MF562: Syllabus
Spring 2012
Tuesday, 1:00-5:00pm.
Steven J. Sandage, Ph.D.
Bethel Seminary
Office: A204; 638-6170
e-mail: s-sandage@bethel.edu
INDIVIDUAL AND FAMILY PSYCHOPATHOLOGY
COURSE DESCRIPTION:
This course is focused on understanding and identifying individual and relational problems that
contribute to diagnostic categories and psychopathology. The course includes an introduction to
the DSM-IV, as well as a socio-cultural critique of diagnostic systems.
COURSE OBJECTIVES: Students should be able to:
1. Identify the implications of theoretical perspectives on defining psychopathological
development and functioning.
2. Understand DSM-IV categories related to the disorders discussed in class.
3. Analyze the interaction of individual and relational psychopathology.
4. Conceptualize psychopathology within an integrated Christian framework.
REQUIRED READING:
Textbooks:
American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders
(text revision) (4th ed.). Washington, DC: Author. ISBN 0890420254
Benjamin, L. S. (2002). Interpersonal diagnosis and treatment of personality disorders (2nd ed.).
New York: Guilford. ISBN 1572308605
Maxmen, J.S., Ward, N.G., & Kilgus, M.D. (2009). Essential psychopathology & its treatment
(3rd ed.). New York: W.W. Norton & Co.
Articles:
Beach, S.R.H., Jones, D.J., & Franklin, K.J. (2009). Marital, family, and interpersonal therapies
for depression in adults. In I.H. Gotlib & C.L. Hammen (Eds.), Handbook of depression
(2nd ed.) (pp. 624-641). New York: Guilford.
Carter, J. (1994). Psychopathology, sin and the DSM: Convergence and divergence. Journal of
Psychology and Theology, 22, 277-285.
Dueck, A. (2002). Speaking the languages of sin and pathology. Christian Counseling Today, 10,
20-24.
Gorman, P. (2001). Teaching diagnosis from a postmodern perspective. Journal of Systemic
Therapies, 20, 3-11.
Hathaway, W.L. (2003). Clinically significant religious impairment. Mental Health, Religion,
and Culture, 6, 113-129.
Joiner, T.E., Jr., & Timmons, K.A. (2009). Depression in its interpersonal context. In I.H. Gotlib
& C.L. Hammen (Eds.), Handbook of depression (2nd ed.) (pp. 322-339). New York:
Guilford.
Sandage, S.J. (2010). Intergenerational suicide and family dynamics: A hermeneutic
phenomenological case study. Contemporary Family Therapy, 32, 209-227. doi:
10.1007/s-10591-009-9102-x
Sandage, S. J., Wiens, T. W., & Dahl, C. M. (2001). Humility and attention: The contemplative
psychology of Simone Weil. Journal of Psychology and Christianity, 20, 360-369.
Watters, E. (January 8, 2010). The Americanization of mental illness. New York Times Magazine
(online). http://www.nytimes.com/2010/01/10/magazine/10psyche-t.html
Whisman, M.A., & Beach, S.R.H. (2010). Models for understanding interpersonal processes and
relationships in anxiety disorders. In J.G. Beck (Ed.), Interpersonal processes in the
anxiety disorders: Implications for understanding psychopathology and treatment (pp. 935). Washington, DC: American Psychological Association.
COURSE REQUIREMENTS:
1. DSM Position Paper: (Due April 10). Please write a position paper assessing the value of the
DSM-IV system to mental health treatment. In other words, in your view, how is DSM-IV
potentially helpful, harmful, or both helpful and harmful to mental health treatment? (1,250
words maximum) (50 points total)
For the paper, be sure to incorporate material from the course into your answers. You are not
required to do added research for these papers beyond course readings and class notes and
discussion. However, you are free to use any books, notes, or other resources. Try to articulate
your own positions rather than simply reporting on what others have said.
2. Case Studies: (Due April 17, May 8, May 22). A case study will be distributed in the class
the week before and you will be asked to: (a) offer a diagnosis that fits the symptom description,
and (b) offer a brief conceptualization of the case. Your top two scores will count toward your
final grade. You only need to turn in two case studies but you may turn in all three. (25 points
each/50 points total)
3. Integrative Paper: (Due June 1). The purpose of this paper is for you to study a clinical
disorder (e.g. ADHD) using the lens of social science and the lens of theology. The major goal is
to explore the integrative possibilities and challenges with respect to that particular
disorder/symptom.
Choose an area of psychopathology that interests you. This could be a clinical disorder we
discuss in class or one we do not get to discuss. Try to be as specific as possible. For example,
personality disorders is too broad as a category but histrionic personality disorder may not be.
You might try to find a topic that facilitates an integrative synthesis (e.g., “Clinical Depression
and a Theology of Hope,” “Antisocial Personality Disorder and the Character of Evil”). Carter’s
(1994) article is a more sophisticated and longer example of good integrative work on a
dimension of psychopathology. The paper should incorporate the following:
a. Introduction: Briefly describe the issue/syndrome and how it fits into DSM-IV (500
words) and introduce your integrative exploration or synthesis.
b. Social Science Conceptualization: Draw on scholarly sources (i.e., journal articles or
scholarly books) from social science to offer a conceptualization of that disorder or
symptom from some specific theoretical model or orientation in the literature (e.g.,
psychodynamic, object relations, cognitive-behavioral, interpersonal, dialectical behavior
therapy, family systems, etc.). How does that theory explain the cause or root of the
problem? What perpetuates the problem? Include a subsection that summarizes research
on the relational implications of the disorder/symptom (Note: This can be based on
empirical research unrelated to your theory if necessary). Also, comment on the quality
of empirical research to support the theoretical model, and briefly offer your own
evaluation or critique of the model. (1,500 words).
c. Theological integration: Draw on scholarly sources to discuss the disorder in light of
theological perspectives (e.g., sin/responsibility, human nature, guilt/shame, etc.). You
might find course readings helpful but will need to engage other sources. How does
theology speak to or help account for the issue or disorder? How does a theological
understanding compare with the social science conceptualization in part b?
Complementary? Contradictory? Simply different perspectives? What are the points of
integration or differentness as you see them? You might also find it helpful to ask the
question - - what kinds of spiritual impairment might be caused by this
disorder/symptom? This latter question will probably require your own hypotheses
beyond the scholarly literature. (1,500 words)
Guidelines:
(1) The paper should have a solid focus that helps organize the paper.
(2) The paper should be around 3,500 words typed, APA style, with quality
reference to scholarly sources beyond course readings (journal articles, books,
edited chapters - see comments below). Please do not exceed word limits.
Concise writing is often most effective.
(3) Papers will be graded on: (a) Understanding of the issue/disorder (30%); (b)
Theological integration and synthesis (60%); and (c) Writing style - grammar,
APA style, organization, and supporting mechanics (scholarly support) (10%).
(200 points total)
Scholarly Integration Resources for Integrative Papers:
Journals such as Journal of Psychology and Theology, Journal of Psychology and
Christianity, or Journal of Religion and Health are among those resources that might
offer you some leads. Several other journals publish quality research at the interface
of psychology and religion, e.g., Psychology of Religion and Spirituality; Mental
Health, Religion, & Culture; International Journal for the Psychology of Religion.
5. Attendance and Respectful Participation: Your attendance and respectful participation is
valued as part of the learning dialogue of this course. My expectation is that you will
come to class informed by the assigned readings and ready to discuss them. Respectful
participation involves a constructive balance of giving voice to one’s own perspective and
questions, as well as helping make space for others to do the same.
Course Evaluations: Student course assessments are an important part of course
development and enhancement. In order to recognize the value of your input and to
encourage you to provide that input, your completion of the course assessment will be
included as a factor in your course participation grade. Those students who do not
complete the course evaluation will have their course participation grade reduced by 2%.
For any questions regarding the course evaluation process, please go to
https://bethelnet.bethel.edu/ureg/bssp/eval_index.
GRADING: Grades will be determined on the following basis:
Attendance and respectful participation
Two Case Studies (25 points each)
Position Paper
Integration Paper
100 points
50 points
50 points
200 points
Total
400 points
Final grades will be assigned according to the following percentage system based on standards
described in the Bethel catalog:
A
95-100
B+
87-90
C+
77-79
D+
67-69
A-
91-94
B
83-86
C
73-76
D
63-66
B-
80-82
C-
70-72
F
62 or less
Late Policy: A one day grace period without penalty will be offered for the final paper only to
allow for inconveniences like computer failures or minor illnesses. You need not contact me if
you are utilizing the grace day but simply turn in your paper to my office or mail box. A 5%
penalty will be assessed for each day after 4:00pm on the grace day for a final paper that is turned
in late. Incompletes will only be given in extreme circumstances.
GENERAL COURSE EXPECTATIONS:
1.
Written assignments should represent the student's own work, conform to principles of
academic integrity, reflect graduate-level thinking and writing skills, and be in accordance
with the American Psychological Association's Publication Manual (5th ed.). You may
obtain a brief summary of the major style requirements of the APA manual from the
faculty secretaries. This summary also indicates the deviations from the manual that are
acceptable for Bethel projects.
2.
Any course which involves exploring our personal experiences and assumptions about the
world can be difficult and unsettling. Our ability to learn and grow wiser through such a
course depends on several things, which I also consider necessary for successful ministry
and therapy: our ability to tolerate ambiguity; our willingness to dialogue honestly and
respectfully with fellow students; our willingness to consider alternative views and
interpretations; our willingness to acknowledge the limits of our own understanding and
the world we live in; and our ongoing effort to integrate new information with our
worldview. If you find you are having personal difficulty in this course, please check
with me or the Office of Student Life about a referral for consultation or counseling.
COURSE SCHEDULE
Date
Mar 27
Topic
Theoretical Perspectives
DSM-IV Classification
Readings
Apr 3
Culture, Genetics, & Mental Health MWK Chs. 1-5; Carter (1994); Dueck
(2002); Gorman (2001); Watters (2010);
Sin, Evil, & Psychopathology
DSM Appendix I
Apr 10
Schizophrenia & Problems of
Psychosis
MWK, Chs. 6-8, 12;
DSM section on Schizophrenia;
Hathaway (2003)
Guest Lecture: Dr. Richelle Moen
DSM-IV Paper Due
Apr 17
Mood Disorders
Case Study Due
MWK Ch 13; Beach et al. (2009); Joiner
& Timmons (2009); Sandage (2010);
DSM section on Mood Disorders
Apr 24
No Class: Study Break for
Reading & Research
May 1
No Class: Study Break for
Reading & Research
May 8
Anxiety & Adjustment Disorders
Substance-Related Disorders
Case Study Due
MWK Ch 11, 14, 24; Whisman & Beach
(2010);
DSM sections on Anxiety Disorders,
Adjustment Disorders, SubstanceRelated Disorders
May 15
Personality Disorders
Benjamin (2002);
DSM section on Personality Disorders;
MWK Ch 22
May 22
Eating Disorders
Sleep Disorders
Child & Adolescent Disorders
Case Study Due
MWK Chs. 19, 20, 23; DSM sections on
Childhood, Eating, Sleep, Somatoform,
& Dissociative Disorders;
Sandage et al. (2001)
May 29
Sexual & Gender Identity Disorders MWK Chs. 15-18; DSM sections on
Somatoform Disorders
Sexual, Somatoform, & Dissociative
Disorders;
June 1
Integrative Papers Due