Abnormal Psychology PSY 312 – Spring 2011
Dr. Bob Swoap, 103 Jensen, x-3706 bswoap@warren-wilson.edu www.warren-wilson.edu/~bswoap
Office hours:
M, W, F: 11 – 11:30 T, Th: 1-4
I encourage you to email me for a specific meeting time, when you know you are coming
(or, if you need a time outside of office hours).
Required course materials and readings
1. A notebook with pockets to meet the needs of the course portfolio (described below)
2. Textbook: Abnormal Psychology by Beidel, Bulik, & Stanley (2010).
3. Online readings are also assigned.
Note : Please read frequently and consistently . You would be wise to break your readings into manageable chunks for improved understanding and retention. You should skim the readings before our lectures, and then return to read the material after class (as soon as possible and as thoroughly as possible) for the most efficient learning.
Course objectives The primary objective of this course is to explore the field of abnormal psychology. You will become familiar with concepts of abnormal psychology and with some of the clinical and research findings upon which our knowledge of psychological disorders is based. I will draw from my clinical and research experience to explain various forms of psychopathology.
You will also read a recent textbook in Abnormal Psychology that takes a scientist-practitioner approach to understanding disorders. Further, you will develop your skills in reading primary research in clinical science. Your ability to develop a research question and then evaluate appropriate resources to answer that question will be improved through a short paper (see Podcast paper, below). Your writing and critical thinking skills will be developed through regular assignments. Finally, I hope that you will derive personal benefits from the class; at the end of the semester, I hope that you will not only have increased your understanding of psychological disorders but that you will have greatened your empathy for those who have them.
Meeting the course objectives Plan to work regularly and diligently in and out of class.
(1) In-class and out-of-class assignments. We will do coursework both in and out of class. The key to maximizing your learning in this class is to be consistent with these assignments.
Examples of assignments we will do: Interviews / Case studies, Reaction papers, Quizzes, Brief concept papers, Critical thinking exercises.
(2) Podcast paper.
(Due dates for the components of this paper are detailed in the course schedule.) Each of you will choose one podcast from All in the Mind, with host Natasha Mitchell.
Be sure to choose a show about a topic specifically related to a psychological disorder or psychological struggle. The specific podcast must be approved by your instructor. These podcasts can be downloaded via Itunes or played directly from the website: http://www.abc.net.au/rn/allinthemind/default.htm
Once you have listened to the podcast, you will write a paper divided into three parts:
I. Summary (3-4 pages). Summarize the key points of the interview.
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II. Research questions (No more than one page) What research questions arise for you after listening to the podcast? Describe three questions that might be interesting to ask and investigate. The third question will be your main Research Question (and should be indicated as such).
III. Annotated bibliography a. An annotated bibliography is a great way to move from collecting resources to critically evaluating them. This part of the assignment will help you communicate about how others’ work relates to your area of interest. b. It’s highly likely that you’ve written a bibliography, or a list of sources, before.
Sometimes this list is called a reference list or works cited. The annotated bibliography is a reference list (formatted in APA style) plus an annotation of each source. Choose the most relevant and/or helpful resources for your research question. Here’s what your annotation should include for these sources:
1. The reference listed in APA style. There are ample resources on the web for doing this accurately.
2. The annotation: i. A brief summary of the article. This is usually just a few sentences that explain what the purpose of the work was, what methods they used, what they found, and anything unique about the article. AND ii. A reflection on how this work relates to your own question. How does this information fit in with your research topic?
3. Each annotation should be no more than 6 sentences in total.
Please include at least five citations. The following site is helpful for creating your annotated bibliography, using the correct format: http://www.library.cornell.edu/olinuris/ref/research/skill28.htm
(3) Creating a dynamic classroom (class participation).
The quality of our classes depends on your reading consistently, your overall preparedness, and your active participation in class. My expectation is that you will attend the class meetings on time, unless you have an unforeseeable emergency/illness or have informed me ahead of time. I am excited that together we will build a useful and enjoyable learning experience. There is a Xulu saying in the Xhosa language, umuntu ngumuntu ngabantu , which means “A person is a person through other people.”
In all matters I hope that you show consideration towards your classmates and your professor.
Positive class participation includes such things as:
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Reading the assignments
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Attendance (both your presence and your punctuality).
Staying focused and on topic during classes
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Contributing – working diligently during small-group exercises, being prepared to discuss the readings for a class period, and making constructive comments during class sessions.
This last request (making constructive comments during class sessions) is sometimes the most difficult for students to honor. We will discuss strategies for increasing your comfort level and proficiency in public commentary.
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Thinking critically about our topics
Please take care of personal needs (e.g., bathroom) well before you arrive. Please do not bring food into the classroom. Also, cell phones must be TURNED OFF completely during class -- no buzzes, dings, incoming texts, etc. Further, I would ask you to take notes by hand while in class.
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Having a laptop open in front of you creates a barrier of sorts, between you and me, and between you and the rest of the class. (It can also be a distraction for you and others.) I realize that this may be inconvenient for you, but hope that you understand that we are trying to create a dynamic, interactive classroom. (If I show powerpoint slides, you will have access to them on my webpage.)
I trust that these classroom behavioral requirements make sense in light of the previous paragraph.
(4) Class portfolio. You will create, manage, edit, and update a course portfolio for this class. This entails keeping a notebook with pockets, solely for this class. In the notebook, you will keep notes on all that you do related to the class. This will help you
 be more intentional about your learning.
 increase your accountability.
 think actively and critically about the strategies you are using for learning.
For each day that you do a reading, you should make an entry indicating what you read and what questions/thoughts arose. You should also keep track of work you are doing for assignments (e.g., the podcast paper). In a sense, it will be a course diary. As a part of the diary, I would like you to have time to reflect on classroom activities and learnings. Thus, toward the end of each class, I’ll provide time for you to write about whatever you want related to class. Some possible ideas:

Describe your contribution in class today.
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What will you take away from today’s class?
 Formulate a question related to today’s class and/or reading.
At points during the semester, you and I will meet to look over your portfolio to see how you are doing in class. What are your strengths and what are your weaknesses? What factors are contributing most to your learning? What factors are impeding your progress? At the end of the semester, we will have individual conferences to discuss semester-long performance, and will assign your grade for the course, based on the following rubric.
A - Mastery of course content at the highest level of attainment. You attend regularly and frequently have thoughtful things to say. Your course portfolio is complete and shows regular, consistently excellent work.
B – Good performance overall in terms of course content. You attend regularly and speak often
(and on topic). Your course portfolio is good and shows consistent work with few gaps.
C – Acceptable (fair) performance overall in terms of course content. There are problems with your participation. Your course portfolio is acceptable, but doesn’t show excellence in content or continuity.
D - A marginal performance in multiple areas (participation, portfolio, etc.).
F - For whatever reasons, an unacceptable performance. The F grade indicates that the student's performance in the class and its requirements has revealed little understanding of the course content; there is poor or absent execution of the course assignments.
Additional considerations:
* Students with disabilities who believe that they may need accommodations in this class are encouraged to contact Deborah Braden, Educational Access Coordinator as soon as possible to ensure that such accommodations are implemented in a timely manner. I can not make accommodations without documentation or at the last minute.
*Psychology courses (particularly this one, Abnormal Psychology) cover some topics that students may find personally distressing in some way. If you experience a reaction of this type, please know that this is not uncommon. If it is significantly distressing, you might consider meeting with a counselor at the Student Counseling Center. Although I am a clinical psychologist and conduct evaluations and therapy, I do not do this with students. On the other hand, if you feel it would be helpful for me to know your situation, feel free to discuss it with me.
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Week 4
M 2/7
W 2/9
Week 5
M 2/14
W 2/16
CLASS SCHEDULE & ASSIGNED READINGS
PSY 312, ABNORMAL PSYCHOLOGY, Jan-May 2011
Week 1
M 1/17
W 1/19
F 1/21
M 1/31
W 2/2
F 2/4
First Day (short class due to MLK day). Starting at 9:00
Ch. 1 Historical and Modern Perspectives
Week 2
M 1/24
W 1/26
Ch. 2 Research Methods
Due: Name of podcast you have chosen.
Plasticity for Affective Neurocircuitry
Article is available via Google search (which will take you to the PDF at www.williams.edu)
Note: Complete the listening portion of the podcast assignment by the end of this week
Week 3
Ch. 3 Assessment and Diagnosis
Big Changes for the Psychiatrist's 'Bible'
Available via Google search (which will take you to the article on ABCNews.com)
Ch. 4 The Anxiety Disorders
Due: PODCAST PAPER, Parts I & II
Ch. 5 Somatoform, Dissociative, & Factitious Disorders
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Week 9
M 3/21
W 3/23
F 3/25
Week 10
M 3/28
W 3/30
F 2/18
Week 6
M 2/21
W 2/23
Ch. 6 Mood Disorders
The Urge to End it All , by Scott Anderson
NYTimes article, published: July 6, 2008
Week 7
M 2/28
W 3/2 Ch. 7 Eating Disorders
F 3/4
Week 8
M 3/7
W 3/9
Ch. 11
SPRING BREAK
Personality Disorders
Ch. 9 Substance Use Disorders
Pharmacologic and Behavioral Withdrawal from Addictive Drugs
Article is available via Google search (which will take you to the PDF at http://dionysus.psych.wisc.edu)
Ch. 10 Schizophrenia
(We will also examine the August 2010 Special Issue on Schizophrenia, in Current
Directions.)
Due: Podcast Paper, Part III (Annotated Bibliography)
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Week 11
M 4/4
W 4/6
F 4/8
Week 12
M 4/11
W 4/13
WORK DAY
Ch. 12 Childhood & Adolescent Disorders
Week 13
M 4/18
W 4/20
F 4/22
Week 14
M 4/25
W 4/27:
Week 15
From the following series on NYTimes, read an article or two (taking summary notes) that are of most interest to you: http://nytimes.com/ref/health/troubled-children.html
Ch. 13
CooperRiis Service Day
Ch. 15
Aging and Cognitive Disorders
Legal and ethical issues
Turn in your course portfolios.
M 5/2: Class is redirected to the Academic Capstone Carnival. Please attend at least one session of presentations, preferably those in Psychology.
W 5/4: Individual meetings to examine and discuss course portfolios and course performance
F 5/6: Individual meetings to examine and discuss course portfolios and course performance
Week 16
M 5/9: Individual meetings to examine and discuss course portfolios and course performance
W 5/11: Course wrap-up and evaluations.
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