PCO 711 (Edwards), p. 1
PCO 711: CLINICAL PSYCHOPATHOLOGY AND PERSONALITY
Spring 2013 ▪ 3 Credit Hours
Updated 12.3.12
Instructor: Jodie Edwards, PhD, PC
Email: jodie.edwards@ccuniversity.edu
Cell Phone: 513-240-7722
Office: Counseling Center
COURSE DESCRIPTION
This course is provides an advanced study of abnormal behavior, personality disorders, and
psychopathological conditions specific to development phases throughout the life span, and their
application to counseling practice. Required prerequisites: PCO 510 Basic Counseling Theories and
Methods and PCO 690 Diagnosis of Mental and Emotional Disorders.
COURSE OBJECTIVES
1. Students will understand factors that influence normal and abnormal behavior, including spirituality,
crises, disability, exceptional behavior, addictions, and psychopathology. [CACREP II.G.3.c, f, g;
CMHC A.6; MAC 2.i]
2. Students will understand diagnoses, diagnostic tool bias, etiology, treatment, and prevention of
mental and emotional disorders. [CMHC C.2, 4; G.1; K.2, 4; MAC 2.i]
3. Students will understand how to use current counseling theories to conceptualize client issues and
select appropriate interventions and modalities. [CACREP II.G.5.c; CMHC C.7; MAC 2.i]
4. Students will understand how current research and literature can inform evidence-based practice
with specific populations. [CACREP II.G.8.e; CMHC E.3, I.1, I.3, J.1; MAC 2.i]
5. Students will understand the interpersonal model of conceptualizing, treating, and preventing
suicide. [CACREP II.G.5.g; MAC 2.i]
METHOD OF INSTRUCTION
In general, the class will follow a seminar format. A seminar format involves advanced students working
together, discussing assignments, and exchanging information. Active participation is required to help
develop a richer understanding of the etiology and treatment of mental disorders. Learning will be
facilitated via discussion of readings, application to cases, presentations, and quizzes. It is essential that
students prepare for class by reading assigned material prior to class.
REQUIRED MATERIALS
Moodle and Email:
All students enrolled in this course are required to check Moodle and their email weekly for the duration
of the course. Course announcements, changes to the syllabus, and memos from the instructor will be
distributed via Moodle and/or email. Students are responsible for all information distributed in this
manner.
Required Texts:
Maddux, J. E., & Winstead, B. A. (2008). Psychopathology: Foundations for a contemporary
understanding (2nd ed.) Mahwah, NJ. Lawrence Erlbaum.
PCO 711 (Edwards), p. 2
Supplemental Text for Reference:
Yarhouse, M. A., Butman, R. E. & McRay, B. W. (2005). Modern psychopathologies: A comprehensive
Christian appraisal. Downers Grove, IL: InterVarsity Press.
Download from Moodle:
Avia, M. D., & Ruiz, M. A. (2005). Recommendations for the treatment of hypochondriac patients.
Journal of Contemporary Psychotherapy, 35, 301-313.
Chard, K. M., & Buckley, A. F. (2010) Cognitive-behavioral treatments for trauma-related disorders. In R.
A. Lanius, E. Vermetten, & C. Pain (Eds.), The impact of early life trauma and disease: The hidden
epidemic (pp. 268-277). Cambridge: Cambridge University Press.
Choate, L. H. (2008). Dangerous relationships in adulthood: Women and intimate partner violence. In L.
H. Choate (Ed.), Girls’ and women’s wellness: Contemporary counseling issues and interventions.
Alexandria, VA: American Counseling Association.
Christensen, A. et al. (2004). Traditional versus integrative behavioral couple therapy for significantly
and chronically distressed married couples. Journal of Consulting and Clinical Psychology, 72,
176-191.
Craske, M. G., & Barlow, D. H. (2000). Mastery of your anxiety and panic: Client workbook for anxiety
and panic (3rd ed). San Antonio, TX: Psychological Corporation.
Craske, M. G., & Barlow, D. H. (2008). Panic disorder and agoraphobia. In D. H. Barlow (Ed.), Clinical
handbook of psychological disorders: A step-by-step treatment manual (4th ed.). New York:
Guildford Press.
Fairburn, C. G., Cooper, Z., Shafran, R., & Wilson, G. T. (2008). Eating disorders: A transdiagnostic
protocol. In D. H. Barlow (Ed.), Clinical handbook of psychological disorders (4th ed.). New York:
Guilford Press.
Hirakata, P. (2009). Narratives of dissociation: Insights into the treatment of dissociation in individuals
who were sexually abused as children. Journal of Trauma and Dissociation, 10, 297-314.
Johnson, S., Hunsely, J., Greenberg, L., & Schindler, D. (1999). Clinical Psychology: Science and Practice,
6, 67-79.
Johnson, S. (2007). A new ear for couple therapy: Theory, research, and practice in concert. Journal of
Systemic Therapies, 26, 5-16.
Joiner, T. E. Jr. (2009). The interpersonal theory of suicide: Guidance for working with suicidal clients
(Introduction). Washington, DC: American Psychological Association.
Karlin, B. E. (2011). Cognitive behavioral therapy with older adults. In K. H. Sorocco & S. Lauderdale
(Eds.), Cognitive behavior therapy with older adults: Innovations across care settings. New York:
Springer Publishing.
Linehan, M. M., & Dexter-Mazza, E. T. (2008). Dialectical behavior therapy for borderline personality
disorder. In D. H. Barlow (Ed.), Clinical handbook of psychological disorders (4th ed.). New York:
Guilford Press.
Lyddon, W. J., & Sherry, A. (2001). Developmental personality styles: An attachment theory
conceptualization of personality disorders. Journal of Counseling and Development, 79, 405-414.
Margolin, G. & Vickerman, K. A. (2007). Posttraumatic stress in children and adolescents exposed to
family violence: I. Overview and issues. Professional Psychology: Research and Practice, 38, 613619.
Miller, W. R. (1995). Motivational enhancement therapy with drug abusers. National Institute on Drug
Abuse treatment manual.
Rando, T. A. (1993). Treatment of complicated mourning (Chapter 2). Champaign, IL: Research Press.
Schwartz, J. M. (1996). Brain lock: Free yourself from obsessive-compulsive behavior (Introduction). New
York: Harper Collins.
PCO 711 (Edwards), p. 3
Shallcross, L. (2012). A loss like no other. Counseling Today, 54, 26-31.
Snyder, D. K. & Halford, W. K. (2012). Evidence-based couple therapy: Current status and future
directions. Journal of Family Therapy, 24, 229-249.
Strobel, L. (2000). The case for faith: A journalist investigates the toughest objections to Christianity
(Chapter 2). Grand Rapids, MI: Zondervan.
Suppes, T., & Dennehy, E. B. (2012). Bipolar disorder: Assessment and treatment. Sudberry, MA: Jones &
Bartlett Learning.
Tarrier, N. (2008). Schizophrenia and other psychotic disorders. In D. H. Barlow (Ed.), Clinical handbook
of psychological disorders (4th ed.). New York: Guilford Press.
Vickerman, K. A., & Margolin, G. (2007). Posttraumatic stress in children and adolescents exposed to
family violence: II. Treatment. Professional Psychology: Research and Practice, 38, 620-628.
Webster-Stratton, C. (2005). The incredible years: A trouble-shooting guide for parents of children aged
2-8 years. Seattle, WA: The Incredible Years.
Yarhouse, M.A., Butman, R. E., & McRay, B. W. (2005). Modern psychopathologies: A comprehensive
Christian appraisal (Chapter 4). Downers Grove, IL: InterVarsity Press.
Young, J. E., Rygh, J. L., Weinberger, A. D., & Beck, A. T. (2008). Cognitive therapy for depression. In D. H.
Barlow (Ed.), Clinical handbook of psychological disorders (4th ed.). New York: Guilford Press.
GRADING/EVALUATION*
Assignment
Discussion leader and handout (1 x 90)
Discussion cards (14 x 5 points each)
Quizzes (12 x 20 points each)
Treatment presentation and handout
Total
Points
90
70
240
100
500
A
AB+
B
BC+
C
CD+
D
DF
Points
475-500
460-474
445-459
430-444
415-429
400-414
385-399
370-384
355-369
340-354
325-339
≤ 324
Percentage
95-100%
92-94.99%
89-91.99%
86-88.99%
83-85.99%
80-82.99%
77-79.99%
74-76.99%
71-73.99%
68-70.99%
65-67.99%
< 64.99%
*MAC students: In accordance with rule 4757-3-01, J-1, from the Ohio Counselor, Social Worker, &
Marriage and Family Therapist Board, you must receive a B- or higher in this course for it to count
toward licensure.
Discussion Leader and Handout: Once during the semester, you will lead or co-lead the class discussion.
While all class members are expected to actively participate in generating discussion, discussion leaders
will make a special effort to synthesize the readings and assist class members in integrating and applying
the material. Leaders should create a handout that outlines (a) etiology from a biopsychosocial
perspective, (b) empirically supported treatments, and (c) relevant Christian perspectives. An example
handout will be provided. Discussion leaders are strongly encouraged to consult additional sources (e.g.,
Yarhouse et al. (2005) to derive discussion points for Christian perspective) to share extra information
with the class. Handouts should not exceed 3 pages (outline format, single-spaced). Please see Moodle
PCO 711 (Edwards), p. 4
for Discussion Leader Grading Form. Leading the discussion and creating a handout is worth 90 points
(18% of final grade). [Objectives 1-5]
Discussion Questions: To help ensure that you read and are prepared for discussions, you will turn in a
discussion question for each assigned reading at the beginning of every class starting the second week.
Please have your discussion questions prepared prior to the start of class. Type or neatly write your
discussion questions on a single sheet of paper as formatted below. You will receive up to 5 points for
your discussion questions, depending on quality. You will receive a maximum total of 70 points for
discussion questions over the course of the semester (14% of final grade). You cannot turn in discussion
questions if absent from class. Please format as indicated below. [Objectives 1-5]
Your Name
Date
Author (Date)
Question
Author (Date)
Question
Quizzes: To ensure mastery and comprehension of material, each week there will be a quiz at the
beginning of class. At least 12 quizzes will be given (worth 20 points each); if more than 12 quizzes are
given, you can drop your lowest quiz score(s). Quiz items may be multiple choice, true/false, fill-in-theblank, short answer, and essay. There will be a 15-minute time limit for taking the quiz. You cannot
make up these in-class quizzes if absent or late. Quizzes are worth a total of 240 points (48% of final
grade). [Objectives 1-5]
Treatment Presentation and Handout: You will do a 30-minute presentation about a specific treatment.
A list of suggested presentation topics will be provided. For example, you may present about how
acceptance and commitment therapy is done with clients who have panic disorder. You should provide
all class members with a 1-2 page handout that summarizes the treatment and lists a minimum of 3
scholarly resources you consulted about the treatment. You may consult websites and list them as
resources, but they will not count toward your 3 scholarly references. If you use PowerPoint, a printout
of your slides may serve as your handout as long as they contain adequate information about the
treatment. The presentation and handout are worth a total of 100 points (20% of your grade). Please
see Moodle for a Presentation Grading Form and more information. [Objectives 2-4]
IMPORTANT NOTES
Attendance and Participation: Because active discussion and experiential exercises are integral parts of
the learning experiences in this course, class attendance is expected and participation in class activities
and assignments is critical to your success in the course. If, for any reason, you are unable to attend
class, you are still held responsible for all in-class material and any announcements made during class.
Per the university’s policy (see the CCU student handbook), you have two days that are excused without
penalty. If you miss three days, an additional assignment will be added. If you miss more than three
classes, you will be dropped from the class and will be required to reapply for readmission to the class. A
decision about your return to the class will be decided by the counseling academic committee. Because
PCO 711 (Edwards), p. 5
class time should be a priority, absences for lateness will be assigned as follows: 15 minutes late = ¼ day
absence, 30 minutes late = ½ day absence, and over 45 minutes = 1 day absence.
Late Assignments: Out of respect for the hard work that everyone puts into the course, late assignments
will NOT be accepted unless there is a serious personal medical or family emergency (e.g.,
hospitalization, death in the family) that can be substantiated with documentation. In the rare event
that a late assignment is accepted, there will be a deduction of 10% of the points each day it is late. I
understand that unexpected life events occur, but I hold this policy to encourage the development of
positive professional behavior. Therefore, please do not wait until the last minute to do your
assignments because regular life stressors will not be accepted as reasons to turn work in late. I invite
you to talk with me about any challenges you face in completing your assignments.
Christian Component: As we strive to provide a biblically-based approach to counseling, we expect you
to evaluate all readings and discussions from a Christian perspective and work to integrate biblical truth
into your life, thought, and work.
Student Conduct: Except under unusual circumstances, you should not arrive late or leave early. Cell
phones should be turned off. You should not IM, text-message, or surf the web during class. During
discussions, everyone is expected to be respectful of themselves and others. Keep in mind that it may
not be appropriate to disclose your own psychological struggles to the class. If you become distressed
about any material/discussions, please talk with me and/or make an appointment to see a counselor.
Accommodations: Students with special needs should speak with me or provide documentation to the
office of Student Retention specifying the accommodations they require to help assure success in class.
Academic Dishonesty: Cheating, plagiarism, and all other forms of academic dishonesty will NOT be
tolerated. All incidents of academic dishonesty will be dealt with in accordance to university regulations
(see CCU student handbook), which will include failure of class and additional action by the academic
committee.
Flexibility Clause: This syllabus is NOT a binding contract. The dates of lectures, exams, projects, etc. may
be revised as the term progresses. All modifications to the syllabus will be announced in class and/or via
Moodle.
PCO 711 (Edwards), p. 6
COURSE SCHEDULE
Date
1.22
Topic*
Introduction to the course
Discussion Leader(s)
-----
Presenter
-----
1.29
Conceptualizing Psychopathology &
Biological Bases of Psychopathology
Maddux et al. (M & W, Chapter 1)
Smith (M & W, Chapter 1)
Yarhouse et al.
Jodie
-----
2.5
Anxiety Disorders
Williams (M & W, Chapter 8)
Craske & Barlow (2000), pp. 25-28
Craske & Barlow (2008), pp. 24-51
Chard & Buckley (2010)
Schwartz, J. M. (1996)
2.12
Mood Disorders & Suicide
Alloy et al. (M & W, Chapter 9)
Young et al. (2008)
Joiner et al. (2009)
Suppes & Dennehy (2012)
2.19
Grief, Loss, & Suffering
Rando (1993)
Strobel (2000)
Shallcross (2012)
Podcast by Shear
2.26
Couple Distress
Snyder & Halford (2012)
Johnson (2007)
Johnson et al. (1999)
Christensen et al. (2004)
3.5
3.12
Spring Break – No Class Meeting
Schizophrenia
Kestler et al. (M & W, Chapter 10)
Tarrier (2008)
3.19
Personality Disorders
Presnall & Widiger (M & W, Chap.
11)
Lyddon & Sherry (2001)
Linehan & Dexter-Mazza (2008)
Topic*
Discussion Leader(s)
Presenter
Date
PCO 711 (Edwards), p. 7
3.26
Sexual Dysfunctions & Disorders
Gosselin (M & W, Chapter 12)
Sensate Focus reading TBA
EFT casebook reading TBA
4.2
ONLINE – NO CLASS MEETING
Intimate Partner & Family Violence
Choate (2008)
Margolin & Vickerman (2007)
Vickerman & Margolin (2007)
4.9
Somatoform & Dissociative
Disorders
Eifert et al. (M & W, Chapter 13)
Hirikata (2009)
Chronic pain reading TBA?
4.16
Substance Use Disorders
Klostermann & Kelly (M & W
Chapter 14)
Miller (1995, pp. 1-30)
4.23
Mental Health & Aging
Fiske et al. (M & W, Chapter 15)
Karlin (2011)
4.30
Disorders of Childhood
Kimonis & Frick (M & W, Chapter 17)
Ollendick & Sander (M & W, Chapter
18)
Webster-Stratton (2005)
5.7
Eating Disorders
McFarlane et al. (M & W, Chapter
20)
Fairburn et al. (2008)
5.14
Finals Week – No Class Meeting
-----
-----
*Course objectives 1-4 are covered weekly as they pertain to the topic. Objective 5 is covered under the
topic Mood Disorders & Suicide.
PCO 711 (Edwards), p. 8
Appendix – Objectives
The course objectives are addressed each week through the readings, discussions, quizzes, and
presentations:
 MAC 2.i – Demonstrate competency in psychopathology, prevention, and treatment
 CACREP Sec. II, G, 3 relating to parts C, F, & G of the core component of Human Development,
including understanding effects or crisis, trauma, and disaster on all ages; understanding aspects
of developmental crises, disability, exceptional behavior, addictive behavior, and
psychopathology; and understanding situation and environmental factors that affect both
normal and abnormal behavior.
 CACREP Sec. II, G, 5 relating to parts C of the core component of Helping Relationships, including
understanding aspects of counseling theories that provide the student with a consistent models
to conceptualize client presentation and select appropriate counseling interventions. Section II,
G, 5, part G about suicide prevention is also covered.
 CACREP Sec. II, G, 8 relating to part E, including using research to inform evidence-based
practice.
 The following CACREP CMHC guidelines are also covered in the course:
o A.6 – Coexistence of substance use disorders with psychological and medical disorders
o C.2, 4 – Etiology, diagnosis, treatment, and prevention of mental and emotional
disorders
o C.7 – Knows the principles, models, and documentation formats of biopsychosocial case
conceptualization and treatment planning
o E.3 – Empirically supported treatments for specific populations
o G.1 – Diagnoses and treatment plans
o I.1 – Critically evaluate research relevant to counseling practice
o I.3 – Knows evidence-based treatments and basic strategies for evaluation counseling
outcomes in clinical mental health counseling
o J.1 – Applies relevant research findings to inform the practice of clinical mental health
counseling
o K. 2, 4 – Diagnosis and preferred treatment modalities/placement; bias in diagnostic
tools with specific populations