Psy 412 Syllabus
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Syllabus for Psychology 412: Dr. John A. Johnson
Abnormal Psychology Office 188 Smeal
Spring Semester, 1996 Hours MWF 10-10:50
MWF 2:30-3:30 49 Smeal Building Email
Required Textbook:
Barlow, D. H., & Durand, V. M.. (1995). Abnormal psychology: An integrative approach. Fort Worth, TX: Harcourt Brace College Publishers.
Additional Required Readings:
In addition to the textbook, the following articles, on reserve in the library, should be read by the dates indicated in the outline.
Wakefield, J. C. (1992). The concept of mental disorder: On the boundary between biological facts and social values. American Psychologist, 47, 373-388.
Gallant, S. J., & Hamilton, J. A. (1988). On a premenstrual psychiatric diagnosis: What's in a name? Professional Psychology: Research and Practice, 19, 271-278.
Rivera-Tovar, A. D., Pilkonis, P., & Frank, E. (1992). Symptom patterns in late luteal-phase dysphoric disorder. Journal of Psychopathology and Behavioral Assessment, 14, 189-199.
McGue, M., & Lykken, D. T. (1992). Genetic influence on risk of divorce. Psychological Science, 3(6), 368-373.
Wright, R. (1995, August 28). The evolution of despair. Time, 146(9), 50-57.
Bayer, R., & Spitzer, R. L. (1982). Edited correspondence on the status of homosexuality in DSM-III. Journal of the History of Behavioral Sciences, 18, 32-52.
Course Description:
This course presents our current understanding of psychological disorders: their clinical description, etiology, and responsiveness to treatment. Clinical descriptions of the disorders are taken from the latest revision of the Diagnostic and Statistical Manual (DSM-IV) and are illustrated with detailed, actual case studies. Presentation of disorder etiology emphasizes the interaction of biological, psychological, and social causes. Discussions of therapeutic treatments are included with each class of disorders, and these discussions include outcomes of different treatments.
Objectives:
This course has two primary objectives or goals for students.
One goal of the course is for students (1)to recognize a disorder when given a description of an individual's symptoms other background information, (2)to describe some likely causes of the disorder, and (3)to recommend an appropriate treatment and indicate the likely eventual outcome. In short, students should be able to diagnose a disorder, prescribe a treatment, and make a prognosis. A student's level of skill is not expected to match that of a clinical psychologist or psychiatrist, but the type of knowledge this course imparts is precisely the type used by professional practitioners.
This course also has another goal that is to me more important than memorizing symptom checklists, prevalence and incidence rates, heritability ratios, and other statistical data: imparting in students an appreciation of the complex issues surrounding how both scientists and laypersons think about abnormal behavior. This issues concern the relationship between abnormal behavior and social values, political processes, the legal system, religious institutions, and individual, vested interests. Not all of these issues are fully resolvable, but I hope that students will be able to discuss the issues intelligently by the end of the course.
Assignments and Grading:
The course contains three basic activities leading to graded material: lectures, article discussion groups, and videos. Lectures will cover required readings from the textbook and will focus on the key terms at the end of each chapter. Material covered in lectures provides the basis for four, 45-question multiple-choice tests. During the five classes devoted to assigned articles students will meet in small groups to discuss and answer questions provided by the instructor. The written answers will be turned in at the end of class and will be graded on a scale of 1-10 points. For the seven videos, students are asked to write a short (about one page) paper explaining how the video illustrates any point made by the textbook. These papers are to be turned in the class immediately following the video, and they will be graded on a scale of 1-10 points.
Grades will be based on the total points earned:
ApproximateApproximate
PointsPercentageGradePointsPercentageGrade
279-30093-100%A231-23977-79%C+
270-27890-92%A-210-23070-76%C
261-26987-89%B+180-20960-69%D
249-26083-86%B 0-179 0-59%F
240-24880-82%B-
Psy 412 Syllabus
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Course Outline:
Reading assignments from the textbook, indicated in the column on the far right, should be completed before the topic is discussed in class. You can test your understanding of the reading by seeing whether you can explain the key terms at the end of each chapter. The additional articles also should be read before the date the article is discussed in class.
CLASSREADING
MEETINGTOPICASSIGNMENT
PART I: WAYS OF THINKING ABOUT ABNORMALITY
1 M 1/8Introduction to the Coursenone
2 W 1/10Conceptions of Abnormal BehaviorCh 1
3 F 1/12Conceptions, con't
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4 M 1/15Multidimensional View of AbnormalityCh 2
5 W 1/17Multidimensional view, con't
6 F 1/19Discussion Wakefield (1992) article
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7 M 1/22Clinical Assessment and DiagnosisCh 3
8 W 1/24Diagnosis, con't
9 F 1/26Discussion - Gallant & Hamilton (1988) and
Rivera-Tovar, Pilkonis, & Frank (1992) articles
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10 M 1/29Researching Abnormal BehaviorCh 4
11 W 1/31Research, con't
12 F 2/2Discussion - McGue & Lykken (1992) article
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13 M 2/5* * * FIRST TEST - CONCEPTS OF ABNORMALITY * * *
CLASSREADING
MEETINGTOPICASSIGNMENT
PART II: ANXIETY - RELATED DISORDERS
14 W 2/7Anxiety DisordersCh 5
15 F 2/9Video: The Anxiety Disorders
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16 M 2/12Anxiety disorders, con't
17 W 2/14Somatoform & Dissociative DisordersCh 6
18 F 2/16Video on multiple personality
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19 M 2/19Dissociative disorders, con't
20 W 2/21Mood DisordersCh 7
21 F 2/23Video: Mood Disorders
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22 M 2/26Mood disorders, con't
23 W 2/28* * * SECOND TEST - ANXIETY-RELATED DISORDERS
PART IIIA: PSYCHOLOGICAL AND PHYSICAL HEALTH
24 F 3/1Eating DisordersCh 8
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March 4-8* * * SPRING HOLIDAY NO CLASSES * * *
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25 M 3/11Stress and PainCh 9
26 W 3/13Discussion - Wright (1995) article
27 F 3/15Sleep DisordersCh 10
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PART IIIB: DISORDERS WITH NOTABLE SOCIAL IMPLICATIONS
28 M 3/18Sexual and Gender Identity DisordersCh 11
29 W 3/20Video: Sexual Disorders
30 F 3/22Discussion - Bayer & Spitzer (1982) article
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31 M 3/25Substance-Related DisordersCh 12
32 W 3/27Substance-related disorders, con't
33 F 3/29* * * THIRD TEST - PHYSICAL HEALTH, SEX, AND DRUGS * * *
Psy 412 Syllabus
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CLASSREADING
MEETINGTOPICASSIGNMENT
PART IV: PSYCHOSES; PERSONALITY & DEVELOPMENTAL DISORDERS
34 M 4/1Personality DisordersCh 13
35 W 4/3Personality disorders, con't
36 F 4/5 Video: Personality Disorders
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37 M 4/8Schizophrenia and Psychotic DisordersCh 14
38 W 4/10Psychotic disorders, con't
39 F 4/12Video: The Schizophrenias
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40 M 4/15Cognitive DisordersCh 15
41 W 4/17Cognitive disorders, con't
42 F 4/19Developmental DisordersCh 16
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43 M 4/22Video: Behavior Disorders of Childhood
44 W 4/24Legal, Ethical, & Professional IssuesCh 17
45 F 4/26Social issues, con't
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Finals Week* * * FOURTH TEST -
(4/295/3) PSYCHOSES; PERSONALITY & DEVELOPMENTAL DISORDERS * * *
Statement of Academic Integrity:
Violation of academic integrity includes all of the following:
Cheating on exams
Having unauthorized possession of exams
Plagiarizing
Submitting the work of another person as your own
Tampering with the work of another student.
Students caught cheating on exams will receive a zero on that exam. Students caught cheating a second time and students violating academic integrity in any other way will receive an F for the course. In the case of more serious violation of any of the above points (multiple violations; organized, unauthorized, widespread distribution of exams, etc.), expulsion from the University will be recommended to the Director of Academic Affairs.
Further information, including appeals processes, are described the current Policies and Rules for Students handbook.