PP 7321
Health and Human Dysfunction II
SPRING 2008
INSTRUCTOR:
Margaret S. Warner, Ph.D.
PHONE:
wk.- (312) 777-7701
cell - (773) 896-6719
EMAIL:
mwarner@argosy.edu
FAX:
N/A
ALT PHONE:
REQUIRED TEXTS:
Title
Author(s)
Copyright
Publisher
ISBN
Edition
Schizophrenic Disorders
A. Ping-Nie Pao
1979
International Universities Press
0823659909
Please review syllabus for further readings
This Course Requires the Purchase of a Course Packet:
YES
NO
PP7321: Health and Human Dysfunction II
Dr. Warner
Spring 2008
Page 2
General Course Description
Health and Human Dysfunction II will explore a number of the more severe
psychopathological disorders—focusing, in particular, on borderline and narcissistic
character disorders, dissociative identity disorders, affective disorders, and the
schizophrenias. This section has a particular emphasis on the comparison and critique of
several core theoretical perspectives relating to the developmental basis of severe disorders,
including orthodox psychoanalytic, object relations, self psychology and client-centered
perspectives. Because of its presentation of the client-centered perspective in comparison to
other developmentally-based perspectives, this class can be counted as one unit the ClientCentered and Experiential Psychology Minor.
Grades will be based on an in-class midterm and final exam as well as a conceptual
analysis paper. The midterm and final will count 33% each. The paper(s) will count 33% of
the grade.
The conceptual analysis assignment has several parts which will be due as follows:
Feb 06:
First draft of conceptual analysis paper
Mar 19:
Rewrite of conceptual analysis paper (Optional if the first draft received
a grade of A- or better).
The midterm will be on February 27; the final exam on April 9.
Articles assigned are in the course packets or in assigned books.
1. The general readings packet can be purchased online by the usual procedure.
2. The packet of --Dr. Warner’s papers will be available for purchase in class.
Handouts Relating to Theory Analysis and Critique will be given out in class.
3. The following books will be used as texts.
A. Ping-Nie Pao, Schizophrenic Disorders (ISBN 0823659909; International
Universities Press, 1979)
B. One of the following three:
Kay R. Jamison, Night Falls Fast (ISBN 0375701478; Vintage Books, 2000) OR
Kay R. Jamison, An Unquiet Mind (ISBN 0-679-44374-6, 1996) OR
Meri Nana-Ama Danquah, Willow Weep for Me: A Black Woman’s Journey
Through Depression (ISBN 0-345-43213-4, 1998)
PP7321: Health and Human Dysfunction II
Dr. Warner
Spring 2008
Jan 9
Page 3
Overview of the course; Child development and object relations theory;
Culture, biology and psychology in relation to the identification of “improper
persons”
Required Lab Session (3:30-4:30 PM) Intro to conceptual analysis
Readings: Cashdan, "Object Relations Theory: An Overview,” Krause,
“Identifying Improper Persons”
Jan 16 Introduction to borderline personality organization; Splitting and projective
identification; Object relations views of aggression and client requests for
boundary flexibility;
Required Lab Session (3:30-4:30 PM) Conceptual analysis and clinical theory
Readings: Koenigsberg, et al. (Eds.), Borderline Patients, Ch. 1; Ogden, "The
Concept of Projective Identification"; DSM IV--Borderline Personality
Disorder (On reserve).
Recommended Readings: Koenigsberg Ch. 2 “Factors that Shape Borderline
Personality Disorder”.
Jan 23
Introduction to narcissistic personality disorders; Self Psychology theories of
serious disorders; Interpretive vs. empathic approaches to character disorders;
Self Psychology views of aggression and client requests for boundary
flexibility
Required Lab Session (3:30-4:30 PM) Essay form as a way of offering critical
analysis of theoretical concepts
Readings: White and Weiner, Ch 1: “An Overview of Basic Self Psychology
Concepts" and Ch. 2 “Aggression From a Self Psychology Viewpoint”; Kohut,
"The Role of Empathy in Psychoanalytic Cure"; Recommended: Stern, Ch's 1
& 2, The Interpersonal World of the Infant
Jan 30
Client-Centered theory of psychopathology: Fragile process in relation to
serious disorders; Empathic-relational ways of handling difficulties in the
therapeutic relationship related to borderline and narcissistic issues; Personcentered views of aggression and of client requests for boundary flexibility;
PP7321: Health and Human Dysfunction II
Dr. Warner
Spring 2008
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Ethical touch and client wishes and fears about sexuality
Readings:
Warner, ‘A Person-Centered View of Human Nature, Wellness
and Psychopathology” Warner, "Person-Centered Therapy at the Difficult
Edge" (Part 1);
Feb 6
Psychodynamic, Object-relations, Self Psychology and Client-Centered
responses to relationship difficulties that commonly emerge with narcissistic
and borderline psychopathology; Role play of “theory clinics”
Readings: Adler, "The Myth of the Alliance", Warner “Empathy, Relational
Depth and Difficult Client Process; Stolorow, “Treatment of Borderline States”
Conceptual Analysis Paper Due: (2-5 pages)
Feb 13
Dissociative identity disorders; Trauma and dissociation in the history of
psychology
Readings: Masson, Ch's 2 and 3, ("Freud at the Paris Morgue" and "Emma
Eckstein"); Warner “Person-Centered Therapy at the Difficult Edge" (Part 2);
Recommended: Putnam, Multiple Personality Disorder, Ch's 2 & 3
Feb 20
Relationship issues and treatment dilemmas which emerge with dissociative
identity disorders; Behavioral responses to disorders involving emotional
dysregulation. Culturally-based misdiagnosis I: homosexuality and narcissism;
Stigma and culturally-based fragile process.
Readings: Isay, pp.11-66. Brown, D. ‘Pseudomemories’; Linehan, Ch 1;
Feb 27
MIDTERM EXAM
Mar 5
Intro to major affective disorders
Readings: Jamison Night Falls Fast pp. 3-7, 52-69, or An Unquiet Mind or
Danquah, Willow Weep for Me.
Mar 12
Major affective disorders, (cont.); Culturally-based misdiagnosis II: genderbased preconceptions about mature emotional and relational style
PP7321: Health and Human Dysfunction II
Dr. Warner
Spring 2008
Page 5
Readings: Jamison: Night Falls Fast, pp. 70-129; Arieti & Bemporad, Ch. 6,
“Psychodynamics of Severe Depression”; Beck et al. “An Overview”.
Mar 19
Intro to schizophrenic disorders. Psychodynamic approaches to schizophrenia
Genetic and perinatal bases of schizophrenia; poverty and schizophrenia;
Culturally-based misdiagnosis III: African-American “paranoia”
Readings: Pao, pp. 3-40, 143-188; DSM IV--schizophrenia ;
Green, “Neurocognition and Schizophrenia”
Rewrite of conceptual analysis due. (Optional if initial grade is A- or better.)
Mar 26
Schizophrenic disorders, cont. Person-centered approaches to treatment
of psychosis and dementia.
Readings: Prouty, pp. 35-87; Warner, ‘Luke’s Process’
Behavioral Approaches to Severe and Persistent Disorders;” Culturally-
April 2
based misdiagnosis IV: Culture, dominance hierarchies and aggression
Readings: Haddock et al. “Individual Cognitive Behavior Therapy in
Treatment of Hallucinations and Delusions: A Review;” Linehan, Ch
1 “Borderline Personality Disorder: Concepts, Controversies and
Definitions”
Recommended: Carey and Carey “Behavioral Research on Severe and
Persistent Mental Illness;” Early Intervention in Psychosis, Ch’s 1, 2, & 8
Apr
09
FINAL EXAM
General Information Relevant to Health and Human Dysfunction II
I. Catalogue Description
The organization of this class follows the overall catalogue description for Health and Human
Dysfunction II which reads as follows:
PP7321 Health and Dysfunction II
3 Credit Hours
PP7321: Health and Human Dysfunction II
Dr. Warner
Spring 2008
Page 6
The assessment, etiology, description, understanding and treatment of the more severe
psychopathological disorders will be covered. Included in the study are schizophrenia
spectrum, affective disorders, and borderline disorders. Different theories and empirical
research on the etiology and treatment of these disorders will be included. Emphasis is on the
recognition of the continuum of basic psychological processes in normal and severely
disturbed experience.
II.Contact Information
Professor
Margaret S. Warner, Ph.D.
Phone : wk. (312) 777-7701
cell. (773) 896-6719
Teaching Assistant
Brett Pearce
(503) 860-4677
brettdpearce@gmail.com
Office Hours: Thursdays 2:00-4:00PM
(appointments preferred, other times
available by arrangement)
III. Criteria of Evaluation for Health and Human Dysfunction II
Course Objectives:
Objective I. The Health and Human Dysfunction II class aims to develop students’
understanding of a number of severe forms of human dysfunction, including borderline and
narcissistic personality disorders, dissociative identity disorders, affective disorders and
schizophrenic disorders. In particular, the class focuses on:
1. The basic diagnostic criteria for particular disorders
2. The history and theoretical premises behind major approaches to understanding each
disorder
3. Analysis of case material from alternate perspectives, with consideration of ways that
proponents of different perspectives might critique each others’ approaches
Evaluation of Objective I:
Two short-answer, in-class exams will be taken which count for 66% of the total grade for the
course. Exams will focus on the three topic areas listed above.
PP7321: Health and Human Dysfunction II
Dr. Warner
Spring 2008
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Objective II: Students will learn to do in-depth conceptual analysis and to utilize such
conceptual analysis to analyze, compare and critique theories. This assignment aims to give
students critical depth in their understanding of the particular theories relating to severe
dysfunction and to develop critical thinking and writing skills relevant to the overall program of
graduate work at ISPP/Chicago.
Evaluation of Objective II
Students will write a short “conceptual analysis” paper, analyzing and comparing the ways that
two particular theorists use a central concept that is relevant to the understanding of severe
disorders, as that concept is presented in a chapter or short passage. Most students will write two
drafts of the conceptual analysis paper, and in the process will be get extensive feedback relevant
to the revision of the paper. (If students get a grade of A- or better on the first draft, a second
draft is optional.) The paper will be evaluated on the following criteria:
1. Clearly delineating the topic with a thesis statement.
2. Supporting the thesis with several supporting points which clearly relate to each other
and to the thesis topic.
3. Supporting central points with careful and relevant citations from the text.
4. Developing a significant (i.e. non-obvious, non trivial) line of argument.
5. Development of a conceptual analysis (as opposed to some other sort of analysis).
6. Writing in ways that are clear and grammatical.
The final draft of the paper will be graded and this will count as 33% of the grade for the course.
IV. Relevant Argosy Policies
Disability Policy
If you feel that you have a disability that would interfere with your ability to participate in the
Human Dysfunction II class or to complete course tasks as assigned, please talk to me at the
beginning of the class (or earlier if possible). I will be glad to work with you in conjunction with
the Disabilities Committee to see what alternate arrangements can be made within the context of
the framework of the course.
This course is organized in accordance with the overall Argosy University policy on
accommodations for students with disabilities which reads as follows:
It is the policy of the Argosy University, Chicago Campus to make reasonable
accommodations for qualified students with disabilities, in accordance with the
Americans with Disabilities Act (ADA). If a student with disabilities needs
accommodations to complete the instructor’s course requirements, the student must
notify the Director of Student Services. Procedure for documenting student disability
PP7321: Health and Human Dysfunction II
Dr. Warner
Spring 2008
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and the development of reasonable accommodation will be provided to students upon
request.
Students will be notified by the Director of Student Services when each request for
accommodation is approved or denied in writing via a designated form. It is the
student’s responsibility to present the form (at his or her discretion) to the instructor in
order to receive the requested accommodations in class. In an effort to protect student
privacy, Student Services will not discuss the accommodation needs of any student with
instructors.
Academic Honesty/ Plagiarism
This class is governed by the overall Argosy policy regarding honesty and plagiarism. If this
policy is unclear in relation to any course assignments, please ask for clarification; The Argosy
policy reads as follows:
ACADEMIC DISHONESTY/PLAGIARISM STATEMENT
The University seeks to foster a spirit of honesty and integrity. Any work submitted by a
student must represent original work produced by that student. Any source used by a student
must be documented through normal scholarly references and citations, and the extent to
which any sources have been used must be apparent to the reader. The University further
considers resubmission of a work produced for one course in a subsequent course or the
submission of work done partially or entirely by another to be academic dishonesty. It is the
student’s responsibility to seek clarification from the course instructor about how much help
may be received in completing an assignment or exam or project and what sources may be
used. Students found guilty of academic dishonesty or plagiarism shall be subject to
disciplinary action up to and including dismissal from the University.
Technology
Argosy University encourages the use of technology throughout the curriculum. This course uses the
following: audio and video tapes, on line syllabus and assignments, e-mail.
V. Mission and History of ISPP/Chicago and of Argosy University
Program Outcomes: The Doctoral program in Clinical Psychology at Argosy University
Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC 20002,
202-336-5500). This program is designed to educate and train students so that they may
eventually be able to function effectively as clinical psychologists. To ensure that students are
prepared adequately, the curriculum provides for the meaningful integration of theory, training
and practice. The Clinical Psychology program at Argosy University Chicago Campus
emphasizes the development of attitudes, knowledge, and skills essential in the formation of
professional psychologists who are committed to the ethical provision of quality services.
PP7321: Health and Human Dysfunction II
Dr. Warner
Spring 2008
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Specific objectives of the program include the following:
 Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select,
administer, score, interpret, and communicate findings of appropriate assessment methods
informed by accepted psychometric standards and sensitive to the diverse characteristics
and needs of clients.
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
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o Objective 1a: Accurately and ethically administer and score various
psychodiagnostic instruments.
o Objective 1b: Accurately interpret and synthesize assessment data in the context
of diversity factors, referral questions, and specific objectives of the assessment,
and organize and communicate results in writing and orally.
o Objective 1c: Examine psychometric properties of psychological assessment
instruments, and use that knowledge to evaluate, select, administer, and interpret
psychological tests and measures appropriate for the client, the referral question,
and the objectives of the assessment.
Goal 2: Prepare professional psychologists to select, implement, and evaluate
psychological interventions consistent with current ethical, evidence-based, and
professional standards, within a theoretical framework, and with sensitivity to the
interpersonal processes of the therapeutic relationship and the diverse characteristics and
needs of clients.
o Objective 2a: Synthesize the foundations of clinical psychology, including
psychopathology, human development, diagnosis, diversity, ethics, and various
therapeutic models in clinical applications.
o Objective 2b: Select, plan, and implement ethical and evidence-based
interventions with sensitivity to the diverse characteristics and needs of clients.
o Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively
implement and participate in psychological consultation and supervision.
Objective 2d: Demonstrate personal development and self-reflective capacity,
including growth of interpersonal skills, and therapeutic relationships.
Goal 3: Prepare professional psychologists to analyze the complexity and
multidimensionality of human diversity, and demonstrate the knowledge, skills, and
attitudes necessary to understand diverse worldviews and the potential meaning of social,
cultural, and individual differences for professional psychological services.
Goal 4: Prepare professional psychologists to examine the historical context and the
current body of knowledge of biological, cognitive, affective, developmental, and social
bases of human functioning.
Goal 5: Prepare professional psychologists to critically evaluate the current and evolving
body of scholarly literature in psychology to inform professional practice.
The Master’s Program in Clinical Psychology has been designed to educate and train students to
enter a professional career as MA level practitioners. Argosy University, Chicago Campus
provides students an educational program with all the necessary theoretical and clinical elements
that will allow them to be effective members of a mental health team. The program introduces
PP7321: Health and Human Dysfunction II
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Dr. Warner
Spring 2008
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students to basic clinical skills that integrate individual and group theoretical foundations of
applied psychology into appropriate client interactions and intervention skills. In addition, the
Program offers excellent preparation for those considering application to the Doctoral Program in
Clinical Psychology.
HISTORY AND PHILOSOPHY
Argosy University was formed in September, 2001 by the merging of three separate academic
institutions — the American Schools of Professional Psychology, the University of Sarasota, and the
Medical Institute of Minnesota — and as a result offers general education and professional programs
at the undergraduate, graduate, and postgraduate levels in behavioral sciences, business, education,
and allied health care.
Argosy University’s programs in psychology, the behavioral sciences, and health services emphasize
a practical approach, built on a background in theory. The programs were formed following a
movement begun in the early 1970s that called for a professional degree in clinical psychology
emphasizing practical training and application of theory and research rather than the researchoriented approach of the traditional PhD degree. This effort ultimately led to the creation of the
doctor of psychology, or PsyD, degree. Argosy University’s original campus, the Illinois School of
Professional Psychology/Chicago, began granting the PsyD degree in 1979 and received candidacy
status with the North Central Association of Colleges and Schools (NCA) in that same year.
Accreditation was received in 1981. Because of demand, additional campuses were opened and new
programs were added to complement and expand upon the PsyD program. Argosy University is now
recognized as the country’s largest provider of postgraduate, professional doctoral degrees in clinical
psychology.
Argosy University’s programs in business and education also provide students with a solid practical
and theoretical foundation. These programs, which for more than 30 years were offered at the
University of Sarasota (formerly Laurence University), had a specific focus of providing educational
opportunities at the graduate level to working adults without requiring them to sacrifice their
professional or personal lives. This was accomplished through a unique delivery format involving a
mix of distance learning and brief, on-campus study periods. In 1976, the state of Florida granted
licensure to the University to offer the doctor of education (EdD). In 1990, the University was
accredited by the Southern Association of Colleges and Schools (SACS) to offer master’s, and
doctoral degrees, which was eventually expanded to include bachelor’s completion programs. The
institution also found strong demand for its programs and delivery methods, adding new campuses
and new programs, widening the opportunities for working professionals interested in pursuing postsecondary education.
Argosy University’s programs in allied health care were established in 1961, beginning with a
certificate-level medical laboratory technician program. The Medical Institute of Minnesota,
originally known as Park Medical Institute, was founded to provide skilled allied healthcare
personnel to hospitals and clinics. In 1963, the school officially became the Medical Institute of
Minnesota (MIM). In 1970, MIM began granting an associate of science terminal degree. In 1971,
MIM entered into a collaborative agreement with the University of Minnesota, General College,
which agreed to grant associate degrees to students who had earned a certificate from MIM and had
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Dr. Warner
Spring 2008
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satisfied the degree requirements of the General College. New programs were added, and MIM now
offers eight programs in the allied health fields, including veterinary technology, dental hygiene, and
medical technology. In 1980, the school applied for and was granted initial institutional
accreditation with the Accrediting Bureau of Health Education Schools (ABHES). All allied health
programs are at the associate degree level, granting either the associate of applied science (AAS) or
the associate of science (AS) degree.
As of September 2001, the former American Schools of Professional Psychology, the University of
Sarasota, and the Medical Institute of Minnesota merged to form Argosy University.
REGIONAL ACCREDITATION
Argosy University is accredited by the Higher Learning Commission and is a member of the North
Central Association of Colleges and Schools. (NCA, 30 North LaSalle Street, Suite 2400, Chicago,
IL 60602, 800-621-7440, www.ncahigherlearningcommission.org).
STATE APPROVAL
Argosy University is authorized to offer degree-granting programs in each of the states in which the
institution operates a campus.