Abnormal Psychology
Summer Term II, 2008, Duke East Campus
Instructor: Charles Jonassaint
Teaching Assistant:
Texts and Materials:
Comer, R. (2005). Fundamentals of Abnormal Psychology (4th ed.). New York: Worth Publishers.
The Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV)
Course Description:
The class will attempt to facilitate a better understanding of what constitutes mental illness by
exposing students to the real life experiences of individuals with mental illness. The course will begin
with a critical examination of the concept of mental illness from a historical perspective. The major
paradigms for conceptualizing mental illness will be explored for what they may contribute to our
understanding of mental illness.
The rest of the course is designed to provide an introduction to a wide variety of psychological
disorders and related theoretical concepts. The information reviewed will include diagnostic criteria,
theories of etiology, treatment paradigms, sociological relevance, and current controversies associated
with the area of psychopathology. The course is designed to provide students with the opportunity to
critically apply information learned in class to case studies by entertaining hypotheses for diagnosis
and treatment.
Learning objectives:
At the end of this course, you will be able to answer each of the following questions employing
different theoretical perspectives.
1.
2.
3.
4.
5.
What makes a behavior "abnormal?"
What are the major psychological disorders?
How do professionals make diagnoses?
What are the causes of psychological disorders?
What are effective treatment strategies?
Skills obtained by the end of the course:
1.
2.
3.
Brief patient evaluation, assessment techniques and report writing
Understanding of mindfulness skills and their application to clinical treatment
Basic understanding of cognitive behavioral and dialectical behavioral therapy
strategies (CBT/DBT)
Methods:
The class will utilize a variety of teaching strategies to provide students with an interactive and
engaging learning environment. The primary reading for the course consists of a standard college level
text on abnormal psychology. We will also rely heavily upon and become familiar with the Diagnostic
and Statistical Manual of Mental Disorders (DSM-IV) for classifying and diagnosing mental disorders.
Classes will also include peer to peer intake interviews, evaluations, clinic intake report writing, class
discussion and debates, activities, role plays, group projects, student reports and presentations, and
guest speakers.
Learning how to be a clinician:
Being able to teach a client skills and understanding what treatments may work given a specific
clinical presentation first begins with mastering the skills in your own life. As such, each class
period will begin with mindfulness practice or a stress reduction exercise. These will be followed
by lecture on psychosocial skills training (e.g. CBT, DBT, behavioral activation therapy, anger
management). Four major areas will be covered: core mindfulness skills, interpersonal
effectiveness, emotion regulation and distress tolerance. Our emphasis will be, not only on how
you can apply these skills to your own life but more importantly, how do these skills (or the lack
there of) apply to the formulation and treatment of psychopathology.
Evaluation of Student Work:
Students will be evaluated using the TIP classroom evaluation rubric – no overall grade will be
assigned. Assignments, in-class activities, participation, group assignments, and the final paper will be
used to track student progress. Although no formal point score will be provided, feedback and
comments will be provided on a number of the assignments.
Assignments:
The major class assignments will include daily journal entries, readings, small group discussions, peer
assessments and mock intake reports, role plays, group projects, student reports and presentations, and
a comprehensive report on an individual with a psychological disorder. Complete instructions will be
given for each assignment. Brief descriptions of each of the assignments follow:
Additional group projects: Small projects and activities will be associated with some of the activities
conducted in class.
Reading Checks/Daily Journal Entries
Reading checks will be given periodically during evening session to test comprehension and
application of information provided in the text or through lectures. Further, daily journal entries
should include personal reflections on the course material and the reading for that day.
Clinical Assessments
A major focus of this class will be on assessment and diagnosis of psychological disorders. Each
class period, every student will have 20 minutes to act as the clinician and 2 minutes to act as a
patient. Students will be required to hand in a synopsis of the case they will act out during each
mock assessment. This role play can contain real aspects of you or be completely fabricated.
However, a general idea of what mental disorder is being presented should be clear.
Comprehensive Report
Students will select a single work from a list that contains books about individuals with a mental
illness. They will present a comprehensive report on an individual selected from the work. The
individual will be evaluated using the principles reviewed in class to better understand their
behavior. Treatment recommendations will also be presented. In class, students will take on the
role of the individual that they researched and will conduct interviews with each other to determine
diagnosis and formulation ideas.
Class Discussion
Participation in class discussion is mandatory. Doing the assigned readings as well as participating in
the relevant discussions will help students achieve a better understanding of the course material.
However, there are no “right” answers. Psychology has many gray areas and its okay to share your
own personal beliefs or thoughts about a topic. Further, self-disclosure in the classroom is also
welcome and encouraged, especially if you think it will help others in the class better understand the
topic we are discussing. However, it is of course not required of any student. If you are unsure
whether or not you’d like to share something with the class, you can always run it by me or the TA
beforehand.
Respect for Others
Given the sensitive nature of the class material and potential personal experiences that individuals
in the class may have related to mental illness, disrespectful behavior and criticism of any kind will
not be tolerated. All members of the class will be treated with utmost respect at all times. Any
behavior that interferes with anyone’s ability to participate in class or benefit from the course will
be addressed. What is said in the classroom stays in the classroom. Since self-disclosure may be
an aspect of our class, it is important that each of us agrees not to share information about others
outside of the classroom.
Class
Date
Topic
M
Introduction to the class
What does a psychologist/psychiatrist do?
OVERVIEW: clinical assessment and
treatment
Core Mindfulness (What Skills)
Paradigms of Thought
Biological/Behavioral
Core Mindfulness (How Skills)
Paradigms of Thought
Cognitive/Psychodynamic Therapy
Interpersonal Effectiveness skills (DEAR
MAN)
Paradigms of Thought
Other Perspectives
Interpersonal Effectiveness (GIVE)
Personality Disorders
TREATMENT: Psychopharmacology and
Therapy
Reading: On Being Sane In Insane Places
by David L. Rosenhan
“What is normal?” write up
Outline personal role play as a patient
Reading: Comer – Abnormal Psych: Past
and Present; Models of Abnormality
Interpersonal Effectiveness (FAST)
Personality Disorders cont.
Stress-Related Disorders
Reading: CBT for Borderline Patients
by Marsha Linehan
Video: Girl interrupted
Tu
W
Th
F
Sa
Reading/Assignments/Activities
Reading: Comer – Clinical Assessment,
Diagnosis, and Treatment
Reading: Comer; DSM –Axis II disorders
Video: Stress and Anger Management
Reading: Comer—“Dramatic” Personality
Disorders
Guest speaker: Personality Disorders
- Andrew Ekblad
M
Interpersonal Effectiveness (Review)
Anxiety Disorders I:
Anxiety and Fear
Phobias
Social Phobia
Emotion Regulation (Identify and label)
Anxiety Disorders II:
Panic Disorder
GAD
OCD
Emotion Regulation (Change emotion)
Childhood Anxiety Disorders (OCD)
Reading: Comer – Anxiety Disorders
Th
Emotion Regulation (Emotion Mind)
Mood Disorders I
What are Mood disorders?
Unipolar and Bipolar MD
Reading: Comer—Mood Disorders
Assignment: Case Study
F
Emotion Regulation (Positive Events)
Mood Disorders II
Treatments and Outcomes
Childhood Depression
Reading: DSM—Mood Disorders
Assignment: Case Study
Sa
Distress Tolerance (Relapse Road Map)
Suicide
Reading: Comer—What Triggers Suicide?
Treatment
Assignment: Case Study
M
Distress Tolerance (Coping Skills)
Eating Disorders
Reading: Comer – Eating Disorders
Guest Speaker: Jeff Greeson
Tu
Student Lead Skills Session
Somatoform Disorders and Dissociative
Disorders
Student Lead Skills Session
Schizophrenia and Psychosis I
Work on Papers
Reading: Comer—Problems of Stress and
Anxiety
Tu
Summary of Treatment Skills
Final Discussion
Work on papers
Case Study Draft Due
F
Class Presentations
Student/Course Evaluations
Psych Movie of your choice
Tu
W
W
Reading: Comer – Anxiety Disorders
Video: Reign Over Me
Reading: Comer – Anxiety Disorders
Guest Speaker- Amy Mariaskin
Reading: Comer—Law & Society
Video: Beautiful Mind
Case Study Outline Due
Case Study Paper Due