PSY 853: Behavior Disorders
12:40-3:30 Mondays
153 Psychology Building
Fall 2013
Instructor:
Office:
Phone:
E-mail:
Office Hours:
Kelly Klump, Ph.D.
107B Psychology Building
432-9861 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, and the influence of culture on psychiatric classification.
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

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 , 3 rd 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. b.
Kazdin, A. E. (2003). Research Design in Clinical Psychology , 4 th
Edition. Boston, MA: Allyn
& Bacon.

PSY 853, Fall 2013 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 (70% 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 on Monday, September 30 th
(at regular class time) and
Wednesday, Dec. 11 th
(from 10:00 am - noon). 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).
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 Class Discussions (15% 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/model. The student will then lead class discussion of the empirical article only. This discussion should focus on: 1) describing the “take home” message(s) of the study; and 2) a critical analysis of the study methods, interpretations, and conclusions. All readings must be made available to the class at least one week prior to the assigned discussion day.
Class Participation (5% of grade): Students will be expected to participate in class discussions and exercises.
Most discussion will revolve around the DSM-IV and DSM 5 criteria and your course pack readings. You should be sure to read all articles (including sections of the DSM-IV-TR and the DSM 5 website) assigned for a particular day before class, so that you can actively participate in discussions. We will also view several videotapes that will provide ample material for class discussions.
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.
8/28: Introduction and Research Methods

Texts: o Kazdin, A. E. (Ed.) (2003). Methodological Issues & Strategies in Clinical Research , 3 rd edition. Washington, D.C.: American Psychological Association. CHAPTERS 1, 3, 4 , and 10 o Kazdin, A. E. (2003). Research Design in Clinical Psychology , 4 th
Edition. Boston, MA: Allyn
& Bacon. CHAPTERS 15 & 16 (RECOMMENDED READING ONLY)

Course-pack Readings:
2

PSY 853, Fall 2013 o Scarr, S., & McCartney, K. (1983). How people make their own environments: A theory of genotype-environment effects. Child Development , 54(2), 424-435. 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.
9/9: 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 Kotov, R., Ruggero, C.J., Krueger, R.F., Watson, D., Yuan, Q., & Zimmerman, M. (2011).
Archives of General Psychiatry , 68(10) , 1003-1011.
Classification Systems based on Etiology o Kendler, K.S., Aggen, S.H., Knudsen, G.P., Roysamb, E., Neale, M.C., & Reichborn-Kjennerud,
T. (2011). The structure of genetic and environmental risk factors for syndromal and subsyndromal common DSM-IV Axis I and All Axis II disorders. American Journal of
Psychiatry , 168 , 29-39. o Sanislow, C.A., Pine, D.S., Quinn, K.J., Kozak, M.J., Garvey, M.A., Heinsson, R.K., Wang, P.S-
E., & 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.
9/16 and 9/23: ADHD and Disruptive Behavior Disorders

Texts: o DSM pp. 31-33; pp. 59-66; pp. 461-476; pp. 479-480

Course-pack Readings: o Burt, S.A. (2012). How do we optimally conceptualize the heterogeneity within antisocial behavior? An argument for aggressive versus non-aggressive behavioral dimensions. Clinical
Psychology Review, 32, 263-279. 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.
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PSY 853, Fall 2013 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. o Lahey, B.B., Rathouz, P.J., Van Hulle, C., Urbano, R.C., Krueger, R.F., Applegate, B., Garriock,
H.A., Chapman, D.A., & Waldman, I.D. (2008). Testing structural models of DSM-IV symptoms of common forms of child and adolescent psychopathology. Journal of Abnormal
Child Psychology , 36(2) , 187-206.
9/23: Autism Spectrum Disorder * **Guest Lecturer: Brooke Ingersoll***

Texts: pp. 50-59 o DSM pp. 69-84

Course-pack Readings: o Schechter, R. & Grether, J. (2008).
Continuing increases in autism reported to California’s developmental services system: Mercury in retrograde. Archives of General Psychiatry, 65, 19-
24.
o Kamp-Becker, Smidt, J., Ghahreman, M., Heinzel-Gutenbrunner, M., Becker, K., &
Remschmidt, H. (2010). Categorical and dimensional structure of autism spectrum disorders:
The nosologic validity of Asperger syndrome. Journal of Autism and Developmental Disorders,
40 , 921-929.
9/30 and 10/7: Psychotic Disorders

Texts: o DSM pp. 87-110; p. 122

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 Gara et al. (2012). Influence of patient race and ethnicity on clinical assessment in patients with affective disorders. Archives of General Psychiatry, 69(6), 593-600.
10/14 and TBD: 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.
10/28 and 11/4: Anxiety and Trauma-Stressor Related Disorders

Texts: o DSM pp. 189-226; p. 233; pp. 235-256; pp. 263-264

Course-pack Readings: o Breslau, N., & Kessler, R.C. (2001). The stressor criterion in DSM-IV posttraumatic stress disorder: An empirical investigation. Biological Psychiatry, 50, 699-704.
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PSY 853, Fall 2013 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. 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 Lewis-Fernández, R et al. (2010). Culture and the anxiety disorders: Recommendations for
DSM-V. Depression & Anxiety, 27 , 212-229.
11/11: 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.
11/18: Eating Disorders

Texts: o DSM p. 329; 334-354

Course-pack Readings: o Keel, P.K., & Klump, K.L. (2003). Are eating disorders culture-bound syndromes? Implications for conceptualizing their etiology. Psychological Bulletin, 129(5), 747-769. o Striegel-Moore, R.H., Dohm, F.A., Kraemer, H.C., Taylor, C.B., Daniels, S., Crawford, P.B., &
Schreiber, G.B. (2003). Eating disorders in white and black women. American Journal of
Psychiatry, 160(7), 1326-1331.
11/25: 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.
12/2: Clinical Prediction

Texts: None

Course-pack Readings:
5

PSY 853, Fall 2013
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15
16
7
8
9 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. 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 Garb, H.N. (1989). Clinical judgment, clinical training, and professional experience.
Psychological Bulletin, 105(3), 387-396. o Dawes, R.M., Faust, D.F., & Meehl, P.E. (1989). Clinical versus actuarial judgment. Science,
243 , 1668-1673. o Meehl, P.E. (1969). Causes and effects of my disturbing little book. Journal of Personality
Assessment, 50(3), 370-375.
Course Schedule At-A-Glance:
Week
1
2
3
4
Date Tentative Topic
8/28 Introduction
Research Methods
9/2 No class, Labor Day

9/9 History of Classification
9/16 ADHD and Disruptive Behavior Disorders
5
6
9/23 ADHD and Disruptive Behavior Disorders (cont.) and STUDENT PRESENTATION
Autism Spectrum Disorder
9/30 MIDTERM EXAM
Psychotic Disorders
10/7 Psychotic Disorders (cont.) and STUDENT PRESENTATION
10
11
10/14 Mood Disorders
TBD Mood Disorders (cont.) and STUDENT PRESENTATION
10/28 Anxiety and Trauma-Stressor Related Disorders
11/4 Anxiety and Trauma-Stressor Related Disorders (cont.) and STUDENT PRESENTATION
11/11 Substance Use Disorders
11/18 Eating Disorders
11/25 Personality Disorders
12/2 Clinical Prediction
12/11 FINAL EXAM (10:00 am -12:00 pm)
6