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PS 401 Abnormal Psychology
West, James E.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

PS 401 Abnormal Psychology

Semester

S1T 2008 DLD

Faculty

West, James E.

Title

Senior Professor

Degrees/Certificates

Licensed Professional Counselor (LPC)
Licensed Marriage and Family Therapist (LMFT)

Office Location

San Antonio Texas

Office Hours

8 AM - 5 PM M-F CST

Daytime Phone

210.531.3242

E-Mail

james.west@park.edu

Semester Dates

S1T 2008

Class Days

TBA

Class Time

Online

Prerequisites

PS 101

Credit Hours

3


Textbook:

There are two (2) texts  for the class.

1.  Abnormal Psychology, 6th Edition, Ronald Comer, 2006, Worth Publishers.  It is required that you either have the CD-ROM for use in this class or access the material on Park's Intranet ("Plan B" information below).  Used books will not have the CD-ROM.

2.  Case Studies in Abnormal Psychology, Ethan Gorenstein and Ronald Comer, 2001, Worth Publishers. ISBN# 0-7167-3854-6.

It is recommended that you use the book service located on the Park website MBS  http://direct.mbsbooks.com/park.htm because they are prepared to have your texts in stock and can provide them with a quick turn around time. They have been informed about the necessity of the CD-ROM which will accompany new textbooks. 

Plan B:  If you order a used textbook it will not have a CD-ROM.  You can access the CD-ROM material on Park University's Intranet.   http://captain.park.edu/waxse the passcode is Comer 5e  This plan may not provide you with as easy (timewise--dial-up internet connections may take a long time to load) access as having your own CD, but it will provide an alternative.  The videos on the CD are an important supplement to studying and understanding the various disorders covered in this class.  Only use the links to the individual videos.  Do not download the entire CD information.

The textbook website will be used for assignments in the class.  Please book mark for easy reference. http://bcs.worthpublishers.com/comerabpsych6e/default.asp

Textbooks can be purchased through the MBS bookstore

Additional Resources:

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/.
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 helpdesk@parkonline.org 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.


Course Description:
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.

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 Abnormal Psychology involves the application of knowledge of a particular disorder to a Case Study. Students will be provided a Case Study with questions to discuss related to information provided in the Case Study. The core assessment Case Study will be administered as a take-home assignment. 

Link to Class Rubric

Class Assessment:

Discussion Topic—minimum of 300 words for each question--Due on Thursday of each week

8 questions

120 points

Homework—minimum of 300 words for each question--Due on Sunday of each week

4 questions

60 points

Group Case Study Assignments—minimum of 300 words--Due on Saturday of each week

5 Case Study assignments

75 points

Group Topic/Activity--Due Saturday of week 5

1 Activity

15 points

Personality Disorder Character assignment--Due Thursday of week 7

1 assignment—300 words minimum

15 points

Week 2 Case Study—10 points (individual assignment)--Due Sunday of week 2

1

10 points

Mastery--Due Sunday of each week

8

80 points

Responses--3 points each, including "Consider This" responses--Due Sunday of each week.

26 total responses

78 points

Journal entries--1 entry each week--week 2 through week 7--Due Sunday of each week

5 points for each entry

30 points

Research Paper--Due Saturday of week 7

 

100 points

Core Assessment—Due Sunday of week 6.  Core Assessment Rubric in Syllabus

 

205 points

Midterm Exam--Due Saturday of week 4

 

125 points

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.

 

125 points

 

Grading:

The total number of points for the course is 1038.  

A

90-100%                  934 - 1038 points

B

80-89%                    830 - 933 points

C

70-79%                    727 - 829 points 

D

60-69%                    623 - 726 points

F

59% and below       622 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.

POINT DEDUCTIONS.     

  1. Points will be deducted for lateness as follows:

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

       

Responses:

 

 

Sunday after

midnight Mountain Time

will not receive credit

  

Midterm:

 

 

Sunday after

Midnight Mountain Time

- 5 points

 

 

Monday after

Midnight Mountain Time

no credit will be received (after this date the Midterm Exam cannot be accessed)

       

Research Paper:

 

 

Saturday after

Midnight Mountain Time

24-hour "grace" time

Sunday after

Midnight Mountain Time

- 5 points

Monday after

Midnight Mountain Time

-10 points

Tuesday after

Midnight Mountain 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 .

Course Topic/Dates/Assignments:

See "Class Assessment" for more specific details.

Midterm Exam--due Sunday of week 4.

Final Exam--2 parts.  The multiple-choice exam, part 1, will be taken in the class without a proctor and will be due Sunday of week 8.    The essay exam, part 2, will be taken with a proctor and is to be completed by Friday of week 8.
Core Assessment--due Sunday of week 6.

Research Paper--due Saturday of week 7.

Discussion Topic (8)--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.

1 Group Activity--due Saturday.

Case Study--individual assignment--due Sunday of week 2.

Journal entries (7)--due Sunday of each week. 

Consider This (5) discussions--due Sunday of each week.

Reading of the text and casebook assignments.

Links provided in the lectures.

Forums, Research Questions, 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 2007-2008 Undergraduate Catalog Page 85-86

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. Park University 2007-2008 Undergraduate Catalog Page 85
In 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.

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.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. 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".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. 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.
  7. 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.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2007-2008 Undergraduate Catalog Page 87-88

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 .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
Outcome #1.Critical evaluation of the case study using the abnormal human behavior concepts of the 4Ds—Distress, Deviance, Dysfunction and Danger                                                                                                                                                                                                                                                                                                                                                                    
1. Answers to questions must identify examples from the case study of ALL FOUR of the following areas: 1.Distress 2.Deviance 3.Dysfunction 4.Danger 1. Answers to questions must identify examples from the case study of THREE  of the following areas: 1.Distress 2.Deviance 3.Dysfunction 4.Danger 1. Answers to questions must identify examples from the case study of TWO of the following areas: 1.Distress 2.Deviance 3.Dysfunction 4.Danger 1. Answers to questions identifies only ONE example or less of the following areas: 1.Distress 2.Deviance 3.Dysfunction 4.Danger 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
Outcome #4 & #5.Formulate the historical and cultural contexts and influences related to perceptions, outcome changes, diagnosis and treatment of the symptoms described in the case study                                                                                                                                                                                                                                                                                                                           
Answers to questions need to cover ALL of the following areas: 1.Suburb perception: 2.Suburb outcome change: 1880s diagnosis: must reference some terminology appropriate to the period of time 3.1880s treatment: must reference at least 2 types of treatments appropriate to the period of time Answers to questions need to cover THREE-FOUR of the following areas: 1.Suburb perception: 2.Suburb outcome change: 1880s diagnosis: must reference some terminology appropriate to the period of time 3.1880s treatment: must reference at least 2 types of treatments appropriate to the period of time


 
Answers to questions need to cover TWO of the following areas: 1.Suburb perception: 2.Suburb outcome change: 1880s diagnosis: must reference some terminology appropriate to the period of time 3.1880s treatment: must reference at least 2 types of treatments appropriate to the period of time

 
Answers to questions need to cover ONE OR LESS of the following areas: 1.Suburb perception: 2.Suburb outcome change: 1880s diagnosis: must reference some terminology appropriate to the period of time 3.1880s treatment: must reference at least 2 types of treatments appropriate to the period of time

 
Analysis                                                                                                                                                                                                                                                   
Outcomes
Outcome # 2 Differentiate the theories and treatments of psychopathology that explain the disorder described in the case study                                                                                                                                                                                                                                                                                                                                                                                       
1. Answers to questions need to cover ALL SIX of the following areas: 1.Genetic Factors: must mention specific genetic factors 2.Biochemical Abnormalities: must mention specific biochemical abnormalities 3.Family Stress:  Must include specific family stressors 4.Sociocultural Contribution:  Must mention specific Sociocultural contributions. 5.Medication:  Must mention specific medication (most appropriate considering research findings) 6.Treatment Modalities:  Must mention types of therapy (not medication) appropriate to the client's needs Answers to questions need to cover FOUR-FIVE of the following areas: 1.Genetic Factors: must mention specific genetic factors 2.Biochemical Abnormalities: must mention specific biochemical abnormalities 3.Family Stress:  Must include specific family stressors 4.Sociocultural Contribution:  Must mention specific Sociocultural contributions. 5.Medication:  Must mention specific medication (most appropriate considering research findings) 6.Treatment Modalities:  Must mention types of therapy (not medication) appropriate to the client's needs

 
1. Answers to questions need to cover THREE of the following areas: 1.Genetic Factors: must mention specific genetic factors 2.Biochemical Abnormalities: must mention specific biochemical abnormalities 3.Family Stress:  Must include specific family stressors 4.Sociocultural Contribution:  Must mention specific Sociocultural contributions. 5.Medication:  Must mention specific medication (most appropriate considering research findings) 6.Treatment Modalities:  Must mention types of therapy (not medication) appropriate to the client's needs Answers to questions need to cover TWO OR LESS of the following areas: 1.Genetic Factors: must mention specific genetic factors 2.Biochemical Abnormalities: must mention specific biochemical abnormalities  3.Family Stress:  Must include specific family stressors 4.Sociocultural Contribution:  Must mention specific Sociocultural contributions. 5.Medication:  Must mention specific medication (most appropriate considering research findings) 6.Treatment Modalities:  Must mention types of therapy (not medication) appropriate to the client's needs

 
Application                                                                                                                                                                                                                                                
Outcomes
Outcomes # 3-Classify the case study disorder's criteria of behaviors, level of functioning and continuity, the specific type of disorder and the behaviors of the disorder described in case study                                                                                                                                                                                                                                                                                                                  
Answers to questions need to cover ALL FIVE of the following areas:1.Criteria I of disorder: behaviors: 2.Criteria II of disorder: level of functioning: 3. Criteria III of disorder: Continuity 4.Specific type of disorder: 5.Specific behaviors related to disorder: Answers to questions need to cover FOUR of the following areas: 1.Criteria I of disorder: behaviors: 2.Criteria II of disorder: level of functioning: 3.Criteria III of disorder: Continuity 4.Specific type of disorder: 5.Specific behaviors related to disorder: 1. Answers to questions need to cover THREE of the following areas: 1.Criteria I of disorder: behaviors: 2.Criteria II of disorder: level of functioning: 3. Criteria III of disorder: Continuity 4.Specific type of disorder:5.Specific behaviors related to disorder: 1. Answers to questions need to cover TWO OR LESS of the following areas: 1. Criteria I of disorder: behaviors: 2.Criteria II of disorder: level of functioning: 3.Criteria III of disorder: Continuity 4.Specific type of disorder: 5.Specific behaviors related to disorder: 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Answers to questions were organized, focused and statements were effectively supported Answers to questions were organized, focus may not be clear at times and support for statements was minimal Answers were minimally organized, focus was frequently difficult to determine and statements were inconsistently supported Answers were challenging to read due to disorganization, lack of focus and statements were not supported 
Technical Skill in Communication                                                                                                                                                                                                                           
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Proofreading was effective and there were few, if any grammatical and/or structural errors and the errors were not distracting for the reader More effective proofreading was needed with more grammatical and/or structural errors which was somewhat distracting for the reader Proofreading was inconsistent and grammatical and/or structural errors were so numerous that the reader was seriously distracted Proofreading was not effective and grammatical and/or structural errors were so frequent that it was too challenging to read 

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Last Updated:12/10/2007 2:41:43 PM