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PS 401 Abnormal Psychology
Webb-Tafoya, Mary


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

PS 401 Abnormal Psychology

Semester

F2B 2011 BL

Faculty

Webb-Tafoya, Mary

Title

Assistant Academic Director/ Adjunct Faculty

Degrees/Certificates

B.S. Social Psychology
M.A. Mental Health Counseling
LMHC, LPC-Intern, ABD Health Psychology

Office Location

By appointment only

Office Hours

Before and after class or by appointment

Daytime Phone

915.373.7486

E-Mail

mary.webb@park.edu

Maximbty@sbcglobal.net

Semester Dates

October 17, 2011 - December 11, 2011

Class Days

T - TR

Class Time

7:40 PM - 10:10 PM

Prerequisites

PS101 Introduction to Psychology,

Credit Hours

3


Textbook:
 

Comer, Abnormal Psychology, 7th Edition, 2010, Worth. ISBN-  978-1-4292-3920-2

 
Meyer, Case Studies in Abnormal Behavior (only to be used as a supplement to another textbook), 6th Edition (8th Edition)2003, Allyn & Bacon ISBN: 0205370861

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
 

DSM-IV - Diagnostic Statistical Manual (4th ed.) American Psychological Association
APA Manual (6th edition) American Psychological 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/.


Course Description:
PS 401 Abnormal Psychology: An introduction and investigation of the causes, development, sympto-mology and treatment of abnormal behavior. Primary focus is an eclectic view of persons and their adaptation to their environment. 3:0:3 Prerequisite: PS 101.

A basic knowledge of psychology, concepts and theoretical perspectives will provide a foundation for learning in a four hundred level course.

Educational Philosophy:
Learning is a process and an interaction between the student, the teacher and wealth of information. Student and teacher are interchangeable as we can all learn from one another. The true scholar-practitioner can take the knowledge he or she possesses and bring it to life in the classroom to inspire, encourage and assist the student in expanding their knowledge and convictions. As an educator and scholar-practitioner, my goal and commitment to my students is to reintroduce the excitement of the field and feed the motivation of the student. As a student, learning is a journey but is far more easily acquired when the enthusiasm, dedication and commitment are there.

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.


  Instructor Learning Outcomes
  1. Understand the fundamentals of observing, assessing and analyzing abnormal behavior.
  2. Understand basic application of DSM -IV through review of case studies.
  3. Students will develop an understanding of how maladaptive schemata impacts personality formation and can affect the treatment of other dysfunctions and disorders that a client may have.
  4. Student will also develop their own theoretical perspective.
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 is a 10-page research paper using empirical research and the APA format. The research paper provides an opportunity to explore the important research on a specific disorder in Abnormal Psychology, demonstrate the appropriate use of abnormal concepts and terminology, discuss the ethical and responsible use of the DSM-IV, evaluate theories and treatments of psychopathology, and to identify the historical and cultural context of psychopathology.

RESEARCH PAPER EXPECTATIONS.
 
  • Select a topic for your research paper from a chapter that we will study this term. When selecting the topic, it is important to keep in mind that empirical research can be found on the Areas of Focus listed below. 
  • Research Paper needs to be a minimum of 10 pages of text—title, abstract and reference pages are in addition to the 10 pages.
  • Research Paper needs to have a minimum of 10 references from full-text empirical research journals.
  • Research Paper needs to follow the Areas of Focus described at the end of this section. Each area of Focus needs to be supported by information from research journals.
  • Paper needs to be organized using the Areas of Focus as section headings so the information can be easily identified.
  • The Research Paper must follow the APA format—title, abstract, reference page, 1 inch margins, running heads, DS, proper reference format, etc. See the following website for more information: http://owl.english.purdue.edu/owl/resource/560/01/  or http://www.psychbytes.com/APA.htm
  • Research Paper is to reflect college-level work. Proofreading is expected.
  • The references for the Research Paper need to be from the full-text original source of empirical research journals.

Areas of Focus

All Areas of Focus need to be supported with empirical research.

1. DESCRIPTION

Describe the disorder you are researching.

2. DSM-IV APPLICATION

List the diagnostic criteria for the disorder. Discuss the ethical and responsible use of the DSM-IV in general and with this particular disorder. Cultural influences need to be included in discussion.

3. 4 Ds—DISTRESS, DEVIANCE, DYSFUNCTION AND DANGER

Describe the disorder according to the level of Distress, Deviance, Dysfunction and Danger for a person diagnosed with this disorder.

4. MODELS OF ABNORMALITY THAT EXPLAIN THE ETIOLOGY

Identify at least 2 theoretical models of abnormality that provide an understanding of the etiology for the disorder. Based on the research, discuss which model best explains the etiology. 

5. TREATMENTS

Identify at least 2 treatments that are currently being used to treat this disorder. Based on the research discuss which treatment is the most effective. 

6. HISTORICAL AND CULTURAL CONTEXTS

Discuss what have been the historical influences and changes for this disorder in the last 100 years. Describe the cultural influences for the disorder and discuss the occurrence of this disorder in other cultures.

7. PROGNOSIS

Discuss the prognosis for a person with this disorder.

Link to Class Rubric

Class Assessment:
 

Weekly discussion questions - 6 discussions (40 pts. each) 240 pts. total, please adhere to late submissions for point deduction. A rubric will be provided on how points will be appointed. The discussion questions are a threaded discussion online on eCompanion. Students will make an original post to the question and two responses to peers. Do not forget to respond or answer responses from peers. 

Midterm  - 100 points, 25 questions 4 pts. (each) Online exam that will open Thursday night and close on Sunday at midnight.

Quizzes - (100 pts. total) week 1: 25 pts. 5 questions, week 2: 25 pts. 5 questions, week 5: 25 pts. 5 questions and week 6: 25 pts. 5 questions

Research paper - 300 points - divided into two components: 

Week 3/ Day 2: Outline of topic with title (40 pts.), abstract (40 pts.) and Bibliography (40 pts.) 120 pts. total

 Week 7/ Day 2: final paper 180 pts.

Final exam  - 160 points, case study presentation. Depending on number of enrolled students, it will be an individual or group presentation. 

Attendance/ participation - 100 points, 12.5 max points per class - I AM NOT GRADING YOU FOR ATTENDANCE; HOWEVER, I CANNOT FIVE YOU PARTICIPATION POINTS FOR DISCUSSION IF YOU ARE NOT IN CLASS.

There is a huge amount of information to be covered in class and I like to see more discussion made more than lecture. It is imperative that you do the readings prior to class so we can discuss further. There is no way to go back and recover material so find someone who takes reliable notes if you miss. Participation points are based on being present and participating in the discussion as well as answering the online discussion threads. 

The amount of work required in this course is to assess if you are understanding the material. Competence in knowledge of Abnormal Psychology is our goal. The class is designed to increase retention of material through repetition and review. I cannot recover a Chapter. If a student loses points for participation and wishes to gain those additional points, the student can turn in an outline of the chapter missed. 

Grading:
 

900 - 1000 = A

800 - 900 = B

700 - 800 = C

600 - 700 = D

599 - below = F

Late Submission of Course Materials:
 

All assignments are due on due date. There will be no late assignments accepted without prior notification or arrangements. If you anticipate not being present when an assignment is due, please speak with me and we can make arrangements. All assignments are presented in a timely manner in this syllabus so please plan accordingly to your schedule. Threaded discussion questions must be answered (original post) by Wednesday and all responses by Saturday. The discussion thread closes by Sunday at midnight. There will be 4 quizzes given during the semester and will be administered online. Each quiz is comprised of 5 questions and will open the second class during the week and close on Sunday at midnight. They are timed. You will have 30 minutes to answer questions and students may only take once. If students answer incorrectly, the correct answer will display. Midterm is also an online exam that will be timed. Students will have 1 hour to complete the exam. It will open the 2nd class of the week and close on Sunday at midnight. The first portion of the research paper - Title page, outline, abstract and bibliography will be due the 2nd class of the third week. No electronic copies are accepted. It must be hardcopy and the format will be discussed in class. Research paper MUST be turned in by end of class on Wednesday of 7th week, no exceptions will be made! The final paper must be in APA style and must be hardcopy, no electronic copies will be accepted. Final assessment is a presentation that will either be done individually or by group depending on number of students. This will be discussed in length throughout the semester and students will choose their case study in the 5th week. A rubric will be provided under doc sharing. 

This course is only as hard as you make it! You'll see!

Classroom Rules of Conduct:
 

I anticipate that the class is comprised of working professionals and/or dedicated adult students that want to learn; therefore, I will treat you with nothing less than the respect you present to me, your fellow classmates and future colleagues. These are the basic rules of conduct that I will uphold and will expect nothing less from students who will someday be my colleagues!

1. Please be on time and if circumstances arise that prohibit you from doing so, please do not disturb the lecture or class upon your arrival. This includes entering and exiting class to attend to any personal matters, i.e. restroom, etc.

2. Please turn off your cell phone or at least put it on vibrate. I understand that many of you may need to answer a call so please exit class before answering and take care of any business you need to outside of class. This also includes side talk.

3. If you need to leave class early for any reason and it is during lecture, please wait for break or please write down your reason and leave any assignment, if due, on my desk and attend to your emergency Please keep in mind that staying half of class results in deduction of points. All situations will be treated on a case by case basis.

4. I advise you to meet with me on any clarifications of assignments before they are due! I want you to perform your best and enjoy this learning process but I cannot assist you the day the assignment is due!

5. I will recommend that you also submit any major assignments, i.e. research paper and refer to online classroom if you miss class, for your protection; however, all weekly assignments are due online. I will require a physical copy of your research paper aside from the one submitted online.

6. Relax! This class is only as difficult or stressful as you make it!

Course Topic/Dates/Assignments:

Week 1:

  • Day 1 - Introduction to course, review syllabus, cover history of Abnormal Psychology (Chapter 1)  and Models of Abnormality (Chapter 3) and key terms. Threaded discussion.
  • Day 2: Quiz opens, review Chapter 2.

Week 2:

  • Day 1 - Review Anxiety Disorder (Chp. 5) and Stress Disorders (Chp. 6). Discuss outline and topic of research paper due on day 2 of week 3. Threaded discussion
  • Day 2 - Quiz opens, review Somatoform and Dissociative Disorders (Chp. 7). 
Week 3:
  • Day 1 - Review Mood Disorders (Chp. 8) and treatments (Chp. 9). Threaded discussion.
  • Day 2 - Discuss suicide, APA refresher for paper. Look at case studies.
Week 4:
  • Day 1 - Review eating disorders (Chp. 11)
  • Day 2 - Review substance abuse disorders (Chp. 12). midterm opens online.
Week 5:
  • Day 1 - Review Sexual Disorders and Gender identity Disorder (Chp. 13). Threaded discussion.
  • Day 2 - Review Schizophrenia and treatments (Chp. 14 & 15). First portion of Research paper is due.
Week 6:
  • Day 1 - Review Personality Disorders (Chp. 16) discuss case study and review one in class. Threaded discussion.
  • Day 2 - Quiz opens.Review and discuss Disorders of Childhood and Adolescence (Chp. 17)
Week 7:
  • Day 1 - Review and discuss Disorders of Aging and Cognition. Threaded discussion.
  • Day 2 - Quiz opens, research paper is due. Review Chapter 19 on law, society and the mental health profession.
Week 8:
  • Day 1 -Presentations
  • Day 2 - Presentations and closing discussion.

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93

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. from Park University 2011-2012 Undergraduate Catalog Page 93

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.

Park University 2011-2012 Undergraduate Catalog Page 96

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 .

Additional Information:





There will be other readings assigned during the semester to assist the student in understanding course material.

Bibliography:



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Analysis & Evaluation                                                                                                                                                                                                                                      
Outcomes
Outcomes:  #1, #2, #4  Areas of Focus:  #1, #3, #4, #5, #6                                                                                                                                                                                                                                                                                                                                                                                                                                                           
Concepts and terminology are indicated (5 or more) reflecting an in-depth comprehension; models and treatments are thoroughly described, analyzed  and evaluated; historical and cultural contexts are analyzed and evaluated and discussed in depth.  

Areas of Focus include support from at least two different empirical research sources.  Empirical research is critically examined, evaluated, reflecting an understanding of the research and the relationship with the particular Area. 
Concepts and terminology are indicated (3-4) reflecting comprehension, models and treatments are described, analyzed and evaluated; historical and cultural contexts are analyzed, evaluated and discussed.    

Areas of Focus include support from at least one empirical research source.  Empirical research is critically examined, evaluated, reflecting an understanding of the research and the relationship with the particular Area.
Note: Areas of Focus #4 and #5 need at least two empirical research sources.
 
Concepts and terminology are indicated (1-2), models and treatments minimally evaluated, and historical and cultural contexts are reported, but not analyzed and evaluated.    


Empirical research may be used, but information is reported, is not critically examined or evaluated and does not reflect an understanding of the research and the relationship with the particular Area.
 
 
Application                                                                                                                                                                                                                                                
Outcomes
Outcomes: #1, #3, #4  Areas of Focus: #2, #3,  #6                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Concepts and terminology are applied (5 or more) and reflect in-depth comprehension; important ethical issues related to the responsible use of the DSM-IV are identified, discussed in detail and applied; detailed historical and cultural contexts are identified, discussed and applied.      

Each Area of Focus includes support from at least two different empirical research sources that are critically examined, evaluated, reflecting an understanding of the research and the relationship with the particular Area. 
Concepts and terminology are applied (3-4) and reflect comprehension, important ethical issues related to the responsible use of the DSM-IV are identified, discussed and applied; and historical and cultural contexts are identified, discussed and applied.      

Each Area of Focus includes support from at least one empirical research source that is critically examined, evaluated, reflecting an understanding of the research and the relationship with the particular Area. 
Concepts and terminology (1-2) are indicated, ethical and responsible use of the DSM-IV and historical and cultural contexts are minimally identified, discussed and applied.      

Empirical research may be used, but it is reported, is not critically examined or evaluated and does not reflect an understanding of the research and the relationship with the particular Area.

 
 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Artifact displays professional writing and utilizes correct APA format.  More that 10 empirical sources in the paper.  Paper is at least 12 or more pages of text.  All parts of each Area of Focus were addressed and developed. Professional writing displayed and APA format is generally followed (1 error: cover page, abstract, running head, internal citations, headings, references, etc.  10 empirical sources.  All parts of each Area of Focus were addressed. Professional writing problems (e.g., excessive quoting, lack of proofreading, informal language, lack of organization) and/or 2 or more APA errors: cover page, abstract, running head, internal citations, headings, references, etc.  10 empirical sources.  All parts of Areas of Focus were not addressed.  

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Last Updated:9/16/2011 5:39:14 PM