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Psychology 395 Psychological Disorders and War
Saint Martin’s University / Ft Lewis Campus
Term 3: Monday, January 7 to Tuesday, March 4, 2008
Tuesday / Thursday 5:00-7:40pm
COURSE DESCRIPTION
An exploration of how war and combat impact both military personnel and those left at
home. The psychological disorders often associated with combat will be studied, as well
as the effect war has on the family and on relationships. This special topics course was
proposed by Renee Burden and developed by Jennifer Jamison, MA in 2006.
COURSE PERFORMANCE OBJECTIVES
Each student should be able to:
Examine how combat trauma can lead to the development of selected psychological
disorders in military personnel. These disorders will be explored within the
context of the BioPsychoSocial model of etiology.
Understand how deployment in wartime can affect the individual and the family in
terms of relationships, parenting, and how the presence of psychological
disorders within one family member impacts the entire family system.
Comprehend the basic elements of counseling as it is applied to the individual, the
couple and the family,
LECTURE CONTENT
What is Abnormality?: What is the DSM? / What is the BioPsychoSocial Model?
War and the Individual: Major Depressive Disorder and Suicide / Substance Abuse /
Post Traumatic Stress Disorder
War and the Family:
Marriage and Relationships / Divorce and Infidelity /
Parenting / Family Violence / Other Family Issues
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Counseling / Psychotherapy: Basic Concepts / Individual Counseling / Group
Therapy / Couples and Family Counseling / Ethical Issues in Counseling
REQUIRED TEXTBOOKS
On killing: The psychological cost of learning to kill in war and society
by Dave Grossman / 1996
ISBN: 0316-33011-6
Depression in Adults / 3rd edition
by Anton Tolman / 2006
ISBN: 1887537244
Post-traumatic / Acute stress disorders / 4th edition
by Matthew Friedman / 2006
ISBN: 1887537228
INSTRUCTOR INFORMATION
Jennifer Jamison, MA/Psychology
<deleted> voicemail
jjamison@stmartin.edu
The main form of communication I prefer outside of the classroom is email. My goal is
to answer every student email within 48 hours Monday through Friday; I check my
email several times a day on those days. Note: phone calls are also appropriate and will
be answered Monday through Friday within 36 hours.
I teach for Pierce College McChord AFB (2000-present), Saint Martin’s University
Extension Campuses (2001-present) and Chapman University College at Navy Subase
Bangor (2005-present). My academic interests include life-span psychopathology,
cognitive therapy, the BioPsychoSocial model and ethical issues in counseling. I was the
recipient of the United States Air Force’s Teaching Excellence award in May 2002 (Saint
Martin’s College) and May 2005 (Pierce College). My clinical counseling training and
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experience was centered on working with an older adult population facing such issues
as long-term mental illness and the dementias.
Education
Chapman University College Master’s degree in Counseling Psychology 1998
Saint Martin’s College Bachelor of Arts degree in Psychology 1994
COURSE SCHEDULE / READING ASSIGNMENTS
Supplemental lecture notes will be provided to students on a regular basis either in
printed form distributed in class or sent via email. Please complete all indicated
reading assignments before the start of each session.
Week 1 / Session 1: Tuesday, January 8 & Session 2: Thursday, January 10
Introduction / review of course requirements. Topics: What is Abnormality? What is
the DSM? What is the BioPsychoSocial Model? Lecture notes will be provided in class.
Assignment for week 2: Read the book Depression, begin reading On Killing – one to
two chapters a week.
Week 2 / Session 3: Tuesday, January 15 & Session 4: Thursday, January 17 Topics:
Major Depressive Disorder and Suicide. Assignment for week 3: Read provided lecture
notes on substance abuse; continue reading On Killing.
Week 3 / Session 5: Tuesday, January 22 & Session 6: Thursday, January 24 Topics:
Substance use and abuse; class discussion of On Killing. Assignment for week 4: Read
the book Post-Traumatic / Acute Stress Disorders; continue reading On Killing.
Week 4 / Session 7: Tuesday, January 29 & Session 8: Thursday, January 31 Topics:
Post traumatic / acute stress disorder; class discussion of On Killing. Assignment for
week 5: Read provided handouts; continue reading On Killing.
Week 5 / Session 9: Tuesday, February 5 & Session 10: Thursday, February 7 Topics:
Marriage and relationships; divorce and infidelity; class discussion of On Killing.
Assignment for week 6: Read provided handouts; continue reading On Killing.
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Week 6 / Session 11: Tuesday, February 12 & Session 12: Thursday, February 14
Topics: Parenting; family violence; and other family issues; class discussion of On
Killing. Assignment for week 7: Read provided handouts; continue reading On Killing.
Week 7 / Session 13: Tuesday, February 19 & Session 14: Thursday, February 21
Topics: Basic concepts of counseling; individual counseling; final class discussion of On
Killing. Assignment for week 8: Read provided handouts.
Week 8 / Session 15: Tuesday, February 26 & Session 16: Thursday, February 28
Topics: Group therapy; couples and family counseling; ethical issues in counseling.
Submit all written assignments by Session 16.
GRADING STANDARDS
One (1) essay exam: up to 70 points (excluding extra credit questions)
One (1) research project: up to 50 points
One (1) extra credit project (for two or more absences): part of final grade
Class participation: up to 40 points
Total points: up to 160 points
A+ = 4.0  A = 4.0  A- = 3.67  B+ = 3.33  B = 3.00  B- = 2.67
C+ = 2.33  C = 2.00  C- = 1.67  D+ = 1.33  D = 1.00  D- = .67  F = 0.00
What does it take to earn…?
A category (100-90%) demonstrates significant understanding of major course concepts;
critiques the work of others with respect and understanding of the material; offers new
interpretations of course material and can provide valid explanations for perspectives.
There is a high level of creativity present in written assignments.
B category (89-80%) demonstrates some evidence of understanding some/most of the
major concepts; is able to agree or disagree when prompted; is skilled in basic level of
support for opinions; offers an occasional divergent viewpoint.
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C category (79-70%) has a superficial understanding of the material; offers inadequate
support for perspectives; comments suggest that the textbook has not been read.
Written work is sloppy in appearance, and the content suggests a last minute,
unorganized “rush job”.
D category (69-60%) or F (59% and below) shows no significant understanding of
material; no written work is submitted.
METHODS OF ASSESSMENT
Note: “All Saint Martin’s University assessments are mandatory and must be
accomplished as a part of class course work.”
Requirements for the take-home, open book essay exam:
The seven (7) question exam will be based on your textbook, class discussions/lectures
and your own perspective. Each answer is worth up to 10 points each. Your answers
should be in complete sentence/paragraph form. Answer each question as thoroughly
as you can - you’re not expected to write several pages for each answer, but do make an
effort answering the questions with as much factual detail and personal perspective as
you can.
As a general guideline, 2 pages per answer is the minimum expected, although you
may write more pages per answer. Offering only three sentences as an answer is not
acceptable, nor is merely recopying any author’s writing as your answer(s).
Do use your own words/thoughts as much as possible, but when quoting from the text,
use quotation marks and reference the author and page, i.e. (Grossman, 1996, pg. 150). I
am willing to review rough drafts until session 11.
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Requirements for Interview / Research Report
The research assignment of the course will be a report based on each student's interview
of an individual involved in the war in Iraq or Afghanistan - either a deployed
servicemember or a family member at home. All interview subjects shall remain
anonymous and should be over the age of 18.
The purpose of the interview will be to research experiences concerning deployment,
personal struggle and success, and ultimately how war and combat changed the
individual. Of special focus will be the personal attitudes and needs of these individuals
as they apply to counseling.
Each student will be given standardized questions to ask and will have the opportunity
to create his or her own questions as well.
The main elements of the paper will be on:
1. how war and combat changed the interviewee; what was life like before and after
deployment?
2. what are the interview subject’s attitudes about counseling and psychology?
3. what have their positive / negative experiences been with counselors (if applicable)?
Summarize your findings in a written report that is a minimum of eight (8) pages.
Please do not include the cover and any reference page in your final count. There
is no maximum page limit.
Students may supplement their interview findings with outside research, for
example, how are psychological services provided to military personnel and
their families?
Additional information and the questions will be provided in a separate document.
WRITING STYLE REQUIREMENTS
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When supplementing your answers with information from other sources, cite those
sources in your papers, and on a separate page using “APA Style” (a separate handout
detailing how sources should be acknowledged on the reference page will be provided).
Use double spaced lines, with allover 1 inch margins.
APA writing style is appreciated, but not required, except for the cover and reference
pages.
Use only readable fonts such as Times New Roman, New Century Schoolbook,
or Palatino in 12 point only.
PROOFREAD everything you write, checking for grammar and spelling. Having
someone else read your work can be very helpful in making corrections.
POLICY ON ATTENDANCE
I understand that there are situations when you cannot attend a class session: active
duty assignments, family responsibility, etc. I want to ensure that you get as much
benefit and information out of the course as possible. Regular attendance is important
to your instructor, and for each student’s learning experience.
I’m willing to make an exception if your absences are based on military duty (TDY and
deployment in particular). Please contact me to discuss the situation as soon as you
learn of your changes in duty.
Completion of this project will be considered part of your final grade. There will be no
required extra credit for missing one (1) complete class session. The following are
guidelines for extra credit for missed sessions:
If you miss two (2) or three (3) complete sessions: do one (1) article review.
If you miss four (4), five (5), or six (6) complete sessions: do two (2) article reviews.
If you miss seven (7) or more complete class sessions: please speak with me privately
concerning this significant amount of absence.
Description of article analysis
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In your own words, write a two to three (2-3) page, double spaced, typewritten
analysis of the subject. The major focus of your analysis MUST be on how the article
content relates to one of the concepts discussed in class and/or in your textbook. Use
the APA style format for the cover page. Please include the article copy along with your
analysis.
Areas to be discussed:
What is the content of the article and describe why you chose this article.
In general terms, how does the article content relate to course content?
Be very specific about how the article content is related to one (or more) of the
psychological concepts as described in class or in a course textbook.
What is your personal perspective on the topic/concept?
CLASS MANAGEMENT
I understand that it is difficult for adult learners with jobs and family responsibilities
to go to school, but please attend all sessions and be on time as much as possible.
If you are unable to attend class, please let me know. If you arrive late, please
take your seat as quietly as possible with a minimum of disruption.
Please
check your email account at least twice a week for additional course material
and information.
As
a reminder: if you are unable to complete course requirements on time, please
contact me as soon as possible to review your options. I'm willing to help
students successfully complete the course.
Students are always welcome to ask questions, share perspectives / ideas with the
instructor and other students. However, crosstalk between students not paying
attention to the lecture / in-class student discussion is not appropriate and is
disruptive to the learning environment.
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Students are
expected to discuss a wide variety of topics with one another and with
your instructor, in a respectful, mature manner that reflects the status of adult
university students.
If
your cell phone needs to be on (work duty or family emergency), please be as
unobtrusive as possible while dealing with a call. All other students: turn your
cell phones OFF during the class sessions.
DISABILITIES SUPPORT SERVICE EXPLANATION
Access/Disability Services:
Section 504 of the Rehabilitation Act of 1973 and Americans with Disabilities Act of 1990
(ADA) mandates colleges and universities to provide "reasonable accommodation" to
any enrolled student with a disability. The law protects the student's rights to have an
equalized opportunity for learning and for participating in campus programs and
activities. Students have the right to services and reasonable accommodations
providing they meet the basic requirements to perform activities of the program.
Saint Martin's University Student Services includes a Disability Support Services office
which works with students and potential students. We arrange those accommodations
that allow our students to participate in classes and activities and have equal access to a
full education here at the university alongside their fellow students, in whatever format
the class is offered.
If you need course adaptations or accommodations because of a disability, if you have
medical and/or safety concerns to share with me, or if you need special arrangements
in case the building must be evacuated, please make an appointment with me as soon as
possible.
ACADEMIC DISHONESTY POLICY
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Saint Martin's University and your instructor appreciate integrity and honesty. Please
use your own thoughts, words and ideas for your assignments. Plagiarism will not be
tolerated. If quoting from the work of another author, please give credit by
acknowledging it in your paper using quotation marks and citing the information
source. For example: “direct quote (Author name, 2007, page number)”.
When paraphrasing (or rephrasing) the work of another author, acknowledge by citing
the information source. For example: paraphrased comments (Author name, 2007).
Academic dishonesty consists of any of the following acts:
From SMU's Student Handbook 2006-2007:
Assisting another student on examinations, tests, quizzes or other assignments, or
receiving assistance from a student without permission of the instructor. Using
unauthorized materials for assistance during examinations, tests or quizzes or other
assignments.
Plagiarism.
Plagiarism is the act of using the words and ideas of others without giving proper
credit. Common varieties of plagiarism include:
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Having another individual write a paper or take an examination for a student.

Directly quoting material without using quotation marks or proper
indentification.

Not giving credit for another person's original ideas and organization.
Plagiarism and cheating are considered unethical actions and a violation of academic
policy. The procedures for dealing with these cases are outlined in the Saint Martin's
University Student Handbook. The 2006-2007 Student Handbook can be accessed at:
http://www.stmartin.edu/StudentServices/handbook.htm
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SAINT MARTIN’S UNIVERSITY ONLINE
Website: http://www.stmartin.edu/
Extension Campus Webpage (includes term schedules and textbook lists)
http://www.stmartin.edu/ExtensionCampuses/index.htm
Saint Martin’s University Main Campus Library:
http://www.stmartin.edu/library
RECOMMENDED READING LIST
Beck, A. T. (2000). Prisoners of hate: The cognitive basis of anger, hostility, and violence. New
York: HarperCollins. ISBN: 0060932007
Grossman, D. with Christensen, L. W. (2004). On combat: The psychology and physiology of
deadly conflict in war and peace. PPCT Research Publications. ISBN: 0964920514
Pavlicin, K. M. (2003). Surviving deployment: A guide for military families. Saint Paul,
Minnesota: Elva Resa Publishing. ISBN: 0-9657483-6-7
Wright, E. (2004). Generation kill: Devil dogs, iceman, captain america, and the new face of
American war. New York: Berkley Publishing / Penguin. ISBN: 0-425-20040-X
DEDICATION
This class is dedicated, with gratitude, to the United States Military and their families.
You have served with courage, honor and dedication to keep America free.
Thank you.
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Jennifer Jamison and Renee Burden