Clinical & Abnormal Psychology - Psychology 277/300a
Winter 2010
Professor - Tim Kasser
, x7283, SMAC A 107
Purpose of the course: This course is designed to provide students with an overview of common psychological difficulties, their causes, and their treatments. The first quarter of the course provides an overview of the major perspectives on disorders and their treatment. The last three-quarters of the course involves an exploration of specific types of disorders.
My primary goals for the course are for students to learn: a) to apply the major theoretical perspectives used for understanding the diagnosis, causes, and treatment of common psychological disorders; b) to discuss in a psychologically-informed manner the psychopathology and treatment of particular individuals; c) how psychologists can work to prevent the development of psychological disorders that are due to social problems; and d) how to write and speak more clearly.
Materials:
Abnormal Psychology, 9th Ed. - Alloy, Riskind, & Manos.
Case Studies in Abnormal Psychology - Gorenstein & Comer
Exploring Psychological Disorders - Chute & Bliss (reserve)
Evaluation:
1) Exams. Four exams will be given in this course. They will include multiple-choice, fill in the blank, short answer, and essay questions. The exams will be cumulative in the sense that earlier material will need to be understood, as it is relevant to disorders covered later in the class. 30 points each, 120 points total.
2) Diagnostic assignments. Students, alone or in groups of up to three people, will use the "Exploring Psychological Disorders" Booklet (on reserve in SMAC library) to complete a five axis, DSM-IV-TR diagnosis of two famous individuals. Diagnoses must be in APA format and placed in the class computer drop box by the start of class on the due date; name the files “lastname_dx#.doc.” Hard copies will not be accepted. Note that the “writing quality” portion of this syllabus applies to these assignments (see below). More specific information about how to do the diagnostic assignments will be provided later in the term. There are three possible diagnostic assignments, of which students must do two. 15 points each, 30 points total.
3) Course Presentations – Working in groups of five or six, students will make 30-minute presentations about how a particular social problem influences people’s mental health. Students will be assigned to investigate the mental health outcomes associated with one of four broad social problems (poverty, violent media, the sexualization of girls, and climate disruption/pollution). They will then investigate potential intervention programs that could be implemented to prevent the negative effects of this social problem on Knox County residents’ mental health. Presentations will take the form of an oral proposal requesting a $150,000 grant from a local community foundation. In the 30 available minutes, presenters will need to educate the foundation about the mental health outcomes associated with the broad social problem, describe in some detail the nature of the proposed intervention, explain its potential benefit(s) to Knox County residents, and justify its budget, as well as leave 5 minutes for questions. Grades will be assigned through a combination of ratings by the professor, the Executive Director of the Galesburg Community Foundation, and other students in the class. Three weeks before their presentation, students will be required to provide a 2-3 page synopsis of their plans for their presentation and meet with the professor to discuss their progress thus far. 45 points = 5 points for synopsis + 40 points for presentation).
4) Case questions - Students will turn in questions about five of the six case studies (from Gorenstein & Comer) that we will read. The questions will be used both to assess that students read the case and to facilitate class discussion. Questions will be graded on a 0, 1/2, or 1 point scale depending on the quality of the question asked, i.e., its clarity, how pertinent it is, the likelihood that it could facilitate discussion, how well-written it is, etc. Hand-written questions will not be accepted. 5 points total.
5) Class Participation. Students will be graded on the extent and quality of their participation in the class. Each class period, the professor will record the level of the student’s participation and whether the student was absent, late, asleep, or distracting. 20 points.
Grades: There are 220 points available in this class. I will take the number of points you earn on your assignments and divide it by 220 to determine your final grade. For example, if you earn 207 points in the term, you would have a 94%, or an A. I use a standard grading scale and give plusses and minuses.
Note on late assignments. Assignments are due on the assigned date at the beginning of class, unless otherwise noted or arranged. Diagnostic assignments turned in within the next 24 hours will have 10% taken off; an additional 10% will be taken off for each additional 24 hour period that the assignment is late. Presentations and case questions will not be accepted after the due date.
Note on group work: All students within a group will generally receive the same grade, but if a particular member of a group is identified by the other group members as having contributed less than his or her fair share, that individual’s grade may be decreased for that assignment.
Note on writing quality. Please visit my website at:
The 10 Writing mistake rule will apply to the diagnostic assignments, the case questions, and the presentation synopsis. I may take additional points off of assignments for sloppy editing, poor grammar, frequent typographical errors and the like. APA format should be used for all citations.
Note on plagiarism. Please visit my website at:
Note on class preparation: Please make sure to have completed the assigned readings by the day of the lecture. I will refer to these materials in lecture as if you have read them.
Date / Topic / Readings / Assignment1/4 / Course Business / None
1/6 / Abnormality / ARM – Ch. 1
1/8 / Diagnosis / ARM – Ch. 2
1/11 / Causes & Treatment / ARM – Chs. 4 & 5
1/13 / Causes & Treatment / ARM – Ch. 6
1/15 / Prevention / ARM – Pgs. 98-102
1/18 / Personality Disorders / ARM – Ch. 11
1/20 / Exam 1 / None / Exam
1/22 / Personality Disorders / ARM – Ch. 11
1/25 / Personality & Mood Disorders / GC – Case 13
ARM – Ch. 10 / Case question 1
1/27 / Mood Disorders / ARM – Ch. 10
1/29 / Mood Disorders / GC – Case 5 / Case question 2
2/1 / Exam 2 / None / Exam
2/3 / No Class – Prof. Gone / None
2/5 / Anxiety Disorders
Guest – Gail Ferguson / ARM – Ch. 7 / Van Gogh Diagnosis
2/8 / Anxiety Disorders / ARM – Ch. 7 / Presentation Synopsis
2/10 / Anxiety Disorders & Schizophrenia / GC – Case 2
ARM – Ch. 14 / Case question 3
2/12 / Schizophrenia / ARM – Ch. 14
2/15 / Schizophrenia / GC – Case 12 / Case question 4
2/17 / Exam 3 / None / Exam
2/19 / Dissociative Disorders / ARM – Ch. 8
2/22 / Dissociative Disorders & Somatoform Disorders / ARM – Ch. 8
2/24 / Somatoform Disorders & Childhood Disorders / GC – Case 6
ARM – Ch. 16 / Case question 5
Hitler DX
2/26 / Childhood Disorders / ARM – Ch. 16
3/1 / Childhood Disorders
Guest – Gail Ferguson / GC – Case 16 / Case question 6
3/3 / Presentations
Guest – Josh Gibb / None / Presentation
3/5 / Presentations
Guest – Josh Gibb / None / Presentation
3/8 / Open / None / Manson Diagnosis
Finals / Exam 4 / None / Exam
ARM = Alloy, Riskind, & Manos; GC = Gorenstein & Comer