"Abnormal Psychology"
Overview
This is an Abnormal Psychology course at a community college. The syllabus outlines how the course is broken down by modules and possible discussion questions that could be used each week as students work through the material.
Abnormal Psychology
PSY 150-30 (Online)
Fall 2021 Course Syllabus
Instructor: Jennifer Pisarik
Bedford House 201
Contact: 781-280-3804 voice mail
pisarikj@middlesex.mass.edu *this is the preferred method of communication
Office hours: T/Th 12:30-1:30 and by appointment
Course Description: This course covers the history of mental illness and its treatment, modern classification, diagnosis, the theoretical causes of disorders, and treatments. The range of psychopathy extends from anxiety disorder, mood disorders, disorders of stress, personality disorders, to psychosis and schizophrenia.
General Education Elective: Behavioral Science.
Prerequisite: Completion of PSY 101.
Student Learning Outcomes: Upon successful completion of this course, students will be able to:
- Classify the different types of Psychological Disorders
- Differentiate between the Major Models of Abnormality and their approach to etiology and therapy
- Identify the signs of Abnormal Behavior
- Identify and describe methods that are used to classify and evaluate psychological disorders
- Develop empathy for the mentally distressed
Apply distinguishing features and diagnostic criteria for various types of mental disorders using the current DSM
This course uses a free online textbook: Abnormal Psychology, 2nd edition by Alexis Bridley and Lee w. Daffin https://opentext.wsu.edu/abnormal-psych/
Weekly Assignments: Each week you will be take a test on a module from the text, write a 1-2 page paper demonstrating your understanding of specific content areas, and participate at least twice in a discussion forum. To prepare for this work, you will have readings from the text, videos and activities within a designated module activity folder. Additionally, you will write an annotated bibligraphy and take a final exam.
Class Meeting Times: This is an asynchronous online class. This means that we will not be meeting on campus at any specific time, but it does not mean that you won't need to find a regular time and place to work on your course. Research has shown that students who do the best in online courses are the ones that set up a schedule and stick to it. If you just try to "fit it in" to your already busy life without planning specific times to work, you will undoubtedly fall behind, so one of the first things you should do is to figure out where and when you will work on this course each week and include it in your schedule!
Late Work: Assignments must be completed by assigned due dates. After a very short “grace period” assignments are automatically taken down from the site and can no longer be turned in for credit. Late work (when allowed) will not be given full credit.
Academic Honesty: Plagiarism will not be tolerated. Any work that is plagiarized will receive a grade of zero on the assignment and not be allowed to be made up. While I realize it is tempting to copy and paste information from the web onto papers, you are expected to take the extra step and put information into your own words before passing it in. This helps to ensure that you really understand the points being made. In the instances when you find you can’t say it any better, be sure to cite your source. Cheating on tests or papers will result in an F.
Plagiarism Statement: “Plagiarism is representing, intentionally or unintentionally, the words or ideas of another as one’s own work without correctly acknowledging the source, in any educational setting. It is the responsibility of the student to learn and use the correct methods of avoiding plagiarism in each class.” (Adapted from UMass Lowell Handbook)
Technology Help Available 24/7
PHONE OR E-MAIL
>> Contact us at 978-656-3301 for phone support 24/7
>> Via e-mail at servicedesk@middlesex.mass.edu
Credit Hour Policy
Middlesex Community College follows the Carnegie Unit for credit. Students are expected to spend a minimum of 45 hours of work for each credit. The most common breakdown for one credit is one hour of class instruction and two hours of homework for 15 weeks each semester. A three credit course demands nine hours each week.
Student Conduct: In this class, you are expected to behave in ethically and ways that are consistent with the requirements of the MCC Student Handbook and MCC Honor Code.
You can find the MCC Student Handbook at http://www.middlesex.mass.edu/studenthandbook/
MCC also has an Honor Code you can view at
http://www.middlesex.mass.edu/deanofstudents/downloads/hcodeflyer.pdf
Course Communication Policies: Discussion is an important part of the learning experience for this course. You should be prepared to become involved in every class discussion and provide feedback to others, understanding that the class will be more interesting, enriching and rewarding when we have each person’s contributions and perspectives to learn from.
Each week there will be discussion board activities. You will be asked to post a response to a question, article or video clip, and you will also be expected to reply to at least one other classmate's post. After the required posts are made, you are free to make as many additional posts as you like.
Keep in mind that in a collegial atmosphere discussion and collaboration are encouraged. I will require you to adhere to proper etiquette on the discussion board. Please do not say anything that may be offensive or inappropriate. Foul language and slang are not acceptable.
The discussion boards are incorporated your grade. Grades are based on the frequency and content of your posts.
Feel free to email me with individual questions, but be sure to review the unit folder before emailing. I will make every attempt to respond to your email within 24-48 hours. Be sure to use correct email protocol:
1. identify yourself and your course/section in the subject line
2. write clearly
3. use proper spelling and grammar (including capitalization)
I know all of this may sound picky, but since we will communicate mainly through writing, taking short cuts in spelling and grammar may confuse what you mean to say.
How to Get Help: If you need help working on your assignments, Middlesex provides free academic tutoring both face-to-face and online. You can find more information at the Academic Support website (http://www.middlesex.mass.edu/tutoringservices )
Students with documented disabilities who believe they may need accommodation(s) in this class are encouraged to contact Disability Support Services in order to ensure that such accommodations are accomplished in a timely manner. Bedford: Enrollment Center 2nd floor (781-280-3636); Lowell CC 3rd floor 314 (978-656-3258)
If you are experiencing technical problems, call 978- 656 3301. Or contact: https://www.middlesex.mass.edu/technologycenter/ Help is available 24 hours a day, 7 days a week.
Grading weights:
Chapter Reading Tests: 9 at 20 points each = 180 points
Discussion Board Participation 10 at 10 points each= 100 points
Writing Assignments 10 at 20 points each= 200 points
Annotated Bibliography 20 points
Final Exam: 50 points
Total 550 points
A = 495-550
B = 440-494
C = 385-439
D = 330-384 below 330 is not passing
Plus or minus grades are according to college policy (ex. B+ is 87% -89%; B- is 80%-82%)
Course Schedule Outline – Tentative dates – I reserve the right to make changes as needed
Sept. 9-13 Introductions
September 13-20 Module 1: What is Abnormal Psychology?
September 21-27 Module 2: Models in Abnormal Psychology
Sept.28 –Oct. 4 Module 3: Clinical Assessment, Diagnosis and Treatment
Oct. 5-11 Module 7: Anxiety Disorders
Oct 12-18 Module 9: Obsessive-Compulsive and Related Disorders
Oct 19-25 Module 5: Trauma and Stressor Related Disorders Modules - 5.1. 5.2, 5.3, 5.5, 5.6 and Module 6: Dissociative Disorders: Modules -6.1, 6.4, 6.5
Oct 26-Nov 1 Annotated Bibliography
Nov 2- 8 Module 4: Mood Disorders
Nov 9 – 15 Module 8: Somatic Symptom and Related Disorders
Nov 16 – 22 Module of your choice: choose from Eating Disorders, Substance-Related and Addictive Disorders or Neurocognitive Disorders
Thanksgiving Holiday
Nov 29-Dec 6 Module12: Schizophrenia
Dec 7-13 Module 13: Personality Disorders
Dec 14-20 Final Exam
Module 1: What is Abnormal Psychology?
This week's topic lays a good foundation in terms of introducing you to the field of Abnormal Psychology. Included in this topic is the difficulty in producing a clear definition of abnormal psychology as well as a brief look at psychological disorders over the years. It is through understanding the way that society has perceived abnormal behavior throughout history that we can get a clearer picture of how we have come to our perception of abnormal psychology today. Finally, because psychology is a science, it is necessary to understand the research methods that are used to study abnormal behavior both from a clinical perspective and as a societal phenomenon.
Learning Objectives:
- Discuss the difficulties in defining a person's behavior as abnormal
- Describe the history of how abnormal behavior was viewed in the past from ancient times to the present
- Compare and contrast current common theories in abnormal psychology
- Compare and contrast the professions that study and treat abnormal behavior
- Describe the case study and its role and limitations
- Describe the correlational method. What is meant by a positive versus a negative versus a null correlation?
- Describe the experiment as well as alternative research experimental designs
Possible Discussion Question: After reading your text and the resources provided in your activity folder, what do you think are important considerations in determining if a psychological disorder is present? Are the "4 D's" a good guideline? Why is it important to consider cultural context?
Module 2: Models in Abnormal Psychology
Just as the story of the blind men trying to describe an elephant goes, the lens through which you view a psychological disorder has an impact on your perception, understanding and of the treatment for the disorder. This unit will explore the six most prominent models that psychologists use today.
Learning Objectives:
- Define and describe the biological model including various therapies used by this model.
- Summarize the origins of Freud's model. Describe abnormal functional according to this model including descriptions of the id, ego and superego, defense mechanisms and psychosexual stages.
- Summarize the behavioral model including the main features of classical and operant conditioning and how they are used to describe abnormal behavior
- Summarize the cognitive model. Give examples of maladaptive assumptions, and illogical thinking processes. Describe cognitive therapy.
- Summarize Rogers' theory and therapy including unconditional positive regard and conditions of worth. Describe Gestalt theory and therapy.
- Summarize sociocultural models and various sociocultural therapies.
- Compare and contrast the various models of abnormal functioning.
Possible Discussion Question: Give an example of at least one defense mechanism you have used or seen in action. Do you agree with the psychodynamic explanation?
Module 3: Clinical Assessment, Diagnosis and Treatment
Up until this point you have been learning about how researchers build a general understanding of abnormal functioning in psychology. The goal of this unit is to better understand how clinicians work to use this knowledge to fully understand the client and his/her problems in order to better help them overcome them. This week you will be learning about various assessment methods and how clinicians use idiographic information to build a diagnosis and develop treatment strategies.
Learning Objectives:
- Define clinical assessment and discuss the various roles of clinical interviews, tests and observations
- Compare and contrast the values and limitations of various assessments used to determine abnormal functioning.
- Describe the process of diagnosis using DSM-5. which requires both categorical and dimensional information.
- Discuss the dangers of diagnosing and labeling in classifying mental disorders.
- Discuss types and effectiveness of treatments for mental disorders.
Possible Discussion Question: Discuss your thoughts about the importance of considering cultural factors in assessing and diagnosing mental illness. What are some ways that you believe that cultural context can influence a diagnosis?
Module 7: Anxiety Disorders
In the United States, anxiety disorders are the most common of all of the psychological disorders. It is estimated that approximately 18% of all adults suffer from at least one of the anxiety disorders in a given year. Many people who suffer from one anxiety disorder will also experience another disorder.
In this unit, you will read about several disorders that the DSM-5 has classified in this category. You will learn more about how the model you use to understand the origin of the disorder can inform the treatment techniques that are used. You will also learn more about the important cultural influences within this category.
Learning Objectives:
- Describe each of the anxiety disorders and how common these disorders are.
- Discuss the major theories and treatments for generalized anxiety disorder.
- Define phobia; then distinguish between specific phobias and agoraphobia; discuss the major theories and treatments for each type.
- Discuss the characteristics, theories and treatment of social anxiety disorder.
- Discuss cultural impact on etiology and presentation of anxiety disorders.
Possible Discussion Question: Why do you think so many professional performers suffer from performance anxiety (social anxiety disorder)? Be sure to demonstrate a clear understanding of the characteristic features of this disorder.
Module 9 Obsessive-Compulsive and Related Disorders
Module 9 focuses on a relatively new categorical update in DSM-5. This group of disorders was formerly considered part of the Anxiety disorders chapter but in this edition was moved to its own chapter to better reflect increasing knowledge and awareness of the relatedness of the disorders within this special category. The close relationship between these disorders and the Anxiety disorders is reflected in the sequencing within DSM-5. In addtion to Obsessive-compulsive disorder (OCD) the DSM-5 groups Body Dysmorphic disorder (BDD) and hoarding disorder as represented in the textbook, but also trichotillomania, excoriation, substance/medication induced OCD, OCD adue to another medical condtion, other specified OCD, and unspecified OCD.
Learning Objectives:
- Distinguish between obsessions and compulsions. Descrbe how they present.
- Describe the etiology of obsessive-compiulsive disorders
- Discuss the major theories and treatment options for obsessive-compulsive disorder.
- Describe the new Obsessive -Compulsive Related Disorder in DSM-5
Possible Discussion Question: To what extent do you think that social media sites contribute to disorders like Body Dysmorphic Disorder? If you think they are at risk, what can be done to prevent younger children from developing them?
Modules 5 & 6
The focus of this week's study will be a group of disorders that are caused by trauma and stress. This DSM-5 category lists several disorders that are triggered by extraordinary stress and share many of the same symptoms like heightened physiological arousal, anxiety and mood problems, severe memory difficulties and orientation problems. Our study begins with a better understanding of stress on the body and brain and then continues to explore acute stress disorder, PTSD, and finally the dissociative disorders. For this week you should read Module 5 - 5.1. 5.2, 5.3, 5.5, 5.6 and Module 6 -6.1, 6.4, 6.5
Learning Objectives:
- Distinguish between fear and anxiety and describe the fight or flight response.
- Define acute stress disorder and posttraumatic stress disorder, list typical symptoms and discuss treatment for these disorders
- Discuss the various triggers for psychological stress disorders.
- Describe the various factors that put people at a greater risk for developing a stress disorder and various treatment approaches for these disorders
- Describe the general characteristics of dissociative amnesia and dissociative identity disorder.
- Describe treatment for the dissociative disorders.
Possible Discussion Question: While there is no "one size fits all' treatment for acute stress disorder or PTSD, a number of effective treatment procedures were mentioned in the text and in the videos. Discuss one treatment that you learned about this week explaining why you think it may be particularly effective.
Annotated Bibiliography
Annotated Bibliography Assignment for Abnormal Psychology
Annotated bibliographies provide brief accounts of available research materials on a given topic. An annotation is a concise paragraph or two that informs the reader of the relevance, accuracy and quality of the source cited. The purpose of this assignment is to improve your research skills and to ensure that you understand your research materials.
Guidelines:
- Choose three journal articles about your chosen psychological disorder from our library’s database. The college librarians would be happy to work with you if you need help accessing psychological journals.
- One of the articles must address the disorder from the perspective of another culture. There are no restrictions on how the disorder is addressed in the other culture, I simply want to expand your awareness that psychopathology is not always viewed the same way.
- Cite the source in APA format.
- Beneath each citation include a few sentences summarizing the source. Use your own words.
- Who are the authors? If there is information about the authors’ credentials you can include that.
- What is the purpose of the article? What is the topic covered? Does the article reflect current understanding of the subject? Be sure to demonstrate to me that you have some understanding of the work you are citing.
- How is this work useful in better understanding the disorder?
Module 4: Mood Disorders
One's emotional state can have a powerful influence on motivation, behavior, cognitions and even physical well-being. This next category of disorders is sometimes referred to as Disorders of Affect, and includes both the low, sad state of Depression and the opposite breathless, frenzied state of Mania. Mood disorders, especially Depression, are among the most common of the psychological disorders.This week's focus will examine the various types of Depression and Bipolar disorder, including the etiology, characteristic symptoms and treatment approaches for each of these disorders.
Learning Objectives
- Contrast depression and mania while discussing the symptoms of each
- Compare major depressive disorder,persistent depressive disorder and seasonal affective disorder
- Describe the biological, psychological and sociocultural perspectives of depression
- Describe the major psychological approaches to the treatment of unipolar depression
- Discuss the biological theory of bipolar disorder
- Describe the current treatment approaches and best practices for the treatment of bipolar disorder
Possible Discussion Question: It seems that everyone feels depressed at some time or another, although not everyone experiences depression that meets the criteria for a DSM-5 diagnosis. After reading the chapter, watching videos and becoming more informed about this disorder how would you determine when one should seek help for depression? Include what you have learned about duration for clinical diagnosis as well as your own thoughts on this guideline.
Module 8: Somatic Symptom and Related Disorders
Psychological factors can contribute to somatic and bodily illnesses in a variety of ways. This chapter will focus on how stress and related psychosocial factors may contribute to physical illnesses. This DSM-5 category includes factitious disorders, conversion disorders, somatic disorders, as well as illness anxiety disorder. The chapter ends with a review of psychophysiological disorders, or psychological factors affecting medical conditions.
Learning Objectives:
- Describe the criteria for diagnosing factitious disorder
- Define conversion disorder and somatic symptom disorder and discuss the primary theories of causality and major treatment approaches
- Explain how physicians distinguish between conversion disorder and true medical problems
- Describe illness anxiety disorder, its diagnosis, theories of causality and treatment approaches
- Describe the traditional psychophysiological disorders
- Discuss how perceptions of control, personality, mood, and social support affect immune system functioning
Possible Discussion Question: After having read about how psychological factors can be involved in physical illnesses as well as psychological illnesses, it is important to think about how to best practice self care. What are some strategies that you may have tried? How helpful would you rate them to be? What are some new strategies that you would like to try?
Module of your choice
This week is your opportunity to learn about one of the modules from the text that has not/will not be covered this semester. Choose from: Eating Disorders, Substance-Related and Addictive Disorders, Neurocognitive disorders.
Possible Discussion Question: Which category of disorders did you choose to read about on your own? What is the most surprising thing that you learned?
Schizophrenia Spectrum and other psychotic disorders
Schizophrenia is a serious mental illness that affects approximately 1% of Americans. It interferes with a person's ability to think clearly, make decisions, manage emotions and have healthy interpersonal relationships. It is one of the most complex of all the psychological disorders and while we don't know specifically what causes it, researchers have identified several possible factors that you will read about this week. There are many characteristic symptoms but the defining feature is the presence of psychosis, or a break with reality such as hallucinations, delusions or disorganized speech.
Learning Objectives:
- Describe what is meant by a positive and negative symptom of schizophrenia
- Compare and contrast delusions of persecution, reference, grandeur and control
- Describe what is meant by psychomotor symptoms associated with schizophrenia
- Compare and contrast Type I and Type II schizophrenia
- Summarize the characteristics of the prodromal, active and residual phases of schizophrenia
- Summarize evidence to support a biological perspective in the research of schizophrenia
- Discuss various approaches in the treatment of schizophrenia
Possible Discussion Question: How has this chapter changed your understanding of schizophrenia? In your post describe two new things you have learned about schizophrenia and how this has changed your way of thinking.
Personality Disorders
Personality disorders are defined as inflexible, maladaptive patterns of behavior that impair one's sense of self, emotional experience, goals, capacity for empathy and relationships. These patterns of behavior often lead to psychological pain for the individual and others, but because many sufferers are unaware that they have a problem they are very difficult to treat. DSM-5 identifies 10 personality disorders and separates them into three groups: Odd or Eccentric Personality Disorders; Dramatic Personality Disorders; and Anxious Personality Disorders.
Learning Objectives
- Discuss the issues in classifying personality disorders
- Define and discuss explanations and treatments for odd personality disorders, including schizoid, schizotypal and paranoid
- Define and discuss explanations and treatments for dramatic personality disorders, including antisocial, borderline, histrionic and narcissistic
- Define and discuss explanations and treatments for anxious personality disorder including avoidant, dependent and obsessive-compulsive personality disorder.
Possible Discussion Question: Pick one of the personality disorders and discuss how this week's reading has changed your understanding of that disorder.
Final exam
Your final exam will be an essay exam for which you will have the opportunity to describe, explain and apply information that you have learned over the course of the semester. Details will follow as the semester nears the end.