Abnormal Psychology

Psychology 3141 - Abnormal Psychology

Spring 2008
415-257-1357
bartolini@dominican.edu
Office Hours: T 11-12/W 1:15-2:15/TH 11-12

Syllabus

Mission

Dominican University of California transforms lives.  We are an independent, learner-centered, international university of Catholic heritage, which interweaves Dominican values, the liberal arts and sciences, and the skills and knowledge necessary to live and work in an interdependent world.

Location: Guzman 113, San Rafael Campus / School: Arts & Sciences Division: Natural, Behavioral, & Health Sciences  

Department Name:  Psychology

Discipline:  PSY

Course #: 3141

Call #: 0273

Course Title:  Abnormal Psychology

Units:  3

Semester Offered:  Spring    Year: 2008

Course Meeting Days and Times:  T/Th 9:25-10:40

Prerequisites:  None

SYLLABUS

In this course you will learn about the broad and often complex field of abnormal psychology. The course begins with a historical perspective, reviewing how the mentally ill have been treated over time and then moving into past and current theories of causality. The Comer textbook incorporates contemporary usage based on the DSM-IV and students will become familiar with the vocabulary and diagnostic categories in use today. Each student will have the opportunity to explore a number of mental illnesses in-depth through the examination of film and an unusual and challenging research paper. The course is a combination of lecture, discussion, film, demonstrations and experiential exercises.

REQUIRED TEXTS:

• Comer, Ronald. (2007). Abnormal Psychology. (6th ed.) Worth Publ.

• Choose One of the following books which focuses on the author’s personal experience of mental illness:
• Mood Disorders:  (Paper Due: March 25^th)

Styron, W. (199 ). Darkness Visible.
Redfield -Jamison,. K. (1997). An Unquiet Mind.
Manning, M. (199 ).  Undercurrents.
Wurtzel (1994). Prozac Nation

• Psychosis:  (Paper Due: March 18^th)
  Shiller, L. & Bennett, A. (1994). The Quiet Room:  A journey out of the torment of madness. 
  Saks, E. (2007). The Center Cannot Hold: My Journey through Madness

• Selected Reserve Reading in the Library

STUDENT LEARNING OUTCOMES:

Students will demonstrate:

1. Knowledge of contemporary theoretical debates in abnormal psychology, focusing on personality development and the development of abnormal psychological functioning

2. Comprehension of the three predominate theories of causality: biological, psychological, and social

3. Comprehension of a number of current diagnostic categories for mental illness

4. An ability to distinguish between psychotic, mood, anxiety and personality disorders

5. An ability to critically analyze media portrayals of mental illness

6. An ability to research and comprehend current mental illness treatment methods from a variety of sources (Internet, Library, Computer Database, local resources, etc.) and apply this knowledge to a specific disorder

7. Application of two psychological theories (personality or developmental) to a case study

WWW Sites of General Interest to Abnormal Psychology Students:

http://www.mentalhealth.com  Internet Mental Health Master Site

http://www.grohol.com   Dr. John Grohol’s Psych Central

http://www.psychwww.com Psych Web Master Site

http://psycprints.ecs.soton.ac.uk Psycoloquy Electronic Journal

http://www.netpsych.com Netpsych

http://www.mhsource.com Mental Health Info Source

http://www.apa.org American Psychological Association

http://www.psychologicalscience.org   American Psychological Society

http://www.nami.org  National Alliance for the Mentally Ill (NAMI)

http://www.nimh.nih.gov National Institute of Mental Health

http://www.nmha.org National Mental Health Association

http://www.psych.org American Psychiatric Association

http://www.medicinenet.com General Health Related Site

http://www.neuropsychologycentral.com/index.html Neuropsychology Central

http://www.wpic.library.pitt.edu Western Psychiatric Institute and Clinic Library

http://www.wellweb.com Patient’s Network for Health

http://www.medscape.com Master Health Site with psychiatry section

http://www.healthtouch.com General Health Related Site

http://www.med.nyu.edu/psych New York University Health System

http://www.merck.com Merck Manual online

 
CLASS SCHEDULE AND ASSIGNMENTS

Jan 22             Personal Introductions, Introduction to the course
Class 1             Class Structure and Requirements

Jan 24             Concept of Abnormality
Class 2             Please Read:  (First pages only) http://www.surgeongeneral.gov/library/mentalhealth/index.html

Jan 29             Historical Overview
Class 3             Comer, Chapt. 1
                       Reserve Reading: "How Should Mental Illness Be Defined."

Historic Asylums of the United States
www.historicasylums.com

Bedlam Online
http://www.museumoflondon.org.uk/MOLsite/exhibits/bedlam/f_bed.htm

Jan 31             Diagnosis, Introduction to the DSM-IV History and Classification
Class 4             Comer, Chapt. 4

http://www.mentalhealth.com

Feb 5               Assessment (Interviewing and Testing)
Class 5             Comer, Chapt. 4

http://www.psychologicaltesting.com            Psychological Testing Locator

http://www.unl.edu/buros                             Mental Measurements

http://www.mentalhealthscreening.org/   Screening for Mental Illness

Feb 7               Models of Causality (Emphasis Freud/Psychodynamic)
Class 6             Comer, Chapt. 3

Feb 12             Models of Causality Continued
Class 7             Comer, Chapt. 3
Problem Interview Paper Due

Feb 14             On being "Insane" in and outside the U.S.A.
Class 8             Research in Abnormal Psychology
                        Comer, Chapt. 2 and Chapt. 19
                        DO the Reserve Reading: Library: "On Being Sane in Insane                    

Feb 19             Midterm One
Class 9

Feb 21             Suicide
Class 10           Comer, Chapt. 10

http://www.afsp.org   American Foundation for Suicide Prevention

http://www.suicidology.org/  American Association of Suicidology

http://www.save.org/       Suicide Awareness Voices of Education

Feb 26             Psychosis: Symptom Formation, Definitions
Class 11          Comer, Chapt. 14

http://www.nami.org/index.html         National Alliance for the Mentally Ill

http://www.schizophrenia.com/           Schizophrenia.com

Feb 28             Schizophrenia
Class 12           Comer, Chapt. 15

March 4          Schizophrenia and other Psychotic Disorders Continued
Class 13

March 6 NO CLASS - Work on Homework Assignment

Week of March 10-15 is Spring Break – No Class

March 18        Mood (Affective) Disorders
Class 14           Comer, Chapt. 8

Psychosis Book Analysis Due

March 20        Mood Disorders Continued 
Class 15           Discussion: Mood Disorder Books (Stryon, Redfield-Jamison, Manning)
                        Comer, Chapt. 9

http://www.dbsalliance.org/    Depression and Bipolar Support Alliance

March 25        Childhood Disorders
Class 16           Comer, Chapt. 17

Mood Disorder Book Analysis Due

http://www.autism-society.org                    Autism Society of America

http://www.add.org/index.html                    A.D.D.

http://www.selfgrowth.com/add.html           A.D.D.

http://www.chadd.org     National Organization for A.D.D.

March 27        Childhood Disorders Continued
Class 17

April 1             Eating Disorders and Sexual Disorder
Class 18           Comer, Chapt. 11 and Comer, Chapt. 13

http://www.nationaleatingdisorders.org/ National Eating Disorders Association

http://www.gurze.com     Eating Disorders Information Site

April 3             Midterm TWO
Class 19          

April 8             Disorder of Memory and Identity
Class 20           Comer, Chapt. 18

http://www.issd.org/     International Society for the Study of  Dissociation

Complete Source Page due for Research Paper

April 10           No Class, I am at the Western Psycholoical Assoication Conference in Irvine, CA. Work on the final research papers!!

April 15           Anxiety-based disorders (Neuroses)
Class 21           Comer, Chapt. 5

http://www.adaa.org/  Anxiety Disorders Association of America

http://www.algy.com/anxiety/index.shtml   Anxiety-Panic Internet Resource

April 17           Anxiety Disorders Continued
Class 22           Comer, Chapt. 5

http://www.ncptsd.va.gov/    National Center for PTSD

April 22           Personality Disorders
Class 23           Comer, Chapt. 16

http://www.psycom.net/depression.central.borderline.html            Borderline

April 24           Personality Disorders Continued and Other Impulse Control Disorders
Class 24           Comer, Chapt. 16

MOVIE REVIEW DUE

April   29         Somatoform Disorders and Substance Related Disorders
Class 25           Comer, Chapt. 7and Comer, Chapt. 12

http://www.alcoholics-anonymous.org/  Alcoholics Anonymous

http://www.health.org  National Clearinghouse for Alcohol and Drug Information

http://www.samhsa.gov  Substance Abuse and Mental Health Services Administration

http://www.well.com/user/woa          Web of Addictions

http://www.addictionrecov.org           Substance Abuse

May 1             Problem’s of Aging and Dementia’s
Class 26          Comer, Chapt.  18

http://www.alz.org/  Alzheimer’s Association

Final Research Paper Due    Discussion of Papers, Evaluations and other loose ends

TREATMENT    RESOURCES                                      

http://www.shef.ac.uk/~psysc/psychotherapy           Guide to Psychotherapy

http://www.aboutpsychotherapy.com/                           About Psychotherapy

http://www.breggin.com                                           Psychiatric Drug Facts

http://www.mentalhealth.com                                   67 common psychiatric drugs

http://www.rxlist.com                                               Internet list of Drugs

http://www.MindFreedom.org                                  Human Rights and Psychiatry

Finals Week:    MIDTERM 3 - Non-comprehensive "FINAL" - (Preliminary Time)

See sample exams on the Worth Publishers Textbook webpage at
http://bcs.worthpublishers.com/comerabpsych5e/

REQUIREMENTS AND GRADING:

A.  Class Participation and Attendance                                10%

B.  Midterms
Midterm One =       February 1                                                 15%
Midterm Two =      April 3                                                       15%
Midterm Three =    Finals Weeks                                  20%

Includes all lecture and reading
A Midterm review handout is provided one week prior to the exam
(MEASURES LEARNING OUTCOME: #1 ,#2, #3, # 4,#7)

C.  Homework                                                                        20%
Students must complete TWO of the three assignments listed below

1. Case interview - Due: Feb. 12^th (10%)

(Explanatory handout attached)

2. Book Reaction Paper- either a or b
a.  Mood Disorders Book- Due: March 25^th (10%)
(Explanatory handout attached)

b. Psychotic Disorder Book – Due: March 18th (10%)

(MEASURES LEARNING OUTCOME # 1, #2, #3, #5, AND #7)

3. Movie review - Due: April 24th (10%)
(Explanatory handout attached)
(MEASURES LEARNING OUTCOME #1, #2, #3, #5, AND #7)

D.  Final Research Paper - Due: May 1                               20%

(Explanatory handout below)
1 page summary of research sources and work to date due by 4/8 (Ungraded – counts in section A above as participation)
(MEASURES LEARNING OUTCOME #3, #4, AND #6)

POLICIES AND PROCEDURES

I believe that formal teaching is a rare opportunity. My goal for this course is to introduce you to what is undoubtedly an enormous area of study. The process of teaching is reducing years of potential research and reading into one sixteen week experience where you leave having learned something new, something substantial, with a thirst to know more. The learning process is fluid and as such the syllabus may change. These are my classroom policies and procedures.

Success in this course can be achieved by taking responsibility for your own learning. This means being a serious student (attend class, read, reflect, research, ask questions and see the results). In hours this means approximately six to ten hours a week on this course. Take advantage of my office hours or make an appointment to see me if anything is unclear.

Grading: An A is an outstanding, superior, and nearly flawless paper or test
A B is a very good, of fine quality, and exceeds minimum expectations
A C is average and represents satisfactory work
A D is below course expectations and represents a significant problem in one's work
An F is, well, failing and represents and overall poor performance in class assignments and usually indicates a lack of attendance, poor scheduling, or little effort
EI attempt to assign grades fairly and without bias. I do not enjoy being pressured into giving A grades. I freely give A's when deserved.

Learning takes place inside and outside the classroom. You are expected to read, write and study beyond classroom time at least  3-9  hours per week. Adjust your schedule accordingly.

Papers: All Papers must be typed, double-spaced, with a 12 point easily readable font type, have one inch margins, a title page with all necessary information, and a staple. A and B papers have few, if any, spelling or grammar errors. I expect complete referencing when the assignment requires it (e.g. research papers) and prefer that papers not be in plastic folders. Also, if you are a PSY, NURSING, or OT major APA format is expected in all research-type papers.

Late Papers: I expect that papers will be turned in on time. I will accept late papers, although late papers will be downgraded and will be reduced and additional letter grade for each week that they are late. Late papers will not be accepted after the firstday of Finals week - no exceptions! Please tell me if you decide not to complete an assignment.

Make-up Exams: Make-up exams will be given only in emergency situations. If you must miss an exam, contact me within a week of the exam to explain the reason and to discuss the possibility of a make-up exam.

Incompletes: I only use the incomplete system for personal tragedies. I will not accept procrastination as an excuse.

Study Groups: I highly recommend that students form study groups. It is best to meet two weeks before every test. Begin by reviewing class notes and then discuss how the textbook/article reading supports what has been presented in class. At the second meeting review the "Test Study Guide Handout" and attempt to answer every item. Or divide the items between group members before the second meeting and then share answers - taking notes as each member "teaches" you about the potential test item. Reward yourself when the session is completed...

Please see the Academic Honesty Policy in the Dominican University catalogue. I follow this policy and will not tolerate plagiarism. Students must avoid all forms of academic dishonesty, including plagiarism (which is taking the work of another person and passing it off as one’s own), cheating, and other forms of academic misconduct. One obvious way to avoid plagiarism is to use quotes and/or in text references. DO NOT CUT AND PASTE FROM THE INTERNET. I will not pass a student who violates the Academic Honesty Policy. All papers must be sent to the class Blackboard site and must be processed through the plagiarism checking service knows as mydropbox-safe assignment..

Diversity I attempt to follow Dominican University's Diversity Declaration and support the examination and discussion of different points of view and different cultures, in all their forms, in my classroom. Respect for each human being is key and is a major focus of this class.

Research Papers are just that: RESEARCH. This means that you will consult at least the items listed on the research paper page. Doing less than this results in a lower grade on the research paper. Do not rely on the Internet alone! Effective research takes time and planning. APA referencing style is followed.

Students with special needs: You know who you are. I do not. If I need to assist you in a special way let me know early in the semester. I will do my best to make my classroom conducive to your learning. Keep me informed of what you need. DO not do this at the last minute.  Accommodations or adaptations for documented special needs are arranged through Disability Services (415) 257-0187.

Classroom Guidelines: Arrive on time. Try not to leave early. Try not to eat during class time. Monitor your own "air time". If you tend to be silent - speak. If you tend to share a lot - understand that no one appreciates a student who uses a psychology class for personal "therapy" or personal story-telling. Respect the academic environment: listen to others, learn from others, ask good questions, be prepared...GET INVOLVED in the class and in your own learning. This is essential for the class to be a success for all of us. No Cell phone use or text-messaging!

Returning Papers and Tests: My personal rule of thumb is one week for tests and two weeks for papers. I attempt to honor this policy – sometimes I fall short. I will let you know if this happens. Please try not to ask until I am late…

Missed Classes: You do not have to notify me if you miss one class. However, please leave me a message if you miss multiple classes in a row due to a serious illness or family emergency. If have more than three unexcused absences from class an A grade becomes impossible to achieve.

Being a University student is a rare privilege. Teaching you is a rare privilege. Let us both make good use of this opportunity and do it with gratitude. NOW LET US LEARN TOGETHER.

 EXPLANATORY HANDOUTS FOR WRITTEN ASSIGNMENTS

"PROBLEM INTERVIEW"
Find a friend or relative that is very willing to discuss a psychological problem they have experienced (currently or in the past). Ask for their permission to be interviewed. (Do not disclose their identity in your paper, however.) Inform them that they can end the discussion at any time - no questions asked. Write-up a 2-3 page descriptive summary of your inquiry, using the following outline:

� Age when problem occurred
� Non-verbal factors (Appearance, voice, quality of speech, mood, etc.) in the interview
� Detailed description of the problem (What was it? History of problem – how long did it last, what was it like to live with the problem? Did it cause distress, dysfunction, danger, or deviance?)
� Belief about cause of the problem
� Attempts at self-help
� Role of family/friends in problem development and/or resolution
� Attempts at professional treatment
� Resolution of problem or continuing issues with problem

BOOK REACTION PAPER
The purpose of this assignment is to integrate your learning (based on textbook and lecture) with a personal, real-life story of a specific type of mental disorder.

Select one of the books pertaining to either a mood disorder or a psychotic disorder (listed on the front page of the syllabus.)  Read it along with your lecture notes and the related Comer Chapter. Compare and Contrast the two texts. How was the personal story similar to or different than the text? How did reading the longer personal story enhance your understanding the disorder. What is your personal, inner reaction to the personal story that you read? Critique the presentation of the personal story. For example, what was weak or missing in the personal story? What did you specifically learn from the autobiographical account?

POSSIBLE FILMS TO REVIEW FOR MOVIE REVIEW
The following is a list of potential films to review for your movie review requirement. It is not an exhaustive list of feature films in the area of psychology, yet it represents a number of films that deal with major themes in the abnormal psychology course. You may elect to choose another film, but you must discuss it with me first.

You may also want to visit the following web page for further descriptions of movies that are relevant to abnormal psychology:  http://www.epix.net/~tcannon1/psychopathmovies.htm

SOME GUIDELINES FOR WRITING THE ABNORMAL PSYCH. MOVIE REVIEW:
Purpose: The purpose of this assignment is to observe an individual(s) who is struggling with abnormality. The story may be fiction or non-fiction. To potentially receive a high grade, the focus of your paper will be on the individual, not on the plot or theme of the movie. In some rare cases, the focus of the movie review paper may be on a faulty mental health or family "system."

1. Focus on the individual:

A. What do you observe about the person, their thoughts, feelings, behaviors?

B. According to the definition(s) presented in both the lecture and the reading, is this person acting abnormal? What are their difficulties?

C. Is a diagnosis given in the film? Is it correct? How was it made? How would you alter the diagnosis? What do you think the diagnosis is?

D. What are the primary, predisposing, or precipitating causes of their disturbance?

E. How does their history relate to the disturbance?

F. Take a particular model of causality (e.g. biological, psychodynamic) and apply it to this case.

2. Focus on the environment:

A. Are there any environmental influences that you believe are influential to the person's disturbance? (e.g. the era, the institution, the dysfunctional family, the therapist's practice)

B. Does the movie accurately portray the person? Or, do you believe the case is distorted by "Hollywood"

C. How do others respond to this person? Focus on both mental health professionals and family members.

D. If treatment was given, was it helpful, harmful?

E. What do you believe would have helped the person improve/change?

These are just some questions to ask yourself. Be creative. Each movie, each story is different and should provide a different focus to your paper. Work from your own experience and current knowledge base. Do not feel that you have to do "research." To potentially receive a high grade, you should not simply answer the above questions, but rather address your main character with these prompting questions in your mind.

Remember to write clearly and in a well-organized manner.

 RESEARCH PAPER

For the remainder of the semester you are to imagine that you are an individual with the above disorder. The disorder is causing you (or your child/partner) a high amount of distress and you are highly motivated to become well.

Please find information that addresses the following questions. You must turn in a written paper and a folder/binder with your supporting documents. (This includes the first page of the 4 web pages, 7 articles, etc. and a complete bibliography.) You have the option of doing the paper in either a diary or academic/research format. In addition, clip any relevant newspaper or popular media articles and report on television segments that appear this semester on your disorder and include them in your final paper. You do not need to answer the questions in the order they are presented here. This paper should be well researched, organized, written, and all references must be documented in the text and in a separate reference page. DO NOT CUT AND PASTE FROM THE INTERNET!! NOTE: The paper may be written in the first person, as the person with the mental illness, their parent or partner or as a traditional academic research paper.

1. What are the symptoms of your disorder?
2. What is the history of your disorder? Include a brief summary. Has the name changed over the years?
3. What health insurance coverage (payment, length of coverage, etc.) do you (in reality) receive on your current insurance plan for this disorder? If you do not have insurance, how would this impact the treatment you are able to receive? Does your health insurance offer any special programs or treatment options for someone with your disorder?
4. Does your disorder usually lead to hospitalization? If so, where would you go for in-patient (hospital) treatment in your county of residence? (Is this private or public and would you be covered by your insurance?) Is there a national treatment facility for your disorder or a "best place to go" for treatment? If hospitalization is not standard, what is the typical course of action for treatment?
5. If you had a psychiatric emergency related to your disorder, where would you go for help in you county of residence?
6. Where would you go for outpatient treatment in your county of residence? Public or private?
7. How would you go about locating a mental health professional to treat your disorder? Do any licensed mental health professionals (psychiatrists, psychologists, MFT'S, LCSW'S) advertise treatment services for your disorder?
8. Locate a self-help group for your disorder. Are there any self-help groups for your disorder in your county of residence? If so, where are they and how often do they meet? If not, how far would you need to travel?
9. What resources are available to someone with your disorder on the Internet? Find the four best resources and report the specific URL addresses in your paper. Write an evaluative paragraph about each site visited.
10. How is your mental illness written about in other countries? Find 3 articles, from 3 different international psychology journals and summarize your findings in 3-4 paragraphs.
11. Go to a local bookstore. What information is available on your disorder? Would you be inclined to purchase any? Include four titles from the bookstore in your paper. (Note: Your disorder may only appear as a chapter in a book.)
12. Go to a library. What books are available on your disorder? Include at least four titles in your paper. Use different titles than #11 above.
13. How would people at work respond to you if you told them about your disorder? Imagine telling your boss or co-workers. How would people at school respond? What would change if anything? How would your relatives respond to your disorder?
14. What information is published in the discipline of psychology or psychiatry on the treatment of your disorder in the last five years? Use a psychological database PsychInfo or Sciencedirect, etc) to locate at least four relevant articles that focus on treatment. Include paragraph summaries of these articles in your paper and the first page of each article to document your research at the end of your paper. Do not use abstracts alone.
15. What form of treatment would you be inclined to try? Give a rationale based on your reading. Compare and contrast two different approaches to treating this disorder (use any of the above resources, class notes, and the textbook to support your ideas)
16. Are medications being used to treat your disorder? If so, which ones are used currently and most frequently?
17. Are there any non-traditional methods (e.g. nutritional, spiritual, etc.) available to specifically treat your disorder?
18. Include a section on your personal reactions to having this disorder during the semester and the impact of doing this assignment on your views of mental illness.
19. To do a great job - this assignment requires a semester...start early and have FUN.

(Textbooks, popular magazine articles, the DSM-IV do not meet the requirement for references listed above. It is fine to use them and cite them, however.)

This syllabus is subject to change. If changes do occur an amended syllabus will be provided.