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PS 401 Abnormal Psychology
Stevens, Ester


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

F2U 2011 LU

Faculty

Stevens, Ester

Title

Adjunct Faculty

Degrees/Certificates

Masters of Arts, Clinical Psychology
Bachelors of Arts, Psychology
Bachelors of Arts, Business Administration

Office Location

Park University-Luke AFB

Office Hours

before and after each class

E-Mail

ester.stevens@park.edu

Acn.Stevenslry@yahoo.com

Semester Dates

October 17th, - 11 Dec 2011

Class Days

--T----

Class Time

4:50 - 10:10 PM

Prerequisites

Intro to Psychology

Credit Hours

3


Textbook:
 

Comer, R. J. (2010). Abnormal psychology (7th ed.). New York: Worth Publishers.

Gorenstein, E. E., & Comer, R. J. (2002). Case studies in abnormal psychology. New York: Worth Publishers.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
American Psychiatric Association (2000). The Diagnostic and Statistical Manual of Mental Disorders (4th ed.) (Text Revision). 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.
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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.

Educational Philosophy:
The facilitator’s educational philosophy is one of interactiveness based on lectures, readings, 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 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:
 

Learning Objectives

Chapter 1

1. Describe the different ways of defining abnormality from the perspectives of deviance, distress, dysfunction, and danger.

2. Discuss some of the difficulties of defining a person’s behavior as abnormal.

3. Describe the main modern treatments of abnormality.

4. Describe the ways that ancient peoples, Greeks, Romans, and persons in the age of the Renaissance viewed and treated abnormal behavior.

5. Describe moral treatment.

6. Describe the current treatment of severely disturbed individuals.

7. Discuss the impact of deinstitutionalization on the care and treatment of the severely mentally ill.

8. What is Multicultural Psychology? How does it enhance the clinical practice?

Chapter 2

1. Describe the role of clinical researchers in the field of abnormal psychology.

2. Describe the case study, including its uses and limitations (strengths and weaknesses).

3. Describe the correlational method. What is a positive versus a negative versus a null correlation? What are the uses and limitations of correlational research?

4. Describe the experiment. Describe the reasons that experimenters use control groups, random assignment, and blind design.

5. Describe the following alternative experimental designs: quasi-experimental design; natural experiments; analogue experiments; single-subject experiments.

Chapter 4

1. Define clinical assessment and discuss the roles of the clinical interview, tests, and observations.

2. Summarize the axis approach of the DSM series and describe the general features of DSM-IV-TR.

3. List the major classification of disorders from Axis I of the DSM-IV-TR.

4. Discuss the dangers of diagnosing and labeling in classifying mental disorders.

5. Discuss types and effectiveness of treatments for mental disorders.

Chapter 5

1. Distinguish between fear and anxiety.

2. Describe each of the anxiety disorders and how common these disorders are.

3. Briefly discuss the major theories and treatments for generalized anxiety disorder.

4. Describe the features of panic disorder and list the biological and cognitive explanations and therapies of this disorder.

5. Define phobia; agoraphobia, social phobia, and specific phobia; list the major theories and treatments for phobias.

6. Distinguish between obsessions and compulsions. List the major theories and treatments for Obsessive-Compulsive Disorder.

Chapter 6

1. Distinguish between fear and anxiety.

2. Define stress disorder and posttraumatic stress disorder, list typical symptoms, and list psychological explanations and treatments for these disorders.

3. Discuss abuse and victimization in terms of stress disorders.

4. Discuss how perceptions of control, personality, mood, and social support affect immune system functioning.

5. Discuss typical psychological treatments for psychophysiological disorders.

Chapter 7

1. Define somatoform disorders, including conversion disorders, somatization disorders, and pain disorders.

2. Explain how physicians distinguish between hysterical somatoform disorders and true medical problems.

3. Describe the criteria for diagnosing factitious disorder; include in this discussion Munchausen syndrome and the Munchausen syndrome by proxy.

4. Compare and contrast hypochondriasis and body dysmorphic disorders.

5. Compare and contrast the psychodynamic, cognitive, and behavioral views of somatoform disorders.

6. Describe the general characteristics of the dissociative disorders: dissociative amnesia, dissociative fugue, and dissociative identity disorder.

Chapter 8

1. Compare depression and mania while discussing the symptoms of each.

2. Contrast unipolar depression and bipolar disorder while discussing the symptoms of each.

3. Describe the biological, psychological, and sociocultural perspectives of depression.

4. Describe the possible roles of neurotransmitters in unipolar depression.

5. Distinguish among the three diagnostic options for bipolar disorder.

6. Discuss the biological theory of bipolar disorder.

Chapter 9

1. Describe the major psychological approaches to treatment of unipolar depression. That is, compare and contrast the psychodynamic, behavioral, and cognitive/cognitive-behavioral approaches to treatment.

2. Describe interpersonal psychotherapy and couple therapy.

3. What are the major biological approaches to unipolar depression? Describe ECT. Compare and contrast early antidepressants to currently used antidepressants.

4. How do the various approaches to treating depression compare?

5. Describe mood stabilizer therapy for bipolar disorder, including issues related to their use and their mechanism of action.

6. Describe adjunctive psychotherapy for bipolar disorder. What is it and why is it important?

Chapter 10

1. Define suicide and know the current prevalence.

2. Describe each of the four kinds of people who intentionally end their lives: death seekers, death initiators, death ignorers, and death darers. Also describe the category of subintentional death.

3. Know the effects of cultural factors, race, and sex on suicide rates.

4. Understand the common precipitating factors in suicide.

5. Discuss how mood changes, hopelessness, and dichotomous thinking are related to suicide.

6. Describe the common predictors of suicide.

  

Film Review Paper

Pick a Film

An Angel at My Table 1990 by Jane Campion

Nuts 1987 star Barbara Streisand

As Good as It Gets 1997

The Aviator 2004

The Deer Hunter 1989

Primal Fear 1996

Send Me No Flowers 1964

The Nutty Professor 1996

Write a brief (3 – 5) page report. Summarize the plot of the film in sufficient detail to demonstrate familiarity, focus paper on the depiction of psychological abnormality. What errors or liberties did the filmmaker make or take? What is the message (implicit or explicit) concerning the mentally ill?

Grading:

 Class Assessment:

Evaluation Method

Points

Weekly Learning Objectives 15 points each

45 points

Film Review Paper

15 points

Chapter Cross Word Puzzles 10 points each

20 points

Final Exam

80 points

Research Paper

60 points

Class attendance/ Participation

80 points

Total Points

300 points

 

 

 Extra Credit: Worth 10 points

Chapter 3 p. 49 Pick a Model & Answer the Questions Pertaining to that Model.

Grading:

Grading Scale

Grade

270 - 240

A

239 - 210

B

209 - 180

C

179 - 150

D

149 or less

F

Late Submission of Course Materials:

Late Submission of Course Materials:
Twenty percentage points (20%) will be deducted for late work. If work is not turned in before the end of the class period on the due date.

Classroom Rules of Conduct:

Classroom Rules of Conduct:
Students are expected to attend all class meetings, be punctual, and participate in class discussions. If a student is unable to complete the class attendance according to university policy, it is his/her responsibility to withdraw from the class. In cases of emergency or illness, students are to contact the instructor immediately and arrange for another student to take notes, pick up any handouts, etc. Any unexcused absence or excessive tardiness will result in lowering your grade by one full letter grade. Allowing students to make-up a missed exam is at the option of the instructor. Points will be deducted for late assignments. The number of points deducted is at the option of the instructor. If you turn in other assignments after the due date, pointes will be deducted from the assignment. Keep in mind that technology problems are not an excuse for late assignments. If you have technology problems i.e. printing etc please make other arrangements like emailing to a fellow student for printing or instructor. Keep electronic copies of all materials. Park University's Policy Statements attached apply to this course. Cheating and plagiarizing will not be tolerated and will result in zero points for that assignment. In order for all students to have opportunities for active participation in class discussions and learning activities, classmates are encouraged to be respectful to their fellow students. Allow all students time to express their ideas and positively encourage comments from others. Students must be assured that any personal information shared with classmates will be considered confidential. All assignments and exams must be completed in order to pass the course.

Course Topic/Dates/Assignments:


  Course Topic/Dates/Assignments:

Dates

Topics

Assignments Due

Meeting1
Tuesday –
10/18/11

Abnormal Psychology in Science & Practice

·         Abnormal Psychology Past & Present

·         Research in Abnormal Psychology

·         Models of Abnormal Psychology

·         Clinical Assessment

Reading: Chapters 1-4

Do Learning Objective for Chapters 1-2 & 4

Extra Credit: Chapter 3 p. 49     Pick a Model & Answer the Questions Pertaining to that Model

Meeting 2
 Tuesday –
10/25/11

Problems of Stress and Anxiety

·         Anxiety Disorders

·         Stress Disorders

·         Somatoform & Dissociative Disorders

Reading: Chapters 5-7

Do Learning Objective for Chapters 5-7

Meeting 3
 Tuesday –
11/01/11

Problems of Mood

·         Mood Disorders

·         Treatments for Mood Disorders

·         Suicide

Reading: Chapters 8-10

Do Learning Objective for Chapters 8-10

Start Research Paper

Meeting 4
 Tuesday –
11/08/11

Problems of Mind and Body

·         Eating Disorders

·         Substance-Related Disorders

·         Sexual Disorders and Gender Identity Disorders

Reading: Chapters 11-13

 

Watch one of the films listed for week 4

Write Film Review Paper

Meeting 5
 Tuesday –
11/15/11

Problems of Psychosis

·         Schizophrenia

·         Treatment for Schizophrenia and Other Severe Mental Disorders

Reading: Chapters 14-15

Film Review Paper Due

Crossword Puzzle Chapter 15

Meeting 6
 Tuesday –
11/22/11

Life-Span Problems

·         Personality Disorders

·         Disorders of Childhood and Adolescence

·         Disorders of Aging and Cognition

Reading: Chapters 16-18

Crossword Puzzle Chapter 18

Meeting 7
 Tuesday –
11/29/11

Mental Health Profession

·         Law, Society, and the Mental Health Profession

·         Final Exam Prep

Reading: Chapters 19

Final Exam Prep

Research Paper Due

Meeting 8
 Tuesday – 12/06/11

Conclusion

Final Exam

Final Exam

 













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 .

Bibliography:
 

I am Ester S. Stevens I served in the United States Air Force, where I earned several honors and rewards before retiring. After retirement I obtained a Bachelors of Arts degree in Psychology and Business Administration from Ottawa University-Phoenix in 2004. I went on to obtain my Masters of Arts degree in Clinical Psychology from American School of Professional Psychology, Argosy University-Phoenix in 2010 and I am awaiting licensure as a Mental Health Counselor. I am also a Doctor of Psychology Student in Clinical Psychology at Argosy University-Phoenix where I am finishing my dissertation titled, “Psychophysiological Correlates of the Autonomic Nervous System Functions in Resilient Adults as Measured by Heart Rate and Heart Rate Variance.” I have clinical experience in in/out patient settings and have provided mental health counseling, education, rehabilitation, and intensive/preventive treatment services in the community. These services include a plethora of Psychological Evaluations/Assessments, Individual/Group Therapy, Family/Couple's Counseling, Substance Abuse Counseling, and Anger/Stress Management Education Programs; serving males and females, ages 10 to 80-years-old, with varying diagnoses such as disorders diagnosed in early childhood, mood disorders; anxiety disorders; adjustment disorders; personality disorders; sexual disorders, psychotic disorders; and impulse-control disorders. I am using my gifts and talents as a Motivational Speaker to motivate those in the community, presenting on topics such as “How to Prevent Burn Out,” “Knowing the Warning Signs of Mental and Physical Exhaustion,” “Program Implementation-Basic Life Skills,” and “College Readiness-Transitioning from High School to College.”  



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:10/10/2011 6:04:10 PM