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Adult Psychopathology
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ADULT PSYCHOPATHOLOGY
(PSYC 355; Psychopathology II)
Fall 2009
Instructor:
Phone:
E-mail:
Office:
Kelly Rohan, Ph.D.
(802) 656-0798
[email protected]
224 John Dewey Hall
Meeting Time:
Classroom:
Office Hours:
Wednesdays 9:35 a – 12:35 p
238 John Dewey Hall
Mon. 1:00 – 3:00 pm,
by appointment, or any
time the door is open
I. Course Description and Goals
Using a scientific approach to psychopathology, this course will review concepts, theory,
controversies, and research in adult psychopathology. The course will emphasize
descriptive psychopathology (see definition below) and issues of etiology rather than
treatment. The focus is not on memorizing diagnostic criteria. Instead, the content of
this course is designed to foster a sophisticated understanding of adult psychopathology
and an ability to think clearly and critically about contemporary issues in the field.
Students are expected to master ideas and concepts that they will apply now and in the
future to be both educated consumers of psychopathology research and critical readers
of our diagnostic system. Students should also be able to apply what they learn in this
course to how they conceptualize individual clinical cases and to their own research.
Objectives for the course include an increased understanding of and the ability to
critically evaluate:
a. Definitions and diagnostic systems for adult psychological problems.
b. Descriptive psychopathology (e.g. phenomenology, epidemiology, risk factors,
and course of the disorder).
c. Theoretical models for the onset and maintenance etiology of adult psychological
problems.
d. Issues of diversity across gender, culture, and race as they pertain to adult
psychopathology.
e. The empirical literature on adult psychopathology.
II. Required Texts and Selected Readings
American Psychiatric Association (2000). Diagnostic and Statistical Manual of Mental
Disorders (4th Edition Text Revision). Washington, DC: American Psychiatric
Press, Inc. (ISBN 0-89042-061-0)
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Craighead, W. E., Miklowitz, D. J., & Craighead, L. W. (2008). Psychopathology:
History, Diagnosis, and Empirical Foundations. John Wiley & Sons: Hoboken,
NJ. (ISBN 978-0-471-76861)
(This is one of the first psychopathology textbooks designed specifically for clinical
psychology graduate students. The chapters provide in-depth information about
common psychological problems and disorders. The chapter authors, who are active
researchers in their respective areas of specialization, highlight challenges to traditional
assumptions and theories for the featured psychological disorder. Please skip or skim
the parts of each chapter pertaining to interventions).
Additional selected readings will be assigned for each topic area. These readings will
supplement the breath of the textbook readings with an in-depth look at recently
published reviews, chapters, meta-analyses, and studies in the literature. The selected
readings will include both theoretical papers and cutting-edge experimental
psychopathology studies. Additional readings for each topic will be made available to
students at least 1 week before the scheduled class meeting. If available, PDF copies
of readings will be emailed to students. Otherwise, a master copy of the readings will
be placed in 208 Dewey for students to photocopy.
III. Course Format
A combination of didactic lecture and seminar formats will be employed during our class
meetings. Accordingly, some of our class time will be devoted to informal lecture (with
questions and comments welcome) and some class time will consist of seminar
discussion. Each student will also have the opportunity to give a formal in-class
presentation, as described below.
IV. Class Participation and Attendance
The course, as a whole, will be interactive, and its success is dependent upon active
preparation, involvement, and discussion by the students. Given that a large portion of
this course will be taught in seminar format, students are expected to complete the
assigned readings and to come to class prepared to discuss them. Students will be
asked to respond to questions that have arisen from the readings. This is your
opportunity to share your reactions and thoughts about the readings. Students are
expected to attend all class meetings and to participate fully.
If a student must miss a class meeting due to an illness, emergency, or Departmentapproved travel; he or she should contact Dr. Rohan in advance. If a student misses a
class meeting, he or she should compose a reflection paper that demonstrates critical
thinking and integration across the various readings assigned for the missed class as
well as a discussion question (see below). Reflection papers should be no more than 3
double-spaced, typed pages in length, and submitted in hard copy to Dr. Rohan by no
later than the next class meeting. Extensions on assignments will be permitted only in
the case of a documented medical or family emergency with the period of extension
determined on a case-by-case basis.
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V. Discussion Questions
Each student will write at least one thought-provoking discussion question based on the
readings in preparation for each class meeting. Discussion questions should integrate
across various readings for each week (or even across weeks) and should not focus on
treatment. Each student should email a discussion question to Dr. Rohan and to the
rest of the class no later than 4:00 pm on the day before each class meeting.
VI. Examinations
There will be two examinations: a mid-term and a final. Both examinations will consist
of take-home essay questions. The questions will be distributed 1 week before the
exam answers are due. Students will have 1 week to compose short (i.e., no more than
5-6 double-spaced, typed pages using 12-point font for each question) responses to 2-3
essay questions covering the course content. Some questions will require thoughtful
integration across the various reading assignments and seminar discussions. The
exams are open-book, but must be completed alone. Each student should write the
student ID number (i.e., full 950#) on the back of the last page of the essays so that
exams can be evaluated blind to identity. The final exam will be cumulative. Submit a
hard copy of your answers, not an email attachment.
VII. In-Class Presentation
Each student will give an in-class presentation and lead a discussion on a disorder or
important construct in adult psychopathology for approximately 60 minutes (45 minutes
of lecture and 15 minutes of seminar discussion). The presenting student should
prepare a Power Point presentation and several questions to stimulate discussion.
Your presentations should cover a description of the condition of interest, symptoms,
epidemiology, diversity issues, risk factors, course, theories of etiology, and important
issues (areas of controversy, recent lines of research), but should not focus on
treatment.
At least 1-week prior to the presentation, the presenting student should provide the
other students and Dr. Rohan with 1-2 representative readings on the topic (e.g., a
chapter or review that summarizes important issues) and a more comprehensive
reference list. At the time of presentation, the presenter should distribute an outline or a
Power Point handout of the presentation material. Potential topics are relatively open,
but should not focus on a major disorder covered in this course. Students should
discuss their topic choices with Dr. Rohan by no later than our second class meeting
and obtain her approval for a specific topic selection. Possible topics include: anxiety
sensitivity construct, trichotillomania, premenstrual dysphoric disorder, postpartum
depression, body dysmorphic disorder, schizoaffective disorder, factitious disorder,
dissociative fugue, one of the sexual disorders, etc. As soon as topics are selected, we
will incorporate the presentations into our class schedule.
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VIII. Student Evaluation
Points earned in each domain will be summed to determine the final course grade. You
will be most satisfied with your grade if you work hard and consistently from week to
week by learning as much as you can from the readings, participating in the class
discussions, composing a thoughtful discussion question, and selecting and presenting
your topic of interest. This method will pay off with systematic accrual of points.
100 - 94 A
93 - 90 A-
89 - 87 B+
86 - 84 B
83 - 80 B-
Component
79 - 77 C+
76 - 74 C
73 - 70 C-
69 - 67 D+
66 - 64 D
63 - 60 D-
59 and below F
Potential Points
Class Participation*
30
In-Class Presentation
20
Examinations
Mid-Term Exam
Final Exam
50
(25)
(25)
Total
100
*Class participation will be based on your contributions to the class discussions and
your written discussion questions.
IX. Feedback
Students will receive written feedback on their performance at specified times
throughout the course. Personalized feedback memorandums will be provided
subsequent to the in-class presentation to comment on the content and style of these
presentations. At mid-term, each student will receive more general feedback regarding
the quality of class participation as well as a summary of grades to date. All feedback is
meant to be constructive and helpful. Students should see Dr. Rohan with any
questions or to review their progress in person.
X. Course Evaluations
Dr. Rohan likes receiving feedback even more than she likes giving it. Completed
course evaluations and informal discussions and/or emails about how her course may
be improved are always welcome and appreciated!
XI. Special Needs
Any student who has a need for accommodation based on the impact of a disability
should contact Dr. Rohan as soon as possible to discuss the specific situation.
Adult Psychopathology
Students who believe that there is something Dr. Rohan needs to know that might
improve the learning environment in the classroom should contact her as soon as
possible.
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Adult Psychopathology
XI. Class Schedule and Critical Dates
Class Date
Topic
September 2
Course Introduction
September 9
Classification, Conceptual Issues, Culture, Role of Theory
*Finalize Presentation Topic
September 16
Anxiety Disorders: Panic Disorder and Specific Phobias
September 23
Anxiety Disorders: Post-Traumatic Stress Disorder and ObsessiveCompulsive Disorder
September 30
Anxiety Disorders: Generalized Anxiety Disorder and Social Anxiety
Disorder
October 7
Mood Disorders: Phenomenology, Subtypes, Course, Epidemiology,
Suicide
October 14
No Class—Kelly is away
October 21
Mood Disorders: Unipolar Depression
October 28
Mood Disorders: Bipolar Disorder and Seasonal Affective Disorder
*Mid-Term Questions Distributed
November 4
Eating Disorders: Anorexia Nervosa, Bulimia Nervosa, Binge Eating
Disorder
*Mid-Term Exam Due (submit hard copy no later than class time)
November 11
Personality Disorders
November 18
Schizophrenia and Psychotic Disorders
November 25
No class—Thanksgiving Recess
December 2
Substance-Related Disorders
December 9
Dissociative Disorders: Amnesia, Dissociative Identity Disorder,
Depersonalization, Fugue
Somatoform Disorders: Hypochondriasis, Somatization Disorder,
Conversion Disorder, Body Dysmorphic Disorder
Sexual Disorders and Dysfunctions
*Final Exam Questions Distributed
(December 16)
(No Class)
*Final Exam Due (submit hard copy by 4:00 pm to Dr. Rohan’s box)
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Adult Psychopathology
Reading Assignments
Classification, Conceptual Issues, Culture, Role of Theory
Textbook Chapters:
In DSM-IV-TR: pp. xxiii-xxxvii; 1-37
In Craighead, Miklowitz, & Craighead (2008): Chapter 1: Lilienfeld & Landfield, Issues in
diagnosis: Categorical vs. dimensional (pp. 1-33).
Additional Readings:
Hwang, W.-C., Myers, H. F., Abe-Kim, J., & Ting, J. Y. (2008). A conceptual paradigm for
understanding culture's impact on mental health: The cultural influences on mental
health (CIMH) model. Clinical Psychology Review, 28, 211–227
Maddux, J. E., Gosselin, J. T., & Winstead, B. A. (2005). Chapter 1: Conceptions of
psychopathology: A social constructionist perspective. (pp. 3-18). In J. E. Maddux & B.
A. Winstead (Eds.), Psychopathology: Foundations for a contemporary understanding.
Mahwah, NJ: Lawrence Earlbaum Associates, Inc.
Winstead, B. A., & Sanchez, J. (2005). Chapter 3: Gender and psychopathology. (pp. 39-61).
In J. E. Maddux & B. A. Winstead (Eds.), Psychopathology: Foundations for a
contemporary understanding. Mahwah, NJ: Lawrence Earlbaum Associates, Inc.
Widiger, T. A. (2005). Chapter 4: Classification and diagnosis: Historical development and
contemporary issues. (pp. 63-83). In J. E. Maddux & B. A. Winstead (Eds.),
Psychopathology: Foundations for a contemporary understanding. Mahwah, NJ:
Lawrence Earlbaum Associates, Inc.
Anxiety Disorders: Panic Disorder and Specific Phobias
Textbook Chapters:
In DSM-IV-TR: pp. 429-443 (panic) and pp. 443-450 (specific phobias)
In Craighead, Miklowitz, & Craighead (2008): Chapter 4: Arch & Craske, Panic disorder. (pp.
115-158).
Additional Readings:
Bouton, M. E., Mineka, S., & Barlow, D. H. (2001). A modern learning theory perspective on
the etiology of panic disorder. Psychological Review, 108, 4-32.
Casey, L. M., Oei, T. P. S., & Newcombe, P. A. (2004). An integrated cognitive model of
panic disorder. Clinical Psychology Review, 24, 529-555.
Field, A.P. (2006). Is conditioning a useful framework for understanding the development and
treatment of phobias? Clinical Psychology Review, 26, 857-875.
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Adult Psychopathology
Anxiety Disorders: Post-Traumatic Stress Disorder and Obsessive-Compulsive
Disorder
Textbook Chapters:
In DSM-IV-TR: pp. 456-463 (OCD) and pp. 463-472 (PTSD).
In Craighead, Miklowitz, & Craighead (2008): Chapter 7: Resick, Monson, & Rizvi,
Posttraumatic stress disorder. (pp. 234-278).
In Craighead, Miklowitz, & Craighead (2008): Chapter 5: Abramowitz, Obsessive-compulsive
disorder. (pp. 159-197).
Additional Readings:
Brewin, C. R., & Holmes, E. A. (2003). Psychological theories of posttraumatic stress
disorder. Clinical Psychology Review, 23, 339-376.
Doron, G. & Kyrios, M. (2005). Obsessive-compulsive disorder: A review of possible specific
internal representations within a broader cognitive theory. Clinical Psychology Review,
25, 415-432.
Elwood, L. S., Hahn, K. S., Olatunji, B. O., & Williams, N. L. (2009). Cognitive vulnerabilities
to the development of PTSD: A review of four vulnerabilities and the proposal of an
integrative vulnerability model. Clinical Psychology Review, 29, 87-100.
McKay, D., Abramowitz, J. S., Calamari, J. E., Kyrios, M, Radomsky, A. Sookman, D., Taylor,
S., & Sabine, W. (2004). A critical evaluation of obsessive-compulsive disorder
subtypes: Symptoms versus mechanisms. Clinical Psychology Review, 24, 283-313.
Salkovskis, P. M., Thorpe, S. J., Wahl, K., Wroe, A. L., & Forrester, E. (2003). Neutralizing
increases discomfort associated with obsessional thoughts: An experimental study
with obsessional patients. Journal of Abnormal Psychology, 112, 709-715.
Anxiety Disorders: Generalized Anxiety Disorder and Social Anxiety Disorder
Textbook Chapters:
In DSM-IV-TR: pp. 450-455 (social anxiety) and pp. 472-484 (GAD).
In Craighead, Miklowitz, & Craighead (2008): Chapter 3: Rowa & Antony, Generalized
anxiety disorder. (pp. 78-114).
In Craighead, Miklowitz, & Craighead (2008): Chapter 6: Roth Ledley, Erwin, & Heimberg,
Social anxiety disorder. (pp. 198-233).
Additional Readings:
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Adult Psychopathology
Borkovec, T. D., Alcaine, O. M., & Behar, E. (2004). Avoidance theory of worry and
generalized anxiety disorder. (pp. 77-108). In R. G. Heimberg, C. L. Turk, & D. S.
Mennin (Eds.), Generalized anxiety disorder: Advances in research and practice. New
York: Guilford.
Hofmann, S. G, Heinrichs, N., & Moscovitch, D. A. (2004). The nature and expression of
social phobia: Towards a new classification. Clinical Psychology Review, 24, 769-797.
Turk, C. L., Heimberg, R. G., & Luterek, J. A. (2005). Emotional dysregulation in generalized
anxiety disorder: A comparison with social anxiety disorder. Cognitive Therapy and
Research, 29, 89-106.
Turk, C. L., Lerner, J., Heimberg, R. G., & Rapee, R. M. (2001). An integrated cognitivebehavioral model of social anxiety. (pp. 281-303). In S. G. Hofman & P. M. Bibartolo
(Eds.), From social anxiety to social phobia: Multiple perspectives. Needham Heights,
MA: Allyn & Bacon.
Wells, A., & Carter, K. (2001). Further tests of a cognitive model of generalized anxiety
disorder: Metacognitions and worry in GAD, panic disorder, social phobia, depression,
and nonpatients. Behavior Therapy, 32, 85-102.
Mood Disorders: Phenomenology, Subtypes, Course, Epidemiology, Suicide
Textbook Chapters:
In DSM-IV-TR: pp. 345-428.
In Craighead, Miklowitz, & Craighead (2008): Chapter 8: Craighead, Ritschel, Arnarson, &
Gillespie, Major depressive disorder. (pp. 279-328).
In Craighead, Miklowitz, & Craighead (2008): Chapter 9: Klein, Dysthymia and chronic
depression. (pp. 329-365).
Additional Readings:
Bouland, R. J. & Keller, M. B. (2002). Course and outcome of depression. (pp. 43-60). In I. H.
Gotlib & C. L. Hammen (Eds.), Handbook of depression. New York: Guilford Press.
Burcusa, S. L., & Iacono, W. G. (2007). Risk for recurrence in depression. Clinical
Psychology Review, 27, 959-985. (NOTE: read up to mid-page 971; stop at the
header, “4. Psychological and psychosocial risk factors for recurrence”).
Shankman, S. A., & Klein, D. N. (2003). The relation between depression and anxiety: An
evaluation of the tripartite, approach-withdrawal, and valence-arousal models. Clinical
Psychology Review, 23, 605-637.
Sprock, J., & Yoder, C.Y. (1997). Women and depression: An update on the report of the
APA task force. Sex Roles, 36, 269-303.
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The following epidemiological report is provided for your reference only (do not expect you to
read for class):
Kessler, R. C., Berglund, P., Demler, O., Jin, R., Koretz, D., Merikangas, K. R., Rush, A. J.,
Walters, E. E., Wang, P. S. (2003). The epidemiology of Major Depressive Disorder:
Results from the National Comorbidity Survey Replication (NCS-R). JAMA, 289, 30953105.
Mood Disorders: Unipolar Depression
Beck, A. T., Rush, A. J., Shaw, B. F., & Emery, B. (1979). An overview. (pp. 8-20). Cognitive
therapy of depression. New York: Guilford Press. (NOTE: The specified pages
present an overview of the cognitive model of depression).
Burcusa, S. L., & Iacono, W. G. (2007). Risk for recurrence in depression. Clinical
Psychology Review, 27, 959-985. (NOTE: read from mid-page 971 on; starting at the
header, “4. Psychological and psychosocial risk factors for recurrence”).
Hammen, C. (2005). Stress and depression. Annual Review of Clinical Psychology, 1, 293319.
Ferster, C. B. (1973). A functional analysis of depression. American Psychologist, 28, 857870.
Joiner, T. E. Jr. (2002). Depression in its interpersonal context. (pp. 295-313). In I. H. Gotlib &
C. L. Hammen (Eds.), Handbook of depression. New York: Guilford Press.
Scher, C. D., Ingram, R. E., & Segal, Z. V. (2005). Cognitive reactivity and vulnerability:
Empirical evaluation of construct activation and cognitive diathesis in unipolar
depression. Clinical Psychology Review, 25, 487-510.
Thase, M. E. (2002). Biological aspects of depression. (pp. 192-218). In I. H. Gotlib & C. L.
Hammen (Eds.), Handbook of depression. New York: Guilford Press.
Mood Disorders: Bipolar Disorder and Seasonal Affective Disorder
Textbook Chapters:
In Craighead, Miklowitz, & Craighead (2008): Chapter 10: Miklowitz & Johnson, Bipolar
disorder. (pp. 366-401).
Additional Readings:
Alloy, L. B., Abramson, L. Y., Urosevic, S., Walshaw, P. D., Nusslock, R., & Neeren, A. M.
(2005). The psychosocial context of bipolar disorder: Environmental, cognitive, and
developmental risk factors. Clinical Psychology Review, 25, 1043-1075.
Cueller, A. K., Johnson, S. L., & Winters, R. (2005). Distinctions between unipolar and bipolar
depression. Clinical Psychology Review, 25, 307-339.
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Adult Psychopathology
Newman, C. F., Leahy, R. L., Beck, A. T., Reilly-Harrington, N. A., & Gyulai, L. (2002).
Chapter 1: Bipolar disorder: Diagnostic, epidemiologic, etiologic, and prognostic issues
(pp. 3-23). Bipolar disorder. Washington, DC: American Psychological Association.
Rohan, K. J., Roecklein, K. A., & Haaga, D. A. F. (2009). Biological and psychological
mechanisms of seasonal affective disorder: A review and integration. Current
Psychiatry Reviews, 5, 37-47.
Eating Disorders: Anorexia Nervosa, Bulimia Nervosa, Binge Eating Disorder
Textbook Chapters:
In DSM-IV-TR: pp. 583-595; 785-787.
In Craighead, Miklowitz, & Craighead (2008): Chapter 12: Craighead & Smith, Eating
disorders: Bulimia nervosa and binge eating. (pp. 435-466).
In Craighead, Miklowitz, & Craighead (2008): Chapter 13: Lock & Kirz, Eating disorders:
Anorexia nervosa. (pp. 467-494).
Additional Readings:
Fairburn, C. G., Cooper, Z., & Shafran, R. (2003). Cognitive behaviour therapy for eating
disorders: A “transdiagnostic” theory and treatment. Behaviour Research and Therapy,
41, 509-528.
Keel, P. K., & Klump, K. L. (2003). Are eating disorders culture-bound syndromes?:
Implications for conceptualizing their etiology. Psychological Bulletin, 129, 747-769.
Stice, E. (2002). Risk and maintenance factors for eating pathology: A meta-analytic review.
Psychological Bulletin, 128, 825-848.
Personality Disorders
Textbook Chapters:
In DSM-IV-TR: pp. 685-; 785-729.
In Craighead, Miklowitz, & Craighead (2008): Chapter 17: Vitale & Newman, Psychopathy as
psychopathology: Key developments in etiology, assessment, and treatment. (pp. 565597).
In Craighead, Miklowitz, & Craighead (2008): Chapter 18: Hooley & Germain, Borderline
personality disorder. (pp. 598-630).
Additional Readings:
Cale, E. M., & Lilienfield, S. O. (2002). Sex differences in psychopathy and antisocial
personality disorder: A review and integration. Clinical Psychology Review, 22, 11791207.
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Adult Psychopathology
Coker, L. A., & Widiger, T. A. (2005). Personality disorders. (pp. 201-227). In J. E. Maddux &
B. A. Winstead (Eds.), Psychopathology: Foundations for a contemporary
understanding. Mahwah, NJ: Lawrence Earlbaum Associates, Inc.
Haslam, N. (2003). The dimensional view of personality disorders: A review of the taxometric
evidence. Clinical Psychology Review, 23, 75-93.
Skodol, A. E. et al. (2005). Dimensional representations of DSM-IV personality disorders:
Relationships to functional impairment. American Journal of Psychiatry, 162, 19191925.
Trull, T. J., & Durrett, C. A. (2005). Categorical and dimensional models of personality
disorder. Annual Review of Clinical Psychology, 1, 355-380.
The following epidemiological report is provided for your reference only (do not expect you to
read for class):
Grant, B. F., Hasin, D. S., Stinson, F. S., Dawson, D. A., Chou, S. P., Ruan, W. J., &
Pickering, R. (2004). Prevalence, correlates, and disability of personality disorders in
the United States: Results from the National Epidemiologic Survey on Alcohol and
Related Conditions. Journal of Clinical Psychiatry, 65, 948-958.
Schizophrenia
Textbook Chapters:
In DSM-IV-TR: pp. 297-343.
In Craighead, Miklowitz, & Craighead (2008): Chapter 11: Walker, Mittal, Tessner, &
Trotman, Schizophrenia and the psychotic spectrum. (pp. 402-434).
Additional Readings:
Beck, A. T., & Rector, N. A. (2005). Cognitive approaches to schizophrenia: Theory and
therapy. Annual Review of Clinical Psychology, 1, 577-606.
López, S. R., Hipke, K. N., Polo, A. J., Jenkins, J. H., Karno, M., Vaughn, C., & Snyder, K. S.
(2004). Ethnicity, expressed emotions, attributions, and course of schizophrenia:
Family warmth matters. Journal of Abnormal Psychology, 113, 428-439.
Reichenberg, A., Rieckmann, N., & Harvey, P. D. (2005). Stability in schizophrenia symptoms
over time: Findings from the Mount Sinai Pilgrim Psychiatric Center Longitudinal
Study. Journal of Abnormal Psychology, 114, 363-372.
Rosenfarb, I. S., Bellack, A. S., Aziz, N., Kratz, K. M., & Sayers, S. (2004). Race, family
interactions, and patient stabilization in schizophrenia. Journal of Abnormal
Psychology, 113, 109-115.
Substance-Related Disorders
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Adult Psychopathology
Textbook Chapters:
In DSM-IV-TR: pp. 191-295.
In Craighead, Miklowitz, & Craighead (2008): Chapter 14: Ray, Hutchinson, & Hauser,
Alcohol use disorders: History, theory, and diagnosis. (pp. 495-523).
Additional Readings:
Chassin, L., Flora, D. B., & King, K. M. (2004). Trajectories of alcohol and drug use and
dependence from adolescence to adulthood: The effects of familial alcoholism and
personality. Journal of Abnormal Psychology,113, 483-498.
Higgins, S. T., Heil, S. H., & Lussier, J. P. (2004). Clinical implications of reinforcement as a
determinant of substance use disorders. Annual Review of Psychology, 55, 431-461.
Holahan, C. J., Moos, R. H., Holahan, C. K., Cronkite, R. C., Randall, P. K. (2003). Drinking
to cope and alcohol use and abuse in unipolar depression: A 10-year model. Journal
of Abnormal Psychology, 112, 159-165.
Nolen-Hoeksema, S. (2004). Gender differences in risk factors and consequences for alcohol
use and problems. Clinical Psychology Review, 981-1010.
Sher, K. J., Grekin, E. R., & Williams, N. A. (2005). The development of alcohol use
disorders. Annual Review of Clinical Psychology. 1, 493-523.
Dissociative Disorders
Textbook Chapters:
In DSM-IV-TR: pp. 519-533.
Additional Readings:
Elzinga, B. M., Phaf, R. H., Ardon, A. M., & van Dyck, R. (2003). Directed forgetting between,
but not within, dissociative personality states. Journal of Abnormal Psychology, 112,
237-243.
Gleaves, D. H., & May, M. C. (2001). An examination of the diagnostic validity of dissociative
identity disorder. Clinical Psychology Review, 21, 577-608.
Huntjens, R. J. C., Postma, A., Peters, M. L., Woertman, L., & van der Hart, O. (2003).
Interidentity amnesia for neutral, episodic information in dissociative identity disorder.
Journal of Abnormal Psychology, 112, 290-297.
Kihlstrom, J. F. (2005). Dissociative disorders. Annual Review of Clinical Psychology, 1, 227253.
Merckelbach, H., Devilly, G. J., & Rassin, E. (2002). Alters in dissociative identity disorder:
Metaphors or genuine entities? Clinical Psychology Review, 22, 481-497.
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Adult Psychopathology
Somatoform Disorders
Sexual Disorders and Dysfunctions
Textbook Chapters:
In DSM-IV-TR: pp. 485-517 and pp. 535-582.
In Craighead, Miklowitz, & Craighead (2008): Chapter 16: Meston & Rellini, Sexual
dysfunctions. (pp. 544-564).
Additional Readings:
Brown, R. J. (2004). Psychological mechanisms of medically unexplained symptoms: An
integrative conceptual model. Psychological Bulletin, 130, 793-812.
Eifert, G. H., & Zvolensky, M. J. (2005). Somatoform disorders. (pp. 281-300). In J. E.
Maddux & B. A. Winstead (Eds.), Psychopathology: Foundations for a contemporary
understanding. Mahwah, NJ: Lawrence Earlbaum Associates, Inc.
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