PSY 853: Behavior Disorders
12:40-3:30 Mondays
153 Psychology Building
Fall 2014
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, 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, 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.
b. Kazdin, A. E. (2003). Research Design in Clinical Psychology, 4th 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 (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 on Monday, September 29th (at regular class time) and
Wednesday, Dec. 10th (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 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 (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.
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.
Class Participation (5% of grade): Students will be expected to participate in class discussions and exercises.
Most discussion will revolve around the DSM 5 criteria and your course pack readings. You should be sure to
read all articles 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.
Introduction and Research Methods
2
PSY 853, Fall 2013


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 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.
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.
o Harkness, A.R., Reynolds, S.M., & Lilienfeld, S.O. (2013). A review of systems for psychology
and psychiatry: Adaptive systems, Personality Psychopathology Five (PSY-5), and the DSM-5.
Journal of Personality Assessment, 96(2), 121-139.
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.
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
3
PSY 853, Fall 2013
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.
o Bebko et al. (2013). Parsing dimensional vs diagnostic category-related patterns of reward
circuitry function in behaviorally and emotionally dysregulated youth in the longitudinal
assessment of manic symptoms study. Journal of the American Medical Association –
Psychiatry, 71, 71-80.
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.
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.
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 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.
o Kotov, R., Leong, S.H., Mojtabai, R., Erlanger, A.C.E., Fochtmann, L.J., Constantino, E.,
Carlson, G.A., & Bromet, E.J. (2013). Boundaries of schizoaffective disorder: Revisiting
Kraeplin. Journal of the American Medical Academy – Psychiatry, 70(12), 1276-1286.
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.
Personality Disorders ***Guest Lecturer: Chris Hopwood***
 Texts:
o DSM pp. 645-682; p. 684; pp. 761-781
 Course-pack Readings:
4
PSY 853, Fall 2013
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.
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.
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.
o Galatzer-Levy, I., & Bryant, R.A. (2013). 636,120 ways to have posttraumatic stress disorder.
Perspectives on Psychological Science, 8(6), 651-662.
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 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.
o Walsh, B.T., & Sysko, R. (2009). Broad categories for the diagnosis of eating disorders (BCDED): An alternative system for classification. International Journal of Eating Disorders, 42,
754-764.
5
PSY 853, Fall 2013
Clinical Prediction
 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.
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
Date
8/27
2
3
4
5
9/1
9/8
9/15
9/22
6
9/29
7
8
9
10
11
12
10/6
10/13
10/20
10/27
11/3
11/10
13
14
15
16
11/17
11/24
12/1
12/10
Tentative Topic
Introduction, Research Methods
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
Psychotic Disorders (cont.) and STUDENT PRESENTATION
Mood Disorders
Mood Disorders (cont.) and STUDENT PRESENTATION
Personality Disorders
Personality Disorders (cont.), 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 Clinical Prediction
FINAL EXAM (10:00 am -12:00 pm)
6