Course Description: This course covers the theories and research on the incidence, classification, etiology, and treatment of abnormal behaviors.

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1 PSY : ABNORMAL PSYCHOLOGY Stephen F. Austin State University Department of Psychology Spring 2013 Instructor: Dr. Lora Jacobi Class Time: Tu,Th: 12:30 1:45 Meeting Room: ED 263 Office: 215K McKibben Education Bldg Office Hours: TBA Office Telephone: Required Text: Lyons, C., & Martin, B. (2011) Abnormal Psychology 4 th edition. Redding, CA: BVT Publishing. (ISBN: ) This book is very affordable and must be purchased; for ebook go to Course Description: This course covers the theories and research on the incidence, classification, etiology, and treatment of abnormal behaviors. Program Learning Outcomes: Students will be able to understand and apply psychological principles to personal, social, and organizational issues. PLO Proficiency Level The student will demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. The student will understand and apply basic research methods in psychology, including research design, data analysis, and interpretation. The student will respect and use critical and creative thinking, skeptical inquiry, and, when possible, the scientific approach to solve problems related to behavior and mental processes. The student will understand and apply psychological principles to personal, social, and organizational issues. The student will value empirical evidence, tolerate ambiguity, act ethically, and reflect other values that are the underpinnings of psychology as a science. Student Learning Objectives: 1. Students will be able to communicate an understanding of the scientific research and theories pertaining to abnormal psychology. 2. Students will be able to explain the diagnostic system utilized to classify abnormal behaviors, including an understanding of the DSM-IV-TR and multi-axial system of diagnosis. 3. Students will be able to communicate an understanding of the different diagnostic categories of abnormal behavior, the incidence rate, the etiology behind these disorders, and the methods of treatments utilized. 4. Students will have an understanding of how abnormal is defined and the ramifications of being labeled mentally ill. 5. Students will develop and improve their critical thinking skills within the domain of psychology. 6. Students will learn to better communicate their knowledge and opinions effectively during classroom discussions. 1

2 Course Requirements: 1. Attendance. Attending all classes is vital to your understanding of the elements of the course. Beyond your attendance, you will be expected to come prepared to class, participate in class discussions, respond to questions, and make constructive comments. Students will be responsible for all material and assignments given during each class period. Some of the material covered during the lectures supplement your text, while some information can only be obtained in class. As such, you should be present at each lecture. Test questions will represent material from lectures, handouts, videos, and required readings from the text. If you do not attend class, then you will likely perform poorly on the exams. Class attendance will be taken daily and all students are expected to arrive to class on time. If you come in late, it is your responsibility to inform the professor of your presence at the end of class. Coming to class late 3 times will count as 1 absence. Students are expected to attend ALL CLASSES. Attendance and participation will account for 10% of your grade. Since this class meets only twice a week, we will cover a substantial amount of material each day. Although you are expected to have zero absences, you will have a two class absence forgiveness (this is for whatever life event may happen); once you surpass the two missed class, each absence will effectively deduct one point from your final grade (10 points will become 9, then 8, etc.). Your presence in class is essential for the understanding of the material and participation in class discussions. Being absent is no excuse for missing deadlines. 2. Reading: All students are expected to read ALL assigned readings. Readings should be done in advance of class; this maximizes students learning and allows students to contribute meaningfully to classroom discussions. It is highly recommended that you read the material in the text that corresponds to the day s discussion shortly before or after class this will maximize your learning and retention of the material. Also, I intentionally chose a publisher that offers excellent but affordable books there is no excuse for not having a book. At you can order an e-book for 6 months for only $ This is a mere fraction of the cost of the tuition for this course. If you cannot get a book, you need to drop this class immediately. The bookstore also offers an inexpensive hardcover version of this book (I believe it is around $50). 3. Case Study: Students will be assigned a written case study of a patient that they will be required to diagnose and treat. This assignment will allow students to apply their clinical knowledge to the understanding of abnormal behavior. The requirements of the case study will be provided well in advance of the due date. Part of the assignment will be to choose one of two patients assigned; each case study contains detailed information and their personal histories and a report of symptoms. Using the knowledge of assessment learned, students will diagnose the patient using the criteria of the DSM-IV-TR to justify the diagnosis (explaining how exactly the patient meets the diagnostic criteria of the named disorder). Students will also determine the appropriate treatment plan and explain how each of the identified symptoms will be addressed. Students will also address both the targeted client as well as environmental and psychosocial factors that contribute to the patient s difficulties. Students will address possible interventions and identify what psychological principles/theories explain the issues involved in the case. Additional information about this assignment will be given in class. The write-up for the case study will be worth 20% of your grade. 4. Exams: There are four non-cumulative exams in this course (70% of your grade; each exam will be worth 17.5% of your final grade). You are expected to be prepared for these exams (do your readings in advance, attend each class, utilize any/all resources provided by the instructor, and STUDY). You CANNOT cram for the exam and expect to do well. Spaced learning is far more effective than massed learning space studying out in the days prior to the exam. Do not fall behind on readings and expect to 2

3 catch up right before the exam. Find the method of studying your text that works best for you (whether it be highlighting and taking notes from the text). Also, pay attention in class and take notes. I will emphasize the material from which you will be tested and will give hints about what will be tested along the way. You are responsible for your own success. Policy on Make-up Exams: Make-up exams will only be given in extremely RARE CIRCUMSTANCES and arrangements will have to be made in advance of class. Appropriate documentation must be presented in order to take a make-up exam, such as a written excuse from the Dean. Simply not showing up because of oversleeping or not feeling well is no excuse for not coming to class and taking the exam. If you are so ill that it prevents you from coming to class on the day of the exam, then you will need to go to a doctor that day and have proof of your incapacity. Evaluation/Grading: 1. Four exams count equally (17.5%) and are averaged to account for 70% of your final grade. 2. A written case study will be worth 20% of your final grade. 3. Attendance and participation (10%). Exam One 17.5% Exam Two 17.5% Exam Three 17.5% Exam Four 17.5% Case Study 20% Attendance & Participation 10% Total Score 100% Grading: A = 89.5% and above, B = %, C = %, D= %, F= less than 59.5% These cutoffs are FIRM. I will not raise your grade if you are close, so please do not ask should this circumstance arise. I strongly encourage all students to put forth full effort throughout the course so that you can earn the highest grade possible. Academic Integrity (A-9.1) Cheating and copying will not be tolerated in any form. If I believe that you have copied from another student or another source, you will receive a grade of 0 on that assignment or exam. If a second offense is committed, your behavior will be reported to the academic dean and you will fail the course. Please see the information below and our catalogue for additional information. Academic integrity is a responsibility of all university faculty and students. Faculty members promote academic integrity in multiple ways including instruction on the components of academic honesty, as well as abiding by university policy on penalties for cheating and plagiarism. Definition of Academic Dishonesty Academic dishonesty includes both cheating and plagiarism. Cheating includes but is not limited to (1) using or attempting to use unauthorized materials to aid in achieving a better grade on a component of a class; (2) the falsification or invention of any information, including citations, on an assigned exercise; and/or (3) helping or attempting to help another in an act of cheating or plagiarism. Plagiarism is presenting the words or ideas of another person as if they were your own. Examples of plagiarism are (1) submitting an assignment as if it were one's own work when, in fact, it is at least partly the work of another; (2) submitting a work that has been purchased or otherwise obtained from 3

4 an Internet source or another source; and (3) incorporating the words or ideas of an author into one's paper without giving the author due credit. Please read the complete policy at Withheld Grades Semester Grades Policy (A-54) Ordinarily, at the discretion of the instructor of record and with the approval of the academic chair/director, a grade of WH will be assigned only if the student cannot complete the course work because of unavoidable circumstances. Students must complete the work within one calendar year from the end of the semester in which they receive a WH, or the grade automatically becomes an F. If students register for the same course in future terms the WH will automatically become an F and will be counted as a repeated course for the purpose of computing the grade point average. Students with Disabilities To obtain disability related accommodations, alternate formats and/or auxiliary aids, students with disabilities must contact the Office of Disability Services (ODS), Human Services Building, and Room 325, / (TDD) as early as possible in the semester. Once verified, ODS will notify the course instructor and outline the accommodation and/or auxiliary aids to be provided. Failure to request services in a timely manner may delay your accommodations. For additional information, go to Additional Course Information: 1. Cell phones, i-phones, and similar devices are not allowed during class and exams (turn them OFF or place them in the airplane mode ). Texting during class is NOT acceptable or appropriate behavior. It is both distracting and disrespectful. If I see you texting during class, I can retain your phone for the remainder of the class period and reserve the right to ask you to leave class immediately. 2. Laptop computers: Students are requested not to bring laptops to class. Research has demonstrated that the use of a laptop in class is distracting to all students surrounding the individual and negatively affects their performance. Similarly, the use of a laptop presents the urge to engage in non-course related activities (e.g., using social networking sites, which is absolutely forbidden). Please note that special permission is required from the instructor to use a laptop in class. Note taking is the only acceptable usage of a laptop computer in the classroom. If you are given permission to use a laptop in class, and you go online during class (e.g., Facebook or myspace), then you will be forbidden from bringing a laptop for the remainder of the semester. It is disrespectful of me and your fellow students. 3. When taking exams, you are required to remain in the classroom unless you have submitted your exam as completed. 4. As Instructor, I reserve the right to drop students for inappropriate behavior. 5. The course outline that follows is subject to change based on students level of comprehension, mastery of material presented, and/or extraneous circumstances. 6. Should you require any additional information, reference books, or simply in doubt, feel free to contact me. 4

5 Course Schedule: Dates Topics Chapters Jan 15, 17 - Introduction/History Chapters 1 Jan 21 Jan 22, 24 Jan 29, 31 Martin Luther King Day no classes - Abnormal Psychology: Historical Perspectives - Research Methods in Abnormal Psychology Chapters 2 & 3 Tues, February 5th EXAM ONE Chapters 1, 2, & 3 Feb 7, 12, Feb 14, 19, Feb 21, 26, - Classification, Diagnosis, and Assessment - Stress & Stress-Related Disorders - Anxiety Disorders Chapters 4, 5, & 6 Thurs, Feb 28 EXAM TWO Chapters 4, 5, & 6 March 5, 7 - Somatoform, Dissociative, & Factitious Disorders Chapter 7 March Spring Break no classes March 19, 21 March 26, Apr 2, 4 - Personality Disorders - Schizophrenia & Other Psychotic Disorders Chapters 8, & 10 Tues, April 9 th EXAM THREE Chapters 7, 8, 10 April 11, 16, April 18, 23, April 25, 30, May 2 Tues, April 30th - Mood Disorders & Suicide - Eating, Sleep, and Impulse Control Disorders - Legal, Ethical, and Professional Issues -Course Wrap-up CLINICAL CASE STUDIES DUE Chapter 11, 14, & 16 Finals Week EXAM FOUR Chapter 11, 14, &16 ***schedule is subject to change 5

6 PSY 375: Abnormal Psychology Dr. Lora Jacobi Clinical Case Study (20 points): As stated in the syllabus: Students will be assigned a case study to analyze and treat. The write-up for the case study will be worth 20% of your grade. You will be presented with written report about a patient. Your objectives will be as follows 1 : 1. Based on the information provided, determine what clinical diagnosis (or diagnoses) the client most likely has/have. Students will use of the criteria of the DSM-IV-TR and develop a multi-axial diagnosis for each of the 5 axes. Students will need to justify their diagnoses by directly demonstrating how the patient s symptoms meet all the necessary criteria outlined in the DSM-IV-TR to warrant your proposed diagnosis. You must have all five axes in the report.** 2. Develop a treatment plan for the patient that will address the presenting symptoms and underlying mental illness. Discuss the appropriate applications of psychology (treatment) that could be used to solve the problems presented in this case. Explain how your proposed treatment will address both the targeted client as well as environmental factors. 3. Focus on possible interventions beyond the treatment options presented, though they may overlap. 4. Identify what psychological principles could be used to explain social issues presented in this case. That is, which theory or theories best account for the problems presented: biological, learning, psychodynamic, etc.? Students will be assigned a written description of a client. Students are expected to work independently on this project. You may discuss your case with the instructor or the TA (teaching assistant) as necessary; however, communication between students is not appropriate and will be considered a violation of academic honesty. Your responses should be your own, which is based on classroom discussions, your text, the DSM-IV-TR, and any additional peer-reviewed sources that you obtain. Be sure to include proper citations in your paper. Be advised to use proper APA citations. Remember, simply making a few minor changes in someone else s words is considered plagiarism, even if you cite the source at the end of the sentence. You need to paraphrase which is substantially in your own words with a citation at the end of the sentence. According to the 5 th edition of the Publication Manual of the American Psychological Association (APA), Psychologists do not claim the words and ideas of another as their own; they give credit where credit is due. Quotation marks should be used to indicate the exact words of another. Each time you paraphrase another author (i.e., summarizing a passage or rearrange the order of a sentence and change some of the words), you will need to credit the source in the text (p. 349). The key element of this principle is that an author does not present the work of another as if it were his or her own work (p. 349). **For example, if there is no underlying medical condition, simply indicate that there is none. However, you must address all axes in your diagnosis. One the next several pages is the format for the case study. You are presenting a formal patient report and are to follow the format given to ensure your success on this assignment. The format for your case study is on the following pages 6

7 Patient Name: DSM-IV-TR Diagnosis: Axis I: Axis II: Axis III: Axis IV: Axis V: Justification for Diagnoses: Axis I: Explain why you selected the diagnosis or diagnoses for this axis. If more than one disorder is given, then mention which is primary. Explain how the symptoms of your Axis I disorder fit the criteria of your diagnosis. For example, if a patient is diagnosed with an Axis I diagnosis of dissociative identity disorder (DID), the DSM-IV-TR defines DID with the following criteria: (a) two or more distinct identities or personality states are present, (b) at least two of these identities or personality states recurrently take control of the person s behavior, (c) the person is unable to recall important personal information that is too extensive to be explained by ordinary forgetfulness, and (d) the distribution is not due to the direct effects of a substance (e.g., blackouts during alcohol intoxication) or a general medical condition (e.g., complex partial seizures). Thus, using the case study, you would have to demonstrate how the client meets these specific criteria for this disorder. All diagnoses must be justified. If you find evidence that the individual meets the criteria for the disorder, it will help you determine whether you have successfully and accurately diagnosed the patient. For the diagnosis assigned, demonstrate how the client exhibits the symptoms that are indicative of each criteria of the illness (cite information from the actual case study and relate it to the symptoms). You would need to indicate how the patient meets the criteria for example, in the case study, a patient appears to demonstrate two or more distinct personalities (e.g., Sarah and Maria) and has episodes where she has significant periods of memory loss that cannot be accounted for by a medical condition, this would appear to be indicative of a diagnosis of DID. However, you would need to address each criterion and explain how the patient fits the diagnosis Axis II: Explain why you selected the diagnosis for this axis. Explain how the symptoms of your Axis II diagnosis (if applicable) fit the criteria of your diagnosis. You must address the criteria for the personality disorder proposed and explain how the client meets the criteria for the diagnosis. You must provide specific examples of how the criteria are met. BE SPECIFIC! Axis III: If there is an Axis III medical condition, explain where in the case this information in given (be sure it would be relevant to the case) Axis IV: Address how you identified Axis IV. You must explain the specific psychosocial and environmental factors that this patient faces that compounds his/her psychological adjustment. Do not just list Housing issues be specific. If the individual recently faced an eviction and has not support system in place to accommodate him/her and his/her family, then this would be highly relevant to the case at hand. Axis V: For Axis V, you must select the patient s GAF (Global Assessment of Functioning) score. You must justify why you selected the number you selected. Be sure to use the GAF scale from the DSM-IV-TR and explain your choice of numbers. Treatment Plan: Outline a very clear and extensive treatment plan that will address all aspects of the patient s illness. For example, if you recommend behavior therapy, you must justify how you would implement behavior therapy to address the symptoms. For example, if dealing with a simple phobia, such as acrophobia (fear of heights), you might recommend systematic desensitization, where the patient is exposed to the least fear inducing situation (e.g., 7

8 imagining climbing a ladder) and progress to the most anxiety provoking (e.g., looking down from an actually 10 story building) Keep in mind that more than one form a treatment may be necessary and suggested. The key is to justify the treatment and explain why you choose the treatment you did and how it is specifically address the symptoms and illness. Other Treatment Recommendations: Here you can directly address any other issues surrounding a patient s life. For example, if the patient is married and having marital discord, you may suggest a family therapy, and EXPLAIN why/how this would benefit the patient or address his/her underlying psychopathology. In this section you can make suggestions that you beyond the treatment recommendations above, which should be where most of the treatment should be explained. It is here where you may address issues such as housing, unemployment, or divorce. You can suggest a support group (if one exists for the illness look it up). Make realistic recommendations. If someone is unemployed, you might questions whether they can actually maintain a job or if they qualify for disability; if they are employable and simply losing jobs you can suggest some behavior modification treatment with the patient to help prevent the maladaptive behavior that results in their job loss. If it is a matter sudden unexpected job loss because of the economy, you can suggest ways in which the patient may seek employment (e.g., employment agencies, realistic job searches). The key is to make realistic suggestions that may help the patient address some of the psychosocial and environmental stressors that they face. Suggestions such as: Get a new job are not helpful. If the client is severely depressed over the job loss they will need to have concrete steps outlined to seek future employment (and it may take several steps to accomplish. When making recommendations, you must consider the patient s environmental/economic constraints as well as the patient s underlying psychopathology. Underlying Theoretical Explanations: Within this section you must consider the theoretical explanations for the patient s current and past maladaptive behaviors and explain potential causes using established theories. There is no one theoretical perspective will explain all aspects of the patient s illness/behaviors. However, if a patient has schizophrenia, this is a disease with definitive brain changes, and can be partially explained a biological model. If the onset of an illness was triggered by stressful life events and has a hereditability component, you could consider the diathesis-stress model. You would have to establish the genetic component (the diathesis ) of the illness (by referencing your book or other sources), and then outline how the patient s specific circumstance (or stress ) and situational life events have contributed to the onset of the illness When referring to theories, you should refer to your textbook or other valid sources. Cite references accordingly. Diagnostician*: (*this is you) (printed/typed) (signature) Date This assignment is worth 20% of your final grade (which is slightly more than an exam grade). Please dedicate the time and thought necessary to develop a solid case study. This is a good way for individuals who do not test well to bring up their grades. The key is to provide support for all of your diagnoses and treatment plans by referring to the criteria from the DSM-IV-TR and treatments from the book and specifically relating them to the information provided in the patient s report (e.g., refer to specific patient accounts of symptoms). These patients are real clinical cases and not fabrications. I expect each of you to address each component of the assignment with due diligence (do NOT wait until the last minute). Read over the case several times, highlight, and takes notes to help you determine the diagnosis; consider the patient when developing a treatment plan. DO NOT just fill in the Axes of the DSM without then providing a valid case for how the patient meets each of the criteria for the named disorder; this is required and will also help you distinguish which specific illness the patient suffers from. If you do not justify your diagnoses and treatments, then you will not do well on this assignment. The treatment(s) must address all symptoms. 8