SYLLABUS
COUN 5203
Introduction to Psychopathology and Adaptive Behavior
Instructor and Contact Info:
Name: Douglas C. Ribeiro, Ph.D. Assistant Professor.
Office: Ward 162
Email: douglas.ribeiro@lipscomb.edu
Class Location: Ward 157
Meeting Time: Mondays from 4:10pm to 6:50pm
Instructor Office Hours: Times bellow are available, please email to set an appointment.
Tuesdays
8:00am to 12pm
3:00pm to 4:30pm
Wednesdays
8:00am to 12pm
Thursdays
8:00am to 12pm
3:00pm to 5:00pm
Course Description:
Presents categories of psychopathology with an emphasis on causes, diagnosis and treatment strategies. Roles of various mental health professionals involved in diagnosis and treatment of psychopathologies will be addressed. Healthy and adaptive behaviors will also be discussed.
Course Objectives:
STANDARD OBJECTIVE LEARNING
EXPERIENCE
CORE
II.G.1.B.
CORE
II.G.3.E.
CORE
II.G.3.F.
CORE
II.G.3.G.
CORE
II.G.5.A.
CORE
II.G.8.A.
Professional roles, functions, and relationships with other human service providers, including strategies for interagency/interorganization collaboration and communications
A general framework for understanding exceptional abilities and strategies for differentiated interventions
Human behavior, including an understanding of developmental crises disability, psychopathology, and situational and environmental factors that, affect both normal and abnormal behavior
Theories and etiology of addictions and addictive behaviors, including strategies for prevention, intervention, and treatment
Professional Interview
Class Lecture &
Discussion
Role Plays
Class Lecture &
Discussion
Videos
Class Lecture &
Discussion
Videos
An orientation to wellness and prevention as desired counseling goals
Class Lecture &
Discussion
Videos
The importance of research in advancing the counseling profession Article Review
Class Lecture &
Discussion
ASSESSMENT
Interview
Summary
Exams
Participation
Exams
Exams
Exams
Written Reviews
Exams

CMHC.A.3. Understands the roles and functions of clinical mental health counselors in various practice settings and the importance of relationships between counselors and other professionals, including interdisciplinary treatment teams
CMHC.A.6. Recognizes the potential for substance use disorders to mimic and coexist with a variety of medical and psychological disorders.
Professional Interview
Class Lecture &
Discussion
Interview
Summary
Exams
CMHC.A.9. Understands the impact of crises, disasters, and other trauma-causing events on people.
CMHC.C.1. Describes the principles of mental health, including prevention, intervention, consultation, education, and advocacy, as well as the operation of programs and networks that promote mental health in a multicultural society.
CMHC.C.2. Knows the etiology, the diagnostic process and nomenclature, treatment, referral, and prevention of mental and emotional disorders.
CMHC.C.4. Knows the disease concept and etiology of addiction and cooccurring disorders.
Class Lecture &
Discussion
Videos
Class Lecture &
Discussion
Videos
Class Lecture &
Discussion
Videos
Class Lecture &
Discussion
Videos
Class Lecture &
Discussion
Videos
Professional Interview
Exams
Exams
Exams
Exams
Exams
CMHC.C.5. Understands the range of mental health service delivery—such as inpatient, outpatient, partial treatment and aftercare—and the clinical mental health counseling services network.
CMHC.C.6. Understands the principles of crisis intervention for people during crises, disasters, and other trauma-causing events.
CMHC.C.8. Recognizes the importance of family, social networks, and community systems in the treatment of mental and emotional disorders.
CMHC.G.3. Understands basic classifications, indications, and contraindications of commonly prescribed psychopharmacological medications so that appropriate referrals can be made for medication evaluations and so that the side effects of such medications can be identified.
CMHC.K.1. Knows the principles of the diagnostic process, including differential diagnosis, and the use of current diagnostic tools, such as the current edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM).
CMHC.K.5. Understands appropriate use of diagnosis during a crisis, disaster, or other trauma causing event.
Class Lecture &
Discussion
Videos
Class Lecture &
Discussion
Videos
Class Lecture &
Discussion
Videos
Class Lecture &
Discussion
Videos
Interview
Summary
Exams
Exams
Exams
Exams
CMHC.L.3. Differentiates between diagnosis and developmentally appropriate reactions during crises, disasters, and other trauma-causing events.
Course Expectations:
Class Lecture &
Discussion
Videos
Class Lecture &
Discussion
Videos
Required Reading:
Kring, A., Johnson, S., Davison, G., & Neale, J. (2012). Abnormal Psychology . (12 th
ed.). Hoboken,
NJ: John Wiley & Sons, Inc.
Harris, A. S., Thoresen, C. E., & Lopez, S. J. (2007). Integrating Positive Psychology Into
Counseling: Why and (When Appropriate) How. Journal Of Counseling & Development, 85 (1),
3-13. doi:10.1002/j.1556-6678.2007.tb00438.x
Briere, J., & Spinazzola, J. (2005). Phenomenology and Psychological Assessment of Complex
Posttraumatic States. Journal Of Traumatic Stress, 18(5), 401-412. doi:10.1002/jts.20048
Exams
Exams

Absences.
Attend all class meetings. In accordance with university policy, an excused absence (sickness or unforeseen tragedy) will be negotiated based on student explanation (which is required within one week of the absence), with the final decision resting on the instructor.
More than three absences in a semester, regardless of the reasons, will result in lowering of the course grade by one letter grade. Excessive tardies may be charged with an absence. In the event of an absence, students are responsible for any material covered or announcements made in class during their absence. You are responsible for acquiring this information on your own from other sources (classmates, textbook, etc.).
Dropping the course. Students can drop and add classes on the web through the drop/add period. A decision to stop attending class does NOT constitute dropping the course.
Students must go online to officially drop the course or use a drop/add form which may require the signature of the teacher and advisor. The student must process the form in the Registrar’s
Office (Crisman 220). If your name appears on the roster at grading time, and you have not officially dropped the course, a grade will be assigned based upon the policies outlined in this syllabus.
Pace. Hopefully, you will find this course to be an interesting subject. Although there is much information to cover, we will intersperse lectures with class, discussion, videos, activities, and guest lectures. You will be responsible via testing for the text (and any outside readings assigned by the instructor) even if the material is not covered in class. Reading the assigned chapters thoroughly is expected before the class period in which it is to be discussed.
Class participation is expected.
Extra Credit. At this time, there is no plan for extra credit options.
Make-up exams. Tests are expected to be taken at the scheduled time. Make-up exams will be considered for only two reasons, sickness and unforeseen tragedy. In the case of sickness, an excuse written by your doctor or the school nurse on office letterhead is required. In the case of unforeseen tragedy, I expect you to contact me personally or through the Dean of Students or
Provost’s Office. It is your responsibility to initiate the scheduling of a make-up exam. Failure to do so within two days after the exam will result in a zero for that exam. The final exam will have a comprehensive portion and may not be missed or taken early. Failure to take the final will result in a grade of zero on the exam and a final grade reflecting that zero.
Confidentiality. Respect your fellow students’ right to confidentiality. At times, confidential information may be revealed in classroom discussions. Do not discuss students’ personal revelations with peers outside class.
Code of Student Conduct.
Because Lipscomb’s primary mission is to integrate
Christian faith and practice with academic excellence, integrity is important in this course. As your instructor, I will deal with each student fairly and honestly. As students, you are expected to do your own work on all tests and assignments unless I indicate that collaboration is allowed on

a specific assignment. Penalties for integrity violations will range from failure on the assignment involved to failure in the course. The instructor also reserves the right to report violations to members of the administration. For clarification, refer to the University’s
Code of Conduct
(http://campuslife.lipscomb.edu/content.asp?SID=41&CID=306) and Academic Integrity Policy
(http://academics.lipscomb.edu/content.asp?CID=5329&SID=12).
Specifically, cheating and/or plagiarism will result in either a score of 0 for the assignment or failure of the course, at the instructor’s discretion.

CHEATING includes, but is not limited to the following: copying someone else’s work or answers on a test, assignment, or computer project; and using materials or information that are not permitted during an exam. All assignments, unless explicitly stated otherwise by this professor, are to be completed individually. Conferring on assignments is considered cheating and will be subject to the above penalties.

PLAGIARISM includes, but is not limited to the following: presenting another’s work as your own, failing to indicate direct quotes as such, failure to cite references from which work was taken, and paraphrasing without such indication. You MAY NOT copy anything that is in print, unless you properly cite such information as a quotation. Such sources may include, but are not limited to: articles from peer-reviewed journals; textbooks; dictionaries and encyclopedias; AND websites and articles available online.
Note : simply changing a word or two in a sentence still necessitates proper citation as a quote or paraphrase. A good test to ask yourself whether you need to cite information is
“Would I have come up with this idea on my own?” Note that the question refers to even gaining an idea from another source, even if you then rephrase the information into your own words. If another source provided you with an idea or specific wording, you must cite that source.
Dress Code . We encourage standards of modesty appropriate to Christian life and standards of personal appearance that will be expected for many students in their chosen professions.
Students should be aware that individual faculty or departments might adopt additional standards for dress/appearance, particularly when students are representing the university in internship opportunities, or on university-affiliated trips. Mature attitudes of respect and cooperation are expected in following any such guidelines. For further information please refer to the student handbook.
Students with Disabilities.
If you have a disability that may prevent you from meeting course requirements in the way the course is regularly taught, you should inform me of your disability. This should be done within the first three class sessions. If you are entitled to accommodations but have not yet registered with the Counseling Center, contact that office at
966-1781 as soon as possible.
Class Schedule Disruption Policy . Except in the rarest of instances, Lipscomb
University does not cancel classes or close offices. However, should an event (weather-related

or otherwise) occur that requires disruption of the entire Lipscomb University class schedule, students will be notified via multiple venues including the Lipscomb homepage
(www.lipscomb.edu), a text message sent through LU ALERT (http://lualert.lipscomb.edu), and the Lipscomb Weather Information Line (966-1836). For information on possible snow-related closures or “late starts,” students should consult local television stations (2-WKRN, 4-WSMV,
5-WTVF and 6-WZTV, and Channel 9 on campus). Students should look for information regarding “Lipscomb University,” not “David Lipscomb Campus Schools.”
Student’s Responsibility for Notification of Extended Absence. In the case of individual absences, students should contact their supervisors directly. However, students who find themselves in circumstances that would cause them to miss class meetings for an extended period of time should contact your instructor immediately. When necessary, Steve Prewitt,
Associate Provost for Student Academic Support, (steve.prewitt@lipscomb.edu; 615-966-5804) will be notified for any assistance as well.
Course Requirements & Evaluation Procedure:
Exams: There will be two exams during the semester, which will cover four chapters each. These tests will be worth 100 points each. The final exam will include two parts: a final test covering the last third of the material and a cumulative portion. It will be worth 200 points .
Tests will be a mixture of multiple choice and possible short answer or essay. Tests will focus on application, rather than straight fact/memorization. They will occur via one of two modalities: 1) either in class with paper/pencil/scantron/essay or 2) online via Blackboard. Details to follow.
See below for proposed test dates. Total Points: 400
Papers: All papers are expected to be double-spaced typed and written with proper grammar, punctuation, and APA style. Your writing (including content, grammar, punctuation, and/or APA style) will be graded strictly; poor papers will receive poor grades. See end of syllabus for guidelines on APA style and grading rubric. Late papers will be penalized by a letter grade (10 points) per day, with one deduction occurring immediately after they are collected in class. A late paper is defined as anything after the beginning of class on the date due. You will need a title page for each paper but no abstract. Papers are to be uploaded to Blackboard.
Self-Evaluation Paper.
This short paper (4-5 pages) will allow you the opportunity to assess your current beliefs and biases about mental illness, people with mental illness, people in psychiatric hospitals, the treatment of mental illness (e.g., usage of medication, therapy, inpatient treatment, etc.), and the role of spirituality. Verbal guidelines will be given on the first day of class. No references or citations are expected as the student’s personal opinion is the focus of the paper.
100 points .
Article Review. Outside of class you will be reading two assigned articles on current issues within psychopathology practice and research. Guidelines will be given closer to the due date for these reviews. You will be expected to write two to three pages and have a reference page in appropriate APA style. Each review will be worth 100 points .
Interview : Student must interview an allied mental health professional (Social
Worker, Licensed Psychologist, Medical Doctor, Psychiatrist, etc…) and write a 2-page summary worth 150 points . Student should learn the following information about their interviewee:


Professional role

Professional function

Professional relationships with other human service providers, particularly counselors.

Level of care (i.e., Inpatient, Partial Hospitalization, Day Treatment,
Outpatient, etc…)
FYI, cover these topics but remember its ok to be creative.
Participation, Projects, & Activities: While your weekly participation is desired and expected, there will be certain situations where your participation will be noted and points given.
For example, you may be required to write brief a reaction to a guest lecturer, a video, or a class activity. You may be required to answer discussion questions and discuss them with the class.
These activities will be interspersed throughout the semester to enhance chapter learning. Total points: 100.
Evaluation/Grading
Final grades will be determined on the basis of the following:
Assignment
Exam 1
Points
100
Date Due
02/11/13
Exam 2
Final
100
200
03/25/13
04/29/13
Self-Evaluation Paper
Article Review 1
Article Review 2
Interview Summary
150
100
100
150
Participation
Total
100
1000
Grades will be assigned as follows:
A
B
C
90% - 100 (900-1000)
80% - 89 (800-899)
70% - 79 (700-799)
D
F
60% - 69 (600-699) below 60% (below 600)
01/14/13
02/04/13
03/11/13
04/22/13
Flexibility Clause: The aforementioned requirements, assignments, policies, evaluation procedures, etc., are subject to change. Students’ experiences and needs, as well as emerging knowledge will be considered in modifying the course syllabus. Students will be informed of any changes to the syllabus.

Date
01/21/13
04/22/13 Personality Disorders
04/29/13 Final Exam
Class Schedule
Lecture
01/07/13 Syllabus Review and Introductions
Introduction and Historical Overview
01/14/13 Current Paradigms in Psychopathology
Martin Luther King Holiday – No Class
04/08/13 Disorders of Childhood
04/15/13 Late Life and Neurocognitive Disorders
Reading
Chapter 1
Assignment Due
Chapter 2 Self-Reflection
Paper
01/28/13 Adaptive Behavior
Diagnosis and Assessment of Psychopathology
02/04/13 Legal and Ethical Issues
02/11/13 Exam 1
02/18/13 Mood Disorders
02/25/13 Anxiety Disorders
Chapter 3
Harris et.al.
(2007)
Chapter 16
Chapter 5
Chapter 6
Article Review 1
03/04/13 Obsessive-Compulsive Related Disorders
Trauma Related Disorders

Crisis Counseling - ACA’s DMH Resources
Chapter 7
Briere et. al.
(2005)
03/11/13 Dissociative and Somatic Symptom Disorders Chapter 8 Article Review 2
03/18/13 Spring Break – No Class
03/25/13
04/01/13
Schizophrenia
Substance Use Disorders
Chapter 9 Exam 2 (Take
Home)
Chapter 10
Chapters 13
Chapter 14
Chapter 15 Interview
Summary

Article Review Rubric
Task Description: Outside of class you will be reading two assigned articles on current issues within psychopathology practice and research. Guidelines will be given closer to the due date for these reviews.
You will be expected to write two to three pages and have a reference page in appropriate APA style.
Each review will be worth 50 points.
Criteria Exemplary Effective Minimal Unsatisfactory
Content of
Review
Professional
Reaction
Writing
References
40%
30%
20%
10%


In depth and well organized content.
Meets length requirement with quality content.

Excellent summary.

Articulates thoughts on the article in clear manner.

Writer discusses what was learned from reading the article.

Posits ideas for future research or application.

Clear articulate writing used.

One or two minor edits needed to be a perfect paper!

4 or more additional articles are incorporated in review.

APA style is perfect.

Content is adequately organized and comprehensive.

Length requirement is met with adequate content.

Adequate summary.

Articulates thoughts on the article in an abstract way.

Briefly ties in own professional interests to the article.

Minor edits needed.

2 additional articles are incorporated in review.

Minor edits needed.

Content is minimally organized.

Length requirement is not met; minimal content.

Basic summary.

Briefly mention of thoughts, but did not elaborate.


Major edits needed.
1 additional article is incorporated in review.

Major edits needed.

Content is not organized.

Length requirement is not met; poor content.

Incomplete summary.

Evidence of plagiarism.

Does not write any professional reaction, thoughts, or ideas about what is discussed in the article.

Clear lack of proofreading and review prior to submission.

No additional articles incorporated.

Does not follow
APA style

Inappropriate article selection.

SOME GUIDELINES FOR WRITING PAPERS IN APA STYLE:
When appropriate, papers should be written in current APA style (6 th
edition).
Information regarding APA style can be obtained from the information outlined herein, as well as:
American Psychological Association (2010). Publication manual of the American Psychological
Association (6 th
ed.) .
Washington, DC: Author.
A useful resource is the OWL at Purdue website (use address below or Google OWL Purdue
APA): http://owl.english.purdue.edu/owl/resource/560/01/
REFERENCE CITATIONS IN THE TEXT OF YOUR PAPER:

1-2 authors = always use both names
3-5 authors = cite all authors the first time; subsequently use et al.
6+ authors = always use et al.
 If you mention the author(s)’ name(s) within the sentence, include the year for the citation in parentheses immediately following his/her name(s).
Example: Smith (2000) provided additional information regarding…

Otherwise, cite the reference at the end of the sentence.
Example: An additional study was conducted in which it was discovered that…(Smith,
2000).


Always include page numbers with the citation for quotations. (Refer to the APA
Publication Manual for specific instructions on citing quotations that are greater than 40 words in length).
Example: Smith (2000) found that “regardless of the number of variables…” (p. 125).
 Or, if the author(s)’ name(s) are not mentioned within your sentence-
Example: “Regardless of the number of variables…” (Smith, 2000, p. 125).
---------------------------------------------------------------------------------------------------------------------
----------
REFERENCES PAGE:

Cite ALL authors by last name and first initial(s), followed by the year of publication in parentheses.

On your references page, all entries should be double-spaced with the first line of every entry flush to the left margin. Subsequent lines of the same entry should be indented 5 spaces for a hanging indent.

DO NOT cite authors in your text and forget to include them on the References page.
 DO NOT “pad” your references by including sources that are not cited directly in the body of your paper.

MAKE SURE that your references as cited in the body of your paper are consistent with how you cite them on the References page. Do not misspell author(s)’ names or provide incorrect publication dates.

Citations on the Reference page should be in alphabetical order, by first author’s name.

BOOK TITLES:
-Italicize the name of the book, followed by the city of the publisher in regular type.
Finally, include the publisher’s name.
Example:
Cohen, R. J. & Swerdlik, M. E. (2002). Psychological testing and assessment: An introduction to tests and measurement (5 th
ed.). Boston: McGraw-Hill.
STYLE GUIDELINES:

Your entire paper should be in black ink only, double-spaced, justified left, with 1-inch margins at the top, bottom, and both sides of every page.


Use 12-point font throughout your paper.

Staple your paper in the top left hand corner . No binders or covers , please.

When you use abbreviations, write out the term first, followed by the abbreviation in parenthesis. Subsequently, you can simply use the abbreviation.
Example: The primary criteria for obsessive-compulsive disorder are listed in the
Diagnostic and Statistical Manual of Mental Disorders (4 th
ed., text revision; [DSM-IV-TR];
American Psychiatric Association, [APA], 2001). Within this diagnostic category, as stipulated by the DSM-IV (APA, 2001)…

It is a good idea to use headings to organize your paper.

Include a topic sentence or two toward the end of the opening paragraph(s). Your topic sentence(s) should provide information about the main topics to be addressed within your paper. Keep in mind that one of the main purposes of a topic sentence is to provide some organizational structure for the reader.

Use transitions between paragraphs when needed, rather than presenting a series of unconnected paragraphs that do not logically flow from one section to the next.

Your concluding paragraph should summarize the main points you made within your paper and it needs to contain some overall, concluding statements. DO NOT end your paper abruptly, without tying all the information together in some way.
GRAMMAR GUIDELINES:
 DO NOT use contractions (e.g., don’t; isn’t; can’t) in formal term papers.

DO NOT use first or second person pronouns (e.g., I; my; we; you; us; your) in formal term papers.

Use the same verb tense (past or present) throughout your paper.
 DO NOT end sentences with prepositions (e.g. “where they come from”; “that it goes with”)
 Only use “whom” when it is an object (e.g. “from whom”; “to whom”; “for whom”)

DO NOT use “etc.” or “and so on” in a formal term paper.
 AVOID slang (e.g. “delve into”; “kids”; “hang out”; “on a whim”)
 AVOID double negatives in sentence construction (e.g. “not able to follow directions that are not explicitly given”)

DO NOT make a comma splice. A comma splice occurs when you put two sentences together with a comma without a conjunction. (e.g., we went to the store, he bought some ice cream.). Instead, join with a conjunction (e.g., We went to the store, and he bought some ice cream.), use a semi-colon (We went to the store; he bought some ice cream), or separate into two sentences (We went to the store. He bought some ice cream).


If you have a compound sentence, evaluate both parts (i.e., before and after the conjunction) to determine if there are a subject and verb in each part. If so, place a comma before the conjunction. If not, no comma is needed with the conjunction.

In a series, always put a comma before the conjunction (e.g., We bought ice cream, cokes, and popcorn.). If you make a series including verbs or gerunds, use parallel form (e.g., We enjoyed sitting in the swing, grilling chicken, and making homemade ice cream). Notice here that all the verbs end in –ing, therefore using parallel form.