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PS 401 Abnormal Psychology
Solis, Ricardo


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

PS 401 Abnormal Psychology

Semester

S1B 2008 BL

Faculty

Solis, Ricardo

Title

Senior Instructor

Degrees/Certificates

B.S. Criminal Justice Univ. of Texas at El Paso.
M.A. Webster Univ. Ft.Bliss, Texas.
Ph.d Redding Univ. Twin Falls, Idaho

Office Location

Ft. Bliss, Texas

Office Hours

Before and after class

Daytime Phone

((915) 626-8246

E-Mail

ricardo.solis@park.edu

rcrd_solis@yahoo.com

Web Page

http://www.ricksolis.pageout.net

Semester Dates

Jan 11th - Feb 29 2008

Class Days

Fri.

Class Time

5-10 pm

Prerequisites

ps101

Credit Hours

3


Textbook:

Butcher, J.N. (2007). Abnormal Psychology 13th edition, Needham Heights, Ma: Allyn and Bacon. ISBN: 0-205-45942-0.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

DSM-IV Guide. Publication Manual of the American Psychological Association Latest Edition, Washington D.C. http://www.apa.org/journals/faq.html

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.

http://www.abnormalpsychology.com
http://www.abnormalpsychology.edu

Course Description:
An introduction and investigation of the causes, development, sympto-matology and treatment of abnormal behavior. Primary focus is an eclectic view of persons and their adaptation of their environment. PREREQUISITE: PS 101. 3:0:3

Educational Philosophy:

The course will be taught using the following methods of instruction: lectures, class discussion and participation, class presentations, case studies, student reports, films. The facilitator’s educational philosophy is one of interactiveness based on lectures, readings, quizzes, dialogues, examinations, internet, videos, web sites and writings. The facilitator will engage each learner in what is referred to as disputatious learning to encourage the lively exploration of ideas, issues and contradictions.


 

Learning Outcomes:
  Core 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.
  4. Identify the historical and cultural context of psychopathology.
  5. Critically examine the contextual influences on the theories and treatments of psychopathology.


Core Assessment:

All Park University courses are required to include a core assessment in order to measure the specific Departmental Learning Outcomes for each course. The core assessment for PS 401 Abnormal Psychology involves the application of knowledge of a particular disorder to a Case Study. Students will be provided a Case Study with questions to discuss related to information provided in the Case Study. The core assessment Case Study will be administered as a take-home assignment. 

Link to Class Rubric

Class Assessment:

 
Core assessment-case study (20%).
Midterm (10%).
Final (10%).
Historical figure (10%).
Individual presentation-DSM-IV disorder(10%).
Group presentation- DSM-IV disorder(10%).
Three website reviews (10%).
Newpaper/internet articles (5%).
Attendance (5%).
Case study (5%).
Video collage (5%).

Grading:

 
 
90-100     A
80-89       B
70-79       C
60-69       D
50-59       F

Late Submission of Course Materials:

Late submission of homework  will be lowered 1/2 letter grade for each class that it is not turned in. One letter grade off for each missed class. Laptops in class will be monitored while in use. Cell phones must be placed on the silent mode. If you receive an emergency call please handle it outside the classroom.


 

Classroom Rules of Conduct:

Attendance will be taken at every class meeting. Students who miss more than one class for any reason or are habitually tardy will be asked to withdraw from the course.

Course Topic/Dates/Assignments:

Fri. Jan.11- overview of course & syllabus. Students bring newspaper clippings, internet articles that pertain to abnormal psychology, to present to class. Class website introduced to class to register students. 3 website reviews explained for Feb.22nddeadline. Case studies ch. 1-3. Introduction to individual & group projects. Film abnormal psychology.
Fri. Jan 11-Chapter 1 bring newspaper articles etc. for presentation. Videos on different disorders in abnormal psychology.
Chapter 2 Lecture


Fri. Jan 18th- chapter 3, historical person for presentation, Case study ch. 4-7 for class interaction.
Chapter 4 -lecture.Bring newspaper/internet articles for presentation. Have topics for individual class presentation.
Fri. Jan. 18th- chapter 5 bring DSM-IV case study for Ch. 4-7 for presentation. Bring newspaper /internet articles for class.


Fri. Jan. 25th-bring newspaper articles for class. Case study chap. 8-11 for class interaction.
Chapter 6 formation of final group presentations
Fri. Jan. 25th-three website reviews due. Websites to be used for individual presentations. Bring newspaper/internet articles for class. Case study chap. 8-11.


Fri.Feb. 1st- Chapter 7 lecture /video, historical figure presentation.
Fri. Feb. 1st-Chapter 8 exam I -Midterm. Case study ch. 12-15 presentation.
Final preparation of individual & group presentation


Fri. Feb. 8th-Chapter 9 individual presentations & historical figure presentations.Case studies
Ch. 16-18. Chapter 10
Fri. Feb. 8th-Chapter 11 historical figure presentations. Case studies ch. 16-18.
chapter 12 individual presentations .


Fri. Feb. 15th- individual presentations & historical figure presentations
Fri. Feb 15th- group presentations/ historical figure presentations.


Fri. Feb. 22nd-group Presentations/ historical Figure presentations.
Fri. Feb. 22nd- final Examination ch.13 and 14- multiple choice and randy's case (core assessment) written answers emailed to instructor.


Fri. Feb. 29th-group presentations, Historical figure presentations.
Fri. Feb. 29th-last day of classes, film. Video collages.

 

 

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 2007-2008 Undergraduate Catalog Page 85-86
Scholastic dishonesty: all work that is submitted in this course should be your own.


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 2007-2008 Undergraduate Catalog Page 85
Violation of park university rule against plagiarism or collusion will cause you to receive a failing grade for the course. Plagiarism is appropriating, buying, receiving as a gift, or obtaining by any means another's work and the acknowledged submission or incorporation of it as one's own work. Collusion is the unauthorized collaboration with another person or persons in preparing written work for fulfillment of course work.

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  7. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2007-2008 Undergraduate Catalog Page 87-88
Attendance will be taken at every class meeting. Students who miss more than one class for any reason or are habitually tardy or leave early from class,will be asked to withdraw from the course.

Disability Guidelines:
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. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
When special assistance is needed please feel free to ask for anything that will make your college experience flow smoothly.



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
Outcome #1.Critical evaluation of the case study using the abnormal human behavior concepts of the 4Ds—Distress, Deviance, Dysfunction and Danger                                                                                                                                                                                                                                                                                                                                                                    
1. Answers to questions must identify examples from the case study of ALL FOUR of the following areas: 1.Distress 2.Deviance 3.Dysfunction 4.Danger 1. Answers to questions must identify examples from the case study of THREE  of the following areas: 1.Distress 2.Deviance 3.Dysfunction 4.Danger 1. Answers to questions must identify examples from the case study of TWO of the following areas: 1.Distress 2.Deviance 3.Dysfunction 4.Danger 1. Answers to questions identifies only ONE example or less of the following areas: 1.Distress 2.Deviance 3.Dysfunction 4.Danger 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
Outcome #4 & #5.Formulate the historical and cultural contexts and influences related to perceptions, outcome changes, diagnosis and treatment of the symptoms described in the case study                                                                                                                                                                                                                                                                                                                           
Answers to questions need to cover ALL of the following areas: 1.Suburb perception: 2.Suburb outcome change: 1880s diagnosis: must reference some terminology appropriate to the period of time 3.1880s treatment: must reference at least 2 types of treatments appropriate to the period of time Answers to questions need to cover THREE-FOUR of the following areas: 1.Suburb perception: 2.Suburb outcome change: 1880s diagnosis: must reference some terminology appropriate to the period of time 3.1880s treatment: must reference at least 2 types of treatments appropriate to the period of time


 
Answers to questions need to cover TWO of the following areas: 1.Suburb perception: 2.Suburb outcome change: 1880s diagnosis: must reference some terminology appropriate to the period of time 3.1880s treatment: must reference at least 2 types of treatments appropriate to the period of time

 
Answers to questions need to cover ONE OR LESS of the following areas: 1.Suburb perception: 2.Suburb outcome change: 1880s diagnosis: must reference some terminology appropriate to the period of time 3.1880s treatment: must reference at least 2 types of treatments appropriate to the period of time

 
Analysis                                                                                                                                                                                                                                                   
Outcomes
Outcome # 2 Differentiate the theories and treatments of psychopathology that explain the disorder described in the case study                                                                                                                                                                                                                                                                                                                                                                                       
1. Answers to questions need to cover ALL SIX of the following areas: 1.Genetic Factors: must mention specific genetic factors 2.Biochemical Abnormalities: must mention specific biochemical abnormalities 3.Family Stress:  Must include specific family stressors 4.Sociocultural Contribution:  Must mention specific Sociocultural contributions. 5.Medication:  Must mention specific medication (most appropriate considering research findings) 6.Treatment Modalities:  Must mention types of therapy (not medication) appropriate to the client's needs Answers to questions need to cover FOUR-FIVE of the following areas: 1.Genetic Factors: must mention specific genetic factors 2.Biochemical Abnormalities: must mention specific biochemical abnormalities 3.Family Stress:  Must include specific family stressors 4.Sociocultural Contribution:  Must mention specific Sociocultural contributions. 5.Medication:  Must mention specific medication (most appropriate considering research findings) 6.Treatment Modalities:  Must mention types of therapy (not medication) appropriate to the client's needs

 
1. Answers to questions need to cover THREE of the following areas: 1.Genetic Factors: must mention specific genetic factors 2.Biochemical Abnormalities: must mention specific biochemical abnormalities 3.Family Stress:  Must include specific family stressors 4.Sociocultural Contribution:  Must mention specific Sociocultural contributions. 5.Medication:  Must mention specific medication (most appropriate considering research findings) 6.Treatment Modalities:  Must mention types of therapy (not medication) appropriate to the client's needs Answers to questions need to cover TWO OR LESS of the following areas: 1.Genetic Factors: must mention specific genetic factors 2.Biochemical Abnormalities: must mention specific biochemical abnormalities  3.Family Stress:  Must include specific family stressors 4.Sociocultural Contribution:  Must mention specific Sociocultural contributions. 5.Medication:  Must mention specific medication (most appropriate considering research findings) 6.Treatment Modalities:  Must mention types of therapy (not medication) appropriate to the client's needs

 
Application                                                                                                                                                                                                                                                
Outcomes
Outcomes # 3-Classify the case study disorder's criteria of behaviors, level of functioning and continuity, the specific type of disorder and the behaviors of the disorder described in case study                                                                                                                                                                                                                                                                                                                  
Answers to questions need to cover ALL FIVE of the following areas:1.Criteria I of disorder: behaviors: 2.Criteria II of disorder: level of functioning: 3. Criteria III of disorder: Continuity 4.Specific type of disorder: 5.Specific behaviors related to disorder: Answers to questions need to cover FOUR of the following areas: 1.Criteria I of disorder: behaviors: 2.Criteria II of disorder: level of functioning: 3.Criteria III of disorder: Continuity 4.Specific type of disorder: 5.Specific behaviors related to disorder: 1. Answers to questions need to cover THREE of the following areas: 1.Criteria I of disorder: behaviors: 2.Criteria II of disorder: level of functioning: 3. Criteria III of disorder: Continuity 4.Specific type of disorder:5.Specific behaviors related to disorder: 1. Answers to questions need to cover TWO OR LESS of the following areas: 1. Criteria I of disorder: behaviors: 2.Criteria II of disorder: level of functioning: 3.Criteria III of disorder: Continuity 4.Specific type of disorder: 5.Specific behaviors related to disorder: 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Answers to questions were organized, focused and statements were effectively supported Answers to questions were organized, focus may not be clear at times and support for statements was minimal Answers were minimally organized, focus was frequently difficult to determine and statements were inconsistently supported Answers were challenging to read due to disorganization, lack of focus and statements were not supported 
Technical Skill in Communication                                                                                                                                                                                                                           
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Proofreading was effective and there were few, if any grammatical and/or structural errors and the errors were not distracting for the reader More effective proofreading was needed with more grammatical and/or structural errors which was somewhat distracting for the reader Proofreading was inconsistent and grammatical and/or structural errors were so numerous that the reader was seriously distracted Proofreading was not effective and grammatical and/or structural errors were so frequent that it was too challenging to read 

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Last Updated:12/17/2007 2:44:46 PM