Psychological Disorders and War

Psychology 395 Psychological Disorders and War

Saint Martin’s University / Ft Lewis Campus

Term 3: Monday, January 7 to Tuesday, March 4, 2008

Tuesday / Thursday 5:00-7:40pm

COURSE DESCRIPTION

An exploration of how war and combat impact both military personnel and those left at home. The psychological disorders often associated with combat will be studied, as well as the effect war has on the family and on relationships. This special topics course was proposed by Renee Burden and developed by Jennifer Jamison, MA in 2006.

COURSE PERFORMANCE OBJECTIVES

Each student should be able to:

Examine how combat trauma can lead to the development of selected psychological disorders in military personnel. These disorders will be explored within the context of the BioPsychoSocial model of etiology.

Understand how deployment in wartime can affect the individual and the family in terms of relationships, parenting, and how the presence of psychological disorders within one family member impacts the entire family system.

Comprehend the basic elements of counseling as it is applied to the individual, the couple and the family,

LECTURE CONTENT

What is Abnormality?: What is the DSM? / What is the BioPsychoSocial Model?

War and the Individual: Major Depressive Disorder and Suicide / Substance Abuse / Post Traumatic Stress Disorder

War and the Family: Marriage and Relationships / Divorce and Infidelity / Parenting / Family Violence / Other Family Issues

Counseling / Psychotherapy:Basic Concepts / Individual Counseling / Group Therapy / Couples and Family Counseling / Ethical Issues in Counseling

REQUIRED TEXTBOOKS

On killing: The psychological cost of learning to kill in war and society

by Dave Grossman / 1996

ISBN: 0316-33011-6

Depression in Adults / 3rd edition

by Anton Tolman / 2006

ISBN: 1887537244

Post-traumatic / Acute stress disorders / 4th edition

by Matthew Friedman / 2006

ISBN: 1887537228

INSTRUCTOR INFORMATION

Jennifer Jamison, MA/Psychology

<deleted> voicemail

The main form of communication I prefer outside of the classroom is email. My goal is to answer every student email within 48 hours Monday through Friday; I check my email several times a day on those days. Note: phone calls are also appropriate and will be answered Monday through Friday within 36 hours.

I teach for Pierce College McChord AFB (2000-present), Saint Martin’s University Extension Campuses (2001-present) and Chapman University College at Navy Subase Bangor (2005-present). My academic interests include life-span psychopathology, cognitive therapy, the BioPsychoSocial model and ethical issues in counseling. I was the recipient of the United States Air Force’s Teaching Excellence award in May 2002 (Saint Martin’s College) and May 2005 (Pierce College). My clinical counseling training and experience was centered on working with an older adult population facing such issues as long-term mental illness and the dementias.

Education

Chapman University CollegeMaster’s degree in Counseling Psychology 1998

Saint Martin’s CollegeBachelor of Arts degree in Psychology 1994

COURSE SCHEDULE / READING ASSIGNMENTS

Supplemental lecture notes will be provided to students on a regular basis either in printed form distributed in class or sent via email.Please complete all indicated reading assignments before the start of each session.

Week 1 / Session 1: Tuesday, January 8 & Session 2: Thursday, January 10 Introduction / review of course requirements. Topics: What is Abnormality? What is the DSM? What is the BioPsychoSocial Model? Lecture notes will be provided in class. Assignment for week 2: Read the book Depression, begin reading On Killing – one to two chapters a week.

Week 2 / Session 3: Tuesday, January 15 & Session 4: Thursday, January 17 Topics: Major Depressive Disorder and Suicide. Assignment for week 3: Read provided lecture notes on substance abuse; continue reading On Killing.

Week 3 / Session 5: Tuesday, January 22 & Session 6: Thursday, January 24 Topics: Substance use and abuse; class discussion of On Killing. Assignment for week 4:Read the book Post-Traumatic / Acute Stress Disorders; continue reading On Killing.

Week 4 / Session 7: Tuesday, January 29 & Session 8: Thursday, January 31 Topics: Post traumatic / acute stress disorder; class discussion of On Killing. Assignment for week 5: Read provided handouts; continue reading On Killing.

Week 5 / Session 9: Tuesday, February 5 & Session 10: Thursday, February 7 Topics:

Marriage and relationships; divorce and infidelity; class discussion of On Killing. Assignment for week 6: Read provided handouts; continue reading On Killing.

Week 6 / Session 11: Tuesday, February 12 & Session 12: Thursday, February 14 Topics:Parenting; family violence; and other family issues; class discussion of On Killing. Assignment for week 7: Read provided handouts; continue reading On Killing.

Week 7 / Session 13: Tuesday, February 19 & Session 14: Thursday, February 21 Topics:Basic concepts of counseling; individual counseling; final class discussion of On Killing. Assignment for week 8: Read provided handouts.

Week 8 / Session 15: Tuesday, February 26 & Session 16: Thursday, February 28 Topics:Group therapy; couples and family counseling; ethical issues in counseling. Submit all written assignments by Session 16.

GRADING STANDARDS

One (1) essay exam: up to 70 points (excluding extra credit questions)

One (1) research project: up to 50 points

One (1) extra credit project (for two or more absences): part of final grade

Class participation: up to 40 points

Total points: up to 160 points

A+ = 4.0  A = 4.0  A- = 3.67  B+ = 3.33  B = 3.00  B- = 2.67

C+ = 2.33  C = 2.00 C- = 1.67  D+ = 1.33 D = 1.00  D- = .67 F = 0.00

What does it take to earn…?

A category (100-90%) demonstrates significant understanding of major course concepts; critiques the work of others with respect and understanding of the material; offers new interpretations of course material and can provide valid explanations for perspectives. There is a high level of creativity present in written assignments.

B category (89-80%) demonstrates some evidence of understanding some/most of the major concepts; is able to agree or disagree when prompted; is skilled in basic level of support for opinions; offers an occasional divergent viewpoint.

C category (79-70%) has a superficial understanding of the material; offers inadequate support for perspectives; comments suggest that the textbook has not been read. Written work is sloppy in appearance, and the content suggests a last minute, unorganized “rush job”.

D category (69-60%) or F (59% and below) shows no significant understanding of material; no written work is submitted.

METHODS OF ASSESSMENT

Note: “All Saint Martin’s University assessments are mandatory and must be accomplished as a part of class course work.”

Requirements for the take-home, open book essay exam:

The seven (7) question exam will be based on your textbook, class discussions/lectures and your own perspective. Each answer is worth up to 10 points each. Your answers should be in complete sentence/paragraph form. Answer each question as thoroughly as you can - you’re not expected to write several pages for each answer, but do make an effort answering the questions with as much factual detail and personal perspective as you can.

As a general guideline, 2 pages per answer is the minimum expected, although you may write more pages per answer. Offering only three sentences as an answer is not acceptable, nor is merely recopying any author’s writing as your answer(s).

Do use your own words/thoughts as much as possible, but when quoting from the text, use quotation marks and reference the author and page, i.e. (Grossman, 1996, pg. 150). I am willing to review rough drafts until session 11.

Requirements for Interview / Research Report

The research assignment of the course will be a report based on each student's interview of an individual involved in the war in Iraq or Afghanistan - either a deployed servicemember or a family member at home. All interview subjects shall remain anonymous and should be over the age of 18.

The purpose of the interview will be to research experiences concerning deployment, personal struggle and success, and ultimately how war and combat changed the individual. Of special focus will be the personal attitudes and needs of these individuals as they apply to counseling.

Each student will be given standardized questions to ask and will have the opportunity to create his or her own questions as well.

The main elements of the paper will be on:

1. how war and combat changed the interviewee; what was life like before and after deployment?

2. what are the interview subject’s attitudes about counseling and psychology?

3. what have their positive / negative experiences been with counselors (if applicable)?

Summarize your findings in a written report that is a minimum of eight (8) pages. Please do not include the cover and any reference page in your final count. There is no maximum page limit.

Students may supplement their interview findings with outside research, for example, how are psychological services provided to military personnel and their families?

Additional information and the questions will be provided in a separate document.

WRITING STYLE REQUIREMENTS

When supplementing your answers with information from other sources, cite those sources in your papers, and on a separate page using “APA Style” (a separate handout detailing how sources should be acknowledged on the reference page will be provided).

Use double spaced lines, with allover 1 inch margins.

APA writing style is appreciated, but not required, except for the cover and reference pages.

Use only readable fonts such as Times New Roman, New Century Schoolbook, or Palatino in 12 point only.

PROOFREAD everything you write, checking for grammar and spelling. Having someone else read your work can be very helpful in making corrections.

POLICY ON ATTENDANCE

I understand that there are situations when you cannot attend a class session: active duty assignments, family responsibility, etc. I want to ensure that you get as much benefit and information out of the course as possible. Regular attendance is important to your instructor, and for each student’s learning experience.

I’m willing to make an exception if your absences are based on military duty (TDY and deployment in particular). Please contact me to discuss the situation as soon as you learn of your changes in duty.

Completion of this project will be considered part of your final grade. There will be no required extra credit for missing one (1) complete class session. The following are guidelines for extra credit for missed sessions:

If you miss two (2) or three (3) complete sessions: do one (1) article review.

If you miss four (4), five (5), or six (6) complete sessions: do two (2) article reviews.

If you miss seven (7) or more complete class sessions: please speak with me privately concerning this significant amount of absence.

Description of article analysis

In your own words, write a two to three(2-3) page, double spaced, typewritten analysis of the subject. The major focus of your analysis MUST be on how the article content relates to one of the concepts discussed in class and/or in your textbook. Use the APA style format for the cover page. Please include the article copy along with your analysis.

Areas to be discussed:

What is the content of the article and describe why you chose this article.

In general terms, how does the article content relate to course content?

Be very specific about how the article content is related to one (or more) of the psychological concepts as described in class or in a course textbook.

What is your personal perspective on the topic/concept?

CLASS MANAGEMENT

I understand that it is difficult for adult learners with jobs and family responsibilities to go to school, but please attend all sessions and be on time as much as possible. If you are unable to attend class, please let me know. If you arrive late, please take your seat as quietly as possible with a minimum of disruption.

Please check your email account at least twice a week for additional course material and information.

As a reminder: if you are unable to complete course requirements on time, please contact me as soon as possible to review your options. I'm willing to help students successfully complete the course.

Students are always welcome to ask questions, share perspectives / ideas with the instructor and other students. However, crosstalk between students not paying attention to the lecture / in-class student discussion is not appropriate and is disruptive to the learning environment.

Students are expected to discuss a wide variety of topics with one another and with your instructor, in a respectful, mature manner that reflects the status of adult university students.

If your cell phone needs to be on (work duty or family emergency), please be as unobtrusive as possible while dealing with a call. All other students: turn your cell phones OFF during the class sessions.

DISABILITIES SUPPORT SERVICE EXPLANATION

Access/Disability Services:

Section 504 of the Rehabilitation Act of 1973 and Americans with Disabilities Act of 1990 (ADA) mandates colleges and universities to provide "reasonable accommodation" to any enrolled student with a disability. The law protects the student's rights to have an equalized opportunity for learning and for participating in campus programs and activities. Students have the right to services and reasonable accommodations providing they meet the basic requirements to perform activities of the program.

Saint Martin's University Student Services includes a Disability Support Services office which works with students and potential students. We arrange those accommodations that allow our students to participate in classes and activities and have equal access to a full education here at the university alongside their fellow students, in whatever format the class is offered.

If you need course adaptations or accommodations because of a disability, if you have medical and/or safety concerns to share with me, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible.

ACADEMIC DISHONESTY POLICY

Saint Martin's University and your instructor appreciate integrity and honesty. Please use your own thoughts, words and ideas for your assignments. Plagiarism will not be tolerated. If quoting from the work of another author, please give credit by acknowledging it in your paper using quotation marks and citing the information source. For example: “direct quote (Author name, 2007, page number)”.

When paraphrasing (or rephrasing) the work of another author, acknowledge by citing the information source. For example: paraphrased comments (Author name, 2007).

Academic dishonesty consists of any of the following acts:

From SMU's Student Handbook 2006-2007:

Assisting another student on examinations, tests, quizzes or other assignments, or receiving assistance from a student without permission of the instructor. Using unauthorized materials for assistance during examinations, tests or quizzes or other assignments.

Plagiarism.

Plagiarism is the act of using the words and ideas of others without giving proper credit. Common varieties of plagiarism include:

Having another individual write a paper or take an examination for a student.

Directly quoting material without using quotation marks or proper indentification.

Not giving credit for another person's original ideas and organization.

Plagiarism and cheating are considered unethical actions and a violation of academic policy. The procedures for dealing with these cases are outlined in the Saint Martin's University Student Handbook. The 2006-2007 Student Handbook can be accessed at:

SAINT MARTIN’S UNIVERSITY ONLINE

Website:

Extension Campus Webpage (includes term schedules and textbook lists)