PSYCH 215: ABNORMAL PSYCHOLOGY
Spring 2007
Instructor: Lizabeth Roemer, Ph.D.
Office: M-4-215
Office hours: Tues 1 – 2, Wed 3 – 4:30 and by appointment
Phone: 617-287-6358
Web page: http://psych.umb.edu/faculty/roemer/absyl
Email: Lizabeth.Roemer@umb.edu
T.A.: Michael
Treanor
E-mail: mtrean@gmail.com
Office hours: T 11:45 – 12:45
Office: M-3-552
Textbooks: Sue, D., Sue,
D. W., & Sue, S. (2005). Essentials of understanding
abnormal behavior.
Sattler,
D., Shabatay, V., & Kramer, G. (1998). Abnormal
psychology
in context: Voices and perspectives.
Jamison, K. R.
(1997). An unquiet mind: A memoir of
moods and
madness.
Optional Study
Guide: Whitford,
F. (2005). Study guide: Essentials
of understanding
abnormal behavior.
The goal of this course is to introduce students to the field of abnormal psychology, examining the range of common psychological disorders, their characteristic symptoms, possible causes, and interventions. There will be a strong emphasis on cultural factors in mental health and disorder. We will address several important questions such as: How can we best define psychological disorders? What methodologies can be used to learn about psychological and behavioral functioning? What are the characteristics of various disorders (as they are currently defined)? How do various factors (e.g., biological, genetic, environmental, social) contribute to the occurrence and maintenance of psychological difficulties? What role does context and social support play in the maintenance of psychological difficulties, regardless of their causes? What interventions can alleviate psychological symptoms and improve functioning? What does it feel like to experience a mental illness or support someone who is coping with psychological difficulties?
Classes will consist of lecture and discussion on topics that parallel and relate to the information covered in the readings, but will not duplicate those readings. Class time will be used to expand on and clarify concepts from the readings, so completing reading assignments in a timely fashion will significantly enhance the usefulness of class time. In addition, in class writing assignments (discussed below) will cover material from the readings, so it is important that you have done the reading by the time of the class. Exams will cover material from class and from the readings; therefore attendance is crucial. Students are responsible for all information presented in class and should obtain notes from a classmate for any classes missed. I can assist you in finding someone in class to get notes from. Once you have gotten someone’s notes, reviewed them, and done the readings, feel free to come to office hours with any questions from the classes you missed.
Exams: There will be three exams throughout the semester and a final exam during finals week. The lowest of these exams will be dropped; only three exams will figure into your final grade. Each exam will count for 25% of your final grade. Exams during the semester will be essentially non-cumulative, but will refer to general principles from previous sections (which will be highlighted in lecture and the readings, so it will be clear what they are). The final exam will be cumulative and will cover material from the entire course. The format of the exams will be primarily multiple-choice, with some short essay questions. They will cover the readings and class lectures, with a greater emphasis on material covered in class (which will often overlap with readings). There will be no make-up examinations for any reason – so think carefully before you miss an exam. Only one exam will be dropped. If you miss two exams, you will receive a 0 for 25 % of your grade. In class review sessions will be conducted prior to each exam during the semester, highlighting the important material from the previous section of class.
Final paper:
The final paper will account for 15% of
your final grade. The purpose of
this paper is to give you an opportunity to apply theories and concepts from
class to a specific case and to use at least one research study (primary
sources) to increase your understanding of a particular psychological disorder.
You will be asked to pick one of the clinical accounts in the Sattler, Shabatay, and Kramer book and analyze the case
diagnostically and conceptually using material from the Sue, Sue, and Sue
textbook, lectures, and one research articles (see detailed assignment on pages
6 & 7 of this syllabus). The final
paper will be due May 10th at
5pm. A third of a letter grade will
be deducted for each day a paper is late (from A to A-, A- to B+, B+ to B,
etc.). This includes non-class days, so a paper submitted on May 11th
would lose 1/3 a letter grade, on May 12th 2/3 a letter grade, and so
forth.
Optional preliminary paper : Students may turn in a draft of any part of their paper (the diagnosis and analysis of the case, a summary of one of their research articles anytime on or before March 15th. This will not be graded, but it will allow you to receive feedback that will help you in writing your final paper. Students are welcome to meet with the instructor after this date to discuss the paper or review drafts in a meeting, but no drafts will receive detailed feedback that are received after March 15th. The instructor will return these drafts within two weeks to allow sufficient time to continue work on the paper.
Response papers: Throughout the semester we will have several brief writing activities that address important issues raised by the readings and lectures. Together, these response papers will count for the remaining 10% of your final grade. One type of writing exercise is “minute” papers. These papers typically range from three to ten minutes of writing time. They may address specific questions that I raise, or what you think was the most important point about a particular reading or lecture. Minute papers will be completed and submitted in class. Sometimes minute papers will follow small group discussions on class-related topics.
In addition to minute papers, students will write reflection papers on Kay Jamison’s book, An Unquiet Mind. This is a thought-provoking autobiography on Jamison’s struggle with bipolar disorder (formerly known as manic-depressive illness). These brief reflection papers may be assigned for homework or written in class.
In-class or take-home writing assignments will be collected and used as indicators of class attendance and participation. Since situations often arise that require students to miss class, each student will get 3 free writing “credits”. In other words, you may miss three of these assignments without any penalty to your response papers grade.
Writing style, grammar, and spelling will not be graded on writing to learn assignments because in-class activities are designed to be written without revisions. Responses will be graded out of 10 points based on evidence of preparation for class and comprehension of class material. There will be no make-ups for in-class writing assignments.
Class participation: Class participation is strongly encouraged. By participating in class, students are able to engage in learning this material, critically assessing the ideas presented, and shaping the focus of the class so that it meets their needs. Class will become more dynamic, interesting and rewarding as more students actively share their ideas, objections, critiques, and questions. No formal grades will be assigned for participation and lack of participation will never hurt a student’s grade. However, participation may improve a student’s grade, particularly when an average falls just below a grade cut-off.
Office hours: Students are encouraged to attend office hours or call and make an appointment for alternate times if any additional help is needed in comprehending and mastering the course material. The instructor is available to assist in understanding the readings, lecture material, mistakes made on a previous exam, or to problem-solve any difficulties arising in the course. Any other advising questions are also welcome (course choices, career planning, etc.).
Extra Credit: See page 9 for a description of extra credit options. Students may receive up to 3 points for extra credit. Each point will add ½ a percentage point to the student’s final grade. All extra credit assignments are due by the last day of class. Some assignments will only receive credit if they indicate understanding of course material (see description on page 9), so it is in your best interest to submit them prior to the last day, so that you have a chance to redo them if they were not accepted.
GRADING
SCALE
|
A |
93-100 |
|
B+ |
87-89 |
|
C+ |
77-79 |
|
D+ |
67-69 |
|
F |
59 & below |
|
A- |
90-92 |
|
B |
83-86 |
|
C |
73-76 |
|
D |
63-66 |
|
|
|
|
|
|
|
B- |
80-82 |
|
C- |
70-72 |
|
D- |
60-62 |
|
|
|
If at any point a student is having difficulty completing assignments or
attending class, it is strongly recommended that he or she meet with the
instructor immediately to discuss the situation. Often difficulties can be solved in advance
but by the end of the semester less can be done to overcome the problem.
A NOTE ABOUT THIS COURSE
In this course, we will be discussing a wide range of
behaviors and psychological symptoms.
You shouldn’t be alarmed if you begin to recognize some of these
symptoms in yourself or someone you know – this often happens when students
first learn about abnormal psychology (it is the same phenomenon that is
described in the first chapter of your textbook: Medical Student Syndrome).
However, if you are experiencing symptoms that are causing you distress
or getting in the way of your life, it may be helpful to make an appointment at
the
CLASS POLICIES:
1. In accordance with Section 503 and 504 of the Rehabilitation Act of 1973
the
2. You may note in the class syllabus certain topics that may in some cases
cause severe discomfort or other strong emotional reactions from some students.
If you believe that in- class discussion of such material might be more than
you can handle please see me right away so that we can determine whether you
should remain in this course.
3. It is assumed that in this class each student and I will act in a
professional and honest manner. Therefore, any student who engages in an act of
Academic Dishonesty, plagiarizing a paper (copying from any source without
quotes and referencing is plagiarizing), cheating on an exam, etc., will
receive a failing grade for that assignment/test and in most cases a failing
grade for the course. Please review the sections on Academic Standards,
Cheating, and Plagiarism of the Code of Student Conduct
(http://www.umb.edu/students/student_rights/code_conduct.html). If you still
have questions about Academic Honesty or expectations in this course see me
well prior to the due date of the assignment.
Students should be aware that, at the discretion
of the instructor, assignments may be submitted to plagiarism detection
software programs for the purpose of detecting possible plagiarism. Students in
this course must be prepared to submit an electronic version of any written
assignment upon request of the instructor.
Dates General
Topic
Jan 30 Introduction
Feb 1 Abnormal
Behavior UPDATED Sue3 Chapter 1
Feb
6 Models of
Abnormal Behavior UPDATED Sue3 Chapter 2
Jamison
Prologue & Part 1
Feb
8 Models of
Abnormal Behavior Jamison
Part 2
Feb
13 Discussion of An Unquiet Mind Jamison
Parts 3&4 &
& Final Paper Epilogue
Feb
15 Assessment/Classification UPDATED! Sue3
Chapter 3
Feb 20 & 22 Anxiety Disorders UPDATED! Sue3
Chapter 4
SSK: 1 – 25
EXAM #1 WILL NOT COVER PTSD
Feb 27 Exam Review
March 1 EXAM
#1
March 6 Dissociative & Somatoform Disorders Sue3 Ch 5; SSK: 34-64
March 8
Psychological
Factors Affecting Medical Sue3
Ch 6; SSK: 100-118
Conditions
March 13 & 15 Mood
Disorders & Suicide Sue3
Chapter 10
SSK: 65-74; 81-97
SPRING
BREAK
March 27 Substance Use Disorders Sue3
Ch 8; SSK: 165-185
March 29 & April 3 Schizophrenia Day 1
Day
2 Sue3
Chapter 11
SSK: 119-144
April 5 Exam Review
April 10 EXAM
#2
April 12 Sexual & Gender Identity Disorders Sue3 Ch 9; SSK:
186-201
April 17 Cognitive Disorders Sue3
Ch 12; SSK: 202-225
April 19 & 24 Disorders of Childhood &
Adolescence Day 1 Dr.
Carter’s Lecture Sue3
Ch 13; SSK: 232-241
April 26 Eating Disorders Sue3
Ch 14; SSK: 241-246
May 1 & 3 Personality Disorders Sue3
Ch 7; SSK: 145-159
May 8 Legal &
Ethical Issues Sue3
Ch 15
May 10 Exam Review
May 15 EXAM #3
Finals week FINAL EXAM
Sue3 = Sue, Sue,
& Sue (2005)
SSK = Sattler, Shabatay, & Kramer (1998)
*Check the class Web page
regularly for changes to the syllabus
Paper Assignment
DUE DATE
Thursday May 10, 2007 by 5pm
Please take note that emailed papers will not be accepted. Papers must be turned in to me directly, or left in my mailbox in the Psychology Department. If you are turning in your paper late, be sure to have someone sign and date it. Grades will be lowered by 1/3 a letter grade for each day they are late. Papers received after May 18th will receive an automatic F (however, this is still better than a 0, so you should still turn in papers if they are this late.
PURPOSE
This assignment is designed to give you experience in applying information from your textbook, class, and scientific journal articles to your understanding of a specific clinical case.
TASK
Choose one of the readings from Abnormal Psychology in Context, which focuses on a psychological problem that you are interested in thinking and learning more about. Use class lectures and readings from the Sue, Sue, & Sue textbook to determine 1) How the case description meets diagnostic criteria for a specific psychological disorders, and 2) How theorists from two different perspectives (choose from any of the perspectives presented in class and in Sue, Sue, & Sue) might explain the occurrence, maintenance and treatment of this particular individual’s presenting difficulties (you may have to hypothesize information that is not specifically presented in the case description to do this). Find a research article on this specific psychological disorder and use what you learn from this study to help with your analysis and understanding of the specific case you have chosen. Your final paper will then present an analysis of this specific case that includes 1) a brief summary of the case, 2) why this individual meets diagnostic criteria for a specific disorder, 3) an explanation of this individual’s presenting problem (its occurrence, maintenance, and potential treatment) from two of the theoretical perspectives presented in class, and 4) a discussion of how your research article might explain some features of this specific case.
You can find journal articles by looking at the references cited in Sue, Sue, & Sue. OR
Click here to connect to Psych Info, the library’s search engine, to help you find an article
FORMAT
4 -6 typed, double-spaced pages in 12-point font with 1 inch margins (with an additional reference page in APA format)
See suggestions for
final papers (next page) for more details on the requirements for the
paper. You are welcome to meet with the
instructor as much as you would like for assistance with the paper.
Suggestions for final papers
o Writing is a process. Successful papers will be started in advance, to allow for time to revise and further develop ideas.
o Be sure that you use a research article – these are articles that present the details of the study and include an introduction, method, results and discussion section. These should come from peer reviewed journals, such as Journal of Abnormal Psychology, Journal of Nervous and Mental Disease, American Journal of Psychiatry, Journal of Psychopathology and Behavioral Assessment, Journal of Anxiety Disorders, Schizophrenia Bulletin, or British Journal of Clinical Psychology. You can find these resources by doing a PsychInfo search (at the library or on the web when connected to UMB) or by using references from your textbook and getting journal articles that are cited there. Do not use internet sites as resources – the goal is to read a scientific article and use it in your paper. You may check with the instructor to make sure the article you plan to use is appropriate
o When you use two theories to explain your case, provide a brief summary of each theory and then apply it to the specifics of the case. Define any terms used in the theory that are not commonly used terms (like displacement, or reinforcement).
o Briefly summarize the research study before applying it to the case
o Be sure that your paper is organized – that you are developing a central argument and the reader can follow it throughout the paper
o Each paragraph should have a coherent theme and paragraphs should follow each other in an organized, manner. Read over your papers to be sure that there is a logical order to them.
o Watch for grammatical errors, particularly sentence fragments and run-on sentences. More than five spelling or grammatical errors will result in points deducted from final grades. Use spell check and carefully proofread your work.
o BE SURE TO USE YOUR OWN WORDS. Plagiarism is using words from another source in your paper without putting them in quotation marks. This is academic dishonesty and there are serious consequences (A failing grade on the paper, and in most cases for the course, as well as reporting of the incident).
o The point of the paper is to express your understanding of these concepts, so it is important that you use your own words to do this. For this reason, use direct quotations very rarely, if at all. I am much more interested in your description of a concept than I am in someone else’s description of it.
o Include a reference list, in APA format, of all outside sources (course books and your research article, as well as any other sources you decide to use). The references in Sue, Sue, & Sue are in this format and can be used as a model. Ask the instructor if you have any questions about this format.
SOURCES OF ACADEMIC HELP
General study skills/Writing skills
The UMass Boston Academic
Support Programs provide individualized and/or group tutoring for writing
and studying skills. In the past,
students in this course have found the staff there to be very helpful, and
their grades on assignments have often reflected this. If you are interested in taking advantage of
their help, call 287-6550 or visit their office (
In accordance with Section 504 of the Americans with
Disabilities Act of 1990, UMass Boston attempts to accommodate all students
with a documented disability. Students
with these needs can find appropriate services at the
Extra Credit Opportunities
The following activities provide an opportunity to earn 1-3 extra credit points. Extra credit points will be lead to ½ a percentage point added to your final grade. In other words, one extra credit will result in increasing a 90 to a 90.5. You can only complete a maximum of 3 extra credit points.
Interpreting abnormal psychology in books and movies - 1 extra credit per assignment, maximum 3 allowed
Describe a character in a book or movie and highlight aspects that
relate to course material
Submit a one page description of the psychological difficulties of a character from a television show, book, or movie. Be sure to refer to theory or research from class material in your discussion of this case. You will receive credit if your description indicates understanding of course material.
Abnormal
Psychology in the news - 1 extra credit per assignment, maximum 3 allowed
Comment on how a news story relates to issues discussed in class
If you come across a story in the news, in a newspaper, or in a magazine that relates to issues discussed in class, submit a one page summary of the story and how it relates to course material. You will receive credit if your description indicates an understanding of course material.
Participate in
research being conducted by faculty and students in the psychology department -
credits vary based on length of participation
Serve as a participant in a research study, learn more about research
design
Researchers from the psychology department may come to class
and announce studies that are seeking participants. Participation in these
studies is completely voluntary and you are free to withdraw your participation
without any penalty at any point.