MOHAWK VALLEY COMMUNITY COLLEGE
UTICA AND ROME, NEW YORK
Fall 2013
PY203 – Abnormal Psychology
3 credit hours
INSTRUCTOR: James Smrtic
COURSE OUTLINE: Student Contract
PREREQUISITE: PY101 – Introduction to General Psychology
COURSE DESCRIPTION:
This course covers the historical views of abnormality as well as current classification of
abnormal behavior. It emphasizes the comparison of perspectives on abnormal behavior.
TEXT: Abnormal Psychology: Classic Perspectives, the Text/Anthology, James D. Smrtic,
Linus Publications, Inc., 2010.
STUDENT LEARNING OUTCOMES:
The student will:
1.
describe the perspectives approach for the study of abnormal psychology.
2.
summarize the history of abnormal psychology.
3.
distinguish between normal and abnormal behavior.
4.
describe the history, function, content and political nature of the Diagnostic and Statistical
Manual of Mental Disorders.
5.
apply the Multiaxial Evaluation System of the Diagnostic and Statistical Manual of
Mental Disorders to case studies.
6.
compare and contrast the distinguishing symptoms of the major mental disorders.
7.
evaluate the strengths and weaknesses of the Illness, Holistic, Psychoanalytic,
Behavioral, Cognitive, Humanistic, and Social Perspectives as they explain and treat
abnormal behavior.
8.
discuss the integration and strengths and weaknesses of the various theoretical
perspectives.
9.
analyze case studies, applying knowledge of the major perspectives.
10. critique a scholarly/professional journal article in terms of its relevance to the major
theoretical models and professional practice
11. describe ethical issues involved in the study of abnormal psychology.
12. apply critical thinking in evaluating research methods employed in abnormal psychology.
Unit 1
Topic
The Perspectives Approach to the Study of
Abnormal Psychology.
a.
Unit 2
clarification of metaphors, models and
perspectives as related to abnormality
Text Assignment
Ch. 1
Normality and Abnormality
a.
b.
c.
history of the study of abnormality
approaches to understanding abnormality
forensic applications
Ch. 2
2
Unit 3
The Diagnostic and Statistical Manual of Mental
Disorders (DSM-5)
Ch. 3
Unit 4
The Mental Disorders
Description of the 15 major classifications of mental
disorders as presented in DSM-IV-TR
Ch. 4
The Illness Perspective
The Illness Metaphor
Medical Treatments for Mental Disorders: Drugs,
Shock, Surgery
Ch. 5
Unit 6
The Holistic Perspective
The Holistic Model
Emphasis on Prevention
Benefits of Mental States, Exercise, Stress
Management and Diet
Ch. 6
Unit 7
The Psychoanalytic Perspective
Freudian Theory
Basic Analytic Concepts
Psychosexual Theory
Contemporary Psychoanalytic Issues
Ch. 7
Unit 8
The Learning (Behavioristic) Perspective
Classical and Operant Explanations of Disorders
Classical and Operant Methods of Behavior Therapy
The Cognitive Approach
Ch. 8
Unit 9
The Humanistic – Existential Perspective
The “Beliefs” of the Humanist
Major Humanists and Their Theories
Ch. 9
Unit 10
The Social Perspective
The Anti-Psychiatry Orientation of The Social
Perspective
Role Theory of Mental Disorders
Normalization
Evaluation of Community Mental Health
Ch. 10
Exam One
Unit 5
Exam Two
Unit 11 Clarification
Ch. 11
Integration of the perspectives – “Putting the
perspectives into perspectives”
Relative strengths and weaknesses of the various
perspectives
Application of the perspectives in the analysis of the
case histories – Nancy and Kevin
Exam Three
There are two relevant behaviors for succeeding in this course; come to class every day and read the
book. All exam information comes from those two sources.
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ATTENDANCE: Attendance is necessary to assure exposure to the relevant material. Many items on
examinations will consist of material not presented in the text, but on information presented in class.
About 3-4 test questions will be covered each class.
If you require my signature for financial aid, inform me. You must attend 75% of classes or have a “D”
or better for satisfactory participation. Students are not allowed to enter the course after the second week.
Attendance is taken at the beginning of class. If you wish to be marked present, be punctual. This record
determines possible course deletion. Students who do not attend at least 60% of classes at time of census
are deleted.
STUDENTS WITH SPECIAL NEEDS:
I would appreciate hearing from anyone in the class who has any type of disability (e.g., physical,
learning, psychiatric, vision, hearing, etc.) which may require some special accommodation. Please see
me during my office hours so that we can discuss your needs. Before services can begin, you must also
contact the Disability Services Office, 792-5644, in Room 153 of the Academic Building on the Utica
Campus. (For classes on the Rome Campus, students should be referred to the Student Services Office,
PC A30, 334-7709). Staff members will review your documentation, determine your eligibility for
accommodations, and decide what those accommodations will be.
Uncaptioned educational DVDs and/or other uncaptioned audio-visual materials will be shown in this
class. Anyone with a hearing disability should discuss this with me during office hours.
In most instances, accommodations can easily be made (special seating, help finding note-takers,
permission to tape-record classes, time extensions on tests, etc.). You may want to arrange to confer
with staff directly regarding those students with more complex needs. We will be happy to work with you
to make whatever arrangements are necessary.
GRADING: Final grades will be determined by the number of total points accumulated on three exams,
the article project, and any extra credit points (explanations following). The exams are multiple choice.
Test 1
50 points (test on which mid-term grade is based)
Test 2
50 points
Test 3
50 points
Project
50 points
Total
200 points
Extra credit points will be added to this total.
Grades on first test are fairly good. Second test grades tend to decline. Third test grades improve.
Cut off points for final grades are as follows. These cut off points are rigid.
180 and above = A
160 and above = B
140 and above = C
120 and above = D
below 120
=F
MAKE-UPS: If a student missed the in-class exam, an out-of-class essay can be done to make up the
credit. No make-ups of the in-class multiple choice test will be given. These make-up essays must be
typed or word processed and handed in by the last class meeting to receive any credit. It should be about
seven pages. A student may do one out-of-class essay as a substitute for a missed exam and is
responsible to request the exam.
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ARTICLE PROJECT:
An article project will be due the first class meeting of the 12th week of class. The purpose of the project
is to investigate a topic within abnormal psychology and to summarize and react to literature on this topic.
Two sources must be used compiling the project. One article from the book may be used. Sources cited
in the text can be used. Also, any additional sources relating to abnormal psychology would be
appropriate, as long as they are of a scientifically acceptable nature. Beware of generic “POP” Psych
clutter on the Internet. Guidance on appropriate internet sites will be provided.
GOAL OF PROJECT:
Articles must be submitted with paper, except when from text
Select one mental disorder. Show how it is explained and/or treated by any two perspectives.
Articles may explain, treat, or combine explanation and treatment for the disorders. DO NOT
DESCRIBE THE SYMPTOMS of the disorders. Articles must be submitted with paper, with the
exception of text articles.
FORMAT OF PROJECT:
requirements will be rejected.
1.
2.
3.
To be followed exactly (NO YABBITS). Papers that do not conform to
Cover Sheet
a.
Theme – One sentence statement of the theme of your project (20 word maximum).
Example: Autism as treated by the learning perspective and explained by the holistic
perspective.
b.
Your name, class day and time
For each of your two sources: Summary of Article
a.
Start page with complete bibliographic reference for your source: Title, Author, Source,
Date, Publisher, etc. Identify it as Summary One or Summary Two.
b.
Summarize, in your own words, how the particular disorder is explained and/or treated by
the perspectives you selected. Each summary should be about one page. An Article
Summary is not to be “literal” or based on article abstract.
Evaluations and Conclusions:
Compare and contrast the two sources. Analyze the approaches of each article. In what ways are
they similar? Different? What do you think? Relate personal experiences. Evaluate the
perspectives used. This should be one to two pages. THINK!
Total length of paper should be about 3 or 4 typed pages. Make sure it is stapled. No elaborate
folders. Five (5) points are subtracted for papers that are up to one week late. Then ten (10)
points are subtracted after one week. However, all papers must be in by the last class meeting to
receive any credit.
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SAMPLE ARTICLE PROJECT
1.
2.
SUMMARY ONE
Autism as Treated by
the Learning Perspective
and Explained by
the Holistic Perspective.
a.
Behavioral Treatment and
Normal Education and
Intellectual Functioning in
Young Autistic Children, by
O. Ivar Lovacs, In Abnormal
Psychology: Classic Perspectives, by
James D. Smrtic, Linus Publications,
Inc., 2009.
b.
Summary
_________________________
_________________________
_________________________
_________________________
Awanna Goodgrade
M,W,F-9:00
3.
SUMMARY TWO
a.
Autism: It’s Not Just in the
Head, by Jill Neimark, In
Abnormal Psychology: Classic
Perspectives, by James D. Smrtic,
Linus Publications, Inc., 2008.
b.
Summary
___________________________
___________________________
___________________________
___________________________
4.
Evaluation and Conclusion
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
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EXTRA CREDIT:
SELF-TEST BONUS
The grading system for this course is relatively rigid. In order to make grading somewhat
more flexible, three self-test bonus quizzes will be offered during the semester. Each will
consist of the student presenting for evaluation the self-test questions for any of the articles in the
chapter presently being studied. Each quiz is three points. Dates of the bonus quizzes will not
be announced.
All work for this course must be TYPED and submitted by the last day of class to receive credit.
POLICY ON USE OF TECHNOLOGICAL DEVICES IN THE CLASSROOM
College policy prohibits student use of technologies not relevant to classroom, laboratory, studio, or
clinical settings. This includes, but is not limited to, electronic communicating devices, MP3
players, and video/photo capture devices. Instructor discretion may be exercised if the technology
is a component of the learning environment or by prior student notification. 5 point penalty may
be assessed for inappropriate use. This includes Lap/Desk Top computers.
Mutual Concerns:
I hope that you find this course stimulating, valuable and enjoyable. I will do my best to accomplish
these objectives. I expect that you will:
1.
Be punctual. All of us have many obligations. We have limited time to cover much
material. Chronic late-comers may not be allowed in, as they disrupt the class. A 5 point
late penalty may be assessed. If you have a problem, like transportation, let me know.
2.
There are some student behaviors that distract me from doing the best I can do. Please
refrain from the following:
a.
b.
c.
d.
e.
sleeping
copying notes
doing work for other classes
eating or drinking
the use of, or interruption by irrelevant technological devices.
3.
I reserve the right to delete students for lack of attendance or inappropriate behavior. A
5 point non-compliance penalty may be assessed.
4.
Communicate with me at the time you are having problems that affect your performance.
Office – 352 Payne Hall
792-5538-Office
792-5367-Department
E-mail - JSMRTIC@MVCC.EDU