On-Campus Course Syllabus

PSY 230 Abnormal Psychology

L00.A

Fall 2017

Class Information

Day and Time:Thursdays 8:00am to 10:30am
Room Number:E205

Contact Information

Instructor Name:Steve Hunter Ed.D., D.Min., LPC-S, NCC
Instructor Email:

Instructor Phone:214-232-3251

Instructor Office Hours:Tuesdays/Thursdays 12-4pm

Course Description and Prerequisites

A study of psychopathology to aid students in understanding problems outside the normal range of behavior. Students develop skills in making diagnoses according to the DSM-V and grow in their understanding of the various treatments of abnormal behavior. Students examine the interaction between the Christian worldview and abnormal human behavior and treatment.

Course Objectives

At the end of this course the student will be able to:

  1. Explore descriptions, origins and societal implications of the major forms of maladaptation from a psychological and biblical perspective.
  2. Analyze diverse theoretical views of abnormal behavior, including behavioral, psychodynamic, and biological perspectives in comparison and contrast to Scripture.
  3. Identify behavioral classifications and diagnostic systems such as the DSM V; and to present critiques, limitations, and implications of diagnoses and classification.
  4. Distinguish current research findings and trends pertinent to the development and description of maladaptive behavior, as well as sociocultural and gender influences on the prevalence of abnormality.
  5. Evaluate historical paradigms and present a multidimensional paradigm according to biblical principles.
  6. Provide biblical and practical suggestions to address the top issues Christians face in the discipline of abnormal psychology.

Required Textbooks

Davey, G. (2014). Psychopathology: research, assessment and treatment in clinical psychology(2nd ed.). London: The British Psychological Society. ISBN: 9781118659335

Desk reference to the diagnostic criteria from DSM-5. (2013). Washington: American Psychiatric Publishing. ISBN: 9780890425565

Course Requirements and Assignments

The grades for the course will be determined by the student’s performance in the following areas:

  1. Twenty-five percent (25%) of the student’s semester grade will depend upon completion of a mid-term.
  2. Twenty-five percent (25%) of the student’s semester grade will depend upon the completion of a comprehensive final exam at the end of the semester.
  3. Twenty-five percent (25%) pf the student(s)’ semester grade will depend upon the research and presentation of a topic related to Abnormal Psychology assigned by the professor. Students will have the option to research and present in groups. The research paper should have a minimum of ten different sources (recent books and reputable journal articles). The research paper will be approximately ten to twelve pages according to the APA Style Format. The student or students will then be required to present on the topic for approximately 35 to 45 minutes plus a time for questions. On the assigned date of the presentation, the student will provide a handout for each member of the class and submit an electronic version of the presentation to the professor before his or her presentation. When writing and organizing the paper, the student(s) will create and maintain a basic structure according to APA style. The following is a link to learn everything you need to know about APA style and format, and a sample paper:

https://owl.english.purdue.edu/owl/resource/560/01/

In addition, the following are some questions to keep in mind while researching the assigned topic:

  • Introduction: _____ (10 pts.) Does the paper have a clear introduction? For example, does the paper address current statistics, current events, and current research regarding the topic in order to appropriately introduce and grab the reader’s attention?
  • Body of the Text: _____ (20 pts.) Does the paper address the most important dimensions and key concepts regarding the topic? Does the research related to these key dimensions and issues include a “good mix” of Christian and Secular resources—both recent books and reputable journal articles related to counseling, psychology, and abnormal psychology? What does the Bible say about this specific topic? Are these sources cited according to APA style throughout the body of the paper? Are the sources cited according to APA style in the Reference section of the paper? Are the writer’s thoughts clear and easy to follow throughout the body of the paper with clear transition sentences?
  • Case Study _____(20 Pts.) Does the case study protect confidentiality, first and foremost? Does the case study apply the research, theory, and psychological techniques contained in the body of the paper? Does the case study contain a DSM V diagnosis?
  • Conclusion: _____ (15%) Does the conclusion summarize the key insights and principles? Does the paper have a conclusion that addresses the main implications and applications for mental health providers? What about the implications and applications in a church setting?
  • Grammar and Style _____(15 Pts.) Are the sentences complete as opposed to fragmented sentences? Are their few grammatical and spelling mistakes?Is there a title page, abstract, and reference page? Is the paper typed in Times New Roman, Size 12 font, with 1-inch margins on the sides and 1 inch margins on the top and bottom? Are the pages numbered? Is the paper according to APA style?
  • Presentation: _____ (20 Pts.) Does the presentation cover the main points of the topic in an interesting and engaging way? Does the student use PowerPoint effectively to emphasize the main points? Did the student provide a handout to the professor and other students at the time of the presentation? Did the student begin and end the presentation in a timely fashion?
  1. Twenty-five percent (25%) of the student’s semester grade will depend upon participation in group facilitated classroom discussions--which require class attendance, and four quizzes throughout the course of the semester.
  2. It is important to note for all assignments that no late work (or partial completion of any assignment) will be accepted after the due date assigned.

Class Attendance

Students are responsible for enrolling in courses for which they anticipate being able to attend every class session on the day and time appearing on course schedules, and then making every effort to do so. When unavoidable situations result in absence or tardiness, students are responsible for acquiring any information missed. Professors are not obliged to allow students to make up missed work. Per their independent discretion, individual professors may determine how attendance affects students’ ability to meet course learning objectives and whether attendance affects course grades.

Grading Scale

A / 97-100 / 4.0 grade points per semester hour
A- / 93-96 / 3.7 grade points per semester hour
B+ / 91-92 / 3.3 grade points per semester hour
B / 88-90 / 3.0 grade points per semester hour
B- / 86-87 / 2.7 grade points per semester hour
C+ / 83-85 / 2.3 grade points per semester hour
C / 80-82 / 2.0 grade points per semester hour
C- / 78-79 / 1.7 grade points per semester hour
D+ / 75-77 / 1.3 grade points per semester hour
D / 72-74 / 1.0 grade point per semester hour
D- / 70-71 / 0.7 grade points per semester hour
F / 0-69 / 0.0 grade points per semester hour

Incomplete Grades

Students requesting a grade of Incomplete (I) must understand that incomplete grades may be given only upon approval of the faculty member involved. An “I” may be assigned only when a student is currently passing a course and in situations involving extended illness, serious injury, death in the family, or employment or government reassignment, not student neglect.

Students are responsible for contacting their professors prior to the end of the semester, plus filing the appropriate completed and approved academic request form with the Registrar’s Office. The “I” must be removed (by completing the remaining course requirements) no later than 60 calendar days after the grade was assigned, or the “I” will become an “F.”

Academic Honesty

Absolute truth is an essential belief and basis of behavior for those who believe in a God who cannot lie and forbids falsehood. Academic honesty is the application of the principle of truth in the classroom setting. Academic honesty includes the basic premise that all work submitted by students must be their own and any ideas derived or copied from elsewhere must be carefully documented.

Academic dishonesty includes, but is not limited to:

  • cheating of any kind,
  • submitting, without proper approval, work originally prepared by the student for another course,
  • plagiarism, which is the submitting of work prepared by someone else as if it were his own, and
  • failing to credit sources properly in written work.

Institutional Email Policy

All official college email communications to students enrolled in this course will be sent exclusively to students’ institutional email accounts. Students are expected to check their student email accounts regularly and to respond in an appropriate and timely manner to all communications from faculty and administrative departments.

Students are permitted to setup automatic forwarding of emails from their student email accounts to one or more personal email accounts. The student is responsible to setup and maintain email forwarding without assistance from college staff. If a student chooses to use this forwarding option, he/she will continue to be responsible for responding appropriately to all communications from faculty and administrative departments of the college. Criswell College bears no responsibility for the use of emails that have been forwarded from student email accounts to other email accounts.

Disabilities

In order to ensure full class participation, any student with a disabling condition requiring special accommodations (e.g., tape recorders, special adaptive equipment, special note-taking or test-taking needs) is strongly encouraged to contact the instructor at the beginning of the course, or if a student has a learning disability, please inform the professor so assistance can be provided.

Intellectual Property Rights

Unless otherwise specifically instructed in writing by the professor, students must neither materially nor digitally reproduce materials from any course offered by Criswell College for or with the significant possibility of distribution.

Resources and Support

Canvas and CAMS: Criswell College uses Canvas as its web-based learning tool and CAMS for student data. Students needing assistance with Canvas should contact the Canvas Help Support line at (844) 358-6140. Tech support is available at this number twenty-four hours a day. Students needing help with CAMS should contact the Campus Software Manager at .

Student Services: The Student Services Office exists to foster and encourage success in all areas of life—physical, intellectual, spiritual, social, and emotional. Students are encouraged to reach out for assistance by contacting the office at 214.818.1332 or . Pastoral and certified counseling services are also available to Criswell students. Appointments are scheduled through the Dean of Students Jeff Campbell, at .

Wallace Library: Students can access academic resources and obtain research assistance by visiting the Wallace Library, which is located on campus. For more information, go to the library website, or email the Wallace Library at .

Writing Center: Students are encouraged to consult with writing tutors to improve and enhance their skills and confidence by practicing techniques of clear and effective writing. To consult with a tutor, students can visit the Writing Center located on the first floor near the Computer Lab, or they can schedule an appointment by emailing r calling 214.818.1373.

Course Outline/Calendar

Week / Date / Assigned Reading / In-Class Topic / Assignments Due
1 / 8/24 / Chapter 1, Davey (2014) / Syllabus, General Issues &
Introduction to the DSM-V / Chapter 1, Davey (2014)
2 / 8/31 / Chapter 2, Davey (2014) / Definitions, Stigma, DSM-V / Chapter 2, Davey (2014)
3 / 9/7 / Chapter 4, Davey (2014) / Treating Psychopathology / Chapters 1, 2, 4, Quiz
4 / 9/14 / Chapter 6, Davey (2014) / Anxiety Related Problems / Chapter 6, Davey (2014)
5 / 9/21 / Chapter 7, Davey (2014) / Depression and Mood Disorders / Chapter 7, Davey (2014)
6 / 9/28 / Chapter 7 (cont’d) / Depression and Mood Disorders (cont’d) / Chapters 6 and 7, Quiz
7 / 10/5 / Chapter 9, Davey (2014) / Substance Use Disorders Introduction / Review for Exam
8 / 10/12 / MID-TERM EXAM / MID-TERM EXAM / MID-TERM EXAM
9 / 10/29 / Chapter 9, Davey (2014) / Substance Use Disorders (cont’d) / Chapter 9, Davey (2014)
10 / 10/26 / Chapter 12, Davey (2104) / Personality Disorders Introduction / Chapters 9 & 12, Quiz
11 / 11/2 / Chapter 12, Davey (2014) / Personality Disorders (cont’d) / Chapter 12
12 / 11/9 / Chapter 16, Davey (2014) / Adolescent Psychological Problems / Chapters 12 & 16, Quiz
13 / 11/16 / SBTC / NO CLASS / NO CLASS
14 / 11/23 / FALL BREAK / NO CLASS / NO CLASS
15 / 11/30 / Class Presentations / Class Presentations / Research Papers Due
16 / 12/7 / Class Presentations / Class Presentations / Research Papers Due
17 / 12/14 / FINAL EXAM / FINAL EXAM / FINAL EXAM

SelectedBibliography

American Psychiatric Association. Diagnostic and Statistical Manual for Mental Disorders. Fourth

Edition, Text Revision, Washington D.C: American Psychiatric Association, 2000.

Atkinson, Rita L. et al. Introduction to Psychology, Fort Worth: Harcourt Brace Jovanovich Inc., 1993.

Barlow, David, H. and Mark V. Durand. Abnormal Psychology: An Integrative Approach, Fourth Edition, New York: Brooks/Cole Publishing, 2005.

Carkhuff, Robert, and Berenson, Bernard. Beyond Counseling and Therapy,New York: Holt, Rinehart, & Winston, 1967.

Costello, Timothy W., and Joseph Costello, Abnormal Psychology, New York: HarperCollins Publishers, 1992.

Cousins, Norman, Anatomy of an Illness, New York: W. W. Norton & Co., Inc., 1979.

Eysenck, Hans J. Handbook of Abnormal Psychology, New York; Basic Books, 1960.

Frankl, Victor, Man’s Search for Meaning, Boston: Beacon Press, 1963.

Kasschau, Richard A. Understanding Psychology, New York: McGraw-Hill, 1995.

Truax, Charles, and Carkhuff, Robert,Toward Effective Counseling and Psychotherapy, Chicago:

Aldine Press, 1967.

Yalom, Irvin, The Theory and Practice of Group Psychotherapy,New York: Basic Books,2nd ed. 1975;

4th ed. 1995.

Yarhouse, Mark, Richard Butman and Barrett McRay, Modern Psychopathologies: A Comprehensive ChristianAppraisal, InterVarsity Press, 2005.

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