Download Friday, March 24 Somatic and stress disorders - Moodle

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Psychology 282: Abnormal Psychology
and…..Perspectives on Problems in Living
Term 7, March 20-April 12, 2017
Carol Zerbe Enns, Ph. D.
e-mail: [email protected]
Office: Law Hall 106D
Office phone: 895-4351
Course Overview and Goals:
The purpose of this course is to explore a wide variety of problems in living ranging from stress-related concerns and
situational crises to more severe forms of psychosis that involve loss of touch with reality or the threat of severe harm to
oneself and others. The course will provide a description of (a) major "syndromes" and "disorders," (b) theoretical
perspectives on their development, (c) methods of psychological treatment, and (d) how culture and social institutions
influence the nature and treatment of human crises. We will also explore the social construction of psychological distress
as well as issues of discrimination and social justice as they relate to the diagnosis and treatment of individuals. We will
also examine how race/ethnicity, class, gender, and culture influence psychological diagnosis and treatment. The
assumptions underlying this course are that human distress is normal, and that human adjustment and mental health exist
along a broad and flexible continuum. In light of this reality, a recent book on mental health featured the following title:
A Not So Abnormal Psycholology (Miller, 2015). Consistent with this title, we will avoid exaggerating the differences
between "normal" and "abnormal" behavior, examine the complex variations of coping and survival behaviors, and
promote a holistic orientation to human distress.
The concept of “mental disorder” or abnormal behavior is elusive. Furthermore, the typical text does not adequately
address the complexity and messiness of the subject matter referred to as “abnormal psychology.” I believe that the
phrase “perspectives on problems in living” more appropriately captures many aspects of this subject matter than the
phrase “abnormal psychology,” which will appear on your college transcript.
Objectives. Class members will:
1. Gain knowledge of the symptoms, demographic correlates, and typical progression of major forms of
psychological distress. (Knowledge)
2. Balance a scientific, diagnostic approach to mental health problems with a human appreciation for the “real life”
experiences of people who encounter mental health problems. (Inquiry, Communication)
3. Consider the strengths and limitations of major theoretical approaches about the causes and treatment of mental
health problems. (Inquiry, Reasoning)
4. Develop knowledge of intervention methods and their empirical support. (Knowledge, Inquiry)
5. Understand and apply research methods used to advance scholarship in the study of mental health problems and
treatment methods. (Inquiry, Reasoning)
6. Consider patterns of resilience and strength as well as ecological, contextual forces that contribute to prevention
of mental health problems. (Well-Being)
7. Think critically about current controversies, such as: (Inquiry, Ethical Behavior, Intercultural Literacy)
a. The advantages and disadvantages of labeling and diagnosis.
b. Cultural and gender biases associated with diagnosis and treatment.
c. The medicalization of psychological distress and increased use of medications in treatment.
d. The strengths and limitations of direct-to-consumer (DTC) advertising.
e. Public policy implications of mental health issues.
8. Explore historical, contextual, ecological, and cultural factors that contribute to a more complete understanding of
psychological health and distress. (Ethical Behavior, Well-Being, Intercultural Literacy)
a. The continuum between psychological normality and abnormality.
b. The historical and cultural relativism of diagnosis.
c. Advantages and limitations of current diagnostic systems (e.g., DSM system).
d. Mind-body and diathesis-stress connections and multiple contributors to mental distress and health.
9. Develop awareness of professional mental health roles and options (Vocation)
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COURSE STRUCTURE, MATERIALS, AND POLICIES
Class MeetingTimes:
Class hours will be selected from the hours of 9-11:00 A.M. and 1:00-3 P.M. On several occasions, we may need to meet
at 12:45 PM to view a movie. During later part of the course, we will meet primarily in the mornings.
Text and Class Readings:
Sue, David, Sue, Derald, Sue, Diane, & Sue, Stanley (2014). Essentials of Understanding Abnormal Behavior (2nd. Ed.).
Cengage.
Jamison, Kay Redfield. (1995). An Unquiet Mind. New York: Knopf.
Articles (see schedule) posted on Moodle (see the daily schedule for reading lists)
Note: Reading assignments should be completed for (or prior to) the date they are assigned.
Group presentation source: 3 copies are on reserve in Cole Library
Watters, Ethan. (2010). Crazy Like Us: The Globalization of the American Psyche.
Classification/Diagnosis and Other Supplementary Materials on Moodle:
Although the Diagnostic and Statistical Manual of Mental Disorders is featured prominently in most abnormal
psychology texts, it is not the only diagnostic manual in use. For example, the International Classification of Disorders
(ICD-10, now in its 10th edition), which is published by the World Health Organization (WHO), provides a major
foundation for research, practice, and insurance billing. The ICD is the foundation for the identification of health trends
and statistics globally, and the international standard for reporting diseases and health conditions. It is used by more than
100 countries. Since 2015, clinicians have been required to use the ICD 10 (rather than DSM codes) for all insurance
billing.
The 5th edition of the Diagnostic and Statistical Manual of Mental Disorders (2013) was published by the American
Psychiatric Association. A copy of the DSM5 can be found on reserve in Cole Library 616.89 D54. Our text integrates
most features of the DSM5. I have placed a variety of sources about recent changes to the DSM on Moodle. I encourage
you to make use of these sources as you consider the costs, benefits, and changes in diagnostic practices. During recent
years, there has also been greater emphasis on multicultural variations and on signs of health (flourishing). The two
sources at the bottom of the list focus on these themes
-Highlights of Changes from DSM-IV-TR to DSM-5.
-Nemeroff, C.B., et al. (2013). DSM-5: A collection of psychiatrist views on changes, controversies, and future directions.
BioMed Central, 11. (Includes commentaries about biomarkers, autism, trauma and stress disorders, obsessivecompulsive and related disorders, mood disorders, schizophrenia spectrum disorders)
-Wakefield, J.C. (2013). DSM-5: An overview of changes and controversies. Clinical Social Work, 41, 139-154.
-World Health Organization. International Classification of Mental and Behavioral Disorders-10 (ICD-10). See pages
24-41 for an index
-Tomlinson-Clarke, S. M. (2014). DSM-5: A commentary on integrating multicultural and strength-based considerations
into counseling training and practice. The Professional Counselor, 4, 272-281.
-Keyes, C. L. (2007). Promoting and protecting mental health as flourishing. American Psychologist, 62, 95-108.
NOBA chapters
The Moodle site includes 11 NOBA chapters. NOBA is a project designed to provide educational chapters that can
supplement or replace expensive text materials. In this case, these chapters can be used to supplement your learning.
Attendance and Participation:
Class members should plan to attend all class sessions. Promptness is expected and represents a matter of courtesy toward
other members of the class. Frequent absences or tardiness will have a negative impact on your grade. If an absence is
unavoidable, please notify me prior to your absence. Active participation in small group and large group discussion is
also expected and is an important measure of your intellectual engagement with course content.
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Computers and Electronic Communication:
You may bring computers to class if the purpose of doing so is to take notes. As a caution, however, computers may be
less than ideal for note-taking and enhancing comprehension. A recent psychology study (Mueller, 2014) found that
persons who took notes by hand performed better on tests than those who used a computer, especially when recalling
conceptual information. The researcher (Mueller) hypothesized that when using laptops, students may be more likely to
engage in “mindless transcription” or verbatim note-taking. Those who take notes by hand may tend to spend more time
processing information, which is likely to enhance learning.
All electronic devices should be used in a way that is not distracting or disturbing to other persons or other class activities.
Common distractions include texting, emailing, and checking Facebook or other social media. Avoid this activity during
class. Similarly, it is not acceptable to use computers during class time to complete other class assignments. Discussion
will be a primary emphasis throughout this class, and the presence of computers often detracts from one’s ability to be
fully present in class discussion. As a result, computers should not be used during class discussion.
Make-up Exams and Late Papers:
Occasionally students experience illness shortly before an exam or the due date of a paper. Students who wish to request
extensions because of illness or personal crises must notify me in a timely fashion (e.g., before the day the assignment is
due and before a test begins.) In other cases, papers that are submitted after the deadline will be considered late and will
be penalized 1/2 grade for every 24 hour period after the stated deadline.
Accommodations for Disabilities:
Cornell College is committed to providing equal opportunities to all students. If you have a documented learning
disability and will need any accommodation in this course, please request the accommodation(s) from me within the first
three days of the term. Additional information about the policies and procedures for the accommodation of learning
disabilities is available at http://www.cornellcollege.edu/academic-support-and-advising/disabilities/index.shtml.
Academic Honesty: The College considers Cornell students to be responsible persons whose maturity will develop in a
community that encourages free inquiry. The College expects the highest degree of personal integrity in all relationships
and academic work. Papers written for this course must be based on original work for this course. If you wish to draw on
work that you have completed for a previous course, please consult me. For research papers, the appropriate
acknowledgement of sources is essential. College policy about academic honesty can be found at:
http://www.cornellcollege.edu/registrar/pdf/Academic%20Honesty.pdf . A copy of academic honesty policies is also posted
on Moodle.
CLASS ASSIGNMENTS AND TESTS
Tests: Thursday, March 30 & Wednesday, April 10
Tests will focus on your knowledge and understanding of specific concepts as well as your ability to compare, contrast,
critique, and integrate theories and research. The test will include some multiple choice questions as well as short answer
items and essay questions.
Short Directed & Application Papers:
Short, directed papers consist of overnight assignments that will require approximately one or two-page responses related
to a movie, reading, or the topic of study for a specific day.
Brief Review of a Randomized Controlled Study: Due Friday, March 24 at 5 PM
The randomized controlled study (RCT) is considered “state of the art” research for establishing the efficacy of specific
interventions (medications or psychotherapies). See pp. 62-65 of the text for basic information about experimental design
in abnormal psychology. Each class member will choose a study from the Journal of Consulting and Clinical Psychology
(or another relevant journal) and will write a short review and critique. If relevant, this study can be used as a source for
the research paper, which is due on Monday, April 10 (5 PM).
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Group Presentation from Crazy Like Us, which examines mental health issues and controversies in multiple areas of the
world. Groups will give a presentation based on a thorough reading and understanding of the specific chapter they select.
Groups will also include relevant class activities and develop questions for class discussion. Topics of chapters focus on
Posttraumatic Stress Disorder (Week 1, March 23), Depression (Week 2, March 28), Anorexia (Week 2, March 31), and
Schizophrenia (Week 3, April 6).
Research Paper:
Statement & 4 sources on research topic: Due March 28 at 5 PM
Case study, article summary, & complete list of sources: Due April 3 at 5 PM
Final Due date: April 10 at 5 PM
Class members will choose from two options: a case study analysis (highly recommended), or controversial issues/public
policy approach. The length for the paper should be approximately 10 pages. The paper should include a minimum of six
references from academic sources (peer reviewed sources), and papers should show evidence that each source has been
used (e.g., through citations and discussion/integration of each source). A substantial proportion of the sources should
focus on original empirical research relevant to the topic (minimum of 2). Other sources may consist of research reviews,
conceptual pieces, academic discussions of controversies etc. When relevant, you may also use research articles posted on
Moodle If you rely on any non-academic sources, such as popular magazine articles to illustrate a point, these sources
should be used in addition to the required six sources. Papers should be double-spaced and should include citations and a
reference page in APA style or the academic style associated with your primary academic discipline.
Case Analysis:
For this option, students will construct or use an existing case vignette. The case description should include a detailed
client history and a comprehensive overview of symptoms. Students may modify an existing case study, or create
their own case description, which includes client information and symptoms. (For example, you may use or modify
one of the case studies that are included in class readings. Case studies are marked in the schedule with an asterisk*.)
For this paper, students may focus on a disorder/problem of their choosing, but the history and symptoms of the case
must be discussed through the lens of diagnostic criteria and other conceptual frameworks. Students will then cite
information from primary research literature to explain the onset and progression of the disorder, potential causes and
course, diagnostic issues, as well as prognosis. Class members will propose treatment options based on empirically
supported treatments for the problem.
A Diagnostic, Treatment, or Public Health/Policy Controversy:
This approach should be structured around some controversy or issue related to this area of study or a public policy
issue. Ideally, this paper will link the issue to public policy implications. The types of questions that may help
structure the paper include: Why is major depressive disorder diagnosed more frequently in women? Is alcohol
dependence a disease or a learned behavior? Is histrionic (or dependent or borderline) personality disorder overdiagnosed in women? What are the treatment and public policy implications of these issues? In the arena of public
health and policy, some of the relevant issues include homelessness and mental health, the high prevalence of
psychiatric patients in prisons, direct-to-consumer advertising, the perceived overmedication of certain populations,
mental illness and violence, and deinstitutionalization. Consistent with each of the alternative approaches to the
research paper, at least 2 empirical research studies must be included as sources.
Grading:
Tests:
Short papers & other homework:
Group presentation:
Research paper:
Class participation/attendance
General Grading Scale:
A range:
B range:
87%=B+
C range:
77%=C+
D range:
66%=D+
F=below 60
94%=A
83%=B
73%=C
63%=D
50-60%
10-15%
5-10 %
22-25%
10-15%
90%=A80%=B70%=C60%=D-
(about 65-80 points/ test)
(about 25-30 points)
(about 10-15 points)
(about 60-70 points)
(about 25-30 points)
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Class Schedule (subject to modification)
*= articles that include case studies or personal narratives
Reading: Readings should be completed for the day they are assigned (e.g., read materials for March 21 before
class on March 21).
Monday, March 20 The socially construction of normal and abnormal behavior
History of mental health treatment: advances and abuses
12:45 P.M. movie
Enrichment Reading:
Orchowski, L.M., Spickard, B. A., & McNamara, J. R. (2006). Cinema and the valuing of psychotherapy: Implications for
clinical practice. Professional Psychology, 37, 506-514. (see first 5 pages)
Tuesday, March 21 Approaches to abnormal behavior and assumptions about "normal" behavior
Assessment and the science and politics of diagnosis
Reading: Text, Chapters 1-3
Rosenhan, D. L. (1972). On being sane in insane places. Science, 179, 250-258.
*Slater, L. (2004). On being sane in insane places: Retracing David Rosenhan’s journey. Psychotherapy Networker, 5460.
*Kaysen, S. (1993). My diagnosis. Chapter from Girl, Interrupted. New York: Random House
Begin reading An Unquiet Mind (continue reading throughout the week).
Note about March 21 text reading: Based on your work in previous psychology classes, I assume that you will have prior
knowledge about much of the content of Chapters 1-3. Thus, we will focus only briefly on this content but will revisit
many of these themes as they are relevant to various disorders discussed later in this class. These early chapters provide a
review of basic approaches or paradigms in psychology, research methods, and diagnosis. I recommend emphasizing
several sections of the first 3 chapters: p. 53 (table about perspectives), pp. 62-65 (section on experimental design), and
pp. 77-72 (assessment and diagnosis).
Wednesday, March 22 Diagnosis discussion, Anxiety and obsessive-compulsive disorders
Class AM & PM reading on anxiety disorders: Text, Chapter 4
*Kato, T., Kanba, S., & Teo, A. R. (2016). A 39-year-old “adultolescent”: Understanding social withdrawal in Japan.
American Journal of Psychiatry, 173, 112-114.
Enrichment: The following sources focus on more recent problems that have received attention in diagnostic circles:
McDonald, K.E. (2012). Trichotillomania: Identification and treatment. Journal of Counseling and Development, 90, 421426.
*Grant, J. E., & Chamberlain, S. R. (2016). Trichotillomania. American Journal of Psychiatry, 173, 868-874.
*Grant, J.E. et al. (2012). Skin picking disorder. American Journal of Psychiatry, 169, 1143-1149.
*Phillips, K. A., Didie, E. R., Feusner, J., & Wilhelm, S. (2008). Body dysmorphic disorder: Treating an underrecognized
disorder. American Journal of Psychiatry, 165, 1111-1118.
*Teo, A. R. (2010). A new form of social withdrawal in Japan: A review of hikikomori. International Journal of Social
Psychiatry, 56, 178-185.
Reading for diagnosis discussion (AM):
Discussion of Diagnosis: Costs, Benefits, and Politics
Wylie, M. S. (2014). The book we love to hate: Why DSM-5 makes nobody happy. Psychotherapy Networker, 38(2), 2835. (Read pp. 29-32 & p. 35. The article on Moodle also includes 2 commentaries that are recommended but not
required)
Frances, A. (2014). DSM, psychotherapy, counseling and the medicalization of mental illness: A commentary from Allen
Frances. The Professional Counselor, 4, 282-284.
Robertson, M., & Walter, G. (2007). The ethics of psychiatric diagnosis. Psychiatric Annals, 37,792-797.
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Read at least one of the following:
Frances, A. (2012, December). DSM-5 in Distress. Psychology Today.
Bower, Bruce. (2013, June 29). DSM-5 enters the diagnostic fray. Science News, 183(13).
General Psychopathology factor may describe structure of psychiatric disorders. Observations, Association for
Psychological Science website.
Lewis, R. (2013). Controversies in psychiatric diagnosis: What is a mental disorder? Skeptic Magazine, 18(4), 32-39.
Thursday, March 23 Anxiety disorders continued, Post-traumatic stress disorders
Group presentation #1: Chapter 2 of Crazy Like Us, The wave that brought PTSD to Sri Lanka
Reading: Text, Chapter 5 (emphasize section on PTSD, pp. 119-127)
*Morris, D. J. (2015, January 17). After PTSD, more trauma. New York Times (opinion pages)
Collier, L. (2016, November). Growth after trauma. Monitor on Psychology, 48-52.
Christopher, J. C., Wendt, D. C., Marecek, J., & Goodman, D. M. (2014). Critical cultural awareness: Contributions to a
globalizing psychology. American Psychologist, 69, 645-655. (Read first 3 pages of this article, which provides a
description of the 2004 tsunami in Sri Lanka. Read prior to group presentation.)
Clay, R. A. (2017, January). In search of hope and home. Monitor on Psychology, 36-40.
Continue reading Un Unquiet Mind (e.g., through p. 63)
Enrichment: The following items feature case studies that reveal the complexity of PTSD diagnosis and treatment:
*Tuerk, P.W., Grubaugh, A.L., Hamner, M. B., & Foa, E.B. (2009). Diagnosis and treatment of PTSD-related compulsive
checking behaviors in veterans of the Iraq war: The influence of military context on the expression of PTSD
symptoms. American Journal of Psychiatry, 166, 762-767.
*Heindin, H., Maltsberger, J. T., & Szanto, K. (2008). The psychosocial context of trauma in treating PTSD patients.
American Journal of Psychiatry, 165, 28-32.
*Bisson, J. E., Brayne, M., Ochberg, F. M., & Everly, G. S. (2007). Early psychosocial intervention following traumatic
events. American Journal of Psychiatry, 164 (7), 1016-1019.
*Campbell, M. S., Ryan, M., Wright, D., Devore, M. D., & Hoge, C. (2016). Postdeployment PTSD and addictive combat
attachment behaviors. American Journal of Psychiatry, 173, 1171-1176.
Jones, L. K., & Cureton, J. L. (2014). Trauma redefined in the DSM-5: Rationale and implications for counseling practice.
The Professional Counselor, 4, 257-271.
Friday, March 24
Somatic and stress disorders
Reading: Text, Chapter 5 (pp. 130-145), Chapter 6 (pp. 147-158)
Continue reading An Unquiet Mind (p. 63 and beyond)
Monday, March 27 Dissociative disorders, Depressive disorders and bipolar disorders
Discussion: Medication, media, and medicalization
Reading: Text, Chapter 6 & 7, Finish reading An Unquiet Mind
Haberman, C. (2014, November 23). Debate persists over diagnosing mental health disorders, long after ‘Sybil.” New
York Times.
*Stickley, T., & Nickeas, R. (2006). Becoming one person: Living with dissociative identity disorder. Journal of
Psychiatric and Mental Health Nursing, 13, 180-187.
Seelye, K. Q. (2016, December 31). Kitty Dukakis, a beneficiary of electroshock therapy, emerges as its evangelist. New
York Times.
Weir, K. (2015, February). Can magnets cure depression? Monitor on Psychology, 50-54.
Lu, S. (2015, March). Mindfulness holds promise for treating depression. Monitor on Psychology, 51-55.
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Discussion: Medication, Media, and Medicalization
Wylie, M. S. (2014). Falling in love again: A brief history of our infatuation with psychoactive drugs. Psychotherapy
Networker, 38(4), 19-27, 48. (Emphasize intro & sections on barbituates, tranquilizers, & the coming of Prozac)
Class members will sign up to read selections from the following list of short articles:
Are antidepressants really “overprescribed” in the US? Psychiatric Times (August, 2014).
How advertising affects prescriptions. Harvard Mental Health Letter (August, 2005).
Balt, S. (2014, June). Assessing and enhancing the effectiveness of antidepressants. Psychiatric Times.
Begley, S. (2010, January 29). The depressing news about antidepressants. Newsweek.
Cosgrove, L. (2010, Nov/Dec). Diagnosing conflict-of-interest disorder. Academe, 96(6), 43-46. (short article on a topic
about which Cosgrove has written extensively.)
Ericson, J. (2014, Feb. 6). A pill for every ill. Newsweek.
France, C. M., Hysaker, P. H., & Robinson, R. P. (2007). The “chemical imbalance” explanation for depression: Origins,
lay endorsement, and clinical implications. Professional Psychology, 38, 411-420.
Friedman, R. A. (2015). To treat depression, drugs or therapy? New York Times.
Gregoire, C. (2015, Feb. 28). Science behind anti-depressants may be completely ‘backwards.’ Huffington Post.
Gaudiano, B.A. (2013, Sept. 29). Psychotherapy’s image problem. New York Times.
Kirsch, I. (2008). Challenging received wisdom: Antidepressants and the placebo effect. McGill Journal of Medicine, 11,
219-222.
Lu, S. (2015, April). Great expectations. Monitor on Psychology, 50-53.
Rabin, R. C. (2013, August). A glut of antidepressants (and response). New York Times.
Smith, B.L. (2012). Inappropriate prescribing. Monitor on Psychology, 43 (6), 36.
Timko, C.A., & Chowansky, A. (2008). Direct-to-consumer advertising of psychotropic medication and prescription
authority for psychologists. Professional Psychology: Research and Practice, 39, 512-518.
Whitbourne, S. (2015). Psychotherapy vs. medications: The verdict is in. Psychology Today blog.
Should prescription drugs be advertised directly to consumers? from procon.com. (handout)
Tuesday, March 28 Depression, bipolar disorders, and suicide
Group presentation #2: Chapter 4 of Crazy Like Us, Mega-marketing of depression in Japan
Reading:
Text, Chapter 8
Osterwell, N. (2007, May 25). Simple screen improves suicide risk assessment. Psychiatric Times.
*Vitiello, B., & Pearson, J.L. (2008). A depressed adolescent at high risk of suicidal behavior. American Journal of
Psychiatry, 165, 323-328.
Weir, K. (2016, July/August). Bipolar support. Monitor on Psychology, 33-35.
Enrichment:
*Welfare, L. E., & Cook, R. M. (2014). Revising diagnoses for clients with chronic mental health issues: Implications of
the DSM-5. The Professional Counselor, 4, 232-245.
*Ka, S., Ka, M., & Savin, D. (2014). Depression: A case study from Cambodia. American Journal of Psychiatry, 171,
1052-1053.
*Alarcón, R. D., Oquendo, M. A., & Wainberg, M. L. (2014). Depression in a Latino man in New York. American
Journal of Psychiatry, 171, 506-508.
*Carlson, G. A. (2009). Treating the childhood bipolar controversy: A tale of two children. American Journal of
Psychiatry, 166, 18-24. (bipolar-like symptoms in children)
Wednesday, March 29 Personality disorders
Reading: Text, Chapter 14, p. 416 (section on NSSI)
*Caligor, E., Levy, K. N., & Yeomans, F. E. (2015). Narcissistic personality disorder: Diagnostic and clinical challenges.
American Journal of Psychiatry, 172, 415-422.
Sword, R., & Zimbardo, P. (2016). The narcissistic personality. Psychology Today.
DeAngelis, T. (2015, July/August). A new look at self-injury. Monitor on Psychology, 59-62.
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Enrichment:
Klonsky, E. D., & Muehlenkamp, J.J. (2007). Self-injury: A research review for the practitioner. Journal of Clinical
Psychology, 63, 1045-1056.
*Cullen, K.R., Westlund, M.K., LaRiviere, L.L., & Klimes-Dougan, B. (2013). An adolescent with nonsuicidal selfinjury. American Journal of Psychiatry, 170, 828-831.
Thursday, March 30 Test #1, PM: Movie
Friday, March 31 Eating disorders and related problems
Group presentation #3: Chapter 1 of Crazy Like Us, The Rise of Anorexia in Hong Kong
Reading: Text, Chapter 9
Weir, K. (2016, April). New insights on eating disorders. Monitor on Psychology, 36-40.
Walsh, B. T. (2013). The enigmatic persistence of anorexia nervosa. American Journal of Psychiatry, 170, 477-484.
Watters, E. (2010). The Americanization of mental illness. New York Times Magazine. (emphasize pp. 2-4).
Read one of the following:
Borzekowski, D.L.G., Schenk, S., Wilson, J.L., & Peebles, R. (2010). E-Ana and e-Mia: A content analysis of pro-eating
disorder web sites. American Journal of Public Health, 100, 1525-1534.
Custers, K. (2015). The urgent matter of online pro-eating disorder content and children: Clinical practice. European
Journal of Pediatrics, 174, 429-433.
Harshbarger, J. L., Ahlers-Schmidt, C. R., Mayans, L., Mayans, D., & Hawkins, J. H. (2009). Pro-anorexia websites:
What a clinician should know. International Journal of Eating Disorders, 42, 367-370.
Enrichment:
*Bulik, C.M., Marcus, M.D., Zerwas, S., Levine, M.D., & LaVia, M. (2012). The changing “weightscape” of bulimia
nervosa. American Journal of Psychiatry, 169, 1031-1036.
Kenny, M. C., Ward-Lichterman, M., & Abdelmonem, M. H. (2014). The expansion and clarification of feeding and
eating disorders in the DSM-5. The Professional Counselor, 4, 246-256.
Monday, April 3 Neurodevelopmental, childhood, and behavioral disorders
Reading: Text, Chapter 15
Weir, K. (2017, March). Brighter futures for anxious kids. Monitor on Psychology, 51-55.
Novotney, A. (2015, July/August). Are preschoolers being overmedicated? Monitor on Psychology, 66-67.
*Gough, J. J. (2016). Treatment controversies in adult ADHD. American Journal of Psychiatry, 173, 960-966.
Enrichment:
Barahona-Correa, J. B., & Filipe, C. N. (2016). A concise history of Asperger Syndrome: The short reign of a troublesome
diagnosis. Frontiers in Psychology, 6, Article 2024.
Manos, M. J. (2010). Nuances of assessment and treatment of ADHD in adults: A guide for psychologists. Professional
Psychology: Research and Practice, 41, 511-517.
*Toth, K., & King, B. H. (2008). Asperger’s syndrome: Diagnosis and treatment. American Journal of Psychiatry, 165,
958-963.
*Carlson, G. A. (2009). Treating the childhood bipolar controversy: A tale of two children. American Journal of
Psychiatry, 166, 18-24.
*Roy, A. K., Lopes, V., & Klein, R. G. (2014). Disruptive mood dysregulation disorder: A new diagnostic approach to
chronic irritability in youth. American Journal of Psychiatry, 171, 918-924
Tuesday, April 4
Sexuality, sexual problems, and gender dysphoria
Reading: Text, Chapter 13 (You may skip pp. 366-371 on the paraphilias.)
Boskey, E. (2013, August). Sexuality in the DSM 5: Research, relevance, and reaction. Contemporary Sexuality, 47, 3-5.
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Tiefer, L. (2002). Beyond the medical model of women’s sexual problems: A campaign to resist the promotion of
“female sexual dysfunction.” Sexual and Relationship Therapy, 17, 127-135.
Tiefer, L. (2006). Female sexual dysfunction: A case study of disease mongering and activist resistance. PLoS Medicine,
3(4), 436-440
Lack, C. Gender dysphoria: New and revised in DSM5.
Enrichment:
www.newviewcampaign.org
eventhescore.org
Caccioni, T. (2015). The rise and decline of Big Pharma’s “sexual revolution.” Chapter 1 of Big Pharma, women, and the
labour of love. University of Toronto Press.
Fahs, B. (2014). ‘Freedom to’ and ‘freedom from’: A new vision for sex-positive politics. Sexualities, 17, 267-290.
McHugh, M. C. (2006). What do women want? A new view of women’s sexual problems. Sex Roles, 54, 361-369.
Angel, K. (2012). Contested psychiatric ontology and feminist critique: ‘Female sexual dysfunction’ and the Diagnostic
and statistical manual. History and the Human Sciences, 25, 3-24.
Skomorowsky, A. (2015, September 30). Five studies: Does flibanserin provide real sexual benefits for women? Five
Studies, Pacific Standard.
Wednesday, April 5 Substance use issues
Reading: Text, Chapters 10
Gates, P. (2016, February 28). Does marijuana cause mental illness? The facts. Newsweek.
Weir, K. (2015, November). Marijuana and the developing brain. Monitor on Psychology, 49-52.
Brady, K. T., McCauley, J. L., & Back, S. E. (2016). Prescription opioid misuse, abuse, and treatment in the United
States: An update. American Journal of Psychiatry, 173, 18-26.
Enrichment: The following articles focus on ways in which a variety of psychological difficulties co-occur with
substance-related problems.
*Dodrill, C.L., Helmer, D.A., & Kosten, T.R. (2011). Prescription pain medication dependence. American Journal of
Psychiatry, 168, 466-471.
*Brady, K. T., Tolliver, B. K., & Verduin, M. L. (2007). Alcohol use and anxiety: Diagnostic and management issues.
American Journal of Psychiatry, 164, 217-221.
*Back, S.E. et al. (2012). Use of an integrated therapy with prolonged exposure to treat PTSD and comorbid alcohol
dependence in an Iraq veteran. American Journal of Psychiatry, 169, 688-691.
*Green, A. I., Drake, R. E., Brunette, M.F., & Noordsy, D.L. (2007). Schizophrenia and co-occurring substance use
disorder. American Journal of Psychiatry, 164, 402-408.
Thursday, April 6 Schizophrenia and psychotic disorders
Group presentation #4: Chapter 3 of Crazy Like Us, Schizophrenia in Zanzibar
Reading: Text, Chapter 11
Stringer, H. (2016, October). Catching psychosis early. Monitor on Psychology, 37-41.
*Longden, E. (2013, Sept./Oct.). Listening to voices. Scientific American Mind, 24(4).
*Andreasen, N. C. (2015). John and Alicia Nash: A beautiful love story. American Journal of Psychiatry, 172, 710-713.
Watters, E. (2010). The Americanization of mental illness. New York Times Magazine (emphasize p. 7-11).
Parker, C. (2014, July). Hallucinatory “voices” shaped by local culture, Stanford anthropologist says. Stanford Report
*Jones, N., & Luhrmann, T. M. (2016). Providing culturally competent care: Understanding the context of psychosis.
Psychiatric Times.
Recommended TED talks: (Links available on Moodle)
Elyn Saks, Tale of Mental Illness from the Inside (15 minutes)
Eleanor Longden, The Voices in My Head (14 minutes)
10
Recommended readings:
*Snyder, K. (2006). Kurt Snyder’s personal experience with schizophrenia. Schizophrenia Bulletin, 32, 209-211.
*Schizophrenia treatment personal accounts
*Szabo, L. (2014). Early intervention could change nature of schizophrenia. USA Today.
*Hampson, R. (2014). The fortunate mother: Caring for a son with schizophrenia. USA Today.
*u lain Khan, Q, & Sanobar, A. (2016). “Jinn possession” and delirious mania in a Pakistani woman. American Journal
of Psychiatry, 173, 219-220.
Friday, April 7: World Health Day (WHO, World Health Organization)
Schizophrenia continued, Cultural, legal, and ethical issues
PM guest speaker: Margalea Warner
Reading: Text, Chapter 11 & 16
*Sanchez, M. (2014, April 30). Coming through individually. The Daily Iowan (brief article about Margalea Warner)
Monday, April 10 Neurocognitive problems
Advocacy and Social Change: Fighting Stigma
Reading: Text, Chapter 12 & 16
*McNamara, N. K., & Findling, R. L. (2008). Guns, adolescents, and mental illness. American Journal of Psychiatry, 165,
190-194.
Luhrmann, T. M. (2008). “The street will drive you crazy”: Why homeless psychotic women in the institutional circuit in
the United States often say no to offers of help. American Journal of Psychiatry, 165, 15-20.
Weir, K. (2015, December). Life on the outside. Monitor on Psychology, 66-70.
Fields, G., & Phillips, E. E. (2013, September). The new asylums: Jails swell with mentally ill. Wall Street Journal.
Kristof, N. (2013, February). Inside a mental hospital called jail. New York Times.
Szabo, L. (2014). Cost of not caring: Nowhere to go. The financial and human toll for neglecting the mentally ill.
USA
Today.
Articles that focus on stigma and consumer advocacy issues:
Frese, F. J., & Myrick, K.J. (2010). On consumer advocacy and the diagnosis of mental disorders. Professional
Psychology, 41, 495-501.
Lowry, F. (2010, September 22). Mental illness stigma persists among Americans. Medscape Medical News. (summary
of an article published in the American Journal of Psychiatry.)
Cummings, J. R., Lucas, S. M., & Druss, B. G. (2013). Addressing public stigma and disparities among persons with
mental illness: The role of federal policy. American Journal of Public Health.
Tuesday, April 11 Advocacy and Social Change: Fighting Stigma (continued)
Review and catch up day
Reading: Text, Chapter 16
Wednesday, April 12
Test #2