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SO 327 Sociology Mental Health Illness
Nation, Patricia


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

SO 327 Sociology Mental Health Illness

Semester

S1T 2010 DL

Faculty

Nation, Patricia

Title

Online Faculty Adjunct Professor

Degrees/Certificates

Ph.D. Sociology (Clinical emphasis)-University of North Texas
M.S. Sociology/Counseling- East Texas State
B.S. Counseling- East Texas State

Office Location

Online..

Office Hours

I check my email at least 2 times a day, I'm in class at least once a day and I am in my online instructor's office daily

Daytime Phone

479-646-7705

E-Mail

Patricia.Nation@park.edu

Semester Dates

January 11, 2010- March 7, 2010

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:

SO327TextbookRequired Textbook:  Gallagher III.  2002. Sociology of Mental Illness.  New Jersey: Prentice Hall
ISBN-10: 0130408689
ISBN-13: 978-0130408686

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Not Required-
DSM IV-TR  Diagnostic and Statistical Manual of Mental Disorders 4th edition.  American Psychiatric Association
 

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/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.

http://www.psyweb.com
http://www.psychiatryonline.com

Course Description:
SO 327 Sociology of Mental Health and Illness: Cross-cultural social history and analysis of mental health professional and psychiatric diagnoses, and an analysis of the politics and social control related to the labeling of mental illnesses. Topics include institutional and informal care-giving, effects of mental illness on family and friends, homelessness, and substance abuse, effects of current mental health policies and trends, medicalization of deviance, and a social epidemiology of mental illness.

Educational Philosophy:

My educational philosophy is one in which I believe we can all learn and expand our knowledge if we desire to do so.  Education is a lifelong process and there is no arrival point. 

Class Assessment:


All learning activities will be graded according to standards of quality:

A. Participation: Due every week. Participation is demonstrated through discussion. Grading participation will be based on clarity and completeness of thought, ideas supported by facts, logical arguments or research. Comments should be substantial and relevant to the topic, and contribute to further thought or reflection. The instructor will provide responses individually or to the class as a whole within 48 hours of posting. Participation will be facilitated by posting questions that cover the readings and lecture. You must mention your readings in all of your posts and cite the work.  Three postings are expected every week, and the postings must include (1) Responding to a posted question; (2) a peer review (responding to another student’s answer to a question). (3) Responding to the instructor’s comments or additional questions. There will be two questions to choose from each week.  Choose one for your main post  and then post to a peer in the other one. For additional information on online participation and netiquette, please visit:

http://parkonline.org/ec/crs/default.learn?CourseID=2437962&CPURL=parkonline.org&Survey=1&47=3023596&ClientNodeID=403003&coursenav=0&bhcp=1


B.  Quizzes: Due every week. Quizzes will be in multiple choice and true/false formats.

C.  Reading/lecture: Due very week. Materials for quizzes and the final exam will come from discussion, readings, and lecture.

D. Individual Projects:  Due each week for 7 weeks.  You will then use all of those projects to complete your final core assessment paper.  These written projects are designed to reinforce the core learning outcomes, and they will be graded based on writing style, comprehension and knowledge as well as evaluation.  All papers must be written in APA style and must be 2 to three pages in length.   Title pages and reference pages are required as well as citations.  At least one outside source will be needed per paper.

E.  Final Exam: Due at the end of the course. The exam will be a comprehensive, proctored exam. It will consist of multiple choice questions, short answer questions, and essay questions.

F.  Core Assessment:  Due at the end of the course.  This paper will be a compilation of the 7 individual projects with the corrections made in each one to form one comprehensive paper.  It must be written in the APA format.

Grading:
Grading Policy

Course Grading Criteria
The final course grade will be based on participation, quizzes, weekly core learning outcome projects, and the final exam, as follows:

Participation (8 x 10)

80 points

Core learning Outcomes projects (7 x 5 )

35 points

Weekly quizzes (8 x 10)

80 points

Final Exam

150 points

Core Assessment Paper

200 points

Total

545 points

 

Grading Scale:

90% and higher

490.5 points and higher

A

80-89%

436 - 490.4 points

B

70-79%

381.5 - 436.9 points

C

60-69%

327 - 381.4 points

D

59% and lower

326.9 pionts and lower

F

Submission of Late Work: Late assignments are accepted only for medical, family, legal or other emergencies, and require instructor’s permission in advance

Proctored final examination - A computerized examination will be taken in a proctored testing environment during the 8th week at one of the Park University sites around the country or at an alternative location. For proctored examinations, photo identification is required at the time of the test. Guidelines for selecting an acceptable proctorcan be found on the Park University Website.
Other Information on proctored exams:

  • It will be the responsibility of the student to arrange for a proctor, by the 6th week of the term, who is accepted and approved by the course instructor.
  • Approval of proctors is the discretion of the online instructor.
  • A proctor request form will be made available to you during the first week of class so that you can send your requested proctor to your instructor for approval.
  • Failure to take a final proctored exam (or submit your final project for some online graduate courses) will result in an automatic "F" grade.

 
Scoring Criteria

These criteria are derived from Bloom’s Taxonomy.  You may wish to learn about the Taxonomy by perusing some of the Internet resources such as the following:

http://krummefamily.org/guides/bloom.html

In the cognitive domain, Bloom’s taxonomy involves progressive use of the operations of the mind not only to recognize and comprehend data and information but also to use them for application, analysis, synthesis, and evaluation.  To reflect the University’s educational mission, additional categories are added that include communication skills (writing skills, for this course) and disciplinary awareness.

 The core learning activities involve Bloom’s Taxonomy, and each activity will be scored according to the degree to which the required writing reflects the required educational objective.  For instance, if the activity calls for application, Exceeds expectation will receive 90 percent or above of the 60 points; meets expectation will receive 80-89 percent of the 60 points; below expectation will receive 70-79 percent of the 60 points; far below expectation will receive 60-69 percent of the 60 points; unacceptable will receive 0-59 percent of the 60 points.  The scoring rubric is given below:

 Scoring Rubric: (To be used with core learning activities, discussion, and essay exams)

 

Competency

Exceeds expectation (A = 90-100%)

Meets expectation (B = 80-89%)

Below expectation

(C = 70-79%)

Far below expectation

(D = 60-69%)

Unacceptable (F)

(F = Below 60%)

Knowledge

Demonstrates exceptional ability to recall, recognize,  define, list and describe data and information

Demonstrates adequate ability to ability to recall, recognize,  define, list and describe data and information

Demonstrates some ability to recall, recognize,  define, list and describe data and information

Demonstrates insufficient ability to recall, recognize,  define, list and describe data and information

Provides little or no evidence of ability to recall, recognize,  define, list and describe data and information

Comprehension

Demonstrates exceptional  ability to classify, explain, illustrate, paraphrase, and interpret data and information

 

Demonstrates adequate  ability to classify, explain, illustrate, paraphrase, and interpret data and information

 

Demonstrates some ability to classify, explain, illustrate, paraphrase, and interpret data and information

 

Demonstrates insufficient ability to classify, explain, illustrate, paraphrase, and interpret data and information

Provides little or no evidence of ability to classify, explain, illustrate, paraphrase, and interpret data and information

 

Application

Demonstrates exceptional ability to use abstract or general information in a concrete situation or a new situation that is similar to what was originally intended.

 

Demonstrates adequate ability to use abstract or general information in a concrete situation or a new situation that is similar to what was originally intended.

 

Demonstrates some ability to use abstract or general information in a concrete situation or a new situation that is similar to what was originally intended.

 

Demonstrates insufficient ability to use abstract or general information in a concrete situation or a new situation that is similar to what was originally intended.

 

Provides little or no evidence of ability to use abstract or general information in a concrete situation or a new situation that is similar to what was originally intended.

 

Analysis

Demonstrates exceptional ability to break down facts or information into constituent parts to enable understanding of the underlying assumptions, structure or motivations

 

Demonstrates adequate ability to break down facts or information into constituent parts to enable understanding of the underlying assumptions, structure or motivations

 

Demonstrates some ability to break down facts or information into constituent parts to enable understanding of the underlying assumptions, structure or motivations

 

Demonstrates insufficient ability to break down facts or information into constituent parts to enable understanding of the underlying assumptions, structure or motivations

 

Demonstrates little or no ability to break down facts or information into constituent parts to enable understanding of the underlying assumptions, structure or motivations

 

Synthesis

Demonstrates exceptional ability to use elements of available data or information to produce an outcome that is new or original

 

Demonstrates adequate ability to use elements of available data or information to produce an outcome that is new or original

 

Demonstrates some ability to use elements of available data or information to produce an outcome that is new or original

 

Demonstrates insufficient ability to use elements of available data or information to produce an outcome that is new or original

 

Demonstrates little or no ability to use elements of available data or information to produce an outcome that is new or original

 

Evaluation

Demonstrates exceptional ability to assess the value of data or information based on information or data available through other sources, on utility, or on socially acceptable or intended purposes.

 

Demonstrates sufficient ability to assess the value of data or information based on information or data available through other sources, on utility, or on socially acceptable or intended purposes.

 

Demonstrates some ability to assess the value of data or information based on information or data available through other sources, on utility, or on socially acceptable or intended purposes.

 

Demonstrates insufficient ability to assess the value of data or information based on information or data available through other sources, on utility, or on socially acceptable or intended purposes.

 

Demonstrates little or no ability to assess the value of data or information based on information or data available through other sources, on utility, or on socially acceptable or intended purposes.

 

Technical skills in writing

Demonstrates exceptional writing skills, with no errors.

 

 

Demonstrates sufficient writing skills, with few minor errors

Demonstrates some degree of writing skills with 1-2 major errors and quite a few minor errors.

Demonstrates insufficient writing skills with quite a few major errors and many minor errors

Demonstrates little or no ability to write using proper vocabulary, grammar, sentence structure and punctuations.

Disciplinary awareness

Demonstrates exceptional ability to articulate the content of the subject matter in social and psychological terms

Demonstrates adequate ability to articulate the content of the subject matter in social and psychological terms

Demonstrates some ability to articulate the content of the subject matter in social and psychological terms

Demonstrates inadequate ability to articulate the content of the subject matter in social and psychological terms

Demonstrates little or no ability to articulate the content of the subject matter in social and psychological terms

 

Late Submission of Course Materials:
I do not typically accept late work.  Exceptions may be made in exceptional circumstances (technical difficulties, work obligations and vacations do NOT count as exceptional circumstances).  Prior arrangement with the instructor must be made in order for a late assignment to be graded.  A student will receive a 20% reduction in grade for each day the assignment is late.  

Classroom Rules of Conduct:
All class members are expected to participate fully in this course.  It is expected that each of us will challenge each other in a professional manner.  At no time will disrespect to each other or to the instructor be tolerated.

Course Topic/Dates/Assignments:

Week I  January 11- January 17
 
 (Gallagher, pp. 1-29).
This week’s readings and discussion will cover the concept, history, and theories of mental illness. The main topics are:
  • Mental illness and society
  • Historical evolution of the notion of mental illness
  • Theories of mental illness
  • Mental illness and law
  • Terminological issues
  • Cross-cultural issues
  • Mental Illness as myth
  • Psychiatric nomenclature
Week I Assignments due- 
Lecture 1
Discussion 1- Your post is due by Wednesday, your responses to peers and instructor due by Saturday at 11 pm
Homework 1- due by Sunday at 11 pm
Quiz 1 - due by Sunday night at 11 pm
                     
 
Week II January 18- January 24 
(Gallagher, pp. 31-76).
Continuation of the discussion of the impact of culture on the understanding of mental illness, reliability of psychiatric diagnosis, and major theoretical perspectives. Topics include:

  • Culture bound syndromes and their implications
  • World patters
  • Alternative definitions of mental health
  • Psychiatric nomenclature and their reliability
  • Social stress theory
  • Family systems theory
  • Labeling theory
  • Social learning theory
  • Psychoanalytic theory
Week II Assignments due-
Lecture 2
Discussion 2- Your post is due by Wednesday, your responses to peers and instructor due by Saturday at 11 pm
Homework 2- due by Sunday at 11 pm
Quiz 2 - due by Sunday night at 11 pm

 
Week III  January 25- January 31 
 
(Gallagher, Chapters 4 & 5).
Major topics for this week:

  • Schizophrenic disorders
  • Mood disorders
  • Anxiety disorders
    • Panic disorders
    • Phobic disorders
    • Generalized anxiety disorders
    • Obsessive-Compulsive disorders
    • Post-traumatic stress disorders
Week III Assignments due-
Lecture 3
Discussion 3- Your post is due by Wednesday, your responses to peers and instructor due by Saturday at 11 pm
Homework 3- due by Sunday at 11 pm
Quiz 3 - due by Sunday night at 11 pm

 
Week IV February 1- February 7 
 
(Gallagher, Chapter 6)
Major topics for this week:

  • Types of personality Disorders
    • Paranoid personality
    • Schizoid and schizotypal personalities
    • Histrionic personality
    • Narcissistic personality
    • Ant-social personality
    • Violence and personality disorder
    • Other types of personality disorders
Week IV Assignments due-
Lecture 4
Discussion 4- Your post is due by Wednesday, your responses to peers and instructor due by Saturday at 11 pm
Homework 4- due by Sunday at 11 pm
Quiz 4 - due by Sunday night at 11 pm


 
Week V  February 8- February 14
(Gallagher, Chapter 7, 8, & 9).
Major topics for this week:

  • Epidemiology of mental illness
  • Social class and mental illness
  • Mental illness in relation to gender, marital Status, family relationships, and birth order
  • Mental illness and social mobility
Week V Assignments due-
Lecture 5
Discussion 5- Your post is due by Wednesday, your responses to peers and instructor due by Saturday at 11 pm
Homework 5- due by Sunday at 11 pm
Quiz 5 - due by Sunday night at 11 pm

 
 
Week VI February 15- February 21 
(Gallagher, Chapters 10 & 11).
Major topics for this week: 

  • Mental illness in relation to religion, ethnicity, race
  • Mental illness in relation to migration, place of residence and age
Week VI Assignments due-
Lecture 6
Discussion 6- Your post is due by Wednesday, your responses to peers and instructor due by Saturday at 11 pm
Homework 6- due by Sunday at 11 pm
Quiz 6 - due by Sunday night at 11 pm

 
Week VII February 22- February 28 
 
(Gallagher, Chapter 12).
Major topics for this week:

  • Becoming a mental patient
  • Onset of mental illness and family dynamics
  • Onset of mental illness and community response
  • The process of committing the mentally ill
Week VII Assignments due-
Lecture 7
Discussion 7- Your post is due by Wednesday, your responses to peers and instructor due by Saturday at 11 pm
Homework 7- due by Sunday at 11 pm
Quiz 7 - due by Sunday night at 11 pm
 

 
Week VIII March 1- March 7
 
(Gallagher Chapters 13 & 14).
Major topics for this week:

  • The mental health system
  • In patient treatment modalities
  • Institutionalization
  • Community mental health services
  • Mental patient in the community
  • The stigma of mental illness
  • Mental illness and homelessness
  • Mental illness and substance abuse
  • Review and prospects
Week VIII Assignments due-
Lecture 8 
Discussion 8- Your post is due by Wednesday, your responses to peers and instructor due by Saturday at 11 pm
Homework 8- due by Sunday at 11 pm
Quiz 8 - due by Sunday night at 11 pm
Final Exam- Must be completed by approved exam date and submitted by no later than Sunday night 11 pm
Core Assessment - Must be in dropbox no later than Tuesday night 11 pm

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 2008-2009 Undergraduate Catalog Page 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 2009-2010 Undergraduate Catalog Page 92

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, but unexcused absences may carry further penalties.
  3. 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".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. 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.
  6. 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.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2009-2010 Undergraduate Catalog Page 95

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 .

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Last Updated:12/24/2009 2:26:44 AM