ANTIOCH UNIVERSITY LOS ANGELES



EDUC 546 – Fall 2016

Psychopathology for Marriage and Family Therapy

Instructor: Greg Henderson, Ph.D.

Class Time and Place: Section 27002 Mondays 4:15 – 6:55 pm, WPH203

Section 27003 Mondays 7:00 – 9:40 pm, WPH203

Office Hours: Mondays 3-4pm in the Adjunct Office - WPH 904E or by appointment

Email: GEHender@USC.edu Non-teaching semesters: GEHPhD@

Office phone: 310-276-8600 -For urgent matters only- Cell phone: 323-304-4734

|Rossier School of Education Mission: “The mission of the USC Rossier School of Education is to improve learning in urban education locally, |

|nationally and globally.” |

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|Course Overview |

|This course provides instruction in mental health assessment and treatment planning using the primary tool of such assessments, Diagnostic and |

|Statistical Manual of Mental Disorders, 5th ed.; (American Psychiatric Press, 2013) [DSM-5]. Students will learn how to utilize this manual, with |

|its wide range of diagnostic and cultural considerations. Strong emphasis will be given to the dynamic interaction of bio-psycho-social factors |

|involved in mental health and functioning. Students will be encouraged to think critically about this tool and its utility in the field of mental |

|health. This includes an on-going analysis of how the strictly categorical approach of previous editions of the manual have given way to more |

|dimensional ways of thinking in the DSM-5. Students will also be introduced to empirically supported interventions indicated for a wide variety of |

|disorders, and be given multiple opportunities to integrate DSM-5 diagnoses with corresponding, effective treatment plans. By using a variety of |

|learning activities−including lectures, discussions, group presentations of case studies, reading, writing, and an extensive use of film-clips to |

|illustrate various disorders−students will learn to develop diagnostic and treatment-planning skills that aim to better understand the phenomena of |

|psychopathology in all its manifestations. By not mistaking the DSM as a “bible of mental disorders” students will be better equipped to understand |

|its hybrid nature: part nosological tool, and part cultural document. This approach will help students be adept at utilizing this newest edition, |

|and all future DSM editions they will likely encounter. More importantly it will help them become sophisticated diagnosticians, capable of |

|formulating nuanced, professional, and effective treatment plans that are reflexive of the people and cultures they aim to serve. |

|Learning Outcomes |

By the completion of this course, students will be able to:

• Identify abnormal and dysfunctional behavior, language, affect, perception and/or thought, utilizing the DSM-5’s classification system and guidelines for cultural considerations;

• Demonstrate a sophisticated understanding of the general principles and methods used in the assessment, diagnosis, and case conceptualization of abnormal psychology;

• Integrate the skills of clinical observation, diagnosis, and treatment planning into the overall psychotherapeutic process;

• Identify appropriate evidence-based treatment modalities for various diagnoses in the DSM-5 and be able to concisely articulate specific plans for implementing these interventions using empirically supported interventions that are sound, yet still nuanced towards the individual;

• Further develop multi-cultural awareness so that it is continually integrated into holistic conceptions of mental health, diagnoses, and treatment plans that address a wide range of psychopathology and variant cultural norms.

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|Required Texts and Readings |

|1. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders, 5th ed.. Washington, DC: American Psychiatric |

|Press. |

|[ISBN-13: 9780890425558 ISBN: 0890425558] |

|NOTE: Purchase of the desk reference copy is purely optional. However its convenient size makes it easy to |

|carry around and often speeds quick diagnostic reference checks . If you plan a career in mental health, this is what you’ll most likely keep on your |

|desk and refer to often. However it is NOT a substitute for the full manual |

|as it only lists diagnostic criteria sets and not the valuable research and expositional text you will be assigned to read from the full manual, and |

|undoubtedly find it useful throughout your academic and professional careers. |

|*Desk Reference to the diagnostic criteria from DSM-5(TM) Spiral-bound, October 4, 2013 [ISBN-13: 978-0890425633  ISBN-10: 0890425639]   |

| |

|2. *Comer, R. (2015). LaunchPad for Comer's Abnormal Psychology. New York: Worth Publishing. |

|[ISBN-13: 978-1-4641-7599-2 ISBN-10: 1-4641-7599-3; Format: LaunchPad] *Six Month Access only |

|- and/or – |

|Comer, R. (2015). Abnormal psychology, 9th ed.. New York: Worth Publishing. |

|[ISBN-10: 1-4641-7170-X; ISBN-13: 978-1-4641-7170-3; Format: Cloth Text of 9th Edition] |

| |

|NOTE NOTE: You have three options for purchasing the Comer text. The first is the LaunchPad / e-book version, which is strongly recommended because |

|its emerging format can make reading assignments more interesting and time- efficient (as it is akin to website browsing). It is also economical (about|

|50% less than textbook) and pragmatic since students seldom access the full text once the course is over. The second option is to buy the Cloth Text, |

|9th edition (new or used), if you prefer reading physical books and/or think you may want to refer back to it after the course. You also have the |

|option of buying a discounted “combo pack” of both versions. Whatever you choose, just make sure you purchase the newest 9th Edition (2015). Also |

|note that you can find all versions at fairly reasonable prices online by searching by title or ISBN number. |

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|Suggested Readings (*Texts highly recommended for treatment planning assignments.) |

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|Alliance of Psychoanalytic Organizations. (2006). Psychodynamic Diagnostic Manual (PDM). |

|New York: Alliance of Psychoanalytic Organizations. |

| |

|American Psychological Association. (2010). Publication Manual of the American |

|Psychological Association, Sixth Ed. Washington D.C.: Author. |

| |

|Black, D., & John, G. (2014). The Essential Companion to the Diagnostic & Statistical Manual of |

|Mental Disorders, 5th Ed.. Washington D.C.: American Psychiatric Press. |

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|First, M. (2014). DSM-5 Handbook of Differential Diagnosis. Washington D.C.: American Psychiatric Press. |

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|Hofmann, S., & Tompson, M. (2002). Treating chronic and severe mental disorders: A handbook of empirically supported interventions. New York: Guilford |

|Press.* |

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|Jongsma, A. Jr., Peterson, L., Bruce, T. (2014). The Complete Adult Psychotherapy Treatment Planner, 5th ed.. Hoboken, NJ: Wiley.* |

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|McWilliams, N. (2011). Psychoanalytic Diagnosis: Understanding Personality, |

|Structure in the Clinical Process, 2nd Ed.. New York: Guilford Press. |

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|Pomerroy, E. & Wambach, K. (2003). Clinical assessment workbook. Pacific Grove, CA: Brooks. |

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|Reichenberg, L.W. (2014). DSM-5 Essentials: The Savvy Clinician’s Guide to the Changes in |

|Criteria. Hoboken, NJ: Wiley. |

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|Course Requirement Overview |

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|Complete assigned reading before each class. (E.g., readings assigned for week two should be read prior to class on week two.) It is essential to keep|

|up with readings so that you are adequately prepared for class discussions and can integrate the material into other assignments. |

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|Class Preparation, Attendance and Participation* (10 points, 10 % of grade) |

|Students’ professionalism, preparation, attendance, and active participation in the class are critical for learning and success in this course. The |

|interactive nature of the class encourages the sharing of individual ideas and reactions related to the course content. All students are expected to |

|participate in class discussions. Whether students tend to be extroverted or introverted, the instructor will endeavor to create equal opportunities |

|for participation. Students are also encouraged to share concerns or suggest ideas for mutually creating such an environment. This may be done at |

|appropriate moments in class, or during the instructor’s office hours. |

|*Please refer to the Guidelines and Grading Chart for Attendance and Participation on p 10. |

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|Class Format: In order to better apply yourself to the attendance and participation standards expected, it may be helpful to understand that class time |

|will generally be structured as follows: Film clips demonstrating various symptom clusters will be presented at the beginning of each class, followed by|

|a lecture and discussion of topics and reading. Classes will also include student presentations of case studies and treatment plans, followed by class |

|discussion. Students are encouraged to challenge themselves to share their thoughts, feelings and experiences as is relevant to class discussions or |

|exercises, however, specific self-disclosure is not required. Students who do share are asked to carefully consider the appropriateness of their |

|comments and to ensure that they are exercising proper self-care in any self-disclosures. Students must treat such disclosure with respect and keep |

|confidential any personal material shared by others in class. Information shared in class or papers will be kept confidential by the instructor as |

|well. |

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|Present a case study and treatment plan in class. (20 points, 20 % of grade) An important component of this course will be participating in diagnostic |

|assessments of case studies. Beginning in six, students will be responsible for an in-class presentation (in groups of two to three) and a paper |

|containing a full case history, complete diagnosis, treatment plan and rationale for the main character in the film seen in class the week prior. This |

|will not only give students the chance to hear a full lecture on the category of mental disorders they will be assigned, but it will also give them one |

|week to work with their group and to do appropriate research and preparation. In addition, students will each turn in a two-page paper that summarizes |

|their presentation. The entire class will then come together to discuss these case conceptualizations, diagnosis, and treatment formulations in detail.|

|(Due date corresponds to group.) |

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|Complete a one-sheet brief case study. (10 points, 10% of grade) Choosing from the list of approved films (listed on page 11 of this syllabus), |

|students will create a brief, one page case history, full diagnosis and brief treatment plan for the main character. (Supporting characters may only be |

|used if prior approval is given.) This one-sheet will serve as the template from which students will create their final paper. In other words, |

|students will use the same character, from the same film, for both the one-sheet assignment and for the final paper. This will give students a chance |

|to receive explicit feedback before beginning the larger assignment. The first write up is be limited to ONE PAGE as learning to communicate a large |

|amount of information in a concise and cogent manner is a useful skill in the clinical setting. Specific criteria for the one-sheet are listed on page |

|eight of this syllabus. (Due date is Week 10) |

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|Complete a final paper, seven to eight pages in length. (20 points, 20 % of grade) This paper will be an expansion of the case history from week 10 |

|and will include the following: a full case history; a complete diagnosis, including differential diagnostic considerations and the rationale for the |

|diagnosis; an comprehensive treatment plan that is thoroughly researched in terms of the latest empirical evidence; cultural and ethical considerations;|

|and a thorough discussion about the usefulness and limitations of the current diagnostic approach. Again, refer to the Final Paper Criteria listed on |

|page nine of this syllabus. (Due date is Week 14) |

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|Mid-Term Exam. (20 points, 20 % of grade) This Midterm will test your diagnostic and critical thinking skills, your ability to recognize appropriate |

|and effective treatment plans, and general information retention from the first eight weeks of the semester.   Furthermore it is designed to give you |

|experience in taking a computerized multiple-choice style tests, such as is required for the MFT licensing exam in California. There will be a total of|

|50 questions on the exam, and you will have 90 minutes to answer the questions. The exam will be accessed online, via Blackboard. Students are |

|encouraged to take the exam at the computer lab on campus, but will also be allowed to take the exam from any place that has a secure and reliable |

|internet connection. However, note that if you choose this later option, you are assuming responsibility for the security and reliability of the |

|internet connection you use. (Due Week 8, time TBA) |

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|Final Exam: (20 points, 20 % of grade) The format for the final exam will be similar to the midterm exam. Again there will be a total of 50 questions,|

|and you will have 90 minutes to answer the multiple-choice questions. The final exam will not be comprehensive of the entire course but will instead |

|focus exclusively on the material covered after the midterm exam (weeks 9-15). As with the midterm we will spend time in class going over your |

|preparation and studying strategies to make sure you are fully prepared. This will provide yet another opportunity to experience how to prepare for and|

|take an exam that is roughly modeled after California’s MFT licensing exams. Again, you will access the exam online via Blackboard and students are |

|encouraged to take the exam at the computer lab, or assume responsibility for finding a secure and reliable internet connection. |

|(Due Week 15 or 16, date & time TBA) |

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|Course Guidelines for Grading |

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|% of grade |

|Class Participation and Professionalism 10.0% |

|Class Presentations 20.0% |

|Midterm Exam 20.0% |

|One-Sheet Case Study 10.0% |

|Final Paper 20.0% |

|Final Exam 20.0% |

|100.0% |

|(Note: additional deductions may be incurred for excessive truancy, poor writing skills & failure to submit all written work in proper APA style. The |

|expectation is that all writing assignments will be in APA style, unless otherwise specified, and that all written work will be thoroughly edited, |

|spell-checked and of a quality befitting a graduate-level program. Further details are provided throughout this syllabus.) |

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|Grading Range |

|Final grades will be assigned according to the following range, based on total points possible (100). |

|A 94-100; A- 90-93; B+ 87-89; B 84-86; B- 80-83; C+ 77-79; C 74-77; C- 70-73. |

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|Late Penalty |

|Penalty of 1/3 letter grade reduction will be imposed for every 24-hour period that an assignment is due (e.g., A to A– to B+ to B to B– , etc.). If |

|there are compelling personal circumstances to mitigate the late penalty, student must inform the instructor before the due date. |

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|Grades |

|Master’s degree students should be submitting quality work (reflected by a grade of B- or higher). Students receiving a C should consult their |

|professors immediately for feedback about making significant changes in their approach to their courses. Students receiving a D or below are not |

|working at the graduate level, and should seriously consider whether their current life circumstances are conducive to successfully completing a |

|Master’s degree at this time. Master’s level students should not expect to get an A as a matter of course. “A” grades are reserved for outstanding |

|achievement, reflecting exceptional understanding, insight, and writing (i.e., profound command of the course content with an exceptionally high level |

|of scholarship and excellence). Only a few students will receive A grades at this level because you have reached a new, and much higher, standard of |

|performance at the master’s level, and there is always room to improve. If you receive an A in a class, you know you have gone far above and beyond |

|what is expected of you. If you receive a B, you have met our expectations. |

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|Academic Integrity |

|USC seeks to maintain an optimal learning environment. General principles of academic honesty include the concept of respect for the intellectual |

|property of others, the expectation that individual work will be submitted unless otherwise allowed by an instructor, and the obligations both to |

|protect one’s own academic work from misuse by others as well as to avoid using another’s work as one’s own. All students are expected to understand and|

|abide by these principles. Scampus, the Student Guidebook, contains the Student Conduct Code in Section 11.00, while the recommended sanctions are |

|located in Appendix A: . Students will be referred to the Office of Student Judicial Affairs and |

|Community Standards for further review, should there be any suspicion of academic dishonesty. The Review process can be found at: |

|. |

|Note: Regarding Academic Integrity in Group Assignment Situations |

|When working with other students, be sure you turn in original work with your own thoughts. Group presentations are to be collaborative and portions of|

|the research and presentation may be delegated to individual members. However, on the two-page paper that you individually submit, each student’s work |

|should be unique and reflect his/her own thought processes. The group may share points of view and have similar opinions, diagnosis, treatment plans |

|and rationales. However, the two-page write up must be a unique piece of work, written in each individual’s own words. |

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|Observance of Religious Holidays |

|Students who are unable to attend class due to observance of religious holidays will not be penalized for their absence, but they must inform the |

|instructor ahead of time via email, clearly stating that the absence is due to religious reasons, making arrangements to complete any missed coursework.|

|Incompletes |

|An incomplete (IN) is given when work is not completed because of documented illness or some other emergency occurring after 80% of the course has been |

|completed. Arrangements for the IN and its removal should be initiated by the student and agreed to by the instructor prior to the final exam. The |

|University policy on Incompletes (IN) is as follows (from the USC Catalogue): |

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|Conditions for Removing a Grade of Incomplete: If an incomplete is assigned as the student’s grade, the instructor will fill out the Incomplete (IN) |

|Completion form which will specify to the student and to the department the work remaining to be done, the procedures for its completion, the grade in |

|the course to date, and the weight to be assigned to work remaining to be done when computing the final grade. A student may remove the IN by |

|completing only the work not finished as a result of illness or emergency. Previously graded work may not be repeated for credit. It is not possible to |

|remove an IN by re-registering for the course, even within the designated time. |

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|Time limit for removal of an incomplete: One calendar year is allowed to remove an IN. Individual academic units may have more stringent policies |

|regarding these time limits. If the IN is not removed within the designated time limit, the course is considered “lapsed” and the grade is changed to |

|an IX and it will be calculated into the grade point average as 0 points. Courses offered on a Credit/No Credit basis or taken on a Pass/No Pass basis |

|for which a mark of Incomplete is assigned will be lapsed with a mark of NC or NP and will not be calculated into the grade point average. |

|Students with disabilities |

|Any student requesting accommodations based due to a disability is required to register with the Disability Services and Programs office (DSP) each |

|semester. A letter of verification for approved recommendations can be obtained through DSP. Please be sure the letter is delivered to the instructor |

|as early in the semester as possible. DSP is located in STU 301 and is open 8:30 AM - 5:00 PM, M-F. The telephone number for DSP is (213) 740-0776. |

|Email: ability@usc.edu; Website: |

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|Further Instructions Regarding Graduate-Level Writing Skills and Assignment Completion |

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|Written assignments must use scholarly language and look like professional documents. This means they must be type-written, formatted in APA style |

|(including cover-page, sub-headings, proper citations, and bibliography), neatly printed, stapled in the right-hand corner, and presented without |

|folders or other adornments unrelated to the assignment. You will submit these to the instructor at the beginning of class. Unless otherwise stated, |

|students will also submit electronic copies of written assignments via TURNITIN (accessible on Blackboard) by the end of the day that the assignment is |

|due. Refer back to the “Late Penalty” section on page 4 of this syllabus for details on how late submissions will be graded. |

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|Your grade for this course, will be strongly affected by your writing ability (which also includes clarity of thought, proper grammar, adherence to all |

|aspects of the assignment, and evidence that course content covered thus far is comprehended.) Notable absence of these qualities will result in |

|deductions to your overall point value for that assignment (specified on individual rubrics). To ensure you are meeting these standards, ALL students |

|are strongly encouraged to find a colleague or suitable proofreader to help edit and give feedback on written work before submission on the due date. |

|This is a vital step in all graduate and post-graduate writing (not to mention in professional writing). If you are not in the habit of doing this |

|already, start now. |

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|If you know writing is a challenge for you, or you have been required to do so by the instructor based on early assignments, please consult with the |

|Master’s Program own writing advisor, JT Hayashi: jamesthayashi@ . He can help you plan and execute specific writing assignments, which will |

|inevitably improve your writing skills in general. NOTE: James requests that you contact him early in the semester as his schedule fills up quickly. |

|Additional writing resources may be found online at:   . |

|If your paper does not meet the appropriate standards for graduate level writing (see above), you will be docked 10 - 25% of the total points for the |

|assignment, depending on the degree to which those standards were not met. In such cases you will be required to provide proof on all future |

|assignments that you are utilizing specific writing resources mentioned above. |

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|If an emergency prevents students from completing all course requirements, students should see the instructor about how to proceed with retaking the |

|course at a better time. Students should provide written documentation to validate emergencies (e.g., doctor’s note). In any case, all assignments |

|must be turned in by the end of finals week in order to receive a passing grade. If ALL assignments are not handed in students will receive a failing |

|grade no matter how they well they did on other assignments. |

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Specific Criteria for Written and Oral Assignments

In-Class Presentations: Due at the beginning of class on your assigned week.

At the beginning of the semester you will be divided into groups of two or three and assigned a particular disorder, which you will be responsible for studying in depth. In particular, I want you to research (mostly from the Comer text) empirically supported treatment plans and appropriate ethical and/or cultural considerations for the disorder you have been assigned. Beginning in week six, groups will present their findings to the rest of the class. Using the film character we have watched the week prior as your case subject, your group will present a concise case history, full diagnosis, and suitable treatment plan. You are encouraged to meet with your group outside of class, do the appropriate readings, and possibly view a longer segment of the film clip we have watched in class, in order to prepare you for the presentation. Presentations are to be fifteen minutes in length and all members of the group must participate in both the research and the oral presentation in class. At the time of the presentation you will each turn in a two-page paper (see note on page six) which should include the following:

Page One - See “Brief Case History and Diagnosis Criteria” below

Page Two - Brief description of the treatment plan you are recommending and a full

explanation of the rationale you used for the diagnosis and treatment plan.

I expect you to demonstrate your critical thinking skills and to utilize your working knowledge of specific disorders. I will also be looking for the integration of cultural awareness and sensitivity while conceptualizing each case. This assignment will teach you to apply the DSM in practical ways, while learning to develop empirically supported treatment plans. As with all activities during this class, I expect students to behave with the utmost degree of professionalism and sensitivity when working together as a group and when participating in class discussions.

Group 1 – “As Good As It Gets” presents week 6

Group 2 - “The Hours” presents week 7

Group 3 – “A Beautiful Mind” presents week 9

Group 4 – “Rachel at the Wedding” presents week 10

Group 5 – “For the Love of Nancy” – presents week 11

Group 6 – “Cake” – presents week 12

Group 7 – “Temple Grandin” – presents week 13

Group 8 – “Away From Her” – presents week 14

For the last two assignments you will select one of the pre-approved films listed on page 11 of this syllabus (focusing on the lead character unless otherwise specified) and use this character to complete both of the following assignments. ONLY FILMS FROM THIS LIST will be allowed, as they have been vetted for their appropriateness for the following two assignments.

(Please note: you will find both classic films and newly released films, as I am always updating and curating the list. If there is a new film you find compelling or potentially appropriate, please let me know so that I can review and vet it for future classes. For practical reasons however, no new films may be used for this year’s assignments.)

One-Sheet - Brief Case History and Diagnosis Criteria: Due week 10

Please diagnose the character (or “client”) from the film you have selected and write up a brief case history. This write up must be limited to ONE PAGE only. This will require you to be judicious with your words, while still including the following information:

1) Write a brief paragraph that describes the character you have chosen, as if he/she were a real person. This should be a general picture that includes their general appearance, level of functioning, quality of relationships, and their intra-psychic experience.

2) Give a brief, clinical picture of the character, including:

- Identifying data: name, age, gender, ethnicity, sexual orientation and relationship status

- Presenting problem: both the client’s description and your impression.

- Client’s appearance and mental status.

- History of the problem: age of onset, course, precipitating events, medical or

organic factors, prior treatment, family history of disorder, drug/alcohol use,

sexual abuse, medications etc…

- Provisional diagnostic impression using DSM-5 classifications and codes

- Brief recommended treatment plan

A template and grading rubric for this assignment will be distributed in class.

Final Paper Criteria: Due week 14

This paper should be seven to eight pages of text (title and reference page not included).

Your final should flesh out the brief case history you provided on the one-sheet assignment. Essentially you will include all of the information you gave on the one-sheet, only this time you will present it in a more detailed and descriptive manner. Instead of a paragraph, you will have several pages to fully describe the “client”, and demonstrate that you are able to fully conceptualize the character in a bio-psycho-social context. You will then lay out a complete diagnosis, explaining the rationale for your diagnosis. This will take an additional two to three pages and will including any differential diagnostic considerations that are appropriate for your case. You will then include several pages that discuss a thoroughly researched, comprehensive treatment plan that utilizes the latest empirical evidence on effective interventions. Finally, you will include a few pages of discussion that address questions such as: Does this case history give a full picture of your “client”? What does your diagnosis reveal and what does it conceal about your client’s reality? How is your diagnosis helpful and/or harmful? Does your diagnosis damage the dignity of the client? Does it offer enough information to begin treatment? Is there a bias inherent in any part of your diagnosis or treatment plan: cultural, racial, gender, socioeconomic, sexual orientation, level of education, etc.? Would you feel comfortable using this approach on yourself or a family member if you experienced a similar disorder?

A template and grading rubric for this assignment will be distributed in class.

Approved Films that have been vetted for appropriate use on the 1-sheet and final paper

A Streetcar Named Desire

Adam

Amelie

American Beauty

American Psycho

Annie Hall

Benny & Joon

Boys Don’t Cry

Born On the 4th of July

Black Swan

Blow

Blue Sky

Breakfast at Tiffany’s

Citizen Kane

Clean, Shaven

Donnie Darko

Enduring Love

Equus

Fight Club

Flight

Francis

Girl Interrupted

Goodwill Hunting

Hedwig and the Angry Inch

House of Yes

Into the Wild

KPAX

King of California

Kramer vs. Kramer

Lady Sings the Blues

Lars and the Real Girl

Life As a House

Little Miss Sunshine

Ma Vie En Rose

Margot at the Wedding

Midnight Cowboy

Margot At the Wedding

Memento

Mr. Jones

My Own Private Idaho

No Country for Old Men

One Flew Over the Cuckoo’s Nest

One Hour Photo

Ordinary People

Precious

Proof

Rain Man

Reign Over Me

Requiem for a Dream

Revolutionary Road

Rickie and the Flash

Running With Scissors

Sherrybaby

Silver Linings Playbook

Sophie’s Choice

Still Alice

Sunset Boulevard

Taxi Driver

The Assassination of Jesse James

The Aviator

The Bad Seed

The Best Little Girl In the World

The Fisher King

The Ice Storm

The Informant

The Kids Are Alright

The Madness of King George

The Notebook

The Perks of Being a Wallflower

The Soloist

The Squid and the Whale

The Talented Mr. Ripley

The War of The Roses

There Will Be Blood

To Kill a Mocking Bird

Trainspotting

Trevor

Vicky Christina Barcelona

What Dreams May Come

What’s Eating Gilbert Grape

When a Man Loves a Woman

Who’s Afraid of Virginia Wolf

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|Attends all class sessions on time and returns |Does not miss more than 1 class (excused absence|Misses more than 1 class (with or without excused |

|from breaks in a timely manner. (Absence due to |only), is on time most of the time, and returns |reason), is notably late on multiple occasions, |

|observance of religious holidays will not be |from breaks in a timely manner. |and/or returns from breaks late in a disruptive |

|counted against this portion of the grade.) | |manner. |

| | | |

|Actively participates in class discussion and | |Little to no participation in class discussion and |

|activities and shows verbal as well as nonverbal|Moderate participation in class discussion and |activities, limited non-verbal engagement (eye |

|engagement (such as eye contact, body language, |activities and shows verbal as well as nonverbal|contact, body language, paying attention when others|

|paying attention when others are talking). Stays|engagement (such as eye contact, body language, |are talking). Veers off task in exercises, or class |

|on task during class discussion and exercises. |paying attention when others are talking). Stays|discussions or comments only on unrelated topics. |

| |on task during class discussion and exercises. | |

|Is attentive and respectful when others are | |Appears withdrawn or uninterested in class and/or is|

|talking. Demonstrates awareness of impact of |Mostly attentive and respectful when others are |inattentive and disengaged when others are talking. |

|self on others by monitoring self-participation |talking. Demonstrates some awareness of impact | |

|to not overly monopolize class discussion to |of self on others by monitoring |Demonstrates little awareness of impact of self on |

|allow others opportunity to contribute. |self-participation to not overly monopolize |others by overly dominating class discussion to the |

| |class discussion to allow others opportunity to |extent of inhibiting others from participating. |

|Demonstrates evidence of having completed all |contribute. | |

|the assigned readings by specific reference and | |Demonstrates little evidence of having completed all|

|incorporation into class discussion and |Demonstrates adequate evidence of having |the assigned readings. Comments offered are |

|activities. |completed all the assigned readings by specific |tangential or vague and indicate lack of familiarity|

| |reference and incorporation into class |with readings. |

|Does not engage in distracted behavior such as |discussion and activities. | |

|using computer or phone for non-class related | |Engages in distracted behavior in class by checking |

|functions. |Does not engage in distracted behavior such as |cell phone and focusing on a screen in a way that is|

| |using computer or phone for non-class related |evident to the instructor that the student is not |

| |functions. |engaged in what is happening in the class in the |

| | |moment. |

Active Participation Moderate Participation Little to No Participation

9-10 points 7-8 points 1-6 points

Class Schedule

NOTE: We may occasionally shift the schedule to accommodate particular interests & needs of the class.

| | | | | |

|Week |Topic |Class Films* |Reading Assignment |Assignments due |

| |Introduction to abnormal psychology, Nosology; & a | | | |

|1 |brief tour of the DSM-5 |“One Flew Over the Cuckoo’s |Comer ch. 1 | |

|(8/22) | |Nest” | | |

| |Perspectives on mental heath & pathology: Becoming |“Equis” |Comer ch. 2 & 3; DSM pp | |

|2 |aware of bias/lens; Brief history of the DSM | |809-837 | |

|(8/29) | | | | |

|3 |Labor Day-No Class | | | |

|(9/5) | | |DSM Section I | |

| |Assessments: interview styles; MSE; Differential |“Girl, Interrupted” |DSM pp 715-759 | |

|4 |diagnosis & Empirically supported treatment planning | |Comer ch. 4 | |

|(9/12) | | | | |

| |Anxiety disorders; Obsessive compulsive & related |“As Good As It Gets” |DSM pp189-290 | |

|5 |disorders; |“Reign Over Me” |Comer ch. 5 & 6 | |

|(9/19) |Trauma & stressor-related disorders | | | |

| |Bipolar & depressive Disorders; |“The Hours” |DSM pp123-188 | |

|6 |Suicidal Ideation: Assessment & response |“Mr. Jones” |Comer ch. 7, 8, 9, |Group #1 presentation |

|(9/26) | | | | |

| |Schizophrenia spectrum disorders |“A Beautiful Mind” | |Group #2 Presentation |

|7 |& other psychotic disorders |“The Fisher King” |DSM pp 87-122 |Film Selection Deadline |

|(10/3) | | |Comer ch. 14 & 15 | |

| | | |Review Comer 1-15 | |

|8 |MIDTERM EXAMINATION | | | |

|(10/10) | | | | |

| |Personality Disorders (current formulation… & glimpse |“Rachel at the Wedding” |DSM pp 645-684 & 761-782 |Group #3 Presentation |

|9 |of proposed one) |“Taxi Driver” |Comer ch. 16 | |

|(10/17) | | | | |

| |Feeding & eating disorders; |“For the Love of Nancy” |DSM pp 291-360 |Group #4 Presentation |

|10 |Somatic & dissociative disorders |“Sybil” |Comer ch. 7 & 11 |One-Sheet Due |

|(10/24) | | | | |

| |Somatic symptom & dissociative disorders, Feeding & |“For the Love of Nancy” |DSM pp 291-360 |Group #4 Presentation |

|11 |eating disorders; |“Sybil” |Comer ch. 10 & 11 | |

|(10/31) | | | | |

| |Substance-related & addictive disorders (including Dual|“Cake” |DSM pp 461-590 |Group #5 Presentation |

|11 |Diagnosis); Impulse control & conduct disorders |“Punch Drunk Love” |Comer ch. 12 | |

|(11/7) | | | | |

|12 |Neurodevelopmental disorders |“Temple Grandin” |DSM pp 31-86 |Group #6 Presentation |

|(11/14) |& other disorders of childhood |“Love Limits” |Comer ch.17 | |

|13 |Neurocognitive disorders; |“Away From Her” |DSM pp 591-643 & 361-422 |Group #7 Presentation |

|(11/21) |Sleep-wake disorders |“Sleep” |Comer ch. 18 | |

|14 |Gender dysphoria; Sexual dysfunctions; Paraphilic |“TransAmerica” |DSM pp 423-459 & 685-705 |Group #8 Presentation |

|(11/28) |disorders; |Audio: “81 Words” |Comer ch. 13 |Final Paper Due |

| |Review for Final & Overview of Class | | | |

|(12/5) |Study Day | | | |

| |FINAL EXAMINATION | | | |

|(12/12) | | | |FINAL EXAM |

* Films in bold will be the ones used for the group case-presentations assignments.

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Guidelines and Grading Chart for Attendance and Participation:

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