Sociology 194a Chris Gillespie
Spring 2016 Room: Olin Sang 112
Sociology of Mental Health and Illness
Course Description:
This course examines sociological approaches to mental health and illness. The focus of the course will be more on the history, definitions, social responses and consequences of conceptualizations and treatment of mental illness than on the development of individual conditions we deem to be mental disorders. While there will be some discussion of social factors related to mental disorder and types of mental health treatment, we will mostly examine these in the context of the social definitions and implications of what are seen to be psychiatric conditions.
Mental health and illness will be approached from a number of directions. Specifically, we will examine the social production and causes of mental disease, the social definitions and meanings of mental health and illness, as well as the experience of mental illness. Readings will include scholarly publications, books, and articles from the lay authors.
Instructor: Teaching Fellow (TA):
Chris Gillespie (617) 545-4455Office: Pearlman 208
Hours: M/W 4p-5p, or by appt.
e-mail:
Jake Pullis
Office: Pearlman 208
Hours: by appt.
e-mail:
If you desire assistance outside of class, I will be available during the office hours listed above. In addition to this, it may be possible to make arrangements to meet with me at other times. The best way to reach me is via e-mail.
Texts: McLeod and Wright (2009). The Sociology of Mental Illness: A Comprehensive Reader. Oxford University Press.
Burns (2006). Psychiatry: A Very Short Introduction. Oxford University Press.
Karp (1997). Speaking of Sadness. Oxford University Press.
Watters (2011). Crazy Like Us. Free Press.
Selected Readings on LATTE
Course Requirements:
ü Readings. The Readings for this course come from a number of sources: the Sociology of Mental Illness Reader by McLeod and Wright, books by Burns, Karp, and Watters, as well as articles that will be posted on LATTE which are relevant to the topics to be discussed. These authors are writing from philosophical perspectives, personal experiences, or research-based inquiry. This breadth enables a rich understanding of health and illness. It is expected that the readings for each day will be completed prior to class and that each student will come prepared to discuss the readings collectively. Class participation in these discussions will be an important consideration in grading. Therefore, being prepared to discuss the readings is imperative. Please note that while some of these readings will be contemporary, others will be ‘classical’, meaning relatively older and somewhat dated. As we are dealing with many ideas, and not so much applied or clinical research in this course, exposure to the framework that informs our current sociological understanding of mental health and illness is essential.
ü Assignments. Each student will write a number of reaction papers. These papers will draw upon selected readings to discuss a particular topic or concept. Reaction papers are intended to be brief, not more than 3 pages. Please be aware that additional assignments may also be given, at the instructor’s discretion, if they are deemed necessary
ü Presentations. In groups of 4-5, you will have the wonderful opportunity to analyze a mental health condition (disease, illness, syndrome, etc.) using the concepts and perspectives discussed in class. Requirements for these presentations will be discussed, in detail, throughout the semester. Presentations will take place the last week of class.
ü Discussant. Students will be required to lead a discussion of one of the assigned readings. It will be the student’s responsibility to read the material and prepare at least 3 discussion questions that will guide the class in the discussion. This will allow us to evaluate each reading individually and to assess its applicability and implications for the week’s topic, as well as to the broader goals of the field. Sign-up sheets will be circulated the first or second week so students can decide which readings they would like to be responsible for. Presentations may begin the second week. It is important to remember that while it will be necessary to provide an introduction and some context for the readings, your primary responsibility will be leading the discussion of the readings.
ü Class Participation. Participation in class discussions is a very important aspect of learning. Consequently, this will be a consideration in grading. In order to participate appropriately, it is important that each student comes prepared, having read the assigned material. This will enhance the experience of all involved. This is particularly important in a seminar course, as discussion is the goal.
ü Final Exam. The final paper will be in the form of a take-home exam which will be due May 9, 2016. The questions and format for the exam will be available well in advance in order for you to begin working on it as early as possible.
Grading:
Papers / 45%Presentations / 15%
Participation / 5%
Discussant / 10%
Final Exam / 25%
100%
“Incompletes” will not be given except in the most extreme circumstances. Please remember that Brandeis University strictly prohibits plagiarism (copying without attribution). Cheating on either assignments or exams will not be tolerated (of course) and appropriate action will be taken in such cases.
If you are a student who needs academic accommodations due to a documented disability, please contact me as soon as possible so that appropriate arrangements can be made.
Course Outline and Readings: (subject to change)
1/11 / 1/13
Introduction/What is SMHI?
1/18 / 1/20
NO CLASS / Psychiatry – History
81 Words
[Book] Psychiatry, Burns
1/25 / 1/27
Psychiatry – Medical Model
SMI – Conrad/Schneider (p. 3)
SMI – Kleinman (p. 63) / Institutionalization
SMI – Markowitz (p. 585)
Gionfriddo – Health Affairs
2/1 / 2/3
U.S. Mental Health Policy
SMI – Rothman (p. 549)
SMI – Morrissey/Goldman (P. 569) / [Video] The New Asylums
2/8 / 2/10
Prevalence/Epidemiology/Social Dist.
SMI – Horwitz/Wakefield (P. 132)
SMI – Turner/Wheaton/Lloyd (p. 207) / Social Production
SMI – Aneshensel (P. 161)
Szasz – Myth
Rosenhan – Insane Places
2/15 / 2/17
NO CLASS
2/22 / 2/24
Social Contruction/Deviance / Labeling
SMI – Scheff (p. 409)
SMI – Gove (p. 422)
2/29 / 3/2
Stigma
Link/Phelan – Labeling and Stigma
SMI – Pescosolido (p. 460) / [Book] Crazy Like Us, Watters
3/7 / 3/9
[Video] The View From Here
Monday / Wednesday
3/14 / 3/16
Experience of Mental Illness
SMI – Goffman (p. 480) / [Book] Speaking of Sadness - Karp
3/21 / 3/23
Pharmaceuticals
[Video] Selling Sickness / Genetics and Mental Illness
Schnittker – An Uncertain Revolution
3/28 / 3/30
NO CLASS / ADHD
SMI – Conrad (p. 37)
Conrad/Potter – Adult ADHD
4/4 / 4/6
Autism
King/Bearman – Diagnostic Change
Liu/King/Bearman – Social Influence / Social Class and Mental Illness
SMI – Meich, et al. (p. 294)
Costello, et al. – Poverty and Psychopathology
4/11 / 4/13
Race and Mental Illness
SMI – Williams (P. 336)
Williams/Norris – Racism and Mental Health / Gender and Mental Illness
SMI – Figert (p. 46)
SMI – Mirovsky/Ross (p. 233)
SMI – Simon (p. 249)
4/18 / 4/20
Presentations / Presentations
4/25 / 4/27
NO CLASS
5/2 / 5/4
Presentations
Final Exam due May 9, 2016!
Citations List for LATTE Readings:
1. 81 Words, This American Life. http://www.thisamericanlife.org/radio-archives/episode/204/81-words
2. Gionfriddo, Paul. 2012. How I Helped Create a Flawed Mental Health System That’s Failed Millions – And My Son. Health Affairs, 31(9): 2138.
3. The New Asylums, Frontline. http://www.pbs.org/wgbh/pages/frontline/shows/asylums/
4. Szasz, Thomas. 1960. The myth of mental illness. American Psychologist, 15(2): 113.
5. Rosenhan, D.L. 1973. On being sane in insane places. Science, 179(4070): 250-258.
6. Link, B.G. and Phelan, J.C., 2013. Labeling and stigma. In Handbook of the sociology of mental health (pp. 525-541). Springer Netherlands.
7. The View From Here – Depression on College Campuses. https://ssd.umich.edu/article/view-here-depression-college-campuses
8. Schnittker, Jason. 2008. An uncertain revolution: Why the rise of a genetic model of mental illness has not increased tolerance. Social science & medicine, 67(9): 1370-1381.
9. Conrad, P. and Potter, D. 2000. From hyperactive children to ADHD adults: Observations on the expansion of medical categories. Social Problems, 47(4): 559-582.
10. King, M. and Bearman, P. 2009. Diagnostic change and the increased prevalence of autism. International journal of epidemiology, 38(5): 224-1234.
11. Liu, K.Y., King, M. and Bearman, P.S., 2010. Social influence and the autism epidemic. AJS; American journal of sociology, 115(5): 1387.
12. Costello, E.J., Compton, S.N., Keeler, G. and Angold, A., 2003. Relationships between poverty and psychopathology: A natural experiment. Jama, 290(15): 2023-2029.
13. R. Williams, D. and Williams-Morris, R., 2000. Racism and mental health: the African American experience. Ethnicity and health, 5(3-4): 243-268.