MF123: Syllabus Steven J. Sandage, M.Div., Ph.D.

Spring 1998 Bethel Theological Seminary

Tuesday, 12:30 - 3:30 p.m. Office: A204; 638-6170

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INDIVIDUAL AND FAMILY PSYCHOPATHOLOGY

Course Description:

This course is focused on understanding and identifying individual and relational problems that contribute to diagnostic categories and psychopathology. The course includes an introduction to the DSM-IV, as well as a socio-cultural critique of diagnostic systems.

Course Objectives: Students should be able to:

  1. Identify the implications of theoretical perspectives on defining pathological development and functioning.

2. Understand and use DSM-IV categories related to the disorders discussed in class.

3. Analyze the interaction of individual and relational psychopathology.

4. Discuss psychopathology within an integrated Christian framework.

Required Reading:

Textbooks:

American Psychiatric Association (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author. (DSM-IV)

Maxmen, J., & Ward, N. (1995). Essential psychopathology and its treatment (2nd ed.). New York: W. W. Norton. (M & W)

Articles (to be handed out in class):

Berman, E., & Hof, L. (1987). The sex genogram: Assessing family-of-origin factors in the treatment of sexual dysfunction. In G. Weeks, & L. Hof (Eds.), Integrating sex and marital therapy: A clinical guide (pp.37-56). New York: Bruner/Mazel.

Carter, J. (1994). Psychopathology, sin and the DSM: Convergence and divergence. Journal of Psychology and Theology, 22, 277-285.

Comas-Diaz, L. (1996). Cultural considerations and diagnosis. In F. W. Kaslow (Ed.), Handbook of relational diagnosis and dysfunctional family patterns (pp.152-168). New York: John Wiley & Sons.

Gergen, K. J., Hoffman, L., & Anderson, H. (1996). Is diagnosis a disaster? A constructionist trialogue. In F. W. Kaslow (Ed.), Handbook of relational diagnosis and dysfunctional family patterns (pp. 102-118). New York: John Wiley & Sons.

Kaslow, F. W. (1996). History, rationale, and philosophic overview of issues and assumptions. In F. W. Kaslow (Ed.), Handbook of relational diagnosis and dysfunctional family patterns (pp. 3-18). New York: John Wiley & Sons.

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Layton, M. (1995, May/June). Emerging from the shadows. Family Therapy Networker, 19, 34-41.

Wylie, M. S. (1993, Sept/Oct). The shadow of doubt. Family Therapy Networker, 17, 18-29.

Wylie, M. (1995, May/June). Diagnosing for dollars? Family Therapy Networker, 19, 22-33.

Yapko, M. (1993, Sept/Oct). The seductions of memory. Family Therapy Networker, 17, 31-37.

Course Requirements:

  1. Team Report: Due April 14 or 21 (see sign-up schedule). In teams of two, please provide a brief summary report of one of the articles I provide. Approach this as a report you might give at a clinical staff meeting with colleagues. The report involves an in-class presentation (5-10 minutes, at most) with an accompanying one-page (at most) summary handout. The handout should include the reference and could be organized around: (a) a summary of the concepts/findings; and, (b) possible implications for diagnosis/assessment and/or clinical work, in general. These implications might be in the form of questions to think about raised by the article (e.g., What are the possible cultural influences on ADHD symptoms?) or specific points derived from the article.

2. Mid-term Take-Home Exam: Due April 28. The exam will consist of a combination of short essay and case studies. Content will be based on the assigned readings and lectures up to that point in the course. Material from the team reports will not be on the exam. You will be able to utilize readings and references materials of any kind. Please do not consult with others about the exam. The exam will be distributed April 21.

3. Integrative Paper: Due May 19. The purpose of this paper is for you to study a clinical disorder using the lens of the social sciences and the lens of a Christian worldview. The major thrust is to present the syndrome with specific reference to the Christian worldview and concepts reflecting humanity’s spiritual and embodied nature.

Choose an area of psychopathology that interests you. This could be a clinical issue we discuss in class or one we do not get to discuss. Try to be as specific as possible. For example, personality disorders is too broad as a category but Histrionic Personality Disorder may not be. Find a topic that facilitates an integrative synthesis (e.g., “Clinical Depression and a Theology of Hope”). The key to a short paper like this is to organize a specific thesis or issue to consider. The paper should incorporate the following:

  1. Discussion of the issue/syndrome (500-750 words): Start with a definition and brief overview of the issue/syndrome drawing on scholarly sources and the DSM-IV. State a clear thesis that organizes your work (e.g., “One way of understanding clinical depression is the absence of hope.” “Emotional guilt can take healthy or pathological forms.”).

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  1. Theological and worldview integration (1000-1500 words): Discuss the issue/syndrome in light of your Christian worldview and theological perspectives (e.g., sin/responsibility, human nature, guilt/shame, etc.). How does a Christian worldview or theology speak to or help “account for” the issue or disorder? What does a Christian perspective add to a secular biopsychosocial understanding of that issue or disorder? Work toward synthesis.

Guidelines:

(1) The paper should have a well-defined thesis that organizes the paper.

(2) The paper should be around 1750-2250 words typed, APA style, with quality reference to primary sources (journal articles, books, edited chapters). Please do not exceed word limits. Concise writing is often most effective.

(3) Papers will be graded on: (a) Understanding of the issue/disorder (35%); (b) Christian integration and synthesis (45%); and (c) Writing style - grammar, APA style, organization, and supporting mechanics (scholarly support) (20%).

4. Final Exam: May 26. The final will involve a combination of short answer/essay questions, multiple choice, and some case studies based on readings and lecture material in the second-half of the course (after mid-term exam).

5. Attendance and Respectful Participation: Your attendance and respectful participation is valued as part of the learning dialogue of this course.

Grading: Grades will be determined on the following basis:

Attendance and respectful participation 10 points

Team Report 40 points

Mid-term Take-home Exam 100 points

Integration Paper 150 points

Final exam 100 points

Total 400 points

Final grades will be assigned according to the following percentage system:

A / 95-100 / B+ / 87-90 / C+ / 77-79 / D+ / 67-69
A- / 91-94 / B / 83-86 / C / 73-76 / D / 63-66
B- / 80-82 / C- / 70-72 / F / 65 or less

Late Policy: A 5% penalty will be assessed for each day after 4:00pm on the due date for an assignment that is turned in late. No work will be accepted after the last day of class. Incompletes will only be given in extreme circumstances.

GENERAL COURSE EXPECTATIONS:

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1. Written assignments should represent the student's own work, conform to principles of academic integrity, reflect graduate-level thinking and writing skills, and be in accordance with the American Psychological Association's Publication Manual (4th ed.). You may obtain a brief summary of the major style requirements of the APA manual from the faculty secretaries. This summary also indicates the deviations from the manual that are acceptable for Bethel projects.

2. Any course which involves exploring our personal experiences and assumptions about the world can be difficult and unsettling. Our ability to learn and grow wiser through such a course depends on several things, which I also consider necessary for successful ministry and therapy: our ability to tolerate ambiguity; our willingness to dialogue honestly and respectfully with fellow students; our willingness to consider alternative views and interpretations; our willingness to acknowledge the limits of our own understanding and the world we live in; and our ongoing effort to integrate new information with our worldview. If you find you are having personal difficulty in this course, please check with me or the Office of Student Life about a referral for consultation or counseling.

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COURSE SCHEDULE

Date / Topic / Readings
March 24 / Theoretical Perspectives
March 31 / DSM-IV Classification / M & W (1995), Chs. 1-6; Carter(1994); Layton (1995); Wylie (1995)
April 7 / Culture & Mental Health;
Schizophrenia & Major Mental Disorders / Comas-Diaz (1996); Gergen, Hoffman, & Anderson (1996); MW, Ch. 9
April 14 / Substance Abuse
Team Reports / M & W, Ch. 8; Yapko (1993); Wylie(1993)
April 21 / Mood Disorders
Team Reports / M & W, Ch. 10
April 28 / Mid-term Take-Home
Exam Due
Anxiety Disorders / M & W, Ch. 11
May 5 / Childhood Disorders;
Eating Disorders / M & W, Chs. 16, 20
May 12 / Personality Disorders / M & W, Ch. 19
May 19 / Personality Disorders (cont.);
Sexual and Gender Disorders
Integrative Papers Due
Take-home Final Distr. / M & W, Ch. 15
Berman & Hof (1987)
May 26 / Final Exam