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Summer 2014
Classroom: W37A
June 10 – August 5, 2013
Every other Tuesday
6:00-10:00 P.M.
Psy 13F(C19)
Instructor, Patricia Giacomini
Office Hours - by appointment
Email: pgiacomini@ben.edu
Cell: (217) 553-3520
Office: 217-525-1420, Ext. 3520
PRE-ASSIGNMENT:
1. Review the PSYC 300, Abnormal Psychology syllabus.
2. Review "Character Analysis" Presentation Project.
Get started by selecting 3 individuals (characters) from page 3 in the syllabus.
You will be given one of the three to research and present to the class.
(Read project description, p. 3)
3. Read chapter 1 in the textbook and be ready to discuss chapter content.
4. Go to D2L and print out chapter 1 notes and fill in blanks in the notes from chapter 1
PPT slides also found in D2L.
PSYC 300 ABNORMAL PSYCHOLOGY
I. COURSE DESCRIPTION (3 credit hours)
An overview of abnormal psychology with emphasis on research methodology, clinical
assessment, classification and diagnosis of psychopathology. A biopsychosocial-cognitive
approach is utilized to understand the cause and treatment of psychopathological disorders.
II. TEXTBOOK.
Durand, M., Barlow, D. (2015). Abnormal Psychology: An Integrative Approach. 7th Edition.
Cengage Higher Learning. Kentucky, Florence,
ISBN: 1-285755618
ISBN: 978-1-285755618
III. MISSION STATEMENT
Benedictine University is dedicated to the education of undergraduate and graduate students
from diverse ethnic, racial and religious backgrounds. As an academic community committed to
liberal arts and professional education distinguished and guided by our Roman Catholic tradition
and Benedictine heritage, we prepare our students for a lifetime as active, informed and
responsible citizens and leaders in the world community.
IV. GOALS, OBJECTIVES, AND STUDENT LEARNING OUTCOMES
A. Benedictine Core Goals
Benedictine University's core mission is to prepare students for active participation in an
increasingly interconnected world. Its Core Curriculum advances this mission by enabling
students to attain a broad range of learning goals, listed below:
1. Demonstrate an effective level of cognitive, communicative, and research skills;
2. Achieve a college level of computational skills and an ability to understand and interpret
numerical data;
3. Acquire a knowledge of the history and heritage of western civilization, to include
 the contributions of religious faith and philosophical thought to understanding the person
in community,
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
the relationship of the individual to society: membership and participation in groups and
institutions,
4. Develop an understanding of global society: cultural diversity, mutual relationships,
interdependence of peoples and nations;
5. Apply liberal learning in problem-solving contexts as preparation for active participation in
society;
6. Make informed ethical decisions that promote personal integrity, the legitimate rights and
aspirations of individuals and groups, and the common good.
B. Course Objectives/Outcomes
As a distribution course within the Core Curriculum, PSYC 300 was designed with the above
Core goals in mind. Thus, upon successful completion of the Abnormal Psychology (PSYC 300)
the student will be able to demonstrate their mastery of the following objectives and student
learning outcomes:
1. To identify and compare major biopsychosocial-moral research theories in the field of
abnormal psychology;
2. To describe the influences comprising the multidimensional model of causality, treatment and
prevention of mental illness;
3. To describe the nature and the function of clinical assessment and the concepts that
determines the value of assessment;
4. To describe the major types of psychopathological disorders;
5. To promote critical thinking skills in the area of abnormal psychology.
V. TEACHING METHODS
Lecture, discussion, presentation of cases and video clips that illustrate issues in Abnormal
Psychology.
VI. COURSE REQUIREMENTS
Attendance Policy
This course is highly accelerated, and students will need to take a great deal of responsibility for
their own learning outcomes. Attendance is required in each class meeting for the full period of
time. Any absence must be due to extraordinary circumstances and will require documentation
for it to be considered excused. Documentation must be provided immediately in order to
determine what, if any, accommodations are reasonable or possible. Class attendance will
directly impact your final grade, and each undocumented absence will be considered unexcused
and will result in a 20% reduction in the final grade for the course.
During class, the student is expected to demonstrate professionalism in her or his
behavior. The student is expected to be considerate and respectful to others. It is
important to be accountable and demonstrate mature and professional behavior. Cell
phones, laptops, or listening devices are NOT ALLOWED in this class!! The student may
check messages and respond to calls at break time. Students should attend class
dressed appropriately. Eating in the classroom is not allowed. It is expected that the
student will be alert and attentive!
Due to the accelerated nature of the course, should you experience a medical condition which
prevents you from completing assignments, appropriate medical documentation must be
provided immediately to the instructor so it may be determined what, if any, accommodations
are reasonable or possible.
Reading Assignments
Please see course schedule for assignments. It is expected that students will have completed all
assignments before coming to class, including textbook reading assignments, and be prepared to
activity participate in class discussions.
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Exams
The five unit exams are multiple choice. Each exam has approximately 50 to 53 questions. Each
question counts 2 points. Two of the five unit exams are open note and open book. Exams are
75% of the total grade and all exams count equally.
A student found to be cheating will fail the test with a warning not to do it again. If the student is
found cheating a second time, then they will receive an F for the course. It is considered cheating
to have any notations concerning the course present during a test or to plagiarize any part of a
presentation or turn in an assignment not written in the language of the student.
Written and Oral Assignments
"Character Analysis" Research Presentation - An individual or group presentation on the
personality and mental illness of a significant character who demonstrated extreme behavior.
Biographical and diagnostic information and research from scientific, scholarly, peer reviewed
journals on the person's speculative diagnosis is to be presented to the class. Some type of
teaching technology such as PowerPoint is required. References should be cited in APA format.
A detailed outline with references is also required. The presentation with class discussion
should be 20 to 30 minutes in length. Please review the grading tool for this assignment.
What is a Scientific, Scholarly, Peer-Reviewed Research Article?
Scholars publish most of their research in peer reviewed journals, which are the core information
source in virtually every academic discipline. The major sections of an article include the
abstract, introduction, literature review, research method, research results, discussion
and references.
SUGGESTED LIST FOR “CHARACTER ANALYSIS” RESEARCH PRESENTATION
1. Abagnale, Frank
19. Iacocca, Lee
37. Sinatra, Frank
2.
Ali, Mohamed
20. Jackson, Michael
38. Sirhan, Sirhan
3.
Bakker, Tammy
21. Jobs, Steve
39. Newton, Isaac
4.
Bakker, Jim
22. Jones, James
40. Nash, John
5.
Cash, Johnny
23. Kennedy, Jacqueline
41. Hallowell, Edward
6.
Dean, Jimmy
24. Kennedy, John F.
42. Darwin, Charles
7.
Clinton, Bill
25. Kennedy, Joseph Sr.
43. Bell, Alex. Graham
8.
Clinton, Hillary
26. Kennedy, Rose
44. Jamison, Kay Redfield
9.
Cobb, Ty
27. Kennedy, Rosemary
45. Hinckley, John
10. Crawford, Joan
28. Kennedy, Ted
46. Loughner, Jared Lee
11. Eisenhower, Dwight
29. Manson, Charles
47. Gates, Bill
12. Faulkner, William
30. Monroe, Marilyn
48. Oswald, Lee Harvey
13. Fonda, Jane
31. Mother Theresa
49. Hitler, Adolf
14. Freud, Sigmund
32. Newman, Paul
50. Piersall, James
15. Garland, Judy
33. Nixon, Richard
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16. Hoover, John Edgar
34. Princess Diana
17. Hughes, Howard
35. Presley, Elvis
18. Hurst, Patty
36. Rooney, Andy
GUIDELINES FOR “CHARACTER ANALYSIS” RESEARCH PRESENTATION
1. Give a brief account of the person’s life. Include a summary of significant events which
influenced the individual’s personality development. (refer to the web for important
information about the person's life; give a brief summary with pictures or illustrations)
2. Describe and give examples of biopsychosocial-cultural causes or circumstances
in when the person demonstrated the extreme personality traits. For example, he or she may
have a family history of alcohol abuse and is therefore genetically vulnerable (biological or
brain-based factor); is surrounded by drugs and alcohol because of his or her lifestyle
(psychosocial factor); and feels depressed and uses alcohol to cope with his or her feelings
(psychological factor), and/or seems to have a learning disability or an over-learned
behavior (cognitive or intellectual factor).
3. Describe the pre-illness personality pattern or the persistent and extreme personality
pattern. (There may be more than one personality pattern diagnosis such as histrionic and
obsessive-compulsive personality behavior).
4. Identify what adjustment mechanisms are frequently used by this individual?
Give some specific examples.
5. According to the DSM 5, what mental disorder(s) do you think/speculate the
person is suffering from most of the time? Use the DSM-5 diagnostic categories.
6. Describe and give symptoms and/or characteristics that are usually associated with the
diagnostic mental disorder(s). (refer to textbook, DSM 5, and notes)
7. What type of treatment strategies or interventions (biological, psychoanalytical,
psychological, cognitive, spiritual), helped this person or what would have helped if the
interventions/treatment would have been available or received?
8. Who were the supportive individuals, or significant others, in this person’s life?
Describe both positive and negative support systems.
9. Give other information which may help in the understanding of the dynamics of the
person’s holistic behavior and mental health/illness.
10. References, written in APA style, should include textbook, DSM-5 Manual,
informative research from various resources and scientific, scholarly research articles
published in a professional journal.
***It is important to review the grading tool for this required assignment.
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PRESENTATION GRADING TOOL
STUDENT _________________________________DATE________ GRADE_________
CHARACTER ANALYSIS OF:_______________________________________________
I. INTRODUCTION OF SELF/TOPIC
A. Introduction of self & presentation topic to audience
B. Demonstrates Interest; answers questions; initiates discussion
Total
II. PRESENTATION QUALITY
A. Speech qualities: eye contact, appropriate body language & manner,
clear, appropriate language.
B. Uses teaching strategies:
(PowerPoint, slides, audiovisual, white board, etc.)
( 2) _____
( 2) _____
( 4) _____
( 8) _____
(10) _____
Total (18)
III. CONTENT INFORMATION AND ORGANIZATION
A. Gives a brief account of the person’s life.
( 6) ____
B. Describes examples of speculative biopsychosocial-cultural causes
of the person’s mental illness.
( 6) ____
C. Describes the pre-illness personality pattern(s).
( 4) ____
D. Describes examples of mental mechanisms the person used.
( 4) ____
E. Gives speculative diagnostic mental illness (DSM-5)
( 3) ____
F. Describes symptoms and/or behavioral characteristics of the person’s behavior
( 4) ____
G. Describes treatment strategies/interventions that helped or would have
( 5) ____
helped this person.
H. Describes who were the supportive individuals in the person’s life.
( 3) ____
I. Incorporates scientific research study information from 2 journals
( 8) ____
Total (43)____
IV. RESOURCES
On the day of the presentation, the student will:
A. Submit a typed “Reference" page in APA format
( 7) ____
Must include textbook, DSM 5 Manual, research articles
B. Submit a typed detailed outline of the presentation in APA format
( 7) ____
C. Give credit to researchers by citing resources on the PPT slides
( 4) ____
and throughout the outline
D. Submits at least 2 recent journal research articles on person’s diagnosis
( 8) ____
E. Submits at least 2 informational articles
( 4) ____
F. Highlights important information in research articles
( 3) ____
TOTAL (33) ____
Total Score ____ Grade _____
COMMENTS:
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Unit Tests
There are five unit tests. Two of the five tests are open book and open note. All test questions are
multiple choice and will evaluate the student’s ability to identify, apply, analyze and evaluate
information within the course goals and objectives. Each test will have approximately 50 questions (2
points each) and should be completed within the 60 minutes allotted time period. NOTE: If the
student is absent for a test, a different, but equally valid, form of the test must be taken as
soon as possible and before the next test or a zero will be given for the missed test.
REGARDLESS OF THE REASON FOR NOT TAKING A TEST ON THE DAY ASSIGNED, ALL
EXTRA POINTS WILL BE FORFEITED FOR THAT TEST. Students are expected to be honest
and to behave with integrity. The unit tests are worth 75% of the total final grade..
If you are having any difficulties in this course, PLEASE contact me as soon as possible. I
have found that many difficulties can be successfully resolved by meeting individually with
the student (e.g., to review notes, study habits, test-taking strategies, understanding
concepts), but if you wait until the last minute it may be too late to help your grade.
Benedictine University at Springfield Student Academic Honesty Policy
The search for truth and the dissemination of knowledge are the central missions of a university.
Benedictine University at Springfield pursues these missions in an environment guided by our Roman
Catholic tradition and our Benedictine heritage. Integrity and honesty are therefore expected of all
University students. Actions such as cheating, plagiarism, collusion, fabrication, forgery, falsification,
destruction, multiple submission, solicitation, and misrepresentation are violations of these
expectations and constitute unacceptable behavior in the University community.
Student’s Responsibility
Though there is no formal honor code at Benedictine University at Springfield, students are expected
to exhibit academic honesty at all times. Violations against academic honesty are always serious and
may result in sanctions that could have profound long-term effects. The final responsibility for
understanding the Academic Honesty Policy of the institution, as well as the specific policies for
individual courses normally found in syllabi, rests with students. If any doubt exists about what
constitutes academic dishonesty, students have the responsibility to talk to the faculty member.
Students should expect the members of their class to be academically honest. If students believe
one or more members of the class have been deceitful to gain academic advantage in the class,
students should feel comfortable to approach the faculty member of the course without prejudice.
Violations of the Academic Honesty Policy will be reported to the Office of the Dean of Academic
Affairs. Along with a verbal warning, the following are consequences a student may face for
academic dishonesty:
* a failing grade or “zero” for the assignment;
* dismissal from and a failing grade for the course; or
* dismissal from the Institution.
VII. MEANS OF EVALUATION
The final course grade will be based on the 5 Unit Tests and the Research Presentation as
follows:
Unit Test Grade Average
-------75% Total Grade
"Character Analysis" Project & Presentation _ 25% Total Grade
The course grading scale is as follows:
A = 100 – 89.50
B = 89.49 – 79.50
C = 79.49 – 69.50
D = 69.49 – 59.50
F = 59.49 ---------
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Grade Appeal Process
If a student believes that an error has been made in reporting a grade, an appeal must be made
in writing to the instructor and must be initiated within 60 calendar days after the end of the term
for which the grade in question was reported. The appeal should contain specific information
about why it is believed the grade reported is inaccurate. See the Student Handbook for
additional details.
Add/Drop Dates
Please refer to the current Academic Calendar for add/drop dates.
Incomplete Request
To qualify for an “I” grade, a minimum of 75% of the course work must be completed with a “C”
or better, and a student must submit a completed “Request for an Incomplete” form to the
Registrar’s Office. The form must be completed by both student and instructor, but it is the
student’s responsibility (not the instructor’s) to initiate this process and obtain the necessary
signatures.
Student Withdrawal Procedure
It is the student’s responsibility to officially withdraw from a course by completing the appropriate
form, with appropriate signatures, and returning the completed form to the Advising Office. Please
refer to the Student Handbook for important financial information related to withdrawals.
VIII. TOPICAL COURSE OUTLINE
The schedule of assignments may be changed as seemed necessary.
DATE
June 10
June 24
July 08
July 22
August 5
TOPIC
Introductions; Overview of class
Definition of terms
Abnormal Behavior in Historical Context
An Integrative Approach to Psychopathology
Clinical Assessment & Diagnosis,
Research Methods
Exam 1 (chapters 1-4) (open book & open note)
Personality Disorders
Substance Related, Addictive,&
Impulse-Control Disorders
Exam 2 (chapters 12 & 11)
Mood Disorders and Suicide
Schizophrenia Spectrum &
Other Related Psychotic Disorders
Exam 3 (chapters 7 & 13)
Anxiety, Trauma-and Stressor-Related,
and Obsessive-Compulsive and Related Disorders
Somatic Symptom and Related Disorders
and Dissociative Disorders
Physical Disorders and Health Psychology
ASSIGNMENT
Syllabi
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 12
Chapter 11
Chapter 7
Chapter 13
Chapter 5
Chapter 6
Chapter 9
Exam 4 (chapters 5,6,9)
Neurodevelopmental Disorders
Chapter 14
Neurocognitive Disorders
Chapter 15
Eating Disorders
Chapter 8
Exam 5 (chapters 14, 15, 8) (open book & open note)
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IX. AMERICANS WITH DISABILITIES ACT (ADA)
Benedictine University at Springfield provides individuals with disabilities reasonable
accommodations to participate in educational programs, activities and services. Students with
disabilities requiring accommodations to participate in campus-sponsored programs, activities,
and services, or to meet course requirements, should contact the Resource Center as early as
possible: springaccess@ben.edu or (217) 525-1420, ext. 3306.
X. ASSESSMENT
Goals, objectives, and learning outcomes that will be assessed in the class are stated in this
syllabus. Instructor will use background knowledge probes, one-minute papers, reflective essays
and/or other Classroom Assessment Techniques as deemed necessary in order to provide
continuous improvement of instruction.