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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

S1B 2013 BL

Faculty

Webb-Tafoya, Mary

Title

Assistant Academic Director/ Adjunct Faculty

Degrees/Certificates

B.S. Social Psychology
M.A. Mental Health Counseling, Behavior Analyst I
LMHC, LPC, ABD Health Psychology

Office Location

By appointment only

Office Hours

30 minutes prior to class or 30 minutes after class

Daytime Phone

915.373.7486

E-Mail

mary.webb@park.edu

Maximbty@sbcglobal.net

Semester Dates

01/14/2013 - 03/10/2013

Class Days

S

Class Time

8:00 a.m. - 1:00 p.m.

Credit Hours

3


Textbook:


































  • ISBN:
    0716738546
  • ISBN-13:
    9780716738541
  • PUB. DATE:
    June 2001
  • PUBLISHER:
    Worth Publishers, Incorporated

    **This is the case study book and the textbook looks similar. It would benefit you to have both.**

    TEXTBOOK INFORMATION
    • ISBN-13: 9781464131158
    • Publisher: Worth Publishers, Incorporated
    • Publication date: 4/9/2011
    • Edition description: Eighth Edition
    • Edition number: 8
    • Product dimensions: 9.43 (w) x 11.13 (h) x 1.36 (d)

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.

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. Learn the process utilized in the field for assessment, diagnosing and treatment
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 - 40 points each, please adhere to late submissions for point deduction.

Midterm  - 100 points

Quizzes - 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. Total points =100 points

Research paper - 300 points - divided into four components: Week 3: Outline of topic with title page = 40 pts., Week 5/: Annotated Bibliography= 40 pts., week 6: abstract = 40 pts. and week 7: final paper =180 pts.

Final exam  - 100 points = 25, 4 pt. questions

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

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. Late submission of weekly discussion questions will result in a 5 point reduction if turned in by the end of the week and 10 points if turned in the following week and will not be accepted past one week late.  There will be 4 quizzes given during the semester and will be administered online.  The quiz opens on Saturday and closes the following Friday at midnight. Each quiz is comprised of 5 questions and will not be administered at any other time. Midterm is a class presentation and discussion and accommodations into next scheduled class time will result in 10 point reduction. There will be a 5 point reduction daily to each component of the research paper for each day it is late. Research paper MUST be turned in by the beginning of class on the 7th week, no exceptions will be made! Final Exam is administered the first half of class on week 8 so please be on time or you may not have adequate time to complete it! Extra time will not be given! The exam will be graded and reviewed on the last day so you will have an opportunity to know exactly where you stand. I will also return your research paper to you and answer any questions.

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: Introduction to course

  • Review syllabus
  • Cover history of Abnormal Psychology (Chapter 1) 
  • Chapter 2 will be covered briefly
  • Models of Abnormality (Chapter 3) and key terms.
  • Quiz, will open online and close the following Friday 

Week 2:

  • Review Anxiety Disorder (Chp. 5) 
  • Stress Disorders (Chp. 6). Discuss outline and topic of research paper due week 3.
  • Review Somatoform and Dissociative Disorders (Chp. 7)
  • Second quiz opens and closes the following Friday
Week 3:
  • Review Mood Disorders (Chp. 8) and treatments (Chp. 9).
  • Review Eating Disorders (Chp. 11) and Substance Abuse Related Disorders (Chap. 12)
  • Discuss suicide, APA refresher for paper.Discuss case studies for midterm.
  • Meet with group members to prepare case study presentation.
Week 4:
  • Midterm presentations
Week 5:
  • Annotated Bibliography for paper is due.
  • Review Sexual Disorders and Gender identity Disorder (Chp. 13)
  • Review Schizophrenia and treatments (Chp. 14 & 15)
  • Third quiz opens and closes the following Friday
Week 6:
  • Abstract for paper is due.
  • Review Personality Disorders (Chp. 16) discuss case study and review one in class.
  • Review and discuss Disorders of Childhood and Adolescence (Chp. 17)
  • Fourth quiz opens and closes the following Friday.
Week 7:
  • Review and discuss Disorders of Aging and Cognition.
  • Review and discuss law, society and the mental health profession (Chp. 19). Discuss therapies.
  • Research paper is due. Final exam review.
Week 8:
  • Final exam
  • Return research papers
  • Review final exam.
  • Closing discussion
** Dependent on how much discussion is brought to the table, we may deviate from the set syllabus just to ensure everyone has a complete understanding of each topic. It's not about speeding through curriculumn as your understanding and ability to apply is most important to me!** 

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 95-96

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 95

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 98

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:11/29/2012 10:21:37 PM