Abnormal Psychology –PSYC 3303-001
Summer 2016
MWF 9:15am-12pm E214
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Instructor: Samantha Strife, Ph.D.
Email:
Office hours: Friday 8:30-9:15am and by appointment
Office location: Muenzinger D-356A
Text: Comer, Ronald. (2015). Abnormal Psychology-9th edition. (8th edition okay too)
Objectives: By the end of the course, you should be able to:
1. Describe the main symptoms associated with selected mental health diagnoses
2. Compare and contrast presenting symptoms to make a differential diagnosis
3. Identify causal factors associated with the development of selected disorders
4. Demonstrate a basic understanding of treatments that have research support for selected disorders
5. Evaluate cultural influences, potential biases, and gaps of diagnostic system
Learning and teaching commitments: It is my view that the most effective learning environments are co-created by students and faculty on the foundation of mutual commitments. I recommend the following as commitments for our course:
As a student in this class, I ask that you commit to being:
1. responsible for your own learning and our classroom quality by doing the reading for each class, thinking about the reading in advance of each class, and coming to class on time;
2. engaged during each class by paying attention, asking questions, participating in activities and discussions, and avoiding distracting activities (email, phone, side conversations, etc.);
3. collaborative with your classmates by communicating openly, directly, and respectfully and by being accountable for your part of group activities and projects;
4. proactive in reaching out for help from the teaching assistant and me if you have concerns at any point about the class discussion, content, or commitments.
As your professor, you can be confident of my commitment to:
5. support your learning by making the best possible use of class time;
6. developing engaging strategies to help you learn course material;
7. welcoming your input on ways to support you in your achievement of your learning goals and being responsive to ways in which you may be confused or are struggling with course material or assignments;
8. being available to provide additional assistance when needed.
Learning opportunities: The following assessments will be used throughout the semester.
Tests: There will be two non-cumulative tests for this course.
Case
Study: The case study will be a written assignment including diagnosis, differential diagnosis, assessment, etiology, and treatment considerations. More info to come!
Participation/
practice: Part of your grade will include participation points evaluated on the degree of your active involvement in the class. Participation grades will include responses to case study preparation questions, discussion clicker questions, and reflection assignments. It is your responsibility to make sure that your clicker is working correctly.
Your grade will be determined out of a total of 350 points.
2 exams / 200 pointsCase study / 100 points
Participation / Clicker questions/ HW / 50 points
Total / 350 points
Letter grades will be assigned as follows:
A = 100-94% / A- = 93-90%B+ = 89-87% / B = 86-84% / B- = 83-80%
C+ = 79-77% / C = 76-74% / C- = 73-70%
D+ = 69-67% / D = 66-64% / D- = 63-60%
All documents and grades will be available on the course website, Desire to Learn, https://learn.colorado.edu/.
MISSED CLASS AND LATE WORK
If you miss a class, please get notes from a classmate. You are responsible for all information communicated in class, whether or not you are in attendance. You must check the course website and your email to stay on top of any changes to the course plan or assignments.
It is not in your interest to explain to me reasons for missed class or late work without clear, written, verifiable documentation. Except for unavoidable, well-documented circumstances such as illness or family emergencies, when an assignment is turned in late, your grade for that assignment will be reduced by 10% for each day late.
An incomplete is only given if you, for reasons beyond your control, have been unable to complete course requirements. You must have documentation that verifies reasons that were beyond your control that interfered with your ability to complete the class. Moreover, a substantial amount of work must have been satisfactorily completed before approval for such a grade is given.
CONTROVERSIAL AND SENSITIVE TOPICS
Class lectures, discussions, and activities may include topics that are controversial and that may be upsetting in nature (e.g., traumatic events, suicide). The goal of this course is to think critically about such topics, and it is my aim to create an atmosphere that is conducive to dialogue and inquiry by nurturing a classroom based on respect and consideration for oneself and one’s peers. If you have concerns about topics that are listed on the syllabus or that are addressed in class discussions, I encourage you to talk individually with me at any point.
DISABILITY ACCOMMODATIONS
If you qualify for accommodations because of a disability, please submit to me a letter from Disability Services in a timely manner (for exam accommodations provide your letter at least one week prior to the exam) so that your needs can be addressed. Disability Services determines accommodations based on documented disabilities. Contact Disability Services at 303-492-8671 or by e-mail at . If you have a temporary medical condition or injury, see Temporary Medical Conditions: Injuries, Surgeries, and Illnesses guidelines under Quick Links at Disability Services website and discuss your needs with me.
RELIGIOUS OBSERVANCE
Campus policy regarding religious observances requires that faculty make every effort to deal reasonably and fairly with all students who, because of religious obligations, have conflicts with scheduled exams, assignments or required attendance. In this class, I expect you to notify me in advance if religious observances will conflict with class requirements so that we can arrange a suitable accommodation. See full details at http://www.colorado.edu/policies/fac_relig.html
CLASSROOM BEHAVIOR
Students and faculty each have responsibility for maintaining an appropriate learning environment. Those who fail to adhere to such behavioral standards may be subject to discipline. Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, color, culture, religion, creed, politics, veteran’s status, sexual orientation, gender, gender identity and gender expression, age, disability, and nationalities. Class rosters are provided to the instructor with the student's legal name. I will gladly honor your request to address you by an alternate name or gender pronoun. Please advise me of this preference early in the semester so that I may make appropriate changes to my records. See policies at http://www.colorado.edu/policies/classbehavior.html and at http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code
DISCRIMINATION AND HARASSMENT
The University of Colorado Boulder (CU-Boulder) is committed to maintaining a positive learning, working, and living environment. The University of Colorado does not discriminate on the basis of race, color, national origin, sex, age, disability, creed, religion, sexual orientation, or veteran status in admission and access to, and treatment and employment in, its educational programs and activities. (Regent Law, Article 10, amended 11/8/2001). CU-Boulder will not tolerate acts of discrimination or harassment based upon Protected Classes or related retaliation against or by any employee or student. For purposes of this CU-Boulder policy, "Protected Classes" refers to race, color, national origin, sex, pregnancy, age, disability, creed, religion, sexual orientation, gender identity, gender expression, or veteran status. Individuals who believe they have been discriminated against should contact the Office of Discrimination and Harassment (ODH) at 303-492-2127 or the Office of Student Conduct (OSC) at 303-492-5550. Information about the ODH, the above referenced policies, and the campus resources available to assist individuals regarding discrimination or harassment can be obtained at http://hr.colorado.edu/dh/
HONOR CODE
All students of the CU-Boulder are responsible for knowing and adhering to the academic integrity policy of this institution. Violations of this policy may include: cheating, plagiarism, aid of academic dishonesty, fabrication, lying, bribery, and threatening behavior. All incidents of academic misconduct shall be reported to the Honor Code Council (; 303-735-2273). Students who are found to be in violation of the academic integrity policy will be subject to both academic sanctions from the faculty member and non-academic sanctions (including but not limited to university probation, suspension, or expulsion). Other information on the Honor Code can be found at http://www.colorado.edu/policies/honor.html and at http://honorcode.colorado.edu
Course Outline and Schedule
Dates Readings:
Wed 6/1 Course introduction Chapter 1 (emphasis placed on pp.1-14)
Diagnostic Issues Chapter 3 (pp.92-97)
Fri, 6/3 Diagnostic Issues continued Corrigan (2004)- Stigma
Alarcón (2009) - Culture
Intro to etiology Chapter 2- (38-42, 50-56, 64-74)
Anxiety disorders Chapter 4
Mon, 6/6 Assessment Chapter 3- (77-92)
OCD related disorders Article – Pauls (2014) OCD etiology
Wed, 6/8 Empirically supported treatments Constantino and Bernecker (2014) –
Common factors and EST
PTSD Chapter 5
Fri, 6/10 Somatic and Dissociative disorders Chapter 8
Mon, 6/13 Mood disorders Chapters 6
Wed, 6/15 TEST 1
Fri, 6/17 Eating disorders Chapter 9
Mon, 6/20 Substance Chapter 10
Wed, 6/22 Schizophrenia Chapter 12
Fri, 6/24 Personality Chapter 13
CASE STUDY DUE
Mon, 6/27 Developmental Chapter 14
Wed, 6/29 Test 2
**SOME READINGS WILL BE ADDED THROUGHOUT THE SEMESTER**
Check D2L for homework due dates
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