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.CoursePS 401 Abnormal PsychologySemesterS1T 2012 DLAFacultyRivenes, Teresa R.TitleAdjunct FacultyDegrees/CertificatesDoctoral CandidateMasters in Psychology, Capella UniversityMasters in Social Science, University of UtahOffice LocationMAFB Education CenterOffice HoursAs neededDaytime Phone406.590.9532 (Cell)E-MailTeresa.Rivenes02@email@example.comSemester DatesJanuary 16 to March 11, 2012Class DaysTBAClass TimeTBAPrerequisitesPS 101Credit Hours3Textbook: There are two (2) texts for the class and 1 Video Tool Kit.
1. Comer, R. (2010). Abnormal Psychology, 7 edition, New York: Worth Publishers. ISBN: 9781429239202.
Abnormal Psychology Video Tool Kit. ISBN: 1429237589 . It is required that you have the Abnormal Psychology Video Tool Kit. The Tool Kit can be purchased through the MBS bookstore (see link below) with a new text or a Tool Kit access card can be purchased separately through the bookstore. Access to the Tool Kit can also be purchased at
2. Gorenstein, E., Comer, R. (2001) Case Studies in Abnnormal Psychology, New York: Worth Publishers. ISBN: 0716738546
PS 401 Abnormal Psychology
S1T 2012 DLA
Rivenes, Teresa R.
Doctoral CandidateMasters in Psychology, Capella UniversityMasters in Social Science, University of Utah
MAFB Education Center
January 16 to March 11, 2012
The textbook website will be used for assignments in the class. Please book mark for easy reference. http://bcs.worthpublishers.com/comerabpsych7e/#t_499319____
Textbooks can be purchased through the MBS bookstore
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 firstname.lastname@example.org or call 800-927-3024Resources 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 email@example.com 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.
Educational Philosophy: I approach teaching in terms of three broad goals: encouraging critical thinking, applying course material to everyday life, and setting high standards. I think the role of the instructor is to facilitate learning. I will do this by posing critical questions and encouraging students to explore their thinking and try on new ways of thinking. My goal is to encourage students to engage course material by thinking through and reflecting upon his/her position in the context of the sociological research provided. This is important, since different disciplines have different conventions and practices. I also believe that applying this material to everyday life is important, because we are all a members of society and help to shape daily practices. Finally, I have high standards and expectations for my students. In my experience, students will rise to the challenge as long as the expectation is an obtainable goal.
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:
Homework—minimum of 300 words for each question--Due on Sunday of each week
Week 2 Case Study—10 points (individual assignment)--Due Sunday of week 2
Mastery--Due Sunday of each week
Journal entries--1 entry each week--week 2 through week 7--Due Sunday of each week
5 points for each entry
Core Assessment—Due Saturday of week 7. The Core Assessment is a Research Paper
Midterm Exam--Due Saturday of week 4
Final Exam--Proctored essay exam to be taken by Friday of week 8. Final exam is in 2 parts. Part 1 is the multiple-choice exam which will be taken in the course without a proctor. Part 2 is the essay exam which will be taken under the supervision of a proctor.
The total number of points for the course is 948.
90-100% 854 - 948 points
80-89% 759 - 853 points
70-79% 664 - 758 points
60-69% 569 - 663 points
59% and below 568 points and lower
Late Submission of Course Materials:
Submission of Late Work:
This is an interactive class and not a correspondence class therefore; assignments are expected by their due date. It is also not equitable to the other students in the class to permit late assignments to receive credit. Assignments that are posted after the Sunday deadline will not receive credit unless prior arrangements have been made with the instructor and late assignments should be the exception and not become a pattern.
Internet classes are the most effective if assignments are timely. Not having face-to-face contact is a great challenge for this new medium of instruction and one way to feel a part of the class is to keep discussions going. The most optimal learning environment for an online class is when assignments are posted and responded to in the week they are due. After each week is completed, the class moves onto another topic and there is little interest, nor are students expected to, in going back to read and respond to a late posting. If you enter the class late you are expected to be completely caught up by the end of the 2nd week and assignments need to be posted on time from that point forward.
Assignments and Journals:
Thursday assignments after
Midnight on Thursday (Mountain Time) will not receive credit
Saturday assignments after
Midnight on Saturday (Mountain Time) will not receive credit
Sunday assignments after
Midnight on Sunday(Mountain Time) will not receive credit
midnight Mountain Time
will not receive credit
Midnight Mountain Time
- 5 points
no credit will be received (after this date the Midterm Exam cannot be accessed)
24-hour "grace" time
no credit will be received
Classroom Rules of Conduct: Online Etiquette/Courtesy: Online communications need to be composed with fairness, honesty and tact. Spelling and grammar are very important in an online course. What you put into an online course reflects on your level of professionalism. It is important not to take disagreement personally. Responses to different ideas and observations need to be objective. Being objective means maintaining boundaries and not making personal attacks on the ability of others or making statements that have the potential to be taken personally. An important part of online learning is discussion. Differences in thinking are good because our knowledge is broadened. Because we have differences, we will have conflict. The important thing is to handle conflict in a way that does not create defensiveness which blocks learning. Here are online references that discuss online writing http://goto.intwg.com and netiquette http://www.albion.com/netiquette/corerules.html .
See "Class Assessment" for more specific details.
Midterm Exam--due Sunday of week 4.
Discussion Topic (9)--due Thursday of each week.
Discussion Topic Responses (2 each week)--due Sunday of each week.
Homework Assignments (4)--due Sunday of each week.
Mastery Quizzes (8)--due Sunday of each week.
Group Case Study assignments from the Casebook--due Saturday of each week (week 3-7).
Case Study--individual assignment--due Sunday of week 2.
Journal entries (7)--due Sunday of each week.
Reading of the text and casebook assignments.
Links provided in the lectures.
Research Exercises, Case Studies, links located on the textbook website.
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 93In addition to the information on plagiarism provided in the Syllabus, it is important to add additional information that will prevent problems that have occurred in previous classes.
Assignments are expected to use outside sources such as reliable websites, the textbook Doc Sharing and Webliography information to support your ideas, but this information needs to be integrated into the paper in appropriate ways to highlight and support your ideas, observations and conclusions. This information should not be the major part of your assignment or response. Information from outside sources needs to be evaluated and discussed critically. Outside information is not to be used instead of your own thoughts and observations.
The assignments must NOT contain large chunks of quotes. When outside sources are used, they need to be documented within the assignment and at the end. Direct quotes (used very sparingly) need to be in quotation marks. It is not acceptable to copy directly from the textbook or websites even if this information is documented at the end of your assignment. Assignments need to be in your own words indicating that you have read and understood the information. A report of the material is not acceptable—the information needs to be applied to the specific questions that are asked in the assignment.
Responses need to follow the above expectations as well. The information used from outside sources needs to be described and discussed as to why this information supports either the question or the assignment of another student. It is not enough to just provide a list with little description or discussion.
Also refer to Plagiarism thread in the class under Course Home.
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:12/20/2011 7:04:23 PM