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Course Description: An introduction and investigation of the causes, development, symptomatology and treatment of abnormal behavior. Primary focus is an eclectic view of persons and their adaptation of their environment. Pre-requisite: PS101. 3:0:3
Educational Philosophy: The instructor's education philosophy is based on the use of reading, lectures, discussion and interactions, exercises, papers, quizzes, and examinations to facilitate the acquisition of knowledge, understanding, and skills related to the topic area of a course.
Learning Outcomes:1. Demonstrate appropriate use of abnormal human behavior concepts, guided by the criteria of distress, deviance, dysfunction, danger.
2. Differentiate and evaluate theories and treatments of psychopathology.
3. Display ethical and responsible use of the DSM-IV.
Identify the historical and cultural context of psychopathology.
4. Critically examine the contextual influences on the theories and treatments of psychopathology.
5. Demonstrate a general understanding of the DSM-IV diagnostic classification system and abnormal behavior.
6. Develop some insight into the strengths and limitations of the diagnostic approach for identifying and categorizing abnormal behavior.
7. Be able to identify general diagnostic symptoms associated with specific conditions.
8. Understand practical ways the classification system can be used to help identify needs of individuals and formulate potentially effective treatment intervention approaches.
Course Assessment: The level of student success in achieving the learning outcomes will be measured by class participation, examinations, and a reaction paper & presentation evaluating the DSM-IV diagnostic classification system.
Grading: Class Participation - 50 points
Reaction Paper - 100 points
Quizzes (10 quizzes at 10 points each) - 100 points
Examinations (three at 100 points each) - 300 points
Presentation - 50 points
Total Points Available - 600 points
1. Completion of a 6 to 8 page double-spaced typewritten paper (Word Times New Roman 12-point type) in which you integrate several aspects of the abnormal psychology diagnostic and classification approach. You can discuss the strengths and weaknesses of the currentsystem, your personal perspective of how you would use the diagnostic classification or a different approach for identifying and treating abnormal behavior, etc. Discuss the rationale for your approach/model, its strengths and weaknesses, how it would assist in effective treatment, the philosophical, theoretical, and practical benefits/problems with your approach, etc. The purpose of this assignment is to mentally interact with the current diagnostic and classification system model; develop your own perspective/approach to its use (or a radically different system of classificaiton/diagnosis as long as you can justify its usefulness and benefit to effective psychotherapy); and articulate your rationale for your approach/model. Your model should touch on areas like your view of human nature, health, and pathology; the structure of the personality and human needs; and how change occurs. The overall goal of the paper is to present a cohesive, practical, and effective diagnostic and classification approach with supporting rationale. Paper must follow APA format. You will also make a class presentation of your model.
2. Tests will be objective format.
A: 90 - 100%
B: 80 - 89%
C: 70 - 79%
D: 60 - 69%
F: Below 60% or three or more unexcused absences
Late Submission of Course Materials: Assignments are due at the beginning of the class period on the date given in the syllabus. Five points will be deducted for every day an assignment is late. No points will be awarded for an assignment that is late by more than 1 week.
Classroom Rules of Conduct: 1. Attend all class session and arrive on time.
2. Read all assignments prior to class and actively participate in class discussions.
3. Treat each other with courtesy and respect.
4. Advise instructor of any TDYs before departure if it requries missing class. Provide a copy of the orders to the instructor for the absence to be excused.
Course Topic/Dates/Assignments: Date Topic Assignment
Week 1 - Class 1 Overview Chap 1
Week 1 - Class 2 Research Chap 2
Week 2 - Class 3 Models of Chap 3
Jan 17 Abnormality
Week 2 - Class 4 Diagnosis & Chap 4
Jan 19 Treatment
Week 3 - Class 5 Anxiety Chap 5
Jan 24 Stress
Week 3 - Class 6 Stress Chap 6 Exam #1
Jan 26 Disorders (chap 1-5)
Week 4 - Class 7 Dissociative Chap 7
Jan 31 Disorders
Week 4 - Class 8 Mood Chap 8&9
Feb 2 Disorders
Week 5 - Class 9 Eating Chap 11
Feb 7 Disorders
Week 5 - Class 10 Substance Chap 12
Feb 9 Disorders
Week 6 - Class 11 Schizophrenia Chap 14 Exam #2
Feb 14 (chap 6-9,11,12)
Week 6 - Class 12 Schizophrenia Chap 15
Week 7 - Class 13 Personality Chap 16 Reaction
Feb 21 Disorders Paper due
Week 7 - Class 14 Aging Chap 18
Week 8 - Class 15 Legal Issues Chap 19
Week 8 - Class 16 Class Review Exam #3
Mar 2 (chap 14-16,18,19)
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University 2005-2006 Undergraduate Catalog Page 85-87
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Undergraduate Catalog Page 85-87
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2005-2006 Undergraduate Catalog Page 89
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Park University is committed to meeting the needs of all learners that meet the criteria for special assistance. These guidelines are designed to supply directions to learners concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding learners with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page:
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