PSY 853: Behavior Disorders
Fall, 2011
Mondays, 1:50 – 4:40
Instructor:
Office:
Phone:
Email:
Office hours:
Emily Durbin, Ph.D.
110 C Psychology
353-7274
cdurbin@msu.edu
by appointment
Course overview
The aim of this course is to facilitate growth in students’ diagnostic abilities.
Psychiatric diagnosis forms the basis of most activities of a clinical psychologist, from
case conceptualization to intervention to research on the epidemiology, causes, and
treatment of psychological disorders. By the end of the course, students should have
knowledge of the history of diagnostic classification, the content of the current diagnostic
nomenclature, strategies for proper differential diagnosis, the importance of cultural
context in psychiatric classification and diagnosis, research methods in the study of
psychopathology, and the basics of major etiological models of psychopathology.
Course objectives
Students who successfully complete the course will acquire the following
knowledge and skills:
1. An understanding of basic research methods for investigating psychopathology
2. An understanding of a developmental framework for conceptualizing
psychopathology
3. Knowledge of the history of psychiatric classification
4. A working knowledge of the current diagnostic nomenclature (DSM-IV) and
proposed changes to this system for DSM-5
5. Mastery of the symptom criteria sets that comprise the major psychiatric
disorders identified in DSM-IV
6. An ability to engage in competent differential diagnosis
7. Awareness of the influence of demographic and contextual factors (e.g., culture,
ethnicity, gender, sexual orientation) on psychiatric diagnoses
8. An understanding of major risk frameworks for understanding the etiology of
psychopathology
Evaluation of students’ learning
Students’ mastery of the material will be evaluated through exams, written
assignments, and participation in class discussions.
Exams (60%). There will be two non-cumulative exams (each worth 30% of the
final grade), the first scheduled on 10/17 and the second on 12/5. Exams will consist of
short answer and essay items.
Thought papers (20%). Each student will complete 2 short thought papers (max
5 double-spaced pages) that address some issue covered in the first (before 10/17) and
second half (after 10/17) of the course. Papers may be submitted at any time prior to
10/17 (for paper # 1) and 12/5 (for paper # 2). The purpose of these papers is for
students to articulate their view on some issue related to assessment, etiology, or
research methods for studying any of the disorders discussed in that half of the course.
They can take the form of (1) a critical analysis of some issue, aspect of diagnosis, or a
particular paper assigned, (2) a discussion of how one might integrate considerations of
development, gender, culture, ethnicity, or sexual orientation into the assessment of or
research on any disorder covered, or (3) a proposal for a research study addressing some
existing issue in the assessment or etiology of any disorder covered.
Class participation (20%). Students are expected to actively participate in class
discussion and exercises. In order to do so, students should be prepared for each class
meeting, having read the assignments listed for that date.
Policies
All assignments and exams are to be completed by the stated due dates. Make-up
assignments and exams are not given, except for instances of personal illness or death in
the family; in those instances, the student must obtain prior approval from the instructor
in order to arrange a make-up. Approval is contingent upon appropriate written
documentation (e.g., doctor’s note).
Barring extreme extenuating circumstances, incompletes will not be given in this
course. Students are responsible for engaging in conscientious reading, studying, and
time management.
Any changes made to the course as outlined in this syllabus (e.g., to assignments,
due dates, evaluations) will be announced in class. It is the student’s responsibility to be
aware and adhere to these changes.
Course materials
The primary materials for this course will include the current psychiatric
diagnostic manual, representative structured interviews consistent with that manual,
and empirical and theoretical articles, chapters, and books. You must purchase the
current diagnostic manual, DSM-IV-TR,
http://www.psych.org/MainMenu/Research/DSMIV/DSMIVTR.aspx. If you are a
graduate student in clinical psychology, you must also purchase Kazdin, A.E. (2003).
Research design in clinical psychology (4th edition). Boston, MA: Allyn & Bacon.
All other materials will be made available to you in class or distributed electronically to
you in the form of pdfs.
Course calendar
Date
8/31/11
9/12/11
9/19/11
9/26/11
10/3/11
10/10/11
10/17/11
Topic
Introduction, history, research methods
Risk models (part 1)
Schizophrenia and other psychotic disorders
Mood disorders
Mood disorders
Substance use disorders
Exam 1; disruptive behavior disorders
(ADHD, ODD, CD, ASPD)
10/24/11
10/31/11
Disruptive behavior disorders
Anxiety disorders
Assignments due
Exam 1 (in class);
thought paper # 1 due
any day prior
11/7/11
11/14/11
11/21/11
11/28/11
12/5/11
Anxiety disorders
Eating disorders
Autism and other developmental disorders
Personality disorders; risk models (part 2)
Final exam
Exam 2 (in class);
thought paper # 1 due
any day prior
Course readings
Students are responsible for reading all of the texts and papers below, unless otherwise
indicated.
8/31/11: Introduction, history, research methods
1. Kazdin, A.E. (2003). Research design in clinical psychology (4th edition).
Boston, MA: Allyn & Bacon. Suggested for students in the clinical
psychology Ph.D. program: read chapters 15 and 16.
2. Meehl, P.E. (1971). Why I do not attend case conferences. In P. Meehl,
Psychodiagnosis: Selected papers (pp. 225-302). Minneapolis: University of
Minnesota Press.
3. Meehl, P.E. (1971). When shall we use our heads instead of the formula? In
P. Meehl, Psychodiagnosis: Selected papers (pp. 225-302). Minneapolis:
University of Minnesota Press.
4. DSM-IV-TR, pp. xxiii-xxxv.
5. DSM5.org: The future manual: dsm5.org/about/Pages/DSMVOverview.aspx
6. DSM5.org: DSM 5 Research Planning Conference Summaries and
Monographs (opening page):
dsm5.org/Research/Pages/ConferenceSummariesandMonographs.aspx
7. DSM5.org: Structural, Cross-Cutting, and General Classification Issues for
DSM5 (opening pages and links):
dsm5.org/ProposedRevisions/Pages/Structural,CrossCutting,andGeneralClassificationIssuesforDSM-5.aspx
8. Spitzer, R.L. (1975). On pseudoscience in science, logic in remission, and
psychiatric diagnosis: A critique of Rosenhan’s “On being sane in insane
places”. Journal of Abnormal Psychology, 84 (5), 442-452.
9. Spitzer, R.L., Lilienfeld, S.O., & Miller, M.B. (2005). Rosenhan revisited: The
scientific credibility of Lauren Slater’s pseudopatient diagnosis study. The
Journal of Nervous and Mental Disease, 193 (11), 734-739.
10. Lilienfeld, S.O., & Landfield, K. (2008). Issues in diagnosis: Categorical vs.
dimensional. In W.E. Craighead & D.J. Miklowitz (Eds.), Psychopathology:
History, Diagnosis, and Empirical Foundations. Hoboken, NJ: Wiley &
Sons.
9/12/11: Introduction to diagnostic assessment; Models of risk for psychopathology
(part 1)
1. Williams, J.B.W. et al. (1992). The Structured Clinical Interview for DSMIII-R (SCID): II. Multisite test-retest reliability. Archives of General
Psychiatry, 51, 225-245.
2. Angold, A., & Costello, J.E. (2000). The Child and Adolescent Psychiatric
Assessment (CAPA). Journal of the American Academy of Child and
Adolescent Psychiatry, 39, 39-48.
3. Kraemer, H.C., Kazdin, A.E., Offord, D.R., Kessler, R.C., Jensen, P.S., &
Kupfer, D.J. (1997). Coming to terms with the terms of risk. Archives of
General Psychiatry, 54, 337-343.
4. Zubin, J. & Spring, B. (1977). Vulnerability – a new view of schizophrenia.
Journal of Abnormal Psychology, 86 (2), 103-126.
5. Scarr, S., & McCartney, K. (1983). How people make their own
environments: A theory of genotype-environment effects. Child
Development, 54 (2), 424-435.
6. Costello, E.J., Compton, S.N., Keeler, G., & Angold, A. (2003). Relationships
between poverty and psychopathology: A natural experiment. Journal of the
American Medical Association, 290, 2023-2029.
9/19/11: Schizophrenia and other psychotic disorders
1. DSM-IV-TR, pages 297-344.
2. Dsm5.org: schizophrenia
(dsm5.org/ProposedRevisions/Pages/proposedrevision.aspx?rid=411#) and
schizoaffective disorder (dsm5.org:
dsm5.org/ProposedRevisions/Pages/proposedrevision.aspx?rid=411#)
3. Cutting, J. (2003). Descriptive psychopathology. In Schizophrenia (2nd
edition), S.R. Hirsh & D.R. Weinberger (Eds). Blackwell: NY, NY.
4. Minksy, S., Vega, W., Miskimen, T., Gara, M, & Escobar, J. (2003).
Diagnostic patterns in Latino, African American, and European American
psychiatric patients. Archives of General Psychiatry, 60, 637-644.
9/26/11: Mood disorders
1. DSM-IV-TR: pp. 345-387; 392-401
2. Dsm5.org: MDE
(dsm5.org/ProposedRevisions/Pages/proposedrevision.aspx?rid=44#)
3. Dsm5.org: Dysthymic Disorder
(dsm5.org/ProposedRevisions/Pages/proposedrevision.aspx?rid=46#)
4. Dsm5.org: Bipolar I disorder
(dsm5.org/ProposedRevisions/Pages/proposedrevision.aspx?rid=151#)
5. Miklowitz, D.J., & Johnson, S.L. (2006). The psychopathology and
treatment of bipolar disorder. Annual Review of Clinical Psychology, 2, 199235.
10/3/11: Mood disorders
1. Klein, D.N. (2010). Chronic depression: Diagnosis and classification.
Current Directions in Psychological Science, 19 (2), 96-100.
2. Jaffee, S.R., Moffitt, T.E., Caspi, A., Fombonne, E., Poulton, R., & Martin, J.
(2002). Differences in early childhood risk factors for juvenile-onset and
adult-onset depression. Archives of General Psychiatry, 59, 215-222.
10/10/11: Substance use disorders
1. DSM-IV-TR: read pages 191-295
2. Dsm5.org: Overview (dsm5.org/ProposedRevisions/Pages/SubstanceRelatedDisorders.aspx)
3. Dsm5.org: Alcohol Use Disorder
(dsm5.org/ProposedRevisions/Pages/proposedrevision.aspx?rid=452#0
4. Beals, N., Novins, D.K., Whitesell, N.R., Spicer, P., Mitchell, C.M., Manson,
S.M., & American Indian Service Utilization, Psychiatric Epidemiology, Risk
and Protective Factors Project Team. (2005). Prevalence of mental disorders
and utilization of mental health services in two American Indian reservation
populations. American Journal of Psychiatry, 162, 1723-1732.
5. Iacono, W.G., Malone, S.M., & McGue, M. (2008). Behavioral disinhibition
and the development of early-onset addiction: Common and specific
influences. Annual Review of Clinical Psychology, 4, 325-348.
10/17/11: Disruptive behavior disorders
1. DSM-IV-TR: read pages 85-103; 701-706
2. Dsm5.org: ADHD
(dsm5.org/ProposedRevisions/Pages/proposedrevision.asp?rid=383#)
3. Dsm5.org: Oppositional Defiant Disorder
(dsm5.org/ProposedRevisions/Pages/proposedrevision.aspx?rid=106#)
4. Conduct Disorder
5. ASPD
6. Miller, T.W., Nigg, J.T., & Miller, R.L. (2009). Attention deficit hyperactivity
disorder in African American children: What can be concluded from the past
ten years? Clinical Psychology Review, 29, 77-86.
7. Barkley, R.A., Fischer, M., Smallish, L., & Fletcher, K. (2002). The
persistence of Attention-Deficit/Hyperactivity Disorder into young adulthood
as a function of reporting soured and definition of disorder. Journal of
Abnormal Psychology, 111, 279-289.
8. De Los Reyes, A., & Kazdin, A.E. (2005). Informant discrepancies in the
assessment of childhood psychopathology: A Critical review, theoretical
framework, and recommendations for further study. Psychological Bulletin,
131 (4), 483-509.
10/31/11: Anxiety disorders
1. DSM-IV-TR; read pages 121-125, 429-476
2. Dsm5.org: OCD
(dsm5.org/ProposedRevisions/Pages/proposedrevision.aspx?rid=164#)
3. Dsm5.org: Panic Disorder
(dsm5.org/ProposedRevisions/Pages/proposedrevision.aspz?rid=409)
4. Dsm5.org: Agoraphobia
(dsm5.org/ProposedRevisions/Pages/proposedrevision.aspx?rid=405#)
5. Dsm5.org: Specific Phobia
(dsm5.org/ProposedRevisions/Pages/proposedrevision.aspx?rid=162#)
6. Dsm5.org: Social Phobia
(dsm5.org/ProposedRevisions/Pages/proposedrevision.aspx?rid=163#)
7. Dsm5.org: PTSD
(dsm5.org/ProposedRevisions/Pages/proposedrevision.aspx?rid=165#)
8. Dsm5.org: Generalized Anxiety Disorder
(dsm5.org/ProposedRevisions/Pages/proposedrevision.aspx?rid=167#)
9. Breslau, N., & Kessler, R.C. (2001). The stressor criterion in DSM-IV
posttraumatic stress disorder: An empirical investigation. Biological Psychiatry,
50, 699-704.
10. Huppert, J.D., Siev, J., & Kushner, E.S. (2007). When religion and obsessivecompulsive disorder collide: Treating scrupulosity in ultra-orthodox Jews.
Journal of Clinical Psychology, 63, 925-941.
11/14/11: Eating disorders
1. DSM-IV-TR; read pages 584-595
2. Dsm5.org: Anorexia Nervosa
(dsm5.org/ProposedRevisions/Pages/proposedrevision.aspx?rid=24)
3. Dsm5.org: Bulimia Nervosa
(dsm5.org/ProposedRevisions/Pages/proposedrevision.aspx?rid=25)
4. Dsm5.org: Eating Disorder NOS
(dsm5.org/ProposedRevisions/Pages/proposedrevision.aspx?rid=26)
5. Keel, P.K., & Klump, K.L. (2003). Are eating disorders culture-bound
syndromes? Implications for conceptualizing their etiology. Psychological
Bulletin, 129 (5), 747-769.
6. Striegel-Moore, R.H., Dohm, F.A., Kraemer, H.C., Taylor, C.B., Daniels, S.,
Crawford, P.B., & Schreiber, G.B. (2003). Eating disorders in white and
black women. American Journal of Psychiatry, 160 (7), 1326-1331.
11/21/11: Autism and other developmental disorders
1. DSM-IV-TR, read pages 69-84
2. Dsm5.org: Autistic Disorder
(dsm5.org/ProposedRevisions/Pages/proposedrevision.aspx?rid=94)
3. Dsm5.org: Asperger’s Disorder
(dsm5.org/ProposedRevisions/Pages/proposedrevision.aspx?rid=97#)
4. Schechter, R., & Grether, J. (2008). Continuing increases in autism reported to
California’s developmental services system: Mercury in retrograde. Archives of
General Psychiatry, 65, 19-24.
5. Kamp-Becker, Smidt, J., Ghahreman, M., Heinzel-Gutenbrunner, M., Becker, K.,
& Remschmidt, H. (2010). Categorical and dimensional structure of autism
spectrum disorders: The nosologic validity of Asperger syndrome. Journal of
Autism and Developmental Disorders, 40, 921-929.
6. Baron-Cohen, S. (2002). The extreme male brain theory of autism. Trends in
Cognitive Sciences, 6 (6), 248-254.
11/28/11: Personality disorders; Risk models (part 2)
1. DSM-IV-TR, read pages 685-729
2. Dsm5.org: overview
(dsm5.org/ProposedRevisions/Pages/PersonalityandPersonalityDisorders.as
px)
3. Dsm5.org: Levels of personality functioning
(dsm5.org/ProposedRevisions/pages/proposedrevision.aspx?rid=468)
4. Dsm5.org: personality disorder types
(dsm5.org/ProposedRevisions/pages/proposedrevision.aspx?rid=469)
5. Dsm5.org: personality trait domains
(dsm5.org/ProposedRevisions/pages/proposedrevision.aspx?rid=470)
6. Dsm5.org: definition of personality disorder
(dsm5.org/ProposedRevisions/pages/proposedrevision.aspx?rid=478)
7. Widiger, R.A., Livesley, W.J., & Clark, L.A. (2009). An integrative
dimensional classification of personality disorder. Psychological Assessment,
21 (3), 243-255.
8. Klein, D.N. (2003). Patients’ versus informants’ reports of personality
disorders in predicting 7 1/2 –year outcome in outpatients with depressive
disorders. Psychological Assessment, 15 (2), 216-222.