
Written assignments must use scholarly language and look like professional documents. This means
they must be type-written, formatted in APA style (including cover-page, sub-headings, proper
citations, and bibliography), neatly printed, stapled in the right-hand corner, and presented without
folders or other adornments unrelated to the assignment. You will submit these to the instructor at the
beginning of class. Unless otherwise stated, students will also submit electronic copies of written
assignments via TURNITIN (accessible on Blackboard) by the end of the day that the assignment is
due. Refer back to the “Late Penalty” section on page 4 of this syllabus for details on how late
submissions will be graded.
Your grade for this course, will be strongly affected by your writing ability (which also includes
clarity of thought, proper grammar, adherence to all aspects of the assignment, and evidence that
course content covered thus far is comprehended.) Notable absence of these qualities will result in
deductions to your overall point value for that assignment (specified on individual rubrics). To ensure
you are meeting these standards, ALL students are strongly encouraged to find a colleague or suitable
proofreader to help edit and give feedback on written work before submission on the due date. This is
a vital step in all graduate and post-graduate writing (not to mention in professional writing). If you
are not in the habit of doing this already, start now.
If you know writing is a challenge for you, or you have been required to do so by the instructor based
on early assignments, please consult with the Master’s Program own writing advisor, JT Hayashi:
[email protected] . He can help you plan and execute specific writing assignments, which
will inevitably improve your writing skills in general. NOTE: James requests that you contact him
early in the semester as his schedule fills up quickly. Additional writing resources may be found
online at: http://rsoemastersprogramsoffice.blogspot.com/search/label/writing%20tips .
If your paper does not meet the appropriate standards for graduate level writing (see above), you will
be docked 10 - 25% of the total points for the assignment, depending on the degree to which those
standards were not met. In such cases you will be required to provide proof on all future assignments
that you are utilizing specific writing resources mentioned above.
If an emergency prevents students from completing all course requirements, students should see the
instructor about how to proceed with retaking the course at a better time. Students should provide
written documentation to validate emergencies (e.g., doctor’s note). In any case, all assignments must
be turned in by the end of finals week in order to receive a passing grade. If ALL assignments are not
handed in students will receive a failing grade no matter how they well they did on other assignments.
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Specific Criteria for Written and Oral Assignments
In-Class Presentations:
Due at the beginning of class on your assigned week.
At the beginning of the semester you will be divided into groups of two or three and assigned a
particular disorder, which you will be responsible for studying in depth. In particular, I want you
to research (mostly from the Comer text) empirically supported treatment plans and appropriate
ethical and/or cultural considerations for the disorder you have been assigned. Beginning in week
six, groups will present their findings to the rest of the class. Using the film character we have
watched the week prior as your case subject, your group will present a concise case history, full
diagnosis, and suitable treatment plan. You are encouraged to meet with your group outside of
class, do the appropriate readings, and possibly view a longer segment of the film clip we have
watched in class, in order to prepare you for the presentation. Presentations are to be fifteen
minutes in length and all members of the group must participate in both the research and the oral
presentation in class. At the time of the presentation you will each turn in a two-page paper (see
note on page six) which should include the following:
Page One -
See “Brief Case History and Diagnosis Criteria” below
Page Two -
Brief description of the treatment plan you are recommending and a full
explanation of the rationale you used for the diagnosis and treatment plan.
I expect you to demonstrate your critical thinking skills and to utilize your
working knowledge of specific disorders. I will also be looking for the
integration of cultural awareness and sensitivity while conceptualizing
each case. This assignment will teach you to apply the DSM in practical
ways, while learning to develop empirically supported treatment plans. As
with all activities during this class, I expect students to behave with the
utmost degree of professionalism and sensitivity when working together as
a group and when participating in class discussions.
Group 1 – “As Good As It Gets” presents week 6
Group 2 - “The Hours” presents week 7
Group 3 – “A Beautiful Mind” presents week 9
Group 4 – “Rachel at the Wedding” presents week 10
Group 5 – “For the Love of Nancy” – presents week 11
Group 6 – “Cake” – presents week 12
Group 7 – “Temple Grandin” – presents week 13
Group 8 – “Away From Her” – presents week 14
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For the last two assignments you will select one of the pre-approved films listed on page 11 of
this syllabus (focusing on the lead character unless otherwise specified) and use this character to
complete both of the following assignments. ONLY FILMS FROM THIS LIST will be allowed, as
they have been vetted for their appropriateness for the following two assignments.
(Please note: you will find both classic films and newly released films, as I am always updating and curating the list.
If there is a new film you find compelling or potentially appropriate, please let me know so that I can review and vet
it for future classes. For practical reasons however, no new films may be used for this year’s assignments.)
One-Sheet - Brief Case History and Diagnosis Criteria:
Due week 10
Please diagnose the character (or “client”) from the film you have selected and write up a brief
case history. This write up must be limited to ONE PAGE only. This will require you to be
judicious with your words, while still including the following information:
1) Write a brief paragraph that describes the character you have chosen, as if he/she were
a real person. This should be a general picture that includes their general appearance,
level of functioning, quality of relationships, and their intra-psychic experience.
2) Give a brief, clinical picture of the character, including:
- Identifying data: name, age, gender, ethnicity, sexual orientation and relationship status
- Presenting problem: both the client’s description and your impression.
- Client’s appearance and mental status.
- History of the problem: age of onset, course, precipitating events, medical or
organic factors, prior treatment, family history of disorder, drug/alcohol use,
sexual abuse, medications etc…
- Provisional diagnostic impression using DSM-5 classifications and codes
- Brief recommended treatment plan
A template and grading rubric for this assignment will be distributed in class.
Final Paper Criteria:
Due week 14
This paper should be seven to eight pages of text (title and reference page not included).
Your final should flesh out the brief case history you provided on the one-sheet assignment.
Essentially you will include all of the information you gave on the one-sheet, only this time you
will present it in a more detailed and descriptive manner. Instead of a paragraph, you will have
several pages to fully describe the “client”, and demonstrate that you are able to fully
conceptualize the character in a bio-psycho-social context. You will then lay out a complete
diagnosis, explaining the rationale for your diagnosis. This will take an additional two to three
pages and will including any differential diagnostic considerations that are appropriate for your
case. You will then include several pages that discuss a thoroughly researched, comprehensive
treatment plan that utilizes the latest empirical evidence on effective interventions. Finally, you
will include a few pages of discussion that address questions such as: Does this case history give
a full picture of your “client”? What does your diagnosis reveal and what does it conceal about
your client’s reality? How is your diagnosis helpful and/or harmful? Does your diagnosis
damage the dignity of the client? Does it offer enough information to begin treatment? Is there a
bias inherent in any part of your diagnosis or treatment plan: cultural, racial, gender,
socioeconomic, sexual orientation, level of education, etc.? Would you feel comfortable using
this approach on yourself or a family member if you experienced a similar disorder?
A template and grading rubric for this assignment will be distributed in class.
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Approved Films that have been vetted for appropriate use on the 1-sheet and final paper
One Flew Over the Cuckoo’s Nest
One Hour Photo
Ordinary People
Precious
Proof
Rain Man
Reign Over Me
Requiem for a Dream
Revolutionary Road
Rickie and the Flash
Running With Scissors
Sherrybaby
Silver Linings Playbook
Sophie’s Choice
Still Alice
Sunset Boulevard
Taxi Driver
The Assassination of Jesse James
The Aviator
The Bad Seed
The Best Little Girl In the World
The Fisher King
The Ice Storm
The Informant
The Kids Are Alright
The Madness of King George
The Notebook
The Perks of Being a Wallflower
The Soloist
The Squid and the Whale
The Talented Mr. Ripley
The War of The Roses
There Will Be Blood
To Kill a Mocking Bird
Trainspotting
Trevor
Vicky Christina Barcelona
What Dreams May Come
What’s Eating Gilbert Grape
When a Man Loves a Woman
Who’s Afraid of Virginia Wolf
A Streetcar Named Desire
Adam
Amelie
American Beauty
American Psycho
Annie Hall
Benny & Joon
Boys Don’t Cry
Born On the 4th of July
Black Swan
Blow
Blue Sky
Breakfast at Tiffany’s
Citizen Kane
Clean, Shaven
Donnie Darko
Enduring Love
Equus
Fight Club
Flight
Francis
Girl Interrupted
Goodwill Hunting
Hedwig and the Angry Inch
House of Yes
Into the Wild
KPAX
King of California
Kramer vs. Kramer
Lady Sings the Blues
Lars and the Real Girl
Life As a House
Little Miss Sunshine
Ma Vie En Rose
Margot at the Wedding
Midnight Cowboy
Margot At the Wedding
Memento
Mr. Jones
My Own Private Idaho
No Country for Old Men
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Guidelines and Grading Chart for Attendance and Participation:
Active Participation
Moderate Participation
Little to No Participation
9-10 points
7-8 points
1-6 points
Attends all class sessions on time
and returns from breaks in a
timely manner. (Absence due to
observance of religious holidays
will not be counted against this
portion of the grade.)
Does not miss more than 1 class
(excused absence only), is on time
most of the time, and returns from
breaks in a timely manner.
Actively participates in class
discussion and activities and
shows verbal as well as nonverbal
engagement (such as eye contact,
body language, paying attention
when others are talking). Stays on
task during class discussion and
exercises.
Moderate participation in class
discussion and activities and
shows verbal as well as nonverbal
engagement (such as eye contact,
body language, paying attention
when others are talking). Stays on
task during class discussion and
exercises.
Is attentive and respectful when
others are talking. Demonstrates
awareness of impact of self on
others by monitoring selfparticipation to not overly
monopolize class discussion to
allow others opportunity to
contribute.
Mostly attentive and respectful
when others are talking.
Demonstrates some awareness of
impact of self on others by
monitoring self-participation to
not overly monopolize class
discussion to allow others
opportunity to contribute.
Demonstrates evidence of having
completed all the assigned
readings by specific reference and
incorporation into class discussion
and activities.
Demonstrates adequate evidence
of having completed all the
assigned readings by specific
reference and incorporation into
class discussion and activities.
Does not engage in distracted
behavior such as using computer
or phone for non-class related
functions.
Does not engage in distracted
behavior such as using computer
or phone for non-class related
functions.
Misses more than 1 class (with or
without excused reason), is
notably late on multiple occasions,
and/or returns from breaks late in
a disruptive manner.
Little to no participation in class
discussion and activities, limited
non-verbal engagement (eye
contact, body language, paying
attention when others are talking).
Veers off task in exercises, or
class discussions or comments
only on unrelated topics.
Appears withdrawn or uninterested
in class and/or is inattentive and
disengaged when others are
talking.
Demonstrates little awareness of
impact of self on others by overly
dominating class discussion to the
extent of inhibiting others from
participating.
Demonstrates little evidence of
having completed all the assigned
readings. Comments offered are
tangential or vague and indicate
lack of familiarity with readings.
Engages in distracted behavior in
class by checking cell phone and
focusing on a screen in a way that
is evident to the instructor that the
student is not engaged in what is
happening in the class in the
moment.
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Class Schedule
NOTE: We may occasionally shift the schedule to accommodate particular interests & needs of the class.
Week
Topic
Class Films*
1
(8/22)
Introduction to abnormal psychology,
Nosology; & a brief tour of the DSM-5
“One Flew Over
the Cuckoo’s Nest”
2
(8/29)
Perspectives on mental heath &
pathology: Becoming aware of bias/lens;
Brief history of the DSM
“Equis”
3
(9/5)
4
(9/12)
Labor Day-No Class
Assessments: interview styles; MSE;
Reading Assignment
Comer ch. 1
Assignments due
Comer ch. 2 & 3;
DSM pp 809-837
DSM Section I
“Girl, Interrupted”
DSM pp 715-759
Comer ch. 4
Differential diagnosis & Empirically
supported treatment planning
5
(9/19)
Anxiety disorders; Obsessive
compulsive & related disorders;
Trauma & stressor-related disorders
“As Good As It
Gets”
“Reign Over Me”
DSM pp189-290
Comer ch. 5 & 6
6
(9/26)
Bipolar & depressive Disorders;
Suicidal Ideation: Assessment & response
“The Hours”
“Mr. Jones”
DSM pp123-188
Comer ch. 7, 8, 9,
Group #1
presentation
7
(10/3)
Schizophrenia spectrum disorders
& other psychotic disorders
“A Beautiful
Mind”
“The Fisher King”
DSM pp 87-122
Comer ch. 14 & 15
Group #2
Presentation
Film Selection
Deadline
Review Comer 1-15
8
(10/10)
MIDTERM EXAMINATION
9
(10/17)
Personality Disorders (current
formulation… & glimpse of proposed
one)
Feeding & eating disorders;
Somatic & dissociative disorders
“Rachel at the
Wedding”
“Taxi Driver”
“For the Love of
Nancy”
“Sybil”
DSM pp 645-684 &
761-782
Comer ch. 16
Group #3
Presentation
DSM pp 291-360
Comer ch. 7 & 11
DSM pp 31-86
Comer ch.17
Group #6
Presentation
13
(11/21)
Neurocognitive disorders;
Sleep-wake disorders
“Cake”
“Punch Drunk
Love”
“Temple
Grandin”
“Love Limits”
“Away From Her”
“Sleep”
DSM pp 461-590
10 & 11
Comer ch. 12
12
(11/14)
Substance-related & addictive disorders
disorders, Feeding
& eating disorders;
(including
Dual Diagnosis);
Impulse
control & conduct disorders
Neurodevelopmental disorders
& other disorders of childhood
Group #4
Presentation
One-Sheet Due
Group #5
Presentation
DSM pp 591-643 &
361-422
Comer ch. 18
Group #7
Presentation
14
(11/28)
Gender dysphoria; Sexual
dysfunctions; Paraphilic disorders;
Review for Final & Overview of Class
“TransAmerica”
Audio: “81 Words”
DSM pp 423-459 &
685-705
Comer ch. 13
Group #8
Presentation
Final Paper Due
(12/5)
(12/12)
Study Day
FINAL EXAMINATION
10
(10/24)
11
(10/31)
(11/7)
FINAL EXAM
* Films in bold will be the ones used for the group case-presentations assignments.
11