ABNORMAL PSYCHOLOGY TELECOURSE
When you set your VCR, be sure you set if for the correct day, after midnight.
Instructor: Mrs. Malinda Jo Muzi
Department of Psychology
Office: W3-6
Phone: 215-751-8570 (Speak slowly and clearly. Leave your phone
no. and the best time to reach you.)
Email: mmuzi@ccp.cc.pa.us or mjlmuzi@aol.com
(This is the
preferred way to reach me as I can get back to you faster through e-mail.)
Welcome to the world of abnormal psychology, the study of mental disorders.
In choosing to take this telecourse, you have presented yourself with a challenge,
one that will require great discipline and hard work. As your instructor, I am
here to help you ever step of the way. We will get together on a number of
occasions and I will correspond with you throughout the semester. Feel free to
call me or come to my office or email me at any time.
Text: UNDERSTANDING ABNORMAL BEHAVIOR
Authors: Sue, Sue and Sue
Should have study guide included at no extra cost.
The Grading System
Exams: There will be a midterm and a final exam. Each will be preceded by a
review session. Each exam will consist of 60 questions, based on the videos and
the text. The Midterm will cover the content of the program and reading
assignments for programs 1 through 14. The final will cover the content of the
programs and reading assignments from programs 15 through 26.
Term Paper: Write a few paragraphs about each of the programs you view.
After watching each program, discuss one main thing you learned from that
program. Hand this paper in on the night of the final exam.
Grades: The exams will be worth 80% or the course grade. The term paper will
count for 10%. Coming to the review sessions will be worth 10%.
Before I outline the course for you let me give you some important dates.
Go to the Downloadable Syllabus Document. Mark these on your calendar
immediately. Telecourses are not easy. In fact it takes a lot of discipline and
dedication to get through all the films and the text. IT IS IMPERATIVE THAT
YOU ATTEND THE REVIEW SESSIONS, AS THIS WILL HELP YOU PASS
THE COURSE.
If you want your midterm or final grades sent to you immediately after
taking the exam bring a self-addressed and stamped post card on exam day.
Even better, send me an e-mail message asking for the grade and I’ll will send it
to you through cyberspace.
BRING A NO. 2 PENCIL TO THE MIDTERM AND FINAL!!!
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Course Outline
Here is a list of the programs and their corresponding textbook pages.
Program I Looking at Abnormal Psychology
The First Interview
The Practionioners
Psychological Testing
Theoretical Models
Goals and Objectives:
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Define abnormal behavior.
Discuss why it is important to understand brain pathology when looking at
abnormal behavior.
Know the difference between clinical assessment and diagnosis.
Identify the professionals who might be involved in assessment and
treatment.
Know the major theoretical perspectives of abnormal behavior.
Explain the kinds of data that is gathered by psychological tests.
Assignment: Chapters 1 and 2
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Program II The Nature of Stress
Heightened Stress
Posttraumatic Stress Disorder
Coping with Stress
Goals and Objectives
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Describe chronic and acute causes of stress
Identify biological and psychological stress reactions
Discuss what is known of posttraumatic stress disorder.
Assisgnment: Pages 190 to 204
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Program III Anxiety Disorders
Panic Disorders
Generalized Anxiety Disorder
Obsessive-Compulsive Disorders
Hyochondriasis
Causes of Anxiety Disorders
Treatment of Anxiety Disorders
Goals and Objectives
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Describe the symptoms of the various anxiety disorders.
Discuss the causes of the specific anxiety disorders
Understand treatment programs for these disorders.
Assignment: Chapter 5
Program IV Psychological Factors and Physical Illness
Coronary Heart Disease
Migraine Headache
Cancer
Goals and Objectives
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Discuss how lifestyle leads to physical illness
Understand the effects of the various treatment programs.
Understand the pharmacology procedures that are used in treating these
disorders.
Assignment: Pages 204-218
Program V Personality Disorders
Obsessive-Compulsive Personality Disorder
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Narcissistic Personality Disorder
Antisocial Personality Disorder
Borderline Personality Disorder
Goals and Objectives
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Describe the features of the various personality disorders
Discuss what is known of the biological, psychological and sociocultural
factors underlying personality disorders.
Evaluate the success of psychotherapy in treating personality disorders
Assignment: Chapter 8
Program VI Substance Abuse Disorders
Alcohol Abuse
Cocaine Abuse
Nicotine Abuse
Goals and Objectives:
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Discuss the genetic, psychological and social factors underlying substance
abuse disorders. .
Describe the symptoms experienced by substance abusers.
Describe the treatment programs related to each of the major substance abuse
disorders
Assignment: Chapter 9
Program VII Sexual Disorders
Sexual Deviations (Paraphilias)
Sexual Dysfunction
Causes of Sexual Disorders
Treatment for Sexual Disorders
Goals and Objectives:
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Describe the major sexual disorders.
Summarize the results of research concerning the biological and psychosocial
causes of gender identity disorders.
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Explain why homosexuality has been removed from the list of recognized
sexual disorders.
Discuss the treatments available for sexual disorders
Assignment: Chapter 10
Program VIII Mood Disorders
Depressive Disorders
Bipolar Disorders
Causes of Mood Disorders
Treatment of Mood Disorders
Goals and Objectives:
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Describe the various forms of mood disorders.
Discuss the biological and psychological factors underlying mood disorders
Discuss the causes of suicide
Describe the treatments available for mood disorders
Assignment: Chapter 11
Program IX The Schizophrenias
Patterns of Schizophrenia
Paranoid
Undifferentiated
Catatonic
Disorganized
Residual
Treatment of Schizophrenia
Goals and Objectives:
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Describe the symptoms that characterize each type of schizophrenia
Give reasons for the difficulty in defining schizophrenia behavior
Summarize the results of research on the neurophysiological of schizophrenia
Summarize the treatment programs for schizophrenia
Assignment: Ch. 14
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Program X Neuropsychological Disorders
Injury
Alzheimer’s Disease
Korsakoff’s Syndrome
Goals and Objectives
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List the basic causes of brain damage.
Describe the symptoms of Alzheimer’s and Korsakoff’s syndrome.
Discuss the treatments for neuropsychological disorders.
Assignment: Chapter 15
Program XI Behavior Disorders of Childhood
Attention-Deficit Hyperactivity Disorder
Conduct Disorder
Separation Anxiety Disorder
Autism
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Describe the various developmental disorders of childhood
What are the biological, psychological and social factors leading to these
disorders
Discuss learning disabilities and their causes
Summarize what you know of the treatment of behavior disorders of
childhood.
Assignment: Chapter 16
Program XII Psychotherapies
Psychodynamic Therapy
Cognitive-Behaviorial Therapy
Gestalt Therapy
Couples Therapy
Group Therapy
Goals and Objectives
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Describe the basic treatments and their techniques
Discuss the various biological interventions
Define and discuss drug treatments in psychotherapy
What are the advantages and disadvantages of the different treatment
programs
Asssignment: Chapter 17
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Program XIII An Ounce of Prevention
Early Childhood: The Avance Project
Adolescence: The Social Development Project
Adulthood: The Michigan Jobs Project
Old Age: Austin Groups for the Elderly
Goals and Objectives
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Discuss the various intervention programs.
Explain the history and problems associated with deinstitutionalization
Understand the role of the government in the mental health field.
Assignment: Chapter 18
NOTE-TAKING TIPS
The goal of note-taking is to record information in a way that will help you
gain a clarification and understanding of the ideas and concepts of a particular
subject. This information will come to you through lectures, from readings, by
watching films, from power point presentations, from discussions and by way of
many other educational avenues. This task is not as easy as it may seem because
note-taking occurs while you are doing something else, such as listening to an
instructor or reading a textbook. Many students do not like to take notes. They
choose instead to read and highlight their textbooks or class materials. This
leads to the rereading and rereading and sometimes rereading again of material,
but it doesn’t help draw out the information that is most important. While
learning how to take notes requires effort on your part, rest assured, once you get
proficient at note-taking, you will see how beneficial this skill will be in school,
work and even your personal life.
There are a number of methods of note-taking. They are not mutually
exclusive, which means that you can use one, two, or all of them, depending on
the subject you are interested in. The most popular methods are:
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the traditional outline
the question method
the Cornell system
the concept map
Tradition Outline
A traditional outline summarizes key points in a subject. As such it is
quite broad. It creates a series of major headings, followed by subheadings and
points. Some students use letters and numbers to delineate points. Others prefer
simply to indent. You do not necessarily have to choose one outline method over
another. You may find that in taking down classroom notes an indentation
methods works best, but when studying your textbook, a number system is most
beneficial. Try different ways of outlining to see which ones work most to your
advantage.
The Question Method
The question method requires you to consider the material you are
studying as answers to questions designed to reflect this material. It forces you
to think carefully about the information you are learning. This method if very
helpful in preparing you for exams, particular in courses where concepts are
difficult.
To use this method, draw a vertical line on each sheet of paper you use,
creating a wide column on the left. Record notes from class or your readings in
the larger space to the right. Write a question or two in the margin that can be
answered by reading the material in the larger area.
Questions can be factual, such as “What are the effects of punishment on
behavior?” They might also been interpretative, as in “What is the difference
between discipline and punishment?”
The Cornell System
The Cornell System, also known as the T- note system for its design,
developed by Walter Pauk at Cornell University, is an extremely efficient way to
record notes. To prepare for this kind of note-taking, obtain a large, loose-leaf
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notebook and lined pages. Draw a vertical line 2 1/2 inches from the left side of
you paper. This will be your recall column. Draw a horizontal line two inches
from the bottom of the page. This will be your summary area. This leaves a
large space for outlining the information you hear or read about The recall
section enables you to jot down comments and questions related to the main text.
Here is where you can clarify meanings, draw diagrams, write in definitions, add
examples, and make other notes that help you understand the material. It is best
to use this space when you are reviewing your outline rather than while you are
in class or reading materials. Left -handed students may find it easier if the left
vertical line is moved to the right.
Once you have designed your page, follow these four rules.
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Record your notes in the main space of the page, adding the most important
ideas of facts. Write legibly enough so that you can understand what you’ve
put down without struggling later to figure it out. Use the abbreviation
system you have developed.
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Reduce your notes. Summarize and clarify what you have learned and fill in
the recall column and summary space.
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Recite the important ideas and facts of your outline in your own words after
reading the recall column. Then read the outline to see how accurate you are.
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Reflect on the course material after reading over your notes. Consider the
meaning of this information and the way it relates to other courses and your
life.
Concept maps represent information visually. They provide a very
effective way to connect ideas and organize information. Concept maps work
particularly well for students who prefer to interpret material in visual ways and
students who like to draw.
There are a number of kinds of concept maps. The spider map begins
with a main idea - a topic, word or phrase - written at the center of a page.
Move outward from here, using lines or arrows to connect points emanating
from this central place. A hierarchy map presents information in a descending
order of importance. The most important information is placed on the top.
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Student Information Form
Be sure to return this to me so that I can get get to know you a little and
also get back to you when you call or e-mail me. Mail this to Malinda Muzi,
Community College Phila, 17th Spring Garden St., Phila. PA 19130. Thank
you.
Name _______________________________ SS# ____________________
Address ______________________________________
_______________________________________
City, State, Zip Code _____________________________________
Home Phone: ________________________
Work Phone: _________________________
Fax: __________________________
Cell Phone: ___________________
Email Address: __________________________
Place of Employment: ________________________________________
What kind of work do you do? ________________________________
________________________________.
Marital Status: _____________________________
Children? What ages?
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