Psychology 1205: Abnormal Psychology
Fall 2014 Cathedral of Learning Room G8
Section 1040 (CRN: 19485) - Tuesdays & Thursdays 9:30-10:45 a.m.
Section 1090 (CRN: 11345) – Tuesdays & Thursdays 11:00-12:15 p.m.
Graduate Teaching Assistant
Aleks Petkova
ab.psych.pitt@gmail.com
avp21@pitt.edu
Office: 4322/4325 Sennott Square
Office Hours: Monday 9:00-10:00 AM;
Thursday 4:00-5:00PM and by appointment
Professor
Kathryn A. Roecklein, Ph.D.
(412) 624-4553
kroeck@pitt.edu
Office: 4307 Sennott Square
Office Hours: Tuesday 3:00-5:00 PM and by
appointment *HELD IN PANERA*
Undergraduate Teaching Assistant
Rebecca Bosetti
ab.psych.pitt@gmail.com
Office: 3301 Sennott Square
Office Hours: Friday 11:00AM-1PM and by
appointment
Text
The following textbook as well as WileyPLUS are both required for this course and are available at the
Bookstore (note, you can also get WileyPLUS and e-book through Courseweb/Blackboard):
Kring, A. M., Johnson, S. L., Davison, G. C., & Neale, J. M. (2012). Abnormal Psychology (12th ed.):
John Wiley & Sons, Inc. (ISBN 978-1-1180-1849-1)
NOTE: You may use the binder ready version or the E-Book version, but be sure that it’s the 12th Edition,
updated for DSM 5. Additional copies are available on reserve in Hillman Library, but you’d need to buy
WileyPLUS regardless. There is a link for buying WileyPLUS through blackboard, if it doesn’t come
with your purchase of the text as a binder ready version. That you get through the bookstore.
Optional:
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th
ed.). Arlington, VA: American Psychiatric Publishing.
*Note: If you are not going to purchase your own copy of the DSM, you will need to gain access to a
copy at the library on a regular basis. In addition to diagnostic criteria, which are often listed in
our required text, the DSM includes helpful and interesting information about disorders such as
age & gender features, prevalence, course of the disorder, and a differential diagnosis section
which helps you understand how one disorder is different from other similar disorders.
Course Website
The website for this course will be on CourseWeb. Important announcements will be provided through
CourseWeb (aka Blackboard), and emails are sent with important announcements to pitt.edu accounts, so
be sure your pitt email is working and you check it often. For example, if class is canceled, we will use
CourseWeb to send out an email to the class, so if you are not getting emails from that system, you will
not be informed.
Course Description
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What is abnormal? This course is designed to provide students with a broad overview of abnormal human
behavior. We will cover historical perspectives on ‘abnormality’ but focus on current models of assessing
and diagnosing various types of psychopathology. In addition to reviewing the current research on a wide
range of emotional and behavioral problems, we will use case studies and films to illustrate the human
side of mental illness. Legal and ethical issues in psychopathology will also be discussed. Treatment will
be mentioned, but only in the context of how treatment relates to diagnosis, assessment, and theoretical
models. We also focus on how diversity, in terms of age, disability, ethnicity, gender, gender identity,
language, national origin, race, religion, culture, sexual orientation, and social economic status relate to
each of the topics and disorders covered in the course.
Course Rationale: As a student in Abnormal Psychology you will benefit from an understanding of the
disorders affecting the lives of our community, families, and friends. Regardless of your professional
goals, you will likely come across issues related to mental health in your personal or professional
avocations simply due to the high frequency of disorders. This course provides the beginning information
needed to understand different disorders, how they are caused, and what treatments are available.
Course Objectives
By the end of this course, you (the student) will be able to…
1.
2.
3.
4.
5.
6.
7.
Analyze the causes, prevention, and treatment of psychological disorders.
Distinguish abnormal from “normal” behavior.
Define issues related to the diagnosis and classification of behavior problems in adults and
children.
List up-to-date descriptive information about the symptoms, prevalence, risk factors, and course
of treatment for different psychological disorders.
Describe different theoretical perspectives of abnormal behavior.
Identify the hypothesized or known causes and treatments offered by each theoretical perspective.
Identify different scientific methodologies used in current research to study abnormal behavior.
Course Requirements
Readings: Assigned chapters are listed on the course schedule. Lectures will relate to the text and build on
the subject for each class (e.g., case examples, research findings, discussion of controversial issues).
Exams (75%): Four exams will be given. Each exam will cover assigned reading material (whether or not
it has been covered during class), class lectures, and any films shown. Each exam will consist of 50
multiple-choice questions. Sample questions can be discussed in class or during review sessions to give
students a chance to become familiar with the types of questions given on the exams. The exams will last
the class period. Make-up exams will not be permitted, but every student will drop one exam score.
Therefore, if you miss an exam, for any reason at all, you will still have the opportunity to earn all
points available. Please note that there are different numbers of chapters of material on each of the exams,
so you’ll have to adjust your studying accordingly.
Class Participation & Attendance: Because issues related to abnormal psychology are frequently valueladen, students will be asked to exercise mature decision-making skills throughout the course. In order to
make class discussions interesting and enjoyable for everyone, class participation is expected and
encouraged. Attendance will not be taken, and each student will be responsible for the material covered
in class, regardless of attendance. If a student misses a class, the discussion that occurs in class will not
be outlined or presented outside of class. Therefore, if you miss class, I encourage you to contact a
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classmate to get notes, read the chapter and be sure you understand the class notes and text material, and
then contact your TA or myself if you have questions.
Quizzes on WileyPLUS (25%): These quizzes will require you to interact with some of the material for a
given section around the time of the lecture or shortly after, so that you will be familiar with the learning
objectives for a given section, and benefit from additional information from materials, videos, and case
examples available on WileyPLUS. The quizzes are timed, and it is your academic obligation to take
them unaided by the text, and alone without help from others after studying the material. The goals of
these quizzes are 1) to emphasize lecture material, 2) to encourage you to keep up with the reading, and 3)
to help you learn what will be on exams ahead of time.
Student Responsibilities (a.k.a. How to do well in this course)
1.
Read the text. In some courses, it is possible to get an ‘A’ without ever cracking a book. This is
not one of those courses. There will be many items on the exams that will be covered in the text but not
in lecture. This is because we don’t have time in class to cover everything, and lectures will be used to
supplement the text. The textbook will give you the background knowledge so that you can think
critically about the concepts covered in the text as we delve deeper into the topics.
2.
Come to class. Coming to class is vital to your understanding. We will be doing activities,
watching videos, and discussing issues that are difficult to recreate if you aren’t there. The TA will not
take notes or provide notes for students who miss class, but you should notes from a classmate. Although
minimal slides are posted on CourseWeb, these are not complete class notes.
3.
That is not enough. Reading the text and coming to class are not enough to earn you a passing
grade in this course. Grades will be given based on performance or merit, not participation or effort.
Therefore, it may take some students more time than other students (i.e. studying, reviewing, reading and
writing out notes) to earn a certain grade.
4.
Ask questions. The saying that there are no “dumb questions” applies here. Chances are if you
don’t understand a concept, or have a reaction, there are several others in the same boat. If, however, you
don’t feel comfortable asking a question in class, please feel free to email your TA.
5.
Review the material. Do not wait until the last minute to cram for the test. Take the time to
review your notes at least once a week to make sure you understand the concepts being covered.
6.
Use available resources. Make use of the summaries and list of key terms at the end of each
chapter. The website for the textbook is also a useful resource because it contains learning objectives,
chapter summaries, web questions, sample questions, and self-tests.
7.
University Email Policy. Each student is issued a University e-mail address
(username@pitt.edu) upon admittance. This e-mail address may be used by the University for official
communication with students. Students are expected to read e-mail sent to this account on a regular
basis. Failure to read and react to University communications in a timely manner does not absolve the
student from knowing and complying with the content of the communications. The University provides
an e-mail forwarding service that allows students to read their e-mail via other service providers (e.g.,
Hotmail, AOL, Yahoo). Students that choose to forward their e-mail from their pitt.edu address to
another address do so at their own risk. If e-mail is lost as a result of forwarding, it does not absolve the
student from responding to official communications sent to their University e-mail address.
8.
Maintain Academic Integrity. In this course, as in all others, you are bound by the Pitt
Guidelines on Academic Integrity. Do not use other people’s ideas or words without giving them proper
credit. Do not cheat on the exams. Please review the following to be sure your understanding of
plagiarism is complete and accurate: http://www.englishlit.pitt.edu/lit_plagiarism.html. All instances of
academic integrity violation must be reported to the College of Arts & Sciences, and will result in an F in
the course.
9.
Maintain a mutually respectful atmosphere. We will be discussing a lot of sensitive topics this
semester and it is important that our class atmosphere communicates safety, dignity, and respect. Please
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feel free to contact the instructor if you have any concerns in this regard. Also, please be mindful of your
fellow students (and teacher) by not disrupting class (e.g. private conversations, late arrivals, early
departures). Please turn the ringer off on your cell phone or other electronic devices and do not answer
your cell phone in class or use text messaging. You may think you can listen to class and text at the same
time, but research shows that this is not true.
10.
Beware of Medical Student Syndrome! As you read through the descriptions of the different
disorders, you may find that you begin to “diagnose” yourself and your friends and family with different
disorders. While this can sometimes be unnerving, it is completely normal. Chances are, you and your
loved one don’t have the disorder. If, however, you are concerned about yourself or someone else, there
are resources to help you (see below).
11.
Prevent the Spread of Influenza. People with flu-like symptoms should stay at home and
immediately contact the University's Student Health Service. These symptoms are fever, fatigue,
headache, vomiting, body aches, diarrhea, cough, trouble breathing, and/or sore throat. Those with these
influenza-like symptoms should avoid people (i.e., don’t go to class) until 24 hours after a fever resolves.
Pitt students are among those who should get vaccinated. Consult the University Website for more
information: http://www.pitt.edu/swine-flu/index.html
12.
To ensure the free and open discussion of ideas, students may not record classroom lectures,
discussion and/or activities without the advance written permission of the instructor, and any such
recording properly approved in advance can be used solely for the student’s private use.
13.
Take care of yourself. If you experience any psychological distress, here’s what you can do. Go
to the University Counseling Center, call 412-648-7930, or go to the website at www.counseling.pitt.edu.
If you’re feeling suicidal, go to the ER, call 811 or 911, or call:
Allegheny Crisis and Emergency Services (ACES):
1-888-424-2287
Magee-Women’s Hospital of UPMC (Emergency Room): 412-641-4933
UPMC Presbyterian (Emergency Room): 412-647-3333
University of Pittsburgh Police: 412-624-2121
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Date
8/25 (M)
8/26 (T)
8/28 (R)
9/2 (T)
9/4 (R)
9/9 (T)
9/11 (R)
9/16 (T)
9/18 (R)
9/23 (T)
9/25 (R)
9/30 (T)
10/2 (R)
10/7 (T)
10/9 (R)
10/14 (T)
10/16 (R)
10/21 (T)
10/23 (R)
10/28 (T)
10/30 (R)
11/4 (T)
11/6 (R)
11/11 (T)
11/14 (R)
11/18 (T)
11/20 (R)
11/25
11/26
12/2 (T)
12/4 (R)
12/5 (F)
Abnormal Psychology Class Schedule
*This is the schedule for both sections, the 9:30 and the 11:00 a.m. sections.
Topic
Assigned Reading
First Day of Fall 2014 Semester
Course Introduction
Syllabus
Defining Abnormal Behavior
Ch 1
History of Psychopathology
Current Paradigms in Psychopathology I
Ch 2
Current Paradigms in Psychopathology II
Diagnosis
Ch 3
Assessment
Exam I
Studying Abnormal Behavior: Research Methods
Ch 4
Anxiety Disorders I
Ch 6
Anxiety Disorders II
OCD and PTSD
Ch 7
Mood Disorders I
Ch 5
Mood Disorders II
NO CLASS: Monday Make up Classes for Fall Break
Exam II
Sleep Disorders
Chapter on CourseWeb
Eating Disorders
Ch 11
Somatic Symptom Disorders (Note, NOT Dissociative Disorders!)*
Ch 8
Schizophrenia
Ch 9
Disorders of Childhood
Ch 13
Exam III
Substance Use Disorders I
Ch 10
Substance Use Disorders II
Personality Disorders I
Ch 15
Guest Lecture: Legal and Ethical Issues: Alex Petkova Guest Lecture
Ch 16
NO CLASS ON TUESDAY THIS WEEK
Thanksgiving Recess 11/26-11/30
Personality Disorders II
Exam IV regular room, regular time
Last Day of Fall 2014 Undergraduate Classes
No changes in the time of the exams will be allowed for scheduling conflicts, travel plans, etc. (Please see above
for the no-makeup policy).
*For Chapter 6, only the sections devoted to Somatoform Disorders will be covered in class and tested on the
exam. Dissociative Disorders are not covered.
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Learning Objectives: Example for Defining Abnormal Behavior: Chapter 1
Each class we will begin the class with Learning Objectives for that class. Next, you will have a post-lecture quiz
on WileyPLUS that will help you and the teacher determine if you have met the Learning Objectives. This will
give you feedback on how much information from the lecture, the reading, and the assignments on WileyPLUS
you have retained, and give you an idea of what the exam questions will be like. Here are example Learning
Objectives for the first class: Defining Abnormal Behavior: Chapter 1.
1. Compare and contrast categorical versus continuous variables. Give examples of each.
2. Explain the “distress” definition of abnormal behavior and give an example of when it is met. Then, give
an example of a disorder that does not meet this definition.
3. Explain the “disability” definition of abnormal behavior and give an example of a disability that is a result
of a mental disorder. Then, give an example of a disability that is not a mental disorder.
4. Explain the “violation of social norms” definition of abnormal behavior and give an example of an
abnormal behavior that violates social norms. Then, give an example of something that may violate
certain social norms held by specific groups or at specific times, but is not considered a mental disorder
currently.
5. Explain the “dysfunction” definition of abnormal behavior and give an example. Do we know what the
underlying dysfunction is of all mental disorders?
6. Given the lifetime prevalence rates for different mental disorders, why would you argue that a disorder
that is the most common disorder is still considered abnormal? State the disorder that is most common,
and give the reasons, other than being frequent, that make this disorder qualify as a mental disorder.
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