Department of Psychology
University of Illinois at Urbana-Champaign
PSYC 538, FALL 2013
Part of the Introductory Course Sequence in Clinical/Community Psychology
Psychology room 708, Friday 12:30-2:30 p.m.
Wendy Heller
715 Psychology (office), 365 Psychology (Lab)
Office Hours: drop-in or by appointment
Best way to contact: w-heller@illinois.edu
Welcome to 538, Intro to Clin-Comm Psych I. Our program’s Introductory Sequence for firstyear clinical/community PhD students is taught in several sections. Psych 538 covers
fundamental issues that frame our understanding of psychopathology, including classification,
etiology, assessment, and diagnosis. The readings this semester include a series of
autobiographical accounts that will be accompanied by readings from the DSM-V and a set of
scientific articles that address a disorder or problem in living, along with important theoretical
issues associated with this disorder or problem. The readings are designed to educate you more
deeply about the nature of various disorders or problems in living, and to highlight crucial issues
in the field, including classification issues, biological issues, philosophical or historical issues,
developmental issues, or other perspectives. Race, culture, ethnicity, gender, and other diversity
issues will be woven throughout our readings and discussions.
Before we start, please put away your iPhone and close your laptop computers. The ability to
articulate your ideas and engage in scholarly dialog is a very important skill in our profession.
The discussions in this class are designed to promote that style of engagement and to help you
develop your ability to participate in such conversations effectively. I’d like to minimize
potential distractions as well as encourage all of you to stay tuned in and keep the conversation
going. I understand some of you take notes on your computers. That’s OK only if you can do this
unobtrusively without disengaging in any way from the conversation.
The goal of the course is to deepen your understanding not only of the nature of
psychopathologies but of the way in which we think about them. Since the way we think about
them determines how we will then approach research and intervention, it is critical to understand
the phenotypical and experiential manifestation of the condition or problem as much as possible,
and in addition, to appreciate the historical and epistemological factors that frame our
understanding of it. My hope is that the readings will integrate many viewpoints and raise many
issues that provide rich material for discussion. Most of the time there will not be right answers;
just good questions and reasonable arguments.
You’ll be reading the scientific literature as well as personal narratives of mental illness. These
will provide you with the richness of experience which you will eventually encounter in your
contacts with clients and patients. I’ve chosen the autobiographical material on the basis of the
intelligence and competence of the authors to describe the complexity of their mental, emotional,
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and physical conditions; the voices of these authors are for the most part convincing and
authentic. In addition, they provide clear challenges to simple explanations regarding the nature
and causes of psychopathology, and vividly illustrate knotty problems in classification,
diagnosis, and assessment, as well as in intervention and recovery (although these are not the
focus of this course; more on that in 539). I have also chosen books that describe conditions of
current interest and/or research focus in the field, and that provide material regarding the
complexity of the biopsychosocial factors that contribute to the development of psychopathology
and its manifestations.
The course has a website https://compass2g.illinois.edu. I’m in the process of building this and
have uploaded the readings for the next few weeks. If you have any problems with Compass 2g
you can email CITES Academic Technology Services at consult@illinois.edu, or call at 2447000. However, the site is fairly user-friendly, so you should find it easy to navigate.
Course objectives –
Through the readings, discussions, presentations, literature reviews, and other activities, you
will:
1) Develop critical thinking and accurate judgment regarding the strengths and weaknesses
of ideas and data.
2) Integrate information across a variety of sources, including different types of data (e.g.,
quantitative and qualitative), and different disciplines/areas of research (e.g., cognitive
psychology and neurobiology).
3) Learn how applied experience and research enrich and inform each other, and practice
integrating these in a seamless manner.
4) Achieve a compassionate and nuanced understanding of psychopathology and problems
in living.
5) Understand and evaluate various definitions of abnormal or problematic behavior and
understand issues of differential diagnosis.
6) Understand the current psychiatric perspective embodied in DSM-V and its principles of
diagnostic assessment.
7) Understand the issues involved in categorical vs. dimensional approaches to
classification.
8) Develop an understanding of the biological factors that contribute to psychopathology,
including cognitive neuroscience approaches (brain structure and function in
psychopathology and concomitant cognitive, physical, and emotional factors) and
genetics.
9) Develop an understanding of the developmental factors that contribute to
psychopathology.
10) Develop an understanding of the social factors that contribute to psychopathology.
11) Appreciate the complexity of the interplay among 10, 11, and 12.
12) Be exposed to and practice approaches to learning (via reading, writing about, presenting,
and discussing the literature) and to assessment of competence (via literature review,
presentation, and writing assignments – including essay questions on the final) that you
will encounter throughout your graduate career and in subsequent work in the field.
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Requirements – Each week you will read between 2-4 scientific articles. You will also read
sections of the DSM and 6 memoirs during the course of the semester (approximately one every
2 weeks). In addition to the readings, you will have an assignment every week with the
exception of the first week, the day of the midterm, and Thanksgiving break. On weeks that
we’re having a debate, you will sign up for teams to argue one side of an issue. For the other
weeks, you may sign up to present (using PowerPoint) one of the required articles, or you will
write a thought paper of approximately 1 page in length integrating information across the
required readings. In total you should be doing 5 presentations and 5 thought papers (1/week),
plus 2 debates.
1) THOUGHT PAPERS engage some issue raised by the readings. Your papers may
include questions and interesting points about the topics covered, integration of various
readings, relation of the readings to topics in other courses, clinical implications or
limitations of the studies, or any other original thoughts you might have. It’s fine to
include methodological or substantive critiques of the studies, but every study has flaws,
so this should not be the focus of your paper (unless you detect a fatal flaw, which would
be interesting). You could include suggestions for additional or improved studies that
would address gaps in knowledge. Pay attention to integrating the autobiographical
material with the scientific material. Does one perspective inform the other and if so
how? Did you learn anything from one that you could not learn from the other and vice
versa? How did reading both provide insights into the disorder or condition under
discussion? Think about whether and how these two kinds of data (the narrative material
and the research) intersect to provide you with insights into the manifestation and
etiology of psychopathology.
The papers should one page, typed, single-spaced, or two pages double-spaced. They
should focus on the readings from the previous two-week period, although it’s fine to
bring in other material. Papers should be sent to me and to the rest of the group by noon
the day before class (w-heller@illinois.edu, psy-clin-one@cyrus.psych.illinois.edu) so
that we all have time to read them. Papers will be graded on a 1 to 5 scale with 5 being
“good”, 3 being “satisfactory”, and 1 being “unsatisfactory”. Papers considered to be
good are those that integrate information across sources (e.g., basic theory, experimental
findings, and the experience of psychopathology). A good/satisfactory paper will be in
on time, will show a thoughtful engagement with the material, and will be well-written
and proofread.
Writing is one of the basic activities of our profession as academics and psychologists in
both research and applied settings. The primary goal of writing thought papers is to
encourage you to integrate the material and to foster broader and more informed
conceptualizations of the issues involved. In addition, these assignments give you
practice in professional and scholarly writing, exposure to the discourse conventions in
the field, and the opportunity to receive constructive feedback. You will often be called
upon to produce, in a short amount of time, written material that must be persuasive,
logical, and authoritative (i.e., uses citations effectively). The more comfortable you can
become with this type of writing the easier you will find it to negotiate the demands of
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both graduate school and the various professional roles in which you may find yourself.
Finally, these papers will provide us with material for class discussion.
2) PRESENTATIONS should be brief using between 3-6 power point slides. You will
choose an article from the “required” list on your syllabus. Each student should choose
and present a different article (I will circulate a sign up handout.) After reading the
article, you should prepare a few power point slides in which you display either a graphic
that you think encapsulates one or more crucial points made in the paper, or a few short
statements, or both. You will receive feedback on the effectiveness of your slides from
the instructor (me) as well as from other members of the class. Presentations will be
graded on a 1 to 5 scale with 5 being “good”, 3 being “satisfactory”, and 1 being
“unsatisfactory”.
Teaching classes, and presenting your own research or that of others, is a fundamental
aspect of the profession. The goal of these assignments is to give you practice in
preparing an effective short presentation using visual aids such as power point slides. It
gives you an opportunity to learn the technology better, get familiar with different ways
of organizing information for the consumption of others, practice speaking and
articulating ideas, and get comfortable receiving constructive feedback on your
performance.
Both the thought paper and presentation assignments are designed to prepare you for the
midterm and final exams. In turn, the midterm and final are designed to prepare you for
the professional activities that are typical of our field (e.g., presenting and writing).
Exams – There will be a midterm and a final.
MIDTERM: The midterm will be an in-class exam. Questions will be in essay format and will
require synthesizing information across the first half of the semester.
FINAL: The final exam will be scheduled according to student preferences because there is no
official exam time for a class that meets only one day of the week. The final exam will include
questions that are similar to the questions you will encounter on your qualifying exams; i.e., they
will be integrative essay questions. The exam will be cumulative. You will write one of the
questions yourself which I will edit and include on the exam. The purpose of including this
question is to build upon your experience of writing thought papers by giving you practice in
creating and responding to a question in an area that interests you and in which you would like to
develop more expertise. The procedure for this question is modeled after our procedure for the
specialty question on your qualifying exam. In addition, the experience of writing the question
gives you further experience in developing and articulating research questions, in scholarly
research, in writing exam questions, and in professional and scholarly writing.
Grading – Contributing to the final grade will be the following:
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1) Class participation and debates (18%; 2 debates graded 1-3 points, 1 point for
participating every week for at least 12 weeks, counting debates so one week “grace”
period)
2) Presentations (15%; 5 worth 1-3 points)
3) Thought papers (15%; 5 worth 1-3 points)
4) Midterm (20%)
5) Final exam (32%)
Americans with Disabilities Act (ADA) –
The ADA requires that all qualified persons have equal opportunity and access to education
regardless of the presence of any disabling conditions as long as they are disclosed in advance.
If you require special provisions, please notify me so I may try to accommodate any special
needs you may have. This information will remain confidential.
Diversity Statement and Ground Rules for Discussions –
During the course of the semester, students and instructor will discuss opinions and feelings
related to course materials and issues of diversity. Diversity is not limited to race, ethnicity and
culture, but also includes regionalism, religious, economic, political, educational, and sexual
orientation. An essential requirement of this course is that all students are treated with respect for
their opinions during class discussions. One important ground rule for presentations, debates, and
class discussion: NO PERSONAL ATTACKS.
Academic Honor Code –
All students in the course are expected to abide by the academic honor code, as specified by the
university’s academic integrity clause. The use of the intellectual property of others without
giving them appropriate credit is a serious academic offense. This includes cheating or
misrepresenting the source, nature, or other conditions of your academic work to get undeserved
credit. It is the instructor’s policy that cheating or plagiarism will result in receiving a failing
grade for the course. Please see instructor or go to
http://www.admin.uiuc.edu/policy/code/article_1/a1_1-402.html for a description of what
constitutes a violation of the academic honor code.
Building Emergency Action Plan –
Students that will require assistance in the event of an emergency should identify themselves to
the instructor. Your instructor will make arrangements to assist you in moving to a Safe Area
during an emergency. Safe Areas are located on each floor of the Psychology Building next to
the freight elevator in the southwest corner, and they are marked on the emergency wayfaring
maps found throughout the building.
Required Texts
American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental
Disorders, 5th Edition (DSM-V).
Frey, James. (2003). A million little pieces. Anchor Books.
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Hornbacher, Mayra (2006). Wasted: A memoir of anorexia and bulimia. Harper Perennial.
Jamison, Kay Redfield (1997). An unquiet mind: A memoir of moods and madness. Vintage.
Oxnam, Robert B. (2005). A fractured mind: My life with multiple personality disorder.
Hyperion.
Styron, William. (1990 ). Darkness visible. A memoir of madness. Modern Library.
Wagner, Pamela Spiro, and Spiro, Carolyn S. (2006). Divided minds: Twin sisters and their
journey through schizophrenia. St. Martin’s Press.
Class schedule
Week 1: 8/30/13 What is psychopathology, anyway?
Read the prologue to Wagner, Pamela Spiro, and Spiro, Carolyn S. (2006). Divided minds: Twin
sisters and their journey through schizophrenia. St. Martin’s Press. Review
Schizophrenia spectrum and other psychotic disorders, pages 87-122 in DSM-5.
Required:
Kendell, R. E. (1975). The concept of disease and its implications for psychiatry. British Journal
of Psychiatry, 127, 305-315.
Meehl, P.E. (1962). Schizotaxia, schizotypy, schizophrenia. American Psychologist, 17, 827838.
Szasz, T. S. (1960). The myth of mental illness. American Psychologist, 15, 113-118.
Recommended:
Bergner, R. M. (1997). What is psychopathology? And so what? Clinical Psychology: Science
and Practice, 4, 235-248.
Blashfield, R., & Livesley, J. (1997). The problem of the unique beginner in the classification of
psychopathology. Clinical Psychology: Science and Practice, 4, 267-271. (Commentary
on Bergner).
Farber, I. E. (1975). Sane and insane: Construction and misconstruction. Journal of Abnormal
Psychology, 84, 589-620. (Commentary on Rosenham, read that first).
Meehl, P.E. (1972/1973). Specific genetic etiology, psychodynamics, and therapeutic nihilism.
Psychodiagnosis: Selected papers (pp. 182-199). Minneapolis: Univ. of Minnesota Press.
Rosenham, D. L. (1973). On being sane in insane places. Science, 179, 250-258.
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Spitzer, R. L. (1975). On pseudoscience in science, logic in remission, and psychiatric diagnosis:
A critique of Rosenhan’s “On being sane in insane places.” Journal of Abnormal
Psychology, 84, 442-452. (Read Rosenham first).
Widiger, T. A. (1997). The construct of mental disorder. Clinical Psychology: Science and
Practice, 4, 262-268. (Commentary on Bergner).
Week 2 9/6/13 What is psychopathology, anyway?
Keep reading Wagner, Pamela Spiro, and Spiro, Carolyn S. (2006). Divided minds: Twin sisters
and their journey through schizophrenia. St. Martin’s Press.
Required:
Lilienfeld, S. O., & Marino, L. (1995). Mental disorder as a Roschian concept: A critique of
Wakefield’s ‘harmful dysfunction’ analysis. Journal of Abnormal Psychology, 104, 411420.
Sedgwick, P. (1981). Illness – mental and otherwise. In A. L. Caplan, H. T. Engelhardt, & J. J.
McCartney (Eds.), Concepts of health and disease: Interdisciplinary perspectives (pp.
119-129), Addison-Wesley.
Wakefield, J. C. (1992). The concept of mental disorder: On the boundary between biological
facts and social values. American Psychologist, 47, 373-388.
Recommended:
Dammann, E. J. (1997). “The myth of mental illness:” Continuing controversies and their
implications for mental health professionals. Clinical Psychology Review, 17, 733-756.
Holmes, C. A., & Warelow, P. (1999). Implementing psychiatry as risk management: DSM-IV
as a postmodern taxonomy. Health, Risk, & Society, 1, 167-178.
Murphy, J. M. (1976). Psychiatric labeling in cross-cultural perspective. Science, 191, 10191028.
Timimi, S., &Taylor, E. (2004). ADHD is best understood as a cultural construct. British Journal
of Psychiatry, 184, 8-9.
Wakefield, J. C. (1997). Normal inability versus pathological disability: Why Ossorio’s
definition of mental disorder is not sufficient. Clinical Psychology: Science and Practice,
4, 249-258.
Week 3 9/13/13 Is psychopathology a brain disease?
Finish reading Wagner, Pamela Spiro, and Spiro, Carolyn S. (2006). Divided minds: Twin sisters
and their journey through schizophrenia. St. Martin’s Press.
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Required:
Andreasen, N. C. (1997). Linking mind and brain in the study of mental illnesses: A project for a
scientific psychopathology. Science, 275, 1586-1592.
Luchins, D. J. (2004). At issue: Will the term brain disease reduce stigma and promote parity for
mental illness? Schizophrenia Bulletin, 30, 1043-1048.
Miller, G.A. (2010). Mistreating psychology in the decades of the brain. Perspectives on
Psychological Science, 5, 716-743.
Whitaker, R. (2005). Anatomy of an epidemic: Psychiatric drugs and the astonishing rise of
mental illness in America. Ethical Human Sciences and Services, 7, 23-35.
Recommended:
Bullmore, E., & Fletcher, P. (2003). The eye’s mind: brain mapping and psychiatry. British
Journal of Psychiatry, 182, 381-384.
Cahill, L. (2006). Why sex matters for neuroscience. Nature Reviews Neuroscience, 7, 477-484.
Davidson, R. J. (2000). Affective style, psychopathology, and resilience: Brain mechanisms and
plasticity. American Psychologist, 55, 1196-1214.
Gur, R.E., Keshavan, M.S., & Lawrie, S.M. (2007). Deconstructing psychosis with human brain
imaging. Schizophrenia Bulletin, 33, 921-931.
Lilienfeld, S. O. (2012). Public skepticism of psychology: Why many people perceive the study
of human behavior as unscientific. American Psychologist, 67, 111-129.
Miller, G.A. (1996). How we think about cognition, emotion, and biology in psychopathology.
Psychophysiology, 33, 615-628.
Miller, G.A., Elbert, T., Sutton, B.P., & Heller, W. (2007). Innovative clinical assessment
technologies: Challenges and opportunities in neuroimaging. Psychological Assessment,
19, 58-73.
Shenton, M.E., Dickey, C.C., Frumin, M., & McCarley, R.W. (2001). A review of MRI findings
in schizophrenia. Schizophrenia Research, 49, 1-52.
van der Stelt, O., & Belger, A. (2007). Application of electroencephalography to the study of
cognitive and brain functions in schizophrenia. Schizophrenia Bulletin, 33, 955-970.
Weinberger, D.R., & McClure, R.K. (2002). Neurotoxicity, neuroplasticity, and magnetic
resonance imaging morphometry: What is happening in the schizophrenic brain?
Archives of General Psychiatry, 59, 553-559.
Week 4 9/20/13 Guest Instructor Prof. Howard Berenbaum: Genetics.
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Begin reading Jamison, Kay Redfield (1997). An unquiet mind: A memoir of moods and
madness. Vintage. Review Bipolar and related disorders, pages 123-154, in DSM-5.
Required:
Moffitt, T.E., Caspi, A., & Rutter, M. (2006). Measured gene-environment interactions in
psychopathology. Perspectives on Psychological Science, 1, 5-27.
Gottesman, I.I., & Gould, T.D. (2003). The endophenotype concept in psychiatry: Etymology
and strategic intentions. American Journal of Psychiatry, 160, 636-645.
Roisman, G.I., & Fraley, R.C. (2006). The limits of genetic influence: A behavior-genetic
analysis of infant-caregiver relationship quality and temperament. Child Development,
77, 1656-1667.
Turkheimer, E. (1998). Heritability and biological explanation. Psychological Review, 105,
782-791.
Recommended:
Allen, N.C., Bagade, S., McQueen, M.B., Ioannidis, J.P.A., Kavvoura, F., Khoury, M.J., Tanzi,
R.E., & Bertram, L. (2008). Systematic meta-analyses and field synopsis of genetic
association studies in schizophrenia: The ScGene database. Nature Genetics, 40, 827834.
Burt, S.A., McGue, M., DeMarte, J.A., Krueger, R.F., & Iacono, W.G. (2006). Timing of
menarche and the origins of conduct disorder. Archives of General Psychiatry, 63, 890896.
Carey, B. (2008). In a novel theory of mental disorders, parents’ genes are in competition. New
York Times, 11/11/08.
Caspi, A., & Moffit, T.E. (2006). Gene-environment interactions in psychiatry: Joining forces
with neuroscience. Nature Reviews Neuroscience, 7, 583-590.
Cole, S.W. (2009). Social regulation of human gene expression. Current Directions in
Psychological Science, 18, 132-137.
Davis, O.S.P., Haworth, C.M.A., & Plomin, R. (2009). Dramatic increase in heritability of
cognitive development from early to middle childhood. Psychological Science, 20, 13011308.
Derringer, J., et al. (2012). The aggregate effect of dopamine genes on dependence symptoms
among cocaine users: Cross-validation of a candidate system scoring approach. Behavior
Genetics, 42, 626-635.
Edwards, A.C., et al. (2012). Genome-wide association study of comorbid depressive syndrome
and alcohol dependence. Psychiatric Genetics, 22, 31-41.
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Harrison, P.J., & Weinberger, D.R. (2005). Schizophrenia genes, gene expression, and
neuropathology: On the matter of their convergence. Molecular Psychiatry, 10, 40-68.
Johnson, W., Turkheimer, E., Gottesman, I.I., & Bouchard, T.J., Jr. (2009). Beyond heritability:
Twin studies in behavioral research. Current Directions in Psychological Science, 18,
217-220.
Kendler, K.S. (2005). “A gene for...”: The nature of gene action in psychiatric disorders.
American Journal of Psychiatry, 162, 1243-1252.
Krueger, R.F., & Markon, K.E. (2006). Understanding psychopathology: Melding behavior
genetics, personality, and quantitative psychology to develop an empirically based model.
Current Directions in Psychological Science, 15, 113-117. [this isn’t the same as the
Krueger & Markon (2006) you read for Psych 539]
Robinson, G.E., Fernald, R.D., & Clayton, D.F. (2008). Genes and social behavior. Science, 322,
896-900.
Schmidt, L.A., Fox, N.A., Perez-Edgar, K., & Hamer, D.H. (2009). Linking gene, brain, and
behavior: DRD4, frontal asymmetry, and temperament. Psychological Science, 20, 831837.
Week 5: 9/27/13 Issues in classification and diagnosis: Differential diagnosis.
Finish reading Jamison, Kay Redfield (1997). An unquiet mind: A memoir of moods and
madness. Vintage.
Required:
Kendler, K. S., Munoz, R. A., & Murphy, G. (2010). The development of the Feighner Criteria:
A historical perspective. American Journal of Psychiatry, 167, 134-142.
Widiger, T. A., & Clark, L. A. (2000). Toward DSM-V and the classification of
psychopathology. Psychological Bulletin, 126, 946-963.
Recommended:
Altschuler, L., Bookheimer, S., Proenza, M.A., Townsend, J., Sabb, F., Firestine, A., Bartzokis,
G., Mintz, J., Mazziotta, J., & Cohen, M.S. (2005). Increased amygdala activation during
mania: A functional magnetic resonance imaging study. American Journal of Psychiatry,
162, 1211-1213.
Berretini, W.H. (2000). Are schizophrenic and bipolar disorders related? A review of
family and molecular studies. Biological Psychiatry, 48, 531-538.
Cohen, J., Mychailyszyn, M., Settipani, C., Crawley, S., & Kendall, P. C. (2011). Issues in
differential diagnosis: Considering Generalized Anxiety Disorder, Obsessive-Compulsive
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Disorder, and Posttraumatic Stress Disorder. In Handbook of Child and Adolescent
Anxiety Disorders, Part 1, pp. 23-35.
Feighner, J. P., Robins, E., Guze, S., Woodruff, R. A., Winokur, G., & Munoz, R. (1972)
Diagnostic criteria for use in psychiatric research. Archives of General Psychiatry, 86,
57-63.
Fisher, J.E., Heller, W. & Miller, G.A. (in press). Neuropsychological differentiation of adaptive
creativity and schizotypal cognition. Personality and Individual Differences.
Hegerl, U., Himmerich, H., Engmann, B., & Hensch, T. (2010). Mania and attention
deficit/hyperactivity disorder: Common symptomatology, common pathophysiology and
common treatment? Current Opinion in Psychiatry, 23, 1-7.
Holzman, P. S., Shenton, M. E., & Solovay, M. R. (1986). Quality of thought disorder in
differential diagnosis. Schizophrenia Bulletin, 12, 360-371.
Kendall, Philip C. (Ed); Watson, David (Ed), (1989). Anxiety and depression: Distinctive and
overlapping features. Personality, psychopathology, and psychotherapy., (pp. 83-129).
San Diego, CA, US: Academic Press, xviii, 519 pp.
Klein, D. N., & Riso, L. P. (1993). Psychiatric disorders: Problems of boundaries and
comorbidity. In C. G. Costello (Ed)., Basic issues in psychopathology (pp. 19-66). New
York: Guilford Press.
Li, S. T., Jenkins, S., & Sundsmo, A. (2007). Impact of race and ethnicity. In Herson, M.,
Turner, S. M., & Beidel, D. C. (Eds.), Adult psychopathology and diagnosis. Fifth
Edition. New Jersey: Wiley & Sons, Inc.
Marcus, D.K., John, S.L., & Edens, J.F. (2004). A taxometric analysis of psychopathic
personality. Journal of Abnormal Personality, 113, 626-635.
Matson, J. L. (2007). Current status of differential diagnosis for children with autism spectrum
disorders. Research in Developmental Disabilities, 28, 109-118.
Murphy, C., & Vess, J. (2003). Subtypes of psychopathy: Proposed differences between
narcissistic, borderline, sadistic, and antisocial psychopaths. Psychiatric Quarterly, 74,
11-29.
Segal, D. L., & Coolidge, F. L. (2007). Structured and semistructured interviews for differential
diagnosis: Issues and applications. In Herson, M., Turner, S. M., & Beidel, D. C. (Eds.),
Adult psychopathology and diagnosis. Fifth Edition. New Jersey: Wiley & Sons, Inc.
Sher, K. J., & Trull, T. J. (1996). Methodological issues in psychopathology research. Annual
Review of Psychopathology, 47, 371-400.
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Skirrow, C., McLoughlin, G., Kuntsi, J., & Asherson, P. (2009). Behavioral, neurocognitive, and
treatment overlap between attention-deficit /hyperactivity disorder and mood instability.
Expert Review of Neurotherapeutics, 9, 489-503.
Skodol, A. E., Gunderson, J. G., Pfolh, B., Widiger, T. A., Livesley, W. J., & Siever, L. J.
(2002). The borderline diagnosis I: Psychopathology, comorbidity, and personality
structure. Biological Psychiatry, 51, 936-950.
Stein, D. J., Phillips, K. A., Bolton, D., Fulford, K. W. M., Sadler, J. Z., & Kendler, K. S. (2010).
What is a mental/psychiatric disorder? From DSM-IV to DSM-V. Psychological
Medicine, 40,1759-1765.
Svrakic, D. M., Whitehead, C., Przybeck, T. R., & Cloninger, R. (1993). Differential diagnosis
of personality disorders by the seven-factor model of temperament and character.
Archives of General Psychiatry, 50, 991-999.
Widiger, T. A., & Shea, T. (1991). Differentiation of Axis I and Axis II disorders. Annual
Review of Psychology, 51, 399-406.
Week 6 10/4/13 Guest Instructor Prof. Howard Berenbaum
Issues in classification and diagnosis: Reliability.
Start reading Styron, William. (1990 ). Darkness visible. A memoir of madness. Modern Library.
Review Depressive disorders, pages 155-188 in DSM-5.
Required:
Aboraya, A., Rankin, E., France, C., El-missiry, A., & John, C. (2006). The reliability of
psychiatric diagnosis revisited: The clinician’s guide to improve the reliability of
psychiatric diagnosis. Psychiatry, 3, 41-50.
Berenbaum, H. (In press). Classification and psychopathology research. Journal of Abnormal
Psychology.
Meehl, P. E. (1999). Clarifications about taxometric method. Applied and Preventive
Psychology, 8, 165-174. (Don’t worry about the math – mostly you should be concerned
with the conceptual issues raised in the first half of the paper).
Millon, T. (1991). Classification in psychopathology: Rationale, alternatives, and standards.
Journal of Abnormal Psychology, 100, 245-261.
Recommended:
Grove, W. (1981). Reliability studies of psychiatric diagnosis: Theory and practice. Archives of
General Psychiatry, 38, 408-413.
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Hartung, C.M., & Widiger, T.A., (1998). Gender differences in the diagnosis of mental
disorders: Conclusions and controversies of the DSM-IV. Psychological Bulletin, 123,
260-278.
Kaplan, M. (1983). A woman’s view of DSM-III. American Psychologist, 38, 786-792. (Read
the Widiger article as a companion to this).
Klein, D.N. (2008). Classification of depressive disorders in the DSM-V: Proposal for a twodimension system. Journal of Abnormal Psychology, 117, 552-560.
Lenzenwegger, M.F., & Korfine, L. (1992). Confirming the latent structure and base rate of
schizotypy: A taxometric analysis. Journal of Abnormal Psychology, 101, 567-571.
Morey, L. C. (1991). Classification of mental disorder as a collection of hypothetical constructs.
Journal of Abnormal Psychology, 100, 289-293.
Paris, J. (1997). Antisocial and borderline personality disorders: Two separate diagnoses or two
aspects of the same psychopathology? Comprehensive Psychiatry, 38, 237-242.
Whaley, A., & Geller, P.A. (2007). Toward a cognitive process model of ethnic/racial biases in
clinical judgment. Review of General Psychology, 11, 75-96.
Widiger, T.A., & Spitzer, R. L. (1991). Sex bias in the diagnosis of personality disorders:
Conceptual and methodological issues. Clinical Psychology Review, 11, 1-22. (Read the
Kaplan article as a companion to this).
Zhang, A.Y., & Snowden, L.R. (1999). Ethnic characteristics of mental disorders in five U.S.
communities. Cultural Diversity and Ethnic Minority Psychology, 5, 134-146.
Week 7 10/11/13 Guest Instructor Prof. Howard Berenbaum
Issues in classification and diagnosis: Comorbidity/co-occurrence.
Finish reading Styron, William. (1990 ). Darkness visible. A memoir of madness. Modern
Library. Review Anxiety disorders, pages 189-234 in DSM-5.
Required:
Kessler, R. C., Ormel, J., Petukhova, M., McLaughlin, K. A., Green, J. G., Russo, L. J., ... &
Ustun, T. B. (2011). Development of lifetime comorbidity in the World Health
Organization world mental health surveys. Archives of general psychiatry, 68(1), 90.
Krueger, R. F., & Markon, K. E. (2011). A dimensional-spectrum model of psychopathology:
progress and opportunities. Archives of general psychiatry, 68, 10.
Lilienfeld, S. O., Waldman, I. D., & Israel, A. C. (1994). A critical examination of the term and
concept of comorbidity in psychopathology research. Journal of Abnormal Psychology,
108, 400-411.
13
Recommended:
Bennett, M. E., Peer, J., & Gjonbalaj-Marovic, S. (2012). The problem of dual diagnosis. In
Herson, M., Turner, S. M., & Beidel, D. C. (Eds.), Adult psychopathology and diagnosis.
Sixth Edition. New Jersey: Wiley & Sons, Inc.
Brown, T.A., Chorpita, B.F., & Barlow, D.H. (1998). Structural relationships among dimensions
of the DSM-IV anxiety and mood disorders and dimensions of negative affect, positive
affect, and autonomic arousal. Journal of Abnormal Psychology, 107, 179-192.
Caron, C., and Rutter, M. (1991). Comorbidity in child psychopathology: Concepts, issues, and
research strategies. J. Child Psychol. Psychiat., 32, 1063-1080.
Clark, L. A., & Watson, D. (1991). Tripartite model of anxiety and depression: Psychometric
evidence and taxonomic implications. Journal of Abnormal Psychology, 100, 316-336.
Engels, A.S., Heller, W., Mohanty, A., Herrington, J.D., Banich, M.T., Webb, A.G., & Miller,
G.A. (2007). Specificity of regional brain activity in anxiety types during emotion
processing. Psychophysiology, 44, 352-363.
Heller, W., & Nitschke, J. B. (1998). The puzzle of regional brain activity in depression and
anxiety: The importance of subtypes and comorbidity. Cognition and Emotion, 12, 421447.
Keller, J., Nitschke, J. B., Bhargava, T., Deldin, P. J., Gergen, J. A. , Miller, G. A., & Heller, W.
(2000). Neuropsychological differentiation of depression and anxiety. Journal of
Abnormal Psychology, 109, 3-10.
Meehl, P. E. (2001). Comorbidity and taxometrics. Clinical Psychology: Science and Practice, 8,
507-519.
Mineka, S., Watson, D., & Clark, L. A. (1998). Comorbidity of anxiety and unipolar mood
disorders. Annual Review of Psychology, 49, 377-412.
Waldman, I. D., & Lilienfeld, S. O. (2001). Applications of taxonomic methods to problems of
comorbidity: Perspectives and challenges. Clinical Psychology: Science and Practice, 8,
520-537.
Watson, D. (2009). Differentiating the mood and anxiety disorders: A quadripartite model.
Annual Review of Clinical Psychology, 5, 221-247.
Zinbarg, R.E., & Barlow, D. H. (1996). Structure of anxiety and the anxiety disorders: A
hierarchical model. Journal of Abnormal Psychology, 105, 181-193.
Week 8 10/18/12 Nature of Psychopathology: Dimensional or categorical?
14
Required:
Heltzer, J. E., Kraemer, H. C. , & Krueger, R. F. (2006). The feasibility and need for dimensional
psychiatric diagnoses. Psychological Medicine, 36, 1671-1680.
Insel, T., Cuthbert, B., et al. (2010). Research Domain Criteria (RDoC): Toward a new
classification framework for research on mental disorders. American Journal of
Psychiatry, 167, 748-751.
Pickles, A., & Angold, A. (2003). Natural categories or fundamental dimensions: On carving
nature at the joints and the rearticulation of psychopathology. Development and
Psychopathology, 15, 529-551.
Widiger, T.A., & Samuel, D. B. (2005). Diagnostic categories or dimensions? A question for the
Diagnostic and Statistical manual of Mental Disorders—Fifth Edition. Journal of
Abnormal Psychology, 114, 494-504.
Recommended:
Beach, S. R. H., & Amir, N. (2003). Is depression taxonic, dimensional, or both? Journal of
Abnormal Psychology, 112, 228-236.
Brown, T. A., & Barlow, D. H. Dimensional versus categorical classification of mental disorders
in the Fifth Edition of the Diagnostic and Statistical manual of Mental Disorder and
beyond: Comment on the Special Section. Abnormal Psychology, 114,551-556.
Widiger, T.A., & Mullins-Sweatt, S. (2007). Mental disorders as discrete clinical conditions:
Dimensional versus categorical classification. In Herson, M., Turner, S. M., & Beidel, D.
C. (Eds.), Adult psychopathology and diagnosis. Fifth Edition. New Jersey: Wiley &
Sons, Inc., pp. 3-32. (You may have to read this one online).
Hankin, B.L., Fraley, R.C., Lahey, B.B., & Waldman, I.D. (2005). Is depression best viewed as a
continuum or discrete category? A taxometric analysis of childhood and adolescent
depression in a population-based sample. Journal of Abnormal Psychology, 114, 96-110.
Krueger, R. F., Watson, D., & Barlow, D. H. (2005). Introduction to the special section: Toward
a dimensionally based taxonomy of psychopathology. Journal of Abnormal Psychology,
114, 491-493.
Insel, T.R., & Cuthbert, B.N. (2009). Endophenotypes: Bridging genomic complexity and
disorder heterogeneity. Biological Psychiatry, 66, 988-989.
Insel, T.R. (2007). A new era in psychiatric genetics? Biological Psychiatry, 61, 1017-1018.
Insel is the current Director of the National Institute of Mental Health.
Week 9: 10/25/13 MID-TERM EXAM
15
Week 10: 11/1/13
Etiology of Psychopathology: Biological Vulnerability, Neuroplasticity, and Stress
Review Trauma- and stressor-related disorders, pages 265-290, in DSM-5.
Required:
Andersen, S.L., & Teicher, M.H. (2008). Stress, sensitive periods and maturational events in
adolescent depression. Trends in Neuroscience, 31, 183-191.
Hammen, C., Hazel, N. A. , Brennan, P. A., and Najman, J. (2012). Intergenerational
transmission and continuity of stress and depression: depressed women and their
offspring in 20 years of follow-up. Psychological Medicine, 42, 931-942.
Joiner, T.E. (2000). Depression’s vicious scree: Self-propagating and erosive processes in
depression chronicity. Clinical Psychology: Science and Practice, 7, 203-218.
Uliaszek, A., Zinbarg, R. E., Mineka, S., Craske, M. G., Griffith, J. W., et al. (2012). A
longitudinal examination of stress generation in depressive and anxiety disorders. The
Journal of Abnormal Psychology, 121, 4-15.
Recommended:
Abramson, L.Y., Alloy, L.B., Hankin, B.J., Haeffel, G.J., MacCoon, D.G., & Gibb, B.E. (2002).
Cognitive vulnerability-stress models of depression in self-regulatory and
psychobiological context. In I.H. Gotlib, & Hammen, C.L. (Eds.), Handbook of
depression (pp. 268-294). New York: Guilford Press.
Candia, V., Wienbruch, C., Elbert, T., Rockstroh, B., Ray, W.J. (2003). Effective behavioral
treatment of focal hand dystonia in musicians alters somatosensory cortical organization.
Proceedings of the National Academy of Sciences, 100, 7942-7946.
Dunlop, B.W., & Nemeroff, C.B. (2007). The role of dopamine in the pathophysiology of
depression. Archives of General Psychiatry, 64, 327-337.
Elbert, T., & Rockstroh, B. (2004). Reorganization of human cerebral cortex: The range of
changes following use and injury. The Neuroscientist, 10, 129-141.
Felmingham, K., Kemp, A., Williams, L., Das, P., Hughes, G., Peduto, A., & Bryant, R. (2007).
Changes in anterior cingulate and amygdala after cognitive behavior therapy of
posttraumatic stress disorder. Psychological Science, 18, 127–129.
Haeffel, G.J., Getchell, M., Koposov, R.A., Yrigollen, C.M., DeYoung, C.G., Klinteberg, B.A.,
Oreland, L., Ruchkin, V.V., & Grigorenko, E.L. (2008). Association between
polymorphisms in the dopamine transporter gene and depression. Psychological Science,
19, 62-69.
Hammen, C. (2005). Stress and depression. Annual Review of Clinical Psychology, 1, 293-319.
16
Hankin, B. L., Abramson, L. Y., Miller, N., & Haeffel, G. J. (2004). Cognitive vulnerabilitystress theories of depression: Examining affective specificity in the prediction of
depression versus anxiety in three prospective studies. Cognitive Therapy and Research,
28, 309-345.
Joiner, T.E. (2002). Depression in its interpersonal context. In I.H. Gotlib, & Hammen, C.L.
(Eds.), Handbook of depression (pp. 295-313). New York: Guilford Press.
Nitschke, J. B. , Heller, W., and Miller, G. A. (2000). Anxiety, stress, and cortical brain
function. In J. C. Borod., (Ed.), The Neuropsychology of Emotion. New York: Oxford
University Press.
Padgett, D. A., & Glaser, R. (2003). How stress influences the immune response. Trends in
Immunology, 24, 444-448.
Pezawas, L., Meyer-Lindenberg, A., Drabant, E.M., Verchinski, B.A., Munoz, K.E., Kolachana,
B.S., Egan, M.F., Mattay, V.S., Hariri, A.R., & Weinberger, D.R. (2005). 5-HTTLPR
polymorphism impacts human cingulate-amygdala interactions: A genetic susceptibility
mechanism for depression. Nature Neuroscience, 8, 828-834.
Pizzagalli, D., Pascual-Marqui, R.D., Nitschke, J.B., Oakes, T.R., Larson, C.L., Abercrombie,
H.C., Schaefer, S.M., Koger, J.V., Benca, R.M., & Davidson, R.J. (2001). Anterior
cingulate activity as a predictor of degree of treatment response in major depression:
Evidence from brain electrical tomography analysis. American Journal of Psychiatry,
162, 405-415.
Shanahan, L., Copeland, W.E., Costello, E.J., & Angold, A. (2011). Child-, adolescent-, and
young adult-onset depressions: different risk factors in development? Psychological
Medicine, 41, 2265-2274.
Taylor, S.E., Way, B.M., Welch, W.T., Hilmert, C.J., Lehman, B.J., & Eisenberger, N.I. (2006).
Early family environment, current adversity, the serotonin transporter promoter
polymorphism, and depressive symptomatology. Biological Psychiatry, 60, 671-676.
Zuckerman, M. (1999). Vulnerability to psychopathology: A biosocial model. (Excerpt:
“Diathesis-stress models” chapter 1, pp. 3-23). Washington, DC: APA.
Week 11: 11/8/13
Etiology of Psychopathology: Biological Vulnerability, Stress, Emotion, and Cognition
Begin reading Oxnam, Robert B. (2005). A fractured mind: My life with multiple personality
disorder. Hyperion. Read Dissociative disorders, pages 291-308 in the DSM-5.
Required:
17
Berenbaum, H., Raghavan, C., Le, H.-N., Vernon, L.L., & Gomez, J.J. (2003). A taxonomy of
emotional disturbances. Clinical Psychology: Science and Practice, 10, 206-226.
Gotlib, I. H., & Joormann, J. (2010). Cognition and depression: Current status and future
directions. Annual Review of Clinical Psychology, 6, 285-312.
Keltner, D., & Kring, A. (1998). Emotion, social function, and psychopathology. Review of
General Psychology, 2, 320-342.
Wolitsky-Taylor, K., Bobova, L., Zinbarg, R. E., Mineka, S., & Craske, M. G. (2012).
Longitudinal investigation of the impact of anxiey and mood disorders in adolescence on
subsequent substance abuse disorder onset and vice versa. Addictive Behaviors, 37, 982985.
Recommended:
Banich, M.T., Mackiewicz, K.L., Depue, B.E., Whitmer, A., Miller, G.A., & Heller, W. (2009).
Cognitive control mechanisms, emotion, & memory: A neural perspective with
implications for psychopathology. Neuroscience and Biobehavioral Reviews, 33, 613630.
Barlow, D.H. (2000). Unraveling the mysteries of anxiety and its disorders from the perspective
of emotion theory. American Psychologist, 55, 1247-1263.
Bylsma, L. M., Morris, B. H., & Rottenberg, J. (2008). A meta-analysis of emotional reactivity
in major depressive disorder. Clinical Psychology Review, 28, 676-691.
Davidson, R.J., Putnam, K.M., & Larson, C.L. (2000). Dysfunction in the neural circuitry of
emotion regulation - a possible prelude to violence. Science, 289, 591-594.
Fox, N.A., Hane, A.A., & Pine, D.S. (2007). Plasticity for affective neurocircuitry. Current
Directions in Psychological Science, 16, 1-5.
Gard, D. E., Kring, A. M., et al. (2007). Anhedonia in schizophrenia: Distinctions between
anticipatory and consummatory pleasure. Schizophrenia Research, 93, 253-260.
Heller, W. (1993). Neuropsychological mechanisms of individual differences in emotion,
personality, and arousal. Neuropsychology, 7, 476-489.
Hyde, J.H., Mezuklis, A.H., & Abramson, L.Y. (2008). The ABCs of depression: Integrating
affective, biological and cognitive models to explain the emergence of the gender
difference in depression. Psychological Review, 115, 291-313.
Ingram, R. E., Miranda, J., & Segal, Z. V. (1998). Chapter 1, The cognitive approach to
psychopathology. In Cognitive Vulnerability to Depression. New York: Guilford Press.
Joorman, J., & Gotlib, I. (2010). Emotion regulation in depression: Relation to cognitive
18
inhibition. Cognition and Emotion, 24, 281-298.
Joorman, J., Yoon, K. L., & Siemer, M. (2009). Cognition, attention, and emotional regulation.
In A. Kring & D. Sloan (Eds.), Emotion regulation and psychopathology (pp. 174-203).
New York: Guilford Press.
Liebenluft, E. (2011). Severe mood dysregulation, irritability, and the diagnostic boundaries of
bipolar disorder in youths. American Journal of Psychiatry, 168, 129-142.
Merikangas, K. S. (2005). Vulnerability factors for anxiety disorders in children and adolescents.
Child and Adolescent Psychiatric Clinics of North America, 14, 649-679.
Monroe, S.M., Slavich, G.M., & Georgiades, K. (2009). The social environment and life stress in
depression. In I.H. Gotlib and C.L. Hammen (Eds.), Handbook of Depression and Its
Treatment (2nd ed) (pp. 340-360). New York: Guilford Press.
Nigg, J.T. (2000). On inhibition/disinhibition in developmental psychopathology: Views from
cognitive and personality psychology and a working inhibition taxonomy. Psychological
Bulletin, 126, 220-246.
Ochsner, K.N., & Gross, J.J. (2008). Cognitive emotion regulation: Insights from social
cognitive and affective neuroscience. Current Directions in Psychological Science, 17,
153-158.
Reeb-Sutherland, B. C. et al. (2009). Attention to novelty in behaviorally inhibited adolescents
moderates risk for anxiety. Journal of Child Psychology and Psychiatry, 50, 1365-1372.
Shechner, T., Britton, J.C., Pérez-Edgar, K., Bar-Haim, Y., Ernst, M., Fox, N.A., Liebenluft, E.,
& Pine, D.S. (2012). Attention biases, anxiety, and development: Toward or away from
threats or rewards? Depression and Anxiety, 29, 282-294.
Silton, R.L., Heller, W., Towers, D.N., Engels, A.S., Edgar, J.C., Spielberg, J.M., Sass, S.M.,
Stewart, J.L., Sutton, B.P., Banich, M.T., & Miller, G.A. (2011). Depression and anxious
apprehension distinguish frontocingulate cortical activity during top-down attentional
control. Journal of Abnormal Psychology, 120, 272-285.
Tice, D.M., Bratslavsky, E., & Baumeister, R.F. (2001). Emotional distress regulation takes
precedence over impulse control: If you feel bad, do it! Journal of Personality and
Social Psychology, 80, 53-67.
Tully, E.C., Iacono, W.G., & McGue, M. (2008). An adoption study of parental depression as an
environmental liability for adolescent depression and childhood disruptive disorders.
American Journal of Psychiatry, 165, 1148-1154.
19
Urošević, S., Abramson, L.Y., Harmon-Jones, E., & Alloy, L.B. (2008). Dysregulation of the
behavioral approach system (BAS) in bipolar spectrum disorders: Review of theory and
evidence. Clinical Psychology Review, 28, 1188-1205.
Vaidyanathan, U., Patrick, C.J., & Cuthbert, B.N. (2009). Linking dimensional models of
internalizing psychopathology to neurobiological systems: Affect-modulated startle as an
indicator of fear and distress disorders and affiliated traits. Psychological Bulletin, 135,
909-942.
Verona, E., & Patrick, C. J. (2000). Suicide risk in externalizing syndromes: Temperamental
and neurobiological underpinnings. In T. E. Joiner, & Rudd, D. (Eds.), Suicide science:
Expanding the boundaries. Boston: Kluwer Academic Publishers.
Week 12: 11/15/13
Etiology of Psychopathology: Personality organization and disorganization
Finish reading Oxnam, Robert B. (2005). A fractured mind: My life with multiple personality
disorder. Hyperion. Review Feeding and eating disorders, pages 329-354 in DSM-5.
Required:
Heller, W., Levin, R. L., Mukherjee, D., & Reis, J. P. (2006). Characters in contexts: Identity and
personality processes that influence individual and family adjustment to brain injury.
Journal of Rehabilitation, 72, 44-49.
Humphrey, N., & Dennett, D. C. (1989). Speaking for ourselves: An assessment of multiple
personality disorder. Raritan, 9, 68-98.
Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41, 954-969.
Lynn, S. J., Lilienfeld, S. O., Merckelbach, H., Giesbrecht, T., & van der Kloet, D. (2012).
Dissociation and dissociative disorders: Challenging conventional wisdom. Current
Directions in Psychological Science, 21, 48-53.
Recommended:
Bliss, E.L. (1980). Multiple personalities: A report of 14 cases with implications for
schizophrenia and hysteria. Archives of General Psychiatry, 37, 1388-1397.
Hermans, E. J., Nijenhuis, E. R. S., van Honk, J., et al. (2006). Identity state-dependent
attentional bias for facial threat in dissociative identity disorder. Psychiatry Research,
141, 233-236.
Kolassa, I.-T., & Elbert, T. (2007). Structural and functional neuroplasticity in relation to
traumatic stress. Current Directions in Psychological Science, 16, 321-325.
20
Kihlstrom, J.F., Tataryn, D.J., & Hoyt, I.P. (1993). Dissociative disorders. In H.E. Adams &
Sutker, P.B., Comprehensive Handbook of Psychopathology, 2nd Edition (pp. 203-234).
New York: Plenum Press.
Kong, L.L., Allen, J.B., & Glisky, E.L. (2008). Interidentity memory transfer in dissociative
identity disorder. Journal of Abnormal Psychology, 117, 686 – 692.
Liotti, G. (1999). Disorganization of attachment as a model for understanding dissociative
psychopathology. In J. Solomon & C. George (Eds.), Disorganization of attachment (pp.
297–317). New York, NY: Guilford Press.
Moreira-Almeida, A., Neto, F. L., & Cardeña, E. (2008). Comparison of Brazilian spiritist
mediumship and dissociative identity disorder. Journal of Nervous and Mental Disease,
196, 420–424.
Nijenhuis, E. R. S., & van der Hart, O. (2012). Dissociation in trauma: A new definition and
comparison with previous formulations. Journal of Trauma and Dissociation, 12, 416445.
Nijenhuis, E. R. S., & van der Hart, O., & Steele, K. (2010). Trauma-related structural
dissociation of the personality. Activitas Nervosa Superior, 52, 1-23.
Ogawa, J.R., Sroufe, L.A., Weinfield, N.S., Carlson, E.A., & Egeland, B. (1997). Development
and the fragmented self: longitudinal study of dissociative symptomatology in a
nonclinical sample. Development and Psychopathology, 9, 855-79.
Rothbart, M.K., & Ahadi, S.A. (1994). Temperament and the development of personality.
Journal of Abnormal Psychology, 103, 55-66.
Shaver, P.R., & Mikulincer, M. (2005). Attachment theory and research: Resurrection of the
psychodynamic approach to personality. Journal of Research in Personality, 39, 22-45.
Silberman, E.K., Putnam, F.W., Weingartner, H., Braun, B.G., Post, R.M., 1985. Dissociative
states in multiple personality disorder: a quantitative study. Psychiatry Research 15 (4),
253–260.
Week 13: 11/22/13
Etiology of Psychopathology: Personality organization and disorganization
Review Personality disorders, pages 645-684 of DSM-5.
Begin reading Hornbacher, Mayra (2006). Wasted: A memoir of anorexia and bulimia. Harper
Perennial.
Required:
Clark, L.A. (2007). Assessment and diagnosis of personality disorder: Perennial issues and an
emerging reconceptualization. Annual Review of Psychology, 58, 227-257.
21
Krueger, R. F., & Eaton, N. (2010). Personality traits and the classification of mental disorders:
Toward a more complete integration in DSM-5 and an empirical model of
psychopathology. Personality Disorders: Theory, Research, and Treatment, 1, 97-118.
Recommended:
Ansell, E. B., Pinto, A., Edelen, M. O., et al. (2011). The association of personality disorders
with the prospective 7-year course of anxiety disorders. Psychological Medicine, 41,
1019-1028.
Alarcon, R.D. (1996). Personality disorders and culture in DSM-IV: A critique. Journal of
Personality Disorders, 10, 260-270.
Brendel, G. R., Stern, E., and Silbersweig, D. A. (2005). Defining the neurocircuitry of
borderline personality disorder: Functional neuroimaging approaches. Development and
Psychopathology, 17, 1197–1206.
Gabbard, G.O. (2005). Mind, brain, and personality disorders. American Journal of Psychiatry,
162, 648-652.
Gutheil, T.G. (2005). Boundary issues and personality disorders. Journal of Psychiatric Practice,
11, 88-96.
Gunderson, J. G., Zanarini, M. C., Choi-Kain, L. W., et al. (2011). Family study of borderline
personality disorder and its sectors of psychopathology. Archives of General Psychiatry,
68, 753-762.
Haslam, N. (2003). The dimensional view of personality disorders: A review of taxometric
evidence. Clinical Psychology Review, 23, 75–93.
Hopwood, C. J., Morey, L. C., Donnellan, M., et al. (2012). Ten year rank-order stability of
personality traits and disorders in a clinical sample. Journal of Personality. Online, 1-29.
Krueger, R.F., McGue, M., & Iacono, W.G. (2001). The higher-order structure of common
DSM mental disorders: internalization, externalization, and their connections to
personality. Personality and Individual Differences, 30, 1245-1259.
Millon, T. (2012). On the history and future study of personality and its disorders. Annual
Review of Clinical Psychology, 8, 1-19.
Nigg, J.T., & Goldsmith, H.H. (1994). Genetics of personality disorders: Perspectives from
personality and psychopathology research. Psychological Bulletin, 115, 346-380.
Raine, A. (2006). Schizotypal personality: Neurodevelopmental and psychosocial trajectories.
Annual Review of Clinical Psychology 2, 291–326.
22
Shedler, J., Beck, A., Fonagy, G. O., et al. (2010). Personality disorders in DSM-5. American
Journal of Psychiatry, 16, 1026-1028.
Skodol, A. E. (2012). Personality disorders in DSM-5. Annual Review of Clinical Psychology, 8,
317-344.
Westen, D., Shedler, J., Bradley, B., and DeFife, J. A. (2012). An empirically derived taxonomy
for personality diagnosis: Bridging science and practice in conceptualizing personality.
American Journal of Psychiatry, 169, 273-284.
Widiger, T.A. (2005). Five factor model of personality disorder: Integrating science and practice.
Journal of Research in Personality, 39, 67-83.
Widiger, T. A., and Trull, T. A. (2007). Plate tectonics in the classification of personality
disorder: Shifting to a dimensional model. American Psychologist, 62, 71–83.
Week 14: 11/29/13 NO CLASS Thanksgiving Break (but some reading)
Finish reading Hornbacher, Mayra (2006). Wasted: A memoir of anorexia and bulimia. Harper
Perennial.
Begin reading Frey, James. (2003). A million little pieces. Anchor Books.
Week 15: 12/6/13
Etiology of Psychopathology: Addiction.
Finish reading Frey, James. (2003). A million little pieces. Anchor Books.
Review Substance-related and addictive disorders, pages 481-590 in DSM-V.
Required:
Cooper, M. L., Frone, M. R., Russell, M., & Mudar, P. (1995). Drinking to regulate positive
and negative emotions: A motivational model of alcohol use. Journal of Personality and
Social Psychology, 69, 990-1005.
Volkow, N. D., Baler, R. D., & Goldstein, R. Z. (2011). Addiction: Pulling at the neural threads
of social behaviors. Neuron, 69, 599-602.
Young, M. J., Sisti, D. A., Rimon-Greenspan, H., Schwartz, J. L., & Caplan, A. L. (2011).
Immune to addiction: the ethical dimensions of vaccines against substance abuse. Nature
Immunology, 13, 521-524.
Yucel, M., & Fontenelle, L. F. (2012). Beyond addiction or compulsion: The continuing role of
environment in the case of pathological gambling. Addiction, 107, 1736-1737.
Recommended:
23
Breiner, M. J., Stritzke, W. G. K., & Lang, A. R. (1999). Approaching avoidance: A step
essential to the understanding of craving. Alcohol Research and Health, 23, 197-206.
Hyman, S.E. (2005). Addiction: A disease of learning and memory. American Journal of
Psychiatry, 162, 1414-1422.
Kalivas, P.W., & Volkow, N.D. (2005). The neural basis of addiction: A pathology of motivation
and choice. American Journal of Psychiatry, 162, 1403-1413.
Krueger, R.F., Hicks, B.M., Patrick, C.J., Carlson, S.R., Iacono, W.G., & McGue, M. (2002).
Etiologic connections among substance dependence, antisocial behavior, and personality:
Modeling the externalizing spectrum. Journal of Abnormal Psychology, 111, 411-424.
McGue, M. (1999). The behavioral genetics of alcoholism. Current Directions in Psychological
Science, 8, 109-115.
Miller, W. R. (1993). Alcoholism: Toward a better disease model. Psychology of Addictive
Behaviors, 7, 129-136.
Orford, J. (2001). Addiction as excessive appetite. Addiction, 96, 15-31.
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FINAL EXAM: Date to be determined.
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