PS 401 Abnormal Psychology
F2AA 2011 LC
Enloe, Joseph Mark
M.S. in School Psychology (and Marriage and Family Therapy)BSOE in Occupational EducationLicensed Specialist in School Psychology
15 Minutes Prior to and after class by appointment.
17 October - 11 December 2011
4:45 - 10:10 PM
Abnormal Psychology, seventh edition, Ronald J. Comer (2010), Worth Publishers
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
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Educational Philosophy: The instructor's educational philosophy is one of interactiveness based on readings, dialogues, examinations, internet, videos, special projects, and writings. The instructor will engage each learner in critical thinking situations to encourage the lively exploration of ideas, issues, and contradictions.
Learning Outcomes: Core Learning Outcomes
Areas of Focus
All Areas of Focus need to be supported with empirical research.
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.
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.
Discuss the prognosis for a person with this disorder.
Link to Class RubricClass Assessment:
EXAMS: 1. Midterm Exam; November 8th (4th week) – Chapters 1-10 and class lecture.
Final Exam: December 6th (8th week) - Chapters 11-19 and class lecture.
Both exams may be all of one of the following or a combination of each: multiple choice, matching, and essay questions. Each test will count as 25% of your grade (50% total).
2. CORE ASSESSMENT : 20% of your grade.
3. CASE STUDIES: There will be 4 case studies during the course, each worth 5 points for a total of 20% of your grade. Each case study will be done in class (instructor guided) and cannot be made up if the class is missed. If you plan on being absent on those particular nights, you must determine whether your absence will be woth losing the points over.
4. Participation/Absences: (10%) If you are absent more than once, you will loose 5 points for each class missed starting with the second absence (minus 10 maximum), even if it is an excused absence (excused absences require proper documentation), There are only 8 meetings and your participation is very important and you can't participate if you are not in class. This could mean you could loose up to 10 points on one night if your second (or more) absence falls on a night we have a case study (see case studies above).
Possible maximum score/points:
The final course grade will be determined using the following measurements.
A (4.0 honor points)
Case Studies, 4 total (5 points each),
B (3.0 honor points)
Required Core Assessment
C (2.0 honor points)
D (1.0 honor point)
F (no honor points)
Late Submission of Course Materials: Make-up and/or late submission of exams and assignments must be coordinated with the instructor. Make-ups are given only for excused absences only.
Classroom Rules of Conduct:
Regular attendance with on time arrival. Courtesy to listen to and respect others points of view. Demonstrate a desire to take an active part in the learning process by coming to class prepared to discuss material, ask questions, and share insights with the class. Students are expected to complete all assignments by the due dates and appear for scheduled examinations. It is the student's responsibility to inquire when something is unclear in the texts or lectures. Do Not expect the instructor to present all the assigned reading in class. Reading is the student's responsibility: The instructor's responsibility is to clarify, emphasize, give examples, put the topics into context, lead class discussions, and bring in additional related material to support and supplement the assigned reading. Tests may include questions over material from the assigned reading that was not covered in class. A student who does not read and study the assigned readings will not be able to get a good grade in this class.
Week One Introductions & Chapters 1- 4
Week Two, Chapters 5 - 7 and Case Study 1
Week Three Chapters 8 - 10 and Case Study 2
Week Eight Review Case Study 4; FINAL EXAM; Core Assessment Due
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.
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 .
Last Updated:9/13/2011 3:16:26 PM