Download PERSPECTIVES ON PROBLEMS IN LIVING - Moodle

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Psychology 381: Abnormal Psychology
or…..Perspectives on Problems in Living
Term 7, March 16-April 8, 2015
Carol Zerbe Enns, Ph. D.
e-mail: [email protected]
Office: Law Hall 106D
Office phone: 895-4351
“Alas, I have read dozens of definitions of mental disorder (and helped to write one) and I can’t say that any have the
slightest value whatever…. Mental disorders don’t really live ‘out there’ waiting to be explained. They are
constructs we have made up – and often not very compelling ones at that.”
-Allen Frances, M.D., 2010, Chair, DSM-IV Task Force.
Course Overview and Goals:
As the quote at the top of this page notes, the concept of “mental disorder” 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 title that will appear on your college transcript. 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 major "syndromes" and "disorders;" theoretical perspectives on their development; methods
of psychological treatment; and how culture, history, 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. A feminist analysis of gender issues as
well as the examination of the ways in which race/ethnicity, class, and culture influence psychological diagnosis and
treatment represent important components of the course. The assumptions underlying this course are that human
distress is normal and that human adjustment and mental health is best represented along a broad and flexible
continuum. Rather than exaggerating the differences between "normal" and "abnormal" behavior, we will examine the
complex variations of coping and survival behaviors, and promote an holistic orientation to human distress.
Objectives:
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. (Inquiry, Ethical Behavior, Intercultural Literacy).
a. The advantages and disadvantages of labeling.
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 scheduled between 9-11:30 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 the 3rd and 4th weeks 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
Watters, Ethan. (2010). Crazy Like Us: The Globalization of the American Psyche.
Additional articles posted on Moodle (see the schedule for reading lists)
Note: Reading assignments should be completed before the class session on the date for which they are assigned.
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), is gaining
greater prominence as a foundation for research, practice, and insurance billing. In general, diagnostic practices
within psychology and psychiatry can be characterized as “in flux.”
During May of 2013, the 5th edition of the Diagnostic and Statistical Manual of Mental Disorders was published. In
October of 2015, clinicians will be required to begin using the ICD 10 (available on-line and on Moodle) and/or the
DSM5 (a copy of the DSM5 can be found on reserve in Cole Library 616.89 D54). Our text integrates material related
to most, but not all, of the changes found in 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 (www.dsm5.org)
-Nemeroff, C.B., et al. (2013). DSM-5: A collection of psychiatrist views on changes, controversies, and future
directions. BioMed Central, 11. (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).
-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 6 NOBA chapters. NOBA is a project designed to provide educational chapters that can
supplement or replace 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 or immediately upon returning to class. 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 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 seem 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.
It is not acceptable to use class time to check e-mail and the internet or to complete other class assignments.
Similarly, texting during class time is not acceptable. 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 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-andadvising/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: Friday, March 27 & Wednesday, April 8
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 20 at 9 AM
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 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 Friday, April 3 (9 AM).
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Research Paper: Due date: April 3
Class members will choose from two options: a case study analysis, 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 research relevant to the topic (minimum of 3). Other sources may consist of research reviews,
conceptual pieces, academic discussions of controversies etc. 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 a case vignette with 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. (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. For the case study approach, students must use at least three original research articles. Research
reviews and theoretical articles are acceptable for other sources.
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 over-diagnosed 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 3 empirical research studies must be included as sources.
The following description clarifies general standards for grading research papers:
Superior (A): This paper not only fulfills the assignment, but also has something original and important to say and
the points it makes are well supported. It is organized effectively, develops smoothly, and it is written clearly and
correctly (according to scientific writing standards). It is based on data or a review of the literature that is clearly
related to the points it makes. Findings from the literature are integrated into a readable and comprehensive paper.
The conclusions suggest that the writer has synthesized the literature and has identified strengths and limitations of
the literature as well as future directions for research and theory. The paper is written correctly with regard to
mechanics and citation style.
Good (B): This paper fulfills the assignment. Its general ideas are clear and it is presented effectively. It handles
sources clearly, and includes no serious errors of fact or interpretation. Although it may not represent substantial new
insight into the issues, it provides an adequate and appropriate report about data or literature. Generally, the paper is
correct with regard to usage, is appropriate in style, and uses correct standards of writing, including bibliographic
citations.
Average (C): This paper fulfills the assignment adequately, but it might be better described as an annotated
bibliography. Points may be hard to follow and the paper may be poorly organized (e.g., unbroken narrative with no
headings or clear relationships; literature review that summarizes sources merely in sequence without synthesizing
points). There may be errors of fact or interpretation. Sources or data may be poorly chosen – insufficient in number,
of inappropriate types, too old, lacking in authority, etc. There may be errors in usage, the style may be inappropriate
for the assignment, or there may be errors in mechanics of writing or citation.
Marginal (D/F): This paper does not fulfill the assignment. It may fail to focus on a single topic or subject. It omits
important material or makes repeated errors of fact or interpretation.
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Grading:
Tests:
Short papers & other homework:
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%
22-25%
10-15%
(@65-80 points/ test)
(25-30 points
(65-75 points)
(30-35 points)
90%=A80%=B70%=C60%=D-
Class Schedule (subject to change)
*= articles that include case material or personal narratives
Monday, March 16 The socially construction of normal and abnormal behavior
History of mental health treatment: advances and abuses
12:45 P.M. movie
Reading: Text, Chapter 1
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,
54-60.
*Kaysen, S. (1993). My diagnosis. Chapter from Girl, Interrupted. New York: Random House.
Enrichment:
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 17 Approaches to abnormal behavior and assumptions about "normal" behavior
Assessment and the science and politics of diagnosis
Reading: Text, Chapters 1-3
Note: 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.
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),
28-35. (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.
Read/browse at least 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.
Sanders, J. L. (2010). A distinct language and a historic pendulum: The evolution of the Diagnostic and statistical
manual of mental disorders. Archives of Psychiatric Nursing, 25, 394-403.
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Wednesday, March 18 Anxiety and obsessive-compulsive disorders
Reading: Text, Chapter 4
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,
421-426.
*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.
Thursday, March 19 Anxiety disorders continued, Post-traumatic stress disorders
Group discussion: Chapter 2 of Crazy Like Us
Reading: Text, Chapter 5 (section on PTSD, pp. 119-127)
Watters, Crazy Like Us, Chapter 2 (The wave that brought PTSD to Sri Lanka)
The following items feature case studies that reveal the complexity of diagnosis and treatment:
*Morris, D. J. (2015, January 17). After PTDS, more trauma. New York Times (opinion pages)
*Hamilton, J. M. (2008). Culture bound anxiety disorder in adolescence: A case study. Journal of Child and
Adolescent Psychiatric Nursing, 21, 186-190.
*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.
Enrichment:
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.
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. (The first 3 pages of this article provide
additional description about the 2004 tsunami.)
Friday, March 20 Schizophrenia spectrum disorders
PM guest speaker: Margalea Warner (HEDGES in the Commons)
Reading: Text, Chapter 11
*Sanchez, M. (2014, April 30). Coming through individually. The Daily Iowan (brief article about Margalea Warner)
*Snyder, K. (2006). Kurt Snyder’s personal experience with schizophrenia. Schizophrenia Bulletin, 32, 209-211.
*Schizophrenia treatment personal accounts
*Longden, E. (2013, Sept./Oct.). Listening to voices. Scientific American Mind, 24(4).
Recommended: Special issue of Current Directions in Psychological Science (August, 2010)
Jobe, T. H., & Harrow, M. (2010). Schizophrenia course, long-term outcome, recovery, and prognosis. CDPS, 19,
220-225.
Hooley, J.M. (2010). Social factors in schizophrenia. CDPS, 19, 238-242.
Addington, J., Piskulic, D., & Marshall, C. (2010). Psychosocial treatments for schizophrenia. CDPS, 19, 260-263.
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)
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Monday, March 23 Schizophrenia continued, Cultural, legal, and ethical issues
Group discussion: Chapter 3 of Crazy Like Us
Reading: Text, Chapter 11
Watters, Crazy Like Us, Chapter 3 (Schizophrenia in Zanzibar)
Parker, C. (2014, July). Hallucinatory “voices” shaped by local culture, Stanford anthropologist says. Stanford
Report
*Seeman, M.V. (2008). Cross-cultural evaluation of maternal competence in a culturally diverse society. American
Journal of Psychiatry, 165, 565-568.
*McNamara, N. K., & Findling, R. L. (2008). Guns, adolescents, and mental illness. American Journal of Psychiatry,
165, 190-194.
Tuesday, March 24 Ben Rogers (9 AM: Guest Speaker in HEDGES): Community and Public Policy Issues
Somatic and stress disorders, dissociation
Reading: Text, Chapter 5 (pp. 130-145), Chapter 6
*Gilman, Charlotte Perkins. The yellow wallpaper
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.
Wednesday, March 25 Depressive disorders and bipolar disorders
Discussion: Medication, media, and medicalization
Reading: Text, Chapter 7
The following readings focus on the complexity of working with children with bipolar-like symptoms
*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
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).
Rabin, R. C. (2013, August). A glut of antidepressants (and response). New York Times.
Balt, S. (2014, June). Assessing and enhancing the effectiveness of antidepressants. Psychiatric Times.
Begley, S. (2010, January 29). The depressing news about antidepressants. 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.
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.
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.
Chen, I. (2008, Dec. 18). A clash of science and politics over PMS. New York Times.
Moynihan, R., & Cassels, A. (2005, October 17). A disease for every pill. The Nation, 281(12), pp. 22-25.
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.)
Recommended short video:
John Oliver (Last Week Tonight): Marketing to Doctors
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Thursday, March 26 Depression, bipolar disorders, and suicide
Group discussion: Chapter 4 of Crazy Like Us
Reading:
Text, Chapter 8
Watters, Crazy Like Us, Chapter 4 (Mega-marketing of depression in Japan)
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.
*Vitiello, B., & Pearson, J.L. (2008). A depressed adolescent at high risk of suicidal behavior. American Journal of
Psychiatry, 165, 323-328.
Osterwell, N. (2007, May 25). Simple screen improves suicide risk assessment. Psychiatric Times.
*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.
Friday, March 27
Test #1
Monday, March 30 Eating disorders and related problems
Group discussion: Anorexia in Asia (Crazy Like Us)
Reading: Text, Chapter 9
Watters, Crazy Like Us, Chapter 1 (The Rise of Anorexia in Hong Kong)
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.
Walsh, B. T. (2013). The enigmatic persistence of anorexia nervosa. American Journal of Psychiatry, 170, 477-484.
*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.
Borzekowski, D.L.G., Schenk, S., Wilson, J.L., & Peebles, R. (2010). E-Ana and e-Mia: A content analysis of proeating disorder web sites. American Journal of Public Health, 100, 1525-1534.
Harshbarger, J. L., Ahlers-Schmidt, C. R., Mayans, L., Mayans, D., & Hawkins, J. H. Pro-anorexia websites: What a
clinician should know. International Journal of Eating Disorders, 42, 367-370.
Tuesday, March 31
Personality disorders
Reading: Text, Chapter 14
Weston, C.G., & Riolo, S. A. (2007). Childhood and adolescent precursors to adult personality disorders. Psychiatric
Annals, 37, 114-120.
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.
Wednesday, April 1 Neurodevelopmental, childhood, and behavioral disorders
Reading: Text, Chapter 15
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.
Enrichment: Hamilton, S.S., & Armando, J. (2008). Oppositional defiant disorder. American Family Physician, 78,
861-866.
Fleischmann, A., & Miller, E. (2013). Online narratives by adults with ADHD who were diagnosed in adulthood.
Learning Disability Quarterly, 36, 47-60.
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Thursday, April 2 Neurocognitive problems
Reading: Text, Chapter 12
Friday, April 3
Sexuality, sexual problems, and gender dysphoria
PM Guest: Breanne Fahs, clinical psychologist and sexuality researcher (HEDGES in the Commons)
Reading: Text, Chapter 13 (exclude pp. 366-371 on the paraphilias)
Boskey, E. (2013, August). Sexuality in the DSM 5: Research, relevance, and reaction. Contemporary Sexuality, 47,
3-5.
Enrichment:
Fahs, B. (2014). ‘Freedom to’ and ‘freedom from’: A new vision for sex-positive politics. Sexualities, 17, 267-290.
Fahs, B. (2011). Performing sex. SUNY Press. (This book is available as an e-book and can be located by searching
the Cole Library catalogue.)
The following articles critique of the sexual problems as they relate to women:
McHugh, M. C. (2006). What do women want? A new view of women’s sexual problems. Sex Roles, 54, 361-369.
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.
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.
Monday, April 6 Substance issues; Ethical, legal, and social justice issues
Reading: Text, Chapters 10 and 16
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.
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.
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.
Tuesday, April 7
Review and catch up day
Student presentations of papers
Wednesday, April 8
Test #2