Syllabus for Psychology 412:
Abnormal Psychology
Spring Semester, 1996
MWF 2:30-3:30 49 Smeal Building
Dr. John A. Johnson
Office 188 Smeal
Hours MWF 10-10:50
Email j5j@psuvm.psu.edu
Required Textbook:
Barlow, D. H., & Durand, V. M.. (1995). Abnormal psychology: An
integrative approach. Fort Worth, TX: Harcourt Brace College Publishers.
Additional Required Readings:
In addition to the textbook, the following articles, on reserve in the
library, should be read by the dates indicated in the outline.
Wakefield, J. C. (1992). The concept of mental disorder: On the boundary
between biological facts and social values. American Psychologist, 47, 373-388.
Gallant, S. J., & Hamilton, J. A. (1988). On a premenstrual psychiatric
diagnosis: What's in a name? Professional Psychology: Research and Practice, 19,
271-278.
Rivera-Tovar, A. D., Pilkonis, P., & Frank, E. (1992). Symptom patterns in
late luteal-phase dysphoric disorder. Journal of Psychopathology and Behavioral
Assessment, 14, 189-199.
McGue, M., & Lykken, D. T. (1992).
Psychological Science, 3(6), 368-373.
Wright, R.
(1995, August 28).
Genetic influence on risk of divorce.
The evolution of despair. Time, 146(9), 50-
57.
Bayer, R., & Spitzer, R. L. (1982). Edited correspondence on the status of
homosexuality in DSM-III. Journal of the History of Behavioral Sciences, 18, 3252.
Course Description:
This course presents our current understanding of psychological disorders:
their clinical description, etiology, and responsiveness to treatment. Clinical
descriptions of the disorders are taken from the latest revision of the Diagnostic
and Statistical Manual (DSM-IV) and are illustrated with detailed, actual case
studies. Presentation of disorder etiology emphasizes the interaction of
biological, psychological, and social causes. Discussions of therapeutic treatments
are included with each class of disorders, and these discussions include outcomes
of different treatments.
Psy 412 Syllabus
Page 2
Objectives:
This course has two primary objectives or goals for students.
One goal of the course is for students (1) to recognize a disorder when given
a description of an individual's symptoms other background information, (2) to
describe some likely causes of the disorder, and (3) to recommend an appropriate
treatment and indicate the likely eventual outcome. In short, students should be
able to diagnose a disorder, prescribe a treatment, and make a prognosis. A
student's level of skill is not expected to match that of a clinical psychologist
or psychiatrist, but the type of knowledge this course imparts is precisely the
type used by professional practitioners.
This course also has another goal that is to me more important than
memorizing symptom checklists, prevalence and incidence rates, heritability ratios,
and other statistical data: imparting in students an appreciation of the complex
issues surrounding how both scientists and laypersons think about abnormal
behavior. This issues concern the relationship between abnormal behavior and
social values, political processes, the legal system, religious institutions, and
individual, vested interests. Not all of these issues are fully resolvable, but I
hope that students will be able to discuss the issues intelligently by the end of
the course.
Assignments and Grading:
The course contains three basic activities leading to graded material:
lectures, article discussion groups, and videos. Lectures will cover required
readings from the textbook and will focus on the key terms at the end of each
chapter. Material covered in lectures provides the basis for four, 45-question
multiple-choice tests. During the five classes devoted to assigned articles
students will meet in small groups to discuss and answer questions provided by the
instructor. The written answers will be turned in at the end of class and will be
graded on a scale of 1-10 points. For the seven videos, students are asked to write
a short (about one page) paper explaining how the video illustrates any point made
by the textbook. These papers are to be turned in the class immediately following
the video, and they will be graded on a scale of 1-10 points.
Grades will be based on the total points earned:
Points
279-300
270-278
261-269
249-260
240-248
Approximate
Percentage Grade Points
93-100%
A
90-92%
A87-89%
B+
83-86%
B
80-82%
B-
Approximate
Percentage Grade
231-239
77-79%
210-230
70-76%
180-209
60-69%
0-179
0-59%
C+
C
D
F
Psy 412 Syllabus
Page 3
Course Outline:
Reading assignments from the textbook, indicated in the column on the far right,
should be completed before the topic is discussed in class. You can test your
understanding of the reading by seeing whether you can explain the key terms at the end
of each chapter. The additional articles also should be read before the date the article
is discussed in class.
CLASS
MEETING
READING
TOPIC
PART I:
1 M 1/8
2 W 1/10
ASSIGNMENT
WAYS OF THINKING ABOUT ABNORMALITY
Introduction to the Course
Conceptions of Abnormal Behavior
none
Ch 1
3 F 1/12
Conceptions, con't
--------------------------------------------------------------------------4 M 1/15
Multidimensional View of Abnormality
Ch 2
5 W 1/17
Multidimensional view, con't
6 F 1/19
Discussion Wakefield (1992) article
--------------------------------------------------------------------------7 M 1/22
Clinical Assessment and Diagnosis
Ch 3
8 W 1/24
Diagnosis, con't
9 F 1/26
Discussion - Gallant & Hamilton (1988) and
Rivera-Tovar, Pilkonis, & Frank (1992) articles
--------------------------------------------------------------------------10 M 1/29
Researching Abnormal Behavior
Ch 4
11 W 1/31
Research, con't
12 F 2/2
Discussion - McGue & Lykken (1992) article
--------------------------------------------------------------------------13 M 2/5
* * * FIRST TEST - CONCEPTS OF ABNORMALITY * * *
Psy 412 Syllabus
Page 4
CLASS
MEETING
READING
TOPIC
ASSIGNMENT
PART II:
14 W 2/7
ANXIETY - RELATED DISORDERS
Anxiety Disorders
Ch 5
15 F 2/9
Video: The Anxiety Disorders
--------------------------------------------------------------------------16 M 2/12
Anxiety disorders, con't
17 W 2/14
Somatoform & Dissociative Disorders
Ch 6
18 F 2/16
Video on multiple personality
--------------------------------------------------------------------------19 M 2/19
Dissociative disorders, con't
20 W 2/21
Mood Disorders
Ch 7
21 F 2/23
Video: Mood Disorders
--------------------------------------------------------------------------22 M 2/26
Mood disorders, con't
23 W 2/28
* * * SECOND TEST - ANXIETY-RELATED DISORDERS
PART IIIA:
PSYCHOLOGICAL AND PHYSICAL HEALTH
24 F 3/1
Eating Disorders
Ch 8
--------------------------------------------------------------------------March 4-8
* * * SPRING HOLIDAY - NO CLASSES * * *
--------------------------------------------------------------------------25 M 3/11
Stress and Pain
Ch 9
26 W 3/13
Discussion - Wright (1995) article
27 F 3/15
Sleep Disorders
Ch 10
--------------------------------------------------------------------------PART IIIB: DISORDERS WITH NOTABLE SOCIAL IMPLICATIONS
28 M 3/18
29 W 3/20
Sexual and Gender Identity Disorders
Video:
Ch 11
Sexual Disorders
30 F 3/22
Discussion - Bayer & Spitzer (1982) article
--------------------------------------------------------------------------31 M 3/25
Substance-Related Disorders
Ch 12
32 W 3/27
33 F 3/29
Substance-related disorders, con't
* * * THIRD TEST - PHYSICAL HEALTH, SEX, AND DRUGS * * *
Psy 412 Syllabus
Page 5
CLASS
MEETING
READING
TOPIC
ASSIGNMENT
PART IV: PSYCHOSES; PERSONALITY & DEVELOPMENTAL DISORDERS
34 M 4/1
35 W 4/3
Personality Disorders
Ch 13
Personality disorders, con't
36 F 4/5
Video: Personality Disorders
--------------------------------------------------------------------------37 M 4/8
Schizophrenia and Psychotic Disorders
Ch 14
38 W 4/10
Psychotic disorders, con't
39 F 4/12
Video: The Schizophrenias
--------------------------------------------------------------------------40 M 4/15
Cognitive Disorders
Ch 15
41 W 4/17
Cognitive disorders, con't
42 F 4/19
Developmental Disorders
Ch 16
--------------------------------------------------------------------------43 M 4/22
Video: Behavior Disorders of Childhood
44 W 4/24
Legal, Ethical, & Professional Issues
Ch 17
45 F 4/26
Social issues, con't
--------------------------------------------------------------------------Finals Week * * * FOURTH TEST (4/29-5/3)
PSYCHOSES; PERSONALITY & DEVELOPMENTAL DISORDERS * * *
Statement of Academic Integrity:
Violation of academic integrity includes all of the following:
Cheating on exams
Having unauthorized possession of exams
Plagiarizing
Submitting the work of another person as your own
Tampering with the work of another student.
Students caught cheating on exams will receive a zero on that exam. Students caught
cheating a second time and students violating academic integrity in any other way will
receive an F for the course. In the case of more serious violation of any of the above
points (multiple violations; organized, unauthorized, widespread distribution of exams,
etc.), expulsion from the University will be recommended to the Director of Academic
Affairs.
Further information, including appeals processes, are described the current Policies
and Rules for Students handbook.