Download File - Dr. LeeAnn Bartolini

Mission
Dominican University of California educates and prepares students to be ethical leaders
and socially responsible global citizens who incorporate the Dominican values of study,
reflection, community, and service into their lives.
Guided by its Catholic heritage, the University is committed to diversity, sustainability,
and the integration of the liberal arts, the sciences, and professional programs.
ABNORMAL PSYCHOLOGY
Location: Guzman 110, San Rafael Campus / School: Arts, Humanities, and Social
Sciences
Course Meeting Days and Times: T/Th 10:50-12:05 (with required on-line web and video
lab)
Department Name: Psychology
Discipline: PSY
Course #: 3141
Units: 4
Semester Offered: Spring
Year: 2014
Prerequisites: None
Instructor Name:
Dr. LeeAnn Bartolini
Professor of Psychology and
Licensed Clinical Psychologist,
CA 8735
Phone Number: 415-257- 1357
E-mail address:
[email protected]
It is best to contact me via email
– my response time is usually
0-2 days.
Office Location:
Bertrand 27
VISIT!
If you do not understand
something
use my office hours!
Office Hours
T 5:15-6:00pm
and
Th 1:30-2:30
and
by appointment at many other
times.
Just email me.
SYLLABUS
In this course you will learn about the broad and often complex field of abnormal
psychology. (In my opinion this course should be called the psychology of mental illness,
but it is standard across the US as Abnormal Psychology.) The course begins with a
historical perspective, reviewing how the mentally ill have been treated over time and
then moving into past and current theories of causality. The Comer textbook incorporates
contemporary usage based on the new APA, DSM V (approved in May 2013). Students
will become familiar with the vocabulary and diagnostic categories and criteria in use
today. Each student will have the opportunity to explore a mental illnesses in-depth
through the examination of film an unusual and challenging research paper. The entire
class will explore the problem of the Homeless Mentally Ill. The course is a combination
of lecture, discussion, film, demonstrations and experiential exercises.
REQUIRED TEXTS: CHECK THE COURSE MOODLE PAGE OFTEN
1. Comer, Ronald. (2013). Abnormal Psychology. (8th ed. – not available used) Worth
Publ. This book is expensive. I know, but this is not a class where you want to skip
reading the text. The text really helps to organize the material and is presented in a
structured way to aid in learning a large amount of information. I do not directly “teach
from the text.” I try to significantly add to and enhance the material presented in the
relevant chapters.
2. Lab Component of Class. Because this is a 4-unit course, there is a lab component to
the course that includes watching related video and reading related web pages on weekly
course topics on your own time. Please consult Moodle for appropriate links (I have
included the first three weeks on this syllabus so you can clearly see what I am having
you do in the Online Lab). Content of the videos are included on course exams and in
class discussion following the assigned date. Seeing what we are discussing in class aids
in memory for the material.
Answers to lab questions are due at the next class following the assighment and are
counted as part of the A and P grade. One to two pages maximum. Handwritten is fine.
Include your name!
Bosch-Extraction of the Stone of Madness
STUDENT LEARNING OUTCOMES:
Students will demonstrate:
1. Knowledge of contemporary theoretical debates about diagnosis and treatment of the
mentally ill (Assessed by Midterm exam 1 and Class blogging Assignments)
2. Comprehension of the three predominate theories of causality: biological,
psychological, and social (Assessed by Midterm exam 1)
3. Understanding of the DSM – V system of diagnosis (Assessed by Midterm exam 1)
4. Comprehension of a number of current diagnostic categories for mental illness
(Assessed by Midterm Exam 2)
5. An ability to distinguish between psychotic, mood, anxiety, substance and personality
disorders (Assessed by Midterm Exam 2 and 3)
6. Application of diagnostic thinking and two theories of mental illness causality
(personality or developmental) to a case study (Assessed by Midterm Exam 3)
7. An ability to critically analyze relevant research and media portrayals of the homeless
mentally ill (Assessed by your posts to the group class blog)
8. An ability to research and comprehend current mental illness treatment methods from a
variety of sources (Internet, Library, Computer Database, local resources, etc.) and apply
and synthesize this knowledge to a specific disorder (Assessed by Final Research paper)
Employer Priority Skills enhanced in this course (AAC & U-2013):
 Written and Oral Communication
 Teamwork skills in Diverse
Groups
 Complex Problem Solving
 Ethical Issues/public debates
 Knowledge about science and
important in field
technology
 Critical Thinking and analytic
 Information Literacy
reason
 Innovation and Creativity
Goya - Asylum
WWW Sites of General Interest to Abnormal Psychology Students:
http://www.mentalhealth.com Internet Mental Health Master Site
http://www.grohol.com
Dr. John Grohol’s Psych Central
http://www.psychwww.com Psych Web Master Site
http://psycprints.ecs.soton.ac.uk Psycoloquy Electronic Journal
http://www.netpsych.com Netpsych
http://www.mhsource.com Mental Health Info Source
http://www.apa.org American Psychological Association
http://www.psychologicalscience.org
American Psychological Society
http://www.nami.org National Alliance for the Mentally Ill (NAMI)
http://www.nimh.nih.gov National Institute of Mental Health
http://www.nmha.org National Mental Health Association
http://www.psych.org American Psychiatric Association
http://www.medicinenet.com General Health Related Site
http://www.neuropsychologycentral.com/index.html Neuropsychology
Central
http://www.wpic.library.pitt.edu Western Psychiatric Institute and
Clinic Library
http://www.wellweb.com Patient’s Network for Health
http://www.medscape.com Master Health Site with psychiatry section
http://www.healthtouch.com General Health Related Site
http://www.med.nyu.edu/psych New York University Health System
http://www.merck.com Merck Manual online
http://www.shef.ac.uk/~psysc/psychotherapy
Guide to Psychotherapy
http://www.aboutpsychotherapy.com/
About Psychotherapy
http://www.breggin.com Psychiatric Drug Facts
http://www.mentalhealth.com 67 common psychiatric drugs
http://www.rxlist.com Internet list of Drugs
http://www.MindFreedom.org Human Rights and Psychiatry
Pinel is "freeing" the Mentally Ill
CLASS SCHEDULE AND ASSIGNMENTS
Week One:
January 21
Personal Introductions, Introduction to the course
Overview of Class Structure and Requirements
First Team Meeting: Choosing Teams and Editors
January 23
Concept of Abnormality and Historical Overview
Comer, Chapt. 1 (skim Chapt. 2)
Syllabus Quiz (Oral)
Please Read for class: (pages 1-5 only)
http://www.surgeongeneral.gov/library/mentalhealth/index.html
Week One example of corresponding Lab component from course Moodle page:
Abnormality and History of Mental Illness
(Lab Questions are # 1a, 2a, 3a, and 4a and are underlined and bolded below.)
1. Watch this TED video about abnormality (14:52). The speaker, Elyn Saks, aslo wrote a book that you
can chose to read for your book review. http://www.ted.com/talks/elyn_saks_seeing_mental_illness.html
1a. What questions does it raise for you?
2. Watch at least the first 30 minutes of this documentary (47 minutes total running time) on the famous
“Bedlam” Hospital in England
http://topdocumentaryfilms.com/bedlam-the-history-of-bethlem-hospital/
2a. Name 5 significant facts you learned about Bedlam
3. This is a CBS News piece on stigma from 2010 (4:41)
http://www.cbsnews.com/video/watch/?id=6502244n
3a. Describe a time when you or someone you knew feared experiencing stigma or experienced
stigma?
Stigma = Stigmas are a person's perception of something that usually does not represent the truth, much
like prejudice, stigma influences our interactions and beliefs about others in a negative way.
Some of the harmful effects of stigma can include (Mayo Clinic, 2012):
Lack of understanding by family, friends, colleagues or others you know
Discrimination at work or school
Difficulty finding housing
Bullying, physical violence or harassment
Health insurance that doesn't adequately cover your mental illness
The belief that you will never be able to succeed at certain challenges or that you can't improve your
situation.
4. Take a look at this web page:
Historic Asylums of the United States
http://www.rootsweb.ancestry.com/~asylums/
4a. What do you notice about these US asylums in contrast to Bedlam?
********************
Week Two:
January 28
Diagnosis, Introduction to the DSM-IV History and Classification
Comer, Chapt. 4
January 30
Assessment (Interviewing and Testing)
Week Two example of corresponding Lab component from course Moodle page:
Assessment
(Lab Questions are # 1a, 2a, 3a and are underlined and bolded below.)
1. Go to this youtube video and watch a demonstration of a Mental Status Exam.
http://www.youtube.com/watch?v=P32_zvyXTw8
1a. What did you learn about the MSE that is different from lecture?
2. Go to this webpage.
http://www.cswe.org/CentersInitiatives/GeroEdCenter/Programs/MAC/GIG/SLU/36674.aspx
I want you to look at 2 examples of how this social worker does assessment.
a. The first is a brief mental health screening and assessment of Mr. C.
Clink on the link that says this and then go to the video on the right side of the screen and click to make it
fill the screen. Watch about 15 minutes with Mr. C. Think about how you would do theses interviews
differently?
b. The second one I want you to look at is Ms. K
View both the psychosocial and depression screenings. View about 10 minutes of each.
2a. What other questions (at least 3 each) would you be prompted to ask Mr. C and Ms. K to gather
your much needed clinical information?
3. TAKE A LOOK AT THESE WEB PAGES:
Psychological Testing Locator
http://www.mentalhealth.com http://www.psychologicaltesting.com
Mental Measurements
http://www.unl.edu/buros
Screening for Mental Illness
http://www.mentalhealthscreening.org
3a. All of these websites help you locate other Psychological tests. Find 2 other appropriate resources
on the web and list them on your lab assignment.
***********************
Week Three:
Models of Causality (Psychological)
Comer, Chapt. 3
Team discussion of Psychinfo articles
February 4
February 6
Models of Causality (Biological)
Quiz on the Online Reading: "On Being Sane in Insane Places”
Read the PDF file on moodle
Discuss: On being "Insane" in and outside the U.S.A.
Week Three example of corresponding Lab component from course Moodle page:
Models of Causality
(Lab Questions are # 1a, 2a, and 3a are underlined and bolded below.)
1. Basic presentation about the Brain and the Biology of Mental Illness
http://www.youtube.com/watch?v=LLUoG9Se77w
1a. Did you already know everything in this video? Was there any new learning? If so, what?
2. Watch this presentation on scientology and L. Ron Hubbard- some believe there is no mental illness.
http://www.youtube.com/watch?v=AMxMMLONSbI
Look at this website “Citizens Commission on Human Rights” (supported by scientology):
http://www.cchr.org/ and take a look at the interactive Psychiatry and Industry of Death museum (Brick
and Mortar museum is in LA)
2a. What do you learn from this short clip and the webpage about scientology and their war on
psychiatry?
3. Learn a bit more about Freud's ego defense mechanisms by reading this web page:
http://education-portal.com/academy/lesson/freudian-defense-mechanisms.html
3a. Pick the defense mechanism from the video that is hardest for you to understand and then do
more internet based research on it. Include your research in your lab assignment.
***********************
Week 4:
February 11
Suicide
Comer, Chapt. 10
Team Meeting: Due: Blog TASK 1(Psychinfo summary) to Team Editor.
February 13
Midterm Exam I
ONE-HOUR CORRESPONDING LAB ON MODDLE
***********************
Week 5:
February 18
February 20
Psychosis: Symptom Formation, Definitions
Schizophrenia Spectrum and Other Psychotic Disorders
Comer, Chapt. 14
Due: Team Editor submits all blog posts to LeeAnn by 5pm
Feb. 22nd
ONE-HOUR CORRESPONDING LAB ON MODDLE:
***********************
Week 6:
February 25 Other Psychotic Disorders
Comer, Chapter 15
February 27 Discussion of CLASS Blog: What have we learned from the research on
the homeless mentally ill?
Read: All Blog posts to date
Team Meetings
ONE-HOUR CORRESPONDING LAB ON MODDLE:
***********************
Week 7:
March 4
Bipolar and Related Disorders
Depressive Disorders
Comer, Chapt. 8 and 9
March 6
No Class – LeeAnn to Japan with DU of C
On the 6th, go to the library and do your research for the 2nd
Blogging Assignment. Get this done BEFORE spring break!
ONE-HOUR CORRESPONDING LAB ON MODDLE:
***********************
March 11, 13 No class – Spring Break
***********************
March 18
Finish Depressive Disorders
Neurodevelopmental Disorders (Disorders of Childhood)
Comer, Chapt. 17
Team Meeting: Due: Bring 3 Newspaper articles (Blog Task 2) from you “team city” to
class
March 20
Neurodevelopmental Disorders Continued
Elimination Disorders
ONE-HOUR CORRESPONDING LAB ON MODDLE:
***********************
March 25
Feeding and Eating Disorder
Comer, Chapt. 11
March 27
Sexual Dysfunctions
Paraphilic Disorders
Gender Dysphoria
Comer, Chapt. 13
Team Meeting: Due: Blog Task 2 (2 Newspaper article summaries) to Team Editor
ONE-HOUR CORRESPONDING LAB ON MODDLE:
***********************
April 1
Midterm Exam II
April 3
Dissociative Disorders
Comer, Chapt. 7
DUE: Bibliographic Source Page for the
final Research paper
Due: Team Editor submits all blog posts to
LeeAnn by 5pm April 3rd
ONE-HOUR CORRESPONDING LAB ON MODDLE:
***********************
April 8
Anxiety Disorders
Obsessive-Compulsive and Related Disorders
Comer, Chapt. 5
April 10
Trauma- and Stressor-Related Disorders
Comer, Chapt. 6
Team Meeting: Class discussion of Newspaper Blog posts
ONE-HOUR CORRESPONDING LAB ON MODDLE:
***********************
April 15
Personality Disorders
Comer, Chapt. 16
April 17
Disruptive, Impulse-Control, and Conduct Disorders
Comer, Chapt.
Team Meeting: Due: Blog Task 3 (Final reflective blog posts) to Team Editor
ONE-HOUR CORRESPONDING LAB ON MODDLE:
***********************
April 22
Somatic Symptom and Related Disorders
Comer, Chapt. 7 (section on Somatic only)
Due: Team Editor submits all blog posts to LeeAnn
by 5pm April 22nd
April 24
No Class – LeeAnn at WPA convention
Work on your Final Research Paper!!!
ONE-HOUR CORRESPONDING LAB ON MODDLE:
***********************
April 29
Substance-Related and Addictive Disorders
Comer, Chapt. 12
May 1
Neurocognitive Disorders
Comer, Chapt. 18
ONE-HOUR CORRESPONDING LAB ON MODDLE:
***********************
May 6
Last Class
Catch up and Loose Ends/practice for final
Oral Evaluation of Class
Students informally discuss Research Projects
Read: Final All Reflective Blog posts
Team Meetings: Class Discussion of Final Blog Posts
DUE: Final Research Projects
ONE-HOUR CORRESPONDING LAB ON MODDLE:
***********************
May TBA:
DUE: Midterm Exam 3
Non-comprehensive "FINAL"
REQUIREMENTS AND GRADING:
A. Class Participation and Attendance
1. Includes:
Due: Ongoing
a. Active verbal and physical attention in class and regular attendance. (An A in
attendance means that you do not miss more than 2 classes.)
10%
b. Submitting Course Lab Assignments
Due: Each Week
c. Bibliographic source page
Due: April 3
Consult the final research paper guideline for necessary paper references. This is to be
completed in correct APA or MLA style
(Ungraded, but counts as part of the A & P grade)
B. Midterms
Midterm I =
Feb. 13
Midterm II =
April 1
Midterm III = (finals week)
May TBA
Includes all lecture and reading and Lab Assignments
Test review handouts are posted on Moodle
15%
15%
20%
C. Class Blogging Assignments
20%
Students must complete the four brief assignments listed below. The specific
percentages are: 5%
1. Psychinfo Article review summary to be posted on class blog (1) = 5%
2. Newspaper reviews to be posted on class blog (2) = 10%
3. Reflection and final solutions list to be posted on class blog (1) =5%
D. Final Research Paper (Explanatory handout below)
Due: May 6th
20%
EXPLANATORY HANDOUTS FOR WRITTEN ASSIGNMENTS
A. Class Blogging Assignment
The focus of our class blogging assignment is the topic of: The Homeless Mentally Ill.
The class blog will be found at: homelessmentallyillaclassexplores.wordpress.com
All students in the class will be randomly assigned into 5 “decade”/“area” teams during
the first week of classes. These teams work together all semester. Specific tasks are
assigned at the beginning of the term, with specific due dates for assignments submitted
to your team editor. Failure to meet these deadlines results in grade reduction.
Group 1
Group 2
Group 3
Group 4
Group 5
70s/ San Francisco, CA
80s/Chicago, IL
90s/ New York, NY
00s/ Indianapolis, IN
10s/ Baltimore, MD
Blog Task 1: Go to Psychinfo in the Dominican University database. Locate 3 articles
{along with complete references} to share (addressing solutions to the problem of the
homeless mentally ill) with your team by February 4th. The teams will discuss and
chose 1 article to be reviewed by each member of the team. One to two paragraph article
reviews will be submitted to team editor #1 by February 11th {along with the complete
references for all 3 original articles}. The team editor reviews the summaries and works
with the team to have reviews be publication ready by February 20th. Team editor
submits blog posts to LeeAnn on February 22nd. Class discussion of blog posts will
occur on February 27h.
Blog Task 2: Go to LexisNexis Academic or Newspaper Source in the Dominican
University database. Locate 3 articles in Newspapers from your designated city to share
that were published from 2000-2013 (which focus on addressing solutions to the problem
of the homeless mentally ill) with your team by March 18th. The teams will discuss and
chose 2 articles to be reviewed by each member of the team. One to two paragraph article
reviews will be submitted to team editor #2 by March 27th. The Team Editor reviews
the summaries and works with the team to have reviews be publication ready by April 1.
The Team editor submits blog posts to blog on April 3rd. Class discussion of blog posts
will occur on April 10th.
Blog Task 3: All students read all blog posts and write a two paragraph, publication
ready commentary which includes: a statement of what they learned while being involved
with the topics in the Class Blogging Assignment. Students also include a discussion of 3
workable suggestions for change that address the problem of the homeless mentally ill.
These will be submitted to the Team Editor by April 17th. The Team Editor submits blog
posts to blog on April 19th. Class discussion of blog posts will occur on May 6th.
B. RESEARCH PAPER – 10-20 Pages (Corresponds to final grading rubric item by
item)
You have just been assigned the following mental illness: (Students fill in the randomly
assigned diagnosis from class here):
_______________________________________________
For the remainder of the semester you are to imagine that you are an individual
with the above disorder. The disorder is causing you (or your child/partner) a high
amount of distress and you are highly motivated to become well.
Please find information that addresses the following questions.
You must turn in a written paper and a folder/binder with your supporting
documents. (This includes the first pages of the 4 web sites, the first page of the7
articles and a complete APA reference page.)
You have the option of writing the paper in the first person (as the person with the
mental illness, their parent or spouse/partner) or as a traditional academic
research paper. With either method you must simply find a way to integrate all 18
items below. You are not required to answer the questions in the order they are
presented.
This paper should be well researched, organized, written, and all references must
be documented in the text and in a separate reference page. DO NOT CUT AND
PASTE FROM THE INTERNET!!
1. Start by letting the reader know what disorder you have and what the specific
symptoms of your disorder?
2. What is the history of your disorder? Include a brief summary. Has the name changed
over the years?
3. What health insurance coverage (payment, length of coverage, etc.) do you (in real
life) receive on your current insurance plan if you had this disorder? If you do not have
insurance, how would this impact the treatment you are able to receive? Does your health
insurance offer any special programs/treatment options/limitations for someone with your
disorder?
4. Does your disorder usually lead to hospitalization? If so, where would you go for inpatient (hospital) treatment in your county of residence? (Is this private or public and
would you be covered by your insurance?) Is there a national treatment facility for your
disorder or a "best place to go" for treatment? If hospitalization is not standard, what is
the typical course of action for treatment of your disorder when severe?
5. If you had a psychiatric emergency related to your disorder, where would you go for
help in your county of residence?
6. Where would you go for outpatient treatment in your county of residence? Public or
private?
7. How would you go about locating a mental health professional to treat your disorder?
Do any licensed mental health professionals (psychiatrists, psychologists, MFT'S,
LCSW'S) advertise treatment services for your disorder on the internet or in the
phonebook in your area?
8. Locate a self-help group for your disorder. What is it called and where how does it
meet (some are internet based too)? Are there any self-help groups for your disorder in
your county of residence? If so, where are they and how often do they meet? If not, how
far would you need to travel?
9. What resources are available to someone with your disorder on the Internet? Find the
four best resources and report the specific URL addresses in your paper. Write an
evaluative paragraph about each site visited. Include a copy of the first page of the
internet site in your documentation section of the paper.
10. How is your mental illness written about in other countries? Find 3 articles, from 3
different international psychology journals and summarize each article in one paragraph.
Include a copy of the first page of the article in your documentation section of the paper.
11. What information is published in the discipline of psychology or psychiatry on the
treatment of your disorder in the last five years? Use a psychological database PsychInfo
or Sciencedirect, etc) to locate at least four relevant articles that focus on treatment.
Include paragraph summaries of these articles in your paper. Do not use abstracts alone.
Include a copy of the first page of the article in your documentation section of the paper.
12. Go to a local bookstore. What information is available on your disorder? Would you
be inclined to purchase any? Include four complete titles from the bookstore in your
paper and describe the process of finding your materials. (Note: Your disorder may only
appear as a chapter in a book.)
13. Go to a library. What books are available on your disorder? Include at least four
complete titles in your paper. Use different titles than #12 above.
14. How would people at work respond to you if you told them about your disorder?
Imagine telling your boss or co-workers. How would people at school respond? What
would change if anything? How would your relatives respond to your disorder?
15. Near the end, state what form of treatment would you be inclined to try? Give a
rationale based on your reading. Compare and contrast two different approaches to
treating this disorder (use any of the above resources, class notes, and the textbook to
support your ideas)
16. Are medications being used to treat your disorder? If so, which ones are used
currently and most frequently? Would you use them?
17. Are there any non-traditional methods (e.g. nutritional, spiritual, etc.) available to
specifically treat your disorder?
18. Include a section on your personal (REAL) reactions to having this disorder during
the semester and the impact of doing this assignment on your views of mental illness.
To do a great job - this assignment requires a semester....start early and have
FUN.
(Textbooks, popular magazine articles, and the DSM-IV do not meet the
requirement for references listed above. It is fine to use them and cite them,
however.)
LeeAnn’s POLICIES AND PROCEDURES
I believe that formal learning is a rare opportunity. My goal for this course is to introduce you to
what is undoubtedly an enormous area of study. The process of teaching is reducing years of
potential research and reading into one sixteen week experience where you leave having learned
something new, something substantial, with a thirst to know more. The learning process is fluid
and as such the syllabus may change. These are my classroom policies and procedures.




These are the RULES
Timeliness: On time means on time. Be on time for class. Late papers, assignments,
tests will be downgraded no matter what the reason (only exceptions: major illness
or death in the family).
Technology: No cell phones or ear-phones. Computers in class can only be used for
taking class notes!! I will lower you’re A and P grade to start at a C if you surf the
web or email, or online chat, etc. while class is in session.
No taping of lectures (due to confidentiality issues).
Read the remainder of the policies and procedures, I follow these guidelines to be
FAIR to all students.
Success in this course can be achieved by taking responsibility for your own learning. This means
being a serious student (attend class, read, reflect, research, ask questions and see the results). In
hours this means approximately six hours a week on this course. Take advantage of my office
hours or make an appointment to see me if anything is unclear. I want you to be successful.
Grading: An A is an outstanding, superior, and nearly flawless assignment or test
A B is a very good, of fine quality, and exceeds minimum expectations
A C is average and represents satisfactory work
A D is below course expectations and represents a significant problem in one's work
An F is, well, failing and represents and overall poor performance in class assignments and
usually indicates a lack of attendance, poor scheduling, or little effort
I attempt to assign grades fairly and without bias. I do not enjoy being pressured into giving A
grades. I freely give A's when deserved.
Grading: Final grades will then be computed based on the following scale:
A
100-95%
A- ......94-90%
B+
89-87%
B 86-83%
B82-80%
C+ ......79-77%
C ......76-73%
C- 72-70%
D+
69-67%
D ......66-63%
D- ......62-60%
F....below 60%
You are responsible for keeping track of your grade! If you are curious, you can always
see me during office hours.
Learning takes place inside and outside the classroom. You are expected to read, write and study
beyond classroom time at least 2-6 hours per week. I know many of you work, but you are also a
student and must adjust your schedule accordingly.
1. Papers:
a. All Papers must be word-processed and printed, double-spaced, with a 12 point easily readable
font type, have one inch margins, a title page with all necessary information, and a staple. An A
or B papers has few, if any, spelling or grammatical errors.
b. IF a paper is very poorly written, I return it to the student without a grade and only one page of
corrections. The student must resubmit a corrected paper within one week and the paper grade is
automatically reduced one full grade upon resubmission. If this happen it means that you need to
use the campus TLC to receive assistance with your writing. Seek help – writing skills can
improve.
c. I expect complete referencing when the assignment requires it (e.g. research papers or when
you use direct quotes) and prefer that papers not be in plastic folders. Also, if you are a PSY,
NURSING, or OT major/minor APA format is expected in all research-type papers.
2. NO EMAILED PAPERS! You must submit a hard copy of your assignment to me or place it
in my office mailbox by the beginning of class on the day it is due.
or to the Team Editor directly
3. The final paper must be turned into TURNITIN on the moodle page for the course within 24
hours of the hard copy due date. Failure to do so results in a one grade downgrade on the paper or
assignment.
4. Late Papers:
I expect that papers will be turned in on time. I will accept late papers, although late papers will
be downgraded immediately and will be reduced a portion of a letter grade for each day that they
are late (A to A-, to B+ to B etc). Late papers will not be accepted after the first day of Finals
week - no exceptions! Please tell me (or the Team Editor) if you decide not to complete an
assignment. If your paper is so poorly written that I return it to you for a rewrite, it will be
considered 3 days late at the time of the regrading. (In other words, you start with a B grade and I
work down.)
5. Academic Honesty Honor Code: The Academic Honesty Honor Code as stated in the online
Catalog is in effect. All forms of academic dishonesty will be reported, including plagiarism –the
use of another’s words or ideas without proper acknowledgment. These will result in the
submission of an Academic Misconduct report to the Associate Vice-President of Academic
Affairs. The penalties for acts of plagiarism or cheating may include failing an assignment/exam,
failing a course, and/or dismissal from the University. For more information see:
http://www.dominican.edu/academics/resources/catalog/20102012/generalfront/policiesprocedures/Code
Plagiarism (from the 2010-2012 DUC online catalog)
Plagiarism is an act of academic dishonesty and is a serious ethical and scholarly
violation unless the words, phrases, or sentences are in quotation marks and the
sources are given in full. Broadly defined plagiarism is presenting the work of
another person as one’s own. It is unacceptable to copy text or ideas, either verbatim
or in using wording or sentences from a source, without citing the author and source.
These sources might be written, such as textbooks, library books, journal articles,
encyclopedia articles, or they may be electronic, such as computer files, the World
Wide Web or Internet, or they may be audio disks, musical scores, or film and video
materials. The format of the information you use is irrelevant; any material written by
another that you incorporate into your papers must be properly acknowledged using
the style manual appropriate to the discipline or required by the instructor. Similar
care must be taken in the preparation of oral presentation.
There are two main forms of plagiarism:
1. Direct copying of any source without
proper acknowledgment. 2. Integrating ideas or concepts from one or various
sources without citations.
The presentation of material without acknowledging its sources misleads the reader
about the source of the ideas, language, or data. Required practices include written
citations acknowledging the ideas or work of others that contribute directly to your
work. When using the exact language of another, the text must be put in quotation
marks and the source acknowledged. When using combined sources for a paper that
closely express the views of other authors, even though the wording may be changed,
each of the works must be cited. Students should consult with their instructor if there
is any question regarding good practices of citation.
Plagiarism is a very serious matter. Plagiarism, like cheating on an assignment or
exam, is a violation of the University Honor Code.
6. Diversity: Diversity is an important feature of our society. It certainly is one of the themes
of the course. In this course diversity is evident in the variety of teaching methods used, in the
texts of various genres by authors and artists, and in our study of the complexity of what it
means to be human. Students are required to demonstrate the ability to provide thorough and
respectful treatments of all ideas or beliefs
Dominican University of California declares that its commitment to diversity and the fulfillment
of its educational mission is best achieved when every member of the University community
upholds in thought, word, or deed:
“E Pluribus Unum; Ut Unum Sint* Two profound visions – our American
civic tradition and our catholic religious heritage – inform Dominican
University of California’s commitment to the principle of pluralism and to
the dream of a reconciled community. Faithful to these birthrights,
Dominican seeks to nurture attitudes and behaviors that promote global
awareness, inclusive sensibilities, and respect for the dignity of each
individual regardless of race, religion, ethnicity, sexual orientation, age,
socio-economic status, culture, political conviction, or disability – all in the
light of the Truth that breathes forth love and in the hope of a common
life that transforms the world.”
*”Out of many, one; that all may be one”
7. Academic Support and Tutoring (Teaching and Learning Center – TLC, Bertrand Hall
110): The Director of Academic Support works with students experiencing difficulties in their
studies, as identified by the instructor, the Registrar, or the student, to assess the nature of the
problem and to develop strategies for improvement. The Academic Support Staff help students
with study skills, time management, writing reports, and note-taking strategies. The University
also offers tutoring for specific subjects, free of charge, through the Teaching and Learning
Center (TLC) located in Bertrand Hall. To request tutoring, please fill out the form found at:
https://secure.dominican.edu/tutor/request.php, or call 415-257-0153 for more information. The
instructor also reserves the right to mandate a visit to the TLC in conjunction with a specific
assignment.
8. Students with Disabilities: Students with documented disabilities are entitled by law to
appropriate and reasonable accommodations. Students with special needs should consult Todd
McEwing-Herriott ([email protected] or 415-257-0187), the director of
Disability Services, as soon as possible. Any disability must be documented with this office,
which will notify the instructor in writing of the appropriate accommodation.
9.Make-up Exams: Make-up exams will be given only in emergency situations (major illness or
death in the family). If you must miss an exam, contact me immediately to schedule a make-up
exam. These exams must occur within a week of the original exam or you will receive an F.
10. Incompletes: I only use the incomplete system for personal tragedies. I do not accept
procrastination as an excuse (although I understand it as a problem :).
11. Study Groups: I highly recommend that students form study groups. It is best to meet one
week before every test. Begin by reviewing class notes and then discuss how the textbook/article
reading supports what has been presented in class. At the second meeting review the "Test Study
Guide Handout" and attempt to answer every item. Or divide the items between group members
before the second meeting and then share answers - taking notes as each member "teaches" you
about the potential test item. Reward yourself when the session is completed...
12. Classroom Guidelines: Arrive on time. Try not to leave early. Try not to eat during class
time. Monitor your own "air time." If you tend to be silent - speak. If you tend to share a lot understand that no one appreciates a student who uses a psychology class for personal "therapy."
Respect the academic environment: listen to others, learn from others, ask good questions, be
prepared...GET INVOLVED in the class and in your own learning. This is essential for the class
to be a success for all of us.
13. Missed Classes: You do not have to notify me if you miss one class. However, please send
me an email if you miss multiple classes in a row due to a serious illness or family emergency. If
have more than three absences from class an A grade becomes impossible to achieve.
14. Inappropriate use of technology: No cell phone use or text-messaging during class!! No
surfing the web during class. If you do not want to be in class stay home.
15. Returning Papers and Tests: My personal rule of thumb is one week for tests and two
weeks for papers. I attempt to honor this policy – sometimes I fall short. I will let you know if
this happens.
Being a University student is a rare privilege. Teaching you is a rare privilege. Let us both make
good use of this opportunity and do it with gratitude. NOW LET US LEARN TOGETHER.
This syllabus is subject to change. If changes do occur, changes will be posted on Moodle.