Psy.425 Spring 2015
Maria Hess PhD, MFT
Office Hours: Stevenson 3083.
Tuesdays 11:00-1:00 Thursdays 12 – 1:00. Please sign up on my office door.
Contact Information: SSU: 664-2413. Private office: 824 – 9902.
Email: maria.hess@sonoma.edu
Psychopathology
“The wholeness of the body is organic meaning that if one part of the body
suffers the whole body suffers. The same is true of the psyche or personality. If
a portion of our true nature is denied, we suffer throughout.”
- John Sanford
Course Description: In this course we will study the broad spectrum of mental
and behavioral disorders. Emphasis will be placed on assessment and etiology
using the DSM 5, Object Relations Theory, case studies, lecture, guest speakers,
discussion and contemporary videos, as our guides.
Course Goals: The broader goals for this class are that you as a student will:
* Develop a basic understanding of several emotional disturbances and their
etiologies.
* Experience working in small groups to enhance learning.
* Develop a working relationship with the DSM 5 as a diagnostic tool.
* Learn the importance of culture and diversity in assessment.
* Gain experience with compassion, identifying and assessing various mental
disorders.
* Relax and have fun learning interesting stuff.
Course Objectives: By the end of the course you should be able to:
1. Describe different theories and concepts about the development and course of
abnormal behavior.
2. Use the coding system of the Diagnostic and Statistical Manual.
3. Diagnose psychological disorders from case studies (films and written).
4. Synthesize culturally contextual factors with diagnostic assessment.
5. Define concepts and terms that represent the shared language of
mental health practice.
6. Demonstrate interactive competence with the use of the Mental Status Exam.
Classroom Environment: Unless exempted by signed documentation from
Student Disability Services, the use of a laptop is prohibited. Please turn off your
cell phones and any other digital assists. Text messaging, answering cell
phones, or other electronic distractions are not acceptable in class and will
not be tolerated. You are welcome to bring drinks, but eating is not
appreciated in the classroom. Please inform the instructor if you plan to audio
record. No video recording or picture taking allowed.
Academic Integrity: It is the responsibility of each student to be apprised of the
requirements of the psychology department and university regarding academic
honesty. You are expected to know what constitutes plagiarism. The parameters
are outlined in your student handbook and online at
http://www.sonoma.edu/psychology/AcademicHonestyPolicy.html.
Access for Students with Disabilities: Students with disabilities who require
classroom accommodations should meet with me (within the first 2 weeks of
class) during my office hours to make these arrangements. Please bring
accommodations authorization from the Disability Resource Center with you.
Grading: You will be graded on an A-F basis, with no incompletes. Grades are
based on: (1) In-class essays (60 pts.)
(2) Take home exam (35 pts.)
(3) Case presentation paper (50 pts.)
(4) Diagnostic categories presentation (5 pts)
(5) MSE worksheet (Extra Credit)
Total points = 150
Assignments
#1. In-class Essays: in-class essays will be given on the dates indicated below.
Each time you will have 30 minutes to show your concise understanding of the
lecture and diagnostic material overviewed in class. These essays will not be
focused on your assigned reading, but doing your reading will give you a deeper
breadth and scope of the in-class material that you will be asked to address. (15
pts. each X 4= 60 pts.) Essay #1 Feb. 10th, Essay #2 Mar. 10th, Essay #3 Apr.
14th, Essay#4 May 12th.
#2. Take Home Exam: You will be given a case study to evaluate, assess,
speculate etiology, and attempt a diagnosis. You must be in class on Mar. 24th
to receive a copy of the exam; they will not be digitally distributed. All the details
and guidelines for this assignment will be addressed in class. Due: Apr. 7th (35
pts.)
#3. The Case Presentation Paper is the cumulative work for the semester. The
student is invited to: Take an adult person you are fascinated by; someone from
history, a fictional character, an athlete, a performer, yourself, or a client, and
present them two ways: (1) Subjectively- so the reader may have a sense of the
person from the inside. What is it like to be them? (2) Objectively- a clinical
presentation of the same person. Include and present identifying data, dynamic
formulation and DSM 5 diagnosis.
An important aspect of this assignment is how you show your understanding
of the material by using citations to reference the course material that supports
your learning. You may reference the professor only if the reference comes from
lecture alone, theoretical referencing must come from primary or secondary
sources.
Most students are challenged by this assignment, as it demands an
integration of clinical, academic and personal understanding. You are welcome to
make an appointment with the instructor or the TA’s if you have questions or
concerns.
It is highly recommended that you do not wait until the last minute to attempt
this project. It will command some effort on your part! The quality of writing is
included in the overall grading of your work. Please use the Writing Center to
address some of the concerns you may have regarding your writing skills. Due:
Apr. 28th, 8 - 10 pages, hard copy, proof read, double-spaced, include citations
and references, no more than 2 web-based citations, use APA format. (50 pts.)
LATE PAPERS ARE NOT ACCEPTED!
#4. Diagnostic Category Presentation: Students will randomly choose a
diagnostic category and will present to the class a brief overview of the
diagnosis they chose. These are 10 minute long presentations that hit the
high points of the diagnosis. Please present etiology, symptomology,
defense mechanisms, and current treatment options. Students should
have their presentation prepared by the third week of class; diagnoses will
be randomly selected for presentation. (5 pts.)
MSE: Each student may download a MSE worksheet from my home page
www.sonoma.edu/users/h/hessm and complete one for every character we
assess. No late worksheets will be accepted.
Due: at onset of class on the same date as video. One extra credit point for
every MSE handed in.
Attendance and Participation: Since participation in assessment and learning
groups is such an integral part of this experience, your attendance plays an
important part in your learning. In addition, I do not lecture off of your reading
material making the in-class information, once missed, difficult to recapture.
Students are responsible for retrieving the learning of a missed class.
Tardies and early departures will affect your grade. This is an upper division,
MA preparatory course and students are expected to come to class prepared.
Each student is expected to do the reading and view the assigned video by the
date indicated on the syllabus.
Required Texts:
Diagnostic and Statistical Manual Of Mental Disorders, Fifth Ed.
American Psychiatric Association. (DSM)
Fundamentals of Abnormal Psychology. (7th Ed.) Ronald Comer
All required and recommended texts are available on-line and at SSU.
The handouts for this class are available on my homepage:
www.sonoma.edu/users/h/hessm. Handouts are also available at the reserve
desk in the library.
* The ease of your learning will be greatly enhanced by doing the assigned
reading.
I will occasionally send you articles, or youtube videos to inform, or inspire you.
Strongly Recommended Texts:
Drama of the Gifted Child Alice Miller
Self and Others N. Gregory Hamilton
Object Relations and Self Psychology Michael St. Clair
Trauma and Recovery Judith Herman
Toxic Psychiatry Peter Briggin
Anatomy of an Epidemic Robert Whitaker
Reading and Video Schedule: Include in your reading the corollary text in the
DSM. All assessment videos are available at your local video store, SSU media
center, or from Netflix.
All on-line videos are to be viewed by the date indicated below. Watch them
before class so you can participate in our discussions.
Wk 1.Jan 20 Introductions; Syllabus as container.
Discussion/ lecture: What is Abnormal Behavior?
On Suffering.
2.
27
Comer: Ch.1- 2 History and Approach
Handout: The Dictionary of Disorder.
Discussion/lecture: Remedy, Cure, Healing. Intuition,
Perception, & Guessing. Good Belly.
On-Line video: Elyn Saks; A tale of mental illness from the
Inside.
http://www.ted.com/talks/elyn_saks_seeing_mental_illness.html
3.Feb 3 Comer: Ch. 3 - 4 Models and Clinical Assessment
DSM introduction
Handout: Scars that Don’t Heal.
On-line video: Dr. Brene Brown. The power of vulnerability at
http://www.ted.com/talks/brene_brown_on_vulnerability.html
4.
10 Comer: Ch. 5 Disorders of Trauma and Stress.
Handout: Theory of parent-infant relationship.
On-line video: Dr. Gabor Mate Wholeness and Health or Disease,
ADD, Addiction, Violence
https://www.youtube.com/watch?v=Earq-eR3MQI
Adverse Childhood Experiences
Essay #1
5.
17 Comer: Ch.14-15 Schizophrenia
Handout: Out of the Ashes.
6.
24 Comer: Ch.16 Personality Disorders
Handout: The Narcissistic Parent.
On-line video: Dr. Brene Brown. Listening to Shame
https://www.youtube.com/watch?v=psN1DORYYV0
In- class assessment: Ordinary People (Beth)
7. Mar 3 Comer: Ch.12 Substance Use and Addictive Disorders
In-class assessment: This Boy’s Life (Dwight)
8.
10
Comer: Ch. 8 - 10 Mood Disorders and Suicide
On-line article at beyondmeds.com Antidepressant Depression
by Robert Whitaker
Handouts: Meds Alone Couldn’t Bring Robert Back
Suicide Notes
In-class assessment: Lars and the Real Girl (Lars).
Essay #2
9.
17
Spring Break!
10.
24 Comer: Ch.11 Eating Disorders
Take Home Exam distributed
11.
31 Ceasar Chavez Birthday. No Class!
12. Apr 7 Comer: Ch. 6 Anxiety Disorders
Handout: How Therapy Helps
In-class assessment: Reign Over Me (Charlie).
Take Home Exam Due
13.
14 Comer: Ch. 7 Disorders featuring Somatic Symptoms
Mental Health Services: Legal and Ethical Issues.
In-class assessment: American History X (Derek)
Essay#3
14.
21 Comer: Ch. 17 Disorders of Childhood and Adolescence
15.
28 Comer: Ch.18 Disorders of Aging and Cognition
In-class assessment: Memento (Leonard)
On-line video: Jill Bolte Taylor’s Stoke of Insight. Jill Bolte
Taylor
http://www.ted.com/talks/jill_bolte_taylor_s_powerful_stroke_of_insight.htm
Case Presentation Papers Due
16. May 5 Comer: Ch.13 Sexual and Gender Identity D/O
Guest Speaker: Sarah Marshall
17.
12 Final meeting: 2 – 3:50
Finish up and good-byes.
Essay #4