Download ABNORMAL PSYCHOLOGY - PSYC. 303 (1) 2013 SPRING Class

ABNORMAL PSYCHOLOGY - PSYC. 303 (1)
2013 SPRING
Class Meeting Location
Class Meeting Times
ENG 120
MN B2,WE B2
Instructor
Office Hours
Office Location
Office Phone
Email
Web Address
BANU ÇANKAYA
Number of Credits
ETCS Credit
Prerequisites
Language
3
5
PSYC. 305 or consent of the instructor
English
Assistant
HANNAH BECKMANN ([email protected])
SOS 262
1894
[email protected]
Course Description
The major objective of this course is to introduce students to the study of psychological disorders. In
doing so, the course will involve a critical evaluation of conceptual, theoretical and empirical bases of
current approaches to abnormal behavior, and will aim to cover the symptomatology and course of
major psychological disorders based on the Diagnostic and Statistical Manual for Mental Disorders
(DSM-IV-TR; APA, 1994), the epidemiology, case conceptualization based on empirically supported
and widely applied etiological approaches, and treatment planning.
Course Objectives
The objectives include gaining knowledge about, and being able to critically evaluate: 1) the rationale
behind the definition and diagnosis of abnormal behavior, 2) symptoms of psychological disorders, 3)
course and epidemiology of psychological disorders, 3)factors found to covary or lead to psychological
disorders, mainly from a biopsychosocial approach and empirical stance, and 3) treatments and their
efficacy and effectiveness in treating mental disorders. In this course, it is of utmost importance that
students strengthen their appreciation of empirical evidence as they reason about psychological
disorders and recognize and respect sociocultural diversity in doing so.
Learning Outcomes
After completing this course, students are expected to gain an attitude of critical thinking that would
enable them to evaluate the quality of knowledge in this field of psychology and differentiate personal
beliefs, speculation, facts from empirical evidence. Second, students will be able to describe, explain,
and critically evaluate major theories and research that examine the symptomatology, etiology, and
treatment of psychological disorders, and gain knowledge of the history and current stance of the
DSM-IV-TR (APA, 1994). Finally, students will be able to use their knowledge about psychological
disorders in an ethical manner via acknowledging the complexity and diversity of human life and
promote evidence-based approaches to understanding behavior.
Teaching Methods
The course is organized as a combination of lectures, audio-visual presentations, role plays,
discussions, case presentations, and other individual and team activities. Case presentations are the
semester group projects of students.
Course Contents
Session
Number
2
2
2
2
2
1
1
2
2
2
2
2
2
2
2
Starting
Date
02/04/2013
02/11/2013
02/18/2013
02/25/2013
03/04/2013
03/11/2013
03/20/2013
03/25/2013
04/01/2013
04/08/2013
04/15/2013
04/22/2013
05/01/2013
04/29/2013
05/06/2013
05/13/2013
Topics
Abnormal Psychology: Historical and Modern Perspectives (Ch 1)
Abnormal Psychology: Historical and Modern Perspectives (Ch 1)
Research Methods (Ch 2)
Assessment and Diagnosis (Ch 3)
Anxiety Disorders (Ch 4)
Mood Disorders (Ch 6)*
Somatoform Disorders (Ch 5)*
Eating Disorders (Ch 7)
Personality Disorders (Ch 11)
SPRING BREAK
Schizophrenia and other psychotic disorders (Ch 10)
Substance Use Disorders (Ch 9)
HOLIDAY
Gender and Sexual Disorders (Ch 8)
Disorders of Childhood and Adolescence (Ch 12)
Abnormal Psychology: Legal and Ethical Issues (Ch 15)
*The instructor of the course will be absent on the 13th (Wedn) and 18th (Tues) of March, make-up
classes will be scheduled within the month of April.
Assessment Methods
Type
Description
Midterm Test
There are 2 midterm exams, each composed of a total of 50 factual,
conceptual, and applied multiple-choice questions, and 2 long/shortessay questions.
All students are expected to write up a class project due by the end of
the semester. In the critical thought paper project, students are
expected to focus on a disorder and write about a controversial topic
related to the identification, diagnosis, conceptualization, etiology,
epidemiology, or treatment of that disorder; for instance, why should
we diagnose someone with this disorder, why are there gender
differences in diagnosing this disorder). In this paper, you are expected
to integrate at least 7 research articles. Further details will be provided.
Students will be required to attend classes and actively participate in
class and group discussions and practices. Pop-quizzes may be
randomly administered.
The final exam is composed of 50 factual, conceptual, and applied
multiple-choice questions and 2 long essay questions.
Project
Clinical
Assignments
Final Exam
Total
Final
Grade
%
50
15
10
25
100
Workload Breakdown
Type
Description
Lecture
Preparing for and attending lectures, including reading required text
and participating in class discussions
Preparing for the final project, including reading empirical literature,
writing a review of the literature, and your reflections of the literature
Preparations for the midterm and final exams, which include reading
text-book, related peer-reviewed journal articles, and reviewing
handouts on practices carried out in class.
Assignment
Exam
Final
Grade
%
30
40
50
Sources
Required TextBook
 Beidel, D. C., Bulik, C. M., & Stanley, M. A. (2012). Abnormal Psychology (2nd ed.) . Upper
Saddle River, New Jersey: Pearson Education
Other (Suggested but not required)

American Psychiatric Association, Diagnostic and Statistical Manual of Mental Disorders, 4th
Edition, Text Revision (DSM-IV-TR).
Academic Dishonesty
All students are expected to read and follow the Koç University guidelines regarding academic conduct
as detailed in the following web page:
http://web.ku.edu.tr/ku/index.php?option=com_content&task=view&id=2150&Itemid=3083
Any student in violation of these guidelines (i.e., cheating during an exam, collusion, fabrication,
plagiarizing, facilitation of dishonesty), where circumstances merit, will immediately receive a grade of
F and be referred to the disciplinary committee for further review. Variety of assignments for individual
and group work reduces chances for plagiarism; cheating possibilities are prevented by having extra
help (Ph.D. and masters student assistants) to inhibit any acts of dishonesty during exams.