Abnormal Psychology

PSY 3513

Fall 2007

Instructor:  Dr. David Dietrich

Office:  207E Varnell-Jones

Phone:  (w) 425-3445  (h) 664-9904

e-mail:  dietrich@lambuth.edu

Texts: Nevid, J.S., Rathus, S.A., & Greene, B. (2006).  Abnormal psychology in a changing world. (6th.Ed.)

Upper Saddle River, New Jersey:  Pearson Prentice Hall.

 

Course Description

            This course is designed to provide an analysis and study of the history, theories, classification, diagnostic techniques, and treatment approaches of psychopathological disorders.  While there are many facts that must be learned to master this area of psychology, emphasis will be placed on each student’s ability to apply these concepts to practical situations.  In other words, if you are most comfortable memorizing isolated bits of information and spitting them back out on exams, prepare to become uncomfortable.  You will be encouraged to process, analyze, synthesize, conceptualize and many other "izes” which have yet to be named.    This course requires you to be an active participant – “active” meaning someone who critically thinks about the material, not someone who necessarily answers all the questions in class.  It is expected that you will read the assignments BEFORE class, and participate in class activities and discussions.  Class time will be spent elaborating on certain key points from the text and other readings.  Not all material in the chapter will be discussed in class.  However, you may be tested on the material not covered in class.  As an upper-level psychology student, you are expected to be an active, independent learner who is capable of handling this type of academic responsibility.

 

Course Objectives

Each student is expected to master the following academic tasks:

·          Understand what constitutes clinically abnormal behavior

·          Learn the different theoretical models of abnormal behavior

·          Understand the complexities and dynamics of assessing abnormal behavior

·          Learn the structure, purpose, and use of the DSM-IV

·          Learn the five axes of diagnosis outlined in the DSM-IV

·          Understand the effect of research methodology on research results

·          Understand the defining features of the major methods of treatment of abnormalities

·          Apply the different treatment approaches appropriately to specific disorders

 

 

Grading

            Your progress in this course will be assessed in several ways:

 

·          Four examinations will be given throughout the semester to assess your knowledge of specific content.   These examinations may be a combination of short answer, multiple choice, and essay questions.  The final exam will be a multiple choice test on every chapter covered during the semester.  The purpose of the exams is to assess your knowledge of the facts presented in the chapters and in class.

 

 

 

 

·          Finally, class participation is a vital part of this course.  Your grade in this area will include more than just your presence in class.  Your willingness to answer questions, ask questions, and participate in class discussions and activities will also be considered. Being late to class and/or using your cell phone in class is both disruptive and disrespectful. Turn off your cell phone when you enter the classroom.  If you answer/check/use your cell phone during class, this will be counted against your class participation grade.  You may have an emergency situation in which you know that you might receive a very important call.  If so, notify me before class.  If not, turn it off.

 

Your final grade will come from the following sources:

 

                        Exams =                                   80%

                        Class participation =                 20%

 

The following percentages will determine your final grade:

 

>90 = A           80-89 = B        70-79 = C        60-69 = D        below 60 = F

 

Academic Integrity

            Cheating in any form will not be tolerated in this course.  Following Lambuth guidelines, if the instructor determines that you have cheated on a test or assignment, you will fail that test or assignment.  If this occurs a second time, you will fail the course and your name will be given to the Academic Dean.  Cheating includes, but is not limited to, giving or receiving assistance on an exam or assignment and plagiarizing. 

 

Special Needs

            If you have a handicapping condition that affects your academic performance, inform me at the beginning of the semester so that appropriate accommodations may be arranged.   If, during the semester, you experience problems with the course content, structure, or me, do not hesitate to discuss this with me.  Call me at my office number, at home, e-mail me, drop by my office, or make an appointment.  

 

Letters of Recommendation

            Many psychology majors plan on attending graduate school.  Most graduate programs require letters of recommendation from professors as part of the application process.  Other psychology students may plan on finding a job immediately after graduation.  Some of these employers might also require letters of recommendation as part of the application process.  If you are planning on asking me for a letter of recommendation for you, it may be helpful for you to know the things I consider when writing such a letter.  I take into account:

 

            y         your academic performance (grades)

            y         the apparent effort you put into you studies

            y         your attitude and motivation toward school, including attendance, tardiness, and persistence

            y         the quality of your writing

            y         your level of responsibility and dependability

            y         the nature of the questions you raise in class and the comments you make in class

            y         your ability and willingness to take part in out-of-class activities both within psychology

(Psych Club, Psi Chi) and outside psychology

 

            When asking for a letter of recommendation from any professor, it is proper to:  1.) ask the professor if he or she would be willing to write you a letter of recommendation; 2.) provide the professor with all of the necessary forms and information at least two weeks before the due date; and, 3.) provide stamped, addressed envelopes for any material that the professor must mail. 

 

Schedule (Subject to change by the professor)

Date                                                        Topic                                                                                      Reading                            

Assignment                         

 

Aug 22 . . . . . . . . . .               Introduction to the course . . . . . . . . . . . . . . . . . . . . . . . .                 None

 

Aug 24 . . . . . . . . . .               What is abnormal behavior? . . . . . . . . . . . . . . . . . . . . . .  Ch. 1                                      

                 

Aug 27 . . . . . . . . . .               Perspectives on abnormal behavior . . . . . . . . . . . . . . . . . . . . . .      pp. 36-60                               

 

Aug 29  . . . . . . . . . . .            Perspectives on abnormal behavior . . . . . . . . . . . . . . . . . . . . .        pp. 60-66

 

Aug 31 . . . . . . . . . . . .           The Clinical Interview                         . . . . . . . . . . . . . . . . . . . . .       pp. 79-80

 

Sep 3 . . . . . . . . . . . .              Labor Day

 

Sep 5 . . . . . . . . . . . .              Clinical Interview/ DSM-IV. . . . . . . . . . . . . . . . . . . . . . .   pp.70-78

 

Sep 7. . . . . . . . . . . Psychological Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .                pp. 80-89

 

Sep 10 . . . . . . . . . . . .            Psychological Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .               pp. 90-98

 

Sep 12 . . . . . . . . . . .              Medication. . . .  . . . . . . . . . . . . . . . . . . . . . . . .                                   

 

Sep 14 . . . . . . . . . . .              EXAM ONE

 

Sep 17 . . . . . . . . . . .              Anxiety Disorders . . . . . .  . . . . . . . . . . . . . . . . . . . . . . . .   pp. 170-178

 

Sep 19 . . . . . . . . . . .              Anxiety Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .                pp.178-192                            

 

Sep 21 . . . . . . . . . . .              Anxiety Disorders  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .   pp.192-205            

 

Sep 24 . . . . . . . . . . .              Dissociative  Disorders . . . . . . . . . . . . .  . . . . . . . . . . . . . . .              pp.210-223                            

 

Sep 26 . . . . . . . . . . .              Somatoform Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . .                pp. 224-238

 

Sep 28. . . . . . . . . . . .             Mood Disorders                   . . . . . . .  . . . . . . . . . . . . . . . . . . .            pp. 240-254                           

 

Oct 1 . . . . . . . . . . . .               Mood Disorders .                 . . . . . . . . . . . . . . . . . . . . . . . . . .             pp. 254-267

 

Oct 3. . . . . . . . . . . .                Mood Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .   pp. 267-283

 

Oct 5. . . . . . . . . . . EXAM TWO                        

 

Oct 8 . . . . . . . . . .                   Substance Abuse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .                pp. 286-294

 

Oct 10 . . . . . . . . . . Substance Abuse . . . . . . . . . . . . . . . .  . . . . . . . . . . . . . . .                pp. 294-328

 

Oct 12 . . . . . . . . . . Eating Disorders . . . . . . . . .  . . . . . . . . . . . . . . . . . . . . . . . .               pp. 330-344

 

Oct 15 . . . . . . . . . . NO CLASS – FALL BREAK                           

 

Oct 17 . . . . . . . . . . Individual reflection of eating disorders

 

Oct 19 . . . . . . . . . . Self-directed sleep disorder

 

Oct 22 . . . . . . . . . . Sleep Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  pp. 344-362                           

 

Oct 24  . . . . . . . . . .                Schizophrenia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .     pp. 400-422

 

Oct 26. . . . . . . . . . . .              Schizophrenia                       . . . . . . . . . . . . . . . . . . . . . . . . . . .          pp. 422-432

 

Oct 29. . . . . . . . . . . .              Schizophrenia                       . . . . . . . . . . . . . . . . . . .. . . . . . . .           pp. 432-436                           

               

Oct 31 . . . . . . . . . . . .             Schizophrenia       . . . . . . . . . . . . . . . . . . . . . . . . . . . .       

 

Nov 2 . . . . . . . . . . . .             Personality Disorders .                        .. . . . . . . . . . . . . . . . .             pp. 438-456

 

Nov 5 . . . . . . . . . . . .             Personality Disorders                          . . . . . . . . . . . . . . . . . .             pp. 456-464

 

Nov 7 . . . . . . . . . . . .             Personality Disorders .                        . . . . . . . . . . . . . . . . . .             pp. 464-470                           

 

Nov 9 . . . . . . . . . . . .             EXAM THREE

 

Nov 12 . . . . . . . . . . . .           Childhood and Adolescent Disorders . . . . . . . . . . . . . . . . .            pp. 470-488

 

Nov 14 . . . . . . . . . .               Childhood and Adolescent Disorders  . . . . . . . . . . . . . . . . .           pp.489-495

 

Nov 16   . . . . . . . . . . .          Childhood and Adolescent Disorders.  . . . . . . . . . . . . . . . . .          pp. 495-507

 

Nov 19 . . . . . . . . . . .             Cognitive Disorders

 

Nov 22-24 . . . . . . . . .            THANKSGIVING BREAK

 

Nov 26 . . . . . . . . . . . . .         Cognitive Disorders            . . . . . . . . . . . . . . . . . . . . . . . .                 pp. 508-525

 

Nov 28 . . . . . . . . . . . .           Cognitive Disorders .          . . . . . . . . . . . . . . . . . . . . . . .  pp. 525-530

 

Nov 30. . . . . . . . . . . . .          Sexual and Related Disorders  . . . . . . . . . . . . . . . . . . . . . . . .           pp.364-383

 

Dec 3 . . . . . . . . . . . . .            Sexual and Related Disorders . . . . . . . . . . . . . . . . . . . . . . . . .          pp. 384-398

 

Dec 5 . . . . . . . . . . . . .            Catch up day