MIAMI-DADE COLLEGE
KENDALL CAMPUS
COURSE SYLLABUS
COURSE TITLE:
CREDIT(S):
REFERENCE #
DAY:
TIME:
TEXT:
INSTRUCTOR:
E-mail:
OFFICE HOURS:
Room # 6206-10
CLP 2140 ABNORMAL PSYCHOLOGY
3
666177
Monday, Wednesday, and Friday
10:00 AM – 10:50 AM
Nevid. Abnormal Psychology in a Changing World.
Eighth Edition.
Jose A. Guntin LMHC, CAP
jguntin@mdc.edu Phone 305-237-2668
Monday
: 12:00 - 3:00pm
Tuesday
: 7:50am – 9:50am & 12:40pm – 3:10pm
Wednesday : 1:00pm – 3:00pm
Thursday : 12:40pm – 3:10pm
This syllabus is subject to change at the instructor’s discretion.
COURSE DESCRIPTION:
This course examines the major categories of mental disorders. Diagnostic
criteria, treatment methods, cultural factors, public attitudes, community
resources, ethical issues and legislation applicable to individuals with mental
disorders are studied. The impacts of mental disorders on individuals, families
and society are discussed.
COURSE COMPETENCIES:
Competency 1: THE STUDENT WILL DEMONSTRATE KNOWLEDGE
OF THE FOUNDATIONS OF ABNORMAL PSYCHOLOGY
BY:
a. defining the term abnormal behavior as used in the
science of psychology.
b. describing the major historical views of abnormal
behavior from ancient times to the modern era.
c. contrasting cultural beliefs and attitudes about
abnormal behavior.
Competency 2: THE STUDENT WILL EXPLAIN THE CLASSIFICATION
AND ASSESSMENT OF ABNORMAL BEHAVIOR BY:
a. explaining the purpose and structure of the Diagnostic and
Statistical Manual of Mental Disorders.
b. describing reliability, validity and sociocultural factors in the
assessment of abnormal behavior.
c. contrasting the relative merits of the standard modes of
assessing abnormal behavior.
d. explaining the effects of culture and language on the
assessment of abnormal behavior.
Competency 3: THE STUDENT WILL DEMONSTRATE KNOWLEDGE
OF THE PRIMARY, FORMAL CATEGORIES OF
ABNORMAL BEHAVIOR BY:
a. listing the major disorders including: generalized anxiety
disorders and phobias; panic disorders, obsessive-compulsive
disorders, and stress disorders; mood disorders; psychosocial
factors in physical disorders; eating disorders; substancerelated disorders; sexual disorders and gender identity
disorder; schizophrenia; disorders of memory and other
cognitive functions; personality disorders; and disorders of
childhood and old age.
b. describing the defining characteristics of each listed disorder.
Competency 4: THE STUDENT WILL REVIEW THE THEORETICAL
PERSPECTIVES AS TO THE ORIGINS OF THE MAJOR
CATEGORIES OF ABNORMAL BEHAVIOR BASED ON
CURRENT RESEARCH BY:
a. explaining the psychodynamic perspective.
b. explaining learning perspectives.
c. explaining cognitive perspectives.
d. explaining biological perspectives.
e. explaining sociocultural perspectives.
Competency 5: THE STUDENT WILL INVESTIGATE PRIMARY
MODES OF TREATING ABNORMAL BEHAVIOR BY:
a. listing the common modalities used in treatment.
b. describing the central premise behind each mode of treatment.
c. contrasting the relative merits of the various treatment
approaches..
Competency 6: THE STUDENT WILL EXAMINE ABNORMAL
BEHAVIOR IN A SOCIAL CONTEXT BY:
a. discussing behavior that might constitute a danger to others.
b. contrasting the rights of an individual and the protection of
society.
c. exploring an individual’s right to treatment as well as a right to
refuse treatment.
d. describing the Baker Act, the Meyer’s Act and the concept
of deinstitutionalization.
e. explaining the issues relating to the insanity defense.
f. describing the impact of mental disorders on individuals, family
and
society.
Competency 7: THE STUDENT WILL BE ABLE TO APPLY KNOWLEDGE OF
ABNORMAL PSYCHOLOGY BY:
a. relating course content to personal and family experience.
b. demonstrating an understanding of the role the caregiver.
c. relating the course content to the work place and employee
assistance programs.
d. explaining relevant current events from the perspective of
abnormal psychology.
e. examining relevant historical events and historical figures from
the perspective of abnormal psychology.
MDC Learning Outcomes
1. Communicate effectively using listening, speaking, reading, and writing
skills.
2. Use quantitative analytical skills to evaluate and process numerical data.
3. Solve problems using critical and creative thinking and scientific
reasoning.
4. Formulate strategies to locate, evaluate, and apply information.
5. Demonstrate knowledge of diverse cultures, including global and historical
perspectives.
6. Create strategies that can be used to fulfill personal, civic, and social
responsibilities.
7. Demonstrate knowledge of ethical thinking and its application to issues in
society.
8. Use computer and emerging technologies effectively.
9. Demonstrate an appreciation for aesthetics and creative activities.
10. Describe how natural systems function and recognize the impact of
humans on the environment.
* See the College’s Learning Outcomes Web Site:
http://www.mdc.edu/main/academics/learning outcomes.asp
Course Requirements:
You must meet all course requirements in order to pass this course. Course
requirements include
(1)
attendance to all scheduled classes
(2)
completion of three reflection papers
(3)
one group presentation
(4)
four tests
Make-up and Attendance Policy:
Attendance is MANDATORY. You are expected to arrive punctually at the
designated time of class. Two consecutive unexcused absences may result
in withdrawal from the course or a whole letter grade deduction from your
final grade. Having a history of being late shall result in loss of points, up
to a whole letter grade will be deducted for recurrent tardiness or having
three consecutive absences. No attendance points will be awarded the day
you are late. Assignments must be handed in on the day and time they are due.
NO MAKEUPS unless previously arranged. A deduction of up to 75% of the
points will be made for late work, even when approved due to extraordinary
circumstances.
Reflection Papers:
The course requires you to write two reflection papers. In a reflection paper, you
are to share your own analysis, evaluation, and interpretation about issues,
problems, and questions related to the topic at hand. Although you may draw
from personal experience, your ideas must be founded on sound research.
Please refer to rubric included below.
Presentation:
You will be responsible for a group presentation. This group presentation will be
based in any chapter from the textbook. This presentation should be between
20 to 30 minutes long. I will grade you on the overall presentation, information
gathering and team effort following rubric included in this syllabus.
Evaluation:
You are expected to become proactive in the course. This means that you are
responsible and accountable for your grade. Your final grade will depend upon:
written assignments, class participation, attendance, test/quizzes, the
presentation, and overall attitude toward the class and your peers. Tests may
only be taken on the designated date. Do not assume that I will approve
any deviations from this syllabus in relation to paper deadlines,
presentation dates, or exam dates.
Attendance/Participation/Quizzes*
Reflection Papers (50 pts. each)
Presentation
Tests (100 each)
100 points
100 points
100 points
400 points
---------------700 points
*perfect attendance gives you additional points
Grading System:
A
B
C
D
F
‘
‘
‘
‘
‘
630-700
560-629
490-559
420-489
< 419
Extra Credit:
Several extra credit opportunities will be available during the semester for up to
20 extra points. You may be considered for extra credit after completing all
regular assignments.
Rubric for Written Work and Presentations
90-100
45-50
80-89
40-44
70-79
35-39
60-69
30-34
0
Shows ability to analyze and explore points presented. Ability to
incorporate own ideas and external ideas other than textbook. Ability to
self-question. Recognizes other possible perspectives.
Points presented come from textbook. Recognition of points for further
study without exploration. If there are references to emotional reaction,
they are not explored. In presentation, PowerPoint has aesthetic value.
Lacks detail and depth. Key argument or information is missing. Flow of
ideas is disconnected. In presentation, PowerPoint lacks aesthetic value.
Demonstrates lack of effort or comprehension of assignment. Does not
have minimal requirements. Minimal or no creativity. In presentation,
reading slides with minimal or no explanation.
Assignment is missing.
Access Disability Services:
Students with documented disabilities should contact ACCESS Disability
Services in advance for information and for obtaining assistance. No retroactive
accommodations can be provided. The ACCESS department is located in Room
2121 at the Kendall Campus. They may be reached at 305-237-2767.
Policy Against Academic Dishonesty:
All students are expected to meet the College’s academic conduct standards.
Acts of academic misconduct, including cheating, plagiarism, misrepresentation,
and facilitating academic dishonesty will be referred to the Dean of Students.
Students caught plagiarizing will be charged with misconduct charges. For more
information on these standards, refer to Student’s Rights and Responsibilities
Handbook at: http://www.mdc.edu/policy/student rights and responsibilities.pdf
Any form of academic dishonesty will result in an “F” for that test or assignment
and may result in an “F” in the course.
Withdrawal Policy:
Withdrawal from a course is not encouraged and should be considered as a last
alternative. You are responsible for filling out the withdrawal card and turning it
in to the Registration Office before the deadline. NOTE: Failure to attend class
without an official withdrawal will result in failing the course. Failing or dropping
out of the course may jeopardize your future enrollment at the college. The last
day to drop a class to receive a “W” is Mar. 14, 2012.
Policy regarding the use of electronic devices in the classroom:
Electronic devices for personal use such as cellular phones, and i-Pods should
not be used in the classroom. Please turn off or place on vibrate all gadgets
before entering the classroom. Students failing to turn off these electronic
devices will be asked to leave the room. Continual failure to do this may result in
the lowering of points for non-participation/attendance.
Visitors in the classroom:
In order to maintain an appropriate learning environment, only individuals that
are registered and have paid will be allowed in the classroom. Any special
arrangement must be made in advance with the instructor.
Letter to the Student
Dear Student,
It is my intention to provide the best learning environment that I can. Although I have been
teaching for more than seven years, it is difficult to predict what will happen in this course. I
personally find it stimulating and fun when students get involved in class discussions. As a
student, you will be provided with daily opportunities to share your thoughts on topics related
to the material at hand.
Through the years I have been obtaining feedback from my students about both how to get A’s
and how to make the course more engaging for students. Successful students indicate that
getting A’s is not a matter of intelligence or studying long hours and denying yourself. They
indicate that getting A’s is a matter of studying effectively. Keeping up with the work weekly
seems to be linked with success, while studying without a plan is linked to feeling lost in the
course and getting low grades. With the aim of helping you succeed in the course, I will
provide you with copies of PowerPoints for each of the chapters that we cover. The
PowerPoints can be used as a guide when you study.
I will now give you the secret to get an A in this course. This secret is the result of years of
feedback collected from students who got A’s in the tests. The secret consists of four simple
steps. If you follow the next four steps regularly, you will see that your grades will improve.
First, survey the chapter in the textbook and the PowerPoint that will be available to you. It
will take you no more than five minutes, doing this will get you ready for the lecture. Second,
pay attention during the lecture, bring a copy of the PowerPoint that I sent and add information
or underline key concepts right on the slides. Third, review the slides as soon as possible
after each class. Make sure you pay close attention to the key concepts that are underlined or
highlighted by you. This will help you keep up to date. Finally, review the information before
the test. This will help you to get good grades. If you find that you have to study before a test,
you are doing too much and working too hard to be able to get the A that you want. If you
follow the simple four steps regularly, you will be surprised to find that getting A’s may not be
that hard. Getting A’s doesn’t require extra work or studying long hours before a test. Getting
A’s requires getting used to doing a little bit of work throughout the semester.
I understand that we will be covering a lot of material and a lot of new terms; but, if you keep
up with the work, not only you will get good grades, but you will find that this course could be
fun and interesting.
One final and most important word: I’m here to help you. Come to see me during office
hours, talk to me before or after class, or keep in touch by sending e-mails about any concerns
you may have. I will always try to help you.
I wish you the best of success.
Prof. Guntin
Unit/Test
Syllabus/Group Activity
Introduction and Methods of Research
Contemporary Perspectives
Test 1
Classification and Assessment
Methods of Treatment
Test 2
Stress, Psychological Factors, Health
Anxiety Disorders
Dissociative and Somatoform
Test 3
Presentations
Mood Disorders and Suicide
Substance Abuse and Dependence
Eating Disorders and Sleep Disorders
Test 4
Final
Holidays  : Jan. 16
Feb. 20
Apr. 06
Chapter
1
2
1, 2
3
4
3, 4
5
6
7
5, 6, 7
11 - 16
8
9
10
8, 9, 10