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PSYC 152 Syllabus
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Psychology 152
ABNORMAL PSYCHOLOGY
104 Allen House
T/W/Th 5:30 – 8:00
Instructor:
E-mail:
Office:
Lilya Sitnikov, B.A.
[email protected]
361 John Dewey Hall
Office Hours:
Tuesday 3:00 – 4:30 pm, or by appointment
Course Objectives
1.
This course is intended to Communicate excitement about the field of abnormal psychology,
particularly the challenges researchers and clinicians face in their search for the causes of
psychological disorders and ways to prevent and treat them.
2.
Consider issues related to defining abnormal behavior. Emphasis will be placed on historical and
cultural conceptualizations of abnormality.
3.
Discuss issues related to the diagnosis and classification of behavior problems in adults, including
the current DSM-IV multiaxial classification system and alternative approaches. Special
attention will be placed on the continuum between normal and pathological behavior.
4.
Provide up-to-date descriptive information about the symptoms, prevalence, risk factors, and
course for different adult psychological disorders.
5.
Introduce different theoretical perspectives on abnormal behavior. Students will develop an
understanding of the basic assumptions behind alternative models that attempt to explain
abnormal behavior. For each psychological disorder covered, students will examine the proposed
causes and treatments offered by each perspective. The value of an integrated approach will be
emphasized.
6.
Present current research using a variety of different scientific methodologies to study abnormal
behavior.
Textbooks
Required:
Nolen-Hoeksema, S. (2007). Abnormal Psychology (4th Edition). New York, NY: McGraw-Hill. (ISBN10: 0-07-322873-7; ISBN-13: 978-0-07-322873-0).
Textbook Description: Authored by award-winning teacher and noted researcher Susan Nolen-Hoeksema,
this text blends cutting-edge research in abnormal psychology with compassion for people who suffer
from psychological disorders. Capturing the excitement of major advances in biological and psychosocial
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research and treatment alternatives, Abnormal Psychology imparts a true enthusiasm for and appreciation
of scientific investigation. The author’s scientific and caring approach, combined with strong study tools,
has won accolades from instructors and students alike. The fourth edition reflects greater emphasis on
integrated approaches to abnormal psychology, a constant drive to make biological information clear to
students, and a stronger focus on empirical research and diversity.
*The MindMap CD-ROM is not required.
Optional:
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)
Class Format
The format of the course will include lectures, small group discussions, and active learning activities.
Questions, comments, and active class participation are encouraged. I expect students to come to
class with the readings for the assigned day completed, to listen attentively and respectfully, and to
contribute to in-class activities and discussions.
Course Requirements
Class Attendance and Participation (10 points):
Class attendance and participation includes attending all classes and demonstrating evidence of having
completed assigned readings through active and thoughtful involvement in class discussions. These are
not free points, and must be earned. Students who miss a class (unless due to extended illness) will lose 2
points per missed class. If students miss more than one class due to an extended illness, it is their
responsibility to contact the instructor to determine whether and how missed material can be made up.
Students who miss a class are responsible for contacting other students to obtain notes and other
materials. Please do not contact the instructor regarding these materials. You will also be held responsible
for any changes or additions to the syllabus, which are announced in class. There are virtually no
satisfactory excuses for missing an exam.
Please notify the instructor by the second class if you must miss class because of a religious
holiday. If you must miss class to observe a religious holiday, notify the instructor in advance
and arrangements can be made to get lecture notes.
All assignments are to be printed out before class and handed in during class. No emailed
assignments will be accepted. Thought Questions will not be accepted if they are turned in
late or if you are not in class. Late case studies will be deducted 2 points per day.
Readings and Thought Questions (25 points):
Assigned chapters and articles are listed on the course schedule. Articles assigned for this course are
available on Blackboard. Lectures will relate to the topics in the text, but add something to it (e.g., review
of main concepts, case examples, patient videos, relevant research findings, discussion of controversial
issues, etc.). Thus, I expect students to come to class with the readings for the assigned day completed, to
listen attentively and respectfully, and to contribute to in-class activities and discussions.
Before each class for which there is an article assigned, compose three questions or comments that came
up for you after doing the readings. These questions or comments should show me that you’ve read the
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article and thought about it critically. They should be thoughtful and encourage discussion or further
reading. They should be typed and approximately 2 double space or 1 single space in length. You are
required to submit these questions at the end of class and might occasionally be asked to share them with
your peers. You are required to submit 5 of these papers for 5 points each. You may also choose to submit
an extra paper for 5 extra credit points.
Case Study Presentations (25 points)
Each student will be assigned one case study on a specific DSM –V-TR disorder. Each student will be
responsible for (a) presenting that case study to the class using a power-point presentation (20 minutes)
and (b) then facilitating a structured discussion regarding the case study (10-15 minutes). The case study
presentations will be assigned on the second day of class. The case study presentations will occur on the
class date during which the relevant topic is covered.
Your presentation should address the following questions:
Symptoms (5 points): What major symptoms of the disorders are evident in the case study? ( 5 points)
Etiology (5 points): What is the etiology of this disorder; what is the contribution of genetics, parenting,
cultural influences, environmental stressors, etc? (5 points)
Prognosis (5 points): What is the prognosis for this disorder? (5 points)
Treatment (5 points): Is treatment helpful for this disorder? If so, what kind? therapy or medication?
what types of medication? (5 points)
Facilitating Discussion (5 points): Following your case presentation you should be prepared to facilitate
a structured discussion about the case study; you might find it helpful to prepare 2-3 thought questions,
such as a) controversies regarding treatment, diagnosis, or assessment; b) case aspects that may impact
treatment decisions, c) ethnical, cultural or other important considerations.
Case Studies (40 points):
There will be two case study write-ups during the semester, each worth 20 points. Given a detailed
description of a client, you will hypothesize about possible diagnoses, support these hypotheses with
information on diagnostic criteria, and address issues of prevention and treatment.
Symptoms (5 points): What major symptoms of the disorders are present and led you to the diagnosis?
Etiology (5 points): What is the etiology of this disorder; what is the contribution of genetics, parenting,
cultural influences, environmental stressors, etc? (5 points)
Prognosis (5 points): What is the prognosis for this disorder? (5 points)
Treatment (5 points): Is treatment helpful for this disorder? If so, what kind? therapy or medication?
what types of medication? (5 points)
Grades
Grades will be posted on Blackboard as soon as they are available: http://bb.uvm.edu
Login using your UVM NetID and password (same as your UVM email username and password) and
click on this course.
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Final grades will be calculated using the following formula:
Final Grade =
Class attendance and participation (=up to 10 points) + thought questions (= up to 25 points) + case study
presentation (up to 25 points) + case studies (up to 40 points) + extra credit points (= up to 5 points for
extra thought question assignment)
The following scale will be used to determine your final letter grade:
A-Range
B-Range
C-Range
D-Range
100
89 - 87 B+
79 - 77 C+
69 - 67 D+
99 - 94 A
86 - 84 B
76 - 74 C
66 - 64 D
93 - 90 A-
83 - 80 B-
73 - 70 C-
63 - 60 D-
A+
59 and below F
Extra Help
If you are concerned about your performance in the class, immediately see the instructor and develop a
plan to improve. Coming to me after the class is over will not result in a grade change. Grades will be
changed only if a mistake was made in the grading of exams or the recording of grades. Help is available
to you during the course in the form of my office hours or by making an appointment with me. I can help
you with how and what to study. If you do not take advantage of this assistance, do not expect a
sympathetic hearing when the course is over.
Classroom Environment
This course will uphold the University of Vermont’s Classroom Code of Conduct and Policy on
Academic Honesty (Source: 2008 – 2009 University of Vermont Official Catalogue).
University of Vermont Classroom Code of Conduct:
Faculty and students will at all times conduct themselves in a manner that serves to maintain, promote,
and enhance the high quality academic environment befitting the University of Vermont. To this end, it is
expected that all members of the learning community will adhere to the following guidelines:
1. Faculty and students will attend all regularly scheduled classes, except for those occasions
warranting an excused absence under the University Attendance Policy (e.g., religious, athletic,
and medical).
2. Students and faculty will arrive prepared for class and on time, and they will remain in class until
the class is dismissed.
3. Faculty and students will treat all members of the learning community with respect. Toward this
end, they will promote academic discourse and the free exchange of ideas by listening with civil
attention to comments made by all individuals.
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4. Students and faculty will maintain an appropriate academic climate by refraining from all actions
that disrupt the learning environment (e.g., making noise, ostentatiously not paying attention, and
leaving and reentering the classroom inappropriately). (Please turn your cell phones off).
(Excerpts from the) University of Vermont Policy on Academic Honesty:
Academic dishonesty or an offense against academic honesty includes acts that may subvert or
compromise the integrity of the educational process. Such acts are serious offenses that insult the
integrity of the entire academic community. Offenses against academic honesty are any acts that would
have the effect of unfairly promoting or enhancing one’s academic standing within the entire community
of learners which includes, but is not limited to, the faculty and students of the University of Vermont.
Academic dishonesty includes knowingly permitting or assisting any person in the committing an act of
academic dishonesty.
Examples of academic dishonesty include: Communicating in any manner with other students during an
examination; copying or giving aid during an examination; bringing notes or aids to an examination;
possessing or providing to another person an examination or portions of an examination prior to or
subsequent to the administration of the examination without the authorization of the instructor; and
substituting for, arranging for substitution by another student, or otherwise representing oneself as another
person during an examination session or comparable circumstance.
Special Accommodations and ACCESS
If you believe that there is anything that the instructor needs to know that might improve your learning
environment in this class, please contact Dr. Rohan by phone, or in person, as soon as possible.
UVM, through its ACESSS office, provides accommodation, consultation, collaboration and education
support services to students with disabilities. To contact the ACCESS office, go to:
http://www.uvm.edu/access/; email them at [email protected]; or call at 656-7753. If you need specific
accommodations in this class, please bring a letter from ACCESS to the instructor within the first 3 weeks
of class so that we can make appropriate arrangements.
University of Vermont Summer, 2009 TENTATIVE SCHEDULE OF TOPICS, READINGS, ESSAY ASSIGNMENTS, & EXAMS
(Subject to change at instructor’s discretion. Changes will be announced in class. You are responsible
for knowing what changes have been made.)
WEEK
DATES
TOPICS
5/19
1. Course Introduction
2. Syllabus Overview
5/20
1. Defining Abnormal
Behavior
2. Historical Perspectives
Theoretical Perspectives
on Abnormal Behavior
1
5/21
5/27
1. Clinical Assessment,
Classification,
Diagnosis
2. Research Methods
Anxiety Disorders
5/28
Mood Disorders
6/2
Eating Disorders
6/3
Schizophrenia
6/4
Dissociative Disorders
5/26
READINGS (To be completed
before class)
ASSIGMENTS
Chapter 1
1. Chapter 2
2. Szasz, T.S. (1960). The myth
of mental illness. American
Psychologist, 15, 113-118.
1. Chapter 3
2. Rosenhan, D.L. (1973). On
being sane in insane places.
Science, 179, 250-258.
Thought
questions
assignment #1
Thought
questions
assignment #2
Chapter 7
2
3
1. Chapter 10
2. Nesse, R. M. (2000). Is
depression an adaptation?
Archives of General
Psychiatry, 57, 14-20.
1. Chapter 15
2. Fairburn, C. G. (2005).
Evidence-Based Treatment of
Anorexia Nervosa.
International Journal of Eating
Disorders, 37, 26-30.
Chapter 11
1. Chapter 8 (p. 281-293)
2. Spanos, N.P. (1994). Multiple
identity enactments and
multiple personality disorder:
A sociocognitive perspective.
Psychological Bulletin, 116,
143-165.
Thought
questions
assignment #3
1. Thought
questions
assignment #4
2. Case Study #1
Assigned
1. Case Study #1
Due
2. Case Study #2
Assigned
3. Thought
questions
assignment #5
University of Vermont Summer, 2009 6/9
1. Personality Disorders
2. Psychopathy
6/10
Substance Related
Disorders and
4
6/11
Sexual & Gender
Identity Disorders
1. Chapter 12
2. Hare, R. D. (2001).
Psychopaths and their nature:
Some implications for
understanding human
predatory violence. In A.
Raine, & J. Sanmartin, (Eds.),
Violence & psychopathy (pp.
5–34). New York: Kluwer
Academic/Plenum Publishers.
Chapter 17
Chapter 16
Thought
questions
assignment #6
Case Study 2
Due