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Summer 2015
Classroom: D114
June 8 – August 3, 2015
Instructor, Patricia Giacomini
Office Hours - by appointment
Email: pgiacomini@ben.edu
Every other Monday
6:00-10:00 P.
M.
Psy 14F(C21)
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. The first unit exam is 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 30. Marilyn Monroe
2. Ali, Mohamed 31. Mother Theresa
3. Bakker, Tammy 32. Nixon, Richard
4. Bakker, Jim 33. Princess Diana
5. Cash, Johnny 34. Presley, Elvis
6. Dean, Jimmy 35. Sinatra, Frank
7. Clinton, Bill 36. Sirhan, Sirhan
8. Clinton, Hillary 37. Nash, John
9. Cobb, Ty 38. Hinckley, John
10. Crawford, Joan 39. Loughner, Jared Lee
11. Eisenhower, Dwight 40. Oswald, Lee Harvey
12. Faulkner, William 41. Hitler, Adolf
13. Fonda, Jane 42. Piersall, James
14. Freud, Sigmund
15. Garland, Judy
16. Hoover, John Edgar
17. Hughes, Howard
18. Hurst, Patty
19. Iacocca, Lee
20. Jackson, Michael
21. Jobs, Steve
22. Jones, James
23. Kennedy, Jacqueline
24. Kennedy, John F.
25. Kennedy, Joseph Sr.
26. Kennedy, Rose
27. Kennedy, Rosemary
28. Kennedy, Ted
29. Manson, Charles

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
( 2) _____
( 2) _____
Total ( 4) _____
II. PRESENTATION QUALITY
A. Speech qualities: eye contact, appropriate body language & manner,
clear, appropriate language.
B. Uses teaching strategies:
( 8) _____
(PowerPoint, slides, audiovisual, white board, etc.) (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 individual s 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. The first unit test will be 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 D = 69.49 – 59.50
B = 89.49 – 79.50 F = 59.49 ---------
C = 79.49 – 69.50

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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 TOPIC ASSIGNMENT
June 8 Introductions; Overview of class Syllabi
Definition of terms Chapter 1
Abnormal Behavior in Historical Context
An Integrative Approach to Psychopathology Chapter 2
Clinical Assessment & Diagnosis, Chapter 3
Research Methods Chapter 4
June 22 Exam 1 (chapters 1-4 ) (open book & open note)
Personality Disorders Chapter 12
Substance Related, Addictive,&
Impulse-Control Disorders
July 6 Exam 2 (chapters 12 & 11)
Chapter 11
Mood Disorders and Suicide Chapter 7
Schizophrenia Spectrum & Chapter 13
Other Related Psychotic Disorders
July 20 Exam 3 (chapters 7 & 13)
Anxiety, Trauma-and Stressor-Related,
and Obsessive-Compulsive and Related Disorders Chapter 5
Somatic Symptom and Related Disorders
Chapter 6 and Dissociative Disorders
August 3 Exam 4 (chapters 5,6,9)
Neurodevelopmental Disorders
Neurocognitive Disorders
Eating Disorders
Exam 5 (chapters 14, 15, 8)
Chapter 14
Chapter 15
Chapter 8

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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) 717-9253.
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.
XI. MOBILE & ELECTRONIC DEVICES
The use of cell phones, smart phones, or other mobile communication devices is disruptive, and is therefore prohibited during class. Except in emergencies, those using such devices must leave the classroom for the remainder of the class period.