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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.