Mental Health and Policy
Political Science 379 / Psychology 299
Spring 2008, Weinstein 305
Tues & Thurs 8:15 – 9:30 a.m.
Instructors:
Dr. Rick Mayes
202M Weinstein Hall
phone: 287-6404
email: bmayes@richmond.edu
office hours: Tuesdays & Thursdays,
3:45 to 5:00 or by appointment
Dr. Catherine Bagwell
G28A Richmond Hall
phone: 289-8131
email: cbagwell@richmond.edu
office hours: Tuesdays & Thursdays,
10:00 to 11:00 or by appointment
Required Texts:
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Butcher, J. N., Mineka, S., & Hooley, J. M. (2008). Abnormal Psychology: Core Concepts. Boston:
Allyn & Bacon.
Earley, P. (2006). Crazy: A Father’s Search Through America’s Mental Health Madness. New York:
Penguin Group.
Horwitz, A. (2002). Creating Mental Illness. Chicago: University of Chicago Press.
Articles listed below or assigned in class. Articles may be found on e-reserve at the library (for
most Tuesday classes) or through the links below (for most Thursday classes).
Summary and Objectives:
This course integrates the study of mental health care and policy in the United States from the early
20th century to the present and the etiology of major mental health problems and their treatments.
The policy portion of the course will focus on the effects that changes in financing programs and
health insurance have had in shaping mental health policy, the types and patterns of treatment, the
expansion of concepts of mental illness, and the changing nature of mental health advocacy and
ideology. The clinical portion of the course will be based on a biopsychosocial model of mental
health and will thus encourage students to think critically about how biological, psychological, and
contextual factors interact to produce mental disorders and how different treatment approaches
must then address these complex causal factors.
Specific objectives include:
 To promote critical thinking about and critical analysis of theoretical, methodological, and/or
applied issues in mental health and policy.
 To extend students’ research and writing skills through the completion of a major paper
representative of work in psychology or political science.
 To promote the oral expression of students’ critical thinking both inside and outside of class on
issues of theoretical, methodological, historical, and/or philosophical importance to mental
health and policy.
 To provide opportunities for students and faculty to learn and work collaboratively.
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Class Attendance:
As stated in the University catalog, “each student is expected to attend all classes and laboratory
periods of the courses in which he or she is enrolled.” Class attendance is particularly important for
this course because of the emphasis on in-class discussion. Therefore, attendance is mandatory.
You will be given a maximum of two absences. You will be responsible for all work missed during
an absence. After two absences, 1 point will be deducted from your final grade for each additional
absence. Please note that it is impossible to receive credit for class participation if you are absent.
During the first two weeks of class, please inform the instructor of any religious holidays that might
require you to miss class so that alternative arrangements for completing missed work can be made
at the earliest opportunity.
Honor Code:
All work submitted for evaluation in this course assumes adherence to the honor codes of
Richmond and Westhampton Colleges. Unless instructed otherwise, all of your work in this course
should represent completely independent effort.
Evaluation:
Evaluation of your performance in this course will be based on six components. Each component
is described in greater detail below. Letter grades will be assigned based on a standard 10-point
grading scale. On the 10-point scale, 0 1 2 constitute a minus grade, 3 4 5 6 constitute a regular
letter grade, and 7 8 9 constitute a plus grade.
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Final exam
Research paper
Group project & class presentation
Class participation
Film critiques
35%
25%
25%
15%
pass/fail
Paper Extension Policy:
Extensions on assignments will not be given. Assignments will be penalized one full letter grade
(e.g., A- to B-, C to D) for each part or whole day the assignment is late. No extension or make-up
option is available for class participation.
Final Exam:
There will be one exam in this course, and it will be given during the scheduled final exam period.
The exam will consist of essay and short answer questions. Questions will be drawn both from your
readings and from material covered in class and will emphasize the synthesis and application of your
knowledge rather than recitation of memorized material. Only under extraordinary circumstances
will a make-up exam be administered. It is your responsibility to make all arrangements for the
make-up exam before the start of the regularly scheduled exam.
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Research Paper:
The purpose of this assignment is to encourage you to become the University of Richmond’s leading
expert on a particular topic associated with this course. You may choose any topic related to mental
health and public policy and pose a research question(s) about your topic (e.g., What is the impact of
support groups, such as CHADD, on policy, treatment, and research related to ADHD?). Choose a
topic that is interesting to you, and if you need help refining your topic, come see one of us.
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A one-page overview of your topic, why you chose it, and what you hope to learn is due in class
on Thursday, January 31.
Your completed paper is due on Thursday, February 28. It will be graded on the basis of three
criteria: (1) content, (2) writing style (e.g., organization, clarity, logic, and technical presentation),
and (3) the extent of research and analysis you have performed. Your paper should be 12-15
pages in length and should include a substantial reference list. Please make use of the services
available in the Writing Center. Effective writing takes time, discipline, and a commitment to
improvement.
Jen Williams jennifer.a.williams@richmond.edu is the Writing Fellow assigned to our class. We
encourage you to go to her for help in outlining, organizing and researching your paper. She
will also read a rough draft of your work, which is enormously helpful.
Class Participation:
The format of this class requires that the assigned readings be completed before the date they will be
covered in class. All students are expected to attend every class period ready with questions and
comments. Your contribution to the class discussion is viewed as an essential component of your
own learning process in this course as well as that of your classmates. Thus, 15% of your grade in
the course is based on participation in class discussions.
Group Research Project and Class Presentation:
You will work in teams of approximately four students each on a group research project and class
presentation. Each team will present for exactly one half of a class period in the last two weeks of
the semester. It is expected that your team will work over the course of the semester to conduct the
research that you will present to the class. The topic of your project should be specific and should
allow you to engage actively with a particular problem or issue related to mental health and policy.
Your research should involve reviews of relevant literature in psychology, political science, medicine,
sociology, and/or other academic fields of study. In addition, you should include additional research
methods—interviews with relevant individuals, direct observation of particular settings, data
collection via surveys, etc. We will discuss possible topics for your projects early in the semester.
On Thursday, March 25, your team will turn in a one-page progress report indicating what you have
completed on your project to date and outlining the specific next steps you plan to complete. Your
final grade on this project will be based on a group grade that is the same for each member of the
group and reflects the final product you present in class (2/3 of your grade) and an individual grade
that may or may not be the same for each member of the group and reflects your individual
contributions to the project/presentation (1/3 of your grade). Each group member will complete a
peer assessment on all other group members to assist with our evaluations of your individual
contributions.
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Film Critiques:
Over the course of the semester, we will show 5 films that portray different aspects of mental
health/mental illness. You must attend four of these sessions. For each film you view, you will
write a one-page, single-spaced summary and critique of the film. Specifically, you should include
not more than a ¼ to ½ page summary of the film followed by an analysis of how the movie does
and does not fit with the research we have read and discussed about the particular mental disorder
portrayed or policy issues related to that disorder. You will receive a grade of “check plus,” “check,”
or “check minus” on each critique. More than one “check minus” will result in a failing grade for
this portion of the course. If you cannot attend a particular film session because of a class or jobrelated conflict, please see us before the date of the first film to make alternative arrangements.
Readings and Assignments:
January 15
Tuesday
What is abnormal behavior?
- Butcher et al., Ch. 1
- Gallagher, “How We Become What We Are” Atlantic Monthly
http://www.richmond.edu/~bmayes/pdf/HowWeBecomeWhatWeAre.pdf
January 17
Thursday
What is abnormal behavior?
- Horwitz, Introduction and Ch. 1
- Lane, “How Shyness Became an Illness,” Common Knowledge
http://muse.jhu.edu/journals/common_knowledge/v012/12.3lane.pdf
January 22
Tuesday
January 23
Wednesday
January 24
Thursday
January 29
Tuesday
Classification of abnormal behavior
- “Introduction,” “Cautionary Statement,” “Use of the Manual,” “DSM-IV
Classification, “Multiaxial Assessment” from Diagnostic and Statistical Manual of
Mental Disorders (4th ed), American Psychiatric Association
Film showing: One Flew Over the Cuckoo’s Nest
9:00 p.m. (location TBA)
Causes of abnormal behavior
- Butcher et al., Ch. 2
Classification of abnormal behavior
- Horwitz, Chs. 2-3
- Spiegel, “The Dictionary of Disorder,” The New Yorker
http://www.richmond.edu/~bmayes/pdf/RSpitzer_NewYorker.pdf
January 31
Thursday
February 5
Tuesday
February 6
Wednesday
February 7
Thursday
Causes and assessment of abnormal behavior
Progress report on research paper due in class
- Horwitz, Chs. 4-7
Assessment strategies
- Butcher et al., Ch. 3
Film showing: Girl Interrupted
9:00 p.m. (location TBA)
Guest speaker
Susan Mack, Richmond Behavioral Health Authority
Anne Boxberger-Flaherty, Duke University, UR Class of 2000
- Earley, Crazy, pp. 1-122
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February 12
Tuesday
Treatment approaches
February 14
Thursday
Treatment approaches
- Lambert & Ogles, “The Efficacy and Effectiveness of Psychotherapy”
- Weisz et al., “Bridging the Gap Between Laboratory and Clinic in Child and
Adolescent Psychotherapy,” Journal of Consulting and Clinical Psychology
- Horwitz, Chs. 8-Conclusion
- Mahler, “The Antidepressant Dilemma,” NYTimes Magazine
http://www.richmond.edu/~bmayes/pdf/The%20Antidepressant%20Dilemma_NYT.pdf
- Harmon, “Young, Assured and Playing Pharmacist to Friends,” NYTimes
http://www.richmond.edu/~bmayes/ParallelPlay_NewYorker.pdf
- Carlat, “Dr. Drug Rep,” New York Times
http://www.richmond.edu/~bmayes/DrDrugRep.pdf
February 19
Tuesday
Depression
- Butcher et al., Ch. 6
- Gertner, “The Futile Pursuit of Happiness,” NYTimes Magazine
- Dan Gilbert, “Why Are We Happy? Why Aren’t We Happy?” (* watch online*)
http://video.google.com/videoplay?docid=-7822696446273926158
February 21
Thursday
or
http://www.youtube.com/watch?v=LTO_dZUvbJA
Depression
- Smith, “ECT: Shock & Disbelief,” Atlantic Monthly
http://www.richmond.edu/~bmayes/pdf/ECT_AtlanticMonthly.pdf
- Kramer, “Nothing Deep About Depression,” NYTimes Magazine
http://www.richmond.edu/~bmayes/pdf/Depression_Kramer.pdf
- Greenberg, “Manufacturing Depression,” Harper’s Magazine
http://www.richmond.edu/~bmayes/Manufacturing_Depression_Harpers_Greenberg.pdf
- Solomon, Chapter 1, The Noonday Demon
http://www.richmond.edu/~bmayes/Noonday_Demon_Depression_Chapter1.pdf
- Stutz, “Self-Nonmedication,” NYTimes Magazine
http://www.richmond.edu/~bmayes/Self_Nonmedication_NYT_May2007.pdf
February 26
Tuesday
Schizophrenia
- Butcher et al., Ch. 12
- Rosenhan, “On Being Sane in Insane Places,” Science
February 20
Wednesday
Film showing: A Beautiful Mind
9:00 p.m. (location TBA)
February 28
Thursday
Schizophrenia
Guest speaker
Daniel Herr, Executive Director, Gateway Homes
Research paper due in class
- Gladwell, “Million Dollar Murray,” The New Yorker
http://www.richmond.edu/~bmayes/pdf/Gladwell_vMillionDollar.pdf
March 4
Tuesday
Anxiety disorders and PTSD
Page 5
- Butcher et al., Ch. 5
- Garcia-Palacios et al., “Virtual Reality in the Treatment of Spider Phobia,”
Behaviour Research and Therapy
- Winerman, “A Virtual Cure,” APA Monitor
- Yehuda, “PTSD,” New England Journal of Medicine
http://www.richmond.edu/~bmayes/PTSD_NEJM.pdf
March 6
Thursday
PTSD
- PBS Frontline “The Soldier’s Heart” (* watch online *)
http://www.pbs.org/wgbh/pages/frontline/shows/heart/view/
- Okie, “Reconstructing Lives—A Tale of Two Soldiers,” NEJM
http://www.richmond.edu/~bmayes/TaleTwoSoldiers_PTSD_NEJM.pdf
- Hoge et al., “Combat Duty in Iraq & Afghanistan,” NEJM
http://www.richmond.edu/~bmayes/PTSD_Iraq_Afghanistan_NEJM.pdf
- Groopman, Satel, “The Grief Industry,” New Yorker & Reason
http://www.richmond.edu/~bmayes/The_Grief_Industry_Groopman_Satel.pdf
March 11
Tuesday
SPRING BREAK
March 13
Thursday
SPRING BREAK
March 18
Tuesday
Disorders in childhood and adolescence (Autism)
- Butcher et al., Ch. 14
- Gernsbacher et al., “Three Reasons Not to Believe in an Autism Epidemic,”
Current Directions in Psychological Science
- Harris & O’Connor, “On Autism’s Cause, It’s Parents vs. Research,” NYTimes
March 19
Wednesday
Film showing: Refrigerator Mothers
9:00 p.m. (location TBA)
March 20
Thursday
Disorders in childhood and adolescence
- Page, “Parallel Play,” The New Yorker
http://www.richmond.edu/~bmayes/ParallelPlay_NewYorker.pdf
- Olsson, “Her Autistic Brothers,” New York Times
http://www.richmond.edu/~bmayes/Her%20Autistic%20Brothers_NYT_2007.pdf
- Bazelon, “What Autistic Girls are Made of,” New York Times
http://www.richmond.edu/~bmayes/What%20Austistic%20Girls%20Are%20Made%20Of.pdf
- PBS Frontline documentary “Medicating Kids” (* watch online *)
http://www.pbs.org/wgbh/pages/frontline/shows/medicating/watch/
March 25
Tuesday
Disorders in childhood and adolescence (ADHD)
Progress report on group project due in class
- Barkley, “Attention-Deficit Hyperactivity Disorder,” Scientific American
- Barkley, “The Persistence of ADHD Into Young Adulthood”
Journal of Abnormal Psychology”
- MTA Cooperative Group, “A 14-Month Randomized Clinical Trial of
Treatment Strategies for ADHD,” Archives of General Psychiatry
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March 27
Thursday
Disorders in childhood and adolescence
Guest speakers
Lizzie Niesz, University of Richmond, class of 2006
Adam Warman, Program Coordinator, Faison School for Autism
- Clemetson, Belluck, Carey, “Troubled Children,” New York Times
http://www.richmond.edu/~bmayes/pdf/Kids_MentalDisorders_NYT.pdf
- Groopman, “What is Normal?” The New Yorker
http://www.richmond.edu/~bmayes/WhatsNormal_Bipolar_Chidlren_Groopman.pdf
- PBS Frontline documentary “The Medicated Child” (* watch online *)
http://www.pbs.org/wgbh/pages/frontline/medicatedchild/
April 1
Tuesday
TBA
- Earley, Crazy, pp. 125-207
- PBS Frontline documentary “The New Asylums” (* watch online *)
http://www.pbs.org/wgbh/pages/frontline/shows/asylums/view/
April 2
Wednesday
Film showing: Away From Her
9:00 p.m. (location TBA)
April 3
Thursday
Guest speaker
Dr. C. Keith Conners, Duke University
- Mayes, Bagwell, Erkulwater, Medicating Children
http://www.richmond.edu/~bmayes/Medicating_Children_HUP_MBE.pdf
April 8
Tuesday
April 10
Thursday
Personality Disorders
- Butcher et al., Ch. 9
- Earley, Crazy, pp. 209-273
Mental health and the criminal justice system
- Earley, Crazy, pp. 1-35,275-361
- Shuchman, “Falling Through the Cracks,” New England Journal of Medicine
http://www.richmond.edu/~bmayes/Falling_Through_Cracks_Va_Tech_NEJM.pdf
April 10
Thursday night
Guest speaker
Pete Earley, author Crazy: A Father’s Search Through America’s Mental Health Madness
April 15
Tuesday
Group presentations #1 and #2
April 17
Thursday
Group presentations #3 and #4
April 22
Tuesday
Group presentations #5 and #6
April 24
Thursday
Group presentation #7 and class wrap-up
May 2
Friday
FINAL EXAM (7:00 – 10:00 p.m.)
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