PP7320 Health & Human Dysfunction I Fall, 2007
IllinoisSchool of Professional Psychology at ArgosyUniversity, Chicago
Office Hrs: W 9:30-11:30 & by appt., Room 1315
Kathy P. Goggin, Psy.D. – ISPP 312-777-7687 private voice mail 312.899-8188
PP7320 – HEALTH & HUMAN DYSFUNCTION I
DR. GOGGIN’S SECTION, WED 12:30
IMPORTANT INFORMATION REGARDING SYLLABUS
Please do your best to procure the materials as soon as possible.
The texts you should be sure to buy for the beginning of the term are Brenner and the DSMIV-TR (see syllabus, page 11); all others will not be needed in the first weeks of class, so you might wish to wait to purchase them in case there are deletions. Consult the Bibliography at the end of the syllabus for full citations. The reference White & Gilliland is required (see week 3); these book chapters are available in the ISPP library, on reserve. Since this book is out of print, you MAY make copies of the chapter photocopies in the library. Alternatively, sometimes this book can be found, used, from online sources for relatively little cost. YOU WILL NEED THE PACKET STARTING WEEK 1.
PLEASE NOTE: there is a REQUIRED packet of readings (i.e., a collection of book chapters and journal articles) for this course which you may purchase (see syllabus page 10 for additional information on purchase.) ANY READINGS LISTED ON THIS ONLINE SYLLABUS WHICH ARE HIGHLIGHTED IN YELLOW ARE NOT INCLUDED IN THE PACKET BECAUSE THEIR COPYRIGHT COST IS PROHIBITIVE. These readings can be found in reserve books that are available in the ISPP library on campus, and you may make copies from the original sources if you wish. Please consult the syllabus (most of it on page 11) itself for further information.
PLEASE COME TO CLASS WEEK 1 HAVING READ THE ASSIGNED MATERIALS FOR WEEK 1. If you have any difficulty procuring materials, you should contact me at the private voicemail number shown at the top of the syllabus.
You may also attempt to contact the teaching assistant, Nic McCarley, at 773-203-9989; though I cannot guarantee his availability before the term starts, it is quite possible he will be able to assist you.
I look forward to working with each of you, and welcome to the IllinoisSchool of Professional Psychology at Argosy University/Chicago! Dr. Kathy Goggin
COURSE SYLLABUS
Course Description:
The aim of this course is to understand the nature and the definitions of health and dysfunction, as a foundation for the study of disturbed states and disturbed psychological functioning. This course provides an overview of significant issues regarding the nature and definition of health and illness or dysfunction. The perspective of the course is holistic; it uses a biopsychosocial model and will also integrate spiritual and ecological facets of human experience and functioning into that model. The role of contextual factors, including history, culture, gender, race, ethnicity, disability and sexual orientation will be addressed. Rarely considered contexts of science itself and human consciousness will also be discussed. The benefits and limitations of DSM-IV TR as a diagnostic system will be discussed. A major aspect of the course will be to present an overview of the milder forms of human dysfunction and personality disorders, and to introduce students to case conceptualization. Different theoretical approaches to understanding health and dysfunction shall be introduced. Throughout the course, the emphasis is placed on the multicausal nature of human functioning.
Course Objectives:
1.To provide students with a comprehensive perspective of the role of professional psychology in addressing the range of human functioning from optimal to dysfunctional.
2.To describe the various issues, assumptions and values that influence how health and dysfunction are researched, understood, classified and conceptualized.
3.To provide a holistic perspective within which to understand and describe human behavior that integrates biological, psychological, social, spiritual and ecological dimensions; and to
illustrate how such an holistic perspective can inform psychological assessment and intervention.
4.To emphasize the critical role which multiple contexts play in understanding and describing
human behavior; these include history, culture, gender, race, ethnicity, sexual orientation, disability and the rarely considered science and human consciousness itself. The integral role of
context in psychological functioning, assessment and intervention will be illustrated.
5.To demonstrate the multi-causal nature of human behavior, and to show how these various
factors often interact in a complex and unique fashion.
6.To provide a phenomenological framework for understanding human behavior that emphasizes the importance of understanding a person’s experience from within the framework of his or her world view.
This includes especially awareness of the influence of the psychologist’s own world view on professional practice.
7.To examine the relationship between wellness and dysfunction and to consider various
perspectives on how to understand the continuum of human functioning.
- To provide students with theoretical concepts and a methodology for organizing clinical material that will facilitate the identification, understanding and treatment of disturbed states and disturbed functioning.
- To sensitize students to the necessity for careful and thoughtful review of clinical material in order to appreciate the complexity of psychological processes and psychopathology.
- To learn case conceptualization skills, including the ability to integrate/apply various theoretical perspectives to clinical material.
- To provide students with opportunities to observe, reflect upon and understand their own internal experiences in order to build an empathic understanding of the internal states of others which will promote effective and ethical diagnostic and therapeutic work.
Learning objectives:
- Students will develop an appreciation of the biopsychosocial matrix of factors involved in the development of health and dysfunction. Assessed through class discussion, personal statement, and written exams.
- Students will master specific theoretical concepts and formulations in order to gain an understanding of known syndromes of dysfunction. Assessed through objective exams and written work.
- Students will learn how to use the DSM system of differential diagnosis, and will develop a critical understanding of this system’s clinical value and limitations. Assessed through class discussion, written case formulations, and written personal statement.
- Students will learn to conceptualize cases by applying and integrating theoretical concepts with specific clinical material. Assessed through class participation, written assignments and written exams.
- Students will learn to appreciate contextual variables (diversity factors) in the process of clinical case conceptualization. This includes the impact of the students’ own diversity factors. Assessed through class discussion, written assignments and exams.
Course evaluation:
Evaluation of students’ attainment of course objectives will be accomplished through written assignments, exams (both in-class and take home) and contributions to class discussion. Evaluation of professor and teaching assistant will be made at midterm and finals by submission of course evaluation forms which will be anonymously completed by students. Student comments, questions and constructive criticisms are encouraged and welcome at any time. I encourage all members of the class to contribute their feedback in order to promote the most effective learning environment.
Course requirements:
ATTENDANCE AT ALL CLASSES IS EXPECTED AND REQUIRED. For those students who receive student loans, attendance at class can also affect your eligibility for loan monies. Missing a class is not acceptable except in the most extraordinary circumstances, and you are expected to inform the professor in advance of class if such a concern arises. Promptness to class is also expected; the classroom is a professional arena, and professional behavior is expected. Class participation is 5% of your grade. Meaningful participation in class is encouraged and expected. Students are invited and encouraged to raise questions, to express their thoughts and opinions, and to challenge themselves, each other and the professor in respectful ways. Since attendance is required, merely being present does not earn a student the full 5% credit for participation.
Students are required to complete and reflect upon all reading assignments prior to class in order to promote meaningful discussion and to allow for questions and clarifications. The required readings are the foundation for your learning, and have been selected in order to prepare you to function as a professional. Hence, none of the readings is optional. Please be aware that these readings will rarely be directly lectured upon; it is assumed that you will read the materials and then come prepared to class to integrate these materials at a deeper level. You will also see recommended readings that are suggested to further assist you and to allow for a richer learning experience if you desire it. These sources will also be available on reserve in the library.
Assignments, papers and exams are due at the start of class, 12:30 PM. NO LATE PAPERS OR EXAMS WILL BE ACCEPTED SO PLAN YOUR TIME ACCORDINGLY (i.e., printers may not print when you want them to.) Schedule of papers, exams and assignments follows.
SCHEDULE OF COURSE ASSIGNMENTS, PAPERS, EXAMSWEEK DUE
Personal statement on health and illness (5 pages)2
Ungraded assignments:
#1Miss E, symptom circle part 1- written3
#2Miss E, symptom circle part 2 - written4
#3Personal vicious circle – written11
NOTE: OTHER UNGRADED, IN-CLASS ASSIGNMENTS MAY BE ADDED
Objective, in-class exam6
Take home midterm exam8
Take home final exam14
Course grading:
Class participation 5 points
Objective exam10 points
Personal statement10 points
Midterm take home exam30 points
Final take home exam45 points
TOTAL possible points 100 points
93 to 100 pointsA
90 to 92.9A-
87 to 89.9B+
83 to 86.9B
80 to 82.9B-
79 and belowC or less (academic probation results)
Grading criteria:
The following criteria will be used to assess student performance:
- An accurate and clear understanding of the theoretical and empirical material presented in the course.
- An ability to apply theoretical and empirical material in a thoughtful and insightful manner to an understanding of the nature of health and dysfunction.
- An ability to apply theoretical and empirical material in a thoughtful an d insightful manner to an understanding of one’s own personal experiences, assumptions and biases regarding the nature of health and dysfunction.
- An ability to demonstrate an holistic and phenomenological perspective to the understanding of health and various forms of dysfunction, with an appreciation for the multiple factors involved in the development and course of a particular disorder.
- An ability to apply various theoretical perspectives to clinical material in order to generate thorough and meaningful case conceptualization, and to apply a biopsychosocial model of conceptualization.
- An ability to express ideas in a clear, articulate and thoughtful manner both in writing and in verbal contributions to class discussions. Quantity of classroom comments is not as important as the quality of contributions. These should reflect thoughtful consideration of reading materials and one’s own experience. Respect for differing points of view is expected.
- Writing will demonstrate correct grammar, careful editing and use of APA style criteria on exams.
Disability statement:
It is the policy of the Illinois School of Professional Psychology at Argosy University/Chicago to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA.) If a student with disabilities needs accommodations to complete the instructor’s course requirements, the student must notify the Director of Students Services. Procedures for documenting student disability and the development of reasonable accommodation will be provided to students upon request.
Students will be notified by the Director of Students Services when each request for accommodation is approved or denied in writing via a designated form. It is the student’s responsibility to present the form (at his or her discretion) to the instructor in order to receive the requested accommodations in class. In an effort to protect student privacy, Student Services will not discuss the accommodation needs of any student with instructors.
Academic dishonesty/plagiarism statement:
The University seeks to foster a spirit of honesty and integrity. Any work submitted by a student must represent original work produced by that student. Any sources used by a student must be documented through normal scholarly references and citations, and the extent to which any sources have been used must be apparent to the reader. The University further considers resubmission of a work produced for one course in a subsequent course or the submission of work done partially or entirely by another to be academic dishonesty. It is the student’s responsibility to seek clarification from the course instructor about how much help may be received in completing an assignment or exam or project and what sources may be used. Students found guilty of academic dishonesty or plagiarism shall be subject to disciplinary action up to and including dismissal from the University.
From Dr. Goggin: All students are expected to conduct themselves in keeping with standards of human respect and dignity, as well as the Ethical Standards of Psychologists as published by the American Psychological Association. Dishonesty, deceit or disrespect in any fashion is not in keeping with human dignity, personal integrity or professional ethical standards.
CLASS SCHEDULE AND ASSIGNMENTS
Week 1Introduction - Discussion of the basic perspective and principles that form the
foundation for the course, including the importance of an holistic perspective, the phenomenological orientation, the interrelationship between health and dysfunction, and
the role of multiple contexts in understanding human behavior. Introduction to DSM.
Engel, GL (1977). The need for a new medical model: A challenge for biomedicine.
Science, 196, 129-136.
Cowen, EL (1991). In pursuit of wellness. American Psychologist, 46 (4), 404-408.
Brenner Chapters 2 & 3
DSM pp. xxiii-xxvv and 27-37
Week 2 The importance of context in understanding human functioning: science and human consciousness as context. Introduction to psychodynamics – psychic apparatus and functions.
PERSONAL STATEMENT ON DEFINITIONS OF HEALTH AND ILLNESS DUE
Rothblum, Solomon & Albee (1986). A sociopolitical perspective of DSMIII. In
Millon, T., & Klerman, G. (Eds.) Contemporary directions in psychopathology(pp.167-187). NY: Guilford Press.
Prilletensky, I. (1989). Psychology and the status quo. American Psychologist, 44 (5),
795-802.
Barney, K. (1994). Limitations of the critique of the medical model. The Journal of
Mind and Behavior, 15 (1/2), 19-34.
BrennerChapters 4 & 5
Recommend:Wallace, Chapters 1, 2 & 3
Kaplan, Sadock & Greb
Week 3The importance of context in understanding human functioning: culture and diversity.
Psychodynamics – conflict and defenses.
ASSIGNMENT #1 DUE
Week 3 continued on next page
Betz, N.E., & Fitzgerald, L.F. (1993). Individuality and diversity: Theory and research in
counseling psychology. Annual Review of Psychology, 44, 343-381.
Clark, Anderson, Clark & Williams (1999) Racism as a stressor for African-Americans.
American Psychologist, 54, (10) 805-816.
Garnets, Hancock, Cochran, Goodchilds & Peplau (1991), “Issues in Psychotherapy with Lesbians and Gay Men,” American Psychologist, v. 46, no. 9 pp. 964-972.
White & GillilandChapters 2 & 3
DSMAppendix I, pp. 897-903
Week 4 Conclusion of conflict and defenses. Other psychoanalytic perspectives –object
Relations and self psychology.
ASSIGNMENT #2 DUE
Pine (1990) Multiple perspectives and singular persons, and The four psychologies of psychoanalysis.
In Drive, ego, object and self: a synthesis for clinical work, pp. 3-41.
Perry, Cooper, Michels (1987) “The Psychodynamic formulation: its purpose, structure and clinical application,” American Journal of Psychiatry, 144, 5, 543-550, 8 pp.
Cushman (1990) Why the Self is Empty: Toward a historically situated psychology.
American Psychologist, 45, 5, 599-611, 13 pp. , ISSN-0003-066X
White & GillilandChapters 4, 5
Recommend:St. Clair, Object Relations and Self Psychology
Week 5Biological, environmental and evolutionary aspects of the biopsychosocial model. Behavioral concepts of dysfunction
Harrop, C.E., Trower, P., & Mitchell, I.J. (1996). Does the biology go around
the symptoms? A Copernical shift in schizophrenia paradigms. Clinical Psychology
Review, 16 (7), 641-656.
Pledger, C (2003) Discourse on disability and rehabilitation issues.
(4), 279-284. 6 pp. ISSN-0003-066X
Pert, C., Dreher, H., & Ruff, R. (1998) The psychosomatic network: foundations
of mind-body medicine. Alternative Therapies in Health and Medicine, 4, (4), 30-41.
ON LIBRARY RESERVE
Recommend: Kaplan, Sadock and Greb – Chapters on behaviorism and somatoform disorders
Gurman and Messer – Chapter on behaviorism
Corey – Chapter on behaviorism
Week 6Anxiety disorders. Dissociative disorders. Somatoform disorders
Review of dynamic and behavioral perspectives.
IN-CLASS EXAM
Person & Davidson (2001) Cognitive-behavioral case formulation, in Dobson, K (ed),
Handbook of Cognitive-Behavioral Therapies, 2nd ed.,, New York, Guilford Press
Shear, Cooper et al (1993) A psychodynamic model of panic disorder. American Journal of
Psychiatry, 150, (6), 263-270, 8 pp.
DSMSomatoform disorders, pp. 485-511
Anxiety disorders, pp. 429-484
Dissociative disorders, pp. 519-533
Week 7Depressive disorders. Cognitive-behavioral perspective.
Arieti & Bemporad (1978) “Psychodynamics of Mild Depression,” in Severe and Mild Depression, Basic Books, New York, pp. 156-184, 29 pp., ISBN 71816530
Beck (1979) “An Overview,” in Cognitive Therapy of Depression, Guilford Press, NewYork, pp. 1-33, 33pp. ISBN 0-89862-000-7
Cochran & Rabinowitz (2003) Gender-sensitive recommendations for assessment and treatment of depression in men. Prof Psychology: Research and Practice, 34, (2), 132-140, 9 pp. ISSN 0735-7028
Hamilton and Jensvold (1992). “Personality, psychopathology and depressions in women,”
in Brown and Ballou (eds.), Personality and Psychopathology: Feminist Reappraisals,
Guilford Press, New York, 116-143, 28 pp., ISBN: 0-89862-774-5
Herring & Kaslow (2002) Depression and attachment in families: a child-focused perspective.
Family Proces, 41, 494-518, 25 pp.
DSMpp. 345-346; 349-356; 376-382; 398-400; 401-410
Recommend:Jack, DC Silencing the Self - on library reserve
Gurman and Messer – chapter on cognitive-behavioral
Week 8Introduction to Personality Disorders. The vicious circle. Socio-cultural and diversity factors
of the biopsychosocial model.
MID-TERM EXAM DUE AT 12:30PM. NO EXCEPTIONS.
Kitzinger, C. (1995) Social constructionism: Implications for lesbian and gay psychology.
In A.R.D’Augelli & C. Patterson (Eds.), Lesbian, Gay and Bisexual Identities over the
Lifespan (pp. 136-161). Oxford: OxfordUniversity Press.
Rothbaum, Weisz, Pott, Miyake, & Morelli (2000) Attachment and culture. American Psychologist, 55, (10), 1093-1104.
Root, M (1992). “Reconstructing the impact of trauma on personality,” in Brown and Ballou
(eds.), Personality and Psychopathology: Feminist Reappraisals, Guilford Press,
New York, pp. 229-263, 33 pp., ISBN: 0-89862-774-5.4