PSYC 203 – ABNORMAL PSYCHOLOGY
FALL 2013
MW 12:20-2:15
Instructor:
Dr. Angela Spaniolo-DePouw
Section:
F02
Credit Hours: 4
Email:
Angela.DePouw@muskegoncc.edu
Office:
Room 246-A (mailbox is located in Room 242 – Social Science Department)
Office Phone: (231) 777-0346
Office Hours: MW 7:45-8:00 & 10:00-12:15 / TTH 7:45-8:00, 10:00-11:15, & 1:10-2:10
Blackboard URL: http://mccbb.muskegoncc.edu
All email communication originating from MCC to students will be via their MCC email account. CHECK
YOUR MCC EMAIL FREQUENTLY!
WELCOME!
Welcome to Abnormal Psychology! This course is designed to introduce you to one of the most
fascinating areas within the field of psychology. Emphasis is placed on terminology, classification,
etiology, assessment, and treatment of the major disorders. Most importantly, my goal is also to help
you consider the implications of labeling behaviors as “abnormal”. I hope that by assisting you in
attaining knowledge and increased awareness about mental illness we can reduce the stigma associated
with these disorders. It is important to note that it is not unusual that one will begin feeling or thinking
that each discussed abnormal behavior applies to you! This is normal. This phenomenon has been seen
in psychiatry and psychology students alike as many students fall prey to “self-diagnosis” as they read
through the symptoms of various disorders. If you find yourself doing this, please try to remember that
diagnosis of psychological disorders (and the disorder itself) is quite complex and that it is normal to
share some of the same symptoms described in the diagnostic criteria. Hopefully, through the lectures,
discussions, projects, assignments, group work, exams, and your valued interests and curiosities, you
will come to a more accurate and empathic view of these prevalent abnormalities. I am looking forward
to a great semester and hope you are as well!
Prerequisites
PSYC-201; minimum grade of C or permission of instructor
Required Texts
Comer, R.J. (2014). Fundamentals of Abnormal Psychology, 7th Edition. New York, N.Y.: Worth
Publishers.
Gorenstein, E. & Comer, R.J. (2002). Case Studies in Abnormal Psychology. New York, N.Y.: Worth
Publishers.
Textbook Companion Website
http://bcs.worthpublishers.com/comerfund7e
Cost to the Student
There is no additional cost to students beyond normal tuition and fees
Students with Special Needs
I would like to encourage students with any form of disability to contact me early in the semester so I
can help you enhance your learning in class. With this said, I would also like to encourage you to contact
the “Special Services” office where they offer support, accommodations, and resources for anyone with
special needs. Room 206, (231) 777-0309
Teaching Method
(4 contact hours – Lecture) The process of teaching involves reducing years of research and reading into
one sixteen week experience where you leave having learned something new, something substantial,
and with a thirst to know more. The learning process is fluid and as such the syllabus may change.
However, class will typically consist of lecture, group work, and class discussion (including examination
of case studies, videos, and group activities).
Class Format
Due to the volume of reading in this course and the detail and complexity of the material, it is absolutely
essential that students read their textbook material and case studies each week prior to class. Failure to
do so will result in confusion and misunderstanding, an inability to participate effectively in class or
small group discussions, and poor exam grades.
Success in this course can be achieved by taking responsibility for your own learning. This means being a
serious student (attend class, read, reflect, research, ask questions, and see the results). In hours this
means approximately 3-9 hours beyond classroom time. Take advantage of my office hours or make an
appointment to see me if anything is unclear.
Classroom Expectations
1.
It is expected that students attend all class sessions, arrive on time, and stay for the entire class
period. If you must leave early, please notify me.
2. Absolutely no cell phone use or text-messaging will be allowed. If you are expecting a phone
call due to a possible family emergency, please place your phone on vibrate.
3. Monitor your own “air time”. If you tend to be silent – speak. If you tend to share a lot – please
understand that no one appreciates a student who uses a psychology class for personal
“therapy” or personal story-telling.
4. Respect the academic environment: Listen to others, learn from others, ask good questions, be
prepared…GET INVOLVED in the class and in your own learning. This is essential for the class to
be a success for all of us.
Attendance Policy
Regular attendance is required. It is expected that students will attend all class sessions, arrive on time
and stay for the entire class period. It will be difficult for students to do well in the class without good
attendance since much of the material in this course will be obtained from class activities, discussions,
and lectures.
After two absences, 5 points will be deducted from your final grade for each absence thereafter (in
other words, you are allowed two absences without penalty). Students with perfect attendance will be
awarded 10 extra credit points that will be added to your final grade. It is your responsibility to sign the
attendance sheet. Signing in for another student is considered academic dishonesty. It is also your
responsibility to obtain the material from another student that was missed during your absence.
Catalog Course Description
Catalog – “4 Cr. Hrs. This course is designed as a sequel to General Psychology. Students will study the
etiology, assessment, diagnosis, and treatment of psychological disorders of adults and children. They
will learn about the biological, psychological, and socio-cultural perspectives on these disorders, along
with the related legal and ethical issues.”
Course Objectives
At the completion of the course the student will be able to:
1. Understand varying perspectives of psychological disorders and abnormal behavior
2. Identify diagnoses of particular disorders and describe their associated symptoms
3. Demonstrate knowledge of the understood causes and etiology of particular disorders and
abnormal behaviors
4. Understand the appropriateness and purported efficacy of treatments for particular disorders
5. Recognize the psycho-social-cultural factors that may influence the development, course and
alleviation of psychological disorders and abnormal behaviors.
Course Requirements
 In-Class Midterms
There will be four midterms on the dates indicated on the calendar. Midterms will consist of 50
multiple-choice questions (50 points per exam). Mid-Terms are worth 33% of your final grade.
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Materials – You will need a scantron form and a #2 pencil for all midterms. Neither of
these materials will be provided, so be sure to bring them with you.
Preparing for Midterms – The publisher’s quizzes will provide a very good basis for the
types of questions that will appear on the midterms. In addition, the publisher’s
website includes excellent study tools that will assist you in preparing for the midterms.
 Make-Up Midterms
I will allow a make-up of a missed midterm if it was missed for one of the following, documented,
reasons:
1.
Personal illness or injury, documented by a doctor’s note, and with notification to
me before the test is missed (via phone or email)
2. Death in the immediate family
3. I will not administer exams early for any reason.
 Movie Reaction Paper and Presentation
One of the most visible places to find examples of abnormal psychology is in the movies. This project
will involve forming groups of 4 to watch a feature film that deals with psychopathology. ** On the first
day of class, groups will be formed and a list of potential films to be reviewed will be distributed. A
rubric for the individual paper assignment will also be given.
As a group, evaluate the movie’s representation of the authenticity of the disorder presented. Did the
movie accurately address the cause, presentation, and treatment of the disorder? Do the disorders in
the film appear to be exaggerated in a “Hollywoodized” portrayal? Why or why not? Include any
features of the movie that were exceptional, particularly interesting, or inaccurate in the presentation of
the disorder. VERY IMPORTANTLY, I would like you to discuss/consider the positive and negative
messages the movie gives the public about people with this disorder, as well as the mental health
profession in general.
As a group, prepare a 15-30 minute presentation of your findings. You must show important clips of the
movie during your presentation. Also, each group is expected to have a handout for each member of
the class which includes important aspects of the disorder that is being portrayed in the movie. If your
group decides to use powerpoints in the presentation, a copy of the powerpoints would make a good
handout as well. Also, as part of your grade, group members will evaluate each other’s participation in
the project. Please work as a group, be creative, and have fun! Students from my previous classes have
always found these particular presentations to be very enjoyable and educational for both the
presenters and the audience. Presentations will be made throughout the semester on the Monday of
the week that the disorder is discussed. This will serve as a interesting introduction to the new topic of
each week. The group presentation is worth 80 points and is worth 13% of your total grade. Grades for
the presentation will be based on the following criteria:
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Ability of the group to clearly communicate information (good volume, articulation, etc.)
Level of knowledge regarding the disorder
Appropriateness of movie clips shown to the topic being discussed
Involvement by all members of the group
Length of presentation should be no shorter than 15 minutes and no longer than 30 minutes
(this may be difficult in some cases given the lengths of some clips, but try to stick as close as
possible)
Creativity and ability to engage the audience
Quality of handout
Ability to handle question and answers after presentation
In addition, each INDIVIDUAL student will write a 3-4 page paper (double-spaced, type-written, 12-point
font) using the guidelines below. Your paper is due on the day of the presentation. The individual paper
is worth 50 points and is worth 8% of your total grade.
Some guidelines for writing the Abnormal Psychology Movie Review Paper are as follows:
1.
Focus on the individual
A. What do you observe about the person, their thoughts, feelings, and behaviors?
B. According to the definition(s) presented in both the lecture and the reading, is this person
acting abnormal? What are their difficulties?
C. Is a diagnosis given in the film? Is it correct? How was it made? How would you alter the
diagnosis? What do you think the diagnosis is?
D. What are the primary, predisposing, or precipitating causes of their disturbance?
E. How does their history relate to the disturbance?
F. Take a particular model of causality (e.g., biological, psychodynamic) and apply it to this
cause.
2. Focus on the environment
A. Are there any environmental influences that you believe are influential to the person’s
disturbance? (e.g., the era, the institution, the dysfunctional family, the therapist’s practice)
B. Does the movie accurately portray the person? Or, do you believe the case is distorted by
“Hollywood”?
C. How do others respond to this person? Focus on both mental health professionals and
family members.
D. If treatment was given, was it helpful, harmful?
E. What do you believe would have helped the person improve/change?
These are some questions to ask yourself. Each movie, each story is different and should provide a
different focus to your paper. Work from your own experience and current knowledge base. Do not
feel that you have to do “research”. To potentially receive a high grade, however, the above questions
should be focused on in one way or another. Remember to write clearly and in a well-organized
manner.
 Disorder Research Paper
A disorder that I would LOVE to know more about is (peruse your textbook for ideas – inside back cover
of your textbook has a good listing of the more common disorders):
(Place Disorder here) For the remainder of the semester you are to imagine that you are an individual with the above
disorder. The disorder is causing you (or your child/partner) a high amount of distress and you are
highly motivated to become well.
Please find information that addresses the following questions. You must turn in a written paper and a
folder/binder with your supporting documents. (This includes the first page of the 4 web pages, 4
articles, etc. and a complete bibliography.) You have the option of doing the paper in either a diary or
academic/research format. In addition, clip any relevant newspaper or popular media articles and
report on television segments that appear this semester on your disorder and include them in your final
paper. This paper should be well researched, organized, written, and all references must be
documented in the text and in a separate reference page. DO NOT CUT AND PASTE FROM THE
INTERNET!!! NOTE: The paper may be written in the first person, as the person with the mental illness,
their parent or partner or as a traditional academic research paper. Your research paper is worth 170
points and is worth 28% of your total grade.
**A list will be distributed asking you to indicate your choice of disorder by the second week of the
course. It is my hope that students will choose a good variety of topics to research.
1. What are the symptoms of your disorder? (10 pts.)
2. What is the history of your disorder? Include a brief summary. Has the name changed over the
years? (10 pts.)
3. What health insurance coverage (payment, length of coverage, etc.) do you (in reality) receive
on your current insurance plan for this disorder? If you do not have insurance, how would this
impact the treatment you are able to receive? Does your health insurance offer any special
programs or treatment options for someone with your disorder? (10 pts.)
4. Does your disorder usually lead to hospitalization? If so, where would you go for in-patient
(hospital) treatment in your county of residence? (Is this private or public and would you be
covered by your insurance?) Is there a national treatment facility for your disorder or a “best
place to go” for treatment? If hospitalization is not standard, what is the typical course of action
for treatment? (10 pts.)
5. If you had a psychiatric emergency related to your disorder, where would you go for help in your
county of residence? (10 pts.)
6. Where would you go for outpatient treatment in your county of residence? Public or private?
(10 pts.)
7. How would you go about locating a mental health professional to treat your disorder? Do any
licensed mental health professionals (psychiatrists, psychologists, MFT’s, LCSW’s) advertise
treatment services for your disorder? (10 pts.)
8. Locate a self-help group for your disorder. Are there any self-help groups for your disorder in
your county of residence? If so, where are they and how often do they meet? If not, how far
would you need to travel? (10 pts.)
9. What resources are available to someone with your disorder on the internet? Find the 4 best
resources and report specific URL address in your paper. Write an evaluative paragraph about
each site visited. (10 pts.)
10. Go to a local bookstore. What information is available on your disorder? Would you be inclined
to purchase any? Include four titles from the bookstore in your paper. (Note: Your disorder
may only appear as a chapter in a book.) (10 pts.)
11. Go to a library. What books are available on your disorder? Include at least four titles in your
paper. Use different titles than #11 above. (10 pts.)
12. How would people at work respond to you if you told them about your disorder? Imagine
telling your boss or co-workers. How would people at school respond? What would change if
anything? How would your relatives respond to your disorder? (10 pts.)
13. What information is published in the discipline of psychology or psychiatry on the treatment of
your disorder in the last five years? Use a psychological database , PsychInfo or ScienceDirect,
to locate at least four relevant articles that focus on treatment. Include paragraph summaries
of these articles in your paper and the first page of each article to document your research at
the end of your paper. Do not use abstracts alone. (10 pts.)
14. What form of treatment would you be inclined to try? Give a rationale based on your reading.
Compare and contrast two different approaches to treating this disorder (use any of the above
resources, class notes, and the textbook to support your ideas). (10 pts.)
15. Are medications being used to treat your disorder? If so, which ones are used currently and
most frequently? (10 pts.)
16. Are there any non-traditional methods (e.g., nutritional, spiritual, etc.) available to specifically
treat your disorder? (10 pts.)
17. Include a section on your personal reactions to having this disorder during the semester and the
impact of doing this assignment on your views of mental illness. (10 pts.)
18. To do a great job – this assignment requires a semester, so start early and have FUN!
(Textbooks, popular magazine articles, and the DSM-IV do not meet the requirement for references
listed above. It is fine to use them and cite them, however.)
 Case Studies
There are 10 reading assignments from the Case Studies in Abnormal Psychology (Gorenstein & Comer,
2002), each of which is a detailed description of the clinical presentation of a different psychological
disorder, how the professional conceptualized the problems, and what treatment was applied with what
outcomes. These provide more in depth description of the disorders than you would otherwise learn in
class given our time constraints. You get credit for a Case Study by reading it BEFORE class (assigned
readings are listed as “Case Study” in the due date section of the course calendar) and working in small
groups to complete the “Discussion Questions” that will be handed out in class each week. This is an INCLASS assignment so you must be in attendance to get these points. You must have also read the case
study ahead of time to be able to participate in the small and large group discussion in order to get your
points. Case studies will be discussed on Wednesdays. Each case study group work is worth 10 points
each (100 points total for the semester) and is worth 17% of your final grade.
______________________________________________________________________________
 Submission Accuracy
It is the student’s responsibility to check their grades on Blackboard to assure that all of their
submissions have been accounted for by the due dates. If there is any discrepancy between what is on
Blackboard’s grades and what you have completed, please see the instructor as soon as possible. Please
note that it may take up to a week for grades to appear on Blackboard.
Course Calendar
Please note: All of the reading indicated is required (textbook chapters and case study readings). The
days on which we begin a new topic may vary slightly from the schedule. Exam dates and assignment
dates are firm unless class is cancelled due to winter weather.
WEEK
1
DATES
8/26 & 8/28
TOPICS
Introductions!!!
Ch. 1 – Abnormal
Psychology: Past &
Present
2
3
9/2 & 9/4
(No class on 9/2 – Labor
Day)
9/9 & 9/11
4
9/16 & 9/18
Ch.3 – Clinical
Assessment, Diagnosis,
and Treatment
5
9/23 & 9/25
Ch. 4 – Anxiety,
Obsessive-Compulsive,
and Related Disorders
Ch. 1 – Cont.
Ch. 2 – Models of
Abnormality
Case 3 – OCD – Sarah
6
9/30 & 10/2
DUE
Ch. 5 – Disorders of
Trauma and Stress
Library Demo Day!!!
Day & Time - TBA
Exam #1 (Ch. 1-3) –
9/23
Anxiety Disorders
Movie Presentation –
9/23
Stress Disorders Movie
Presentation – 9/30
Case 1 – PTSD – Sofia
7
10/7 & 10/9
Ch. 6 – Disorders of
Mood
Mood Disorders Movie
Presentation – 10/7
Case 5 – BiPolar
Disorder – Gina
8
10/14 & 10/16
Ch. 8 – Disorders
Featuring Somatic
Symptoms
Case 6 – Andrea Hypochondriasis
Exam #2 (Ch. 4-6) –
10/14
Somatic Disorders
Movie Presentation –
10/14
9
10/21 & 10/23
Ch. 9 – Eating Disorders
Case 9 – Bulimia
Nervosa – Rita
10
10/28 & 10/30
Eating
Disorders/Substance
Abuse Movie
Presentation – 10/21
Ch. 10 – Substance Use
and Addictive Disorders
Case 10 – Alcohol
Dependence & Marital
Distress – Kirk
11
12
11/4 & 11/6
11/11 & 11/13
Ch. 11 – Disorders of
Sex and Gender
Exam #3 (Ch. 8-10) –
11/4
Case 11 – Sexual
Dysfunction: Male
Erectile Disorder –
Walter
Sexual Disorders &
Gender Identity
Disorders Movie
Presentation – 11/4
Ch. 12 – Schizophrenia
Schizophrenia Movie
Presentation -11/11
Case 12 – Schizophrenia
– Jim
13
11/18 & 11/20
Ch. 13 – Personality
Disorders
Personality Disorders
Movie Presentations –
11/18
Case 14 – Antisocial
Personality Disorder –
Jack
14
11/25 & 11/27
(No class on 11/27 –
Thanksgiving break)
Ch. 14 – Disorders of
Childhood and
Adolescence
Case 16 – ADHD – Billy
15
12/2 & 12/4
16
TBA
Guest Speaker – Down
Syndrome Topic
Disorder Research
Paper Due – 11/25
Ch. 15 – Disorders of
Childhood and
Adolescence (cont.)
Exam #4 – TBA
(Ch. 11-14)
Grade Distribution
A
AB+
B
BC+
C
CD+
D
D-
93 or better
90-92
86-89
83-85
80-82
76-79
73-75
70-72
66-69
63-65
60-62
Grade Breakdown
558+ pts.
540 – 557 pts.
516 – 539 pts.
498 – 515 pts.
480 – 497 pts.
456 – 479 pts.
438 – 455 pts.
420 – 437 pts.
396 – 419 pts.
378 – 395 pts.
360 – 377 pts.
Mid-Term Exams:
4 @ 50 pts. = 200 pts.
Case Studies:
10 @ 10 pts. = 100 pts.
Movie Group Presentation:
80 pts.
Movie Paper:
50 pts.
Disorder Research Paper:
170 pts.
+_____
Total:
600 pts.
Muskegon Community College Policies
Statement on Student Assessment and Accreditation
Muskegon Community College is fully accredited by the Higher Learning Commission located in Chicago
(http:ncahlc.org/). The Higher Learning Commission accredits degree granting postsecondary
educational institutions in the North Central Region. Accreditation helps ensure students that they are
receiving a quality education and can transfer to other colleges and universities with ease and
confidence. MCC is committed to an essential part of the accreditation process: assessing student
learning. You will likely be asked to participate in assessment activities as part of MCC’s assessment of
programs and general education.
Statement on MCC Email
All email Communication originating from MCC to students will be via their email account. CHECK YOUR
MCC EMAIL FREQUENTLY.
Statement on Student Behavior
Muskegon Community College is a community of scholars whose members include administrators,
faculty, staff, and students. Mutual respect and civility are expected in the classroom or other college
academic settings, as well as, in any communication.

MCC has the duty of providing students with privileges, opportunities, and protections that best
promote learning;
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Students have the right to a non-threatening learning environment;
Students have the responsibility to refrain from infringing on the right of others to learn or the
right of teachers to teach; and
Any student whose behavior disrupts learning may be subject to disciplinary action as outlined
in the Muskegon Community College Student Handbook/Planner.
Academic Integrity Policy
Muskegon Community College expects that all faculty and students will adhere to high standards of
personal and academic honesty. This means that all academic work will be done by the student to whom
it is assigned without unauthorized aid of any kind. Faculty members, for their part, will exercise care in
the planning and supervision of academic work so that honest effort will be positively encouraged.
Academic dishonesty consists of, but is not limited to:

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Cheating. Cheating is defined as using or attempting to use, giving or attempting to give, and
obtaining or attempting to obtain, materials or information, including computer material
pertaining to a quiz, examination, or other work that a student is expected to do alone.
Plagiarism. Plagiarism is defined as the use of another's words or ideas without
acknowledgement.
Penalties for violation of these standards of conduct may result in sanctions of up to and
including suspension or expulsion from MCC.
Statement on Dispute Resolution Process
Should a student not agree with a faculty member's decision or actions as they may relate to this policy,
the following steps shall be followed:
1. A student suspected of academic dishonesty shall be notified in writing within two school days
of the time the violation is discovered. Copies of the written notification shall also be filed with
the department chair and Vice President of Student Services.
2. The student should try to reach resolution of the matter through direct discussion with the
involved faculty member within three (3) school days of the written notification.
3. If the matter is not resolved in Step 2, the student shall bring the matter to the attention of the
department chairperson of the involved faculty member.
4. If the matter is not resolved at the department chairperson level, the student shall bring the
matter to the attention of the Vice President for Academic Affairs who shall render a decision
within five school days of the receipt of the dispute information.
5. If a satisfactory solution is not reached at the Step 4 level, the student may file a written request
with the Vice President of Student Services for a hearing before the disciplinary board. This
meeting shall be held not more than 20 days following the written request. A student may
request a hearing before the disciplinary board. The disciplinary and judicial procedures are
outlined in the Muskegon Community College Student Handbook/Planner.