PSY 853: Behavior Disorders
12:40-3:30 Mondays
153 Psychology Building
Fall 2015
Instructor:
Office:
Phone:
E-mail:
Office Hours:
Kelly Klump, Ph.D.
107B Psychology Building
432-7281
klump@msu.edu
By appointment
Course Overview
The overall purpose of this course is to allow students to become informed and adept diagnosticians.
Psychiatric diagnosis forms the basis of most activities of a clinical psychologist, from case conceptualization to
intervention to research of the causes, epidemiology, and treatment of psychological disorders. By the end of
the course, students will gain knowledge in research methods, the history of diagnostic classification, the
current psychiatric nomenclature, differential diagnosis, the influence of culture on psychiatric classification,
and the ways in which demographic and contextual factors influence psychiatric diagnosis.
Course Objectives
Students are expected to acquire the following knowledge and skills:
 An understanding of basic research methods for investigating psychopathology
 An understanding of the history of psychiatric classification
 A working knowledge of the DSM-5
 An in-depth understanding of the symptoms that comprise the major psychiatric disorders
 An ability to engage in differential diagnosis
 An awareness of the influence of demographic and contextual factors (e.g., culture, ethnicity,
gender, sexual orientation) on psychiatric diagnoses
 An awareness of social justice issues, as they relate to mental health and psychiatric diagnoses
 Knowledge of the empirical literature investigating the accuracy of clinical judgment and clinical
prediction.
Required Readings
1) DSM Readings:
a. American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental
Disorders-Fifth Edition (DSM-5). Washington, DC: American Psychiatric Association.
2) Course-Pack Readings focused on Epidemiology, Course, and Cultural/Ethnic Considerations:
a. Several book chapters and articles will address epidemiology, course, and cultural/ethnic
considerations. One copy of these readings will be kept by Mindy McLouth, Administrative
Assistant for the Clinical Psychology program and Psychological Clinic, at the front desk of the
Psychology Clinic. Please note that you must copy the course pack elsewhere, i.e., you cannot
make copies in the clinic or in the Psychology Building.
3) Research Methods:
a. Kazdin, A. E. (Ed.) (2003). Methodological Issues & Strategies in Clinical Research, 3rd
edition. Washington, D.C.: American Psychological Association.
i. We will have one lecture based on readings from this book. These readings provide an
overview of research methods, and strategies for beginning the research process,
sampling subjects, and ensuring adequate representation of ethnicity and
underrepresented groups.
PSY 853, Fall 2015
b. Kazdin, A. E. (2003). Research Design in Clinical Psychology, 4th Edition. Boston, MA: Allyn
& Bacon.
i. This text is required for Clinical Psychology graduate students only. We will not
have any lectures from this book. It is background reading for students in MSU’s
Clinical Psychology program.
Course Requirements
Exams (80% of grade): There will be two, non-cumulative exams. Each exam will count towards 40% of your
grade and will be held in room 153 Psychology Building (see dates for exams in class schedule below). All
exams will be a combination of multiple choice questions (focusing on prevalence, sex differences, ethnic
differences, etiology, and course) and short answer/essay questions (focusing on course pack readings and
differential diagnoses via DSM 5 criteria).
Make-up exams are not given. The only exceptions to this rule are personal illness or deaths in the family. Any
students requesting a make-up exam for these reasons must receive prior permission from the instructor, which
will include written documentation (e.g., doctor’s note) of the circumstances.
Leading a Class Discussion (10% of grade): Each student will take responsibility for preparing and leading a
class discussion on the etiology of one of the major psychiatric disorders. The disorders to choose from
include: schizophrenia, major depression, ADHD, and anxiety disorders. The student will select one chapter or
review article that provides a good overview of the major risk factors/major risk models as well as one
empirical article that directly examines a risk factor.
The empirical paper should be the primary focus of the class discussion. In this discussion, the student must
explicitly describe and draw the conceptual model (i.e., main effects model, interaction model, transactional
model, or third, artifactual variable) that was tested and critique the study methods/results. The student should
also discuss any rival models that might better account for the risk factor/psychopathology association. Total
time for the lecture/discussion should be ~20 minutes, with 10 minutes for class discussion.
Both the papers must be published within the last 5 years, and all readings must be made available to the class
at least one week prior to the assigned discussion day. Failure to adhere to these rules will result in a lower
grade on this assignment.
Integration Paper (10% of grade): This semester, you will be taking a class with Dr. Buchanan focusing on
multi-cultural competency and social justice. Understanding these issues and how they impact your work will
require that you actively try to incorporate the information you learn into all aspects of your clinical science
training.
In order to help facilitate your learning in this area, you will be required to write a thought paper that integrates
information from Dr. Buchanan’s course and this course. This thought paper will require you to integrate
information about universal biases in clinical judgment with an analysis of your own privilege statuses and the
ways in which these two inter-related sets of biases may impact your conceptualization and diagnosis of
psychiatric disorders in individuals from majority and minority populations.
Before writing the paper, you must read the following papers (all of which are in your coursepack):
o Arkes, H.R. (1981). Impediments to accurate clinical judgment and possible ways to minimize
their impact. Journal of Consulting and Clinical Psychology, 49(3), 323-330.
o Chapman, L.J., & Chapman, J.P. (1969). Illusory correlations as an obstacle to the use of valid
psychodiagnostic signs. Journal of Abnormal Psychology, 74(3), 271-280.
o Dawes, R.M., Faust, D.F., & Meehl, P.E. (1989). Clinical versus actuarial judgment. Science,
243, 1668-1673.
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PSY 853, Fall 2015
o Meehl, P.E. (1969). Causes and effects of my disturbing little book. Journal of Personality
Assessment, 50(3), 370-375.
After reading these papers, you must write a thought paper (7-page minimum) that integrates information from
earlier in our course and in Dr. Buchanan’s course in the following ways:
1) Identify areas of your own privilege or lack of privilege that you think will affect your clinical science
training;
2) Describe how these issues of privilege might affect your overall view of mental disorders.
3) Describe the ways in which these privileged statuses may interact with common clinical/cognitive biases
in all of us and affect your overall diagnostic practices with individuals from majority and minority
groups. Feel free to comment on the ways in which your diagnostic skills may be negatively biased (e.g.,
leading to misdiagnosis) and positively biased (i.e., leading to greater sensitivity and possibly greater
accuracy in your diagnoses), if you think both effects will occur.
4) Describe the steps you will take to try to guard against any negative biases that may occur.
Although this is a thought paper, you should still provide citations for articles, where appropriate. For example,
be sure to cite the articles above and any articles from Dr. Buchanan’s class when discussing commonly
identified biases or steps you can take that have proven effective in previous work. The paper must be in APA
format.
Incompletes and Extensions
Barring extreme extenuating circumstances, incompletes in the course will not be given. It is the student’s
responsibility to be conscientious in studying and time management.
Grading
Course grades will not be curved, but a modified grading scale will be used. At the end of the course, the total
points earned will be summed for each student. The highest sum will be considered a “perfect” score of 100%.
The grading scale will then be based on this perfect score, i.e., 90-100% of that score will be a 4.0, 86-89% will
be a 3.5, 80-85% will be a 3.0, etc.
Course Schedule:
Be sure to check the page numbers that are required carefully; for some readings, you only need to read part of
the article or book chapter. Please note that the course schedule is tentative. It is the student’s responsibility to
be aware of changes announced in class.
Introduction and Research Methods
 Texts:
o Kazdin, A. E. (Ed.) (2003). Methodological Issues & Strategies in Clinical Research, 3rd
edition. Washington, D.C.: American Psychological Association. CHAPTERS 1, 4, and 10
o Kazdin, A. E. (2003). Research Design in Clinical Psychology, 4th Edition. Boston, MA: Allyn
& Bacon. CHAPTERS 15 & 16 (RECOMMENDED READING ONLY)
 Course-pack Readings:
o Schwartz, M.A. (2015). The importance of indifference in scientific research. Journal of Cell
Science, 128, 2745-2746.
o Rosenhan, D.L. (1973). On being sane in insane places. Science, 179, 250-258.
o 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(5), 442-452.
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PSY 853, Fall 2015
History of Diagnostic Classification
 Texts:
o DSM pp. xli-xliv (Preface); pp. 5-24; pp.733-748; pp.749-759
 Course-pack Readings:
Dimensional Classification Systems
o Lilienfeld, S.O., & Landfield, K. (2008). Issues in diagnosis: categorical vs. dimensional. In
W.E. Craighead, D.J. Miklowitz, & L.W. Craighead (Eds.), Psychopathology: History,
Diagnosis, and Empirical Foundations. Hoboken, New Jersey: John Wiley & Sons, Inc.
o 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(4), 494-504.
o First, M.B. (2005). Clinical utility: A prerequisite for the adoption of a dimensional approach in
DSM. Journal of Abnormal Psychology, 114(4), 560-564.
o Samuel, D.B., & Widiger, T.A. (2006). Clinicians’ judgments of clinical utility: A comparison
of the DSM-IV and Five-Factor models. Journal of Abnormal Psychology, 115(2), 298-308.
o Wright, A.G.C., Krueger, R.F., Hobbs, M.J., Markon, K.E., Eaton, N.R., & Slade, T. (2013). The
structure of psychopathology: Toward an expanded quantitative empirical model. Journal of
Abnormal Psychology, 122(1), 281-294.
o Caspi, A., Houts, R.M., Belsky, D.W., Goldman-Mellor, S.J., Harrington, H.L., Israel, S., Meier,
M.H., Ramrakha, S., Shalev, I., Poulton, R., & Moffitt, T.E. (2014). The p factor: One general
psychopathology factor in the structure of psychiatric disorders? Clinical Psychological Science,
2(2), 119-137.
Classification Systems based on Etiology and Systems
o Sanislow, C.A., Pine, D.S., Quinn, K.J., Kozak, M.J., Garvey, M.A., Heinsson, R.K., Wang, P.SE., & Cuthbert, B.N. (2010). Developing constructs for psychopathology research: Research
Domain Criteria. Journal of Abnormal Psychology, 119(4), 631-639.
Ethnic/Racial/Cultural Considerations (see also DSM 5 Cultural Formulation Interview above):
o Li, S.T., Jenkins, S., & Sundsmo, A. (2007). Impact of Race and Ethnicity (Chapter 4). In M.
Hersen, S.M. Turner, & D.C. Beidel (Eds), Adult Psychopathology and Diagnosis, Fifth
Edition. Hoboken, New Jersey: John Wiley & Sons, Inc.
o Sheppard, M. (2002). Mental health and social justice: Gender, race, and psychological
consequences of unfairness. The British Journal of Social Work. 32(6), 779-797.
ADHD and Disruptive Behavior Disorders
 Texts:
o DSM pp. 31-33; pp. 59-66; pp. 461-476; pp. 479-480
 Course-pack Readings:
o Miller, T.W., Nigg, J.T., & Miller, R.L. (2009). Attention deficit hyperactivity disorder in
African American children: What can be concluded from the past ten years? Clinical
Psychology Review, 29, 77-86.
o Canino, G., & Alegria M. (2008). Psychiatric diagnosis – is it universal or relative to culture?
The Journal of Child Psychology and Psychiatry, 49(3), 237-250.
Autism Spectrum Disorder ***Guest Lecturer: Brooke Ingersoll***
 Texts:
o DSM pp. 50-59
 Course-pack Readings:
o Lord, C., & Jones, R.M. (2012). Annual Research Review: Re-thinking the classification of
autism spectrum disorders. Archives of General Psychiatry, 53(5), 490-509.
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PSY 853, Fall 2015
o TBD – Brooke may add an additional paper.
Psychotic Disorders
 Texts:
o DSM pp. 87-110; p. 122; p. 655-659 (Schizotypal PD)
 Course-pack Readings:
o Strakowski, S.M., Flaum, M., Amador, X., Bracha, H.S., Pandurangi, A.K., Robinson, D., &
Tohen, M. (1996). Racial differences in the diagnosis of psychosis. Schizophrenia Research,
21, 117-124.
o Strakowski, S.M., Hawkins, J.M., Keck, P.E., McElroy, S.L., West, S.A., Bourne, M.L., Sax,
K.W., & Tugrul, K.C. (1997). The effects of race and information variance on disagreement
between psychiatric emergency service and research diagnoses in first-episode psychosis.
Journal of Clinical Psychiatry, 58, 457-463.
o Bedi, G., Carrillo, F., Cecchi, G.A., Slezak, D.F., Sigman, M., Mota, N.B., Ribeiro, S, Javitt,
D.C., Copelli, M., & Corcoran, C.M. (2015). Automated analysis of free speech predicts
psychosis onset in high-risk youths. Npj Schizophrenia, article #15030
doi:10.1038/npjschz.2015.30.
Personality Disorders ***Guest Lecturer: Chris Hopwood***
 Texts:
o DSM pp. 645-682; p. 684; pp. 761-781
 Course-pack Readings:
o Bender, D.S., Morey, L.C., & Skodol, A.E. (2013). Toward a model for assessing level of
personality functioning in DSM-5, Part I: A review of theory and methods. Journal of
Personality Assessment, 93(4), 332-346.
o Krueger, R.F., Eaton, N.R., Clark, L.A., Watson, D., Markon, K.E., Derringer, J., Skodol, A., &
Livesley, J. (2011). Deriving an empirical structure of personality pathology for DSM-5.
Journal of Personality Disorders, 25(2), 170-191.
Mood Disorders
 Texts:
o DSM pp. 155-174; pp. 183-184; pp. 123-141; pp. 148-149
 Course-pack Readings:
o Bowden, C.L. (2001). Strategies to reduce misdiagnosis of bipolar depression. Psychiatric
Services, 52, 51-55.
o Minsky, S., Vega, W., Miskimen, R., Gara, M., & Escobar, J. (2003). Diagnostic patterns in
Latino, African American, and European American psychiatric patients. Archives of General
Psychiatry, 60, 637-644.
o Bostwick, W.B., Boyd, C.J., Hughes, T.L., & McCabe, S.E. (2010). Dimensions of sexual
orientation and the prevalence of mood and anxiety disorders in the United States. American
Journal of Public Health, 100(3), 468-475.
Anxiety and Trauma-Stressor Related Disorders
 Texts:
o DSM pp. 189-226; p. 233; pp. 235-256; pp. 263-290
 Course-pack Readings:
o Eaton, N.R., Krueger, R.F., Markon, K.E., Keyes, K.M., Skodol, A.E., Wall, M., & Hasin, D.S.,
Grant, B.F. (2013). The structure and predictive validity of the internalizing disorders. Journal
of Abnormal Psychology, 122, 86-92.
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PSY 853, Fall 2015
o Friedman, S., Paradis, C.M., & Hatch, M. (1994). Characteristics of African-American and
White patients with panic disorder and agoraphobia. Hospital and Community Psychiatry, 45(8),
798-803.
o Galatzer-Levy, I., & Bryant, R.A. (2013). 636,120 ways to have posttraumatic stress disorder.
Perspectives on Psychological Science, 8(6), 651-662.
o Rodriguez-Seijas, C., Stohl, M., Hasin, D.S., & Eaton, N.R. (2015). Transdiagnostic factors and
mediation of the relationships between perceived racial discrimination and mental disorders.
JAMA Psychiatry, 72(7), 706-713.
Substance Use Disorders
 Texts:
o DSM pp. 481-485; 490-497; pp. 502-503
 Course-pack Readings:
o Beals, J., Novins, D.K., Whitesell, N.R., Spicer, P., Mitchell, C.M., Manson, S.M., & American
Indian Service Utilization, Psychiatric Epidemiology, Risk and Protective Factors Project Team
(2005). Prevalence of mental disorders and utilization of mental health services in two American
Indian reservation populations: Mental health disparities in a national context. American Journal
of Psychiatry, 162, 1723-1732.
o Eaton, N.R. et al. (2012). An invariant dimensional liability model of gender differences in
mental disorder prevalence: Evidence from a national sample. Journal of Abnormal Psychology,
121, 282-288.
o Eaton, N.R., Keyes, K.M., Krueger, R.F., Noordhof, A., Skodol, A.E., Markon, K.E., Grant,
B.F., & Hasin, D.S. (2013). Ethnicity and psychiatric comorbidity in a national sample:
Evidence for latent comorbidity factor invariance and connections with disorder prevalence.
Social Psychiatry and Psychiatric Epidemiology, 48, 708-710.
Eating Disorders
 Texts:
o DSM p. 329; 334-354
 Course-pack Readings:
o Taylor, J.Y., Caldwell, C.H., Baser, R.E., Faison, N., & Jackson, J.S. (2007). Prevalence of
eating disorders among Blacks in the National Survey of American Life. International Journal
of Eating Disorders, 40, S10-S14.
o Algegria, M., Woo, M., Cao, Z., Torres, M., Meng, X-L., & Striegel-Moore, R. (2007).
Prevalence and correlates of eating disorders in Latinos in the United States. International
Journal of Eating Disorders, 40, S15-S21.
o Nicdao, E.G., Hong, S., & Takeuchi, D.T. (2007). Prevalence and correlates of eating disorders
among Asian Americans: Results from the National Latino and Asian American Study.
International Journal of Eating Disorders, 40, S22-S26.
Musings
 Texts: None
 Course-pack Readings:
o Meehl, P.E. (1971). Why I do not attend case conferences. In P. Meehl, Psychodiagnosis:
Selected papers (pp. 225-302). Minneapolis: University of Minnesota Press.
Course Schedule At-A-Glance:
Week
1
Date
9/2
Tentative Topic
Introduction, Research Methods
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PSY 853, Fall 2015
2
3
4
5
9/7
9/14
9/21
9/28
6
10/5
7
8
9
10
11
12
13
14
15
10/12
10/19
10/26
11/2
11/9
11/16
11/23
11/30
12/7
16
12/14
History of Classification
No class, Labor Day 
History of Classification (cont.)
ADHD and Disruptive Behavior Disorders
ADHD and Disruptive Behavior Disorders (cont.) and STUDENT PRESENTATION
Autism Spectrum Disorder
MIDTERM EXAM
Psychotic Disorders
Personality Disorders
Psychotic Disorders (cont.) and STUDENT PRESENTATION
Mood Disorders
Mood Disorders (cont.) and STUDENT PRESENTATION
Anxiety and Trauma-Stressor Related Disorders
Anxiety and Trauma-Stressor Related Disorders (cont.) and STUDENT PRESENTATION
Substance Use Disorders
Eating Disorders
Eating Disorders (cont.) and Musings
THOUGHT PAPER IS DUE
FINAL EXAM (10:00 am -12:00 pm)
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