ST. BONAVENTURE UNIVERSITY
SCHOOL OF EDUCATION
COUNSELOR EDUCATION PROGRAM
Professor: Barbara C. Trolley, Ph.D., CRC, Licensed Psychologist, Professor
Semester & Location: Spring, 2010
E-Mail Address: btrolley@sbu.edu
Phone: 375-2537
A. COURSE TITLE: CE 540 Abnormal Psychology
B.REQUIRED TEXTS:
American Psychiatric Association (2000). Diagnostic and statistical manual of mental Disorders
DSM-IV-TR Fourth Edition (Text Revision). Washington, D.C.: Author.
Barlow,D. & Durand,V.M. (2009). Abnormal psychology: An integrative approach
(5th ed.) Belmont, CA: Wadsworth.
Brown, T. & Barlow, D. (2007). Casebook in abnormal psychology (3rd ed). Belmont, CA:
Wadsworth.
ISBN for Barlow and Brown Book Package: 0495661244.
C. Credit Hours: 3 graduate credits.
D. Program Goals:
Goal #1: Students in the Counselor Education Program will be able to demonstrate
competency in the use of basic counseling skills to influence human behavior.
Goal #2: Students will acquire the ability to develop an effective counseling treatment plan.
Goal #3: Students will demonstrate knowledge in the eight core areas of counseling as
established by the Council for Accreditation of Counseling and Related Educational Programs.
E. Approved Course Description:
To acquaint the beginning graduate student in community counseling with the field of abnormal
psychology with emphasis on the definitions and distinctions between the various abnormal
disorders, an introduction to the current research in the field, a discussion of the numerous
continual controversial issues and a review of the data based treatment approaches. In
addition, this course will assist the graduate student to understand the nature, needs, and
problems of individual’s at all developmental levels over the life span, to understand the issues
in mental health that may stem from gender, race, class, sexual orientation and religious
differences and to understand the nature, needs and problems of a multicultural and diverse
society.
1
F. Prerequisites: No prerequisites are required for this counseling class.
F. PROGRAM GOALS:
Goal #1: Students will be able to demonstrate competency in the use of basic counseling skills
to influence human behavior. {LG1, LG3, LG4}
Goal #2: Students will acquire the ability to develop an effective counseling
treatment plan. {LG1, LG2, LG3, LG4}.
Goal #3: Candidates will demonstrate knowledge in the eight core areas of
counseling as established by the Council for Accreditation of Counseling and
Related Educational Programs (CACREP). {LG1, LG2, LG3, LG4}.
G. Learning Objectives:
TO PROVIDE THE GRADUATE STUDENT WITH AN
CACREP
UNDERSTANDING OF:
Abnormal behavior including an understanding of developmental
Sec. II, 1,J1
crisis, disability, pathology and cultural factors as they affect both
normal and abnormal behavior, and to assist the graduate student in
expanding their ability to think critically, and with open minds, about
issues that stem from gender, race, class, sexual orientation and
religious differences as they impact the diagnosis and treatment of
psychological disorders.
The general principles and practices of etiology, diagnosis, treatment J.6,J,7
and prevention of mental and emotional disorders and dysfunctional
behavior and the general principles and practices for the promotion
of optimal mental health;
J.6,J.7
The models and methods for assessing mental status and the
identification of abnormal, deviant or psychopathological behavior by
obtaining appropriate behavioral data using a variety of techniques
including projective and non-projective personality assessment and
achievement, aptitude and intelligence testing and translating
findings into current DSM-lV-TR categories.
PROGRAM
GOALS
Goal #2
Goal #2
Goal #2
H. FIELD EXPERIENCES: None required. Volunteer experiences strongly encouraged. MUST
have personal liability insurance.
2
I. COURSE REQUIREMENTS:
ASSIGNMENT MEASURE
QUIZZES
a. There will be 4 quizzes, based on the Barlow & Durand
(2009) text.
b. These quizzes are open book and take home, but NOT
team quizzes,
BOOK REPORT
a. Each student will pick a auto-biographical/biographical book
to read about a person (living or dead) who has/had one of the
disorders identified in Chapters 5-15 of the text.
b. The outline for this book report is included at the end of the
syllabus.
PORTFOLIO OF DIFFERENCE
a. Students will select 1 example each week related to mental
health issues. A total of 12 examples are to be included.
b. The details of this project are outlined at the end of the
syllabus.
GROUP PRESENTATION
a. Students will self-select and work in a group of 4.
b. The details of this project are outlined at the end of the
syllabus.
CACREP
II
1 a, j
3 c. f .g
II
5 d, e, g
7 a, f, g
II
2 b, e, f
II
1 a, i, j
7a
J. EVALUATION:
GRADE VALUE
A = 93-100
A- = 90-92
INDICATOR
Demonstrates a superior application and
connection of knowledge and skills through
analysis and synthesis of research and
professional practice.
B+ =87-89
Demonstrates a thorough and effective
B= 83-86
application and connection of knowledge
B- = 80-82
and skills through analysis and synthesis
of research and professional practice.
C+ = 77-79
Demonstrates an inconsistent level of
C= 73-76
application and connection of knowledge
C-=70-72
and skills through analysis and synthesis
of research and professional practice.
F < 70
Fails to demonstrate a basic application
and connection of knowledge and skills
through analysis and synthesis of research
and professional practice/
P
Passing grade for field
experience/practicum.
F
Failing grade for field
experience/practicum.
 Each Assignment Worth 25% Satisfactory Class Attendance & Experiential Group
Participation Required
3
K. COURSE CALENDAR:
WEEK
TOPIC
&
DATES
1
Abnormal Behavior in
[1/18]
Historical Context
2
An Integrative Approach to
[1/25]
Psychopathology
3
[2/1]
4
[2/8]
BARLOW & DURAND
CHAPTERS
BROWN & BARLOW
CHAPTERS
1
1
2
2
4
3
3
5, 6
4, 7
Mood Disorders & Suicide
7
8, 9
Eating & Sleep Disorders
8
10, 11
Research Methods
Clinical Assessment &
Diagnosis
Anxiety Disorders
Somatoform & Dissociative
Disorders
5
[2/15]
6
[2/22]
2/29
7
[3/8]
8
[3/15]
9
[3/22]
10
[3/29]
4/5
11
[4/12]
12
[4/19]
13
[4/26]
14
[5/1]
Physical Disorders &
Health
Psychology
SPRING BREAK
Sexual & Gender Identity
Disorders
Substance-Related &
Impulse-Control Disorders
Columbia Webinar
On-Line Quizzes
No Class
Personality Disorders
EASTER BREAK
Schizophrenia & Other
Psychotic Disorders
Developmental Disabilities
Cognitive Disorders
Mental Health Services:
Legal & Ethical Issues
9
10
12, 13
11
14
12
5, 15
13
16
14
17
15
16
6
18, 19
Wrap up
4
Assignments
Book Reports
Class Presentations
Quizzes
Portfolio of Difference
Due Dates
Week 6 [2/22]
Weeks 7-10 [3/8-29]
Week 10 [3/29]
Week 11 [4/12]
L. ADDITIONAL COURSE INFORMATION:
1 Conceptual Framework: The School/Community mental Health Counseling program is
conceived and developed according to the School of Education conceptual framework,
'A Journey to Excellence'. This course addresses:
“Competence” (reading assignments, lectures, class discussion, quizzes, book report,
group presentation, portfolio of difference)
“Experience” (portfolio, class group activities, speakers and videos)
“Social Justice” (issues of assessment and etiology of disorders among diverse
populations discussed)
2
School of Education Attendance Policy: “Attendance is required and critical for success.
It is the student’s professional responsibility to attend classes, produce quality work, and
adhere to the ethics of the profession. Courses may contain content that cannot be
made up if classes are missed. Failure to attend all classes may result in lowered
grades or failing the course. Instructors have the responsibility for monitoring
attendance and determining the effect of attendance on course grades and will inform
students of their specific attendance requirements.”
3 Academic honesty: Students are expected to abide by the academic honesty
policy of the University.
4 Students with disabilities who believe that they may need accommodations
in this class are encouraged to contact the Disability Support Services Office, Doyle
Room 26, at 375-2066 as soon as possible to better ensure that such accommodations
are implemented in a timely fashion
5 Multicultural emphasis (Diversity): The text presents a multicultural
approach which is presumed for all of the theories of counseling and especially in
Chapter 16 on Integration where the matter is dealt with in depth. Openness to and
respect for differences is an underlying value stressed by this course.
6 Methods of Instruction: Lectures will be combined with small group activities
and class discussions and presentations.
7- Tentative format of the class:
Class lecture
Video examples
Class speakers; panel of adults identified with mental health issues/March- student
presentations
Small group discussion of cases/On-Line Columbia Medical School Presentations,
file:///Volumes/My%20Passport/Abn%20Columbia.webarchive
5
M. SELECT BIBLIOGRAPHY:
1- Sample Articles:
American Psychological Association. (2005). Mind/body health: Interactive. Retrieved 11/30/09
from: http://www.apahelpcenter.org/
Andrews, J., Briggs, A., Porter, R., Tucker, P. & Waddington, K. (1997). The
history of Bethlem. London: Routledge.
Andrews, J. & Scull, A. (2001). Undertaker of the mind: John Munro and
mad-doctoring in eighteenth-century England. Berkeley; Univ. of California
Press.
Canter, D. (1994). Criminal shadows: Inside the mind of the serial killer.
London: Harper Collins Publishers.
Canter, D. (2005). Mapping murder: Walking in killers’ footsteps. London;
Virgin Books.
Canter, D. (2007). Investigative psychology: Analyzing criminal action.
New York: John Wiley & Sons.
Eigen, J.P. (1995). Witnessing insanity: Madness and mad-doctors in the
English court. Yale University Press, New Haven, Connecticut and London.
Gaviria, M. (Director), & Smith, M. (Producer). (2001, April 10). Medicating kids. Frontline.
Retrieved 11/30/09 from: http://www.pbs.org/wgbh/pages/frontline/shows/medicating/
Gilbert, S., Keery, H., & Thompson, K (2005). The media’s role in body image and
eating disorders. In E. Cole & J. Daniel (Eds.), Featuring females: Feminist analysis of
media (pp. 41-56). Washington, DC: American Psychological Association.
Gleaves, D.H., Smith, S., Butler, L., & Spiegel, D. (2004). False and recovered
memories in the laboratory and clinic: A review of experimental and clinical evidence.
6
Clinical Psychology: Science and Practice, 11, 3-28.
HealthyPlace.com. (n.d.). Best things to say to someone who is depressed. Retrieved 11/30/09
from: http://www.healthyplace.com/communities/depression/related/support_5.asp
Houston, R. A. (2000). Madness and society in eighteenth-century Scotland.
New York: Oxford University Press.
Jamison, K. R. (1995). An unquiet mind: A memoir of moods and madness (excerpt). New York:
Vintage Books. Retrieved 11/30/09 from:
http://www.pendulum.org/writings/writings_essays_kayquote.html
Kihlstrom, J.F. (2004). An unbalanced balancing act: Blocked, recovered and false
memories in the laboratory and clinic. Clinical Psychology: Science and Practice, 11,
34-41.
Kingsley, E. P. (1987). Welcome to Holland. Down Syndrome WWW. Retrieved 11/30/09
from: http://www.nas.com/downsyn/holland.html
Kirsch, I. & Sapirstein, G. (1998). Listening to Prozac but hearing placebo: A Metaanalysis of antidepressant medication. In I. Kirsch (Ed.), How expectancies shape
experience (pp. 303-320). Washington DC: American Psychological Association.
MacLowry, R., (Producer), & Samels, M. (Director). (2002). A brilliant madness: An Interview
with John Nash. American Experience. Retrieved 11/30/09 from:
http://www.pbs.org/wgbh/amex/nash/sfeature/sf_nash.html
Marrou, C. (1996, June 26). Let me tell you a secret. Newsweek. Retrieved 11/30/09
from:http://www.pendulum.org/articles/articles_bipolar_myturn.html
McPhee, L. (2000, December 12). Dying to be thin. Nova. Retrieved 11/30/09 from:
http://www.pbs.org/wgbh/nova/thin/
Miller, W. & Carroll, K.M. (2006). Rethinking substance abuse: What
science shows, and what we should do about it. New York; Guilford Press.
7
Porter, R. (2003). A brief history of madness. New York, NY: Oxford University Press.
Public Images Network. (n.d.). Think people first. Retrieved 11/30/09 from:
http://www.publicimagesnetwork.org/first.html
Reagan, R. (1994, November 5). President Reagan courageously announces his illness.
Retrieved 11/30/09 from: http://www.presidentreagan.info/alz.cfm
Simpson, D. E., Hanley, J. J., & Quinn, G. (2002, July 16). Refrigerator mothers. POV.
Retrieved 11/30/09 from: http://www.pbs.org/pov/pov2002/refrigeratormothers/
Townsend, L. (2006). Leslie Townsend's story. Retrieved 11/30/09 from:
http://ai.eecs.umich.edu/people/conway/TSsuccesses/LeslieTownsend.html
Wells, Adrian. (2007). Cognition about cognition: Metacognitive therapy and change
in generalized anxiety disorder and social phobia. Cognitive and Behavioral Practice,
14, 18-25.
2- Sample Journals: {http://www.psychdirectory.com/publications/psychological_journals.html}:

Alcoholism: Clinical and Experimental Research

American Journal of Psychiatry

American Journal of Psychology

Archives of General Psychiatry

Development and Pathology

Drug and Alcohol Dependence

Journal of Abnormal Child Psychology

Journal of Abnormal Psychology

Journal of Addictive Diseases

Journal of Affective Disorders

Journal of the American Academy of Child & Adolescent Psychiatry

Journal of College Counseling

Journal of Consulting and Clinical Psychology

Journal of Counseling and Development

Journal of Mental Health Counseling

Journal of Psychology and Behavioral Sciences

Schizophrenia Bulletin
 The Journal of Child Psychology and Psychiatry and Allied Discipline
8
BOOK REPORT OUTLINE
The sections of the book report will include:
Page 1: Summary of Person's Disorder
A summary of the person's disorder and issues/functioning :

personal

cognitive

behavioral

emotional

social

physical
Page 2: Diagnostic Assessment

A chart that includes:
Left side - 3 sections (the DSM IV-TR criteria of the disorder, the etiology of the
disorder according to the text, and differential diagnosis considerations).
Right side - case analysis of the book's character according to each of these
dimensions
file:///Volumes/My%20Passport/Sample%20Biography%20Portrayal%20Writeup.webarchive

Diagnostic summary, using the 5 axes
Pages 3 & 4: Evidenced Based Practices Identified in the Research
A review of 4 professional articles related to evidenced- based interventions for this disorder.
Sample Journals listed in the bibliography. For each article, include:

the complete reference in APA style

an abstract

a paragraph summarizing the interventions for this disorder identified in the
article which are effective, ineffective

your reactions to each article and why
Page 5: Clinical Implications
In regard to this disorder, what have you learned about:
 Etiology
 Symptoms
 Assessment
 Effective and ineffective interventions
 Ethical or Legal Concerns
 Other
Page 6: Resources

a list of 10 resources pertinent to the topic (5 community, 5 online)
9
BOOK REPORT WORKSHEET
Name:
Please rate your top 5 choices of disorders that you would like to choose a book on to read,
with 1 being the highest interest. Topics will be assigned by the second week of class.
Disorder
Anxiety Disorders
Somatoform & Dissociative Disorders
Mood Disorders & Suicide
Eating & Sleep Disorders
Physical Disorders & Health
Psychology
Sexual & Gender Identity Disorders
Substance-Related & Impulse-Control Disorders
Personality Disorders
Schizophrenia & Other Psychotic Disorders
Developmental Disabilities
Cognitive Disorders
Rating (1-5)
10
PORTFOLIO OF DIFFERENCE OUTLINE
a. Examples of 'abnormal' behaviors (depictions of mental illness, DSM IV categories) may be
taken from the newspaper, professional/lay magazines/books, TV reports/shows, case
conferences, personal contacts, and people alive or dead in history that have had a mental
illness.
b. Each example will be put in a binder; non-pictorial examples are to be summarized in one
paragraph.
c. For each of the 12 examples (Use these headings below):
1. Describe the example
2. State your Positive/Negative reactions to the example & Why (e.g., how is abnormality
portrayed? what impressions does the example give?)
3. Share constructive improvements of the example (e.g., how would you rewrite a news
story? what societal issues need to be addressed? What treatment interventions are
needed?)
d. Reviews are graded on:
1. The diversity of examples/topics (i.e., gamut of disorders discussed in the text)
2. The diversity of sources from which they were obtained
3. Level of analyses
4. Organization
5. Creativity
6. Thoroughness
7. Overall presentation
11
GROUP PRESENTATION
a. Students will self select a group, total number 3 in the group, with whom to work.
b. There will be 8 presentations total, 2 presentations each for the 4 designated chapters.
c. Presentation grades will be based on:
 Team involvement
 Presenters' Style
 Content
 New Knowledge Gained
 Audience Participation
 Creativity
d. Each presentation will be 30" in length.
e. For each presentation to the class, the group will:
o Prioritize their topic interests and presentation dates (see next page)
o
Develop and share electronically before the date of the presentation:
 a powerpoint presentation
 a list of 5 references with abstracts specific to the topic
 5 practical resources pertinent to the topic
 an evaluation form pertinent to their presentation
Be creative in your teaching of the powerpoint. You may use such things as short
video clips, role plays, case examples, small group activities, structured
instruments, surveys. Speakers are not a good choice due to the 30" timeframe
of the presentation.
12
GROUP PRESENTATION WORKSHEET
a. NAMES:
1. _______________________
2. _______________________
3. _______________________
Please rate the following topics and dates 1-3, with one being your top choice. Topics will be
assigned by the second week of class.
b. Topics: Note, there are many subtopics within these chapters (1,2,3, 16).
Please be specific.
Chapter
Additional Comments to Specify Area
Choice
Rating
1- Historical
Perspectives of
Abnormal Behavior
2- Biopsychological
Issues & Abnormal
Behavior
3- Multicultural Issues
& Abnormal Behavior
4- Clinical Interviews
5- DSM IV
6- Assessment Tools
7- Legal Issues &
Abnormal Behavior
8- Ethical Issues &
Abnormal Behavior
9Mental
Health
Services
10- Other (Be specific)
c. Dates of Presentations (rate 1-3, with 1 being your first choice)
3/8
___
3/15
___
3/22
___
13
3/29
___
14